Fontana Unified School District LCAP OVERVIEW

Transcription

1 SUPPORTING OUR STUDENTS & FAMILIES Fontana Unified School District LCAP OVERVIEW February 14,

2 OVERVIEW OF PRESENTATION About LCFF and LCAP/LEAP How the Local Control Funding Formula Works Local Control & Accountability Plans LCAP/LEAP Timeline The Big Picture Overview of our District Our District s Student Achievement Our District s Plans for Success What Does This Look Like at My Site? Equality for Equity Centralized Services Programs & Services at the Site Reflections & Feedback 2

3 ABOUT LCFF AND LCAP/LEAP 3

4 ACRONYMS USED IN THE LCAP PROCESS LCAP: Local Control Accountability Plan LCFF: Local Control Funding Formula LEA: Local Education Agency LEAP: Local Education Agency Plan CCSS: Common Core State Standards AP: Advanced Placement IB: International Baccalaureate EAP: Early Assessment Program ELs: English Learners 4

5 HOW THE LOCAL CONTROL FUNDING FORMULA (LCFF) WORKS In 2013, California dramatically reformed the way it funds our public schools. LCFF established a funding system that provides school districts with base funding and additional funds based on how many low-income students, English learners, and foster youth they serve. BASE GRANTS Every student generates a base grant, which funds basic educational costs, such as teacher salaries, retirement costs, instructional materials, etc. SUPPLEMENTAL GRANTS Every student who is low-income, learning English, or in foster care generates 20% more funding above the base grant. These funds must be spent on increasing and improving services for these high-need student groups in order to improve their achievement. CONCENTRATION GRANTS In districts where at least 55% of students are high-need, those highneed students above the 55% enrollment threshold generate an extra 50% of the base grant. These funds must also be spent to increase or improve services for high-need students in order to improve their achievement. 5

6 THE LOCAL CONTROL & ACCOUNTABILITY PLAN (LCAPS) All school districts must adopt a Local Control & Accountability Plan (LCAP), a 3-year plan for how districts will use state funds to serve all students. Each district s LCAP must include the following: Goals Actions Related expenditures LCAPs must include services that target each major student subgroup, including: Racial/ethnic subgroups Low-income students English learners Students with disabilities Foster youth Homeless youth LCAPs must address the 8 State Priorities*: 1. Basic Services 2. Implementation of standards 3. Parental engagement 4. Student achievement 5. Student engagement 6. School climate 7. Access to courses 8. Other student outcomes * For county offices of education there are 2 additional priorities: (9) Instruction for Expelled Youth and (10) Foster Youth Services 6

7 THE TIMEFRAME TO DEVELOP THE LCAP/LEAP Late Summer- Fall Winter & Spring Spring Spring July 1 st October District engages the community to solicit input on the LCAP. District and community assess student needs. Suggested District creates first draft of plan, incorporating community input. Suggested District presents proposed plan to parent advisory committees for feedback and input. Suggested District responds in writing to feedback from parent advisory committees and incorporates feedback into plan. Suggested School board adopts plan by July 1st in a public hearing. Required by Statute County office of education must approve district LCAPs by October 8th. Required by Statute 7

8 THE BIG PICTURE 8

9 OVERVIEW OF OUR DISTRICT # of Schools # of Students # of Staff # of Students by Elementary: 30 Middle: 7 High School: 5 TK-5: 17, : 8, : 11,870 Support Staff: 1,537 Teachers: 1,980 Race/Ethnicity Latino: 32,795 African American/ Black: 2,156 # of Students by Subgroup Low-Income: 34,148 English Learners: 11,696 Continuation: 2 Adult School: 1 Total: 45 Total: 37,687 Administrators: 273 Asian: 460 White: 1,624 Other: 652 Foster Youth: 160 Homeless Youth: 1,393 % Unduplicated or High Need: 85% 9

10 OUR DISTRICT S STUDENT ACHIEVEMENT: CA How many students are meeting or exceeding English standards? How many students are meeting or exceeding Math standards? 100% 100% 80% 60% 40% 20% 0% 31% 27% Latino Black 64% Asian 43% White 7% English Learner 31% 33% Low-Income All 80% 60% 40% 20% 0% 17% 13% Latino Black 55% Asian 26% White 6% English Learner 17% 19% Low-Income All 10

11 OUR DISTRICT S STUDENT ACHIEVEMENT 100% How many of our students are graduating? How many student completed UC/CSU eligibility? 90% Latino Black 60% Asian Latino 80% White All 40% Black Asian White All 70% 20% 11

12 OUR DISTRICT S SCHOOL CLIMATE: Suspensions FUSD SB County State

13 WHAT DOES THIS LOOK LIKE AT MY SITE? 13

14 SCHOOL SITES VS DISTRICT 14

15 SCHOOL SITES VS DISTRICT With the LCAP/LEAP, FUSD has centralized programs and services. What does this mean? School sites previously received Categorical, or restricted funds, to fund programs and services. Each school's budget was determined by the amount of students they had enrolled and met the criteria. Many schools could not fund programs students needed due to the lack of funds. 15

16 SCHOOL SITES VS DISTRICT 16

17 SCHOOL SITES VS DISTRICT CENTRALIZING COSTS ARE EFFECTIVE, AS THEY TAKE THE BURDEN OFF OF THE PRINCIPALS AND SCHOOL SITES SO THEY CAN FOCUS ON INSTRUCTION, STUDENTS, AND THEIR SITE, AND NOT HAVE TO WORRY ABOUT THE NUTS AND BOLTS. 17

18 SCHOOL SITES VS DISTRICT What are programs at your site that you believe might be in the LCAP/LEAP? What might be added to the LCAP/LEAP for programs at your site? 18

19 REFLECTIONS & FEEDBACK 19

20 OUR DISTRICT S PLANS FOR SUCCESS Let's discuss the following questions: Which LCAP/LEAP goals should the district prioritize to improve student achievement? How will our LCFF investments support meeting our district s goals for improved student achievement? How does the LCAP/LEAP reflect the district s commitment to closing opportunity and achievement gaps? How can you get involved in the LCAP/LEAP process? 20

21 THANK YOU! 21