LCFF Frequently Asked QuestionsFrequently asked questions and answers regarding the Local Control Funding Formula (LCFF).
- LCFF Funding
- Financial Accounting
- Local Control and Accountability Plans
- Unduplicated Pupils and California Longitudinal Pupil Achievement Data System
- Free and Reduced-Price Meal (FRPM) Income Eligibility Under the LCFF
- Unduplicated Pupils at Schools with Provision 2 and 3 or Community Eligibility Provision (CEP) Status
- Unduplicated Students
- Categorical Programs
- Necessary Small Schools
- Home-to-School Transportation
- Parent and Community Engagement
- LCFF Funding for County Offices of Education (COEs)
- Charter Schools
- K–3 Grade Span Adjustment
- California Collaborative for Educational Excellence
How is the LCFF different from what was in place under revenue limits? (Revised 04-Dec-2015)
One of the goals of the LCFF is to simplify how state funding is provided to local educational agencies (LEAs). Under the old funding system, each school district was funded based on a unique revenue limit, multiplied by its average daily attendance (ADA). In addition, districts received restricted funding for over 50 categorical programs which were designed to provide targeted services based on the demographics and needs of the students in each district.
Under the LCFF funding system, revenue limits and most state categorical programs have been eliminated. The LCFF creates funding targets based on student characteristics and provides greater flexibility to use these funds to improve student outcomes. For school districts and charter schools, the LCFF funding targets consist of grade span-specific base grants plus supplemental and concentration grants that are calculated based on student demographic factors. For county offices of education (COEs), the LCFF funding targets consist of an amount for COE oversight activities and instructional programs.
When will the LCFF be fully implemented? (Revised 24-Apr-2023)
Implementation of the LCFF began in 2013–14. Based on then-current Proposition 98 growth projections the state Department of Finance (DOF) estimated that full funding levels for school districts and charter schools under the LCFF would be fully implemented in eight years or in fiscal year 2020–21. However, the 2018–19 Budget Act fully funded the remaining LCFF gap, bringing all school districts and charter schools to their LCFF Target level. As a result, 2019–20 was the first year of full implementation for the school district and charter school LCFF.
Full implementation for COEs was initially estimated to take two years. As of 2014–15, all 58 COEs were funded at or above (hold harmless) their calculated LCFF Target.
How are LCFF entitlements calculated for school districts and charter schools? (Revised 23-Apr-2023)
Funding entitlements under the LCFF consist of:
- Grade span-specific base grants based on ADA, that reflect adjustments for grades K–3 class sizes and grades 9–12 (school districts with qualifying schools may receive a necessary small school (NSS) allowance in lieu of the base grants);
- Supplemental grants equal to 20 percent of the adjusted base grants multiplied by the LEA’s unduplicated percentage of English learners, income eligible for free or reduced-price meals, and foster youth pupils;
- Concentration grants equal to 65 percent of the adjusted base grants multiplied by an LEA’s percentage of unduplicated pupils above 55 percent;
- Two add-ons equal to the amounts school districts received in 2012–13 for the Targeted Instructional Improvement Block Grant and Home-to-School Transportation programs;
- An Economic Recovery Target add-on; and
- Beginning in 2022–23, an add-on for current year Transitional Kindergarten ADA.
- Base, supplemental, and concentration grants, as well as necessary small school allowances, receive cost-of-living adjustments as provided through the annual budget. Beginning in 2023–24, transportation related add-ons and the Transitional Kindergarten add-on will also receive cost-of-living adjustments.
How were funding levels calculated for school districts and charter schools during the LCFF phase-in period? (Revised 24-Apr-2023)
In general, the calculation of LCFF funding throughout the phase-in period was based on an LEA’s prior year funding (floor) as well as its LCFF target amount.
For school districts and charter schools, the floor consisted of 2012–13 deficited school district revenue limit funding including basic aid fair share reductions, or charter school general purpose block grant funding, divided by 2012–13 ADA, and then multiplied by current year ADA. For school districts with qualifying schools, NSS ADA was funded in accordance with 2012–13 deficited NSS allowances in lieu of revenue limit funding. Added to that floor was the sum of any applicable categorical program funding. For school districts, the categorical funding was a lump sum amount that was based on what the district received from 50-plus categorical programs in 2012–13 (see FAQ titled Categorical Programs for a list of the programs subsumed into LCFF). For charter schools, the categoricals were based primarily on what was received from the categorical block grant in 2012–13, adjusted for current year ADA, plus a lump sum for any categoricals included in LCFF that were received outside of the 2012–13 categorical block grant.
LCFF transition funding during the phase-in period was based on the difference between each school district and charter school’s floor and its new LCFF target; this difference was called the need. The floor calculation included any prior year gap funding, converted to a per-ADA value that was then applied to current year ADA. Every school district and charter school that was not already funded based on its target received a percentage of its need, based on how much was appropriated in the state budget each fiscal year for this purpose. This additional funding was called gap funding. An LEA's funding amount during the phase-in period was then based on a recalculation of its LCFF target and its floor, with gap funding added to the floor to arrive at the total transition entitlement for that year.
What is Economic Recovery Target funding and how can I get it? (Revised 24-Apr-2023)
An Economic Recovery Target (ERT) entitlement was based on the difference between the amount a school district or charter school would have received under the old funding system and the estimated amount it would receive for LCFF funding in 2020–21, based on certain criteria. To determine this difference, assumptions for the old funding system included:
- 2012–13 undeficited revenue limits, or block grant funding for charter schools, with cost-of-living adjustments of 1.57 percent in 2013–14 and 1.94 percent each year from 2014–15 through 2020–21; and
- Categorical program funding levels restored to the pre-recession level.
Only school districts and charter schools that were at, or below, the 90th percentile of per-pupil funding rates of school districts under the old funding system as determined at the 2013–14 P-2 certification, were eligible for ERT payments. An LEA eligible to receive ERT payments received one-eighth of its payment in 2013–14, two-eighths of its payment in 2014–15, and so on. With full implementation of the LCFF in 2019–20, the ERT became a permanent add-on to the LEA’s LCFF entitlement. ERT funding was calculated in 2013–14 and funding eligibility is closed to new participants.
How are funds apportioned under LCFF? (Revised 24-Apr-2023)
LCFF is funded through a combination of local property taxes and state aid funding from the State School Fund and Education Protection Account (EPA). LCFF state aid is distributed through the Principal Apportionment. For information on the Principal Apportionment, including the Principal Apportionment payment schedule, go to the Principal Apportionment web page.
In the standardized account code structure (SACS), is the LCFF funding accounted for as an unrestricted resource? (Revised 17-May-2023)
All LCFF funding is accounted for as an unrestricted resource.
How can expenditures be coded to address LCFF state priorities? (Revised 17-May-2023)
Funding is provided in an unrestricted resource code. LEAs may define local codes to track expenditures if they wish.
Does the LCFF result in any modification or elimination of the “Minimum Classroom Compensation” requirements of California Education Code (EC) Section 41372? (Revised 17-May-2023)
Will the recommended level for the reserve for economic uncertainties be increased? (Revised 17-May-2023)
The regulations regarding the recommended reserve for economic uncertainties remain in place under the LCFF. For more information about the reserve for economic uncertainties, please review the California Code of Regulations Title 5 (5 CCR) Section 15450 .
What is the Local Control and Accountability Plan (LCAP)? (Revised 08-Jan-2018)
The LCAP is intended as a comprehensive planning tool to support student outcomes and is an important component of the LCFF. Under the LCFF, all LEAs including school districts, COEs, and charter schools are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC sections 52060(d), 52066(d), and 47605.
For additional questions related to charter schools, see below.
What does it mean to adhere to the State Board of Education (SBE)-adopted template? (Revised 08-Jan-2018)
The Local Control and Accountability Plan and the Annual Update (LCAP) must be completed in conformance with the SBE-approved template (EC sections 47606.5, 52060, 52061, 52064, 52066 and 52067; and 5 CCR sections 15494–15497). The template may not be materially altered. The template allows for an LEA to resize pages, attach additional pages, and duplicate and expand fields as necessary in order to facilitate the completion of the LCAP. Minor variations in spacing, font size, margins, row heights or column widths are not considered material changes. The LCAP template is available on the California Department of Education’s (CDE’s) LCAP web page.
Must school districts and COEs address all state priorities in each year or over the three year period? (Revised 08-Jan-2018)
All state priorities must be addressed in each year of the LCAP. EC sections 52060 and 52066 specify that the LCAP must include a description of the annual goals to be achieved for all students and each student group (as identified in EC Section 52052) for each state priority as applicable to the type of LEA. A goal may address multiple priorities. Further, an LEA may include additional local priorities. Goals in the aggregate must address each of the state priorities and any additional local priorities. Also, as referenced in the LCAP instructions, each goal must identify the state and/or local priorities addressed by the goal.
How does a goal “address” a state priority? (Revised 08-Jan-2018)
A goal addresses a state priority if one or more of the expected annual measurable outcomes in the goal table uses one or more of the applicable required metrics for that priority (e.g. high school graduation rate for the pupil engagement priority).
