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LCAP

California LCAp information
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The Local Control and Accountabilty Plan (LCAP) is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. The LCAP provides an opportunity for local educational agencies (LEAs) to share their stories of how, what, and why programs and services are selected to meet their local needs. The components of the LCAP for the 2022–2023 LCAP year must be posted as one document assembled in the following order:
 
  • LCFF Budget Overview for Parents
  • Supplement to the Annual Update to the 2021–22 LCAP
  • Plan Summary
  • Engaging Educational Partners
  • Goals and Actions
  • Increased or Improved Services for Foster Youth, English Learners, and Low-income students
  • Action Tables
  • Instructions
 

This page is designed to provide districts and school sites with the resources needed to effectively complete the annual LCAP (Local Control and Accountability Plan). Each section below will provided samples documents, definitions, and tips/tricks for completing each section. 

COE LCAP REVIEW CHECKLIST: This document is the checklist that the county office is required to use during the review and evaluation of each district's LCAP. 

LCAP DEVELOPMENT/REVIEW TIMELINE
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March/April
  1. Partner Engagement based on 21/22 results
  2. Update Actions for Increased and Improved Services for 21/22
  3. Prepare Your Local Indicator Analysis Report
April/May
  1. Complete Annual Update
  2. Update Metrics for 22/23
  3. Add/Modify Goals for 22/23
  4. Update Actions for 22/23
  5. Update Increased/Improved Services for 22/23
June
  1. Submit LCAP for Board/Community Input (First Board meeting in June)
  2. Submit LCAP for approval by Board (Second Board meeting in June)

Educational partner engagement
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The following groups are required to be engaged through collaboration and input:
 
Here are other survey examples: 
 

State Priorities, State and local indicators
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State Priorities
 
 
Chart for State Priorities, State and local indicator

Conditions of learning
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Priority Basic Conditions at School (1) Implementation of State Academic Standards (2) Course Access (7)
What is being measured? 
  • Teachers are appropriately assigned and fully credentialed in the subject areas and for the pupils they are teaching. 
  • Every pupil has sufficient access to standards-aligned materials. 
  • School facilities are in good repair.  
  • Curriculum is standards aligned and builds critical skills and knowledge.
  • Assessment is ongoing and relevant to the curriculum, skills and knowledge being built.
  • Instruction is based on effective strategies effective research, meaningful, and built on assessments that inform.
  • Teachers are supported through effective training, reflection, peer support, SEL, communities of self-developing practices.
  • Focus on narrowing the achievement gap for all learners.
 
  • Students have access to courses in all subject areas including VAPA, PE, World Language, Health and 21st Century Skills.
  • Programs and services developed and provided to unduplicated pupils. 
  • Programs and services provided to students with exceptional needs. 
 
Possible Metrics
  • Teacher Credentialing as measured by SARC. 
  • Student access to standards-based curriculum as measured by SARC and adopted curriculum reports and Williams reporting.
  • Facilities rating as measured by Williams reports and FIT reports. 
  • Minimum parent complains as measured by Williams reporting. 
 
  • Course alignment with standards as measured by curriculum guides. 
  • English learners access to ELD standards as emasured by curriculum guides. 
  • English learner progress in meeting English language proficiency as measured by the ELPAC. 
 
  • Students access to a broad course as described in EdCode 51210 and 51220(a)(i) as measured by class schedules and/or report cards. 
  • Support provided to Foster Youth as measued by logs. 
 
Assessment Tools
CALPADS reports
Williams Act Reporting
Facilities Inspection Tool (FIT)
Areas repurposed for instruction
COVID cleaning protocols/safety barriers
Aeries Course Student Assignments
SARC
Percentage of Students with
                 - digital devices
                 - internet connectivity
                 - online access to Student access to portals/apps
Percentage of students with digital devices and internet connectivity. 
 
School Accountability Report Card (SARC)
Staff Development Records
ELPAC results
DataQuest Reports
Ed-Data Reports
California Dashboard
CAASSP
Self-reflection tools
Local indicators
Self-Reflection tools
Surveys
Teacher supports that are just-in-time
Excerpts from SPSA, district/site plans
 
Course Guides
Aeries Course Student Assignments
Student Report Card Analysis
School Accountability Report Card (SARC)
Self-reflection tools
 
Considerations
This has been a local indicator and reported by the LEA through the California Dashboard.
 
This is a local indicator reported by the LEA through the California Dashboard.
 
 

engagement
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Priority Parent Engagement (3) Student Engagement (5) School Climate (6)
What is being measured?
  • Parent input is received and included in decision making in regards to culture, climate and equity.
  • Parents of unduplicated students will be encouraged to participate in programs.
  • Parents of students with exceptional needs will be encouraged to participate in programs. 
 
  • Student attendance rates are addressed and increased as student well-being and efficacy are addressed.
  • Middle school and High school dropout rates are decreased by addressing the social, emotional, and academic needs of students at-risk of dropping out.
  • High school graduation rates are increased by addressing the social, emotional, and academic needs of students at-risk of not meeting graduation requirements.
 
  • Student suspension and expulsion rates are minimized through programs that address culture, climate, equity and family concerns of students.
  • Students, teachers, and parents feel a positive sense of safety and school connectedness.
 
Possible Metrics
  • Percentage of parents providing input as measured by survey's and/or attendance logs. 
  • Percentage of parents with unduplicated or special education students reporting they have received information pertaining to their children's education as reported by surveys. 
 
