This survey may not display correctly if your browser is not up to date.

Please update your browser for the best viewing experience.

LCAP Redesign Survey 

Loading ...

This survey is designed by the Local Agency Systems Support Office at the California Department of Education. The redesign of the template for the Local Control and Accountability Plan (LCAP) will incorporate feedback from stakeholders and stakeholder groups throughout California. The CDE has conducted numerous in-person stakeholder engagement events to collect feedback on the redesign of the LCAP. In order to provide additional means for stakeholders to provide feedback, the CDE provides this online survey. The new LCAP template should be adopted by the State Board of Education at the January 2020 meeting in order for local educational agencies to use for the 2020-21 LCAP.

 

This survey closes on November 1, 2019.

Please Note: This survey is designed in sections that may be completed independently of the other sections. You must submit results for each section separately. Each section of the survey includes a section of the LCAP followed by the instructions for that section. In the actual LCAP template, the instructions will be at the end of the document. In this survey, the instructions are provided together with the relevant section of the template for purposes of providing feedback.

Links to each section of the survey are at the top of the web page. These links will remain there regardless of where you are in the survey.

Complete the sections in order or by preference. Please be sure to keep track of the sections you have completed in order to avoid duplicate entries.

All questions are optional.

Questions? Please email us at LCFF@CDE.CA.GOV

 

Plan Summary

Review the proposed template for the Plan Summary and the instructions that follow, then respond to the survey questions on the right. After submitting the survey questions for this part, scroll down to review the Stakeholder Engagement section.

Instructions - Plan Summary

General Information

Briefly describe the students and community and how the LEA serves them.

Reflections: Successes

Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, and any other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

 

Reflections: Identified Need

Referring to the California School Dashboard, identify: (a) any state indicator for which overall performance was in the “Red” or “Orange” performance category or any local indicator where the LEA received a “Not Met” or “Not Met for Two or More Years” rating AND (b) any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these areas of low performance and performance gaps?

 

LCAP Highlights

Identify and briefly summarize the key features of this year’s LCAP.

Comprehensive Support and Improvement

An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:

  • Schools Identified: Identify the schools within the LEA that have been identified for CSI. 

  • Support for Identified Schools: Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

  • Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

 

Stakeholder Engagement - Two Possible Alternatives

  • Below are 2 possible Stakeholder Engagement sections, Alternative A and Alternative B.

  • Only one alternative will be in the final LCAP Template.

  • After reviewing Alternative A, scroll down to review Alternative B. 

Stakeholder Engagement - Alternative A

Review the proposed template for Stakeholder Engagement - Alternative A and the instructions that follow, then respond to the survey questions on the right. After submitting the survey questions for this part, scroll down to review the Stakeholder Engagement - Alternative B section.

Instructions - Stakeholder Engagement (Alternative A)

Significant and purposeful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Consistent with statute, such stakeholder engagement should support comprehensive strategic planning, accountability, and improvement across the state priorities and locally identified priorities [California Education Code (EC) Section 52064(e)(1)]. Stakeholder engagement is an ongoing, annual process. 


Statute specifies the stakeholder groups that school districts and county offices of education must consult when developing the LCAP: teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and pupils. Before adopting the LCAP, school districts and county offices of education must share it with the Parent Advisory Committee and the English Learner Parent Advisory Committee, as applicable, to seek feedback. Statute requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. The LCAP should also be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. 


Information and resources that support effective stakeholder engagement can be found on the following webpage of CDE’s website:


https://www.cde.ca.gov/eo/in/lcff1sys-pri3res.asp

Instructions:  The requirements for this section are the same for each year of a three-year LCAP.

Describe how consultation with, and input received from, each of the applicable stakeholder groups, influenced the development of the LCAP or Annual Update. When responding to this prompt, LEAs should describe the feedback received and identify any goal(s) and action(s) within the LCAP that reflect or respond to that input. The response should also include specifics about the consultation process for each stakeholder group in this section. Specifics may include the date and time of meetings, links to meeting agendas, and summaries of surveys and conversations. Specifics may also include details about the LEA’s efforts to engage stakeholders in the LCAP development process, such as a summary of the LEA’s communications (i.e. fliers, emails, phone calls, websites, social media, etc.) for that purpose.

In cases where the response is the same for more than one stakeholder group, the LEA may designate as such.

