It’s September and while some of our local educational agencies (LEAs) have just started, others are nearing fall break. No matter where you are in your school year, we continue to gather the most current information as we support your Local Control and Accountability Plan (LCAP) needs.
Our team at the San Diego County Office of Education (SDCOE) is focused on planning for upcoming After Action meetings, 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
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LCAP Approval Process and Important Timelines
We are elated to share that the majority of our districts have approved LCAPs! Thank you for all of your hard work in completing, clarifying, and submitting your final LCAP. Districts are well within the Oct. 8 deadline.
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.
Additionally:
(b) A county superintendent of schools shall do all of the following:
(1) Prominently post on the homepage of the internet website of the county office of education any local control and accountability plan approved by the county board of education, and any updates or revisions to a local control and accountability plan approved by the county board of education.
(2) Prominently post all local control and accountability plans submitted by school districts and charter schools, or links to those plans, on the internet website of the county office of education.
The 2021-22 district and charter school LCAPs will be posted to this SDCOE webpage after Oct. 8.
Local Indicators Due Oct. 15
The State Board of Education (SBE) approved standards for the local indicators that support LEAs in measuring and reporting their progress within the appropriate priority area. For each local indicator, the performance standards are as follows:
- Annually measure its progress in meeting the requirements of the specific Local Control Funding Formula (LCFF) priority.
- Report the results as part of a non-consent item at a regularly scheduled public meeting of the local governing board/body in conjunction with the adoption of the LCAP.
- Report results to the public through the California School Dashboard utilizing the SBE-adopted self-reflection tools for each local indicator.
In reference to the Aug. 20 letter to LEA Dashboard and Accountability Coordinators, if you have not already, every LEA must register their 2021 Dashboard Coordinator; the coordinator contact must be reset annually. Make sure this is completed. This link will provide the credentials to access the web portal for reporting on the local indicators.
To allow for the timely reporting of local indicator data, the deadline to submit responses in the Dashboard for local indicators is Oct. 15 at 5 p.m. LEAs can submit responses in the Dashboard starting on Aug. 23. When submitting responses to the self-reflection tools in the Dashboard, an LEA must indicate the date on which the results were reported to its local governing board or governing body. Additional information regarding local indicators is available on the California Department of Education (CDE) Tuesdays @ 2 webinar series webpage in The California School Dashboard Local Indicator Process presentation slides .
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.
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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, 2022, at a regularly scheduled meeting of the governing board or body of the LEA.
Opportunities to Provide Input
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Feedback and suggestions may be emailed to LCFF@cde.ca.gov through Oct. 8.
- A Tuesdays @ 2 webinar will be held on Oct. 5 to solicit feedback on the revised drafts of the LCAP template and instructions and the Supplement.
LCAP Implementation and Development
Meaningful Community Engagement
Now is the time to think about authentic and meaningful community engagement, including planning for engagement, capacity building, and gathering information to inform current and future work. Key elements of this work include intentional outreach to parents and families of students who may be disenfranchised or whose students are not showing equitable outcomes in academics or other measures. See SDCOE Equity Blueprint for Action and SDCOE Equity Blueprint Learning Cycles for more community- and research-informed actions, recommendations, and resources to support your equity work.
Promising practices include providing safe spaces for parents, families, and students to share their perspectives, such as:
- Fostering collaborative dialogue through World Cafès.
- Inviting community members to share their perspectives.
- Scheduling Guiding Coalition Meetings that include student groups that are representative and inclusive of all students, including African American, Latinx, and American Indian communities.
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Promoting student voice and advocacy through hosting student experience panels (See SDCOE student panel highlight videos as a reference or to learn more about how students feel.).
Building Capacity
September and October are great times to update LCAP Parent Advisory Committees on LCFF priorities, LCAP goals, actions, and metrics, and local indicators. This initial work will build the foundation for LCAP implementation and the upcoming 2022-23 LCAP development.
Building and Sustaining a Data-Driven District or School
At our Putting It All Together session on Sept. 14, we discussed data quality in terms of having access to high-quality data leading to greater levels of systemic data use and ultimately to improved student outcomes. This includes:
- Using multiple measures to ensure relevance and the ability to triangulate from more than one data set.
- Making sure data is well organized and presented in data displays that are easy to interpret.
- Using accurate data that have been standardized and cleansed.
- Making data available to stakeholder groups before the data “shelf life” has expired.
- Disaggregating data for analyzing across multiple factors.
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.
Questions to think about when considering data quality:
- What data do we have that can help answer the questions we are currently asking about student learning?
- What improvements to our data quality would expand our ability to ask and answer these and other questions?
Data Collaboration
Plan for data collaboration by scheduling regular data sessions that align with LCAP actions and metrics.
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LCAP Professional Learning Series
Stay informed, visit 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 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 Workshop
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 from 9 to 11:30 a.m. Oct. 12. Register once for all sessions. Once registration is confirmed, a corresponding reminder and Zoom link will be sent prior to each session. Click here to register.
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Workshops, Targeted Focus
These targeted, one-hour sessions will focus on topics such as:
- Meaningful and authentic LCAP educational community engagement
- Metric progress monitoring
- MEGA Department - EL Roadmap and EL supports
Dates and times: TBD
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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. More information to come.
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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.
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Resources from Past Offerings
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.
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, which gives LEAs now through the end of September to complete the plan and gather the necessary stakeholder feedback. This is a requirement of all LEAs and charter schools receiving ESSER III funds.
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2021 California Assessment Conference, Oct. 12 to 14
Designed specifically for classroom educators, the third annual California Assessment Conference on Oct. 12 to 14 will offer opportunities to explore the connection between assessments and classroom instruction, hear from other educators about their experiences with the comprehensive assessment system, and learn how to utilize assessment resources. This year’s conference theme is “Together is Better: Capitalizing on the Collective Knowledge and Experience of the California Assessment Community.”
Keynote speakers
- Keisa Brown, 2021 California Teacher of the year, who will deliver the opening keynote address virtually on Oct. 12.
- John Hattie, who will close the conference with a keynote address on Oct. 14. Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement.
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2021 Assessment and Accountability Information Meeting
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Adjusted Blueprints Approved for 2021-22
At the September California SBE meeting, the SBE approved the continued use of the adjusted blueprints for the Smarter Balanced Summative Assessments for English language arts/literacy and mathematics for the 2021-22 administration. The blueprints along with other helpful information can be found in Item 02 on the SBE Meeting for September 2021 webpage.
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California Assessment Accessibility Resources Matrix
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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.
Community of Practice Dates
All meetings scheduled 2:30 to 4 p.m. A Zoom link will be provided to registered participants prior to each session. Register here to participate .
- Oct. 13
- Nov. 10
- Dec. 8
- Jan. 12
- Feb. 9
- March 9
- April 13
- May 11
- June 8
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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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