The 2013-14 Budget Act introduced the Local Control Funding Formula (LCFF), dramatically reforming California’s educational funding system. The goal of the LCFF is to significantly simplify how state funding is provided to school districts. Under the new funding system, revenue limits and most state categorical programs are eliminated. Instead, the LCFF provides districts with base grants depending on their enrollment counts in specific grade-spans. Supplemental and concentration grants are also awarded for the numbers of English Learners, foster youth, and students eligible for free and reduced-price meals enrolled in the district. Supplemental and concentration funds are to be used to increase and improve services and outcomes for these targeted student populations.
Additionally, the LCFF institutes a change in a school district’s accountability for funding, as it requires that the district create, with input from all of the educational stakeholders, a three-year Local Control Accountability Plan (LCAP). The LCAP is a plan of action to raise the academic performance of all students through transparency and equity. The LCAP must be developed to include goals aligned with state and local priorities, specific actions aligned to meet those specific goals, and a budget aligned to fund those specific actions. The LCAP must also include annual updates that focus on services and outcomes for all students, with emphasis on those targeting the specific populations of English Learners, foster youth, and low income students.
The LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. The LCAP provides an opportunity for local educational agencies (LEAs) to share their stories of how, what, and why programs and services are selected to meet their local needs.
The LCAP Federal Addendum is meant to supplement the LCAP to ensure that eligible LEAs have the opportunity to meet the Local Educational Agency (LEA) Plan provisions of ESSA. California's ESSA State Plan significantly shifts the state's approach to the utilization of federal resources in support of underserved student groups. This LCAP Federal Addendum provides LEAs with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students.
The Expanded Learning Opportunities Program (ELO-P) plan is the result of the 2021–22 Budget Act and Assembly Bill (AB) 130, as amended by AB 167. Expanded learning means before school, after school, summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning experiences. It is the intent of the Legislature that expanded learning programs are pupil-centered, results-driven, include community partners, and complement, but do not replicate, learning activities during the regular school day and school year.
Program requirements include providing no less than nine hours a day of programming when combined with in-person instructional time on all school days and nine hours a day of programming during 30 intersession days. Program standards are to be aligned with the After School Education & Safety (ASES) program, including educational enrichment and literacy activities, snacks/meals, a program plan with training, integration with the school day and other opportunities, community collaboration, physical activity, fiscal accountability, and data collection to support the quality improvement process that is reviewed every three years.
School districts that receive Elementary and Secondary School Emergency Relief (ESSER) funds under the American Rescue Plan Act, referred to as ESSER III funds, are required to develop a plan for how they will use their ESSER III funds. This plan explains how the funds are being used.