 

Stakeholder Engagement - Alternative B

You will now review the second of the two proposed versions of the Stakeholder Engagement section. Only one alternative will be in the final LCAP Template.

Review the proposed template for Stakeholder Engagement - Alternative B and the instructions that follow, then respond to the survey questions on the right. After submitting the survey questions for this part, scroll down to review the Focus Goal(s) [Option A] section.

Instructions - Stakeholder Engagement Alternative B

Significant and purposeful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Consistent with statute, such stakeholder engagement should support comprehensive strategic planning, accountability, and improvement across the state priorities and locally identified priorities [California Education Code (EC) Section 52064(e)(1)]. Stakeholder engagement is an ongoing, annual process.

Statute specifies the stakeholder groups that school districts and county offices of education must consult when developing the LCAP: teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and pupils. Before adopting the LCAP, school districts and county offices of education must share it with the Parent Advisory Committee and the English Learner Parent Advisory Committee, as applicable, to seek feedback. Statute requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. The LCAP should also be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions.

Information and resources that support effective stakeholder engagement can be found on the following webpage of CDE’s website:

https://www.cde.ca.gov/eo/in/lcff1sys-pri3res.asp

Instructions:

 

Prompt 1:

Describe the stakeholder engagement process used by the LEA to involve stakeholders in the development of the LCAP, including, at a minimum, the statutorily required stakeholder groups as applicable to the type of LEA. A sufficient response to this prompt will include general information about the timeline of the process and meetings or other engagement strategies with stakeholders. A response may also include information about an LEA’s philosophical approach to stakeholder engagement.

 

Prompt 2:

Describe and summarize the stakeholder feedback provided by stakeholders. A sufficient response to this prompt will indicate ideas, trends, or inputs that emerged from an analysis of the feedback received from stakeholders.

 

Prompt 3:

This prompt is intended to provide stakeholders and the public clear, specific information about how the stakeholder 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 stakeholder feedback described above in response to Prompt #2. This may include a description of how the LEA prioritized stakeholder requests within the context of the budgetary resources available or otherwise prioritized areas of focus within the LCAP. For the purposes of this prompt, “aspects of the LCAP” can include, but are not necessarily limited to:

 

  • Inclusion of a goal or decision to pursue the Focus Goal option

  • Inclusion of metrics other than the statutorily required metrics

  • Determination of the desired outcome on one or more metrics

  • Inclusion of performance by one or more student groups in the Measuring and Reporting Results subsection

  • Inclusion of action(s) or a group of actions

  • Elimination of action(s) or group of actions

  • Changes to the level of proposed expenditures for one or more actions

  • Inclusion of action(s) as contributing to increased or improved services for unduplicated services

  • Determination of effectiveness of the specific actions to achieve the goal.

  • Determination of material differences in expenditures.

  • Determination of changes made to a goal for the ensuing LCAP year based on the annual update process.

  • Determination of challenges or successes in the implementation of actions.

 

Goals/Actions (Focus) - Option A

 

The proposed LCAP template will include two options for writing goals, Option A and Option B. Only one option may be used. 

You will now review Option A, which allows for the development of focus goals. Review the proposed template below and the instructions that follow, then respond to the survey questions on the right. After submitting your responses, scroll down to review the Goals and Actions [Option B] section.

Instructions - Goals and Actions

LEAs have two options for completing the Goals and Actions section. An LEA must choose Option A OR Option B, and not both. The LEA must delete the option not used.

Option A allows for the prioritization of goals in the LCAP. Option A requires the development of one or more focus goals that prioritize the actions and expenditures to address certain state priorities/metrics or to implement specific program(s). “Use the Goals and Actions – Supporting Prioritization” section to address remaining applicable state priorities and metrics by indicating how current status will be maintained.

Option B allows for the development of goals to address all state priorities, as applicable. Option B requires the development of one or more goals to address all applicable state priorities. 

 

Instructions - Focus Goal(s) [Option A]

If Option A is chosen, delete Option B from the LCAP Template.

Focus Goal Description: A Focus Goal must be specific, measurable, and time-bound. Indicate the metric(s) by which achievement of the goal will be measured. Indicate the time frame according to which the LEA expects to achieve the goal.

Explanation of why the LEA is focusing on this area/issue: Explain why the LEA has chosen to prioritize this goal. An explanation should be based on Dashboard data or other locally collected data. LEAs should also identify the process through which the LEA identified this area/issue for focused attention, including relevant consultation with stakeholders, to promote transparency and understanding around the decision to select this focus goal.

