Welcome to February. It’s hard to believe that we are already halfway through our shortest month of the year.
This year’s LCAP development timeline is especially condensed and now that the Annual Update, LCAP, and Expenditure templates have been approved, it’s time to think about creating a plan for, implementing, and monitoring metrics to assess student outcomes.
The San Diego County Office of Education (SDCOE) is committed to supporting local education agencies (LEAs) in developing and maximizing the impact of their plans. As we start the new year, we will have professional learning opportunities designed to support you through the condensed timeline for getting stakeholder feedback and completing the LCAP. Scroll down to learn more and register for the new offerings.
Director
858-295-8827
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2021-24 Cycle LCAP Overview
Great news! The Annual Update Template, LCAP Template, and Expenditure Table have been posted on the CDE website. The following links are to the most recent documents.
Accelerated Timeline
This year’s LCAP development timeline is especially condensed. Take a moment to organize your work in the coming months to assist with the overall LCAP development.
January/February
- Identify your leadership team. Yes, TEAM. This is not a one-person job.
- Create a plan and engage stakeholders to solicit input.
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Create a plan for, implement, and monitor metrics to assess student outcomes (state and local indicators and local measures.) Complete Annual Update.
March
- Create the first draft of the plan, incorporating stakeholder input.
- Monitor, collect, and analyze disaggregated data.
- Begin creating LCAP goals and actions to support data findings.
April
- Present proposed plan to parent advisory committees for feedback and input.
- The superintendent responds in writing to feedback from parent advisory committees and incorporates feedback into the plan.
May/June
- Prepare final draft of LCAP for board hearing.
- Conduct public hearing to receive stakeholder input (required by statute) on the LCAP plan.
- Update plan based on input.
July
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Local governing board adopts the LCAP plan by July 1 in a public meeting (required by statute). This meeting must be the same meeting as that during which the governing board of the school district adopts a budget. This is also the same meeting at which an LEA reports the California School Dashboard local indicators.
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LEAs provide a copy of their Budget Overview for Parents, Annual Update, LCAP Narrative, Expenditure Tables, and Instructions to finrep@sdcoe.net five days after board adoption.
What Data Do We Use for 2021-22 LCAP Development?
In the absence of state and local indicators within the California School Dashboard, LEAs will use available state and local data and stakeholder input to inform the review of progress for the 2019-20 and 2020-21 school years by:
- Identifying needs
- Identifying metrics, baselines, and desired outcomes for goals
- Determining whether or not actions identified as contributing to the increased or improved services in the 2017-2020 LCAP were effective as expected, as applicable
Where Can I Find Data for the State Indicators?
LCFF Priority 4 — Pupil Achievement:
- English Language Arts/Math 2019-20 Dashboard Data
- English Learner Progress Indicator (ELPI) 2019 Dashboard Data
- Local measures
LCFF Priority 5 — Pupil Engagement:
LCFF Priority 6 — School Climate:
LCFF Priority 8 — Other Pupil Outcomes:
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CDE Dashboard Additional Report Site: Search each report separately
- 2019-20 School Year College/Career Measures Report
- Graduation Rate Additional Report
- CALPADS reports: College and Career: 3.10, 3.11, 3.14, 15.1, and 15.2
What Data are not Available at the State Level?
Assessment results used to produce the Academic Indicator and the ELPI were not available in 2020, due to the suspension of the California Assessment of Student Performance and Progress (CAASPP) and English Language Proficiency Assessments of California (ELPAC).
Chronic absenteeism rates for 2019-20 were determined not reliable and comparable. Therefore, these data are not reported for the 2019-20 school year. LEAs collect absentee data locally.
*SB 98 established California Education Code Section 43509 and the Learning Continuity and Attendance Plan (Learning Continuity Plan) requirements for the 2020–21 school year, which requires districts to collect distance learning data to:
- Document daily participation
- Complete weekly engagement records that document synchronous and asynchronous instruction and track assignments for each student
Additionally, districts are also required to develop re-engagement strategies for students who are absent 3 days or 60% of the instructional day. This local data provides much more data than would have been reported in a chronic absenteeism rate
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January-June 2021 Local Control and Accountability Plan Professional Learning Series
We’ve created multiple professional learning opportunities in response to this year’s condensed timeline for the completion of the 2021-22 LCAP and LEA feedback.
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Putting It All Together Workshop
Our 2020-21 Putting It All Together series is designed to bring together district and charter school leaders to focus on just-in-time information and connect it to key actions and strategies for students' success and improvement in the LCP and LCAP development. Please sign up using the links below. Once you register, the Zoom link will be emailed to you.
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NEW! Deeper Learning Series: Measuring and Monitoring Engagement
Join us for a three-part series that will focus on measuring, monitoring, and creating actionable LCAP goals for social-emotional and mental health for pupils and staff. Participants will focus on implementation by identifying discrete actions and developing an action plan for the 2021-22 school year. Resources will include a metrics toolkit, tools for data collection, and resources to support social and emotional learning (SEL) implementation.
Please sign up using the links below. Once you register, the Zoom link will be emailed to you.
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California Department of Education Tuesdays @ 2 Webinar Series
Upcoming webinars, webinar information, and presentation slides from the Tuesdays @ 2 webinar series hosted by the Local Agency Systems Support Office can be found at this link.
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CAASPP and ELPAC Training Opportunities
The CAASPP Training Opportunities webpage and the ELPAC Training Opportunities webpage on the CAASPP and ELPAC websites have been updated and reorganized! Now, instead of sorting through separate pages for each fiscal year’s training opportunities, users can refer to a single page that provides a listing of all upcoming training opportunities — even across fiscal years.
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New! Tools for Teachers Overview Video
Teachers who want to learn more about how the Tools for Teachers website can help them tailor their instruction and boost their students’ learning may now access a seven-minute introductory video titled Smarter Balanced Tools for Teachers.
The Tools for Teachers website is home to hundreds of standards-based, educator-created lessons, activities, instructional strategies, and professional development resources to help California teachers. These resources can be used during in-person instruction and easily adapted for distance learning.
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Lexile and Quantile Hub Available to California Educators
The CDE and Educational Testing Service have partnered with MetaMetrics to offer Lexile® & Quantile® Hub premium tools, free of cost, to California educators. The Lexile & Quantile Hub, an online platform offering educators a variety of instructional and planning resources, features online tools that support student learning and growth in reading and mathematics. The Lexile & Quantile Hub is now available to all educators with a CAASPP or ELPAC Test Operations Management System (TOMS) user role as part of the single sign on.
Questions regarding the Lexile® & Quantile® Hub and the 2020–21 CAASPP or ELPAC administration should be directed to CalTAC by phone at 800-955-2954 or by email at caltac@ets.org.
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Social-Emotional Learning (SEL) Implementation Series (free!)
Join facilitators from SDCOE's Learning and Leadership Services, Student Services and Programs, and Innovation teams as well as district and local partners for a learning series around implementing SEL in your classroom, team, school, and district. In a systems approach, sessions will examine SEL practice with a focus on culturally responsive, contextual implementation to center the needs of your students and adults. All sessions are held Tuesdays from 3:30 to 4:30 p.m.
Develop an understanding of SEL and how to reflect, set goals, and intentionally improve your own social-emotional well-being so you can best support others.
Design your comprehensive SEL implementation with a systems approach with intentional alignment to your LCAP goals, MTSS structure, and local needs.
SEL is most effective when it is intentionally taught as part of the content. Learn strategies, examine tools, and create a plan for your classroom and school.
Design your school SEL implementation and continuous improvement plan based on quantitative and qualitative data, self-assessment, and alignment processes.
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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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