As explained in the previous question, the LCAP must include a description of the annual goals for all students and each student group to be achieved for each state priority as applicable to the type of LEA.
Does an LCAP need to address each state priority equally? (Revised 08-Jan-2018)
No. While the LCAP must include annual goals to be achieved for each state priority, an LEA may choose to focus its LCAP on a specific subset of the state priorities and any local priorities. An LEA does not need to address each priority equally in terms of number of related goals, planned actions/services or expenditures. For example, a district governing board might adopt an LCAP goal that addresses three state priorities and describes a limited number of planned actions/services and expenditures to achieve the goal, and adopt another LCAP goal that addresses only one priority yet describes a much greater number of planned actions/services and expenditures to achieve that goal.
What State Standards must the LCAP address as part of Priority 2? (Revised 08-Jan-2018)
The LCAP must include goals and related actions/services that address implementation of the academic content and performance standards adopted by the SBE. The content standards adopted by the SBE are listed below:
- English Language Arts – Common Core State Standards for English Language Arts
- Mathematics – Common Core State Standards for Mathematics
- English Language Development
- Career Technical Education
- Health Education Content Standards
- History-Social Science
- Model School Library Standards
- Physical Education Model Content Standards
- Next Generation Science Standards
- Visual and Performing Arts
- World Language
The list of the standards may also be accessed at the CDE's Content Standards web page.
Further, Priority 2 requires the description of how programs and services will enable English Learners to access the English-Language Arts (PDF) and Mathematics (PDF) Common Core academic standards adopted pursuant to EC Section 60605.8 and the English Language Development standards adopted pursuant to EC Section 60811 for purposes of gaining academic content knowledge and English language proficiency.
Is there a requirement to include any specific amount of the funds apportioned to an LEA on the basis of its number and concentration of unduplicated pupils as Budget Expenditures in the Actions/Services section of the LEA’s LCAP? (Posted 08-Jan-2018)
No. Regulation states that funds apportioned on the basis of the number and concentration of unduplicated pupils shall be used to increase services (grow services in quantity) or improve services (grow services in quality) for unduplicated pupils compared to services provided to all students in the in proportion to the increase in funds apportioned on that basis (5 CCR sections 15495[k] and [l]; 15496[a]). As such, there is not a spending requirement. Although an LEA may choose to track LCFF funds as “Base,” “Supplemental” or “Concentration” grant funds at the local level, they are not required to do so. An LEA may choose to simply identify a fund source for Budgeted Expenditures to implement an action/service as LCFF funded. However, the LEA’s LCAP must demonstrate how it will meet the requirements to proportionally increase or improve service for its unduplicated pupils. This demonstration must include the required justifications for actions/services provided on a districtwide, schoolwide, countywide or charter wide (“wide”) basis (5 CCR Section 15496[b]).
When an LEA provides actions/services on a “wide” basis, how does an LEA demonstrate that an action/service is “principally directed towards and effective in meeting the LEA’s goals for unduplicated pupils? (Posted 08-Jan-2018)
Generally, an LEA may demonstrate how an action/service is principally directed towards and effective in meeting the LEA’s goals for unduplicated pupils when the LEA explains how:
- It considers the needs, conditions, or circumstances of its unduplicated pupils;
- The service, or aspect(s) of the action/service (including, for example, its design, content, methods, or location), is based on these considerations; and
- The action/service is intended to help achieve an expected measurable outcome of the associated goal.
When an LEA includes this demonstration in its LCAP, other students in the LEA may also receive and/or benefit from an action/service without affecting the service being considered as principally directed towards and effective in meeting the LEA’s goals for unduplicated pupils.
May a school district or county office of education make changes to its Local Control and Accountability Plan and Annual Update (LCAP) subsequent to the local governing board adopting it? (Reviewed 08-Jan-2018)
Yes. There are two possible processes for making changes to an LCAP: revising an LCAP during the period it is in effect, and amending an LCAP during the review and approval process.
During the period the LCAP is in effect, which is after it is approved by the county superintendent of schools or the Superintendent of Public Instruction (SPI), the local governing board may adopt revisions if it follows the same process it used for adopting the LCAP initially (specifically the steps set forth in EC Section 52062 or EC Section 52068) and adopts the revisions in a public meeting. The revised LCAP would then need to be approved by the county superintendent of schools or the SPI as appropriate.
Alternatively, a district governing board may amend an adopted LCAP without going through the steps in EC Section 52062 or EC Section 52068 if the amendments are made in response to requests for clarification and/or recommendations for amendments from the local county superintendent of schools or the SPI during the LCAP review and approval process. Additionally, EC sections 52070 and 52070.5 provide
s that on or before August 15th of each year, a county superintendent of schools or the SPI may seek clarification, in writing, from the local governing board about the contents of the LCAP, to which the local governing board must respond, in writing, within 15 days. Within 15 days of receiving a response, the county superintendent of schools or the SPI may submit recommendations, in writing, for amendments to the LCAP. The local governing board must then consider the written recommendations in a public meeting within 15 days of receipt.
What are the requirements for the mid-year update to the LCAP? (Added Oct-2023)
All charter schools, school districts, and county offices of education are required to present a report on the annual update to the LCAP and the LCFF Budget Overview for Parents on or before February 28 of each year at a regularly scheduled meeting of the governing board or body of the LEA.
The mid-year report must include the following:
- all available mid-year outcome data related to metrics identified in the current year's LCAP, and
- all available mid-year expenditure and implementation data on all actions identified in the current year’s LCAP. (EC sections 47606.5, 52062, and 52068)
Is there a required template for the mid-year update? (Added Oct-2023)
No, there is no requirement for LEAs to use any particular template. It is up to the LEA to determine how to present and report the required information to their local governing board or body.
Will the mid-year update report be included in the LCAP? (Added Oct-2023)
No, the mid-year update will not be included in the LCAP; however, the information presented may inform the development of the following year’s LCAP.
Will the California Longitudinal Pupil Achievement Data System (CALPADS) data collection processes change under the LCFF? (Revised 04-Dec-2015)
No, data collection processes will not change. However, the CDE has added several new reports to allow LEAs to view their reported enrollment and unduplicated pupil counts that will be used in your LCFF funding calculations. See following questions for descriptions of the new reports.
How are “unduplicated pupils” defined for purposes of calculating supplemental and concentration grant amounts? (Revised 04-Dec-2015)
Supplemental and concentration grant amounts are calculated based on the percentage of “unduplicated pupils” enrolled in the LEA on Census Day (first Wednesday in October) as certified for Fall 1. The percentage equals:
- Unduplicated count of pupils who (1) are English learners, (2) meet income or categorical eligibility requirements for free or reduced-price meals under the National School Lunch Program, or (3) are foster youth. “Unduplicated count” means that each pupil is counted only once even if the pupil meets more than one of these criteria (EC sections 2574[b] and 42238.02[b]).
- Divided by total enrollment in the LEA (EC sections 2574[b] and 42238.02[b]).
What data will be used to determine the unduplicated student count? (Revised 04-Dec-2015)
Enrollment and other demographic data submitted by local educational agencies (LEAs) to CALPADS are used as the starting point for calculating the unduplicated student count. CALPADS Certification Report 1.17 – Free or Reduced Price Meals (FRPM)/English Learner/Foster Youth – Count, displays the counts of students by category and provides an unduplicated total. LEAs may use CALPADS Report 1.18 – FRPM/English Learner/Foster Youth – Student List to review the students included in report 1.17. LEAs are required to certify report 1.17 during the CALPADS Fall 1 submission.
In order to be counted in report 1.17 a student must have an open primary or short-term enrollment in CALPADS over Census Day (the first Wednesday in October) and meet one or more of the following criteria:
- Have a program record with an education program code of Homeless (191), Migrant (135), Free Meal Program (181), or Reduced-Price Meal Program (182), that is open over Census Day
- Have an English Language Acquisition Status (ELAS) of “English learner” (EL) that is effective over Census Day
- Be directly certified in July through November as being eligible for free meals based on a statewide match conducted by CALPADS
- Be identified as a foster youth based on a statewide match conducted by CALPADS
- Be identified as a foster youth through a local data matching process and submitted to and validated by CALPADS
LEAs do not need to submit information to CALPADS for students identified in statewide matches to be included in report 1.17.
CALPADS Report 1.19 is used by COEs and charter schools operating county programs to report the transfer of students that are served by the county but funded through the district (or served by the charter but funded through the county). These counts are then transferred to the appropriate LEA for purposes of LCFF funding calculations.
What is the role of county offices of education (COEs) in reviewing data on unduplicated students? (Posted 08-July-2014)
EC Section 42238.02(b)(3)(A) requires COEs to “review and validate certified aggregate English learner, foster youth, and free or reduced-price meal eligible pupil data for school districts and charter schools under its jurisdiction to ensure the data is reported accurately.”
