EY COUNTY OFFICE OF EDUCATION – EDUCATIONAL SERVICES - MONTEREY COUNTY OFFICE OF ION – EDUCATIONAL S….. ICE OF EDUCATION – EDUCATIONAL SERVICES - MONTEREY COUNTY OFFICE OF EDUCATION – S – MONTER MONTER. SESSION #1 LCAP LESSONS LEARNED: ANSWERING THE COMMONLY IDENTIFIED CLARIFICATION QUESTIONS FROM THE 2015 LCAP CYCLE LCAP District Support Series 2015 Presented by MCOE LCAP Team: Garry Bousum-Assoc. Supt.; Dr. Jamie Valenzuela-Mumau-Asst. Supt.; Colleen Stanley-Executive Director; Karen Hennessy-Director; Cathy Cranson-Administrator
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MONTEREY COUNTY OFFICE OF EDUCATION – EDUCATIONAL SERVICES - MONTEREY COUNTY OFFICE OF EDUCATION – EDUCATIONAL S….. MONTEREY COUNTY OFFICE OF EDUCATION.
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MONTEREY COUNTY OFFICE OF EDUCATION – EDUCATIONAL SERVICES - MONTEREY COUNTY OFFICE OF EDUCATION – EDUCATIONAL S…..
MONTEREY COUNTY OFFICE OF EDUCATION – EDUCATIONAL SERVICES - MONTEREY COUNTY OFFICE OF EDUCATION – EDUCATIONAL SERVICES – MONTER MONTER.
SESSION #1LCAP LESSONS LEARNED:
ANSWERING THE COMMONLY IDENTIFIED CLARIFICATION
QUESTIONS FROM THE 2015 LCAP CYCLE
LCAP District Support Series 2015Presented by MCOE LCAP Team:
Garry Bousum-Assoc. Supt.; Dr. Jamie Valenzuela-Mumau-Asst. Supt.;
MissionThe Monterey County Office of Education provides the leadership, support and service excellence needed to prepare the diverse students of Monterey County for success in each step of their educational journey.
VisionEvery student’s educational experience will prepare them for success as productive and contributing members of our global society.
• Build connections between Business and Curriculum in order to provide seamless work within an LCAP
• Address the clarifications frequently posed by MCOE LCAP Review Team
JOINT SESSION OUTCOMES
• Establishing the level of partnership required between Business and Curriculum from stakeholder engagement in section 1 through identifying the increased services for unduplicated students in section 3 of the LCAP
• Identified best practices from Monterey County and across the State regarding the LCAP
ESTABLISHING NEED FOR PARTNERSHIP• Examples of non-communication
– Review of LCAP via the Program side only– Why is Business perspective needed?
• LCAP Director or Categorical Director– Supplemental/Concentration– Unrestricted
• Targeted Budgeting• Need
– Fiscal Resources available
• Purpose/Outcome– Effectiveness of resources
PARTNERSHIP• Definition:
A relationship between individuals or groups that is characterized by mutual cooperation and responsibility, for the achievement of a specified goal
• After reviewing the best practices, look through your own LCAP as a team and answer these questions about each section (or one section of which you want to focus):
– What do I like?– What do I wonder?– What do I wish?
OUTCOMES FOR CURRICULUM BREAKOUT—BEST PRACTICES
• Specific results of prior year actions
• Use of State metrics for program evaluation
• Stakeholder impact on the development of goals and actions
• How to write the narrative for section 3
• Actions steps which yield academic improvement for English Learners, Low Socioeconomic students and Foster Youth
SPECIFIC RESULTS OF ACTIONS
• What actually occurred?– Details to support actions
• How many, how frequently?• Impact of actions
• Review one goal in Section 2: Annual Update– How specific was the update?– How well does the public understand what happened? – What was the impact of these actions?
METRICS: STATE REQUIRED/PROVIDED; DISTRICT MEASURES• How can you utilize the 27 state metrics to continue refining
your LCAP?• Needs Assessment Tool by Riverside COE—A quick look• How might you share your results with stakeholders?
– Staff– Parents– Community
• Who ‘owns’ the data?– Building capacity of staff to share the data– Messaging
ENGAGING STAKEHOLDERS
• How did you engage your stakeholders last year?
• How will you engage them this year?– Similarities– Differences– Considerations
School Board AdministratorsParents Community
Members
Staff
SECTION 3 NARRATIVES: FRAMES THAT SUPPORT DESCRIPTIONS• State Example
• Our research shows…• Our interventions that are working to close the achievement gap are…• Initial stakeholder input indicates…• Our experience has shown…• With the guidance of…we have found…• Our experience and research shows that…
• This equates to approximately…more…in the targeted areas than the typical student would receive.
• Students who receive intervention services, on average…more per day than the typical student.
ACTIONS THAT SUPPORT UNDUPLICATED STUDENTS• Readings from John Hattie’s meta-