Happy New Year! ¡Feliz Año Nuevo! 新年快乐 (Chinese, formal), नव वर्ष की शुभकामनाएँ (Hindi, have a blessed new year). As we embark on a new year, I think about what David Bowie once said, “I don’t know where I’m going from here, but I promise it won’t be boring.” If I’ve learned anything the past couple of years, change is inevitable and it isn’t boring!
Now that we are embarking on 2022, local educational agencies (LEAs) are focused on completing and sharing the One-Time Supplement to the 2021-22 Annual Update with their governing boards by the Feb. 28 deadline. Additionally, LEAs are engaging educational partners in the 2022-23 LCAP development. At the San Diego County Office of Education (SDCOE), we continue to gather the most up-to-date information to support your Local Control and Accountability Plan (LCAP) needs.
SDCOE is committed to supporting LEAs in developing and maximizing the impact of their plans. This monthly communication is intended for anyone who is involved in the Learning Continuity and Attendance Plan (LCP) and LCAP process. Information will be provided to keep readers up-to-date with recent legislation and deadlines, and to support technical assistance.
Director
858-295-8827
|
|
One-Time Supplement to the 2021-22 Annual Update Presentation — Due Feb. 28
Section 124(e) of Assembly Bill 130 requires LEAs to present an update at a regularly scheduled meeting of the governing board or body of the local educational agency on or before Feb. 28. The intent of this update is to provide the governing board or body and the LEA's educational partners with a point-in-time report related to funding received through the 2021 Budget Act, which includes federal Elementary and Secondary School Emergency Relief (ESSER) III funds, as well as the implementation of the LCAP to-date.
There are three requirements for the presentation.
- LEAs are required to use the SBE-adopted 2021–22 Supplement Template in their presentation to their local governing board or body. There are five prompts in the template that focus on the following: LEA Engagement, Additional Concentration Grant Add-on Funding, One-Time Federal Funds - Covid-19, ARP of 2021 and ESSER Update, and Fiscal Resources and Applicable Plans.
- LEAs must include a report on all available mid-year outcome data related to metrics identified in the 2021-22 LCAP.
- There must also include a report on mid-year expenditure and implementation data on all actions identified in the 2021-22 LCAP, which contains an update on the Budget Overview for Parents per AB 130 Section 124(3).
|
|
LCAP Implementation and Development
The LCAP is the document that communicates to internal and external educational partners how the LEA plans to operationalize equity.
- Educational equity means that each child receives what they need to develop to their full academic and social potential. — The National Equity Project
- Equity holds the promise of making our educational systems work for every student. — Dr. Paul Gothold, SDCOE Equity Blueprint for Action
Consider to what degree the LCAP is used as a guiding framework for equity in your system.
Engaging Educational Partners
At its November 2021 meeting, the State Board of Education (SBE) adopted the use of the term “educational partners” as a replacement for the term “stakeholder.” Moving forward, educational partners will be used to refer to groups that LEAs are required to engage with in developing the LCAP.
A Note about Meaningful Engagement
The LCAP development process should result in an LCAP that reflects decisions made through meaningful engagement of educational partners.
- Local partners possess valuable perspectives and insights about an LEA's programs and services.
- Effective strategic planning will incorporate these perspectives and insights in order to identify potential goals and actions to be included in the LCAP.
- The primary beneficiaries of this engagement are students.
Consultation Requirements
California Education Code Section 52064(e)(1) includes the provision that comprehensive strategic planning, accountability, and improvement across the state priorities and locally identified priorities should be reflective of meaningful engagement with educational partners.
Significant and purposeful engagement of parents, students, educators, and other educational partners, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process.
- Ideally consultation will occur prior to making decisions about developing or revising the plan so that the input received will inform the development of, or revisions to, the plan.
-
Also, consider how this consultation process can be used to inform the assessment of progress for each of the LEA’s local indicators.
Required Consultation
Districts and County Offices of Education
State statute and regulations specify the educational partners that school districts and county offices of education (COEs) must consult when developing the LCAP, which includes teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students.
- Before adopting the LCAP, school districts and COEs must share it with their parent advisory committee and, if applicable, their English learner parent advisory committee.
- The superintendent is required by statute to respond in writing to the comments received from these committees. School districts and COEs must also consult with the special education local plan area administrator(s) when developing the LCAP.
