Springtime is in the air and we are reminded of renewal and rekindled hope. Author Tracy McMillan shares, “Spring: A lovely reminder of how beautiful change can truly be.” This is a time of change for our Local Control and Accountability Plans (LCAPs) too.
Local educational agencies (LEAs) continue to engage educational partners as they develop their 2022-23 LCAP and are collecting state and local data to create an equity-centered plan. Also, during this time, LEAs are updating and creating focused actions to support continual growth for all students.
The San Diego County Office of Education (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 up-to-date 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. When we use an asset-based lens, we bring to light the positive attributes of our students.
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Using Asset-Based Language in the LCAP
The SDCOE Equity Blueprint for Action 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. One theme that emerged was an asset-based system. 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.
When using an asset-based lens, we shine a light on assets while emphasizing capabilities and aspirations. Language matters! Using words such as the ones below lift up our amazing students:
- Resilient, strong, ambitious
- At-potential, at-promise
- Strong, determined, ambitious
- Hard-working, committed
- Motivated, vibrant, and inspired
Avoiding descriptors (during both internal and external conversations) such as underprivileged, inner-city, urban, at-risk, troubled, ghetto, gang-affected, dangerous, and vulnerable will stop perpetuating stereotypical language that has historically plagued our educational systems.
The Equity Blueprint for Action also includes an LCAP Toolkit that identifies ways to support equity when developing actions and metrics for the LCFF Priorities.
LCAP Toolkit LCFF Priority 4: Student Achievement
LCFF Priority 4 addresses test performance, getting college- and career-ready, students who are English learners and reclassified, advanced placement exams, and preparing for college by the Early Assessment Program.
Issues of Equity
The Equity Blueprint LCAP Toolkit, LCFF Priority 4 (pages 31-33), shares that every student should graduate with the ability and opportunity to attend and be successful in a four-year college, but data show us that large, persistent, and complex achievement differences continue to ripple throughout our K-12 system.
School leaders and LEA administrators understand that aligning a multi-tiered system of support to student performance begins with a deep understanding of, and relentless focus on, the needs of historically marginalized populations.
As an educational system focusing on equity, LEAs can:
- Conduct an equity audit of support systems
- Co-construct vision and goals related to acceleration of historically marginalized students, address disproportionality of trends and patterns in course and program offerings, and offer both academic and social and emotional learning supports
- Allocate resources to support community-informed goals for instructional achievement of specific populations
In addition, LEAs can:
- Eliminate tracking; offer only "a-g"-aligned coursework and open access to AP and IB with strategic supports such as integrated English language development, as needed
- Establish mentoring programs by partnering with organizations that have been successful in supporting African American, American Indian, and Latinx students
- Construct college prep programs for historically marginalized populations and first-generation college students
- Ensure school structures and systems are aligned with the Multi-Tiered System of Support framework
- Conduct daily classroom observations, evaluating the quality of instructional practices, offering support, and providing teachers with quality feedback
- Actively use data systems to accurately assess student progress and develop appropriate interventions and accelerations
Student Achievement Deeper Dive
Conducting an equity audit of support systems can provide a deeper understanding of the correlation between student outcomes and the system. When doing this work, we might ask:
- What is our shared understanding and definition of support? Do students and teachers feel supported? If so, how?
- How do multiple support systems communicate? Do we have intentional planning and communication time?
- How are we communicating short- and long-term assessment results with stakeholders?
- Is support offered or is it required?
- Does support have multiple entry points for multiple populations?
- Does support include acceleration and enrichment?
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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 LEAs to engage.
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Putting It All Together Professional Learning
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 April 12 from 9 to 11:30 a.m. Participants need to 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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Lunchtime LCAP Chats
Focuses on hot-topic and just-in-time information to support your LCAP needs. Dates: 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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Past Offerings (Link to resources provided)
Local Control and Accountability Plan (LCAP) 101
This free workshop was developed for anyone new to the LCAP process. During the session, participants learned about important timelines, the LCAP template, and planning essential engagement opportunities for stakeholders.
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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 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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Increased or Improved Services, Part 1 and 2
These workshops focused on essential components of the increased or improved services section of the LCAP and on the new requirements.
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Alternate ELPAC Operational Field Test Window Extended to May 31
The California Department of Education (CDE) has extended the testing window for the Alternate English Language Proficiency Assessment for California (ELPAC) operational field test from its original date of Feb. 15 to May 31. This extension is to provide LEAs additional time to continue administering the test to eligible English learner students with the most significant cognitive disabilities who have not completed the test by the original date.
The students will receive test results whether the test is administered before or after the original Feb. 15 deadline and will not be treated any differently. Data for scores obtained from Nov. 1, 2021 through Feb. 15, 2022, will be used to inform the development of the threshold scores.
The majority of LEAs have diligently tried to test all of their eligible students with the Alternate ELPAC operational field test by the original deadline, and the CDE extends its thanks. Those efforts support the critical development of the Alternate ELPAC.
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CERS - A Free and Powerful Tool for LEAs
The California Educator Reporting System (CERS) offers LEA staff the earliest access to the latest state assessment data as well as historical assessment data. It is a one-stop-shop where administrators and educators can see results for all statewide summative and interim assessments.
The CDE will offer CERS training throughout the 2022–23 school year. Stay tuned for more information this spring!
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Join the SDCOE Social and Emotional Learning (SEL) Community of Practice
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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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