To assist COEs to meet this requirement, CALPADS includes a County/LEA Authorizing Report, Report C/A 1.17 – C/A FRPM/English Learner/Foster Youth Counts. This report displays, for the school districts and charter schools in the COE’s jurisdiction, the certified counts of unduplicated students by LEA and schools within the LEA. COEs should review this report for reasonableness and communicate any potential issues to the school district or charter school during the CALPADS Fall 1 amendment window. COEs may want to judge reasonableness based on prior year data. COEs are not required to certify this report.
To access this report, the CALPADS LEA Administrator for the COE must:
- Create a new account with specific roles or add specific roles to the existing account as follows:
- County Role
- Free Reduced Lunch
- Log into CALPADS with appropriate account
- Navigate to the Reports tab and select the County/LEA Authorizing Reports
- Select Report C/A 1.17 – C/A FRPM/English Learner/Foster Youth – Count
Will any adjustments be applied to the unduplicated student count certified in Fall 1 prior to use in LCFF calculations? (Revised 04-Dec-2015)
The data from CALPADS Certification Report 1.17, FRPM/English Learner/Foster Youth – Count are the starting point for the LCFF supplemental and concentration grant calculations. Adjustments are made to the counts certified in the 1.17 CALPADS report based on data submitted by COEs in the 1.19 CALPADS report. Students served by the COE or a county program charter that are on probation, probation referred, expelled pursuant to EC Section 48915 (a) or (c), or in juvenile court schools, are attributed to the COE. All other students are attributed to their district of residence or the county program charter. Additional adjustments may be made as a result of audit findings reported to the CDE.
Is the calculation of the “unduplicated pupils” percentage based on annual or a multi-year average of data? (Revised 04-Dec-2015)
The LCFF calculation uses a three-year average based on the current year and two prior years. However, for the first year of implementation (2013–14), it will be based on one year of data only. In 2014–15 it will be based on two years of data. In the 2014–15 and 2015–16 calculations, pursuant to EC sections 2574(b)(1)(D) and 42238.02(b)(5)(D), the 2014–15 unduplicated percentage will be used in place of the 2013–14 unduplicated percentage if the 2014–15 unduplicated percentage is higher.
Which students are “eligible for free or reduced-price meals” under the LCFF? (Updated Apr-2022)
Any student who meets the federal income eligibility criteria or is deemed to be categorically eligible for FRPM under the National School Lunch Program (NSLP) will be counted as FRPM-eligible. Except for directly certified and foster students identified through a statewide match, LEAs must submit the appropriate student program (SPRG) records to CALPADS in order for the students to be counted as FRPM-eligible. Based on these criteria, the following students are considered FRPM-eligible:
- Students meeting NSLP income criteria as documented by an NSLP application form on file (code 181—free meal or 182—reduced-price meal).
- Students identified by the LEA to meet the same household income eligibility criteria required by the NSLP as documented on an alternative income form (program code 181—free meal or 182—reduced-price meal).
- Students categorically eligible for FRPM, including:
- Migrant students (program code 135)
- Homeless students (program code 191)
- Foster students identified through a statewide match with California Department of Social Services foster data (program code not needed)
- Students participating in the Food Distribution Program on Indian Reservations (FDPIR) (program code 181—free meal)
- Students directly certified as eligible for free meals based on the CALPADS state-administered automatic match with California’s CalFresh (formerly Food Stamp) and CalWORKs eligibility data (program code not needed).
- Students directly certified as eligible for free meals based on a match conducted by an LEA and its county welfare department of student enrollment and CalFresh and CalWORKs eligibility data (program code 181—free meal).
It is important to note that LEAs may not collect NSLP applications for students enrolled in schools with Provision 2 or 3 status in non-base years or Community Eligibility Provision (CEP) at any time. However, students enrolled in Provision 2 or 3 or CEP schools may qualify as FRPM-eligible for LCFF purposes through the direct certification process: based on their migrant, homeless, or foster status; or by a local process, such as collection of an alternative income form to establish that the student’s household meets the income eligibility criteria required by the NSLP.
What is the timeline for determining income eligibility for free or reduced-price meals to qualify for LCFF? (Updated Apr-2022)
Eligibility based on an NSLP application or alternative income form. To be included in the LCFF unduplicated student count, an NSLP application or alternative income form must be submitted by students to their schools by October 31 of the school year. For example, a student who submits an application on October 31, 2022 may be included in the 2022–23 LCFF unduplicated student count, if found to be eligible for FRPM. Applications submitted by October 31 may be processed and approved by the LEA after October 31 and students found to be eligible may be included in that year. Although students may be considered eligible for free/reduced price lunch programs in the first 30 days of a school year based on the prior year’s eligibility, students may not be coded as FRPM-eligible based on this 30-day eligibility window.
LEAs may begin to collect alternative income forms for the next school year during the preceding spring, to allow LEAs to incorporate the submission into the registration process, provided the USDA income eligibility guidelines are available. Since the forms reflect students’ income status for the next school year, and since CALPADS automatically closes all FRPM program records (181, 182) at the end of the school year, eligibility based on forms collected during the spring of the previous school year, must have a corresponding FRPM record submitted to CALPADS with a start date of July 1 or after.
For these students to be included in the unduplicated count, LEAs must submit an open program record with a Free Meal program code of 181 or a Reduced-Price Meal program code of 182 with a start date from July 1st through October 31st. LEAs may update CALPADS with FRPM program records until the close of the CALPADS Fall 1 amendment window, which is generally in late January or early February. (Specific dates are posted on the CALPADS web page.)
LEAs are required to verify a percentage of NSLP applications by November 15 of each year. If it is discovered during the income verification that a student should not have been designated as FRPM eligible, then the LEA must submit a correction to the FRPM record during the amendment period. Unless an error is discovered during the verification process, student eligibility is valid for the remainder of the school year, even if household circumstances change at a later date.
Eligibility based on direct certification. Students directly certified through the statewide process performed by CALPADS in July through November are included in the unduplicated student count for LCFF. (The direct certification process in CALPADS occurs on the second day of each month. The direct certification November pull is included in order to capture students directly certified in October.) CALPADS Certification Report 1.17 – FRPM English Learner Foster Youth – Count automatically includes these students. LEAs do not need to submit a Free Meal program record for these students.
Students directly certified through a local process conducted between July 1 and October 31 may be included in the unduplicated student count for LCFF. To be counted the LEA must submit a primary or short-term enrollment in CALPADS, and a Student Program (SPRG) File with a Free Meal Program record (program code 181). Both the enrollment and Free Meal program record must be open over Census Day.
Can an LEA share its FRPM data with another LEA for LCFF purposes? (Updated Apr-2022)
Yes. LEAs may obtain FRPM data from other LEAs as students transfer from one LEA to another. Assembly Bill 1599 (Chapter 327, Statutes of 2014) amended EC Section 49558 (that governs the confidentiality of school meal records) to clarify that LEAs may disclose individual FRPM eligibility data with other LEAs for NSLP/meal certification purposes, and for LCFF data collections/calculations.
Rules about information sharing apply to school districts, COEs, and charter schools.
Can an LEA provide the actual reporting form (NSLP or alternative income verification) to auditors? (Updated Apr-2022)
Yes. LEAs (in the case of alternative income forms) and food service departments (in the case of NSLP forms) may allow auditors access to individual forms for review, either for NSLP audits or LCFF audits. However, all documentation and information related thereto provided by the LEA staff (including any food services staff) to auditors is to be kept in strict confidence adhering to all state and federal privacy laws and is to be used solely for the purpose of determining whether a student is correctly designated as FRPM eligible.
LEAs (in the case of alternative income forms) and food service departments (in the case of NSLP forms) have the discretion whether to allow auditors to leave the campus with the forms, make copies, or have the forms or copies e-mailed or mailed off campus. Further, auditors may be required to review the forms onsite to maintain confidentiality, even if the auditor wants an additional sample of forms and has already left the campus.
Who can an LEA, auditor, or food service personnel contact at CDE if they need further clarification on the documentation that is allowed to be released? (Updated Apr-2022)
- For questions related to LCFF funding and the alternative income form, please contact PASE@cde.ca.gov.
- For questions about CALPADS, please contact the CALPADS Service Desk at email@example.com.
- For questions related to the NSLP application, please contact your School Nutrition Program County Specialist. The SNP County Specialist list is available in the Child Nutrition Information Payment System (CNIPS) Download Forms section entitled “Caseload SNP.” If you do not have access to CNIPS, please call 1-800-952-5609 and you will be directed to your SNP County Specialist.
Unduplicated Pupils at Schools with Provision 2 and 3
or Community Eligibility Provision (CEP) Status
How will pupils eligible to receive free and reduced-price meals in Provision 2 and 3 or CEP schools be counted for LCFF purposes? (Updated Apr-2022)
Under the National School Lunch Program (NSLP):
- Schools with Provision 2 and 3 status receive reimbursements for meals served based on participation in a base year (of a four-year cycle for Provision 2; five-year cycle for Provision 3). These schools collect NSLP eligibility applications in the base year, but do not collect eligibility applications in the subsequent years the school is on Provision 2 and 3 status, except to reestablish a base year.
- Schools participating under the CEP receive reimbursements for meals served based on the percentage of identified pupils each year (in a four-year cycle, plus grace year). Identified pupils are pupils directly certified for meals who receive CalFresh, CalWORKs, and Food Distribution Program on Indian Reservations (FDPIR) benefits, and the extension of these benefits to pupils within the same household. It also includes pupils certified as foster, homeless, migrant, runaway, or participating in Head Start Programs; these pupils are deemed categorically eligible. These schools do not collect NSLP eligibility applications in the four-year cycle or in the grace year.
To be counted as eligible for free or reduced-price meals (FRPM) for purposes of the LCFF, pupils must meet income eligibility criteria for the NSLP through an approved NSLP application or alternative income form, be directly certified to receive free meals, or be categorically eligible. This means that in Provision 2/3 and CEP schools, for students who are not directly certified or categorically eligible, LEAs must determine income eligibility through an alternative income form and submit a corresponding program record in CALPADS. Identifying a pupil as income-eligible or not income-eligible in CALPADS does not affect the pupil’s ability to receive a free meal in a Provision 2/3 or CEP school.
To further reduce the burden of data collection, EC Section 42238.01(a) states that an LEA participating in Provision 2/3 or CEP “may establish a base year for purposes of the local control funding formula by doing either of the following: determining the pupils at the school who are eligible for free or reduced-price meals and using each pupil’s eligibility status in that base year to report eligibility for up to each of the following three school years, or, carrying forward eligibility for pupils eligible for free or reduced-price meals from the school year in which the school applied to use a federal universal school meal provision, and using each pupil's eligibility status from the application year to report eligibility for up to each of the following three school years. The school may include between base year eligibility determinations, any newly enrolled pupils who are determined to be eligible for free or reduced-price meals or any current pupils found to be newly eligible for free or reduced-price meals as identified through a local or state direct certification match or another categorical designation.” (Note: The base year established for local control funding purposes is distinct from the Provision 2/3 or CEP “base year” under the NSLP, although, as explained below, schools can establish the same year as “base years” for both purposes.)
Determining Base Year: LEAs using the option to establish an LCFF base year must collect eligibility data for all eligible pupils at least once every four years. The pupil’s eligibility status in the LCFF base year, which is either based on income data from an NSLP application or alternative income form, or through direct certification or categorical eligibility, remains the same until the LEA establishes a new LCFF base year for the school. Schools may perform the LCFF base year data collection during the same year that they establish a Provision 2/3 base year under the NSLP, in which case, NSLP applications can be used for LCFF purposes. CEP schools do not collect NSLP applications so those schools must use alternative income forms to determine pupil eligibility, even in base years.
Since pupils in Provision 2/3 and CEP schools who are identified as meeting NSLP income requirements based on an NSLP application or alternative income form in the base year retain eligibility for purposes of LCFF into subsequent non-base years, all schools must submit an FRPM program record for these pupils to CALPADS every year in order to be counted for LCFF. The application or alternative form collected in the base year can be used as the basis for the submission of the annual program record for each of the subsequent years before re-establishing a new base year.
Pupils in Provision 2/3 and CEP schools who are identified as meeting NSLP eligibility requirements based on direct certification or categorical eligibility in the base year, also retain eligibility for purposes of LCFF in subsequent non-base years, even if the pupils are not directly certified or categorically eligible in the subsequent non-base years. In order to be counted for LCFF, LEAs must submit FRPM program records to CALPADS for these pupils in each of the intervening years. For students who were categorically eligible based on their homeless or migrant status, but who are no longer homeless or migrant in subsequent non-base years, LEAs should continue to submit FRPM program records but should no longer submit homeless or migrant program records. The direct certification list or documentation of categorical eligibility collected in the base year can be used as the basis for the submission of the annual program record for each of the subsequent years before re-establishing a new base year.
Additions to Base Year: During the intervening years between base years, LEAs should collect data only from newly enrolled pupils. Since Provision 2/3 schools do not collect NSLP applications between base years and CEP schools never collect NSLP applications, LEAs can only make income eligibility determinations on newly enrolled pupils who were not directly certified or categorically eligible using alternative income forms. LEAs must submit FRPM program records to CALPADS for newly enrolled pupils meeting the income eligibility requirements, as well as for newly enrolled pupils directly certified through a local match or categorically eligible for benefits, in order to be counted for LCFF. In addition, LEAs may submit FRPM program records for currently-enrolled pupils who were not included in the base year but were later determined to be eligible through direct certification or categorical eligibility. (See “What data must be collected by Provision 2/3 and CEP schools for newly enrolled pupils in intervening years to determine eligibility for LCFF?” for further detail.)
A school’s base year designation is not submitted to the CDE and should be documented by the LEA for auditing purposes. Schools should be prepared to show auditors the original documentation that a pupil is FRPM eligible, which would be the NSLP application or alternative income form, the direct certification list, or the documentation of categorical eligibility submitted in the base year. Pupils enrolled after the base year would have documentation from the year they were enrolled. Pupils enrolled in a school during a base year and who were not eligible for purposes of LCFF but were subsequently directly certified or determined to be categorically eligible in non-base years would have the documentation from the year they were certified or determined to be categorically eligible.
Does the CDE have Alternative Income Forms templates available? (Posted Apr-2022)
Yes. The CDE has developed several sample forms to collect income eligibility information. These forms are not designed for and should not be used to determine eligibility for free or reduced-price meals under the NSLP. Templates can be found on the Alternative Income Forms page.
Is FRPM-eligibility data used for more than calculating LCFF? (Updated Apr-2022)
LCFF funding calculations are not the only reason FRPM eligibility data is collected; it is also collected in aggregate to track the academic achievement of the socioeconomically disadvantaged pupil group as defined in California’s accountability workbook approved by the SBE and submitted to the federal United States Department of Education as required by federal accountability statute. Therefore, any pupils identified as FRPM eligible are included in the schools’ socioeconomically disadvantaged accountability subgroup. FRPM data may also be used to determine funding for categorical programs such as the Prop 39 Clean Energy Jobs Act.
What data must be collected in intervening years by Provision 2/3 and CEP schools for newly enrolled pupils transferring from another LEA to determine eligibility for LCFF? (Updated Apr-2022)
The pupil enrolls prior to the October Census Day:
- If transferring from another LEA that has determined eligibility during the current school year, the new LEA can accept the supporting documentation collected by the previous LEA and use the information for Census Day reporting for the current year and in future non-base years. Only current-year eligibility determinations can be used for this purpose; eligibility determinations made by the previous LEA in prior school years cannot be carried over and used by the new LEA.
- If eligibility has not been determined for the current school year, the new LEA will need to determine eligibility for the pupil, either through collection of an alternative income form or through direct certification or determination of categorical eligibility, and use the information for Census Day reporting for the current year and in future non-base years.
The pupil enrolls after the October Census Day:
- If transferring from another LEA that has determined eligibility during the current school year, the new LEA can accept the supporting documentation collected by the previous LEA and can use the information in future non-base years without the new LEA having to re-determine eligibility. Since the pupil was not enrolled in the LEA on Census Day, the pupil would not be included in the current year Census Day count.
- If eligibility has not been determined by the other LEA during the current school year, even though it does not impact LCFF counts for the current year, the new LEA should determine the pupil’s eligibility as soon as possible after enrollment because this information is used in the current year for accountability subgroup determinations and other reporting, and will be needed in future non-base years for LCFF.
When accepting supporting documentation from another LEA, the new LEA must ensure the documentation provided is from the current school year. Once eligibility is established by the new LEA, it may carry over into subsequent years, and eligibility for that pupil does not need to be re-determined until the school re-establishes its base year. In this case, schools should be prepared to show auditors the original documentation that designated the pupil as FRPM eligible, which would be the NSLP application, alternative income form, direct certification list or documentation of categorical eligibility sent from the prior school.
What data must be collected in intervening years by Provision 2/3 and CEP schools for pupils transferring between schools within the same LEA to determine eligibility for LCFF? (Updated Apr-2022)
For any pupil transferring to a Provision 2/3 or CEP school in a non-base year within the same LEA, the LEA may use the FRPM eligibility previously established within the LEA, whether eligibility was established in the current year or in prior years, as long as documentation supporting eligibility for those pupils is less than four years old. Once eligibility has been determined by the new school, it may be carried over as long as the LEA updates pupil eligibility at least once every four years.
If a family does not complete an NSLP application or alternative income form during the LCFF base year and the pupil is not directly certified or determined to be categorically eligible, can a Provision 2/3 or CEP school collect an NSLP application or alternative income form from that continuing family during the non-base years? (Updated Apr-2022)
No. If a Provision 2/3 or CEP school has established an LCFF base year, the school cannot collect NSLP applications or alternative income forms from continuing pupils during non-base years. However, pupils not deemed eligible in the LCFF base year who are later directly certified or determined to be categorically eligible during non-base years can be included in the LEA’s unduplicated pupil count and their eligibility can be carried over to non-base years until a new base year is established.
