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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.

 

 

 

 

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.