LOCAL CONTROL & ACCOUNTABILITY PLAN (LCAP)

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LOCAL CONTROL &

ACCOUNTABILITY PLAN (LCAP)

Edgar Montes, Director LCAP Support Services

Orange County Department of Education March 10, 2016

Orange County Council for Gifted

and Talented Education

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What comes to mind when you

hear LCAP?

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Outcomes of this Session

1. Understanding of LCFF and LCAP

2. Illustrate how GATE services fit into the LCAP process

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U.S. Department of Education

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(Jack Kent Cooke Foundation, 2009)

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How will we actively participate in LCAP so ALL of our students can

achieve their dream?

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Why a New Funding Model for California K-12?

Equitable distribution of

resources to empower local communities to make

decisions that will better

equip students for college

and career readiness.

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Local Control Funding Formula (LCFF)

• Vision is to refocus educational system on improving instructional outcomes for all students.

• Align local goals and local priorities with budgets to improve student outcomes.

• Intended to be simple, transparent and easily understood by educators, parents, and the public.

• Emphasize state priorities moving forward.

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Here’s Where the

LCAP

Comes In

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LCAP – Community Engagement

Prior to adopting LCAP and budget districts must:

• Present LCAP to parent advisory committees

• Present LCAP to EL parent advisory committee if LEA enrolls 50 or more EL equaling at least 15% of total

enrollment

• Notify public of opportunity to submit written comments on draft LCAP

• Public hearing to present draft LCAP and opportunity for public comment

• Public hearing to adopt LCAP and budget

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Local Control and Accountability Plan (LCAP)

• On or before July 1 of every year, the District must adopt the Local Control Accountability Plan (LCAP) using the State template.

• The District’s LCAP must include a description of the following:

– Annual goals

– Stakeholder engagement process – Metrics for measuring growth

– Related state and local priorities – Actions and services

• For each fiscal year of the plan, the District must list and describe

expenditures implementing specific actions included in the LCAP.

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Basic Services

Implementation of State Standards

Course Access

Pupil Outcomes Other Pupil Outcomes

Parent Involvement Pupil Engagement

School Climate

Eight State Priorities Addressed in the LCAP

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1

2

3 Annual Update Stakeholder

Engagement

Goals, Actions, Expenditures, and Progress Indicators

LCAP Template &

Strategies

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Start with the Annual Update…

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Annual

Update

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Review Goals

What was the

impact of

actions/services?

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Magic Box

What changes in actions, services, and expenditures

will be made as a result of reviewing past progress and/or changes to goals?

This box should guide the development of

the new LCAP.

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Section 2:

Goals, Actions, Expenditures, and Progress Indicators

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Identified Need

Identified

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Identified Need

Describe the need(s) identified by the LEA that this Goal

addresses, including a description of the supporting data used to identify the need(s).

Needs to include the What and the Why

• What? All schools provide a welcoming, safe environment for all students where their academic and behavior needs are met by highly qualified staff.

• Why? Do you not have highly qualified staff currently? If so,

state that.

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Goals

Goals to address

Identified Need

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Three-Year Goals

• The Identified Need should guide the development of the Goals

• Is there an existing Goal or are you proposing a new goal?

• Is the Goal tied to any other plans?

• The description of the Action and Service is clear and is likely to result in the desired improved outcomes for

students

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State or Local Priority

Metrics

Schools &

Students

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Expected Student Outcomes Are Quantifiable

The differences in expected student outcomes one year over the next are detailed and quantifiable :

• For example, if the expected outcome is to increase the

attendance rate by .5% from 94% to 94.5% in Year 1, then it

is clearly stated that in Year 2, the expected outcome is to

increase the attendance rate by .3% from 94.5% to 94.8%,

and in Year 3 by .2% from 94.8% to 95%

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Actions & Services

Actions and

Services

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Actions and Services

HOW?

How does it address the Identified Need?

How is it connected to an Expected Measurable Outcomes?

Guiding questions

#12: How do the Actions and Services link to the identified goals and Expected Measurable Outcomes?

#13: What expenditures support changes to actions/services as a result of the goal identified? Where can these

expenditures be found in the LEA’s budget?

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GATE Services

Source: California Association for the Gifted

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GATE Services Activity

Source: California Association for the Gifted

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Ideas for Advocacy

• Enter into formal and informal conversations at your school site and district level

• Inquire and participate in any school site or district committees

• Participate in any surveys

• Promote a more rigorous curriculum for all students which can become a catalyst for identifying potential with a broader base

• Collaborate with other and showcase your student

work

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Professional Learning Series – LCAP Website

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Professional Learning Series Website

• Main Site - http://ocdepls.org/

• GATE Section -

https://sites.google.com/a/ocde.us/prof-learning- series/learners/gate

• LCAP Section - http://tinyurl.com/OCDELCAP

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Telling the “WHY”

“The challenge of establishing meaningful long-term goals to drive systemic reform is not creating

documents, but bringing the goals to life in the minds and actions of people throughout the system.”

Cultures Built to Last (Dufour & Fullan, 2013)

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A Unique Opportunity

• Influence and inform decision making process

• Promote local priorities and accountability

• Cultivate a culture of continuous improvement

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