s3 sustainability: understanding the lcap california department of education february 27, 2014

S3 Sustainability: Understanding the LCAP

California Department of Education

February 27, 2014

Today’s Webinar

1. Brief review of California’s S3 Project – Hilva Chan

2. Introduction to the Local Control Funding Formula (LCFF) and the Local Control Accountability Plan (LCAP) – Jannelle Kubinec

3. Understanding the relationships between LCAP Priorities and School Climate – Greg Austin

4. Taking Action – Meagan O’Malley

5. Voice From the Field: Madison High School – Teresa Zucchet

CALIFORNIA’S S3 PROJECT

Hilva ChanS3 Project MonitorCalifornia Department of Education

Tom TorlaksonState Superintendent of Public Instruction

• Launched in 2010• Funded 58 high schools to improve school

climate and safety (2011-2014)


Key elements: - Supports and Engagement - Campus safety - Stakeholder voice - Data-driven school improvements- Tiered interventions- Youth Development - Staff, Parental, and Community engagement- Positive discipline measures


Signs of Success: 2011-13

Increased0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0.85

0.53

0.95

School Climate Index (SCI)

Supports and Engagement

Low Violence and Substance Use


Signs of Success (2): 2011-13

Decreased0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0.88

0.62

0.33

30-day Alcohol Use

Harassment and Bullying

Suspension for Violence w/o in-jury


Sustainability Questions

• Sustaining what works • May not be programs but functions• Integration – existing programs, infrastructure,

policies, operations, etc. • Some school climate strategies don’t cost much • Stakeholder communications: what, why, how

Customized school climate poster Customized school climate slides

• Marketing – connections with student academic achievements, common core, and LCAP


LCAP Overview

Develop and submit by July 1, and update annually, a district LCAP that must address:

Eight state priorities that align with goals and focus of S3, including:• School climate• Pupil engagement • Parent involvement

Addressing the needs of high-need subgroups• Low income • Foster youth• English learner


The Value of LCAP to S3 Sustainability

You are the expert S3 Model for LCAP: stakeholder

engagement, data use, action

planning You know what works and have supporting data District buy-in to goals of S3 School-wide vs. district-wide spending Supporting successful programs, staffing, and

data collection etc.

THE LCFF & LCAP

Jannelle Kubinec Director, Comprehensive School Assistance ProgramWestEd

Meagan OMalley

For this audience, Jannelle might be able to reduce any in-depth discussion of fiscal issues. Slides 8-14 might be simplified or eliminated.

Local Control Funding Formula

• What we know:• Moves California to a weighted student funding

methodology• Estimated eight years to full implementation• Begin in 2013-14, but provisions phase in over

time• There are questions, many questions• 2014-15 budget outlook is good and Governor

has strongly signaled commitment to LCFF

LCFF Important Facts

• LCFF replaces revenue limits and most state categorical programs

• LCFF is designed to improve student outcomes• Simplicity to aid in transparency• Equity through student-focused formula• Performance through aligned program and

budget plans• Local flexibility to meet student needs

• LCFF implementation will take time, but begins now

Revisiting LCFF• Greatly simplifies state funding for local

educational agencies (LEAs)

Per Student Base Amount

Grade Level

Demographics(Low income, English

Learner, and/or Foster Youth)

ADJUSTMENTS

$

Revenue Limit, based on historical amounts per student with many adjustments

Categorical Funding for specific purposes with many rules

LCFF Base Grant is the same for every local educational agency with adjustments based on grade level

LCFF Supplemental provided to address needs of English Learners, low income, and foster youth

Pre-LCFF LCFF

Changes Made by LCFF

LCFF Targets – 2013-14 Beginning of Something More

2012-13 LCFF Target2013-14 2014-15

Revenue Limit

Categorical Funding

LCFF Base Grant

LCFF Supplemental

2012-13 LCFF Target, 2020-21 (est.)

LCFF Regulations – “Increase or Improve Services”

Funding for Low Income and English Learner Students (e.g., Economic Impact Aid)

LCFF Base Grant

LCFF Supplemental

2013-14

Continue Level of

Effort

New LCFF

Funding ?How much is

“Base”? “Supplementa

l”?

