One time Supplement to the Annual Update to the 2021-22 LCAP
Presentation on the Annual Update to the 2021–22 LCAP and Budget Overview for Parents California’s 2021–22 Budget Act, the federal American Rescue Plan Act of 2021, and other state and federal relief acts have provided local educational agencies (LEAs) with a significant increase in funding to support students, teachers, staff, and their communities in recovering from the COVID-19 pandemic and to address the impacts of distance learning on students. Section 124(e) of Assembly Bill 130 requires LEAs to present an update on the Annual Update to the 2021–22 LCAP and Budget Overview for Parents on or before February 28, 2022, at a regularly scheduled meeting of the governing board or body of the LEA. At this meeting, the LEA must include all of the following:
- The Supplement to the Annual Update for the 2021–22 LCAP (2021–22 Supplement);
- All available mid-year outcome data related to metrics identified in the 2021–22 LCAP; and
- Mid-year expenditure and implementation data on all actions identified in the 2021–22 LCAP.
The 2021–22 Supplement is considered part of the 2022–23 LCAP for the purposes of adoption, review, and approval, and must be included with the LCAP as follows:
- The 2022–23 Budget Overview for Parents
- The 2021–22 Supplement
- The 2022–23 LCAP
- The Action Tables for the 2022–23 LCAP
- The Instructions for the LCAP Template
As such, the 2021–22 Supplement will be submitted for review and approval as part of the LEA’s 2022–23 LCAP.
The Local Control and Accountability Plan or LCAP is a critical part of California’s Local Control Funding Formula (LCFF). It is a three-year, district-level plan that is updated annually. The plan describes the school district’s key goals for students as well as the specific actions (with expenditures) the district will take to achieve the goals and the means (metrics) used to measure progress. The LCAP addresses the needs of all students, including specific student groups, and all districts must specifically address English learners, foster youth, and low-income students. In addition, the LCAP must address the state of California’s eight priority areas that include student academic achievement, school climate, student access to a broad curriculum, and parent engagement.
Each plan is developed with input from staff, parents, students, and community members. The LCAP is a three-year plan that is updated each year. It describes the District’s goals, actions, services, and expenditures that support student growth.
Background on LCAP/LCFF
California state law determines the system for funding public schools. State leaders largely decide how much money is available to schools each year as part of the state budget process. In 2013, California adopted a new formula for determining how much money each school district gets, called the Local Control Funding Formula (LCFF).
School Boards decide how to use the funds, but under the new system they must get input from their local communities. They also have to tie their budgets to improvement goals by creating a Local Control and Accountability Plan (LCAP). The plan is a three-year plan that must be updated each year. It must include both goals for the school district and for each numerically significant subgroup (30 or more students for all subgroups except foster youth which is 15 or more). The plans must specify the actions a school district will take to achieve these goals and be aligned with the district’s annual budget.
School districts are also required to solicit input from employees, bargaining units, parents, students and community members in crafting the LCAP. In addition, the LCAP must include annual goals in eight areas in three categories:
Briggs School District has…
…done significant work to engage stakeholders in the LCAP process. Through that work which included analyzing data, the LCAP builds upon the successful work outlined in the previous LCAP and focuses on our greater needs gathered from community input. For the 2021-2022 school year and the following two years, the changes put in place build upon the initiatives that have been successful at furthering student outcomes. Some of the proposed adjustments for next year include:
- Increasing resources to support new academic content standards implementation including teacher training, instructional materials and technology support
- Increase parental involvement opportunities
- Additional intervention support for struggling learners
- Increase support for LTEL’s (Long-term english learners)
- Continuing with technology upgrades including internet and hotspot support for our families
- Providing more mental health counseling and support
- Hire a school nurse 3 days a week
- Increase out of school enrichment opportunities
- Increase socio-emotional support for students and families
- Implementation of a new district-wide assessment and student progress monitoring system
- Providing academic summer school for students at-risk
Conditions of Learning
- Teachers are appropriately assigned and fully credentialed; students have access to standards-aligned instructional materials; and school facilities are maintained and in good repair
- Implementation of State Board Education adopted academic content standards
- Student enrollment in a broad course of study including all subject areas
- Pupil achievement including standardized tests, college and career readiness, English learner proficiency and reclassification, Advanced Placement exams, and Early Assessment Program
- Other student outcomes in all subject areas
- Parent involvement, input in decision making and participation in programs for unduplicated pupils and students with special needs
- Pupil engagement, attendance, chronic absenteeism, dropout and graduation rates
- School climate, suspension and expulsion rates, safety and school connectedness