• History LCAP Information

    In July 2013, the state Legislature approved a new funding system for all California public schools. This new funding system, Local Control Funding Formula (LCFF) requires that on or before July 1, 2014 every school district is expected to adopt a Local Control Accountability Plan (LCAP) and budget.

    The LCAP is the funding formula’s vehicle for transparency and engagement. It must describe for each school district and each school within the district, the annual goals and specific actions to achieve those goals for all students and each subgroup of students identified in Education Code 52052, including students with disabilities. Through the LCAP, districts must describe the specific actions that districts will take to achieve the goals it has identified with budget details that show the type of state expenditure made to support these actions. The state priorities are expressed as metrics for which districts are expected to develop performance measures to demonstrate how LCFF and the LCAP support student outcomes.

    The State Board of Education adopted an LCAP template that groups the LCAP eight State Priorities in three areas: Pupil Outcomes, Engagement and Conditions of Learning.

    Pupils Pupil Outcomes

    Priority 1:
    Student Achievement: Pupil achievement as measured by multiple indicators
    including, but not limited to, assessment data, college readiness and language proficiency.

    Priority 3:
    Other Student Outcomes: Pupil outcomes, if available, in the subject areas
    comprising a broad course of study.

    Engage Engagement

    Priority 5:
    Parental Involvement: Parental involvement, including efforts the school
    district makes to seek parent input in making decisions for the school district and each individual school site, and including how the school district will promote parental participation in programs for economically disadvantaged pupils,
    English learners, foster youth and individuals with exceptional needs.

    Priority 2:
    Student Engagement: Pupil engagement as measured by multiple indicators
    including, but not limited to, rates associated with attendance, chronic absenteeism, dropout (middle and high school) and high school graduation.

    Priority 4:
    School Climate: School climate as measured by multiple indicators including,
    but not limited to, pupil suspension and expulsion rates as well as other local measures assessing safety and school connectedness

    Focus Conditions of Learning

    Priority 6:
    Basic Services: Demonstrating compliance with Williams Act requirements.
    This includes reporting appropriate teacher assignment, sufficient instructional
    materials and facilities in good repair.

    Priority 7:
    Implementation of Common Core Standards: Implementation of the academic content and performance standards adopted by SBE, including how the programs and services will enable English learners to access the Common Core academic content standards and the English Language Development standards.

    Priority 8:
    Course Access: The extent to which pupils have access to, and are enrolled in,
    a broad course of study that includes core subject areas (i.e., English, mathematics, social science, science, visual and performing arts, health, physical education, career and technical education, etc.), including the programs and services developed and provided to economically disadvantaged pupils, English learners, foster youth and individuals with exceptional needs.

    Governance Governance:

    According to Ed Code 52060 on or before July 1, 2014, the Governing Board of each school district shall adopt a Local Control Accountability Plan (“LCAP”) using a template adopted by the State Board of Education (“SBE”), effective for three years with annual updates. It will include the district’s annual goals for all students and for each subgroup in regard to the eight state priorities and any local priorities, as well as the plans for implementing actions to achieve those

    The LCAP requires school districts to describe specific annual goals andnote actual progress towards those goals in its annual updates. Progress must be based on identified metrics, which may be either qualitative or quantitative.

    Goal Goals, Objectives and Measures:

    Districts will be required to show that they have increased and improved services for the three areas of targeted students:
    English Language Learners
    Pupils eligible for free and reduced price meals program
    Foster Youth
    Special Education
    Significant Subgroups
    Source: WestEd

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