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Dublin Unified

School District

    2013-2014 LCAP SUMMARY
    The Dublin Unified School District's increase in LCAP funds was $840,911. With our supplemental funds, we increased our ELL staffing by 3 teachers at a cost of $235,253 to better support our English Language Learners and Re-designated Fluent English Proficient students. Also, we used supplemental funds to increase our counselor support in elementary and secondary for a cost of $350,921. We determined that across the district, we would provide $700,000 for increased intervention sections at our high school and increased site-based intervention funds for students of low-income families, foster youth students, and other underachieving subgroups.
    We also determined that we would use our funds to add instructional coaches to increase achievement for all students who are underachieving. Included in this expense are 2 literacy coaches at $180,614, two math coaches at $180,614 and an RTI Coordinator at the middle school for $89,187. These new added services total at $1,736,589 which is well above the $840,911 we received for our supplemental funds. Our past substantial gains in student achievement on indicators such as CSTs, API, ACT, SAT and EAP for all subgroups has demonstrated the effectiveness of our program recommendations for district-wide programs as well as for specific programs for each school site.
    In summary, these additional support systems will assist our students from low-income, foster youth, English learners, Re-designated Fluent English Proficient students and all at-risk students. 
    The 2013-14 State budget made major changes both to the way the State allocates funding to school districts and charter schools, and the way the state supports and intervenes in under-performing schools. For school districts and charter schools, the Local Control Funding Formula (LCFF) creates base, supplemental, and concentration grants in place of most previously existing K–12 funding streams, thus eliminating revenue limits and approximately three-quarters of state categorical programs. This will result in more flexibility for school leaders, with the assistance from parents and other local stakeholders, to determine the local academic priorities and how the state funding will be used to improve student achievement so that they graduate from high school and are college and career ready.
    Besides embracing local control and local accountability, LCFF also emphasizes equity and provides additional funding for targeted disadvantaged students: English learners, eligible to receive a free or reduced-price meal or foster youth. Districts and charter schools with these student populations will receive a supplemental grant equal to 20 percent of the base grant for each eligible student, and a concentration grant equal to 50 percent of the base grant for targeted students exceeding 55 percent of a school district’s or charter school’s total student enrollment.
    Until full implementation of LCFF in 2020-21, school districts and charter schools will receive roughly the same amount of funding they received in 2012–13 plus an additional amount each year to close the gap between current funding levels and the new LCFF target levels. The State budget projects the time frame for full implementation of the LCFF to be eight years.

    The LCAP is an important instrument for measuring our progress as a high-performing school district, and we want to illuminate this process as Dublin prepares to meet new state requirements.
    The LCAP is a requirement of the changes to state funding made by the Local Control Funding Formula (LCFF). The LCFF is the state’s new funding formula for education that provides decision-making power to local education agencies, empowering districts to act based on the needs they see for their students.
    In simplest terms, the LCAP is LCFF’s vehicle for transparency and engagement. It is the way that school districts are expected to share performance data, needs, actions, and anticipated outcomes that guide the use of available LCFF funding.

    In Dublin, we are already well on our way toward establishing a strong, vital and comprehensive LCAP thanks to the thorough work we’ve being doing on our own Strategic Plan, called “Vision 20/20”.

    “This is nothing new for us,” Superintendent Stephen Hanke said. “The LCAP doesn’t change our direction. We are positioned to be very successful with the LCAP because of the Strategic Plan that is already in place.”

    Hanke called Dublin’s “Vision 20/20”, “The best alignment of budget with our goals that we’ve ever had.”

    The process of establishing an LCAP for Dublin begins with the formation of a Core LCAP Planning Team, a group of senior cabinet members who have already begun work on the areas required by the state for reporting and accountability.

    The members of the Core LCAP Planning Team will lead advisory groups in eight required areas, groups that will encompass representation of stakeholders around the district including: parents from a variety of defined sub-groups including African-American students, Hispanic students, English-language learners and socioeconomically disadvantaged students as well as representatives of our employees associations (DTA and CSEA), students from Dublin High School, administrators from Dublin elementary, middle and high schools, counselors, as well as representatives from the City of Dublin.

    These advisory groups will provide input in the development of a plan and the funding that goes with the plan. LCAP plans must be approved by the Board of Trustees and the County Office of Education. The plan is then submitted to the State.

    We await more details from the California Department of Education on the LCAP process and will be passing along more information as the year progresses. We are proud to say that we are prepared to respond to these big changes with a sense of purposes and determination, based on the great work we have already done here in Dublin.