Can an LEA share FRPM or Alternative Income data with another LEA for LCFF purposes? (Updated Apr-2022)
While EC Section 49558 previously restricted the sharing of NSLP applications between LEAs for purposes other than administering the NSLP program, Assembly Bill 1599 (Chapter 327, Statutes of 2014) amended EC Section 49558, to allow LEAs to share pupils’ names and FRPM eligibility status with other LEAs when necessary for LCFF data calculations. In addition, alternative income data and pupils’ eligibility status, and the forms themselves, can be shared with other LEAs as necessary for LCFF calculations.
English Learners Under the LCFF
Which students are classified as English learners under the LCFF? (Reviewed 08-Jan-2018)
A student is classified as an English learner for LCFF purposes if he or she is identified in the California Longitudinal Pupil Achievement Data System (CALPADS) as enrolled on Census Day with an English Language Acquisition Status (ELAS) of “English learner” (EL). Please see the Auditing topic for additional information regarding documentation.
Foster Youth Under the LCFF
Who are considered “foster youth” under the LCFF? (Revised 22-Dec-2022)
Pursuant to EC Section 42238.01(b), the following children and youth are considered “foster youth” for purposes of the LCFF:
- A child who is the subject of a petition filed pursuant to Section 300 of the Welfare and Institutions Code (WIC), whether or not the child has been removed from the child’s home by the juvenile court pursuant to WIC sections 319 or 361.
- A child who is the subject of a petition filed pursuant to WIC Section 602, has been removed from the child’s home by the juvenile court pursuant to WIC Section 727, and is in foster care as defined by subdivision (d) of Section 727.4 of the WIC.
- A nonminor under the transition jurisdiction of the juvenile court, as described in WIC Section 450, who satisfies all of the following criteria:
- The nonminor has attained 18 years of age while under an order of foster care placement by the juvenile court, and is not more than 19 years of age on or after January 1, 2012, not more than 20 years of age on or after January 1, 2013, and not more than 21 years of age, on or after January 1, 2014, and as described in Section 10103.5 of the WIC.
- The nonminor is in foster care under the placement and care responsibility of the county welfare department, county probation department, Indian tribe, consortium of tribes, or tribal organization that entered into an agreement pursuant to Section 10553.1 of the WIC.
- The nonminor is participating in a transitional independent living case plan pursuant to Section 475(8) of the federal Social Security Act (42 U.S.C. Sec. 675), as contained in the federal Fostering Connections to Success and Increasing Adoptions Act of 2008 (Public Law 110-351), as described in Section 11403 of the WIC.
- A dependent child of the cout of an Indian tribe, consortium of tribes, or tribal organization who is the subject of a petition filed in the tribal court pursuant to the tribal court’s jurisdiction in accordance with the tribe’s law.
- A child who is the subject of a voluntary placement agreement, as defined in subdivision (p) of Section 11400 of the WIC.
Different definitions of children and youth in foster care are used in relation to programs, services, educational entitlements, and programmatic funding supporting foster youth in schools. These definitions can vary at both the state and federal levels. For a detailed look at the various entitlements, supports, and services that are afforded to each of the categories of foster youth please visit: Foster Youth in California Schools - Student Group Information.
For foster youth living outside the home, does the type of out-of-home placement matter? (Revised 08-Jan-2018)
If a child is a foster youth as defined by EC Section 42238.01(b), where that child or youth is placed does not matter. Typical placement types include, but are not limited to, a county shelter/receiving home, court-specified home, Foster Family Agency Certified Home, Foster Family Home, Group Home, Short Term Residential Treatment Program, Guardian with Dependency, Medical Facility, Non-Foster Care Home, Resource Family, Relative/NREFM (Non Related Extended Family Member) Home, Small Family Home, Supervised Independent Living Placement, or Tribe Specified Home. A foster youth as defined under LCFF may also be temporarily living in a Juvenile Hall.
Who is not considered “foster youth” under the LCFF? (Revised 22-Dec-2022)
- A child or youth who is living with relatives or friends and who is not a dependent of the court (i.e., is not subject to a WIC Section 300 petition).
- A child or youth who is a ward of the juvenile court pursuant to a petition filed under WIC Section 602 who is either living at home or has been ordered to be placed in a corrective or rehabilitative facility but has not been ordered to be removed from his or her home into a foster care placement pursuant to WIC Section 727.4(d).
What is a Foster ID and a Case ID? (Revised 08-Jan-2018)
The California Department of Social Services (CDSS) assigns to each foster child or youth, through the Child Welfare System/Case Management System (CWS/CMS), a set of unique IDs: A 10-digit and 19-digit Foster ID (also referred to as Foster Client ID or Student Foster ID), and a 19-digit Case ID. The CDSS provides to the California Department of Education (CDE) a weekly file that includes both the 10-digit Foster ID and the 19-digit Case ID for each foster child or youth that meets the LCFF definition.
Which foster youth are included in the unduplicated count for purposes of calculating supplemental and concentration grants under the LCFF? (Reviewed 08-Jan-2018)
The foster youth included in the unduplicated count are those who the LEA reports to CALPADS as enrolled in a school in the LEA on Census Day (first Wednesday in October) and who have been identified as a foster youth through the statewide match or who have been identified through a local data matching process and submitted to and validated by CALPADS.
What is the statewide foster match? How does it differ from a local match? (Revised 08-Jan-2018)
The statewide process matches CALPADS enrollment data to data from the CWS/CMS. CALPADS reports and extracts are available so that LEAs are informed as to the students identified as foster youth from this match. Foster data is updated in CALPADS on a weekly basis so that LEAs are able to continuously serve the appropriate population.
LEAs may conduct local matches with their county welfare departments (CWDs), in which student enrollment data from their student information systems is matched with data in CWS/CMS. The CDSS and the CDE communicate to CWDs, COEs, and LEAs, the categories of youth in CWS/CMS that should be used for local matching processes.
Since both the statewide match conducted between the CDE and CDSS and local matches conducted between LEAs and CWDs use foster data from the same source system, CWS/CMS, both the statewide and local matches should yield the same results. However, due to differences in matching logic or lag time in updating data systems, a local match may sometimes identify a student as a foster student who is not identified in the statewide match.
What happens if the state match does not identify a youth who is identified as a foster youth through a local match? (Revised 08-Jan-2018)
If an LEA identifies a student as a foster youth from a local match conducted with its CWD who is not identified from the statewide match, the LEA may try to “locally match” the youth by using functionality available within CALPADS. The LEA may submit the 10-digit Foster ID or 19-digit Case ID in CALPADS, and if the youth has been included in the weekly file of foster youth provided by CDSS, the youth will be “matched” and identified as a foster youth within CALPADS.
What additional information does CALPADS provide to LEAs on foster youth? (Revised 08-Jan-2018)
LEA staff with appropriate security roles have access within CALPADS to the following information on foster youth:
- Foster ID (10-digit)
- Case Start Date
- Case End Date
- Case ID (19-digit)
- Episode Start Date (the start of an out-of-home placement)
- Episode End Date (the end of an out-of-home placement)
- Social Worker Name and Phone Number
- Court Appointed Educational Representative and Phone Number
- An indication of whether the student is receiving family maintenance services (and thus is living at home)
- County of jurisdiction
- Whether parental rights are limited (Y/N)
- Responsible Agency (Child Welfare or Probation)
How should LEAs account for changes in the population of foster youth throughout the year in preparing LCAPs? (Revised 08-Jan-2018)
LEAs should identify services to be provided to any youth who becomes a foster youth during the school year, even though the numbers of foster youth may fluctuate. Only a portion of foster youth may be “counted” in the unduplicated student count for the LCFF because they change schools frequently.
What foster youth are included in the foster youth subgroup for state accountability purposes? (Revised 08-Jan-2018)
For the Academic Indicator, a student who is foster youth at any point in the school year and who is continuously enrolled will be included in the foster youth subgroup. 5 CCR, sections 1039.2 and 1039.3, relating to the implementation of EC Section 52052.1(a)(1), define continuously enrolled as a “student enrollment from Fall Census Day (first Wednesday in October) to the first day of testing without a gap in enrollment of more than 30 consecutive calendar days.”
For all other indicators, continuous enrollment is not considered, so any student who is foster youth at any point in the school year will be included in the foster youth student group. Note: For the graduation rate and the college/career indicators, students who are foster youth at any point during high school are included in the foster youth student group.
What types of services may a foster youth receive from the child county social services or probation departments? (Revised 08-Jan-2018)
The overall goal of child social services is the reunification of children and youth with their families. Foster children and youth may go through a continuum of services or “service component types” ranging from pre-placement family maintenance to out-of-home placement to family reunification or permanent placement. The LCFF definition of foster youth includes children and youth receiving services along this continuum from the opening of the court case to its close.
