My School Had an Emergency Closure. Do I Need to File a J-13A Emergency Waiver?

By the EdTec Data Team

October 16, 2019

Between power outages, wildfires, and other natural disasters, there are many events that may result in unexpected school closures. Read on to learn if you need to complete a J-13A emergency waiver, and the steps you should take to make sure you’re in compliance with the State of California’s requirements.

If my school experiences an unexpected closure, what should I do?

Before completing a J-13A emergency waiver, there are a few things to consider. First, find out if the length of the closure ends up putting your school below the state’s annual instructional minutes and days requirement. You’ll also want to look at your charter petition to see if you have instructional minutes or days requirements beyond what the state mandates. If your instructional time doesn’t fall below either requirement, you can relax – you don’t need to complete a J-13A waiver.

However, what if the closure puts you below the requirements? Again, don’t panic – you have options! Your first option is to add days to your calendar and/or minutes to your bell schedule later in the year to recover the lost days/minutes resulting from the closure. If you go this route, you do not need to complete a waiver, although it is highly recommended that you get these calendar and bell schedule changes approved by your board. But if you prefer to keep your calendar and bell schedule as is, your second option is to complete a J-13A waiver. Simply completing the waiver isn’t enough; it must be signed by a majority of your board, and approved by your authorizer, the county, and the California Department of Education (CDE). Only after your waiver makes it through this multi-level approval process will the state allow your school to be below the instructional time requirements without penalty.

The J13-A waiver also has a material decrease option. But what does this option really mean? The material decrease option applies to schools that stay open during an emergency. If the event has an adverse impact on the school’s attendance, a school can use the material decrease option to substitute its attendance for the affected days with the school’s average daily attendance (ADA). This option is a bit unpredictable and may not actually be as beneficial as just removing the lost days and/or replacing them. This option is unpredictable because we don’t know exactly what you will get as your final replacement ADA until the CDE approves the waiver and then does calculations based on your attendance data. This is one of the reasons why the California Charter Schools Association (CCSA) recommends not filing the waiver unless you know you’re below the instructional minutes and days requirement.

If the emergency occurred before P-1, do I need to file the waiver before submitting my school’s P-1?

Not necessarily, but you should confirm your attendance data accurately reflects any changes caused by the unexpected closure before submitting your P-1 to ensure your ADA is correct.

It is important your school decides as soon as possible whether it wants to file the waiver or add more days to your schedule since you obviously can’t make additions to the calendar or schedule after the year is over. Although schools report days of instruction with the P-Annual at the end of the year and auditors verify instructional time requirements around the same time, it is best to file a waiver before P-2 so you know what your P-2 ADA will be without having to wait for an adjustment. Waivers filed after P-2 will lead to any ADA funding revisions processed as prior year adjustments and won’t be reflected until P-1 of the following year. Also keep in mind that CDE approval can take months, depending how many waivers are submitted.

Now that we’ve discussed the waiver, are there any other things to keep in mind?

Yes, don’t forget your Student Information System (SIS)! Each SIS is different but there should be a way to change days from school days to non-school days. Make sure to update your SIS to reflect any closure days and, if applicable, add any replacement days. You need to do this even if you do not file a J-13A waiver. If you’re still uncertain of what the process is like in your SIS, reach out to your EdTec data contact or your SIS support line.

In addition to updating your SIS, you’ll also need to update your school calendar showing closure days as non-school days. Any other changes such as days added as replacement should also be included in your school calendar update. It is also helpful to recalculate your instructional days/minutes, so you have an updated calculation available.

If you have additional questions about the J-13A waiver, don’t hesitate to reach out to your EdTec data contact. You can also find additional guidance from CDE’s J-13A website at https://www.cde.ca.gov/fg/aa/pa/formj13afaq.asp.

EdTec’s 2019 LCAP Workshop Series

EdTec’s popular LCAP workshops are back, and this year we’re offering a series of three workshops starting in the fall to make sure your school is fully prepared to tackle the LCAP!

EdTec’s charter school LCAP experts will lead you through small-group, hands-on workshops designed to strengthen your LCAP and teach you to engage stakeholders, align your goals, set reasonable metrics, and track expenditures. We’ll also make sure to provide updates about policy and accountability requirements along the way.

Workshop Series Overview

The workshop series begins in the fall and is designed to make sure you have smart processes in place from the start to guide the successful development of your LCAP throughout the school year and help you to avoid the last-minute LCAP scramble! Each workshop addresses relevant topics to focus on in the fall, winter, and spring, and together build cumulative knowledge that will lead to a quality, actionable LCAP.

