Fountain Valley School District

The Local Control and Accountability Plan (LCAP) is an important component of the Local Control Funding Formula (LCFF). Every school district is required to develop, adopt, and annually update a three-year LCAP that describes goals and specific actions to achieve those goals for all pupils including, low-income students, English learner, and foster youth.   Additionally, the LCAP must address the eight state priority areas and requires the engagement of parents, pupils, District staff and other stakeholders in the planning process.  

2020-21 Local Control Accountability Plan (LCAP)
Fountain Valley School District is in the process of developing the new three-year LCAP that will cover the 2020-21, 2021-22, and 2022-23.  As has been the practice in prior years, FVSD is committed to gathering significant input into the LCAP from a wide variety of stakeholders including parents, community partners, certificated staff, classified staff, and administrative staff.  FVSD has establish and LCAP Leadership team consisting of representatives from each of the aforementioned stakeholder groups that will serve as an advisory committee to district staff throughout the LCAP development process. 
In total, FVSD will host over 25 different LCAP engagement meetings with various stakeholder groups including School Site Site Councils, School Staff, District English Learner Advisory Committee, Superintendent's Parent Council, English Learner Coordinators, and GATE Lead Teacher committees. 
In addition to these meetings, FVSD welcomes input into the LCAP development process through the Local Control Accountability Plan Survey, to which there are links provided below in both English and Vietnamese.  Input gathered through the surveys will be shared with the LCAP Leadership Team at the March 25, 2020 meeting and updated at the May 13, 2020 meeting.  FVSD also welcomes parents, staff, and community members to attend the LCAP Community Forum on March 25, 2020 in the FVSD Board Room at 6:00 p.m.
Important Dates for LCAP Input from the FVSD Community
January 29, 2020 LCAP Leadership Team Meeting #1
March - April 2020 Local Control Accountability Plan Survey available on website
March 5 - 30, 2020 Individual Schools host School Site Council Meetings
March 25, 2020 LCAP Leadership Team Meeting #2
March 25, 2020 LCAP Community Forum - 6:00 p.m. in the FVSD Board Room
May 13, 2020 LCAP Leadership Team Meeting #3
June 11, 2020 Public Hearing on proposed LCAP at FVSD Board Meeting - 6:30 p.m. in FVSD Board Room
June 25, 2020 LCAP considered for approval by FVSD Board of Trustees
A final draft of the 2021-22 Local Control Accountability Plan will be posted on the FVSD Website in May 2020, and will be submitted to the Orange County Department of Education/California Department of Education subsequent to receiving FVSD Board Approval on June 18, 2020. 
2019-20 Local Control Accountability Plan (LCAP) 
2019-20 LCFF Budget Overview for Parents 
2019-20 LCAP Federal Addendum 

What is the Local Control Funding Formula (LCFF)?

California’s 2013-14 Budget Act included landmark legislation that changed the State’s school finance system. The Local Control Funding Formula (LCFF) represents a major shift in how California funds school districts. For nearly 40 years, California has relied on a system that included general purpose funding (known as revenue limits) and more than 50 tightly defined categorical programs. Under LCFF, California funds school districts, charter schools, and county offices of education equally per student with adjustments based on grade levels and demographic characteristics. This includes a provision for supplemental and concentration funds granted to support instruction for English learners, low income students, and foster youth. LCFF replaces complexity in favor of equity, transparency, and performance.
Eight State Priorities
The LCAP must address eight state priorities that have been grouped into three broad categories: a) Conditions of Learning, b) Pupil Outcomes, and c) Parent and Student Engagement.
A. Conditions of Learning:
Basic Conditions: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d).
Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners.
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program.
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable.
C. Parent and Student Engagement:
Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups.
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates.
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness.