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

Understanding the LCAP’s Increased or Improved Services Requirement

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

January 15, 2019

California school leaders, are you confused about the LCAP’s increased or improved services requirement?

If so, you’re not alone!  Read on for a breakdown of the basics of this critical LCAP component.

Unduplicated Pupils

To begin, a charter school’s unduplicated count refers to the total number of students who belong to one or more of the groups identified for additional funding under the Local Control Funding Formula (LCFF):  Low Income (measured by Free/Reduced Lunch eligibility), English Learner, and Foster Youth.  Unduplicated simply means that any student in one or more of these groups would only be counted once in the calculation.

The unduplicated pupil count is used to determine the amount of supplemental and concentration funds the charter school will receive under LCFF.  Charter schools receive these additional funds up to a maximum of the unduplicated percentage of the school district in which they reside.

To illustrate, a charter school of 400 students may have a total of 320 unduplicated pupils. This school has 320 students who meet one or more criteria for unduplicated pupils.  Rather than add together the school’s 310 students who are eligible for free/reduced lunch, its 50 English Learners, and its five foster youth, the formula counts each student just once – even those who meet more than one criteria – for a total of 320 of the 400 enrolled students, or an Unduplicated Pupil Percentage (UPP) of 80%.

Alternate UPP Example

Total student population:  4

  • Student 1- Free/Reduced Lunch-eligible
  • Student 2- Free/Reduced Lunch-eligible and English Learner
  • Student 3- Free/Reduced Lunch-eligible and Foster Youth
  • Student 4- Meets no unduplicated pupil criteria

Unduplicated Pupil Count:  3

UPP: ¾=75%

Now, if the district the charter school resides in has an equal or higher UPP, the school will receive funds for its own full count. For example, if your UPP is 80% and the district your school resides in has a UPP of 90%, your UPP will be capped at 80%. However, if the district percentage is lower, the school will receive funding at the district percentage. For example, if your UPP is 80% but the district your school resides in has a UPP of 45%, your UPP will be capped at 45%.

Minimum Proportionality

Minimum proportionality refers to the proportion of supplemental and concentration funds to base funds the school receives. Districts and charter schools are required to state and justify how they have used the supplemental and concentration funds to increase or improve services for the unduplicated student population by at least the proportion of additional funds received.

For example, if a school receives $10,000,000 in total LCFF revenue, and based on its unduplicated student population receives $1,000,000 in supplemental and concentration funding, then its Minimum Proportionality Percentage (MPP) would be 10%.  This school needs to demonstrate how it has increased or improved services for its unduplicated student population, in quantity or quality, by at least ten percent.

MPP Example

All other LCFF Funding (less TIIG & Transportation):  $10,000,000

Supplemental and Concentration Funds: $1,000,000

MPP ($1,000,000/$10,000,000):  10%

How can a charter school best demonstrate that it has increased or improved services for its unduplicated pupils?  In the LCAP, each action or service must be identified as contributing or not contributing to the increased/improved services requirement.  Those contributing actions/services are then identified as being applied school-wide or limited to the unduplicated student population.

Increased or Improved Services Section Requirements

Here are the items a charter school must include in the LCAP under DIISUP:

  • The dollar amount of funds generated by unduplicated students.
  • The Minimum Proportionality Percentage (MPP) reflecting the proportion of funds generated by unduplicated pupils.
  • If enrollment for unduplicated pupils is above 55%, for services that are applied schoolwide, include a description of how the services are principally directed  and effective.  For unduplicated counts below 55%, for services that are applied schoolwide, include a description of how services provided are the most effective use of funds to meet the goals of the unduplicated pupils.  Provide the basis for this determination, any alternatives considered, plus supporting theory, experience, or research.

Examples of Actions and Services

Some examples we have seen of actions and services targeting unduplicated pupils:

  • Restorative justice programs to facilitate communication, and understand barriers/challenges
  • Paperwork party: guidance on completing college or financial aid applications
  • Academic counseling and transcript analysis
  • Health & wellness education workshops for families
  • Multi-disciplinary support teams
  • Connecting families to community resources
  • Methods for differentiating instruction
  • Training on how children respond to trauma
  • Training on social-emotional skills (particularly impulse control and empathy) or an SEL curriculum

Get Organized and Share Your Great Work!

A charter school or district needs to be able to show, through its LCAP, how it is appropriately utilizing the additional funds received to support unduplicated pupils.  Recent news coverage has spotlighted both charter and district examples where funds are underutilized or unaccounted for in LCAPs.  An August 2018 report by Public Advocates found that not one of the 43 California charter school LCAPs it reviewed had properly documented how the schools were increasing or improving services for unduplicated pupils.  In our experience with schools, there are often many innovative approaches and programs in place to serve unduplicated pupils, and our work together is a matter of organizing the information to meet the LCAP requirements and sharing success stories.

Register for EdTec’s LCAP Workshops!

EdTec is excited to offer small group LCAP workshops again this year! The workshops will be held in February in Los Angeles & Emeryville. Read on for more workshop details and register using the links below.

Workshop Overview
EdTec’s charter school LCAP experts will lead you through a hands-on workshop designed to strengthen your LCAP and provide you with practical takeaways that prepare you to engage stakeholders, align your goals, set reasonable metrics, track expenditures, and more.

Workshop Dates

LOS ANGELES – REGISTER HERE

Thursday, February 7th, 10am-3pm

EdTec Office – 811 Wilshire Blvd., Suite 1420, Los Angeles, CA 90017

EMERYVILLE – REGISTER HERE

Tuesday, February 12th, 10am-3pm

EdTec Office – 1410 62nd Street, Suite A, Emeryville, CA 94608

Workshop Topics

  • Engage your stakeholders
  • Align the goals across your LCAP, charter, WASC, and more
  • Set reasonable metrics to meet all CDE requirements & track progress toward goals
  • Understand the current CA Dashboard, its relationship to the LCAP, and how to impact both the state and local indicators
  • Implement best practices for tracking your expenditures
  • Review examples of well-written LCAPs

Workshop Features

  • Small class size – No more than 10 organizations per workshop
  • Practical takeaways – You’ll leave the workshop prepared to finalize your LCAP
  • Personal LCAP review – Workshop fee includes a review of your LCAP prior to submission
  • Coffee, snacks, and lunch will be provided