LCAP Workshops

Registration is now open for the workshop series. If you wish to register for just the individual workshops, registration is now open for the Fall Workshop. You can register for the Fall Workshop by clicking the links below or buttons at the bottom of the page.

Workshop Locations, Dates, & Times 

Fall Workshop

Emeryville (Bay Area) EdTec Office: Friday, October 25, 9am – 12pm | Register Here!

Los Angeles EdTec Office: Friday, November 8, 9am – 12pm | Register Here!

Winter Workshop

Emeryville (Bay Area) EdTec Office: Friday, January 24, 9am – 12pm

Los Angeles EdTec Office: Friday, February 7, 9am – 12pm

Spring Workshop

Emeryville (Bay Area) EdTec Office: Friday, April 24, 10am – 3pm

Los Angeles EdTec Office: Friday, May 1, 10am – 3pm

Local Indicators

Everything A California Charter School Leader Needs to Know About Local Indicators!

By Jennifer Reyes, Educational Support Services Manager

October 1, 2019

What are the Local Indicators?

The Local Indicators are indicators based on the Eight State Priorities included in a Local Education Agency’s (LEA’s) Local Control and Accountability Plan (LCAP).  Unlike the state measures that are automatically calculated by state-captured data, the Local Indicators are calculated with data collected by each LEA.  After collecting the data, the school uses the California Department of Education (CDE) self-reflection tools to measure progress, and then reports the findings to its board and finally, to the public via the California School Dashboard.

The Due Date is Fast Approaching!

The due date for the Local Indicators to be uploaded to the California School Dashboard is November 1, 2019.  This is a couple of weeks earlier than last year, so be sure to set aside enough time for the self-reflection and board approval.

It may seem strange to have a reporting requirement that is out-of-sync with the cycle of the LCAP Annual Update.  But the CDE envisions that LEAs will do the work for Local Indicators as part of their annual LCAP reflection and updates.  It is just the reporting for Local Indicators that comes later in Fall, as it is aligned to the annual release of the California School Dashboard.  So, there is flexibility as to when in the year your school conducts the Local Indicators self-reflection, as long as you obtain board approval and upload to the California School Dashboard by the deadline.

Revision Alert: Revised Tool for Priority 3 -Family Engagement

Note the revised self-reflection tool in 2019 for Priority 3:  Family Engagement. This indicator was formerly called Parent Involvement and was revised this past year, after Assembly Bill (AB)2878 expanded the description of Parent Involvement to include family engagement.  AB2878 retained the requirement to address the following in the LCAP:

  • Seek parent input in making decisions for the school district and each individual school site
  • Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs

It added the following:

Family engagement may include, but need not be limited to:

  • Efforts by the school district and each individual school site to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access
  • Families as partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.

CDE convened a workgroup for the project and ultimately composed a revised self-reflection tool to encompass the former and new components.  Previously, the tool had two options:  1) Summarizing key findings from a parent survey or 2) Reflecting on local measures relevant to seeking input from parents and promoting parents.  The new tool has three sections, and each uses a set of questions with a numeric rating scale, plus one narrative prompt.  The three sections are: 1.) Building relationships between school staff and families, 2.) Building partnerships for student outcomes, and 3.) Seeking input for decision-making.

Meeting the Requirements

When you input the Local Indicators through the California School Dashboard interface, you will select Standard Met, Standard Not Met, or Standard Not Met for Two or More Years, according to the criteria.  You meet the indicators by:

  1. Measuring progress annually
  2. Reporting results at a regularly scheduled public board meeting
  3. Publicly reporting results through the California School Dashboard

If you have completed steps one through three above, then you have met the indicator for that year and should select “Met.”  In other words, meeting the indicators does not depend on the contents of your self-ratings and reflection, but rather on the completion of the process of reflecting and reporting.

Accountability for Local Indicators

Local Indicators are included in the annual criteria for differentiated assistance:

  • The charter school fails to meet the Criteria for three or more student groups (or all the student groups if there are fewer than three student groups)
  • In regard to one or more state or school priorities identified in the charter
  • For three out of four consecutive school years

If identified for differentiated assistance, the authorizer may opt to provide support or request support from the California Collaborative for Educational Excellence (CCEE).  The authorizer shall consider revocation for a school if, after support is provided, they determine that a) the charter is unwilling or unable to implement the CCEE recommendations or b) inadequate performance of the charter school, based on the Dashboard, is so persistent or acute as to require revocation. The authorizer must consider increase in pupil academic achievement for all student groups as the most important factor in determining whether to revoke a charter.  Charters may not appeal revocation.