LCFF “Gap”

Some Big Questions

• How does this affect district and school planning?

• How will the Local Control and Accountability Plan be used?

• What consequences will exist?• What type of intervention assistance will be

offered or required?

The Biggest Question of All

• How does LCFF change our ability to meet student needs?• For some, translates into more funding• Allows for more flexibility in use of Economic

Impact Aid» But, needs of low income and English Learners still

must be met

Local Control and Accountability Plan

• Williams requirements• Implementation of the academic content and

performance standards adopted by SBE• Parental involvement• Pupil achievement• Pupil engagement• School climate• The extent to which pupils have access to, and are

enrolled in, a broad course of study • And, pupil outcomes, if available, in the subject areas

comprising a broad course of study.

Local Control and Accountability Plan

• Encourages telling a story of support, impact, and improvement

• Emphasis on good planning, communication, and engagement

• Organization:• Stakeholder Engagement• Goals and Progress Indicators• Actions, Services, and Expenditures

Performance Based Thinking• LCFF is an opportunity (and possibly an

incentive) to implement a performance-based budget• Fund that which contributes most to

performance

• How do we currently factor in performance to our budgeting?

• What would it look like to plan for performance?• Procedures• Culture• Budget

Keys to Performance-Based Budgeting

• Data with analysis• Persistence• Understanding of planning and performance

assumptions• Theory of action, logic model, etc.

Keys to Performance-Based Budgeting

• Criteria for evaluation• Starting with priorities and values• Expectations• Information to evaluate

• Stakeholder engagement• Simplicity over complexity

WestEd.org

For More Informationlcff.wested.org

www.cde.ca.gov

Jannelle [email protected]

http://www.lcff.wested.org/

http://www.cde.ca.gov/

mailto:[email protected]

LCAP AND SCHOOL CLIMATE

Greg AustinDirector, S3 Technical Assistance Center

Meagan OMalley

Greg, I think you will want to reduce your presentation significantly. I think slides 43-55 can be addressed in a supplement, such as the spreadsheet Tom created for the CORE. Slides 60-84 relate to technical assistance. I would like to edit these slides if you don't mind.

LCAP-related Sustainability Strategies• S3 is a model for LCAP.

• S3 project requirements and process — and school climate domains being assessed and addressed — align with priorities and goals of LCAP.

• Eight state priorities in three areas (learning conditions, stakeholder engagement, pupil outcomes) must be addressed and spending aligned with them, along with local priorities.

• Enhancing learning conditions and stakeholder engagement to improve pupil outcomes is the core of S3!

S3: A Model for LCAP Process

• Like S3, LCAP is a data-driven action planning process rooted in stakeholder involvement.

• Underlying assumption is that school boards will set ambitious goals and make wise decisions to improve schools and pupil outcomes, based on local needs as identified by data and obtaining the community input, especially parents.

You used a similar action planning process in developing your S3 Matrix.

Data Expertise

• Districts must cite metrics showing progress in meeting district goals and outcome data must be shared at the school site and district levels.

You know and understand how to use data to measure, identify, and monitor priorities, needs, and goals, especially Cal-SCHLS.

Your experience may be particularly important in using data to identify local priorities.What other needs are evident in Cal-SCHLS data?

Data Expertise: Cal-SCHLS

• Priority 8 specifically calls for assessing school climate by student, staff, and parent surveys of safety and connectedness, i.e., Cal-SCHLS

Cal-SCHLS is the main source of data for assessing and monitoring LCAP priorities in general, especially pupil engagement and parent involvement.

Important that district continue Cal-SCHLS data collection so that your program has the data it needs to continue to monitor progress, show success, and sustain.

The Eight State Priorities

1. Basic access to core services and instruction2. State Standards implementation (Common Core)3. Parental involvement4. Academic achievement5. Pupil engagement6. School climate7. Course access8. Other pupil outcomes

Priority 6: School Climate

• Measures specified include surveys of pupil, teacher, and parent perceptions of school safety and connectedness (i.e., through Cal-SCHLS).

