Spring is in the air, and believe it or not, we are right around 88 business days away from completing the requirements of the Local Control and Accountability Plan (LCAP).
As we move closer to the deadline of July 1, we are focusing on completing the Annual Update, incorporating stakeholder input, collecting and analyzing data, and creating goals and actions to support data findings.
The San Diego County Office of Education (SDCOE) is committed to supporting local education agencies (LEAs) in developing and maximizing the impact of their plans. As the new year progresses, we continue to offer 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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Accelerated LCAP Development Timeline
This year’s LCAP development timeline is shortened due to COVID-19 and other requirements, such as the Operations Written Report and the Learning Continuity Plan. Now that we are in March, it is time to:
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Complete the Annual Update
- Create the first draft of the 2021-22 LCAP plan, incorporating stakeholder input
- Monitor, collect, and analyze disaggregated data
- Begin creating LCAP goals and actions to support data findings
As we look forward to April, presenting the proposed plan to parent advisory committees for feedback and input, having the superintendent respond in writing to feedback from parent advisory committees, and incorporating feedback into the plan are important milestones.
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What Data Do We Use for 2021-22 LCAP Development?
In the absence of state and local indicators within the California School Dashboard, LEAs will use available state and local data and stakeholder input to inform the review of progress for the 2019-20 and 2020-21 school years by:
- Identifying needs
- Identifying metrics, baselines, and desired outcomes for goals
- Determining whether or not actions identified as contributing to the increased or improved services in the 2017-2020 LCAP were effective as expected, as applicable
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Data Collection and Analysis
Creating a data collection plan for the development and implementation of the LCAP includes organizing data. One way to organize data is by using Local Control Funding Formula (LCFF) priorities and including the California Department of Education (CDE) Whole Child Resource Map. Data organized into Conditions of Learning, Engagement, and Student Outcomes assist with aligning the LEA’s work with CDE’s vision that supports LEAs, schools, and families to serve the needs of the whole child. The Whole Child Resource Map organizes the LCFF priorities by:
Conditions of Learning
Engagement
Pupil Outcomes
In addition, combining this work with the Multi-Tiered System of Support “All, Some, and Few” focus provides context on collecting data that is aligned and could further support LCFF funding in terms of all, supplemental, and concentration grant funds. See this document to assist with organizing data collection based on these elements.
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Alternative Metrics
This year's state and local data requirements in the LCAP remain, even though some of the data may not be available.
Our department has developed resources to assist with metric development. One resource, the Alternative Metrics, was developed to support LEAs and schools in identifying, collecting, and monitoring data points that provide critical information regarding the implementation of and monitoring of distance learning in their local contexts. The metrics focus on the following essential categories:
- Access to distance learning
- Support for family and student well-being
- Engagement in learning
- Access to social and emotional learning and support
- Communication structures and processes
- Mitigating learning loss
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Where Can I Find Data for the State and Local Indicators?
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Collecting and Using English Learner Local Student Data
CDE officials focused on English Learner data collection during a Tuesday @ 2 webinar. You can find the slide deck here.
The information identifies essential local data collection for English learners in the following categories:
- Student Background and Prior Schooling Data
- Data on Services Provided
- Assessment Data
- Degree of Program and Services Implementation Data
- Attendance Data
- School Climate Data
- Administrative Data
- Social-Emotional Supports Data
In addition, it aligns LCFF priorities with the following categories:
LCAP State Priorities:
- Priority 1: Basic Services
- Priority 2: Implementation of State Standards
- Priority 3: Parent Involvement
- Priority 4: Pupil Achievement
Examples of Local Data:
- Integrated/designated English language development (ELD) program outcome data
- Data on observed implementation of the ELD standards
- Parent survey/questionnaire data, measurements of attendance counts at family-school events
- Access to core instruction and course placement: Smarter Balanced ELA and math performance data and local data
LCAP State Priorities:
- Priority 5: Pupil Engagement
- Priority 6: School Climate
- Priority 7: Course Access
- Priority 8: Other Pupil Outcomes
Examples of Local Data:
- English learner student placement and intervention data, Reclassification data
- Local and ELPAC data on progress towards English language proficiency
- English learner enrollment and performance data in Advanced Placement and honors
- 11th grade math, ELA, and Early Assessment Program California Assessment of Student Performance and Progress data
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Local Control and Accountability Plan Professional Learning Series
We’ve created multiple professional learning opportunities in response to this year’s condensed timeline for the completion of the 2021-22 LCAP and LEA feedback.
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Putting It All Together 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 register, the Zoom link will be emailed to you.
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NEW! Deeper Learning Series: Measuring and Monitoring Engagement
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 implementation.
Please sign up using the links below. Once you register, the Zoom link will be emailed to you.
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State Board Votes to Seek Federal Flexibilities Due to Impacts of COVID-19
The California State Board of Education (SBE) voted to seek flexibility on federal testing, accountability, and reporting requirements and directed CDE staff to explore ways for assessing student learning as schools, educators, students, and parents/guardians continue to face the challenges brought about by the COVID-19 pandemic. This action was in response to federal guidance that was released on Feb. 22, allowing states to ask for flexibility to account for the impact of the COVID-19 pandemic on schools.
Details can be found in the CDE’s Feb. 24 news release. The CDE staff will gather further feedback to inform next steps.
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CAASPP and ELPAC Training Opportunities
The CAASPP Training Opportunities webpage and the ELPAC Training Opportunities webpage on the CAASPP and ELPAC websites have been updated and reorganized! Now, instead of sorting through separate pages for each fiscal year’s training opportunities, users can refer to a single page that provides a listing of all upcoming training opportunities — even across fiscal years.
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Free Social and Emotional Learning Implementation Series
Join facilitators from SDCOE's Learning and Leadership Services, Student Services and Programs, and Innovation teams as well as district and local partners for a learning series around implementing social and emotional learning (SEL) in your classroom, team, school, and district. In a systems approach, sessions will examine SEL practice with a focus on culturally responsive, contextual implementation to center the needs of your students and adults. All sessions are held Tuesdays from 3:30 to 4:30 p.m.
Develop an understanding of SEL and how to reflect, set goals, and intentionally improve your own social-emotional well-being so you can best support others.
Design your comprehensive SEL implementation with a systems approach with intentional alignment to your LCAP goals, Multi-Tiered System of Support structure, and local needs.
SEL is most effective when it is intentionally taught as part of the content. Learn strategies, examine tools, and create a plan for your classroom and school.
Design your school SEL implementation and continuous improvement plan based on quantitative and qualitative data, self-assessment, and alignment processes.
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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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