Local educational agencies (LEAs) are engaging educational partners as they develop their 2022-23 LCAP and are committed to creating equity-centered structures to engage all families. Helen Keller said it best, “Alone we can do so little; together we can do so much.”
Also, during this time, LEAs are finalizing and sharing the One-Time Supplement to the 2021-22 Annual Update with their governing boards by the Feb. 28 deadline. 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. Check out SDCOE’s new website and our updated LCAP webpages for current information!
Director
858-295-8827
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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
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Equity holds the promise of making our educational systems work for every student. — Dr. Paul Gothold, SDCOE Equity Blueprint for Action
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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.
There are three requirements for the presentation.
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LEAs are required to use the 2021-22 Supplement Template adopted by the State Board of Education (SBE) 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
- 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).
Engaging Educational Partners
At its November 2021 meeting, the SBE adopted the use of the term “educational partners” as a replacement for the term “stakeholders.” Moving forward, educational partners will be used to refer to groups that LEAs are required to engage with in developing the LCAP.
The SDCOE Equity Blueprint for Action provides information that assists LEAs in aligning state and local requirements while engaging educational partners in the LCAP development - especially when targeting the increased or improved services for unduplicated students. The Blueprint highlights community- and research-informed practices common among the African American, American Indian, and Latinx communities, as well as actions and recommendations specific to each community. 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.
Use the following resources to further align your work with the California Department of Education (CDE) and SDCOE while engaging educational partners:
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The CDE LCFF Priority 3 Statement of Model Practices are intended to support LEAs and their educational partners in the LCAP development process.
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The Equity Blueprint for Action Family and Community Voice (pages 16-18) equity theme recognizes that students thrive when families and community members participate in and contribute to student learning. Many African American, American Indian, and Latinx families want to know schools are welcoming to their concerns, ideas, and presence. Their interactions with school personnel should be free of racism, bias, and judgmental attitudes.
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The Equity Blueprint: LCAP Toolkit, LCFF Priority 3 (pages 29-30), shares that family engagement in decision-making includes the promotion of family participation in the education process for all students, including students with disabilities. According to the Equity Blueprint, "historically marginalized populations have not been welcomed into our school systems and have been silenced by structures, practices, and policies. Educators need to be proactive in healing that generational pain and truly working collaboratively with parents to gain the trust necessary to do right for our shared children. School systems must understand that this is largely their responsibility."
Engaging Practices
School leaders and LEA administrators understand that actively involving parent and community voices at the leadership table and designing healthy feedback loops are key to high levels of family engagement, especially when developing the LCAP. Using an asset-based lens, they focus on what is working and seeing individuals, families, and communities as the experts.
Additionally, they intentionally focus on:
- Using strengths-based language to describe and understand students’ families; interrupt and reframe deficit language practices, using terms such as:
- "Resilient," "at-potential," "at-promise" instead of "at-risk"
- "Understand" instead of "diagnose"
- "Opportunities" instead of "crisis"
- Supporting and expanding successful outreach programs for parents, intentionally focusing on historically marginalized populations.
- Investing in an on-campus space for a parent center staffed with a parent academic liaison and stocked with books, materials, and resources for a family library.
- Creating parent action teams at each school with training on advocacy for students and their academic, physical, and social and emotional needs.
Moving beyond the required advisory groups, LEAs 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), and parent panels.
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LCAP Professional Learning Series
This year, we have created 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.
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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 March 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.
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Upcoming Workshops
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.
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Lunchtime LCAP Chats
Focuses on hot-topic and just-in-time information to support your LCAP needs. Dates: Feb. 25, March 11, April 29, and May 20. Time: 11:30 a.m. to 12:30 p.m.
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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.
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Individualized District Support, Based on Local Context and Need
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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.
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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.
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Engaging Educational Partners
Community engagement is an essential and required element of the LCAP. This workshop focused on promising practices outlined in the SDCOE Equity Blueprint for Action document for engaging vital community educational partners with LCAP development.
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2022-23 LCAP Template and Instructions
There have been many updates to the 2022-23 LCAP template. This 90-minute workshop focused on the changes to the LCAP template and instructions. (Repeat)
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Dashboard Local Indicators
This workshop focused on collecting essential local indicator data and ways to include them in the 2022-23 LCAP.
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Updated Statewide Notification Template Now Available
The CDE has updated the statewide testing notification template, which contains language that can be inserted into a parent/guardian handbook or other annual parent/guardian notification documents. LEAs must inform parents/guardians of the year’s statewide assessments per California Code of Regulations, Title 5, Section 852, inclusive of the right to exempt students from the CAASPP per California Education Code Section 60615. This option is available to parents/guardians for the CAASPP only. There is no provision to exempt students from the English Language Proficiency Assessments for California ( ELPAC). The testing notification template is available in English and the other top seven languages spoken in California schools. It is posted on the CAASPP website.
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A Teacher's Best Kept Secret: Interim Assessments and Tools for Teachers
The CDE's final webinar in its Tools for Teachers series is A Teacher's Best Kept Secret: Interim Assessments and Tools for Teachers. It's open to all LEA staff and will be from 3:30 to 4:30 p.m. on March 1. Registration and more information can be found on the CAASPP training page.
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Alternate ELPAC Standard Setting Meeting
The 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 2: Feb. 22 to 25
- Grades 3 through 12: Feb. 28 to March 3
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Join the SDCOE Social and Emotional Learning (SEL) Community of Practice
Register to join colleagues from all over San Diego County to learn, collaborate, and implement SEL. The next community of practice will be March 9 and the topic will be: Making the Most of Your SEL Measurement. This link has upcoming dates, topics, and resources for the 2021-22 school year. Team attendance is encouraged to ensure the collaborative learning moves your SEL work forward, but is not required. Team members could include mental health professionals, school and district leaders, teachers, family engagement staff, and community partners. Learn more about social and emotional learning, and email Felicia Singleton with any program questions.
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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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