Charter Schools
Statute requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and students in developing the LCAP.
- The LCAP should also be shared with — and LEAs should request input from — school site-level advisory groups, as applicable (e.g., school site councils, English learner advisory committees, student advisory groups, etc.), to facilitate alignment between school site and district-level goals and actions.
Information and resources that support effective engagement, define student consultation, and provide the requirements for advisory group composition, can be found under Resources on the following webpage of the CDE LCAP website.
SDCOE’s Equity Blueprint for Action Broadens the Definition of Engaging Educational Partners
The SDCOE Equity Blueprint for Action focuses on improving educational outcomes for three student groups: African American, American Indian, and Latinx. This document highlights community- and research-informed practices common among the three communities, as well as actions and recommendations specific to each community. Information was gathered and the following themes emerged: Socially Conscious Leadership, Culturally and Linguistically Responsive Instruction, Student Agency and Voice, and Family and Community Voice. (The SDCOE Equity Blueprint for Action also includes an LCAP Tool that identifies ways to support equity when developing actions and metrics for the LCFF Priorities.)
Family and Community Voice Equity Theme
Many African American, American Indian, and Latinx families find schools to be indifferent to their concerns, ideas, and presence. They report experiencing racism, bias, and judgmental attitudes in their interactions with school personnel. Likewise, in many educational communities, Black, Indigenous, and people of color (BIPOC) experience educational disparities in access and opportunities, which directly diminishes their trust in schools and willingness to interact with school personnel. To address this issue, families and communities need to be invited to participate in the educational process (Milner, 2007; Howard and Reynolds, 2008; Reynolds, 2010).
Students thrive when families and community members participate in and contribute to student learning. When students have positive role models who promote their success, students feel more confident, take more challenging courses, and improve academically.
Asset-Based Measures Equity Theme
A deficit belief model has historically permeated our educational system, disproportionately impacting students of color who are identified as low-income. An asset-based system is a model where educators intentionally focus on their mindsets about their students. Educators build on students’ languages and cultures, and celebrate the strengths, gifts, and talents students bring to the classroom.
- Create safe spaces for listening, healing, and relationship-building, especially for adults and families who may feel misunderstood or have had negative experiences with American institutions.
- Identify and create policies that are supportive of all children.
- Recognize and respect the diversity of responsibilities in different families and cultures.
- Acknowledge and build in supports for families with adults and older students working multiple jobs or non-traditional hours.
Engaging Educational Partners - A Comprehensive Approach
Statute and the LCAP instructions describe the requirements for engaging educational partners and who must be consulted in the process. When keeping equity at the center of the planning, LEAs broaden their perspectives by expanding on these by:
- Including community engagement network meetings
- Intentionally seeking broad and diverse representation, such as liaisons, parents, teachers, local community members, local community based organizations, and wrap-around services
Equity Structures that Enhance Engagement
Moving beyond the required advisory groups, LEAs that are focusing on equity will explore ways to engage diverse perspectives, such as conducting:
- World cafés
- Focus groups
-
Student panels (See SDCOE's student experience panels)
- Parent panels
- Wellness councils, including social workers and counselors
- Family and Community Empowerment (FACE) Team meetings
|
|
LCAP Professional Learning Series
This year, we are creating multiple professional learning opportunities for our LEAs. We appreciate the feedback that we received and have developed multiple pathways for San Diego County’s LEAs to engage.
|
|
Putting It All Together Professional Learning Workshops, Network Style
These monthly 2.5-hour sessions are designed to provide a space and time for participants to interact with others from around the county, learn about LCAP requirements, and explore promising practices. Register for the next session on Feb. 8 from 9 to 11:30 a.m. Participants need only register once for all sessions. Once registration is confirmed, a corresponding reminder and Zoom link will be sent prior to each session.
|
|
Upcoming Workshops
Dashboard Local Indicators
This workshop will focus on collecting essential local indicator data and ways to include them in the 2022-23 LCAP.
Increased or Improved Services, Part 1
This workshop will focus on essential components of the increased or improved services section of the LCAP. It is one of two sessions. Session 2 will focus on the new requirements for this section.