Measuring and Reporting Results: For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups, including expected outcomes that would reflect narrowing of any existing performance gaps. Include in the baseline column the most recent data associated with this metric available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric can include data reported as actual outcomes in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP.

 

Complete the table as follows:

  • Metric: Indicate how progress is being measured using a metric.

  • Baseline: Enter the baseline when completing the LCAP for the 2020-21. The baseline is the most recent data associated with a metric, which may be actual outcome for the relevant metric achieved in the 2019-20 year.

  • Actual Outcome for 2020-21: When completing the LCAP for 2021-22, enter the actual outcome achieved in the 2020-21 LCAP year.

  • Actual Outcome for 2021-22: When completing the LCAP for 2022-23, enter the actual outcome achieved in the 2021-22 LCAP year.

  • Actual Outcome for 2022-23: When completing the LCAP for 2023-24, enter the actual outcome achieved in the 2022-23 LCAP year. The 2023-24 LCAP will be the first year in the next three-year cycle. Completing this column will be part of the Annual Update for that year.

  • Desired Outcome for 2022-23: When completing the first year of the LCAP, enter the desired outcome for the relevant metric the LEA expects to achieve by the end of the 2022-23 LCAP year.

 

Timeline for completing the “Measuring and Reporting Results” part of the Goal.

The metrics may be quantitative or qualitative, but at minimum an LEA’s LCAP must include goals that are measured using all of the applicable metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d). To the extent a state priority does not specify one or more metrics (e.g., implementation of state academic content and performance standards), the LEA must identify a metric to use within the LCAP. For these state priorities, LEAs are encouraged to use metrics based on or reported through the relevant self-reflection tool for local indicators within the Dashboard.

Actions: Enter the action number. Provide a short title for the action. This title will also appear in the summary tables in the Excel spreadsheet. Provide a description of the action. Enter the total amount of expenditures associated with this action. Individual Budgeted expenditures from specific fund sources will be provided in the summary expenditure tables. Indicate whether the action contributes to meeting the increase or improved services requirement using a “Y” for Yes or an “N” for No. (Note: for each such action offered on an LEA-wide or school-wide basis, the LEA will need to provide additional information to address the requirements in California Code of Regulations, Title 5 (5 CCR) Section 15496(b).)

Actions for English Learners: school districts, county offices of education, and charter schools that have a numerically significant English learner pupil subgroup must include specific actions in the LCAP related to, at a minimum, the language acquisition programs, as defined in Section 306, provided to pupils and professional development activities specific to English learners.

Goal Analysis:

Using actual annual measurable outcome data, including data from the California School Dashboard, analyze whether the planned actions were effective in achieving the goal. Respond to the prompts as instructed.

  • Describe the overall implementation of the actions to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process. This must include any instance where the LEA did not implement a planned action or implemented a planned action in a manner that differs substantively from how it was described in the adopted LCAP.

  • Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

  • Describe the effectiveness of the specific actions to achieve the articulated goal as measured by the LEA.

  • Describe any changes made to this goal, expected outcomes, metrics, or actions to achieve this goal as a result of this analysis and analysis of the data provided in the California School Dashboard or other local data, as applicable.

 

Instructions - Goals and Actions – Supporting Prioritization [Included in Option A]

Complete this section only when completing Option A for the Goals, Actions, and Services section.

This section only needs to be completed once. This section does not need to be copied.

Use this section to address all state priorities and applicable metrics not addressed through Focus Goal(s). The state priorities and metrics to be addressed in this section are those for which the LEA, in consultation with stakeholders, has determined to maintain current actions and monitor progress while focusing implementation efforts on the actions covered by the focus goals.

Description: Describe how the LEA intends to maintain the progress made in the LCFF State Priorities not addressed by the Focus Goal(s) above.

Measuring and Reporting Results: For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data reported as actual outcomes in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP.

Complete the table as follows:

  • Metric: Indicate how progress is being measured using a metric.

  • Baseline: Enter the baseline when completing the LCAP for the 2020-21. The baseline is the most recent data associated with a metric, which may be actual outcome for the relevant metric achieved in the 2019-20 year.

  • Actual Outcome for 2020-21: When completing the LCAP for 2021-22, enter the actual outcome achieved in the 2020-21 LCAP year.

