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WestEd.org
Local Control Funding Formula Updates and Discussion
Riverside County Office of Education
November 20, 2013
Today’s Goals
• Knowledge• Application• Inspiration• Connections
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Education and Money
?!% #&
2
3Sources: Center on Budget and Policy Priorities (2012) analysis of National Center for Education Statistics data
Typical California County Revenues per Average Daily Attendance
Source: California Department of Education, 2010-11
State Average = $8,801
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
$13,000
$14,000
Revenue p
er
AD
A
4
Typical County Funding and Academic Performance
Source: California Department of Education, 2010-11
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$6,000 $6,500 $7,000 $7,500 $8,000 $8,500 $9,000 $9,500 $10,000600
650
700
750
800
850
900
Revenue per Average Daily Attendance
Academ
ic P
erf
orm
ance I
ndex B
ase S
core
Free and Reduced Price Meals (FRPM)
57.8%
Students with Disabilities
9.9%
English Language Learners21.7%
Other29.6 %
Total K-12 Enrollment = 6,220,993
Source: California Department of Education, 2011-12
6
Free and Reduced Price Meals (FRPM)
Student with Disability
(SWD)
English Language Learners (EL)
Other
SWD/FRPM 6.9%
EL/FRPM 18.5%
SWD/EL 3.4%
SWD/FRPM/EL 3.0%
Source: California Department of Education, 2011-12
Overlaps Between Subgroups
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Special Education Enrollment = 686,573
Free and Reduced Price Meals (FRPM)
63.0%English
Language Learners31.5%No other
program33.6%
FRPM/EL within Special Education 27.1%
Source: California Department of Education, 2011-12
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LOCAL CONTROL FUNDING FORMULA
Funding and Reform
Local Control Funding Formula
• Welcome to the land of Local Control Funding• Enjoy the view, map to be provided later
• 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
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Important LCFF Facts• LCFF replaces revenue limits and most state
categorical programs• LCFF is designed to improve student outcomes
• Local flexibility to meet student needs• Simplicity to aid in transparency• Equity through student-focused formula• Performance through aligned program and
budget plans• LCFF implementation will take time, but begins
now
10
Revisiting the Local Control Funding Formula (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
$
11
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
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LCFF Targets – 2013-14 Beginning of Something More
2012-13 LCFF Target2013-14
13
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”
14
A Plan for LCFF Coherence
Regulations Templates RubricDefineClarify 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
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Some Big Questions• How much will my district receive?• How does LCFF impact the use of federal
funds?• What’s “base” for state and local funding?
• How does a district approach site allocations?
• How does this affect district and school planning?
16
Some Big Questions
• 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?
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The Biggest Question of them 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
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Think About This…• Are you implement LCFF in 2013-14?
• Do you know approximately how much your district will be receiving?
• How much is attributable to “unduplicated pupils”?
• How will you track use of funds?• What are your 2-3 talking points to
communicate information about LCFF to:• School Board• Principals• Parents and Community
19
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.
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Example: Local Control Accountability Plan Preparation Activities
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Performance Based Thinking• LCFF creates an opportunity (and
possibly an incentive) to implement a performance based budget• Fund that which contributes most to
performance
22
Performance Based Thinking• Big Questions:
• How do we currently factor in performance to our budgeting?
• What would it look like to plan for performance?
• Procedures• Culture• Budget
23
Keys to Performance-Based Budgeting
• Data with analysis• Persistence• Understanding of planning and performance
assumptions• Theory of action, logic model, etc.
• Criteria for evaluation• Starting with priorities and values• Expectations• Information to evaluate
• Stakeholder engagement• Simplicity over complexity
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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?
25
And One More Big Change Ahead
• Common Core State Standards (CCSS) are moving ahead
• Further adjustments in programs• Due to CCSS• Limited funding
26
Preparing for Common Core State Standards
• College and career focused academic standards• California is among 45 states that have
adopted standards• Inform instruction• Learning measured through assessments• Resources required
27
Program Expectations
Oriented to Results
Grounded in Reality
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What’s Involved?
• Academic standards are not new• Common Core State Standards
encourage a new approach to instruction• Overlap with prior standards• However, unique characteristics
29
Where’s the Money?
Instructional Materials Professional Development
Assessments
Classroom Resources 30
Where’s the Money? The Prior Cycle
Instructional Materials Professional Development
Assessments
Classroom Resources
IMRF
Staff Development Buy Back Days
SB 472/AB 430
Education Technology
School Improvement Program
STAR
30
Where Was the Money?Now
Instructional Materials Professional Development
Assessments
Classroom Resources
IMRF
Staff Development Buy Back Days
SB 472/AB 430
Education Technology
School Improvement Program
STAR
30
Where Was the Money?Upcoming Year
Instructional Materials Professional Development
Assessments
Classroom Resources
IMRF
Staff Development Buy Back Days
SB 472/AB 430
Education Technology
School Improvement Program
STAR
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$1.25 Billion for CCSS Implementation!
Local Implementation Considerations
• What’s the best way to use the CCSS implementation funds?• What’s needed?• What’s the best resource to use?
» Most restrictive to least restrictive
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A Worthwhile Investment
• Redirect time, energy, and funding to meet Common Core needs
• Treat every activity as an investment• Spending alone insufficient to
successfully implement• Efficiencies are possible with smart
planning
33
STRATEGIC ALLOCATIONSBudgeting
Funding Allocation
• Getting the right dollar to the right place is the first step in aligning funding• What’s needed• Who will implement• How much funding
• Decision points:• Site versus district allocations• People versus dollars
34
Ideals for Allocations
• Priorities drive allocation decisions• Strong communication exist between
central offices and sites• Sites and programs are accountable for
effective funding use• Carryover is strategically directed
35
Allocating Title I and EIA
Title I EIA
EIA-SCE EIA-LEP
Set-Aside/ Reservations
Sites(School Plan, Site Council, ELAC, etc.)