The table below describes the major service component types. It will be useful for educational staff working with foster children and youth to understand where in the process a child or youth is and what services he or she is receiving from the child county social services or probation departments. The data provided in CALPADS will indicate whether a child or youth is in family maintenance; if the child is not in family maintenance, he or she is in an out-of-home placement.
|Child Welfare Service Code||Child Welfare Service Component Type||Description|
|FM||Pre-Placement (Family Maintenance)||Child/youth is living at home receiving family maintenance services aimed at preventing removal of the child.|
|FR||Family Reunification||Child/youth is in an out-of-home placement receiving services aimed at reuniting the family.|
|FM||Post-Placement (Family Maintenance)||Child/youth is in the process of being permanently reunited with his/her family following an out-of-home placement and is back living at home while the family receives services aimed at keeping the child in the home.|
|PP||Permanent Placement (Previously referred to as “long-term foster care”)||Child/youth is in an out-of-home placement permanently and services to the family have been terminated.|
|ST||Supported Transition||A nonminor dependent age 18–21 participating in a transitional independent living case plan.|
What documentation can LEAs provide their auditors to show that a student is correctly designated as an English Learner (EL) in CALPADS? (Revised 24-Apr-2023)
If the student is designated as an EL, then LEAs can provide the following:
- A copy of the parent/guardian notification letter that states the student is initially designated as an EL or is a continuing EL, and a copy of the English Language Proficiency Assessment for California (ELPAC) Student Score Report that indicates the student’s overall performance and domain scores do not meet the ELPAC criterion for English proficiency. Please refer to the ELPAC Sample Student Score Report webpage for examples of the individual student score reports; If a continuing student is EL on Census Day, but subsequently takes the ELPAC test and is re-designated as English proficient, the LEA does not need to change the program record since the student was appropriately designated as EL on Census Day.
- If the results on the Student Score Report indicate that the student has met the ELPAC criterion for English proficiency, then the LEA should provide the auditor its Policy/Procedures for Reclassification and any documentation that was used to determine the student’s EL status consistent with the LEA policy. For more information on reclassification, refer to the ELPAC Information Guide sections titled “Guidelines for Reclassification of EL Students Who Take the Summative ELPAC and Guidelines for Reclassification of EL Students Who Take the Summative Alternate ELPAC.”
What documentation can LEAs provide auditors to show that a student is correctly designated as eligible for free or reduced-price meals (FRPM) in CALPADS? (Revised 24-Apr-2023)
To be correctly designated as FRPM eligible, a student must be part of a household that meets income eligibility requirements or the student must be categorically eligible based on his or her status as a foster, homeless, migrant, or runaway child or on the fact that the student’s household participates in the CalFresh, CalWORKs or Food Distribution Program on Indian Reservation (FDPIR) programs. Students who are members of households that receive CalFresh and/or CalWORKs benefits should have been directly certified to receive FRPM benefits through an automatic state data match, and thus should be indicated in CALPADS as “directly certified” to receive benefits.
Under the Audit Guide section for Unduplicated Local Control Funding Formula Pupil Counts, auditors do not need to review documentation for those students who are indicated in CALPADS as (1) “directly certified” to receive FRPM benefits or (2) a foster, homeless, migrant, or runaway child. For other students, an LEA can prove that a student is correctly designated FRPM eligible by providing documentation to support the designation. Supporting documentation may include:
- A copy of a student’s National School Lunch Program (NSLP) application.
- A copy of a student's alternative income form which demonstrates that a student is a member of a household that meets NSLP income eligibility requirements.
- Any other documentation which demonstrates that the student is categorically eligible to receive benefits under the NSLP, such as (1) documentation that the student is a foster, homeless, migrant or runaway child or (2) direct certification lists obtained from the county welfare department or county office of education.
If a student is determined to be FRPM eligible on Census Day, but has a change in household circumstances at a later date, the LEA does not need to change the program record since the student was appropriately designated as FRPM on Census Day.
Please note that, to reduce the burden of data collection, schools participating in Provision 2 or 3 or the Community Eligibility Program (CEP) may establish a “base year” for LCFF purposes (this is different from the base year under the NSLP). Schools using this option must collect household income data for all eligible students at least once every four years, and collect income data for every newly enrolled student in the intervening years. Schools may perform the LCFF base year data collection during the same year that they establish a new base year under the NSLP. Schools will need to submit data for identified students to CALPADS every year. Auditors will review CALPADS data for students in these schools just as they review CALPADS data at other schools, so schools should be prepared to show auditors the original documentation that a student is FRPM eligible, which may be up to three years old.
All documentation and related information provided by LEA staff (including any food services staff) to auditors is to be kept in strict confidence adhering to all state and federal privacy laws and is to be used solely for the purpose of determining whether a student is correctly designated as FRPM eligible.
See the “Free and Reduced Price-Meal (FRPM) Income Eligibility under the LCFF” topic for additional information about auditors’ access to records.
What should an LEA do if there were Unduplicated Pupil Counts that were misreported? (See the “Unduplicated Pupils and California Longitudinal Pupil Achievement Data System” topic for more information on Unduplicated Pupil Counts) (Revised 24-Apr-2023)
If an LEA has misreported unduplicated pupil counts a correction will need to be made in the Principal Apportionment Data Collection (PADC) Web Aplication for the appropriate fiscal year. The LEA will complete the School District, Charter School, or COE (depending on the type of LEA) Audit Adjustments to CALPADS Data entry screen in the PADC Web Application in Annual mode. The LEA will enter the net adjustment to the enrollment or unduplicated pupil count in the appropriate column, according to the audit findings. If the adjustment is not the result of an audit finding, an auditor’s letter of concurrence will need to be submitted as substantiation. Additional information on how to report an adjustment is available in the PADC User Manual located on the Principal Apportionment Data Collection web page.
Will a CALPADS Audit Adjustment correction submitted through the Principal Apportionment Data Collection Software affect other funding or data files based on enrollment, free and reduced priced meals (FRPM), English Learner (EL), or Foster status? (Reviewed 24-Apr-2023)
The adjustments will only affect the LCFF Unduplicated Pupil Percentage (UPP) calculation(s) and will not be used to modify previously certified CALPADS data for any other purpose. The UPP is used in the calculation of supplemental and concentration grants in the LCFF Target Entitlement.
How do auditors audit Local Control and Accountability Plan (LCAP) expenditures when LEAs don’t account for their base, supplemental, and concentration grant funds separately in the general ledger (GL)? (Reviewed 24-Apr-2023)
When auditing LCAP expenditures, auditors should begin by selecting an action or service from the LCAP that the LEA has identified as having expenditures, rather than beginning with the GL. LCAP expenditures may not be neatly identified under specific categories in the GL. The LEA will have to provide information on where to find sample expenditures for a particular action or service.
For example, an LEA may improve services by adding five days to the school year. Expenditures for that action could be found throughout the entire general ledger; perhaps under teacher salaries, custodial salaries, transportation costs, heating and air conditioning cost, etc. In another example, an LEA may hire ten tutors to help targeted students learn English. Expenditures for that action might be found in one place in the GL. Each LEA makes its own decision on how to track LCAP expenditures, so the LEA will need to communicate with the auditor when the auditor is performing this audit step.
Which categorical programs were eliminated with the enactment of LCFF? (Revised 04-Dec-2015)
The LCFF legislation eliminated most state categorical funding streams. Categorical funding received in 2012–13 from the programs listed in Figure 1 below form the basis for determining an LEA’s floor during the LCFF phase-in period. These amounts reflect any basic aid fair share reduction for a school district. More information on the LCFF transition calculations, including floor funding, can be found in the LCFF Transition Calculation funding exhibits and exhibit reference guides on the Principal Apportionment page for each fiscal year.
Except for the Home-to-School Transportation program, Small School Bus Replacement Program, and the Targeted Instructional Improvement Block Grant, categorical program amounts included in the 2012–13 funding level calculation will not be separately identifiable funding streams in the LCFF target, nor do their associated compliance requirements remain, except as specified for Home-to-School Transportation. These programs were identified initially only as a means to develop an aggregate funding amount for use in LCFF transition calculations. See individual topics in the LCFF FAQ’s for more information on some of these programs.