  • Actual Outcome for 2021-22: When completing the LCAP for 2022-23, enter the actual outcome achieved in the 2021-22 LCAP year.

  • Actual Outcome for 2022-23: When completing the LCAP for 2023-24, enter the actual outcome achieved in the 2022-23 LCAP year. The 2023-24 LCAP will be the first year in the next three-year cycle. Completing this column will be part of the Annual Update for that year.

  • Desired Outcome for 2022-23: When completing the first year of the LCAP, enter the desired outcome for the relevant metric the LEA expects to achieve by the end of the 2022-23 LCAP year.

Timeline for completing the “Measuring and Reporting Results” part of the Goal.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d). To the extent a state priority does not specify one or more metrics (e.g., implementation of state academic content and performance standards), the LEA must identify a metric to use within the LCAP. For these state priorities, LEAs are encouraged to use metrics based on or reported through the relevant self-reflection tool for local indicators within the Dashboard.

Actions: Enter the action number. Provide a short title for the action. This title will also appear in the summary tables in the Excel spreadsheet. Provide a description of the action. Enter the total amount of expenditures associated with this action. Individual Budgeted expenditures from specific fund sources will be provided in the summary expenditure tables. Indicate whether the action contributes to meeting the increase or improved services requirement using a “Y” for Yes or an “N” for No. (Note: for each such action offered on an LEA-wide or school-wide basis, the LEA will need to provide additional information to address the requirements in California Code of Regulations, Title 5 (5 CCR) Section 15496(b).)

Actions for English Learners: school districts, county offices of education, and charter schools that have a numerically significant English learner pupil subgroup must include specific actions in the LCAP related to, at a minimum, the language acquisition programs, as defined in Section 306, provided to pupils and professional development activities specific to English learners.

Goal Analysis: Using actual annual measurable outcome data, including data from the California School Dashboard, analyze whether the planned actions were effective in achieving the goal. Respond to the prompts as instructed.

  • Describe the overall implementation of the actions to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process. This must include any instance where the LEA did not implement a planned action or implemented a planned action in a manner that differs substantively from how it was described in the adopted LCAP.

  • Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

  • Describe the effectiveness of the specific actions to achieve the articulated goal as measured by the LEA.

  • Describe any changes made to this goal, expected outcomes, metrics, or actions to achieve this goal as a result of this analysis and analysis of the data provided in the California School Dashboard or other local data, as applicable.

 

Goals and Actions - Option B

The proposed LCAP template will include two options for writing goals, Option A and Option B. Only one option may be used. 

You will now review Option B. Review the proposed template below and the instructions that follow, then respond to the survey questions on the right. After submitting your responses, scroll down to review the Increased or Improved Services section.

Instructions - Goals and Actions [Option B]

If Option B is chosen, delete Option A from the LCAP Template.

If choosing Option B, develop one more LCAP Goals that address all applicable state priorities and metrics. Copy and paste the Goals and Actions [Option B] section as needed based on the number of LCAP Goals.

Measuring and Reporting Results:

For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data reported as actual outcomes in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP.

Complete the table as follows:

  • Metric: Indicate how progress is being measured using a metric.

  • Baseline: Enter the baseline when completing the LCAP for the 2020-21. The baseline is the most recent data associated with a metric, which may be actual outcome for the relevant metric achieved in the 2019-20 year.

  • Actual Outcome for 2020-21: When completing the LCAP for 2021-22, enter the actual outcome achieved in the 2020-21 LCAP year.

  • Actual Outcome for 2021-22: When completing the LCAP for 2022-23, enter the actual outcome achieved in the 2021-22 LCAP year.

  • Actual Outcome for 2022-23: When completing the LCAP for 2023-24, enter the actual outcome achieved in the 2022-23 LCAP year. The 2023-24 LCAP will be the first year in the next three-year cycle. Completing this column will be part of the Annual Update for that year.

  • Desired Outcome for 2022-23: When completing the first year of the LCAP, enter the desired outcome for the relevant metric the LEA expects to achieve by the end of the 2022-23 LCAP year.

 

Timeline for completing the “Measuring and Reporting Results” part of the Goal.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d). To the extent a state priority does not specify one or more metrics (e.g., implementation of state academic content and performance standards), the LEA must identify a metric to use within the LCAP. For these state priorities, LEAs are encouraged to use metrics based on or reported through the relevant self-reflection tool for local indicators within the Dashboard.