Resources

It’s important that schools make time to fully understand the Local Indicators requirements and reserve enough time to complete all the steps appropriately.  The following resources are designed to help you understand and complete your 2019 Local Indicators:

Dashboard Coordinator Login:  https://coordinator.caschooldashboard.org/#/application

2019 Self-Reflection Tools:  https://www.cde.ca.gov/ta/ac/cm/localindicators.asp

CDE LCFF/LCAP LISTERV: JOIN-LCFF-LIST@MLIST.CDE.CA.GOV

And check out EdTec’s informational video – we’ll walk you through the Local Indicators reporting process!

If you have questions or need assistance with your school’s Local Indicators, please reach out to Jennifer Reyes, EdTec’s Educational Support Services Manager.

LCAP Community Engagement

Engaging Stakeholders in Your School’s LCAP Development

By Jennifer Reyes, Ed.D., Educational Support Services Manager

September 9, 2019

Embrace Local Control

As one of the key pillars of California’s Local Control Funding Formula (LCFF), stakeholder engagement has a prominent section in the Local Control Accountability Plan (LCAP).  The idea behind LCFF is that Local Educational Agencies (LEAs) will have “local control” over the use of their funds through the combined input of parents, teachers, school leaders and staff, and other community partners.  At the district level, LCAP engagement efforts may not address school-specific concerns, but charter schools can easily align LCAP engagement with the goals and plans of their unique school community.

Create a Plan to Engage all Stakeholders

 According to Ed. Code, the LEA must “consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents and pupils” in developing the LCAP.  They must describe in the LCAP the steps they took to engage parents, pupils, and the community and how this engagement contributed to developing the LCAP.  The CDE is preparing to introduce a new LCAP template in the coming months, and the proposed template requires a description of how the engagement of each group impacted the current plan (see below for a screenshot).

Proposed New LCAP Stakeholder Engagement Section:

Leaders will need to be prepared with specific responses for the applicable groups.  This can be accomplished with a little bit of backwards planning.  For example, I may hope that by year’s end I would like to be able to state that my English Learner Parent Advisory Committee carefully reviewed the actions and services dedicated specifically to English Learners and made recommendations.  I can plan now for those committee agendas and surveys to include LCAP input.  I can do the same to ensure that LCAP is part of the agendas for board, parent, and staff meetings periodically throughout the year.

Avoid Information Overload

Now that I have planned LCAP engagement into the calendar of meetings for each stakeholder group, how do I make the information digestible?  What kind of input do I ask for?  Again, we can think ahead to the impact we would like each group to have in our LCAP development.  I might decide that I want all my parents, students, and staff to be able to articulate my school’s three big goals.  I want to be able to review data points with all three groups to keep them invested in achieving the goals.  Then with my advisory committees, perhaps I want to do a deeper dive into the curriculum or professional development initiatives.  I can select key components to review with each group instead of asking them to sift through the entire plan.

Make it Meaningful

 Hopefully your school has an LCAP that is well organized and aligned to your school’s mission and vision.  If not, you can redesign it.  The more the plan speaks to your community, the easier it will be to align it with the work you do and the conversations you already hope to have with all your stakeholders.  By taking a few steps now to set up the system of engagement for the year, you can ensure that you have much to say about the impact of your various groups on your school’s LCAP.

 

 

 

 

Using Benchmarking as a Budgeting Tool

By Trevor Skelton, Associate Client Manager

June 2019

California charters are full swing into the budgeting season for the upcoming school year, and for brand-new schools to thriving networks, budgeting is never a simple process. We at EdTec often find that benchmarking against historical data as well as data from similar charters is an invaluable tool in assessing whether a budget is built on realistic assumptions. This information should not be used to define an entire budget, but rather as one of many tools used to inform budget formation and key financial decisions. This data also helps school leaders to understand the charter financial landscape, discover inefficiencies in their budgeting practices, and evaluate where and why their budgets may be similar to or different from that of the average charter.

Revenue

From a historical viewpoint, the last five years have seen strong increases in K-12 education funding with the full implementation of the Local Control Funding Formula (LCFF), which was enacted in FY14 to replace the previous California education funding system. Between the five-year period from FY14 to FY18, the average charter’s total revenues grew from $9,513 per ADA to $13,078, or nearly 9% per year.

In FY14, average LCFF revenues for charters were $6,887 per unit of Average Daily Attendance (ADA) – in FY18, they were $9,633c a 40% increase as closing the gap toward target funding progressed ahead of schedule. However, not all schools have benefited equally from LCFF. Funding is distributed to schools based on the number of students who qualify for Free and Reduced Priced Meals, are foster youth or homeless, or qualify as English Language Learners. This unduplicated pupil percentage (UPP) of students is a major funding indicator now that LCFF has been fully implemented, with the intent to direct additional resources to students and schools that need them the most. Funding disparities between schools with low and high populations of unduplicated students have grown significantly, as shown in the graph below. Beyond LCFF, federal revenues, most commonly Every Student Succeeds Act (ESSA) Title funding, also have a direct relationship with unduplicated students. Thus, accurate budgeting, tracking, and reporting of ADA and student demographics via CALPADS are more important than ever in maximizing revenue.

In FY18 the average charter school reported a 64% UPP, so while many have enjoyed increased resources, others have been forced to innovate to acquire resources to make ends meet. For charters, we see that disparities in government funding are often supplemented with local funding where available. In particular and perhaps unsurprisingly, charters located in counties with higher median household incomes, especially the Bay Area and Coastal regions, have the greatest access to these additional resources. Charters with a UPP of below 25% reported an average of just below $1,000 per ADA in local revenue, compared to less than $500 for the average charter.

K-12 education funding is at a point of uncertainty. LCFF has reached target, and FCMAT projects meager 2-3% COLA adjustments in future years – well below the revenue increases of the past half-decade of steady economic growth. An economic recession would certainly impact not just state funding, but local resources as well. Charters will need to be able to adapt and weather a possible storm if they are to survive an uncertain future.

Expenses

In examining statewide charter expenditure data, we see that expenses have grown in a similar fashion to revenue over the past five years. The average charter was spending $8,411 per ADA in FY14 – by FY18, this had grown to $12,011, a 43% increase. Over this time period, California has grown from near the bottom of per pupil spending in all the U.S. to about average[1]. While certainly movement in the right direction, pupil performance indicators, a higher-than-average cost of living, and the uncertain future of LCFF funding all indicate that this is hardly the moment for celebration.

An average charter will spend 60% of its budget on salaries and benefits, so it is essential to understand each piece of the compensation puzzle and to budget appropriately for future considerations. Overall, salaries per ADA have risen 9% a year, a rate of growth charters may no longer be able to afford in the new post-LCFF-target world.

Employee benefits have become a major budget challenge for charters. From FY14 to FY18, the average charter’s spend on benefits grew from 25% of salaries to 29% of salaries. This means the growth in benefits spending has matched and then surpassed the growth in salaries by nearly 20%. As shown in the figure below, this growth was led by STRS, as the mandatory employer contribution rate doubled over this time from its long-standing 8.25% to 16.28% of salaries for certificated staff. This may very well explain why the rate of new charters that chose not to enroll in CalSTRS rose from its steady 10% to 20% in FY15 and 33% in FY16[2]. PERS has also seen rates that have more than doubled in the past decade, while health and welfare benefits continue to soar across the board.

Special education is notoriously difficult to budget for and is extremely underfunded. Based on our experience and data, we estimate the average charter spent at least $1,300 per ADA on special education in FY18. Charters that are a part of a Special Education Local Planning Area (SELPA) may receive SpEd revenues to cover around half of that, but for charters serving their students as a school of the district, it’s not uncommon for district SpEd encroachment fees to exceed $1,300 per ADA.

Finally, we see facilities costs rising across the state for charters with and without SB740 revenues. Facilities costs for charters are rising at a pace of 8-10% per year, translating to over $600 per ADA net of facilities revenues.

For these areas with inherent risk and uncertainty, conservative budgeting with contingencies is imperative in managing school budgets.

Fiscal Health

These data all come together to form a charter’s overall fiscal standing. Overall, California charters have averaged somewhere between $400-$500 in operating income per ADA in any given year for the past five fiscal years, which has allowed them to steadily grow their fund balances. In FY18, new schools saved between 10-20% of expenses, while older schools were able to accumulate greater reserves for future investments and to manage cash fluctuations. Charters had a median of 80 days cash on hand – a comfortable amount for the average-sized charter – and at least 25% had 30 days cash on hand.

While operating income, fund balance, and cash balance are the main indicators of a charter’s financial stability, variance to budget will also be important to monitor. Continuously tracking budget vs. actuals year-to-date for trends and discrepancies can help to identify clear areas of weakness in a school’s financial or budgeting practices. And of course, managing against any debt covenants or authorizer requirements is imperative to staying in good financial standing.

