State and Federal Programs & Accountability

The Local Control Funding Formula (LCFF) is hallmark legislation that fundamentally changed how all local educational agencies (LEAs) in the state are funded, how they are measured for results, and the services and supports they receive to allow all students to succeed to their greatest potential.  Under LCFF, California funds school districts per student with adjustments based on grade levels and demographic characteristics. 

The 2013-14 State budget made major changes both to the way the State allocates funding to school districts and charter schools, and the way the state supports and intervenes in underperforming schools. For school districts and charter schools, the Local Control Funding Formula (LCFF) creates base, supplemental, and concentration grants in place of most previously existing K–12 funding streams, thus eliminating revenue limits and approximately three-quarters of state categorical programs. This will result in more flexibility for school leaders, with the assistance from parents and other local educational partners, to determine the local academic priorities and how the state funding will be used to improve student achievement so that they graduate from high school and are college and career ready. 

Besides embracing local control and local accountability, LCFF also emphasizes equity and provides additional funding for targeted disadvantaged students: English learners, eligible to receive a free or reduced-price meal or foster youth. Districts and charter schools with these student populations will receive a supplemental grant equal to 20 percent of the base grant for each eligible student, and a concentration grant equal to 50 percent of the base grant for targeted students exceeding 55 percent of a school district’s or charter school’s total student enrollment. 

Until full implementation of LCFF in 2020-21, school districts and charter schools will receive roughly the same amount of funding they received in 2012–13 plus an additional amount each year to close the gap between current funding levels and the new LCFF target levels. The State budget projects the time frame for full implementation of the LCFF to be eight years. 

 

The 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 to share their stories of how, what, and why programs and services are selected to meet their local needs. 

The components of the LCAP year must be posted as one document assembled in the following order: 

• LCFF Budget Overview for Parents 

• Plan Summary 

• Engaging Educational Partners 

• Goals and Actions 

• Increased or Improved Services for Foster Youth, English Learners, and Low-income students 

• Action Tables 

• Instructions 

 

California Education Code (EC) sections 52065 and 47606.5(i) require that all LCAPs approved by the governing board or body of the LEA be prominently posted on the homepage of the internet website of the LEA. 

 
As part of the LCFF, school districts, county offices of education and charter schools are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP), beginning on July 1, 2014, using a template adopted by the California State Board of Education (SBE). The LCAP is required to identify annual goals, specific actions, and measure progress for student subgroups across multiple performance indicators, including student academic achievement, school climate, student access to a broad curriculum, and parent engagement. School districts and charter schools are required to obtain parent and public input in developing, revising and updating LCAPs. 

The academic priorities must be aligned to the district’s spending plan. The local governing board must first approve the LCAP before adopting the annual district budget. County superintendents must review school district LCAPs and ensure alignment of projected spending, services, and goals.  The State Superintendent of Public Instruction may intervene if a school district or charter school fails to show improvement across multiple subgroups in three out of four consecutive years. 

The California Dashboard is a new website that shows how school districts and schools are performing on the indicators included in California's new school accountability system. The Dashboard is the next step in a series of major shifts in California K–12 schools, changes that have raised the bar for student learning, transformed testing, and placed the focus on equity for all students. To learn more about California's accountability and continuous improvement efforts, visit the CDE Dashboard Web page. 

Get the Dashboard FAQs: 

• Dashboard FAQ English (English Version) 

• Dashboard FAQ Spanish (Spanish Version) 

California's new school accountability system provides a more complete picture of how schools are meeting the needs of all students. There are three important advantages to California's new approach: 

1. More than a single number: The multiple measures of student success define a quality education more broadly than a single test score. 

2. Equity: There is an increased focus on identifying and addressing disparities among student groups. 

3. Supporting Local Decision Making: State accountability tools provide information to support the local planning process. 

The state and local indicators include: 

• Academic Indicator (reported separately for English language arts and mathematics assessments) 

• English Learner Progress 

• Chronic Absenteeism 

• Graduation Rate 

• Suspension Rate 

• College/Career Readiness 

• Basic Services 

• Implementation of State Standards 

• Parent Engagement 

• School Climate 

Here at Lake Elsinore Unified, administrators and staff in collaboration with parents use these data to guide decisions about how we can best prepare our students for college and career in the 21st century. The results are analyzed and inform plans to support student learning and engagement.   

