Springtime is in the air, and we are reminded of renewal and rekindled hope. Author Tracy McMillan shares, “Spring: A lovely reminder of how beautiful change can truly be.” This is a time of change for our Local Control and Accountability Plans (LCAPs), too.
Local educational agencies (LEAs) continue to engage educational partners as they develop their 2023-24 LCAPs and are collecting state and local data to create an equity-centered plan. Also, during this time, LEAs are updating and creating focused actions to support continual growth for all students. Our team at the county office continues to focus on and prepare for upcoming professional learning sessions and informational workshops.
The San Diego County Office of Education (SDCOE) is committed to supporting LEAs in developing and maximizing the impact of their plans. We hope the resources in this this newsletter and on the SDCOE LCAP website keep you up to date with recent legislation and deadlines as well as provide technical support.
Director
858-295-8827
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Welcome to our newest team member Veronica Maxwell! Veronica joins us from San Diego Unified and will support Comprehensive Support and Improvement (CSI), LCAP development, and assessment. Hip hip hooray!
LCAP Implementation and Development
This edition of LCAP Connections will walk through the technical requirements for completing the LCAP template. We’ve highlighted important information to consider as you navigate through the 2023-24 LCAP template.
2023-24 LCAP Template: Information provided from the California County Superintendents Local Control and Accountability Plan Approval Manual 2023-24 Edition (Year 3) and the 2023-24 Local Control and Accountability Plan template
Requirements and Instructions
Below is an excerpt from the 2018-19 Guide for Annual Audits of K-12 Local Education Agencies and State Compliance Reporting, which is provided to highlight the legal requirements for engagement of educational partners in the LCAP development process:
For county offices of education and school districts only, verify the LEA:
- Presented the local control and accountability plan to the parent advisory committee in accordance with Education Code section 52062(a)(1) or 52068(a)(1), as appropriate.
- If applicable, presented the local control and accountability plan to the English learner parent advisory committee, in accordance with Education Code section 52062(a)(2) or 52068(a)(2), as appropriate.
- Notified members of the public of the opportunity to submit comments regarding specific actions and expenditures proposed to be included in the local control and accountability plan in accordance with Education Code section 52062(a)(3) or 52068(a)(3), as appropriate.
- Held at least one public hearing in accordance with Education Code section 52062(b)(1) or 52068(b)(1), as appropriate.
- Adopted the local control and accountability plan in a public meeting in accordance with Education Code section 52062(b)(2) or 52068(b)(2), as appropriate.
Components of the 2023-24 LCAP
The following is a section-by-section overview of the 2023-24 LCAP Requirements.
Plan Summary
The intent of the Plan Summary is to provide information about an LEA’s community, give a brief overview of student needs and performance, and highlight elements in the LCAP that the LEA believes are important. LEAs are encouraged to view the summary as an opportunity to tell their story in concise and easily understandable terms. Each of the summary sections must be updated each year.
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Reflection: Successes — Describe successes and/or progress based on a review of the California School Dashboard and/or local data.
- Reflection: Identified Need — After evaluating the dashboard, an LEA must identify:
- (a) any state indicator for which overall performance was in the lowest performance category or any local indicator for which the LEA received a “not met” rating AND
- (b) any state indicator for which performance for any student group was two or more performance levels below the performance level for all students. LEAs should use available state and local data, including input from educational partners, to identify areas of greatest need.
- The LEA must also identify what steps it is planning to take to address these areas of low performance and performance gaps. LEAs are required to include a goal to address one or more consistently low-performing student groups or low-performing schools. The LEA is required to identify that it must include this goal and must also identify the applicable student group(s) and/or school(s). Other needs may be identified using local data, including data collected to inform the self-reflection tools and reporting of local indicators on the Dashboard.
- LCAP Highlights: The LEA identifies and briefly summarizes the key features of this year’s LCAP. The explanation may include a restatement of goals deemed the highest priority, or highlight some of the most important expected measurable annual outcomes. LEAs should not provide a summary of all actions in the LCAP. (Note: This section should be completed at the end of LCAP development.)
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Comprehensive Support and Improvement (CSI): The CSI plan is intended to align the school planning and improvement process for schools that meet the criteria for CSI with the LEA’s continuous improvement process shown in the LCAP. (See Comprehensive Support and Improvement CDE website and the LCAP template instructions, pages 3 and 4 for more information.)