Actions: Enter the action number. Provide a short title for the action. This title will also appear in the summary tables in the Excel spreadsheet. Provide a description of the action. Enter the total amount of expenditures associated with this action. Individual Budgeted expenditures from specific fund sources will be provided in the summary expenditure tables. Indicate whether the action contributes to meeting the increase or improved services requirement using a “Y” for Yes or an “N” for No. (Note: for each such action offered on an LEA-wide or school-wide basis, the LEA will need to provide additional information to address the requirements in California Code of Regulations, Title 5 (5 CCR) Section 15496(b).)

Actions for English Learners: school districts, county offices of education, and charter schools that have a numerically significant English learner pupil subgroup must include specific actions in the LCAP related to, at a minimum, the language acquisition programs, as defined in Section 306, provided to pupils and professional development activities specific to English learners.

Goal Analysis:

Using actual annual measurable outcome data, including data from the California School Dashboard, analyze whether the planned actions were effective in achieving the goal. Respond to the prompts as instructed.

  • Describe the overall implementation of the actions to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process. This must include any instance where the LEA did not implement a planned action or implemented a planned action in a manner that differs substantively from how it was described in the adopted LCAP.

  • Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

  • Describe the effectiveness of the specific actions to achieve the articulated goal as measured by the LEA.

  • Describe any changes made to this goal, expected outcomes, metrics, or actions to achieve this goal as a result of this analysis and analysis of the data provided in the California School Dashboard or other local data, as applicable.

 

Increased or Improved Services

 

You will now review the Increased or Improved Services section. Review the proposed template below and the instructions that follow, then respond to the survey questions on the right. After submitting your responses, scroll down to review the Expenditure Summary Tables.

Instructions - Increased or Improved Services

This section must be completed for each LCAP year.

When developing the LCAP in year 2 or year 3, copy the “Increased or Improved Services” section and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP.

Percentage to Increase or Improve Services: Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Percentage Calculation:Increased Apportionment based on the enrollment of Foster Youth, English Learners, and Low Income Students:  Specify the estimate of the amount of funds apportioned on the basis of the number and concentration of unduplicated pupils for the LCAP year.

Required Descriptions:

“An explanation of how the needs of  English learners, foster youth, and low-income students were considered  first before selecting these actions being provided to an entire school, or across the entire school district or county office of education. An explanation of the effectiveness of the actions that have been implemented.”

For each action included in the demonstration of increased or improved services for unduplicated pupils that is provided on an LEA-wide or school-wide basis, the LEA must include an explanation consistent with 5 CCR Section 15496(b).

Principally Directed: An LEA demonstrates how an action is principally directed towards and effective in meeting the LEA’s goals for unduplicated students when the LEA explains how:

  • It considers the needs, conditions, or circumstances of its unduplicated pupils;

  • The action, or aspect(s) of the action (including, for example, its design, content, methods, or location), is based on these considerations; and

  • The action is intended to help achieve an expected measurable outcome of the associated goal.

 

As such, the response provided in this section may rely on a needs assessment of unduplicated students.

 

For example, if an LEA determines that low income students have a significantly lower attendance rate than the attendance rate for all students, it might justify LEA wide or schoolwide actions to address this area of need in the following way:

After assessing the needs, conditions, and circumstances of our unduplicated students, we learned that the attendance rate of our low income students is 7% lower than the attendance rate for all students. In order to address this condition of our low income students, we will develop and implement a new attendance program that is designed to address some of the major causes of absenteeism, including lack of reliable transportation and food as well as a school climate that does not emphasize the importance of attendance. Goal N, Actions X, Y, and Z  provide additional transportation and nutritional resources as well as a districtwide educational campaign on the benefits of high attendance rates. These actions are being provided on an LEA wide basis and we expect/hope that all students with less than a 100% attendance rate will benefit. However, because of the significantly lower attendance rate of low income students, and because the actions meet needs most associated with the chronic stresses of being low income, we expect that the attendance rate for our low income students will increase significantly more than the average attendance rate of all other students.

 

County Offices of Education and Charter Schools: Describe how actions included as contributing to meeting the increased or improved services requirement on an LEA wide basis are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities as described above. In the case of County Offices of Education and Charter Schools, Schoolwide and LEA wide are considered to be synonymous.