Figure 1: 2012–13 Categorical Programs Used in the LCFF Calculations
|Program||2012–13 Budget Item|
|Administrator Training Program||6110-144-0001|
|Alternative Certification Programs (Commission on Teacher Credentialing)||6360-101-0001|
|Arts and Music Block Grant||6110-265-0001|
|Bilingual Teacher Training Assistance||6110-193-0001|
|California Association of Student Councils||6110-242-0001|
|California High School Exit Examination Intensive Instruction||6110-204-0001|
|California School Age Families Education (Cal-SAFE) Program||6110-198-0001|
|Categorical Programs for New Charter Schools||6110-212-0001|
|Center for Civic Education||6110-208-0001|
|Certificated Staff Mentoring||6110-267-0001|
|Charter School Categorical Block Grant||6110-211-0001|
|Class-Size Reduction, Grade 9||6110-232-0001|
|Class-Size Reduction, Kindergarten-Grade 3||SB 1016 (Chapter 38, Statutes of 2012), Section 91|
|Community Based English Tutoring||6110-227-0001|
|Community Day School Additional Funding for Mandatory Expelled Pupils||Education Code, Section 48915(c)|
|Community Day Schools||6110-190-0001|
|County Office Oversight, Williams Audits||6110-266-0001|
|County Offices of Education (COE) Fiscal Oversight||6110-107-0001|
|Economic Impact Aid (EIA)||6110-128-0001|
|Gifted and Talented Education (GATE)||6110-124-0001|
|Instructional Materials Funding Realignment||6110-189-0001|
|International Baccalaureate/Advanced Placement Fee Reimbursement||6110-240-0001|
|Mathematics and Reading Professional Development||6110-137-0001|
|Middle and High School Supplemental Counseling||6110-108-0001|
|National Board for Professional Teaching Standards Certification Incentive Program||6110-195-0001|
|Oral Health Assessments||6110-268-0001|
|Peer Assistance and Review||6110-193-0001|
|Physical Education Teacher Incentive Grants||6110-260-0001|
|Professional Development Block Grant||6110-245-0001|
|Pupil Retention Block Grant||6110-243-0001|
|Reader Services for Blind Teachers||6110-193-0001|
|Regional Occupational Centers and Programs||6110-105-0001|
|School and Library Improvement Block Grant||6110-247-0001|
|School Safety Block Grant||6110-228-0001|
|School Safety Consolidated Competitive
|Targeted Instructional Improvement Block Grant||6110-246-0001|
|Teacher Credentialing Block Grant, Beginning Teacher Support and Assessment||6110-244-0001|
|Teacher Dismissal Apportionments (State Controller's Office)||6110-209-0001|
Are there any changes to funding of necessary small schools (NSSs)? (Revised 04-Dec-2015)
The funding calculations for NSSs under the LCFF are similar to calculations under previously existing law, in that school districts have the option of selecting NSS funding in lieu of the adjusted grade span base grant funding for eligible schools. However, the LCFF legislation did update the eligibility criteria for NSS funding. For example, under the LCFF legislation, elementary schools in one-school school districts are required to meet distance requirements (EC Section 42283) in order to qualify for NSS funding. All NSS statutes are contained in EC sections 42280 through 42286. A necessary small high school that previously achieved NSS status as the only high school in a unified district may continue to qualify for NSS, subject to a sunset date, if the district has 50 or fewer pupils per square mile of district territory.
How will NSS funding be calculated during LCFF Transition period? (Posted 04-Dec-2015)
Beginning with 2013–14 and until full implementation of LCFF, there will be two calculations for NSS school districts, the School District NSS Allowance for the LCFF Target and the School District NSS Allowance for the LCFF Floor. Detailed descriptions of the calculations and data sources for these exhibits are contained in the Exhibit Reference Guide, available in the applicable fiscal year section on the Principal Apportionment web page. Actual funding will be determined in accordance with LCFF Transition calculations, summarized in the LCFF Funding section of the LCFF Frequently Asked Questions and described in detail in the Exhibit Reference Guides.
Is additional funding available for districts subject to the “hold harmless” provisions? (Revised 04-Dec-2015)
If a school district qualified for NSS funding in 2012–13, the amount of NSS funding the school district received in 2012–13 will be included in its minimum state aid calculation, which may provide additional state funding if the amount calculated for minimum state aid exceeds the net state aid amount calculated under the LCFF. This provision is applicable to all school districts with 2012-13 NSS allowances, regardless of current year NSS eligibility (EC Section 42238.03[e]).
Is Home-to-School Transportation included in the LCFF? (Revised 17-May-2023)
The amount of Home-to-School Transportation (HTS) funding received in 2012–13, net of any Control Section 12.42 reduction, is included in both the school district and county office of education LCFF entitlement calculations. For purposes of LCFF and these frequently asked questions, HTS includes entitlements for Home to School, Severely Disabled or Orthopedically Impaired pursuant to EC sections 41850-41857 and the Small District and COE Bus Replacement Program pursuant to EC sections 42290-42293.
This funding is separage from the Home-to-School Transportation Reimbursement (HTSTR) funding established in FY 2022–23. For more information about HTSTR, please review the HTSTR FAQs.
Does an LEA need to continue to spend LCFF funds on Home-to-School Transportation? (Revised 17-May-2023)
Yes, there is a maintenance of effort requirement for home-to-school transportation. LEAs must spend at least as much of their transportation funding on transportation as they spent in 2012–13, per EC sections 2575 (k)(1) and 42238.03 (a)(6). Specifically, EC Section 42238.03 (a)(6) states, in part:
“…of the funds a school district receives for home-to-school transportation programs the school district shall expend, pursuant to former Article 2 (commencing with Section 39820) of Chapter 1 of Part 23.5, former Article 10 (commencing with Section 41850) of Chapter 5, and the Small School District Transportation program, as set forth in former Article 4.5 (commencing with Section 42290) of Chapter 7 of Part 24 of Division 3 of Title 2, as those articles read on January 1, 2013, no less for those programs than the amount of funds the school district expended for home-to-school transportation in the 2012–13 fiscal year.”
The amount of “funds a school district receives” is the amount that the LEAs received in 2013–14; subsequent to 2013–14, this amount is flat-funded in both the floor and target entitlements (unless the amount is augmented in 2015–16 by a joint powers agency (JPA) or a county office of education; see below for more information).
The maintenance of effort (MOE) is the lesser of (1) the actual 2012–13 expenditures or (2) the amount received in 2013–14. Beginning in 2015-16, the amount received should be increased to reflect any home-to school entitlement increase made available pursuant to Assembly Bill 104 (Chapter 13, Statutes of 2015). As reference, the amount received in 2013–14 as the Transportation add-on equals the total 2012–13 Pupil Transportation entitlement (including Home to School, Severely Disabled or Orthopedically Impaired and Small District and COE Bus Replacement) less the Control Section 12.42 reduction. Refer to the Principal Apportionment resources for LEA-specific 2012–13 funding amounts.
The legislation also required LEAs that passed through funds in 2012–13 to transportation JPAs to continue to pass through those funds in the 2013–14 and 2014–15 fiscal years. In addition, JPAs that received transportation funds directly in the 2012–13 fiscal year continued to receive those funds directly for the 2013–14 and 2014–15 fiscal years. Beginning in 2015–16, HTS funds allocated to JPAs during 2013–14 and 2014–15 are added to individual LEA LCFF funding calculations.
Why did my district’s Home-to-School Transportation funding go up in 2015-16 and do I have an MOE requirement to spend those funds on transportation? (Posted 04-Dec-2015)
Assembly Bill 104 (Chapter 13, Statutes of 2015) allows a JPA to transfer HTS entitlements that went directly to the JPA in 2013–14 and 2014–15, to its member districts. The bill also transferred HTS entitlements from the Los Angeles County Office of Education to certain school districts in Los Angeles County. These additional funds should be included in each receiving district’s MOE requirement beginning in 2015–16, as explained above.
With whom are school districts, COEs, and charter schools required to consult in developing the LCAP and annual update? (Updated Apr-2023)
School districts and COEs are required to consult with parents, students, teachers, principals, administrators, other school personnel, and local bargaining units (EC sections 52060[g] and 52066[g]).
Charter schools are required to consult with teachers, principals, administrators, other school personnel, parents, and students (EC Section 47606.5[d]).
LEAs are also encouraged to include other individuals, groups and community members or organizations who may have insight into student needs and/or how to address those needs.
What does "parents" mean? (Posted Apr-2023)
For purposes of the LCAP consultation and engagement requirements “parents” are defined as the natural or adoptive parents, legal guardians, or other persons holding the right to make educational decisions for students (5 CCR Section 15495[e]; WIC sections 361 and 727; EC sections 56028 and 56055).
LEAs may, and are encouraged to, include individuals acting in the place of a biological or adoptive parent, which may include a grandparent, stepparent, or other relative, with whom the student lives, or an individual who is legally responsible for the student.
What does it mean to consult with students? (Posted Apr-2023)
To consult with students means that the LEA is using a process that enables students to review and comment on the development of the LCAP. This process may include surveys of students, forums with students, student advisory committees, or meetings with student government bodies or other groups representing students (5 CCR Section 15495[a]; EC sections 52060, 52066, and 47606.5).
Are school districts and COEs required to have a parent advisory committee? (Updated Apr-2023)
School districts and COEs are required to have a parent advisory committee.
If the enrollment of the school district or COE includes at least 15% English learners and the school district or COE enrolls at least 50 students who are English learners, the school district or COE must also establish an English learner parent advisory committee.
An LEA is not required to establish a new parent advisory committee if the governing board/body already has established a parent advisory committee that meets the requirements.
Who is responsible for establishing the parent advisory committee and the English learner parent advisory committee? (Posted Apr-2023)
The local governing board of the school district or COE is required to establish the parent advisory committee and English learner parent advisory committee (EC sections 52063 and 52069).
This requirement is intended to maintain transparency with the LEA’s community in how the parent advisory committee and English learner parent advisory committee for the LEA are selected and convened, as local governing boards must meet and act in open, publicly noticed meetings, with records of actions taken.
Are there composition requirements for the parent advisory committee? (Posted Apr-2023)
The parent advisory committee must be composed of a majority of parents or legal guardians of currently enrolled students. The committee must include parents of students who are low income, English learners and foster youth and parents of students with disabilities (5 CCR 15495[f]; EC sections 52063 and 52069).
When establishing the parent advisory committee, LEAs are encouraged to include parents that represent the student demographics that the LEA serves.
