LCAP Support

California's previous complex education funding model has been replaced by the simplified Local Control Funding Formula (LCFF). In 2013-14 California adopted the LCFF, which sets an equal dollar per student allocation for every district based on grade level (elementary receives additional per pupil funding for class size reduction, high schools get additional per pupil funding for career technical education). Districts and charter schools are also allocated funds to meet the needs of the low income, English learner, homeless and foster youth students.

What does this mean for our districts and charter schools?

Under LCFF, California has shifted the responsibility to the school districts and charters for how the money will be spent. The expectation is that districts and charters will act based on the needs of all of their students. This is local control. The accountability for the LCFF funds lies in the Local Control and Accountability Plan (LCAP). All districts and charters are required to produce an LCAP, demonstrating how the LCFF funds are linked to meeting the needs of all students. Each LCAP must address the 10 state priorities and incorporate specific metrics the state has defined to monitor the priorities. Working with stakeholders, the LCAP outlines actions and services that will lead to attainment of the district goals and eight priorities for all students. Stakeholder review and input is an integral part of this process. Parent, student, and public input is used in developing and refining the plan annually. 

The 10 state priorities are...

• Basic Services - Sufficient instructional materials, school facilities maintained in good repair, and appropriately assigned and credentialed teacher
• Implementation of State Standards
• Parent Involvement
• Student Achievement
• Student Engagement
• School Climate
• Course Access
• Student outcomes
• Expelled Youth
• Foster Youth

This new funding formula presents a historic opportunity to focus on improving student outcomes, closing achievement gaps, and increasing the level of communication between our schools and our community.

Updates

EAs we reach the midpoint of the academic year, it's an opportune time to assess progress on the Local Control and Accountability Plan (LCAP) goals and priorities. Now is the moment to reflect on the data gathered thus far and make any necessary adjustments to keep initiatives on track. Here are a few reminders to support your LEA's LCAP work: 

• Midyear Progress Monitoring: Review progress toward the goals and metrics outlined in your LEA's LCAPs. This is a good time to reflect on the data gathered in the first half of the year and adjust strategies as needed to stay on track. (See more information on the Midyear Update.) The Doc-Tracking Services team is working on a template to support organizing this work (for those who use this service). 
• Resource Allocation and Budget Review: The midyear review also includes a focus on expenditures to ensure that funds are being allocated effectively and in alignment with the LCAP's priorities.
• Educational Partner Engagement: Engaging students, parents, teachers, and community members now will help gather diverse perspectives that will inform the LCAP development for the next year.
• Professional Development and Capacity Building: This is a great time to assess any needs for training or support for staff to effectively implement the LCAP strategies. This could include professional development for teachers or capacity building for administrators in data analysis or community engagement.  

The Learning Recovery Emergency Block Grant (LREBG)

The LREBG provides one-time funds to county offices of education (COEs), school districts, and charter schools for learning recovery initiatives through the 2027-28 school year that, at a minimum, support academic learning recovery and staff and pupil social and emotional well-being. 

We are happy to offer two LREBG workshops that focus on the specific LCAP requirements in January. Follow the links to register:

• Jan. 21 - 9 to 10:30 a.m.
• Jan. 21 - 1 to 2:30 p.m.

Updated Templates

Existing law requires the State Board of Education to adopt templates for purposes of the local control and accountability plans and annual updates. Additionally, these existing laws require school districts, county offices of education, and charter schools to utilize such templates and to adhere to the instructions.

• Adopted 2022-23 LCAP Template (.docx)
  Adopted by the SBE on Nov. 4, 2021
• Adopted 2022-23 Action Tables (.xlsx)
  Adopted by the SBE on Nov. 4, 2021
• LCFF Budget Overview for Parents (.xlsx)
  Approved on Dec. 1, 2021; updated Nov. 2022
• Budget Overview for Parents Instructions (.docx)

SDCOE LCAP and LCFF specialists have created and curated a variety of resources to support your district's LCAP. If you have a specific request or a resource to share, please email Deborah Hernandez.

State and Local Indicators

Where can I find data for the state and local indicators?

In April 2021, the U.S. Department of Education (ED) granted the California Department of Education (CDE) a waiver of specific accountability requirements, including suspending the reporting of state indicators on the 2021 California School Dashboard (Dashboard). In July 2021, Assembly Bill (AB) 130 was signed into state law which also suspended the publication of state indicators on the 2021 Dashboard. However, AB 130 requires that reliable and valid data that would have been included in the 2021 Dashboard be reported.

In December 2021, the California Department of Education released The 2021 Dashboard Reference Guide. It is organized into the following sections:

1. Crosswalk for Dashboard State Indicators: This section identifies each Dashboard state indicator and reflects what and where the valid and reliable data associated with that indicator is reported (if applicable) and points to other reports that LEAs can run in relation to that indicator. Detailed information is provided for each indicator, including:
   • Instructions on how to run the reports.
   • Differences between DataQuest, the data reported in the School Dashboard Additional Reports, and local data sources, such as local student information systems and files received from outside vendors (e.g., The College Board or Educational Testing Service).
2.  Dashboard Local Indicators: This section notes the local data that LEAs uploaded to the Dashboard, including resources that LEAs can use.

View More Information About State and Local Indicators

What data is not available at the state level?

Assessment results used to produce the Academic Indicator and the English Learner Progress Indicator (ELPI) were not available in 2020, due to the suspension of the California Assessment of Student Performance and Progress (CAASPP) and English Language Proficiency Assessments of California (ELPAC).

Chronic absenteeism rates for 2019-20 were determined not reliable and comparable. Therefore, these data are not reported for the 2019-20 school year. LEAs collect absentee data locally.

SB 98 established California Education Code Section 43509 and the Learning Continuity and Attendance Plan (Learning Continuity Plan) requirements for the 2020-21 school year, which requires districts to collect distance learning data to:

• Document daily participation.
• Complete weekly engagement records that document synchronous and asynchronous instruction and track assignments for each student.
• Develop re-engagement strategies for students who are absent 3 days or 60 percent of the instructional day.

This local data provides much more data than would have been reported in a chronic absenteeism rate.

The mission of the San Diego County Office of Education is inspiring and leading innovation in education. In alignment with this mission, the SDCOE Equity Blueprint for Action document aims to provide educational leaders and stakeholders with community-informed and research-based guidance to improve equitable outcomes for historically marginalized students.

Access the Equity Blueprint and LCAP Tool

Past Newsletters

• November 19, 2024
• September 30, 2024
• May 21, 2024
• March 1, 2024
• January 16, 2024
• November 21, 2023
• October 11, 2023