Hello and welcome to our new LCAP Connections newsletter! The San Diego County Office of Education (SDCOE) is committed to supporting local education agencies in developing and maximizing the impact of their Local Control and Accountability Plans (LCAPs). This quarterly communication is intended for anyone who is involved in the LCAP process. Information will be provided to keep readers up to date with recent legislation and deadlines, and to provide technical assistance.
Director
858-569-5301
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LCAP Template Redesign for the 2020-21 LCAP
The California State Board of Education (SBE) met on Sept. 11 and heard information about the new LCAP Template Revision Prototype that is consistent with California Education Code Section 52064.
Timeline for LCAP template:
- The template redesign was shared at the Sept. 11 SBE meeting as a part of the stakeholder feedback process.
- Instructions for the new LCAP template will be provided at the October SBE meeting.
- The new LCAP template will go to the SBE in November for approval. (Note: Legislative mandate for approval is Jan. 31, 2020.)
New!
LCAP expenditure tables will be included in the redesign. Statutory language now requires that the LCAP template consolidate the expenditures in one or more summary tables to make it easier for stakeholders to see the full picture.
Assembly Bill 2878
In September 2018, Assembly Bill 2878 amended California Education Code sections 52060(d)(3) and 52066(d)(3) to expand the description of LCFF Priority 3 (parent involvement) to include family engagement.
AB 2878 retained the requirement to address the following in the LCAP:
- Seek parent input in making decisions for the school district and each individual school site
- Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs
AB 2878 added the following: Family engagement may include, but need not be limited to:
- Efforts by the school district and each individual school site to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access
- Families should be considered partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.
Please note: All local indicators must be uploaded by Nov. 1.
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Join us for upcoming professional learning opportunities. Click on the links to register.
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Implementation Science vs. Improvement Science
Determining the type of improvement work that is needed to meet the specific needs and goals of a local education agency (LEA) is based on local context and is challenging work. It is imperative that while planning this work, LEAs determine where to begin. Refer to the following descriptions and questions to assist.
- Implementation science is a method of improvement that concentrates on how educational changes are carried out to ensure equitable outcomes. It is solution-driven and assists to develop, deploy, and evaluate innovations (problems/interventions). Implementation science refers to the “methods or techniques used to enhance the adoption, implementation, and sustainability” of an intervention (Powell et al.,2015). Questions to ask may include:
- Is the program being implemented as designed and planned?
- Are inputs and outputs sufficient to achieve the desired outcomes?
- Are program benefits getting to the intended recipients?
- Are expected program outcomes moving in the right direction? How do we know?
- Improvement science is a problem-solving approach centered on continuous inquiry and learning. Change ideas are tested in rapid cycles (plan-do-study-act), resulting in efficient, useful feedback to inform system improvements. Improvement science helps organizations build a shared understanding about how their systems work, where breakdowns occur, and what actions can be taken to improve overall performance. Questions to ask may include:
- What is the problem we are trying to address?” then, “What change ideas might we introduce and why?” and finally, “How will we know whether a change is an improvement?”
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LCAP and MTSS Alignment
MTSS Continuum of Support
California MTSS is built on the premise that universal support must be provided for all students while recognizing that some students may need supplemental support at various times and a few students may require more intensified support some of the time to be successful in the most inclusive and equitable learning environment of their grade level peers. Organizing LCAP goals, actions, and services around the following elements further align and target an LEA’s focus with MTSS.
- All students = Universal support
- Some student = Supplemental support
- Few students = Intensified support
Recommendations: Organizing the Upcoming Three-Year LCAP (2020-23)
Assembly Bill 1840 amended California Education Code Section 52064 to make revisions to the LCAP template, with the revised LCAP template going into effect beginning the next three-year LCAP cycle, 2020–21 through 2022–23.
Organizing your LEA’s LCAP for the 2020-23 cycle focusing on equity includes transparency, accessibility, and alignment with MTSS.
- Transparency: LCAPs must address eight of the 10 state priorities (two priorities refer to county offices) for all unduplicated student populations including English learners, foster youth, homeless, and low-income students. Adding targeted populations, such as Hispanic, African American, and students with disabilities adds further transparency.
- Accessibility: Stakeholders should be able to read the LCAP and clearly understand the district’s vision for supporting overall achievement as well as closing achievement gaps for target student groups.
- Alignment- Aligning with the MTSS “All/Some/Few” framework to organize district actions clearly and effectively communicates LCAP goals
Easy as 1-2-3!
Use the
California State Priorities along with the MTSS elements to organize and create goals, actions, and services. The California State Priorities are organized into three broad categories:
- Conditions of Learning: Basic services, implementation of standards, course access, expelled youth*, foster youth*
- Pupil Outcomes: pupil achievement, other pupil outcomes
- Engagement: parent involvement, pupil engagement, school climate
*County Office of Education priorities
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What students are included in the foster youth subgroup for state accountability purposes? (CDE, Jan. 8, 2018)
For the Academic Indicator, a student who is in foster care at any point in the school year and who is continuously enrolled will be included in the foster youth subgroup. 5 CCR, sections 1039.2 and 1039.3, relating to the implementation of Education Code Section 52052.1(a)(1), define continuously enrolled as a “student enrollment from Fall Census Day (first Wednesday in October) to the first day of testing without a gap in enrollment of more than 30 consecutive calendar days.”
For all other indicators, continuous enrollment is not considered, so any student who is in foster care at any point in the school year will be included in the foster youth student group. Note: For the graduation rate and college/career indicators, students who are in foster care at any point during high school are included in the foster youth student group.
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If you have any questions or comments about
LCAP Connections
,
plea
se contact
Deborah Hernandez
.
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Get up-to-the-minute information about what's happening at
SDCOE
and in our districts across the county.
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