• Lies at the very heart and purpose of the LCAP. Relates to all other priorities and the overall

goal of improving learning conditions, stakeholder engagement, and student achievement.

What makes it possible to meet these priorities and goals.

Importance to S3 Sustainability

• Your sustainability efforts will be enhanced by the degree to which school climate perceived by district as not a single LCAP priority it must measure but as central to the LCAP and the districts goals and missions.

Move district from compliance to commitment.

Climate Relevant to Five Other Priorities

• Academic achievement

• Pupil engagement

• Parent involvement

• Support of Common Core State Standards

• Basic services (well-maintained facilities)

Priority 4: Academic Achievement

• As measured by standardized tests, Academic Performance Index, college and career readiness, portion of English learners that become English proficient, Advanced Placement exams passage.

• Emphasize research showing links between school climate and achievement, including API

A Climate For Success, local presentation template forthcoming

Beating the Odds Study (SCI/API) S3 Factsheet #1 (SCI/API)

Linking Climate to Achievement: Make Your Case!

• “All research…finds a positive correlation between better school climate and increased student learning and achievement” (Jones et al., 2008).

• School climate directly influences the cognitive as well as psychosocial development of students, promoting greater school connectedness, and engagement.

• Indirectly influences achievement through its effect on teacher performance and retention, and by improving parent involvement.

• Consistently linked to higher API scores in California.

• Creates the foundational learning conditions for successful school improvement

The binding agent that makes everything work better Should be a first step in turning around schools

• Too often ignored in school reform efforts, one reason they often fall short of their goals

• May be especially important for high-poverty school communities lacking in supports and resources for youth.

Linking Climate to Achievement: Make Your Case!

Priority 5: Pupil Engagement

• As measured by school attendance, chronic absenteeism, school dropout, & high school graduations rates.

• Engagement one of the most overlooked aspects of school reform.

• A (the) major goal of S3 and school climate improvement, as reflected in SCI.

Emphasize the importance of creating developmentally supportive schools characterized by caring relationships, high expectations, and meaningful participation in fostering school connectedness and improving attendance and graduation rates.

Priority 3: Parent Involvement

• LCAP holds districts to a higher standard and greater commitment to parent engagement.

• Accountable for parent input in decision making and participation in programs.

• Planning process requires soliciting and documenting parental opinion and responding in writing.

Parental Involvement and Climate

• Authentic parent involvement often requires changing the culture of the schools/district.

• Emphasize your parent involvement successes.

• S3 School Climate Team and Listening Circle a model.

• Cal-SCHLS assesses staff and parent perceptions of how welcoming, responsive, and informative school is to parents and level/type of involvement.

• Parent survey is itself an involvement activity. Demonstrates interest in parental voice

Provides data to improve outreach and involvement efforts

The Eight State Priorities: State Standards

1. Basic access to core services and instruction2. State Standards implementation (Common

Core)3. Parental involvement4. Academic achievement5. Pupil engagement6. School climate7. Course access8. Other pupil outcomes

CCSS Implementation and Climate

• More positive school climates will help ensure success through supportive learning conditions that:

Encourage youth to attend school, better ready them to learn, and motivate them to achieve.

Help them develop the social, emotional, and other “non-cognitive” skills they need to employ and demonstrate in CCSS higher-order thinking demands. As measured by CHKS:

Academic mindset (self-efficacy)Persistence or gritCooperation and collaboration Problem solving

Achievement in Numerical, High-Need Subgroups

• Requires academic improvement for numerically significant (N=30) pupil subgroups and high need students (Ed Code 52052) — specifically English learners, low-income pupils, foster youth to achieve goals.

• In S3, you have been identifying and targeting high-need groups through a Multi-tiered System of Supports.

• Cal-SCHLS an important tool: Includes questions to identify survey results by race/ethnicity,

gender, foster youth, SES (using parental education question as surrogate), military-connected, etc.

Add questions to identify youth in any subgroups of interest/need.

TAKING ACTION

Meagan O’MalleyCoordinator of S3 Technical AssistanceWestEd

LCAP Implementation

• You provide expertise in identifying evidence-based programs that can help meeting these priorities.