Engaging Educational Partners
The Engaging Educational Partners section of the LCAP describes the consultation process the LEA had with various educational partner groups, which could include the parent advisory committee, the English learner parent advisory committee, teachers, principals, and administrators, other school personnel, special education local plan area administrator(s), local collective bargaining units, parents, students, and any other community-based organizations identified by the LEA.
Meaningful Engagement
The LCAP development process includes decisions made through meaningful educational partners engagement. Local partners provide valuable perspectives and insights about an LEA's programs and services. Effective strategic planning incorporates these perspectives and insights in order to identify potential goals and actions to be included in the LCAP. The primary beneficiaries of this engagement are students.
- Summary of the process used to engage educational partners: The LEA describes the process used to involve educational partners in developing the LCAP, including, at a minimum, describing how the LEA met its obligation to consult with all statutorily required educational partner groups applicable to the type of LEA. If applicable for an educational partner group, the LEA superintendent must respond in writing to comments received during the consultation(s).
- The timeline of the educational partner process and meetings is for the current year. An LEA’s response may also include information about an LEA’s philosophical approach or other engagement strategies with educational partners.
- Summary of feedback: The LEA summarizes the feedback received from specific educational partner groups throughout the LCAP development process. The summary should include ideas, trends, or inputs that emerged from an analysis of the feedback received from educational partners.
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Description of aspects within the LCAP that were influenced by specific educational partners’ input: The LEA describes the aspects in the LCAP that were influenced by specific educational partners’ input. The response should give educational partners and the public clear, specific information about how the engagement process influenced the development of the LCAP. The response must describe aspects of the LCAP that were influenced by, or developed in response to, the educational partners’ feedback described above. (See the LCAP template instructions, page 6 for examples.)
Goals and Actions
The Goals and Actions section of the LCAP focuses on the goals, actions, expenditures, and progress indicators identified by the LEA. The LEAs prioritize their goals, specific actions, and related expenditures with the LCAP and within the state priorities and metrics. Well-developed goals will clearly communicate to educational partners what goals the LEA plans to accomplish, what it plans to do to accomplish those goals, and how to measure accomplishment of each goal.
- Goals - To support the prioritization of goals, the LCAP template gives LEAs the option of developing three different types of goals:
- Focus Goal: A focus goal is concentrated in scope and may focus on fewer metrics to measure improvement. A focus goal statement will have a firm timeline and make clear how the goal is to be accomplished.
- Broad Goal: A broad goal is less concentrated than a focus goal in its scope and may focus on improving performance across a wide range of metrics.
- Maintenance of Progress Goal: A maintenance of progress goal includes actions that may be ongoing without significant changes and allows an LEA to track performance on any metrics not addressed in the other goals of the LCAP.
- Required Goal: Beginning with the development of the 2022–23 LCAP, LEAs that meet certain criteria are required to include a specific goal in their LCAP. (See LCAP template instructions, page 8 for more information.)
- Goal Description — The LEA must describe what outcomes it plans to achieve to address the disparities in performance between the students enrolled at the low-performing school(s) and the students enrolled at the LEA as a whole.
- Explanation of why the LEA has developed this goal —The LEA must explain why it is required to develop this goal, including identifying the schools(s) that led to the LEA being required to develop this goal; how the actions and associated metrics included in this goal differ from previous efforts to improve outcomes for the school(s); and why the LEA believes the actions, metrics, and expenditures included in this goal will help achieve the outcomes for students enrolled at the low-performing school or schools identified in the goal description.
Measuring and Reporting Results
For each LCAP year, an LEA identifies the metric(s) it will use to track progress toward the expected outcomes. LEAs are encouraged to identify metrics for specific groups, as appropriate, including expected outcomes that would show a narrowing of any existing performance gaps. For this section, LEAs will complete the table in the template.
Actions
The information on the actions the LEA lists will be in table form and include all actions that have funding associated with them and all actions that qualitatively contribute to increased or improved services. Actions that qualitatively contribute to increased or improved services must be provided on a limited basis to unduplicated students and cannot have funding associated with them.
