What a year! You've made it through emergency distance learning during a pandemic, the new Learning Continuity and Attendance Plan (LCP), and now the Budget Overview for Parents. Before the work on your 2021-22 Local Control and Accountability Plan (LCAP) gets into full swing, I hope you can take a deep breath and try to unplug during the winter break.
You've been working hard to meet the needs of students and school staff while balancing state mandates and expectations. There's no blueprint for accountability and assessment during a pandemic, but you've carved a path that others can learn from.
I hope you have a restful break and I'll see you in 2021 where we will have professional learning opportunities designed to support you through the condensed timeline for getting stakeholder feedback and completing the LCAP. Scroll down to learn more and register for the new offerings.
Director
858-295-8827
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Budget Overview for Parents
Local governing boards or governing bodies were required to adopt and submit the Budget Overview for Parents on or before Dec. 15, in conjunction with the LEA's first interim budget report. See the California Department of Education (CDE) Local Control Funding Formula (LCFF) Budget Overview for Parents slide deck for more details. The template and instructions for the Budget Overview for Parents is posted on the LCAP webpage.
The SDCOE business advisor for each district sent out a Budget Overview for Parents review checklist that will be used to assist in the SDCOE review. This is an additional tool that can be utilized to assist in the completion of the Budget Overview for Parents.
Important items to note:
- Must have been approved on or before Dec. 15, with the LEA’s first interim budget
- Required to be prominently posted on the LEA’s homepage along with the LCP and their LCAP Federal Addendum, as applicable
- Statute is silent regarding adopting the Budget Overview for Parents and the first interim report as separate agenda items. As such, this decision should be determined locally, consistent with the needs of the LEA and local community.
2021-22 LCAP Overview
The LCFF requires LEAs to engage their local stakeholders in an annual planning process to evaluate their progress within eight state priority areas encompassing all statutory metrics (county offices of education have 10 state priorities). LEAs document the results of this planning process in the annual LCAP using the template adopted by the State Board of Education. The 2021-22 LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. It was temporarily suspended during the COVID-19 pandemic and LEAs were instead required to submit an LCP.
The LCAP development process serves three distinct but related functions:
Comprehensive Strategic Planning: The process of developing and annually updating the LCAP supports comprehensive strategic planning (California Education Code [EC] 52064(e)(1)). Strategic planning that is comprehensive connects budgetary decisions to teaching and learning performance data. LEAs should continually evaluate the hard choices they make about the use of limited resources to meet student and community needs to ensure opportunities and outcomes are improved for all students.
Meaningful Stakeholder Engagement: The LCAP development process should result in an LCAP that reflects decisions made through meaningful stakeholder engagement (EC 52064(e)(1)). Local stakeholders 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.
Accountability and Compliance: The LCAP serves an important accountability function because aspects of the LCAP template require LEAs to show that they have complied with various requirements specified in the LCFF statutes and regulations, most notably:
- Demonstrating that LEAs are increasing or improving services for foster youth, English learners, and low-income students in proportion to the amount of additional funding those students generate under LCFF (EC 52064(b)(4-6)).
- Establishing goals, supported by actions and related expenditures, that address the statutory priority areas and statutory metrics (EC 52064(b)(1) and (2)).
- Annually reviewing and updating the LCAP to reflect progress toward the goals (EC 52064(b)(7)).
LCAP Template Components
The CDE is updating the LCAP template to add the correct year sequence. Once the template is updated, it will be posted at CDE LCAP webpage. Based on the State Board of Education’s approved template (January 2020), the components of the LCAP for the 2021-22 LCAP year will include the following:
- LCAP Budget Overview for Parents
- Annual Update (template will be finalized by Jan. 31)
- Plan Summary (includes General Information, Reflection: Successes, Reflection: Identified Needs, and LCAP Highlights)
- Comprehensive Support and Intervention (CSI) Prompts (if applicable)
- Stakeholder Engagement
- Goals and Actions (Goal, Measuring and Reporting Results, Actions, and Goal Analysis)
- Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students
- Expenditure Tables
- Instructions
Annual Update
The state superintendent, in consultation with the executive director of the state board, must revise the template for the Annual Update to the LCAP before Jan. 31, to reflect the inclusion of the Learning Continuity and Attendance Plan for the 2021-22 school year.
The second draft of the template and instructions are available at this link. Feedback on the template and instructions may be emailed to LCFF@cde.ca.gov throughout the revision process.
