LCAP Quarterly Network Meeting April 17 th 2018

LCAP Quarterly Network Meeting April 17 th, 2018

What else could LCAP stand for? Lavender Cupcakes After Pizza ? ? ? Love Collaborating About Planning

Agenda • LCAP Timeline and Updates • LCAP ESSA Addendum • LCAP Writing • Helpful Hints • Helpful Opportunities • LCAP Approval Process • Questions and (Hopefully) Answers

LCAP Updates Template Updates: ● Updates on e. Template and CDE Word Version ● e. Template prints now ● Word version – small screen shots with alt text are OK; check for compliance as you go. ● Dashboard generates PDF now ● The requirement is for the posted LCAP (recommendation is for the public hearing, and for sharing with PAC, ELPAC) ● Spanish version (SDCOE) available in Compliant Word Template

LCAP Updates Federal Addendum: • FAQs emailed out • Expecting more information soon • Reviews will be separate

LCAP Writing

Summary Section • Transfer of Information • Quality Responses • The Story - Include demographics and what makes your district unique. Tell your story. May include vision or mission. • The Highlights - Key talking points from the LCAP. This may be all some stakeholders read. Shine the light on what is innovative and successful

Summary Section • Quality Responses (con’t) • Greatest Progress - based on the Dashboard (color or progress) and local assessments, what is the district most proud of? And how will they continue to build on that success? • Greatest Needs - based on the Dashboard results for the “All Student” groups only. Report on any indicator that is red or orange, and how the district will address improvement. Small districts may want to also discuss volatility of scores.

Summary Section • Quality Responses (con’t) • Performance Gaps - Based on student groups that are two or more performance levels below “all students”. Explain what will be done to improve their performance. If you don’t have any gaps celebrate that! • Increased or Improved Services - Should relate directly to initiatives that are specifically designed to meet the needs of English Learner, Low Income or Foster Youth. There is a direct relation between this section and the DIISUP section.

Table Talk

Annual Update • Transfer of Information • Quality Responses

Annual Update Sample Statements • Respond to the specifics of the “Planned” statement. More than “completed”, less than a novel! Data is helpful.

Sample of Analysis Section Implementation - Identifying and addressing gaps in learning is still an important part of the our instructional strategy to help unduplicated students, but the work did not progress as quickly as hoped and LTD will be looking at other ways to move this work forward. Effectiveness - Overall, based on the survey, attendance and suspension rate outcomes, the actions and services have been effective in moving LTD toward it’s goal of building a learning environment of respect and high expectations for all students. However there is still work to do in ensuring all student groups meeting or exceeding the outcomes Material Differences - The action on addressing learning gaps also cost less than anticipated since the program was not fully developed. Changes - Due to the incomplete implementation of current actions in Goal 2, Action 2 c will be revised based on data and stakeholder input.

Table Talk

Stakeholder Engagement Section • Transfer of Information • Quality Responses • Are all required stakeholders included? Including representatives of unduplicated groups? • Is it clear what the intent of the meetings were, along with pertinent information such as dates? • Is it clear that stakeholder input was encouraged? • What ideas or concerns were generated by the stakeholders? • If any of their ideas were addressed in the LCAP is that specified, along with where it can be found?

Table Talk

Goals, Actions and Services Section • Transfer of Information • Quality Responses • Easy to understand, balance between too much detail and too generic/general • For this 3 year plan - changes should be easy to track, and should connect back to a need established through data and or stakeholder input.

Goals, Actions/Services and Outcomes

Goals, Actions/Services and Outcomes

Table Talk

DIISUP Section • Transfer of Information • Quality Responses • Description explains the benefit of the actions/services to the differentiated needs of unduplicated students. The percent of unduplicated students doesn’t relate to their specific needs • Description is clear and transparent - minimal educationalese, few acronyms.

DIISUP Samples Effective: EL students are not graduating or meeting a-g requirements at the same rate as other student groups. Goal 1, Action 1 B is principally directed at re-evaluating the class schedules of English Learners to create more opportunities for them to complete the required and rigorous courses. This will be effective in ensuring EL are enrolled in the classes they need leading to improved a-g and graduation rates. Most Effective: The District AVID TOSA will work with teachers to enhance instruction in AVID classes of to meet the needs of their unduplicated students. The AVID program has demonstrated success with supporting students who come from low income homes where neither parent went to college. The TOSA will design and share extra supports to increase the number of EL, LI and FY who enroll and complete A-G courses to achieve their fullest potential. (G 1; Act 2)

Table Talk

LCAP Approval Preparation and Process

Questions and Opportunities

Upcoming Events/Resources • Parent Engagement Dashboard Workshop –see flier • Work Sessions – see flier • SDCOE Website • http: //www. sdcoe. net/lls/assessment/Pages/LCAP/Resources. aspx • http: //www. sdcoe. net/lls/assessment/Pages/LCAP/Information. aspx • http: //www. sdcoe. net/lls/assessment/Pages/Accountability. aspx Nancy Sedgwick: nancy. sedgwick@sdcoe. net Kristine Shipman: kristine. shipman@sdcoe. net Andi Loree: andrienne. loree@sdcoe. net