LCFF/LCAP

 
 
 

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 LCFF Budget Overview for Parents
 

As part of the Local Control Funding Formula, every school district in California is typically required to develop and adopt a Local Control Accountability Plan (LCAP), including a Budget Overview for Parents.  As a result of the COVID-19 pandemic, Governor Newsom issued Executive Order N-56-20 on April 22, 2020, waiving the requirement for Districts to to develop and adopt a complete LCAP for the 2020-21 school year. 

However, Executive Order N-56-20 also stipulated that school districts are still required to develop a Budget Overview for Parents, and adopt the 2020-21 LCFF Budget Overview for Parents in conjunction with the First Interim Report by December 15, 2020.  The FVSD Board of Trustees adopted the 2020-21 LCFF Budget Overview for Parents during the December 10, 2020 Board Meeting.  The purpose of the Budget Overview for Parents is to help simplify the complex information related to the District’s budget.The 2020-21 LCFF Budget Overview for Parents is provided below:  

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 2021-22, 2022-23, and 2023-24 school years.  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 will be links provided in mid-February 2021 (English and Vietnamese).  Input gathered through the surveys will be shared with the LCAP Leadership Team at the March 23, 2021 meeting.  FVSD also welcomes parents, staff, and community members to attend the LCAP Community Forum which will be conducted virtually on March 24, 2021. 
 
Important Dates for LCAP Input from the FVSD Community
January 26, 2021 LCAP Leadership Team Meeting #1
February 2021 Local Control Accountability Plan Survey available on website
February/March 2021 Individual Schools host School Site Council Meetings
March 23, 2021 LCAP Leadership Team Meeting #2
March 24, 2021 LCAP Community Forum - 6:00 p.m. in the FVSD Board Room
May 11, 2021 LCAP Leadership Team Meeting #3
June 10, 2021 Public Hearing on proposed LCAP at FVSD Board Meeting - 6:30 p.m. in FVSD Board Room
June 24, 2021 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 2021, and will be submitted to the Orange County Department of Education/California Department of Education subsequent to receiving FVSD Board Approval in June 24, 2021. 
 
 
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.