Local Indicators
Local indicators do not need to be uploaded for the 2020 California Schools Dashboard. The typical deadline for local indicator uploads would have been Nov. 1. Instead, the 2020-21 local indicators will be reported to the LEA's local board when the LCAP is presented, and will also be uploaded in fall 2020-21 for the 2021 dashboard. Go to the CDE local indicators webpage and the Local Performance Indicator Quick Guide for more information.
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SDCOE Equity Conference 2021: Equity is Love in Action
The 2021 Equity Conference on Jan. 19 to 22 has been redesigned with you in mind during this pandemic. The schedule is simplified, with two to three recognized leaders in equity speaking from 12:30 to 3:30 p.m. each day, and the cost is only $149 ($99 for students and parents). The speaker lineup includes authors Dr. Margaret Wheatley, Elena Aguilar, and Dr. Monique Morris, Portland Public Schools Superintendent Guadalupe Guerrero, and the students behind the @BlackinPUSD Instagram account, to name a few. See all the speakers and register your team today at www.sdcoe.net/EC2021.
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LCAP 101 Workshop
This free workshop is developed for anyone who is new to the LCAP or would like a refresher. During the session, participants will learn about important timelines, the LCAP template, and have an opportunity to network with other districts/charters around the county.
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Putting It All Together Professional Learning Workshop
Our 2020-21 Putting It All Together series is designed to bring together district and charter school leaders to focus on just-in-time information and connect it to key actions and strategies for students' success and improvement in the LCP and LCAP development. Please sign up using the links below. Once you sign up, the Zoom link will be emailed to you.
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NEW! Deeper Learning Series — Measuring and Monitoring Engagement (MTSS, SEL, Mental Health)
Join us for a three-part series that will focus on measuring, monitoring, and creating actionable LCAP goals for social-emotional and mental health for pupils and staff. Participants will focus on implementation by identifying discrete actions and developing an action plan for the 2021-22 school year. Resources will include a metrics toolkit, tools for data collection, and resources to support social and emotional learning (SEL) implementation.
Please sign up via OMS using the links below. Once you sign up, the Zoom link will be emailed to you.
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California Department of Education Tuesdays @ 2 Webinar Series
Don't miss a Tuesdays @ 2 webinar from the CDE Local Agency Systems Support Office. More webinar information and presentation slides from the series can be found at this link.
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Learning Continuity Plan and Data Collection
- California Assessment of Student Performance and Progress (CAASPP)
- English Language Proficiency Assessments for California (ELPAC)
- Physical Fitness Test (PFT)
- California High School Proficiency Examination (CHSPE)
- High School Equivalency Tests (HiSET and GED)
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New in CALPADS: Student Preferred Name
In response to requests from LEAs and parents/guardians, the California Longitudinal Pupil Achievement Data System (CALPADS) Student Information file now includes two new student demographic fields. This change addresses concerns about violation of student privacy when a student has a preferred name that is not their legal name. The two new student demographic fields are as follows:
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Student Preferred First Name, for the student’s first name (given name) that may be chosen for use instead of the student’s legal first name
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Student Preferred Last Name, for the student’s last name (given name) that may be chosen for use instead of the student’s legal last name
When the Student Preferred First Name field is populated in CALPADS, it is sent to the Test Operations Management System as the first name of the student. The change will be visible in all assessment-related systems, including the Test Administrator Interface, Test Delivery System, and student results reporting.
Note that using this option will affect the name that appears on the Student Score Report (SSR), so it is important to inform any student (and their parent or guardian) who chooses to use a preferred name that it will appear on the official SSR.
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Reclassification of English Learner Students: Reminder
If your LEA plans to reclassify students using their 2018-19 Summative ELPAC scores, documentation must be completed and their updated English Language Acquisition Status must be submitted to CALPADS within the next two weeks. For previously issued information regarding reclassification guidance, please refer to Assessment Spotlight, Issue 100.
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Leading with SEL is essential not only because children need social and emotional support as they, like the adults around them, navigate the unprecedented challenges of alternative learning contexts, but because SEL helps students access academic content through building essential self-management skills, resilience, and connections.
Also, find additional resources at this link that provide a range of SEL options for educators, administrators and other school leaders, and families/guardians to utilize as they support their students — and themselves during this time of learning remotely. Resources include information about self-care for educators.
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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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