For School Districts Only:

Actions Provided on an LEA Wide Basis

Unduplicated Percentage > 55%: For school districts with an unduplicated pupil percentage of 55% or more, describe how these actions are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities as described above.

Unduplicated Percentage < 55%: For school districts with an unduplicated pupil percentage of less than 55%, describe how these actions are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the actions are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

Actions Provided on a Schoolwide Basis

School Districts must identify in the description those actions being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

For schools with 40% or more enrollment of unduplicated pupils: Describe how these actions are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these actions are principally directed to and how the actions are the most effective use of the funds to meet its goals for English learners, low-income students and foster youth, in the state and any local priorities.

“A description of how services for English learners, foster youth, and low-income students are being increased or improved by the percentage required.”

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to the services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. Services are increased or improved by those actions in the LCAP that are included in the Goals and Actions section as contributing to the increased or improved services requirement. This description must address how these action(s) are expected to result in the required proportional increase or improvement in services for unduplicated pupils for the relevant LCAP year

 

Expenditure Summary Tables

You will now review the Expenditure Summary Tables. Review all 5 of the proposed tables below and respond to the survey questions on the right. This is the last section of the survey.

Below are the following 5 Tables:

  • Table 1: Data Entry - PLEASE NOTE this table breaks across two rows.

  • Table 2: Total Expenditure Table

  • Table 3: Actions Table

  • Table 4: Contributing Expenditures Table

  • Table 5: Annual Update Table

Table 1: Data Entry - PLEASE NOTE this table breaks across 2 rows.

Table 2: Total Expenditure Table

Table 3: Actions Table

Table 4: Contributing Expenditures Table

Table 5: Annual Update Table

Instructions - Expenditure Tables

If using the .docx/.xlsx format of the LCAP Template:

Complete the Data Entry table for each action in the LCAP. The information entered into this table will automatically populate the other 4 Expenditure Tables. All information is entered into the Data Entry table. Do not enter data into the other tables.

The following expenditure tables are required to be included in the LCAP as adopted by the local governing board or governing body:

  • Table 1: Actions

  • Table 2: Total Expenditures

  • Table 3: Contributing Expenditures

  • Table 4: Annual Update Expenditures

 

The Data Entry table may be included in the LCAP as adopted by the local governing board or governing body, but is not required to be included.

In the Data Entry table, provide the following information for each action in the LCAP for the relevant LCAP year:

  • Goal: Enter the LCAP Goal number for the action.

  • Action: Enter the action’s number as indicated in the LCAP Goal.

  • Contributing: Type “Yes” if the action is included as contributing to meeting the increased or improved services. OR, type “No” if the action is not included as contributing to meeting the increased or improved services.

  • If “Yes” is entered into the Contributing column, then complete the following columns:

    • Scope: The scope of an action may be LEA-wide (i.e. district wide, county wide, or charter wide), school wide, or limited. An action that is LEA-wide in scope upgrades the entire educational program of the LEA. An action that is school wide in scope upgrades the entire educational program of a single school. An action that is limited in its scope is an action that serves only one or more unduplicated student group.

    • Unduplicated Student Group(s): Regardless of scope, contributing actions serve one or more unduplicated student group. Indicate one ore more unduplicated student group for whom services are being increased or improved as compared to what all students receive.

    • Location: Identify the location where the action will be provided. If the action is provided to all schools within the LEA, the LEA must indicate “All Schools”. If the action is provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

  • Time Span: Enter “ongoing” if the action will be implemented for an indeterminate period of time. Otherwise, indicate the span of time for which the action will be implemented. For example, an LEA might enter “1 Year”, or “2 Years”, or “6 Months”.

  • Personnel Expense: This column will be automatically calculated based on information provided in the following columns.

  • Total Personnel: Enter the total amount of personnel expenditures utilized to implement this action.

  • Total Non-Personnel: This amount will be automatically calculated.

  • LCFF Funds: Enter the total amount of LCFF funds utilized to implement this action, if any. LCFF funds include all funds that make up an LEA’s total LCFF Target (i.e. base grant, grade span adjustment, supplemental grant, concentration grant, Targeted Instructional Improvement Block Grant, and Home-To-School Transportation.

  • Other State Funds: Enter the total amount of Other State Funds utilized to implement this action, if any.

  • Local Funds: Enter the total amount of Local Funds utilized to implement this action, if any.

  • Total Funds: This amount is automatically calculated based on amounts entered in the previous four columns.

This is the End of the Survey