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Actions for English Learners: LEAs that have a numerically significant English learner student group (30 students or more) must include specific actions in the LCAP related to, at a minimum, the language acquisition programs as defined in Education Code Section 306 that it provides to students, and professional development activities specific to English learners.
- Actions for Foster Youth: LEAs that have a numerically significant foster youth student group (15 students or more) are encouraged to include in the LCAP specific actions designed to meet the needs of foster youth.
Goal Analysis
This section captures the progress toward the desired outcomes for 2023-24 for each goal in the prior year’s LCAP. Each goal has its own analysis. The recap must include an assessment of the effectiveness of the specific actions and a description of any changes the LEA will make to the actions or goal as a result of the review. (See LCAP template instructions, pages 11-12 for more information.)
Increased or Improved Services
This section details the use of supplemental and concentration grant funds in the upcoming LCAP year to meet the requirement to increase and/or improve services for the LEA’s unduplicated student groups in grades TK-12 compared to all students, proportionate to the increase in funding generated by the unduplicated student groups, and how LEA-wide or schoolwide actions identified for this purpose meet regulatory requirements.
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This section also identifies any carryover from the prior year, expressed as a dollar amount and a percentage by which services must be increased or improved, adding it to the current year requirement for the total percentage to increase or improve services.
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In addition, this section explains how LEAs that receive the additional 15% LCFF concentration grant add-on are using these funds to increase the number of staff who provide direct services to students at schools where more than 55% of students are unduplicated pupils, compared to services provided at schools at which 55% or fewer students are unduplicated pupils.
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An LEA’s descriptions in this section must align with the actions identified in the Goals and Actions section as contributing to increased or improved services for unduplicated student groups. (See LCAP template instructions, pages 12-16 for more information.)
LCAP Action Tables
- The LCAP template includes summary action tables to make it easier for educational partners to see all the LCAP actions, services and expenditures, and increased or improved services in particular, and to reduce the length and complexity of LCAPs by consolidating the presentation of information. The template includes a data entry table and the following five required summary tables:
- Table 1: Total Planned Expenditures table (for the coming LCAP year)
- Table 2: Contributing Actions table (for the coming LCAP year)
- Table 3: Annual Update table (for the current LCAP year)
- Table 4: Contributing Actions Annual Update table (for the current LCAP year)
- Table 5: Local Control Funding Formula (LCFF) Carryover table (for the current LCAP year)
- Note: The coming LCAP year is the year that is being planned for, while the current LCAP year is the current year of implementation. For example, when developing the 2023-24 LCAP, 2023-24 will be the coming LCAP year, 2022-23 will be the current LCAP year and 2021-22 will be the prior LCAP year.
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Putting It All Together Professional Learning
Save the date! Our Putting it All Together 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. Based on your feedback, these sessions will be held from 9 to 11:30 a.m. and remain virtual until further notice.
Once registration is confirmed, a corresponding link will be sent prior to each session.
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Increased or Improved Services Workshop
LEAs are required to demonstrate how they are increasing or improving services for unduplicated students as compared to the services provided to all students in the LCAP. This two-hour session will review the section requirements and provide examples for each Increased or Improved Services prompt. In addition, Amanda Davis will review data tables and provide information about determining the proportional percentage by which services must be increased or improved.
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Local Control and Accountability Plan 101
This workshop was developed for anyone new to the LCAP process. The LCAP template and important dates were shared.
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Assessment, Accountability, and Evaluation Update Meetings
The Assessment, Accountability, and Evaluation updates provide LEAs with timely information around assessment, funding, LCAP, state and federal programs, and more. They occur once per month from 2:30 to 4 p.m. virtually; most meetings will be held on Wednesdays with the exception of February, March, and May. Please use this OMS link to sign up for the updates.
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New Coordinator Training Webinar 5 — Preparing to Receive Scores
Calling all LEA CAASPP and ELPAC coordinators who are new to their role or want a refresher! The fifth New Coordinator Webinar of the 2022–23 series will take place April 20 from 3 to 4 p.m. This webinar will take a deep dive into monitoring student assessment completion status and preparing to receive assessment scores.