Averages don’t tell the whole story. Every school has variances from the norm, but it’s essential to be able to explain why and understand what the possible financial implications may be. From individual school practices to the California Department of Education’s new LCAP Budget Summary for Parents, we see a trend toward increasing transparency when it comes to California’s education funding and spending. Adopting a practice of regular communication of school budget information and comparative data like this with parents, community members, school staff, lenders, and others can foster engagement and understanding with stakeholders, empowering those most invested in educating California.

 

[1] http://www.teaching-certification.com/teaching/education-spending-by-state.html

[2] https://calpensions.com/2017/09/11/fewer-charter-schools-choosing-calstrs-pensions/

Data Sources: Unaudited Actuals Financial Data (CDE); Public Schools Data Files (CDE); CALPADS UPC Source File (CDE); SB740 grantee lists (CSFA); County Data (U.S. Census Bureau); EdTec Client Data (Note: only includes financial data for charters whose data is available (n = 588 – 927), and thus is not representative of all charters. Sample sizes and composition vary over time.)

Register for the EdTec/YM&C 2019 Charter Leadership Forums!

Young, Minney & Corr, LLP (YM&C) and EdTec are partnering to bring you the latest fiscal, operational, legal, and political updates, along with expert advice, to help your charter school thrive in these challenging and uncertain times.  All charter developers and operators are invited to attend this annual educational and networking event, which promises to deliver critical information and practical takeaways for your role as a charter school leader.

Event Locations & Dates 

SF Bay Area
Tuesday, April 30, 2019

Sacramento
Wednesday, May 1, 2019

San Diego
Thursday, May 9, 2019

Los Angeles
Friday, May 10, 2019

Click here to view more event details and register for an event!

California Charters, Stay Calm and Focus on Your LCAP Submission and the 2019 Dashboard!

By Jennifer Reyes, Ed.d., Educational Support Services Manager; Chris Lim, Senior Director of Data Management; and Annice Weinstein, Senior Manager, Assessment Data and Analysis 

April 16, 2019

California charter leaders, as you enter the last few months of the school year, pay attention to these important tasks to help you stay on top of your LCAP submission as well as ensure accurate reporting on the 2019 Dashboard.

CALPADS Submissions and the Dashboard

Demographic data reported to CALPADS informs the subgroup information reported on the CA School Dashboard. The CA Department of Education (CDE) typically extracts this information shortly after CAASPP testing is completed, so review the 8.1 ODS report in CALPADS to be sure the right demographic information is reported for each student: race/ethnicity, socioeconomic status, homeless, foster, English learner, and disability status. For corrections, update the information in your student information system (SIS) first, then push an updated extract up to CALPADS, so the original source of your data (your SIS) is accurate and matches what’s in CALPADS.

We also recommend you push up an enrollment update to CALPADS prior to testing to make sure all students enrolled at your school are represented in TOMS.

The end-of-year submissions (EOY 1, 2, and 3) provide information on program eligibility, chronic absenteeism, suspension rate, and other disciplinary incidents, as well as college and career readiness. EOY information is also used to determine graduation rates along with cumulative enrollment, which the CDE uses to determine which students will factor into each of the Dashboard calculations.

LCAP Annual Update

Coordinate with your staff to gather the data necessary to update all the measurable outcomes defined in your LCAP. You’ll notice that some of the measures may be a year old (SBAC scores or graduation rate from 2017-18),but do your best to gather current data when available (example: local assessment data). Gathering the data early will give you a chance to share progress with your stakeholders and get their feedback, as well as use the data to determine if the actions or services you implemented are showing the results you anticipated. If they aren’t, this is the perfect time to update your plans in the 2019-20 LCAP.

If you haven’t been coding your finances to align with your LCAP goals, actions, and services throughout the year, you’ll need to start reviewing your general ledger to identify how each of the expenses line up with your LCAP. The Annual Update requires you to include your estimated actual expenditures for each action/service, including the funding source (base, supplemental/concentration, title funds, CSI), so this task can take some time.

It’s also a good time to start planning for that final round of stakeholder engagement prior to Board approval.  This will allow you to get quality input on your draft LCAP so that your entire school community is represented in the plan.  You will be able to include these efforts in the stakeholder engagement section and show that you are meeting this LCAP requirement.