  • Student attendance as reported by end-of-year attendance reporting. 
  • Student drop out rates as reported by end-of-year reporting. 
  • Graduation rates as measured by end-of-year reporting. 
 
  • Percentage of parents, students, and staff reporting a sense of school safety and connectedness as measured by end-of-year surveys. 
  • Suspension rates of students as measured by end-of-year reporting and/or local data. 
  • Expulsion rates of students as measured by end-of-year reporting.
 
Assessment Tools
Committee Agendas/Sign-ins (Parent Advisory, Site Council, ELAC/DELAC Parent Meetings, Parent Trainings, etc.)
Parent Survey Data
Parent Volunteer Logs
Back to School/Home School Notices
Outreach calls
Social Media Posts
Self-reflection tools
 
 
Aeries Attendance Reports
Aeries Discipline Reports
CALPADS attendance reports (14.1 and 14.2)
CALPADS graduation reports (15.1 and 15.2)
CALPADS dropout reports (7.1)
DataQuest Reports
California Dashboard
 
  • Surveys (Parents, Student, Staff)
  • Staff Meeting notes
  • Committee Agendas/Sign-ins (Parent Advisory, Site Council, ELAC/DELAC, Parent Meetings, Parent Trainings, etc.)
  • CA Healthy Kids Survey
  • LEA Plans
 
Considerations
This is a local indicator and reported by the LEA through the California Dashboard.
 
 
 
This is a local indicator and reported by the LEA through the California Dashboard as well as through Suspension reporting via CALPADS.
 
 

student outcomes
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Priority Student Achievement (4) Other Student Outcomes (8)
What is being measured?
  • Statewide assessment
  • CTE Pathway completion rate
  • Percentage of students who complete course s for entrance to UC or CSU or career technical eeucation programs are aligned with state board approved career technical education standards and frameworks. 
  • Percentage of EL pupils who make progress toward English proficiency, or any subseuent measurement of English proficiency as certified by the state board.
  • EL reclassification rates.
  • Percentage of students passing advanced placement exams with a score of 3 or higher. 
  • Percentage of pupils who particpate in and demonstrate colelge preparadness - EAP exame or other assessment of college preparedness. 
 
  • Consideration of other outcomes that are associated with the broad course of study, 21st Century Thinking Skills, etc.
 
Possible Metrics
  • Percentage of studets meeting ELA standards as measured by the CAASP results. 
  • Percentage of students meeting MA standards as measured by the CAASP results. 
  • Percentage of third grade students reading at grade level as measured by local assessments. 
  • Percentage of tudents graduating from high school college/career ready as measured by end-of-year reporting. 
  • Percentage of English Learners who are reclassified as measured by the ELPAC assessment. 
 
  • Percentage of students demonstrating leadership skills and/or knowledge as measured by surveys and teacher anacdotal evidence. 
 
Assessment Tools
General Student Population
CAASP Testing Results
DataQuest
EdDate
California Dashboard
Local assessment data (IReady, IXL, STAR, etc.)
Local data (course grades, etc.)
 
High School Population
AP Participation/Exam Results (3 or higher)
Graduation and CCI reports
Grade 11 grades, interim results
College Board Online Reports
Early Assessment Program (EAP) Test Results
 
ELL Student Population
EL Progress indicator
RFEP counts/rates
ELPAC summative results
EL progress on interim assessments
Title III Reports
 
Local assessment data
District Self-Reflection Tools
National Merit Scholars
California Scholarship Federation Members
Career Technical Education Enrollment
Concurrent community college class enrollments
Participation in county or statewide academic events or challenges
 

writing effective metrics
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Metrics are statements that will allow you to measure growth towards addressing a goal. Metrics can be qualitative or quantitative.
 
Quantitative: Used to track and measure progress based on objective numbers that can be scientifically calculated. Example: Students meeting proficiency on the ELA CAASPP test will increase by 10%.
 
Qualitative: Used to measure the quality of something based on observation, feedback. Example: Feedback from parents on the overall school environment will be more positive.
 
Things to consider as you develop your metrics for each LCAP goal:
 
  • Metrics answer the MEASUREABLE, ATTAINABLE, and TIME-BASED sections of SMART goals.
  • There needs to be a minimum of 1 metric for each of the 8 state priorities.
  • There needs to be a minimum of 1 metric for your EL and SES subgroups.
  • Each metric should be listed on a single line within the goal section of your LCAP.
  • Metrics should be comparative, understandable, support a ratio or rate, and focus on an expected change.
 
 
Each metric is broken into the following components:
 
Metric Template
 
 
 
 

writing effective goals
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Choosing one of the goal types below, you will write out a goal and rationale for the goal to address the SPECIFIC and RELEVANT sections of SMART goals. Make sure you write your goals in a clear way that allows inclusion of all eight state priorities.
 
When combined with the metrics, you should have a well crafted goal that meets the SMART goal template.
 
TYPES OF GOALS
 
Focus Goals
Concentrated in scope and may focus on fewer number of metrics. Should be time bound and include how will be measured.  (SMART)
 
Broad Goals
Less concentrated in scope and may focus on improving performance across a wide range of metrics.
 
Maintenance Goals
Includes actions that are ongoing and will be used to maintain actions without significant changes.  Used to address metrics not included in Focus or Broad goals.
 
Required Goals
Only for specific identified LEAs to address one or more consistently low-performing student groups or low-performing schools. Not related to DA or CSI/ATSI
 
(No schools in Tehama County need to include "required goals")
 
SMART Goal Template
 
 
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