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Registration Open for Spring Training: Accessing Summative Assessment Results in CERS
Registration is open for the Accessing Summative Assessment Results in the California Educator Reporting System (CERS) spring training! CERS is a free tool available to all California LEA staff members for accessing student assessment results for both summative and interim assessments, using secure logon information. This training is designed for LEA staff members who are current or potential CERS users. Register to attend any or all of the following 75-minute facilitated modules:
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Module One will focus on the Summative ELPAC, the Summative Alternate ELPAC, and the California Spanish Assessment. This training module will be offered on May 4 from 9 to 10:15 a.m.
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Module Two will focus on the Smarter Balanced Summative Assessments for English language arts/literacy and mathematics, and the California Alternate Assessments for English language arts and mathematics. This training module will be offered on May 11 from 9 to 10:15 a.m.
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Module Three will focus on the California Science Test and the California Alternate Assessment for science. This training module will be offered on May 18 from 9 to 10:15 a.m.
Register here for the Accessing Summative Assessment Results in CERS training. Inquiries about this training can be emailed to the Sacramento County Office of Education at caaspp@scoe.net.
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2023 California Assessment Conference: Save the Date!
Save the date for the in-person 2023 California Assessment Conference on Oct. 9 and 10 in Sacramento. Under the theme of Charting the Course Between Instruction and Assessment, the 2023 conference is a unique opportunity for classroom educators to explore the connections between classroom instruction and assessment, learn how other California educators use assessments as informative tools, and provide strategies to enhance teaching and learning.
Conference registration will open soon.
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New School Climate Webinar
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The Transformative SEL Collective: A Virtual Learning Community
Transformative social and emotional learning is a process whereby young people and adults build strong, respectful, and lasting relationships that facilitate co-learning to develop equitable collaborative solutions that lead to personal, community, and societal well-being.
Leveraging the collective wisdom of our educational community and content expert partners, this collaborative learning series is designed to:
- Deepen our understanding of the science of social and emotional well-being
- Provide opportunities for networking and action planning
- Experience well-being as adult learning in a nurturing community
- Share strategies, evidence-based practices, and ideas for supporting all members of the learning community
- Showcase implementation efforts
Who: School and community mental health professionals, educational leaders, teachers, family engagement staff, and community partners are all invited to attend.
What: This series will support educators in deepening their understanding and implementation of transformative social and emotional learning.
When: All sessions will be held from 2:30 to 4 p.m.
- Feb. 23 — Refilling Depleted Reservoirs
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April 20 — Integrating Transformative Social and Emotional Learning and Academics
- Aug. 10 — Elevating and Embracing Youth Voice
- Oct. 12 — Enlisting and Engaging Families
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Dec. 7 — Social and Emotional Learning Data: Measuring and Meaning Making
This learning series is free. Space is limited, so please RSVP as soon as you can!
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South County Social and Emotional Learning Exchange
The goal of this gathering is to build relationships, alignment, knowledge, and coherence around social and emotional learning in South County schools. With a collaborative world café discussion style, district/site teams will have the opportunity to share their current work and needs and learn from each other.
Who should attend: District leaders from curriculum, instruction, assessment, and student support Services/social and emotional learning; counselors; social workers; school psychologists and school nurses; teacher leaders (site level teacher representatives); and site administrators
Date: April 27
Time: 8:30 a.m. to 2 p.m.
Venue: Sweetwater Union High School District Professional Development Center,
680C L St, Chula Vista, CA 91911
Food: Breakfast and lunch will be provided
Funding: Funding is available for substitutes and teacher stipends
Capacity: 25 people per district; registration by invitation only. Please ask your assistant superintendents, as all of them have been contacted.
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Expanded Learning Opportunities Program — Updated FAQ
The Expanded Learning Opportunities Program provides funding for afterschool and summer school enrichment programs for transitional kindergarten through 6th grade as described in California Education Code Section 46120. This program funding was established by Assembly Bill 130 in 2021 and has been amended by assembly bills 181 (Chapter 52, Statutes of 2022) and 185 (Chapter 571, Statutes of 2022).
On Feb. 6, the California Department of Education released updates for frequently asked questions for the program. These questions range from addressing hot topics such as program requirements to allowable uses. For additional support related to the program , register for the Expanded Learning Opportunities Program Network below or reach out directly to Brittany Mabe, director, or Liza Flowers, coordinator.
Expanded Learning Opportunities Program — Fiscal Year 2023-24 Reminder
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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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