One last item to start preparing is your responses to how you’ve addressed each of the local indicators. You will need to present the information at a regularly scheduled board meeting either at the end of this school year or the start of the next school year. Your overall score – Standard Met or Standard Not Met – will be entered by your Dashboard Coordinator next fall, but since you will be including that information in the LCAP Annual Update, it makes sense to prepare your narratives for the Dashboard local indicator reporting at the end of 2018-19.

The end of the school year will be here before we know it! We recommend planning ahead and allotting time to get these items right, as they have a significant impact on your school. For additional questions on the LCAP, Dashboard, or CALPADS submissions, please contact LCAP360@edtec.com.

California Charters, Know the Impact of Participation Rate on Your School’s Academic Indicators!

By Annice Weinstein, Senior Manager, Assessment Data and Analysis

March 29, 2019

In 2018, the California Department of Education added participation rate as a factor into the calculations for the Academic Indicators on the CA School Dashboard. But how exactly does that affect your school?

For both ELA and Math, the goal is to have a participation rate of 95% or higher on the Smarter Balanced Summative Assessments (SBAC) and the California Alternate Assessments (CAAs.) If the participation rate falls below 95%, a fourth of a point (.25) is deducted from the Distance from Standard (DFS) for that subject for each percentage point below the target 95%.

For example, if a school had a participation rate of 91% on the SBAC/CAA ELA and a DFS in ELA of 9:

95% – 91% = 4 (points below the target participation rate)

4 x .25 = 1 (deduction amount from the DFS)

9 – 1 = Adjusted DFS of 8

Participation rate is calculated for every subgroup with 11 or more students and factored into the Academic Indicators for all reported Dashboard subgroups.

The following students are not included in the participation rate calculation: students absent from testing due to a significant medical emergency who are also flagged with the medical emergency condition code on the CAASPP file, and for the ELA portion of the SBAC/CAA, English learners enrolled in a U.S. school for less than one year. Parent waivers do not exempt students from the participation rate calculations.

Schools are also responsible for testing students who transfer in during the beginning 14-day grade period or during the Accountability Testing Window. These students will be included in the participation rate calculation. Schools are not responsible for testing students who transfer in during the ending 14-day grace period or transfer out during the beginning 14-day grace period. However, schools are responsible for testing students who transfer out during the Accountability Testing Window or during the ending 14-day grace period.

To see how participation rate may have affected your school’s Academic Indicators in 2018, schoolwide and for each significant subgroup, enter your school name into the box on this site:

https://public.tableau.com/profile/aweinstein#!/vizhome/2018_Participation_Rate_Impact/ParticipationRateDashboard

Connect with EdTec at the 26th Annual CCSA Conference!

March 6, 2019

EdTec is proud to be a sponsor, exhibitor, and presenter at the 26th Annual California Charter Schools Conference! The conference will take place in Sacramento from March 11-14, 2019. EdTec staff, along with our partner organizations and partner schools, will present 13 breakout sessions and poster sessions, as well as two sessions at the School Developer Summit and one session at the Renewal Summit. We’re looking forward to this opportunity to share our expertise with charter developers, new schools, and established schools.  Take a look at our sessions below so you can plan ahead!

We’re also excited to announce that, for the second year in a row, we will have two booth locations at the conference this year! We hope you will stop by Booth 904 to meet the EdTec team and learn more about our charter development and back office services. Our data experts will be at Booth 710 to introduce you to LCAP 360 by EdTec – the first integrated, end-to-end LCAP service for charter schools. They’ll also be available to discuss how we support schools with CALPADS, student assessment, PowerSchool, charter renewals, grant writing, WASC, and more.

Breakout Sessions & Poster Sessions

Tuesday, March 12

Wednesday, March 13

Thursday, March 14

We look forward to seeing you at our booths and sessions. We hope everyone has a great time at the conference!

Finance Academies: Sacramento & Oakland

EdTec will be presenting at CCSA’s Finance Academies in Sacramento & Oakland. The CCSA Finance Academy is a one-day intensive in-person workshop designed to prepare charter school leaders, board members, business office staff, and new developers to strengthen their school’s internal financial management capacity. EdTec’s charter school experts will be on site to share their expertise in budgeting, payroll, accounting, compliance and reporting, audit requirements, and more. Please see below for workshop details and follow the links to register online today!

Sacramento:

REGISTER HERE

Wednesday, January 30, 10am-4pm

CCSA Sacramento Office, Conference Room

1107 9th Street, Suite 200, Sacramento, CA 95814

Oakland:

REGISTER HERE

Thursday, January 31, 10am-4pm

CCSA Oakland Office, Conference Room

436 14th Street, Suite 310, Oakland, CA 94612