WestEd.org

Local Control Funding Formula Updates and Discussion

Kern County Superintendent of Schools

February 3, 2014

Today’s Agenda• Knowledge of Local Control Funding

Formula(LCFF) and Local Control And Accountability Plan (LCAP)

• Alignment of LCAP with current practices• Developing your district LCAP

1

LOCAL CONTROL FUNDING FORMULA

Funding and Reform

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

2

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

3

Revisiting LCFFGreatly simplifies state funding for local educational agencies (LEAs)

Per Student Base Amount

Grade Level

Demographics(Low income, English

Learner, and/or Foster Youth)

ADJUSTMENTS

$

4

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

5

LCFF Targets – 2013-14 Beginning of Something More

2012-13 LCFF Target2013-14

6

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”

7

LCFF Spending Regulations• Calculation of proportionality percentage

• Three data sources – LCFF targets, prior year expenditures, and statewide implementation percentage

• Clarification of “districtwide, countywide, charterwide, schoolwide”

• Oversight by county offices of education

8

Sample Unified School District – Proportionality Calculation

2013-14 2014-15* 2015-16**Repeat for 2016-17 – 2019-20***

2020-21

Estimated Total LCFF Funding $113,658,945 $120,009,636 $125,621,700 …. $167,569,262

Estimated Base Grant N/A $112,311,872 $115,544,510 …. $139,706,856

Estimated Total of Supplemental and

Concentration GrantsN/A $7,697,764 $10,077,190 …. $27,862,406

Proportional increase or improvement in services for

low income/English learner/foster youth pupils as

compared to the services provided to all pupils in that

fiscal year

N/A 6.9% 8.7% …. 20%

* Assuming, for purposes of this hypothetical, that 11.8% of the remaining statewide funding gap between current funding and full implementation of LCFF is eliminated by additional funding provided in 2014-15.** While the percentage of the remaining statewide funding gap that is eliminated each year will likely vary, this column again assumes the percentage is 11.8% for 2015-16 and that Sample USD expended the minimum amount for additional services for LI/EL/FY pupils in 2014-15 (the estimated total of supplemental and concentration grant funds for that year).***Assuming annual LCFF funding that allows the state to reach full implementation in 2020-21.

9

Revenue Limit

Categorical Funding

LCFF Base Grant

LCFF Supplemental

2012-13 LCFF Target, 2020-21

(est.)

LCFF Regulations – Proportionality

10

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

Continue Level of

Effort

11.8% of “Base” Gap

LCFF Base Grant

LCFF Supplemental

2013-14

LCFF “Gap”

LCFF SupplementalNew LCFF Funding

11.8% of “Supplemental Gap

ALIGNMENT OF LCAP WITH CURRENT DISTRICT PRACTICES

Implementation Planning

A Plan for LCFF CoherenceRegulations Templates Rubric

DefineClarify key terms and conditions to support local implementation that achieves LCFF implementation objectives

Organize and CommunicateDemonstrate through the development and sharing of the LCAP that local implementation supports LCFF implementation objectives and regulations

Assess and Indicate AssistanceProvide a process for assessing performance and identifying assistance based on review of the LCAP that meets specific areas of need related to LCFF implementation objectives and regulations

Connecting Elements/Guiding Principles Performance-focused – relationship between plans, funding use, and outcomes for

students Simplicity and transparency Student-focused – local identification of needs, provides equitable opportunity State priorities – define metrics, but rely on local determination of measurement Stakeholder Engagement – parents, community, educators

11

Some Big Questions• How does this affect district and school

planning?• What and how will the Local Control and

Accountability Plan be used?• What consequences will exist?• What type of intervention assistance will be

offered or required?

12

Some Big Questions• How does my district approach multi year

planning?• How much will my district receive in 2014-15?• How does a district approach site allocations?• How does LCFF impact the use of federal

funds?• What’s “base” for state and local funding?

13

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

14

As you begin to implement…• Consider:

• How will you track use of funds?• How much is attributable to “unduplicated pupils”?

• What are your 2-3 talking points to communicate information about LCFF to:

• School Board• Principals• Parents and Community

15

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.

16

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

17

Local Control Accountability Plan EXAMPLE: Preparation Activities

18

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 19

Keys to Performance-Based Budgeting

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

assumptions• Theory of action, logic model, etc.

20

Keys to Performance-Based Budgeting

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

• Stakeholder engagement• Simplicity over complexity

21

DEVELOPING YOUR DISTRICT LCAP

Planning, Communicating and Engaging

Mapping a Course With LCFF• Are we ready to work together?

• Understanding of roles, responsibilities, and expectations

• What are the needs, goals, and actions that will change outcomes for students?

