SECTION 1: STAKEHOLDER ENGAGEMENT
EXAMPLE 1
Involvement Process / Impact on LCAPParent, community members, local bargaining units, district personnel, county office of education foster and incarcerated youth, technology advisory committee, charter school CEOs and the ACLU were invited to three meetings on LCAP development. (Agendas and attendees available upon request.)
Feb 3, 2014 Attendees reviewed the State Board of Education approved LCAP template and requirements, and were given copies of the regulations. Supportive resources were viewed (West Ed LCFF/LCAP video). Following discussion, three committees were formed to review the Superintendent’s Strategic Action Plan (2010-2011), LEA Title III Improvement Plan (2012) and LEA Technology Plan (2011) with particular attention to student outcomes. LEA staff were charged with working with each committee to update them on work on progress on each plan.
Feb 17, 2014 The district’s LCAP Committee reconvened (no attendee data available). Concerns were expressed about declining student performance in the district. The district has failed to make API or AYP targets for five years and is in Program Improvement. See Tables below for a summary of key data shared with the LCAP Committee and concerns generated by LCAP committee. / All major groups were noticed of LCAP work and given an opportunity to participate.
Intention here is to build on work-in-progress and honor the prior work of these groups in building the district’s three major plans.
Committee concerns about overall student achievement and declining student achievement (and attendance) in upper grades lead to a commitment to strengthen:
• Full implementation of CCSS as grade span PD and instructional materials permit
• Early intervention for students working at basic and below including Saturday class and after school supports
• Targeted analysis of EL and SWD programs to develop specific strategies for these student groups
Greater emphasis on college to career initiatives, helping all students in upper elementary and beyond to establish purpose, define aspirational goals and develop an individual student plan for meeting CTC goals.
SECTION 1: STAKEHOLDER ENGAGEMENT
EXAMPLE 2
Involvement Process / Impact on LCAPGathering of input began on February 20 and is on-going.
Input gathered at Open Houses at each campus from parents, students and staff
Input gathered on district website from community members, parents, students and staff
Input gathered during meetings with teachers, principals, administrators, other school personnel, local bargaining units of the district, parents and pupils
LCAP Advisory Committee met on February 21 and 27, March 6, 13, 20, 27
EL Advisory Committee met on February 22 and 27, March 6, 13, 20, 27
Consultation with teacher association on March 5
Draft goals available on website beginning April 15
Draft of Sections 2 and 3 available on website beginning April 30
Draft of Sections 1, 2, and 3 available on website and in
Board Agenda on May 7 for May 21 public hearing at regularly scheduled governing board meeting / LCAP and EL Advisory Committees reviewed input from all stakeholders. They synthesized input to include 5 major goal areas in the LCAP over the next five years:
- Increase opportunities for academic support to enable all students access to A-G and AP courses [result of student achievement data and input from students, parents and local business leaders]
- Increase school connectedness and socio-emotional well being of students through research-based programs implemented with fidelity [result of school climate and other student outcome data, parent input, health and counseling personnel input and teacher and administrator input]
- Increase teacher and administrator content and pedagogical knowledge by providing targeted professional learning and access to Teacher Induction/Clear and Administrative Services Induction/Clear Credential programs [teacher association, teachers, and administrators]
- Develop stakeholder involvement programs based upon national research and resources from CDE (among others) to create meaningful engagement and input into annual LCAP reviews [result of stakeholder surveys, parent involvement data, and school climate data]
- Analyze facility, instructional materials and technology needs to develop a prioritized and sequenced plan to provide all students and school personnel with resources they need for 21st Century career and academic success. Include in the analysis whether regionalized purchased instructional services are more cost effective than district provided services [result of input from students, parents, business leaders, community members, Work Force Investment Board, classified district staff, teachers and administrators]