• Show how your specific programs and practices have been successful and

Sustain your efforts by district-wide adoption

• Take a long-term perspective. LCAPs must be updated annually. Your most important influence may be on the

implementation and revision of plan after initial adoption.

Advocating for Your Project

• Become involved in LCAP development, including advisory committees.

• Offer to help district in guiding LCAP development based on your unique experience and what you’ve learned.

Help district assess needs from Cal-SCHLS and other data, as you have done in S3.

Use your experience and knowledge of available tools to recommend strategies and programs that will meet identified needs.

• Be leaders for making the case for embedding climate in district-wide school improvement policies, efforts, and indicators.

Spread the “good news” of the value of a positive school climate

• S3 is a model for LCAP development and implementation! You provide expertise they need!

Advocating for Your Project

Cal-SCHLS and LCAP

• Emphasize the CHKS, the CSCS, and the CSPS for developing an effective LCAP and monitoring progress in fulfilling it.

• Why? You’ve already been doing it.

•Time Trend Data

Fulfills the overarching goals and spirit of the legislation.

•Improve stakeholder input; •Identify needs, including state priorities;•Improve district ability to engage in data-driven, wise decision making; •Inform overall LCAP development; and•Demonstrate getting results.

Link your SCI to LCAP Priorities

Pupil Engagement

School Climate

LCAP Priorities

Advocate for Comprehensive School Climate Improvement

Urge your district to implement a comprehensive, cohesive plan that integrates school climate into school improvement.

Most districts have policies related to only some components (e.g., safety, bullying, health) of climate.

District Buy-In: Other Strategies

• Publicize your success

• Offer to be a demonstration site for the district

• Mentor other school leaders

• Reach out to parent groups and community stakeholders

• Volunteer for district workgroups on safety and climate

Mapping S3 Strategies to LCAP Priorities

Parent Participation

Pupil Engagement

School Climate

LCAP Priorities

Check & Connect

Parent Liaison

PBIS

Link Crew

Restorative Justice

Common S3 Strategies

Resources to Help District Efforts: Websites

CaliforniaS3.Wested.org

safesupportivelearning.ed.gov

Resources to Help District Efforts: Tools To Make Your Case

Resources to Help District Efforts: No Cost Activities

Resources to Help District Efforts: Stay Connected: Get the Newsletter & Blog

Resources to Help District Efforts: Stay Connected: Get the Newsletter & Blog

schoolclimateconnection.org/blog/blog

Need customized support?Technical Assistance for LCAP Development

• For questions or support in applying your S3 project to your district’s LCAP, contact your TA specialist.

• Remember, the process you went through to develop your S3 plan is very similar to what you will need to do for your LCAP.

Collect surveys from students, staff, and parents Data Use Workshops Student Listening Circles & World Café

VOICE FROM THE FIELD

Teresa ZucchetS3 Technical Assistance Specialist Madison High School

Madison’s Strategies

•Coordinator prepared a thorough brief for the principal, including:

1. Madison’s S3 project background2. WestEd data on school climate

and academic achievement3. Results for Madison (data!)

- SCI improvement, - API improvement

4. Ideas for how to map S3 programs onto LCAP

•Coordinator & Principal partnered to make presentation to Executive Director of Student Support Services

How it Paid Off

• Identified ongoing support for the S3 coordinator position

.5 FTE from principal’s budget .5 FTE from district’s College, Career, and Technical

Education budget

• Family Resource Center to be written into LCAP

Do you have additional ideas for integrating your S3 project with LCAP?

• Please send your ideas to your TA specialist for inclusion in the School Climate Connection Newsletter.

Contacts: Who should you call?

• California Department of Education Hilva Chan (Bay Area & Northern Region)

[email protected]

Margarita Garcia (Southern Region)[email protected]

Donna Bezdecheck (Sacramento & Central Region)[email protected]

Contacts: Who should you call?

• WestEd Your Technical Assistance

Specialist

Meagan O’Malley, Coordinator of S3 Technical [email protected]

s3 sustainability: understanding the lcap california department of education february 27, 2014

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