Local Control
Local Control Formula Funding (LCFF)
Local Control Formula Funding (LCFF)
A few years ago, California launched the most drastic change to school funding in 40 years, using a new formula designed to give district’s more local control over spending and to push districts to better prepare students for college and careers. This new funding model was called the Local Control Funding Formula (or LCFF). This change was touted as one of the most significant California education reforms of this generation. LCFF requires all districts and independent charter schools to focus on eight (8) identified areas for state priority and to look at success through a different lens. In each of the 8 state priority areas, districts and independent charter schools need to analyze data and take actions to support the success of different ethnic/racial sub-groups as well as English Learners, students with disabilities and socioeconomically disadvantaged students. With this change, Susanville School District works with stakeholder groups to ensure that our district vision is in strong alignment with the new LCFF priorities. Over the course of the year we will engage parents and staff in the efforts needed for implementation of LCFF.
Local Control Accountability Plan (LCAP)
Local Control Accountability Plan (LCAP)
Districts Must Set Annual LCAP Goals in Eight Specified Areas. These eight areas of specified state priorities are intended to encompass the key ingredients of high–quality educational programs:
Priority One: Basic Services- Facilities in good repair; student access to standards-aligned instructional materials; teachers properly assigned per teaching credentials.
Priority Two: Implementation of State Standards- Implementation of Common Core State Standards (CCSS) for all students, including English Learners.
Priority Three: Parent Involvement- Efforts to seek parent input; promotion of parental participation.
Priority Four: Pupil Achievement- Performance on standardized tests; API score; college and career readiness; English proficiency for English Learners; English Learner reclassification rates.
Priority Five; Pupil Engagement- School attendance rates; dropout rates; chronic absenteeism.
Priority Six: School Climate- Student suspension rates; expulsion rates; school climate surveys.
Priority Seven: Course Access- Student access and enrollment in all required areas of study, including students from all sub-groups.
Priority Eight: Other Pupil Outcomes- Other indicators of student performance using local benchmarks and localized testing.
The plans must include both district–wide goals and goals for each numerically significant student subgroup in the district. To be numerically significant, a district must have at least 30 students in a subgroup, with the exception of foster youth, for which districts must have at least 15 students. In addition to specified state priorities, districts’ LCAPs can include annual goals in self–selected areas of local priority. Each districts’ LCAP will be reviewed and approved by their County Office of Education on an annual basis.
Priority One: Basic Services- Facilities in good repair; student access to standards-aligned instructional materials; teachers properly assigned per teaching credentials.
Priority Two: Implementation of State Standards- Implementation of Common Core State Standards (CCSS) for all students, including English Learners.
Priority Three: Parent Involvement- Efforts to seek parent input; promotion of parental participation.
Priority Four: Pupil Achievement- Performance on standardized tests; API score; college and career readiness; English proficiency for English Learners; English Learner reclassification rates.
Priority Five; Pupil Engagement- School attendance rates; dropout rates; chronic absenteeism.
Priority Six: School Climate- Student suspension rates; expulsion rates; school climate surveys.
Priority Seven: Course Access- Student access and enrollment in all required areas of study, including students from all sub-groups.
Priority Eight: Other Pupil Outcomes- Other indicators of student performance using local benchmarks and localized testing.
The plans must include both district–wide goals and goals for each numerically significant student subgroup in the district. To be numerically significant, a district must have at least 30 students in a subgroup, with the exception of foster youth, for which districts must have at least 15 students. In addition to specified state priorities, districts’ LCAPs can include annual goals in self–selected areas of local priority. Each districts’ LCAP will be reviewed and approved by their County Office of Education on an annual basis.
Please visit this page often to find news and updates concerning the Districts’ local plan and to provide input with surveys that we will use to gather information from our community. Agenda's for stakeholder meetings during the 2020-2021 School Year will be posted here: