Developing Authentic LCAP Engagement Through Budget Transparency Presenters
Developing Authentic LCAP Engagement Through Budget Transparency
Presenters Natalie Wheatfall, Senior Policy Analyst, Ed Trust West Rob Manwaring, Senior Policy & Fiscal Advisor, Education, Children Now Sara Bachez, Assistant Executive Director, California Association of School Business Officials Elizabeth Munguia, Legislative Advocate, California Association of School Business Officials Moderator
Overview of Presentation Why Is Engagement Critical? Changes in the LCAP & Evaluation Rubrics Demystify the Public Engagement Process Promising Practices Reflection & Feedback
Why is Engagement Critical? Through Budget Transparency
THE LOCAL CONTROL & ACCOUNTABILITY PLAN (LCAPS) All school districts must adopt a Local Control & Accountability Plan (LCAP), a 3 year plan for how districts will use state funds to serve all students. Each district’s LCAP must include the following: ü Goals ü Actions ü Related expenditures LCAPs must include services that target each major student subgroup, including: ü ü ü Racial/ethnic subgroups Low-income students English learners Students with disabilities Foster youth Homeless youth LCAPs must address the 8 State Priorities*: 1. 2. 3. 4. 5. 6. 7. 8. Basic Services Implementation of standards Parental engagement Student achievement Student engagement School climate Access to courses Other student outcomes * For county offices of education there are 2 additional priorities: (9) Instruction for Expelled Youth and (10) Foster Youth Services
LCFF Requires Community Engagement The Local Control Funding Formula requires public school districts to develop authentic engagement practices with their parents, students, educators, and community members in order to develop meaningful Local Control Accountability Plans (LCAPs).
• LCAP public review. A district’s LCAP must be made available for review by the public. • Parental advisory committee. The district will need to solicit input from an advisory committee of parents/guardians throughout the development of the LCAP. • English language learner advisory committee. Districts with at least 15 percent English learners also must engage an English learner advisory committee for input. • Community transparency. Superintendent must notify the community of opportunities to provide comments and must respond to those comments in writing. LCFF Requires Community Engagement
Why does Public Engagement Matter? ü Critical ingredient for children’s school success from cradle to career. ü Family engagement promotes improved school readiness and higher student achievement for students. ü Engagement promotes community buy-in and support for public education.
LCAP Timeline Late Summer. Fall 2016 District engages the community to solicit input on the LCAP. District and community assess student needs. Suggested Winter 2017 District creates first draft of plan, incorporating community input. Suggested Spring 2017 District presents proposed plan to parent advisory committees for feedback and input. Suggested Spring 2017 District responds in writing to feedback from parent advisory committees and incorporates feedback into plan. Suggested July 1, 2017 School board adopts plan by July 1 st in a public hearing. Required by Statute County office of education must approve district LCAPs by October 8 th. Required by Statute October 8, 2017 9
Interaction between LCAP & Rubrics Local Control Funding Formula Evaluation Rubrics Assistance & Support Local Control & Accountability System The LCAP & Annual Update requires school boards to adopt plans with stakeholder input, addressing both state and local priorities. LCFF 8 State Priorities 1. 2. 3. 4. 5. 6. 7. 8. Basic Services Implementation of Standards Parental Engagement Student Achievement Student Engagement School Climate Access to Courses Other Student Outcomes The rubrics will provide a multi-dimensional view of LEA’s progress based on State Performance Indicators, which align to the federal Every Student Succeeds Act (ESSA) requirements. 1. Academic Indicators 2. College & Career Indicator 3. Graduation Indicator 4. English Learner Indicator 5. Chronic Absence Indicator 6. Suspension Rate Indicator For a LEA that does not meet performance standards for more than 1 state priority for 1 or more pupil subgroups, it will receive assistance as follows: • School district • County Office of Education • CCEE For a LEA that does not meet performance standards for 3 or more pupil subgroups in more than 1 state priority in 3 out of 4 years: • County Office of Education • CCEE • State Superintendent of Public Education
Changes in the LCAP & Evaluation Rubrics Through Budget Transparency
Identifying Barriers to Genuine Engagement Through Budget Transparency
Identifying Barriers for Public Engagement • Staff capacity • Time • Language • Accessible meeting location • Training • Child Care
Promising Practices Through Budget Transparency
Making Budgets More Transparent We recently developed budget tools to support effective communication with stakeholders. 25
DISTRICT FISCAL TRENDS – GENERAL FUND REVENUE Total General Fund Revenue, 2014 -2018 in Millions $400. 00 $300. 00 $200. 00 $100. 00 $292 $331 Increase in Revenue from 2016 -17 to 2017 -18 = $16. 8 $392 million$409 2017 -18 General Fund Revenue in Millions $29/7% $64/16% $287/70% LCFF - Base LCFF - Supplemental & Concentration Other State & Fed 2014 -15 2015 -16 2016 -17 2017 -18 Local Miscellaneous 26
2017 -18 INCREASE IN DISTRICT FINANCIAL COMMITMENTS COMMITMENT COST (In Millions) Increase in Revenue $ 16. 8 Salary Increases (required step-and-column) $ 0. 5 Salary Increases (negotiated raises) $ 2. 0 Increase in Health Care Benefits $ 1. 0 Increase in Pensions (burden shifted from the state to the district) $ 1. 5 K-3 Class Size Reduction (required under LCFF) $ 1. 0 Total Financial Commitments $ 6. 0 Revenue Increase Remaining $ 10. 8 28
2017 -18 NEW INVESTMENTS BEING CONSIDERED Remaining New Revenue for 2017 -18 = $10. 8 Million Priority Goal Expanding summer school to 3 additional school sites (add names of school sites) Improving Math and English Language Arts achievement $ 1. 1 New tutoring program at 4 school sites (add names of school sites) Improving Math and English Language Arts achievement $ 0. 2 Expanding restorative justice to 5 more schools (name schools) Decreasing suspensions $ 0. 2 Use the “Goal” column in this and the following tables to show district investments will address the needs identified by the data displayed earlier in the presentation. LCFF-Base (In Millions) LCFF-Suppl. & Conc. (In Millions) CONTINUED 29
2017 -18 NEW INVESTMENTS BEING CONSIDERED Remaining New Revenue for 2016 -17 = $10. 8 Million Priority Goal Expanding dual-language learners program; adding 8 new positions Improving English learner academic achievement LCFF-Base (In Millions) Additional need-based school-site Increasing support allocations for high-need students LCFF-Suppl. & Conc. (In Millions) $ 0. 8 $ 0. 7 3. 0 10 additional counselors Increasing access to college-prep coursework $ 1. 0 Districtwide teacher professional development Improving academic achievement $ 6. 8 $ 7. 8 $ Total 30
Reflection & Feedback
Thank you for Participating! Natalie Wheatfall Senior Policy Analyst Ed Trust West nwheatfall@edtrustwest. org Sara C. Bachez Assistant Executive Director of Governmental Relations CASBO sbachez@casbo. org Websites https: //west. edtrust. org/making-sense-of-dollarscents-understanding-district-budgets/ https: //www. casbo. org/content/ignite-tool-kit Rob Manwaring Assistant Executive Director Senior Policy & Fiscal Advisor Children Now robert. manwaring@msn. com 32
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