• Are we aiming for involvement or engagement?• What information and support is needed to be

engaged?

22

Clearly Communicate• Planning process goals, activities, and

timeline• Any specific decision-making parameters• Who will participate in a core Planning

Coordination Team • Who will facilitate the process• The basis for stakeholder involvement and

selection

23

Clearly Communicate• Expectations for stakeholder contributions• The decision-making process and authority • Ways of raising constructive questions or

concerns • Progress made over time

24

Authentic Engagement• Requires us to be purposeful in order to answer;

• To what end do we plan to engage people?”• What do we hope to achieve?• Based on what contributions?

25

Authentic Engagement• Establish what mode(s) of communication are most

appropriate to the planning process:• Dissemination: transmit information or new meaning• Dialogue: build understanding and explore

assumptions• Discussion: form plans, interpret information, and

solve problems• Collaboration: co-produce or create something in a

group or across organizations• Deliberation: weigh options and make decisions

26

Authentic Engagement• Authentic engagement provides the ability to

see and articulate why a plan was different because of stakeholder engagement

• In other words, authentic engagement reflects that stakeholder contributions matter

27

Stakeholder Engagement

• Establish and communicate expectations for example:

• Stakeholders—especially parents and community members—will become knowledgeable about how LCFF/LCAP is likely to change student opportunities

• School leaders and stakeholders are clear about what contributions stakeholders can/should make to support the LCAP process

• Stakeholders contribute in concrete ways at specific points in the LCAP process (e.g., interpreting student data/experiences, making suggestions, providing feedback)

28

Don’t Ask Stakeholders for Input You Don’t Have a Plan for

Using!

29

DEVELOP A STAKEHOLDER INVOLVEMENT TIMELINE

Team Activity

Creating Vision• A district’s vision statement establishes the

“ideal” state that a district hopes to help achieve

• It should also be the “north star” that provides the long-term direction and inspiration for the district

30

Some Questions?• What will this district contribute to the lives of

students, families, communities, employers, and society more generally?

• What is the story about how students will succeed in the future?

31

Identifying Priorities• A priority is a fundamental issue the district

chooses to address• Priorities provide direction for how to pursue a

larger, more abstract vision• Although priorities may represent desired ends,

they are not necessarily attainable or quantifiable• Priorities represent the intermediate picture of

“where” the district is going

32

Process Point

Expected Stakeholder

Contributions (based on knowledge, experience, role, and

interests)

Stakeholders

Selection

Process

Stakeholder Information

Needs

Adoption of Vision and Priorities

Identify and share any existing vision and priorities for the District; formally adopt vision and priorities

School Board (with Superintendent support)

Identify and communicate parameters or criteria that shape—or should shape— the District’s vision and priorities (e.g., federal and state requirements, prior commitments, community demographics, etc.).

Planning Coordination Team

Completed By: ______________33

Assessment of Gaps and Capacity• Don’t focus on what you already know….. Surprise yourself!

• This may mean: • Asking different questions—ask three

questions you’ve never asked before• Looking at different kinds of data• Bringing new people into the room• Analyzing data differently

34

Identifying Outcome• Outcomes are clear, concrete statements of

the changes a district aims to make in support of student success

• Outcomes represent “what” the district is trying to accomplish• What, specifically, will be improved for students? • What will they be able to do differently?

35

Identifying Strategies• Strategies are either:

• Evidence-based • A promising program or practice

• Strategies are not highly detailed tasks, but programs or practices adopted based on evidence about how they are likely to support desired outcomes for students

36

Identifying Strategies• Strategies should guide decisions about

resource allocation (time/attention, money, expertise, etc.)• What major steps will be taken? • Who will take them?

37

Progress Indicators• Progress indicators are statements about what

districts will measure to determine: • How well their efforts/strategies are

achieving desired outcomes for students• To what extent they are implementing key

strategies in an effective manner

38

What is a Goal?• Data points to needs• Goals direct actions• Goals should be meaningful to the need

• Aim for both accuracy (the right thing) and precision (with efficiency)

39

BUT, Goals are More than Statements

Mindset {noun}• A set of beliefs or a way of thinking that determines

one’s behavior, outlook, and mental attitude

40

The Role of Management and Leadership• We often find that sound plans are in place with

reasonable budgets, yet the change fails to yield results because of a failure of implementation• This is not a planning or budgeting problem, but a

management and leadership problem• Management involves paying attention to the

tactical needs of a strategic plan• Getting people to change what they do in

support of students, requires leadership

41

WestEd.org

For More Informationlcff.wested.org

www.cde.ca.gov

Ann Hernahern@wested.org

Jannelle Kubinecjkubinec@wested.org