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lcap connection
Oct. 20, 2021
Pumpkin spice anyone? Fall weather is in the air as local educational agencies (LEAs) focus on completing ESSER III plans and uploading Local Control and Accountability Plan (LCAP) Local Indicator information. At SDCOE, we continue to gather the most up-to-date information to support your LCAP needs.

Our SDCOE leadership team is pleased to share that we’ve scheduled 39 out of 42 After Action meetings with districts. These collaborative conversations are invaluable and provide insight and guidance on how we can best support your individual needs. Additionally, we continue to plan for upcoming professional learning sessions, informational workshops, and individualized support.

SDCOE is committed to supporting LEAs in developing and maximizing the impact of their plans. This monthly communication is intended for anyone who is involved in the Learning Continuity and Attendance Plan (LCP) and LCAP process. Information will be provided to keep readers up-to-date with recent legislation and deadlines, and to support technical assistance.

Director
858-295-8827
lcap updates
LCAP Approval Process and Important Timelines
We are elated to share that 100% of our districts have approved LCAPs! Thank you for all of your hard work in completing, clarifying, and submitting your final LCAP.

As a reminder, LEAs are responsible for posting their approved LCAP on their websites. Please refer to Ed Code 52065 for more information:
(a) The superintendent of a school district shall do both of the following:
(1) Prominently post on the homepage of the internet website of the school district any local control and accountability plan approved by the governing board of the school district and any updates, revisions, or addenda, including those to comply with federal law, to a local control and accountability plan approved by the governing board of the school district.
(2) Prominently post all local control and accountability plans submitted by charter schools that were authorized by the school district, or links to those plans, on the internet website of the school district.

The 2021-22 district and charter school LCAPs are posted to this SDCOE webpage.

Update on Required Revisions to the LCAP Template and Instructions
Required LCAP Template Revisions
  • Senate Bill (SB) 98 (2020) and Assembly Bill (AB) 130 (2021) amended California Education Code (EC) Sections 42238.07 and 52064 to require revisions to the LCAP and Annual Update template and instructions.
  • Additionally, Section 124 of AB 130 requires the SBE to adopt a one-time supplement template to the Annual Update to the 2021-22 LCAP (supplement) on or before Nov. 30.

Summary of Requirements
  • Requirement to include Specific Goals in the LCAP
  • Requirement to Calculate Carryover for Increased or Improved Services
  • Requirement to Use Concentration Grant Add-On for Increased Staffing
  • Requirement to complete the one-time supplement to the Annual Update to the 2021-22 LCAP
  • Proposed revision to replace the term “Stakeholder” throughout the LCAP template and instructions

Adoption Timeline
  • The proposed revisions and supplement were presented to the SBE at its September meeting.
  • A summary of the proposed revisions, the draft LCAP template and instructions, and the draft supplement are posted as part of Item 03 within the SBE’s September agenda.
  • The revised LCAP template and instructions and supplement will be brought to the SBE at its November meeting for adoption.

Implementation Timeline
  • The revised LCAP template and instructions will be used by LEAs in the development of the 2022-23 LCAP.
  • The supplement will be used by LEAs to implement Section 124(e) of AB 130, which requires LEAs to present an update on the annual update to the 2021-22 LCAP and Budget Overview for Parents on or before Feb. 28, at a regularly scheduled meeting of the governing board or body of the LEA.

ESSER III Expenditure Plan
We are approaching the due date for the ESSER III Expenditure Plans and wanted to provide you with a few resources and reminders:
  • The ESSER III Expenditure Plan is due to be completed and adopted by the governing board no later than Oct. 29. Please send that document to finrep@sdcoe.net as a PDF file within five calendar days after adoption.
  • If you're a district authorized charter school(s), please collect those ESSER III plans and make sure that they are submitted to our office using the same timeline.

Here are additional resources that our team has cultivated to assist you with your ESSER III Expenditure Plan.
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
  • Equity holds the promise of making our educational systems work for every student. - San Diego County Superintendent of Schools Dr. Paul Gothold, the Equity Blueprint for Action

Consider to what degree the LCAP is used as a guiding framework for equity in your system.

Asset-Based Systems
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.
  • Every adult in the educational system has the ability to be socially conscious leaders within their own situatedness and sphere of influence.
  • Leadership encompasses the need to organize structures across a school system with an asset-based support system in place.

According to the SDCOE Equity Blueprint for Action, a deficit belief model has historically permeated our educational system, disproportionately impacting low-socioeconomic students of color.

Opportunities to build Asset-Based Systems:
  • Acknowledge and learn more about historical systemic and individual racism
  • Explore the manifestation of the school-to-prison pipeline
  • Increase positive representation
  • Assess and address institutionalized stereotypes
  • Share power intentionally with parents and community

Consider:
  • How does your LEA design input or outreach to understand the unique needs of your students, families, and community?
  • How are you using asset-based framing in your LCAP and other strategic planning work?

See the SDCOE Equity Blueprint Learning Cycles for more learning opportunities, information, and resources.

Building Capacity
September and October are great times to update LCAP Parent Advisory Committees on LCFF priorities, LCAP goals, actions, metrics, and local indicators. Supporting educational partners with data literacy and assessment literacy skills provides an opportunity for them to learn how to analyze multiple types of data and to properly interpret results. This foundational work will support LCAP implementation and the upcoming 2022-23 LCAP development.

Building and Sustaining a Data-Driven District or School
For data to inform decisions about policy, programs, practice, and student placement, three critical factors need to be taken into consideration: data quality, data capacity, and data culture (Ronka, Geier, Marciniak, 2010). Promoting systemic data use where data is routinely and collaboratively used at all levels improves student outcomes.

At our Putting It All Together session on Oct. 12 we discussed data capacity. Without the capacity to access, understand, and use the data that are available, no amount of data (high quality or not) will lead to meaningful data use. In fact, without data capacity, the more data an organization has, the less it will be able to do with it. If data quality is the fuel, data capacity is the engine that converts the fuel to energy.

Schools and districts can improve data capacity by ensuring there has been adequate staff training on how to analyze and interpret data and evidence, setting aside time for instructional and administrative teams to meet and discuss data, and establishing processes and procedures for accessing relevant data. This includes: 
  • Focusing on organizational factors, such as team structures, collaborative norms, and clearly defined roles and responsibilities that support data use
  • Technology that can integrate data from multiple sources
  • Data accessibility that allows multiple users to have access to data in formats that are easy to interpret
  • Data literacy and assessment literacy skills so data consumers know how to analyze multiple types of data and properly interpret results

Questions to think about when considering data quality:
  • What are the organizational structures and systems that enhance (or impede) our ability to use asset-based data?
  • Do all members of our school or district have the data they need to make effective decisions?
  • Do all members of our school or district have the knowledge and skills necessary to make use of the data available to them?
professional learning and events
LCAP Professional Learning Series
Stay informed by visiting our LCAP and LCFF Resources for School Districts webpage for up-to-date information. All sessions will be virtual until further notice. Zoom information will be supplied once registration is confirmed.

This year, we are creating multiple professional learning opportunities for San Diego County's LEAs. We appreciate the feedback that we received and have developed multiple pathways for LEAs to engage.
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. Our next session is on Nov. 9 from 9 to 11:30 a.m. Register once for all sessions. Once registration is confirmed, a corresponding reminder and Zoom link will be sent prior to each session.
Upcoming Workshops

One Time Supplement to the Annual Update to the 2021-22 LCAP
This one-hour workshop is 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 will learn about important timelines, the template, and instructions.

2022-23 LCAP Template and Instructions
There have been many updates to the 2022-23 LCAP template. This 90-minute workshop will focus on the changes to the LCAP template and instructions.

Community Engagement
Community engagement is an essential and required element of the LCAP. This workshop will focus on promising practices outlined in the SDCOE Equity Blueprint for Action document for engaging vital community educational partners with LCAP development.

Dashboard Local Indicators
This workshop will focus on collecting essential local indicator data and ways to include them in the 2022-23 LCAP.

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. 
Small District LCAP Support, Based on Feedback
Small district support provides cohort-style meetings based on small district needs and feedback. They are typically 60 to 90 minutes. Meetings will begin in January. Invitations to join will be sent out to eligible districts. Contact deborah.hernandez@sdcoe.net for questions or for more details.
Individualized District Support, Based on Local Context and Need
Individualized support includes working one-on-one with districts focusing on local context and individual needs. Contact deborah.hernandez@sdcoe.net for more information.
Resources from Past Offerings
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. 
ESSER III Template and Instructions Workshop
This one-hour workshop focused on ESSER III Expenditure Plan requirements and provided a walkthrough of the ESSER III Expenditure Plan template and requirements. The deadline for completing a governing board adopted ESSER III plan has moved to Oct. 29. The plan must go to your October board meeting for adoption. This is a requirement of all LEAs and charter schools receiving ESSER III funds.
  • Additional resources that our team has cultivated to assist you with your ESSER III expenditure plan.
Fall Sessions: Interim and Formative Assessment Training Series
If you are looking for new ways to see what students know and can do, register now for the fall sessions of the CDE’s Interim and Formative Assessment Training Series, which begin this month! This online training focuses on leveraging the interim and formative components of the Smarter Balanced system of assessments to inform teaching and learning.

The fall sessions consist of three distinct, independent modules, each of which will be offered multiple times:
  • Module 1—Using the Formative Assessment Process and Tools for Teachers Website to Boost Instruction
  • Module 2—Gauging Student Progress with the Smarter Balanced Interim Assessments and Related Online Systems
  • Module 3—Interim Assessment Hand Scoring

Find more information, including module dates and the link to register, visit the 2021 Interim and Formative Assessment Training Series website. Questions about this training series can be directed to ETS by email at CalOutreach@ets.org.
Reminder: Interim Assessments Available for Use in Remote Instruction
To provide ongoing flexibility to LEAs, the Smarter Balanced Interim Assessments will remain available for both in-person and remote administration through the 2021-22 school year. When the interim assessments are used in person, students must use the secure browser. When the interim assessments are used remotely (e.g., as part of independent study), test administrators and test examiners can select the “Remote or Hybrid” option when starting a test session, which allows students to test without the secure browser.

For more information and resources for using the Smarter Balanced Interim Assessments as part of distance learning, visit the Interim Assessment Administration Resources page and the recently updated Interim Assessment User Guide on the CAASPP website.
Learn About the Alternate ELPAC English Only Study for 2021-22
The new English Only Study for 2021-22 webpage is now available on the ELPAC website! This webpage provides helpful information about the English Only Special Study comparison group, compensation, participation, and other details. To participate in the English Only Study, identify the students to be tested, and then complete the participation form on the Alternate ELPAC operational field test English Only Study website.
Social and Emotional Learning
Save the Dates: SDCOE Social and Emotional Learning Community of Practice
Join colleagues from all over San Diego County to learn, collaborate, and implement social and emotional learning (SEL). 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. Register here to participate. View the full schedule with dates and descriptions for more information.

Learn more about SEL with SDCOE courses. Contact felicia.singleton@sdcoe.net with questions about the program or toni.acfalle@sdcoe.net for registration questions.
If you have any questions or comments about LCAP Connection, please contact Dr. Deborah Hernandez.
Get up-to-the-minute information about what's happening at SDCOE and in our districts across the county.