#1    Tell  your  story.      The  LCAP  describes  the  actions  and  services  that  make  your  district  special,    unique,  and  a  place  for  students  to  succeed.    What  do  you  do  for  all  students,  how  do  you  provide  additional  support  for  students  who  need  it,  what  special  programs  support  achievement?  

#2    The  star  of  your  story  should  be  the  students.  LCAP  regulations    state  that  the  LCAP  “shall  be  used  to  provide  details  regarding  LEA’s  actions   and   expenditures   to   support   pupil   outcomes   and   overall  performance…”     Consider   the   wording   of   the   goals,   outcomes,  actions   and   services.     Do   they   communicate   a   focus   on   student  success?   For   example   –   “Students   will   have   opportunities   for   extra  help  and  extra  learning  time  before  and  after  school”  is  more  student  focused  than    “pay  teachers  extra  duty  for  after  school  tutoring”.  

#3    Put   your   LCAP   on   a   healthy   diet.    Are   you   including   too  many  details  or  process  descriptions,  or  do  you  repeat  actions  and  services  under  different  goals?    The  LCAP   is  not  a  plan   to  plan,   include  only  the  final  action/outcome  and  not  processes  that  lead  up  to  it.    Think  about  a   stakeholder   reading   it.     Is   there   enough   information   to   tell  the  story,  but  not  so  much  that  no  one  reads  to  the  end  of  the  story?  

#4    Check  your  alignment.    Are  the  actions/services,  priorities  and  metrics  all  clearly  and  strongly  aligned  to  the  goal  they  are  listed  with?    In  other  words  –if  those  actions/services  are  implemented  will  the  metrics  be  met  and  the  goal  be  realized?  

#5  Use  quality  metrics   that  are  measurable  and  that,   if  met,  would  show   a   strong   improvement   and   lead   to   closing   the   achievement  gap.   For   example   –   “School   wide   scores   on   the   SBAC   in   ELA   will  increase  by   a  minimum  of  5%  over   the   previous  year   and   scores   for  unduplicated   groups   will   increase   by   at   least   7%   until   the   gap   is  closed”  is  a  stronger  metric  than  “ELA  scores  on  the  SBAC  will  go  up”.    Disaggregate  expected  outcomes  and  results  whenever  possible.  

 

Five  Ideas  to  Make  a  Good  LCAP  Better  Local  Control  Accountability  Plans  (LCAP)  

Beyond  providing  accountability  for  the  Local  Control  Funding  Formula  funds  that  each  district  receives,  the  LCAP  provides  an  opportunity  to  take  an  in-­‐depth  look  at  local  needs  and  strategies  to  meet  those  needs.    At  the  same  time  the  LCAP  is  a  vehicle  to  communicate  the  district’s  philosophy  and  plans  to  the  community.  

 

As  the  San  Diego  County  Office  of  Education’s  LCAP  team  reviewed  LCAPs  over  the  summer  we  were  able  to  see  the  wide  range  of  styles  and  strategies  presented  in  the  LCAPs.    From  that  the  SDCOE  LCAP  team  has  come  up  with  this  list  of  “things  to  think  about”  as  districts  move  into  the  next  LCAP  cycle.  

LCAP  Top  Five  

 

LCAP  After-­‐Action  Common  Message    

Best  Practices  to  Expedite  Fiscal  Review  

LCAP  Year  1  –  Budget  Year  

Funding  Source  –  for  each  action/service,  list  all  related  funding  sources  (e.g.,  LCFF  Base,  LCFF  Supplemental/Concentration,  Title  I)  and  the  major  object  code  for  where  the  costs  can  be  found  in  the  budget  (i.e.,  1000s,  2000s,  4000s,  5000s,  6000s).  

Projected  Costs  –  each  action/service  should  have  a  projected  cost  specific  to  that  action  or  service.  If  there  is  no  projected  cost,  put  $0.00.  

Example:  

DO's   DON'T's   RATIONALE  

Substitute  Teachers  Cert.  Sal/Ben  -­‐  Object:  1000s/3000s  LCFF  Base:    $50,000  

Staff  Development  Object:  1000s  -­‐  5000s  Gen  Fund/Federal:    $77,500  

Funding  Source:    Gen  Fund  and  Federal  are  not  funding  sources.  Object  Code  Range:    Using  a  range  does  not  specifically  identify  where  the  costs  can  be  found  in  the  budget.  

Workshop  Materials  Material/Supplies  -­‐  Object:  4000s  Lottery:    $7,500  

Staff  Development  Presenter  Fee  Contract/Oth  Svcs  -­‐  Object:  5000s  Title  1:    $20,000  

Annual  Update  

Prior  Year  Action/Service  –  must  be  brought  over  into  the  Annual  Update  under  its  respective  Goal.  

Costs  From  Each  Action/Service  –  the  amount  originally  budgeted  and  the  funding  sources  must  be  brought  over.  The  Estimated  Actuals  should  be  what  is  actually  spent  or  expected  to  be  spent  by  the  end  of  the  fiscal  year.  If  there  were  no  costs  incurred,  put  $0.00.  Major  variances  can  be  explained  in  the  box  provided  at  the  end  of  each  goal.  

Section  3  –  Use  of  Supplemental/Concentration  Grant  Funds  and  Proportionality  

Section  3A  –  identified  funds  must  be  from  the  LCFF  Calculator,  the  LCAP  MPP  Tab,  the  Budget  Year,  Line  5.  

• Narrative  –  must  clearly  describe  how  the  district  is  expending  the  Supplemental/Concentration  grant  funds  in  the  budget  year.  

Section  3B  –  identified  percentage  must  be  from  the  LCFF  Calculator,  the  LCAP  MPP  Tab,  the  Budget  Year,  Line  7/8.  Ensure  that  the  latest  CALPADS  unduplicated  pupil  count  is  being  used  in  the  LCAP  MPP  calculation  in  order  to  arrive  at  the  correct  percentage.  

The  LCAP  MPP  Tab  from  the  LCFF  calculator  is  closely  tied  to  the  amount  and  percentage  used  in  Section  3;  therefore,  it  is  imperative  that  the  amounts  are  in  agreement.  

 

Total  amount  of  Supplemental  and  Concentration  grant  funds  calculated:  

$________14,921,703_____________________