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LCFF & LCAP

California’s 2013-14 Budget Act approved a new state school finance system that simplifies the way schools are funded in California. This new method is known as the Local Control Funding Formula (LCFF).

Under LCFF, California funds charter schools equally per student with adjustments based on grade levels and demographic characteristics. Furthermore it requires charter schools to develop accountability plans known as a Local Control Accountability Plan (LCAP), to demonstrate to the public how education funds are used to support achievement.

What is the Local Control Funding Formula (LCFF)?
In California, the amount of state funding that goes to support K-12 education depends on the overall size of the state budget. The formula to determine K-12 education’s share of California revenue is Proposition 98, which as a general rule of thumb results in approximately 40% of state revenues going towards K-12 education. The passage of Proposition 30 in 2012 increased state revenue, which helped increase funding for K-12 education.

What is a Local Control Accountability Plan (LCAP)?
As part of LCFF, charter schools are required to develop, adopt, and annually update a three-year Local Control Accountability Plan (LCAP). For 2014-15 the plan must be adopted by June 30, 2014. The LCAP is required to identify annual goals, specific actions geared toward implementing those goals, and must measure progress for student subgroups across multiple performance indicators based on eight priorities set by the State. The priorities must be aligned to each school’s spending plan. The LCAP must be approved before the annual school budget can be adopted.

Chapter 47, Statutes of 2013 (AB 97, Committee on Budget) requires charter schools to adopt Local Control and Accountability Plans (LCAPs), have their performance assessed using rubrics adopted by the State Board of Education (SBE), and receive support from its authorizer or the California Collaborative for Education Excellence (CCEE). The charter school process, however, works somewhat differently from the school district process:

The Charter School LCAP Adoption Process is Different in Two Ways.
Chapter 47 requires the petition for a charter school to include an LCAP that establishes goals for each of the eight state priorities (and any identified local priorities) and specifies the actions the charter school will take to meet these goals. The LCAP must be updated annually by the charter school’s governing board. Like school districts, charter schools are required to consult with school employees, parents, and students when developing their annual updates. The LCAP adoption process is different, however, in that charter schools are exempt from the specific requirements to solicit public comment and hold public hearings that apply to school districts. Charter schools also are not required to have their plans approved by the County Office of Education (COE). Like school districts, charter schools must have their performance assessed based on the new SBE rubrics. For charter schools, however, this assessment is to be conducted by the charter authorizer rather than the COE.

A requirement in the development of the LCAP is for charter schools to solicit input from key stakeholders in regard to what they think which goals would be most effective for implementation in our schools toward reaching state priorities. The School Based Council (SBC) and English Language Advisory Committees (ELAC) will serve as The Accelerated Schools’ parent advisory committees. We encourage all parents to attend all SBC and ELAC meetings so they can be involved in the creation and implementation of the LCAP spending plan.

As noted above, there are eight state priority areas for which school districts, with parent and community input, must establish goals and actions:

  1. Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.
  2. Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.
  3. Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.
  4. Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.
  5. Supporting student engagement, including whether students attend school or are chronically absent.
  6. Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.
  7. Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.
  8. Measuring other important student outcomes related to required areas of study, including physical education and the arts.

In addition to these eight areas, The Accelerated Schools may also identify and incorporate in its plan goals related to particular schools.

Download TAS LCAP and LCFF documents below:
LCAP Executive Summary & LCAP Timeline   LCAP Executive Summary & LCAP Timeline
Local Control and Accountability Plan (LCAP) presentation   Local Control and Accountability Plan (LCAP) presentation

Useful LCFF/LCAP Resources:
Parent and Community Services Branch
Great link to the Parent and Community support center at LAUSD.
http://achieve.lausd.net/families
EdSource LCFF Guide
Great resource on LCFF and other education topics.
http://edsource.org/today/local-control-funding-formula-guide#.Uu_vd3nIYYU
WestEd LCFF Implementation Page
WestEd, lead implementation organization, provides information on LCFF and LCAP requirements.
http://lcff.wested.org


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