36
Site Funds from LCFF
Decision Points for Allocating Title I and EIA
Title I EIA
EIA-SCE
EIA-LEP
Set-Aside/ Reservations
Sites(School Plan, Site Council,
ELAC, etc.)
Which schools are eligible?A district sets the criteria based on the level of poverty (usually determined by free and reduced priced meal counts). Generally, this can include any school with 35% or more eligible students.
Which schools are eligible?This is similar to Title I in that the district decides, but the minimum thresholds are lower – 25% poverty for EIA-SCE
How much for SCE and LEP? The state allocated EIA to districts based on a formula and a district determines how it will allocate this between EIA’s two component programs.
What is centrally directed?Before allocating funding to sites districts have required set-asides for Title I and optional set-asides/reservations that can be made from Title I and EIA. A common way of referring to such reservations is as “centralized services.” Sites should be aware of the types of services that are centralized and how they impact their sites.
Are site plans complete and accurate?Sites must describe how all Title I and EIA funding will be used to support schools goals with engagement of necessary advisory groups. Districts should support and monitor sites in their development of plans. 37
Centralized Services
• A centralized service refers to services or support organized centrally on behalf of sites
• Centralized services can include administrative and direct service functions
• To fully comply with the 85-15 rule, if centralized services are received by a site, they must be involved in the process of selection
38
Steps to Centralized Services
• Identify possible services• Consult with sites• Provide sites with documentation for
plans• Form B• List of items with contribution amount for
site
• Approval by site council and Board
39
Centralized Services: Form B
Same as CDE’s Form A with Centralized Services listed
PROGRAM SUPPORT GOAL # __ (Based on conclusions from Analysis of Program Components and Student Data pages)
Groups participating in this goal (e.g., students, parents, teachers, administrators):
Anticipated annual growth for each group:
Means of evaluating progress toward this goal: Group data to be collected to measure gains:
Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g.,
Teaching and Learning, Staffing and Professional Development)
Start DateCompletion
Date
Proposed Expenditures
EstimatedCost
FundingSource
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Centralized Services: Listing in Plan
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Centralized Services: Advice
• Sites need to be involved• The amount of the service plus the site
directed allocation should match the total in the budget and CARS
• Be sure to keep plans up to date, especially if changes are made after the approval of the SPSA
42
Program Sustainability
• Program sustainability starts with initial planning
• Multi-year thinking a must• Identify one-time versus ongoing costs• Recognizing relationships between
resources can help extend program life
43
Is Your Plan Sustainable?
Has a plan been developed that outlines objectives and
actions steps?
Does the plan have an established timeline?
Is the plan realistic? Can the program/service/training provide ongoing benefit?
Does the plan align with the core mission of your LEA?
Have costs been indentified in accordance with the timeline?
No
No
No
No
Yes
Yes
Yes
Yes
Yes
Is there a gap between available resources and the
plan's budget?
No Yes
No
Is there commitment to comprehensive planning, and
program evaluation?
Is the plan for services that are innovative, and flexible or
for a service or skill that doesn’t currently exist? Does
it address a critical need?
Develop comprehensive plan
that:aligns to the LEA Plan
includes objectives, outcomes, timelines
and multiyear budget.
Stop and reconsider. You can do anything
you want to do but not everything you want to
do.
Revisit plan and add timelines that indentify, activities, evaluations
and resources.
Evaluate all projects, ensure all are aligned
and yielding expected results. If not consider repurposing funding.
Stop and reconsider; many great plans fail due to weakness in
implementation plans.
No
No
Yes
Yes
Congratulations, sounds like a plan! 44
ALIGNING RESOURCESPlanning
Budget to Meet Priorities
• Budgets are not just simply dollars and cents• Demonstration of what’s important• Money makes the world go round – few things
get done without it
• As a result, active management is a must• And, you can only effectively use resources
if you first know what you need to get done • It all starts with goals and priorities
45
Aligning Resources Concepts
• Good plans that address the needs of students are the foundation for decisions, including budgeting
• Budgets must reflect priorities• Spend the most restricted dollar first• Proactive management of the budget is a must
• Avoid reacting to the dollar
• Today’s dollars are for today’s kids – but we also must ensure that what we start gets done
• The budget is everyone’s responsibility
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Aligning Resources is About
• Spending the right dollar, at the right time, on the right thing
• This requires:• Knowing what’s needed• Knowing what resources are required• Being ready to implement
47
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)
48
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
49
Mindset Thoughts
• We are planning to get something done• Implementation is key
• Improving schools is hard• Managing change is a challenge
• Belief in improvement is a must• A growth mindset is necessary
50
Implementation Stages
Exploration InstallationInitial
Implementation
FullImplementati
on
2-4 Years
• Assess needs• Examine
intervention components
• Consider Implementation Drivers
• Assess Fit
• Acquire Resources
• Prepare Organization
• Prepare Implementation Drivers
• Prepare Staff
• AdjustImplementation Drivers
• Manage Change
• Deploy Data Systems
• Initiate Improvement Cycles
• Monitor & Manage Implementation Drivers
• Achieve Fidelity & Outcome Benchmarks
• Further Improve Fidelity & Outcomes
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Implementation Drivers
© Fixsen & Blase, 2008
Performance Assessment
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Driv
ers O
rganizational Drivers
Reach School Goals
Leadership
Integrated & Compensatory
52
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
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