If you have questions or would like further information, contact Instructional Support Services at lcap@leusd.k12.ca.us or by phone (951) 253-7000. 

Parent Involvement Policy 

The Lake Elsinore Unified School District Board of Trustees recognizes that a child’s education is a responsibility shared by school and family during the entire period the child spends in school.  To support the district and state mission to educate all students effectively, schools and parents must work as knowledgeable partners. (BP 6020(a)) 

Comprehensive programs of parent involvement require schools to involve parents at all grade levels in a variety of roles.  These programs should be designed to: 

1. Help parents develop parenting skills and foster conditions at home that support their children’s efforts in learning. 

2. Provide parents with the knowledge of techniques designed to assist their children in learning at home. 

3. Provide access to and coordinate community and support services for children and families. 

4. Promote clear, two-way communication between school and family about school programs and children’s progress. 

5. Involve parents, with appropriate training, in instructional and support roles at the school. 

6. Support parents as decision-makers and develop their leadership in governance, advisory, and advocacy roles. 

These six types of involvement are not mutually exclusive and require a coordinated effort.  Success cannot be the sole responsibility of any single program or group of individuals. 

  

Although parents come to school with diverse cultures, languages, and needs, they overwhelmingly share the school’s commitment to the educational success of their children.  The district and schools, in collaboration with parents, have a responsibility to establish and develop programs and practices that enhance parent involvement and reflect the specific needs of students and families. 

  

Parents/Guardians of children enrolled in the district shall have regular opportunities to make recommendations on the educational needs of their children and in ways in which they can help their children to derive benefits from their instructional program.  These opportunities may include, but not be limited to the following: 

  

• An annual, flexible meeting to inform parents of Title I students about the Title I requirements and their rights to be involved in the Title I program. 

• Planning, reviewing and improving the Title I program and the Title I Parent Involvement Policy in an organized, ongoing and timely way. 

• Regular two-way communication between the district and schools is important. 

• Scheduled parent meetings to explain curriculum, assessments and proficiency levels students are expected to make. 

• Participation in committee decision-making is related to the education of their children.  (Title I, SSC, ELAC, DELAC…) 

  

Each school receiving Title I funds shall jointly develop and distribute to parents of students participating in the Title I program, a written school-level Title I Parent Involvement Policy agreed upon by the parents in accordance with the requirements of federal law.  In addition, a school-parent compact is jointly developed and describes the following items in addition to items added by parents of Title I students: 

  

• The school’s responsibility is to provide high-quality curriculum and instruction. 

• The parents’ responsibility is to support their children’s learning. 

  

Lake Elsinore Unified School District engages Title I parents in meaningful interactions within the district.  It supports a partnership among staff, parents, and the community to improve student academic achievement.  To help reach these goals, the district schedules District Advisory Committee meetings on a regular basis.  Here, materials and training are provided to parents to support them in working with their students to improve their children’s achievement.  Staff are educated yearly in the value of parent contributions and how to work with parents as equal partners.   

  

Regardless of limited English proficiency, disabilities, or high transience, Lake Elsinore Unified School District provides opportunities for all Title I parents to participate.  This includes providing information and school reports in the parents’ home language and in a format that parents can understand. 

 

 

Parents’ Right to Request Teacher Qualifications (Title I) 

At the beginning of each school year, local education agencies receiving Title I funds through the Elementary and Secondary Education Act (ESEA) are required to notify parents whose student(s) attend a Title I school that they may request, and the agency will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student's classroom teachers, including at a minimum: 

1. Whether the student's teacher: Has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; Is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived; and is teaching in the field of discipline of the certification of the teacher. 

2. Whether the child is provided services by paraprofessionals and, if so, their qualifications. 
    
    

If you would like to request this information, please contact Lake Elsinore Unified School District, Personnel Support Services at (951) 253-7000.