Increased or Improved Services, Part 2
This workshop will focus on the new requirements for the increased or improved services section of the LCAP.
|
|
Small District LCAP Support, Based on Feedback
We recognize the unique challenges of our small districts in developing and implementing focused LCAPs. We are offering specialized LCAP support for small districts based on information we heard during this year's After Action meetings. We've created multiple opportunities for LCAP support that can be individualized based on your specific needs. Email Deborah Hernandez for questions or for more details.
|
|
Individualized District Support, Based on Local Context and Need
|
|
Resources from Past Offerings
Local Control Accountability Plan (LCAP) 101
This free workshop was developed for anyone new to the LCAP. During the session, participants learned about important timelines, the LCAP template, and planning essential engagement opportunities for stakeholders.
|
|
ESSER III Template and Instructions Workshop
This one-hour workshop focused on ESSER III Expenditure Plan requirements and provided a walkthrough of the ESSER III Expenditure Plan template and requirements. The deadline for completing a governing board adopted ESSER III plan has moved to Oct. 29. The plan must go to your October board meeting for adoption. This is a requirement of all LEAs and charter schools receiving ESSER III funds.
|
|
One Time Supplement to the Annual Update to the 2021-22 LCAP
This one-hour workshop was developed for anyone who is supporting the completion of the
one-time supplement to the Annual Update to the 2021-22 LCAP. During the session, participants were informed about important timelines, the template, and instructions.
|
|
Engaging Educational Partners
Community engagement is an essential and required element of the LCAP. This workshop will focus on promising practices outlined in the SDCOE Equity Blueprint for Action document for engaging vital community educational partners with LCAP development.
|
|
2022-23 LCAP Template and Instructions
There have been many updates to the 2022-23 LCAP template. This 90-minute workshop will focus on the changes to the LCAP template and instructions. (Repeat)
|
|
Universal PreKindergarten (UPK) to Third Grade (P-3) publication
We invite you to sign up for the SDCOE Universal PreKindergarten to Third Grade (P-3) newsletter. This e-newsletter is designed to provide LEAs and schools with the most up-to-date information pertaining to the implementation of Universal Transitional Kindergarten (UTK) as it relates to the CDE requirements. The goal is to provide LEAs with the most current and relevant content for the implementation of UTK and establish a network across San Diego County to support one another through the establishment of creating a new grade level. This publication will be released monthly or as needed.
|
|
2020-21 Student Data Released
The California Department of Education (CDE) has released the aggregate results for the 2020–21 CAASPP and ELPAC as part of a larger student data release that included information on high-quality interim and diagnostic assessments, chronic absenteeism, discipline data, and graduation rates. The CAASPP and ELPAC results are available on the CDE Test Results for California’s Assessments website. In addition, a new interpretation guide that provides essential background and factors to consider when interpreting California’s 2020–21 statewide assessment results can be found on the CDE California Assessment Results News Release webpage.
|
|
Alternate ELPAC Standard Setting Meeting
The California Department of Education (CDE) and the ELPAC Project Team are urgently seeking California educators who teach students with the most significant cognitive disabilities who are also English learner (EL) students to participate in the Alternate ELPAC Standard Setting Workshop, which will take place virtually in two sessions:
- Kindergarten through grade two: Feb. 22-25
- Grades three through twelve: Feb. 28-March 3
|
|
Data-Driven Decision-Making Training
Data-Driven Decision-Making for Educational Leaders Training will be held from 2 to 4 p.m. on Jan. 26. This training is for school and LEA leaders interested in using assessment data, particularly in light of LEA flexibility to administer local assessments in Spring 2021. It will cover data consistency between LEAs, requirements for reporting data, data collection, and using data moving forward. Register for this new Data-Driven Decision-Making for Educational Leaders training!
|
|
Summative ELPAC Administration Window Opens
The Summative ELPAC administration window opens on Feb. 1, and is available until May 31. To properly administer the Summative ELPAC, test examiners should complete Summative ELPAC Speaking certification in the Moodle Training Site (Moodle) for the grade levels or grade spans they are administering and access the DFAs corresponding to their LEA's form assignment.
|
|
Save the Dates: SDCOE Social and Emotional Learning Community of Practice
|
|
Get up-to-the-minute information about what's happening at SDCOE and in our districts across the county.
|
|
|
|
|
|
|
