Local Control and Accountability Plan

LCAP Annual Update

LCAP 2021-2024

LCFF/LCAP

What is the Local Control Funding Formula (LCFF)?

California’s 2013-14 Budget Act included landmark legislation that changes the state’s school finance system. The changes introduced by the Local Control Funding Formula (LCFF) represent a major shift in how California funds our school district. For nearly 40 years, California has relied on a system that included general purpose funding (known as revenue limits) and more than 50 tightly defined categorical programs. Under LCFF, California funds school districts, charter schools, and county offices of education equally per student with adjustments based on grade levels and demographic characteristics. This includes a provision for supplemental and concentration funds granted to support districts with higher numbers of students with academic need (English learners, low-income, and foster youth). LCFF replaces complexity in favor of equity, transparency, and performance.

What is the Local Control and Accountability Plan (LCAP)?

The Local Control and Accountability Plan (LCAP) is an important component of the LCFF. The school district will develop, adopt, and annually update a three-year plan. Pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, for each of the state priorities and any locally identified priorities. Engagement of parents, pupils, and other stakeholders is a critical component of the planning process. The school district will also consult with teachers, principals, administrators, other school personnel, and local bargaining units of the school district in the development of the LCAP.

Eight State Priorities

The eight priorities for the LCAP have been grouped into three broad categories: a) Conditions of Learning, b) Pupil Outcomes, and c) Parent and Student Engagement.

A. Conditions of Learning:

Basic Conditions: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners. (Priority 2)

Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)

B. Pupil Outcomes:

Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

C. Parent and Student Engagement:

Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)