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.
For the 2019-20 LCAP year, there is an additional requirement to provide an “LCAP Budget Overview for Parents” that is intended to provide even clearer communication about district expenditures. If you have questions regarding the Local Control Accountability Plan, please contact Dr. Jerry Gargus at firstname.lastname@example.org.
2019-20 Local Control Accountability Plan (LCAP)
2019-20 LCFF Budget Overview for Parents
2019-20 LCAP Federal Addendum
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.