Hello and welcome to the San Diego County Office of Education (SDCOE)
LCAP Connection
newsletter! 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 support 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 in September and heard information about the new LCAP Template Revision Prototype that is consistent with California Education Code (EC) Section 52064.
Timeline for LCAP template:
- The template redesign was shared at the September SBE meeting as a part of the stakeholder feedback process.
- The State Board of Education approved the new template on 1/8/2020.
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Join us for upcoming professional learning opportunities. Tap on the provided links to register.
Spring Writing Work Sessions
- March 17 — Small school districts: SDCOE’s Linda Vista campus, Annex B from 8:30 a.m. to 2:30 p.m.
- April 15 — South County Regional Education Center, Classroom A, B, and C from 1 to 3:30 p.m.
- April 23 — Small school districts: San Pasqual Union School District, 15305 Rockwood Road, Escondido, from 8:30 a.m. to 2:30 p.m.
- May 6 — North County Regional Education Center, Classroom A and B from 8:30 a.m. to 1:30 p.m.
- May 7 — SDCOE’s Linda Vista campus, Annex B from 9 to 11 a.m.
- May 14 — SDCOE’s Linda Vista campus, Annex C from 8:30 to 11:30 a.m.
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I
nforming Systems
Measures and metrics are useful for setting program priorities, allocating resources, and measuring performance. Additionally, they enhance program processes, boost transparency, and inform decisions. Creating systemic processes to develop the upcoming LCAP three-year cycle is enhanced by
- organizing and reviewing the alignment of State Priority metrics with LCAP measures,
- collecting data based on the Multi-tiered System of Support (MTSS) framework of continuum support, and
- developing actions based on data collection and MTSS
State Priorities, Metrics, and LCAP Alignment
Under the LCFF, all local educational agencies (LEAs), including school districts, county offices of education, and charter schools, are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with
specific activities
to address state and local priorities identified pursuant to EC sections 52060(d), 52066(d), and 47605. These State Priorities can be organized into three groups: conditions of learning, engagement, and pupil achievement.
Alignment between State Priorities, metrics, and LCAP development builds coherence and boosts transparency in decision making. One systemic process includes comparing required State Priorities and metrics to what is or what will be outlined in the LCAP. Using a three-column graphic organizer — where the first column outlines the “required elements,” the second column designates “metrics/data used to report on required elements,”
and the third column, “metrics,” lists what metrics are or will be used in the LCAP — organizes this work to prepare for data collection.
Data Inquiry for Goal Development
Data matters. Data inquiry is a fundamental component of operationalizing equity and LCAP development. Gathering and analyzing data prior to developing LCAP goals sets a strong foundation for focusing resources, systems, and programs. Additionally, it organizes and frames LEA work in preparation for creating aligned actions/services to improve student outcomes. It is imperative to view data collection in terms of the MTSS framework of continuum of support, “All,” “some,” and “few” students. While collecting or preparing to collect data, targeting each State Priority along with using an MTSS perspective assists in comprehensive data collection. Using question prompts to discuss data collection further assists with this work. This type of data inquiry adds depth and provides a pathway to goal setting.
Sample question prompts:
- How has the LEA disaggregated data to operationalize equity?
- Which specific student groups show gaps in these metrics?
- What actions are in place that support these metrics?
- What additional supports/services are offered for these metrics?
- How do these metrics align with the vision, mission, or charter petition?
Actions Based on Data Inquiry
Creating actions based on alignment and conducting MTSS data inquiries fortifies alignment and coherence. LEAs inform systems by using measures and metrics for setting program priorities, allocating resources, and measuring performance.
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Operationalizing Equity
Per the
California Department of Education
, “Ensuring equity in education is a necessary component in narrowing the achievement gap. Teachers and school leaders ensure equity by recognizing, respecting, and attending to the diverse strengths and challenges of the students they serve. High-quality schools are able to differentiate instruction, services, and resource distribution to respond effectively to the diverse needs of their students, with the aim of ensuring that
all
students are able to learn and thrive.”
Organizing LCAP goals, actions, and services around the “all,” “some,” and “few” elements strengthens alignment and targets an LEA’s focus with MTSS.
- All students = Universal support
- Some student = Supplemental support
- Few students = Intensified support
Strengthening Transparency, Accessibility, and Clarity
Organizing and focusing on equity while developing your LEA’s 2020-23 LCAP includes transparency, accessibility, and alignment with MTSS. Combining the California State Priorities with the MTSS elements to organize, collect, and analyze data supports operationalizing equity. Blending the California State Priorities and MTSS elements while conducting the data inquiry further enhances this important work.
More LCAP information
.
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Schools across the country are building stronger ties with parents in an effort to boost opportunity for all students. In this
Education Week
Spotlight, learn how parents are providing
valuable feedback on school improvement, advocating for students with disabilities, and
the complex issues facing families and policymakers on school choice.
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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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