About LCAP


    California's New School Finance System
    On July 1, 2013, Governor Jerry Brown signed into law the 2013-14 state budget package and instituted a new Local Control Funding Formula (LCFF) that overhauls how California funds its K-12 schools. 

    An Overview

    Local Control Funding Formula (LCFF)

    The Local Control Funding Formula is a major change to how California has supported local educational agencies. Through the local control funding formula the state is providing new decision making power to local educational agencies to act based on the needs they see for students. In addition, this shifts California from treating funding as an input to support students to a resource that is linked to performance expectations.

    Local Control and Accountability Plan (LCAP)

    Complementing the changes to state funding made by the Local Control Funding Formula is a newly required Local Control and Accountability Plan. The LCAP is LCFF’s vehicle for transparency and engagement. It is the way that LEAs are expected to share performance data, needs, actions, and anticipated outcomes that guide the use of available LCFF funding. LCAPs are three-year plans, updated annually. The LCAP must focus on eight areas identified as California educational priorities as well as the Lakeside Union School District's local priorities.  The eight areas of specified state priorities are intended to encompass the key components of high-quality educational programs.  In formulating the plan, each school district, COE and charter school must engage parents, employees, educators and the community in developing these plans.

    8 Priority Areas
    LCFF identifies eight priority areas that must be addressed in the LCAP

    • Basic Necessities: teachers, instructional materials, facilities
    • Common Core State Standards
    • Parental Involvement
    • Student Achievement: State assessments, API, EL reclassification rates, college preparedness, etc.
    • Student Engagement: attendance, dropout and graduation rates
    • School Climate: suspension and expulsion, parent surveys
    • Access to Courses
    • Other student outcomes in subject areas

      A 35-member group of stakeholder representatives meet to consult in the development of LCAP draft plan.  The plan contains LCAP goals, actions and services.  The group met on April 24, 2015 and May 19, 2015.

      LCFF legislation call for two LCAP parent advisory committees to review and comment on the district's plan. An existing parent advisory committee on English learners, such as DELAC, can serve as one of the LCAP parent advisory.  The other parent advisory committee must include parents or legal guardians of students who are low-income, English Learners and children in the foster care system.

      DAC – District Advisory Committee

      The DAC is comprised of a representative of each of the School Site Councils or School Advisory Committees in the district.  It advises the district/Board of Trustees on the programs of the district.  It reviews expenditure and accountability reports on the use of the LCFF funds for the district.

      DELAC- District English Learner Advisory Committee
      The District English Learner Advisory Committee advises the district on English learners. It reviews expenditure and accountability reports on the use of LCFF funds for English Learners.  As one of two LCAP parent advisory committees, DELAC reviews and comments on the draft LCAP and its annual updates






      AMAO:                     Annual Measurable Achievement Objective

      CELDT:                      California English Language Development Test

      DELAC:                      District English learner advisory committee

      EL:                              English Learner

      ELD:                           English language development

      ELAC:                         (School site) English learner advisory committee

      FEP:                           Fluent-English proficient

      I-FEP:                        Initial fluent-English proficient

      LEP:                            Limited-English proficient

      R-FEP:                       Redesignated fluent-English proficient


      Who is identified as an EL?

               An EL is a K-12 student who, based on objective assessment, has not developed listening, speaking, reading, and writing proficiencies in English sufficient for participation in the regular school program. These students are sometimes referred to as Limited English Proficient (LEP). The process for identification is described in the California English Language Development Test (CELDT) Assistance Packet for School Districts at http://www.cde.ca.gov/ta/tg/el/resources.asp.


      What are the ELD standards?

      The English-language Development Standards are designed to supplement the English-language arts content standards to ensure that LEP students (now called ELs in California) develop proficiency in both the English language and the concepts and skills contained in the English-language arts content standards. The standards are designed to assist teachers in moving ELs to fluency in English and proficiency in the English-language arts content standards. The ELD standards were also used to develop the CELDT. The ELD standards can be downloaded at http://www.cde.ca.gov/ta/tg/el/admin.asp.


      How long must districts provide services to ELs?

                        School districts are required to continue to provide additional and appropriate educational services to English learners until they have demonstrated English-language skills comparable to that of the district’s average native English-language speakers and have recouped any academic deficits which may have been incurred in other areas of the core curriculum (CCR, Title 5, section 11302). Services must continue until ELs meet objective reclassification


      What are Title III Accountability Measures?

      Title III requires that states hold Title III subgrantees accountable for meeting three annual measurable achievement objectives (AMAOs) for English learners. The first AMAO relates to making annual progress on the CELDT, the second relates to attaining English proficiency on the CELDT, and the third AMAO relates to meeting Adequate Yearly Progress (AYP) by the English Learner subgroup at the LEA level.

      criteria (EC 313). This means that EL students must be provided with ELD and SDAIE, as needed, and/or primary language instruction until they are redesignated as fluent English proficient (FEP).