Beginning with the 2024–25 school year, school districts and COEs that serve middle and high school students must include two student members on the parent advisory committee or must establish a student advisory committee to provide review and comment related to the LCAP.
Are there composition requirements for the English learner parent advisory committee? (Posted Apr-2023)
The English learner parent advisory committee must be composed of a majority of parents of students who are English learners, including parents of long-term English learners (EC Section 42238.01[c] and 5 CCR 15495[b]).
In establishing the English learner parent advisory committee, LEAs may include parents of students who are redesignated as fluent English proficient (RFEP).
Are charter schools required to have a parent advisory committee and English learner parent advisory committee? (Posted Apr-2023)
If a charter school or a single school district is using the LCAP as its school plan for student achievement, the charter school or single school district is required to establish a Parent Advisory Committee and an English learner parent advisory committee, if applicable.
What are the responsibilities of the parent advisory committee and English learner parent advisory committee? (Posted Apr-2023)
School districts and COEs are required to present the LCAP to the parent advisory committee and the English learner parent advisory committee, if applicable.
The parent advisory committee and English learner parent advisory committee review the LCAP and provide comments on the proposed LCAP.
The superintendent of the LEA must respond, in writing, to any comments submitted by the parent advisory committee and English learner parent advisory committee.
Are the parent advisory and English learner parent advisory committees subject to open meeting requirements? (Updated Apr-2023)
Yes. Parent advisory committees and English learner parent advisory committees are subject to the open meeting requirements, commonly known as the Greene Act, which are described in EC Section 35147(b). These committees are not subject to the Brown Act requirements.
Greene Act requirements include:
- The meeting being open to the public;
- Provides any member of the public the opportunity to address the committee during the meeting;
- The meeting must be publicly noticed at least 72 hours before the time set for the meeting; and
- The notice must specify the date, time, and location of the meeting and contain an agenda describing each item of business to be discussed or acted upon.
Meetings of the parent advisory committee and English learner parent advisory committee are open meetings for purposes of the California Public Records Act.
Are there other committees with which the LCAP and annual update must be shared? (Updated Apr-2023)
No; however, LEAs are encouraged to share and request input from other LEA and school-site level advisory groups, as applicable, (e.g., community advisory committee, school site councils, English Learner Advisory Councils, student advisory groups, etc.) to facilitate alignment between school-site and district level goals and actions.
How are COEs funded under the LCFF? (Posted 24-Apr-2023)
LCFF for COEs is determined in accordance with EC sections 2574 – 2575.3, as follows:
- The LCFF Entitlement is based on either the LCFF Target or LCFF Floor, also known as "hold harmless".
- COE LCFF Target is comprised of (1) an Operations Grant based on the student and LEA populations of the county, (2) an Alternative Education Grant based on a specific student population served by the COE, and (3) add-on amounts based on three former categorical programs.
- COEs that received revenue limit and categorical program funding at a higher level than their LCFF Target entitlement are subject to the hold harmless provisions that hold their funding at the 2012–13 levels, adjusted by current year Alternative Education Grant ADA, until their LCFF Target grows and surpasses the 2012–13 funding levels, at which point it is funded at the LCFF Target for then current and future fiscal years.
- The LCFF Entitlement is funded through a combination of LCFF State Aid, Economic Protection Account, and local revenues.
- Some LEAs receive additional state aid to meet the level of the statutory minimum guarantee based on 2012–13 funding, known as Minimum State Aid Guarantee. The additional state aid to meet the Minimum State Aid Guarantee is added to the COE LCFF State Aid.
- Each COE funded at the LCFF Target as of FY 2016–17 receives additional LCFF state aid based on the number of school districts under its jurisdiction, or a statutory minimum.
- EC Section 2575.2 provides all COEs with $200,000 in additional LCFF state aid, plus an allowance for each COE with more than one school district under its jurisdiction based on the number and size of school districts identified for differentiated assistance pursuant to EC Section 52071.
- EC Section 2575.3 authorizes additional state aid for COEs based on the number of charter schools identified for differentiated assistance.
COE LCFF funding rates for the current fiscal year are available at the Funding Rates and Information web page.
How are COEs funded under the LCFF Target? (Revised 24-Apr-2023)
The COE LCFF Target consists of (1) a COE operations grant for countywide oversight activities, (2) and an alternative education grant for instructional services, and (3) add-on amounts.
- The COE operations grant is based on (1) a minimum grant per county, (2) the number of school districts in the county, and (3) the average daily attendance (ADA) within the county attributable to school districts and charter schools.
- In accordance with EC Section 2574(c)(4), the alternative education grant supports the COE’s instructional activities for the following:
- Students on probation, probation referred, or expelled pursuant to EC Section 48915 (a) or (c). In addition to the base grant, COEs receive a supplemental grant equal to 35 percent of the base grant for targeted disadvantaged students and a concentration grant equal to 35 percent of the base grant for targeted disadvantaged students exceeding 50 percent of enrollment.
- Students attending juvenile court schools. Additionally, all juvenile court school students are deemed to be eligible for the supplemental and concentration grants provided for targeted disadvantaged students. The supplemental grant is equal to 35 percent of the base grant, and the concentration grant is equal to 17.5 percent of the base grant.
- The add-on funding, if applicable is based on three 2012–13 programs: Targeted Instructional Improvement Block Grant, Home-to-School Transportation, and Small School District Bus Replacement Program, with the former two programs increased by Cost-of-Living Adjustment effective fiscal year 2023–24.
How are other pupils that are served by COEs, but do not meet the criteria for the Alternative Education Grant, funded? (Revised 24-Apr-2023)
Funding for these students is allocated to their school district of residence.
Additional information about how the funding for these students is calculated under LCFF, is available at the Local Control Funding Formula for County Programs web page.
How was a COE’s LCFF Transition Entitlement determined? (Revised 24-Apr-2023)
If a COE’s LCFF Target calculated for the 2013–14 fiscal year was below the COE’s funding level under the former revenue limit and categorical system, the COE’s LCFF Entitlement was based on 2012–13 fiscal year funding levels, adjusted by current year Alternative Education Grant ADA. For all other COEs, the LCFF Transition Entitlement was funded based on a portion of the LCFF Target and Gap funding based on available state resources to bridge the gap between full Target levels and available funds.
Have all COEs reached their LCFF funding Target? (Recertified 24-Apr-2023)
Yes, as of the 2014–15 fiscal year, all 58 COEs are now funded at or above (hold harmless) their calculated LCFF Target, and no more LCFF gap funding is needed. Gap funding for COE LCFF implementation was provided in 2013–14 and 2014–15 to bring any COE formerly below its funding target up to the LCFF Target.
Does the LCFF apply to charter schools? (Reviewed 08-Jan-2018)
Yes. Charter schools receive funding pursuant to the LCFF and must comply with the applicable LCFF provisions. Resources for charter schools, including resources related to LCFF, can be viewed on CDE’s Charter Schools Division web page.
Must a charter school complete an LCAP? (Revised 08-Jan-2018)
Yes, all charter schools must complete an LCAP and Annual Update, using the LCAP template adopted by the State Board of Education (SBE). (EC sections 47604.33, 47606.5 and 52064). There are no waivers or exemptions to this requirement.
Where is the LCAP template available? (Revised 13-Mar-2018)
The LCAP template is available from the CDE’s LCAP web page.
Must a charter school’s adopted LCAP be a three-year plan? (Revised 08-Jan-2018)
As stated in the LCAP instructions, a charter school may complete the LCAP to align to the terms of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update template must be completed each year. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions and Services” section of the template. If year 2 and/or year 3 is not applicable, the charter school must specify as such.
The term of the charter school’s budget may be one or more years as set forth in the petition or the charter school’s Memorandum of Understanding with its authorizer.
With whom are charter schools required to consult? (Posted 08-Jan-2018)
As in the case of districts and COEs, statute provides the minimum consultation requirements for charter schools. Charter schools are required to consult with parents, students, principals, teachers, administrators, and other school personnel in accordance with EC Section 47606.5 (e) as part of the development of the LCAP.
How does the content of a charter school’s LCAP differ from the charter petition? (Revised 08-Jan-2018)
A charter school’s LCAP is a separate document from the charter petition. Both the charter petition and LCAP must describe goals and specific actions to achieve those goals, as well as measurable pupil outcomes, for all pupils and each subgroup of pupils identified in EC Section 52052, including pupils with disabilities, for each of the state priorities that apply to the grade levels served and the nature of the charter school program. (EC Section 47606.5(a)).
- The charter school’s LCAP must also include additional information regarding goals, actions and services, including: budgeted expenditures; identification of pupils to be served within a scope of services, including services for unduplicated pupils that will benefit from an additional service or action above what is provided to all pupils; and identification of services being funded on a charter wide basis, with a description of how those services are principally directed towards, and effective in, meeting the charter’s goals for unduplicated pupils in the priority areas.
- The LCAP annual update must include actual annual measurable outcomes; estimated actual annual expenditures; and a statement of changes in goals, actions, services, and expenditures to be made as a result of the annual review of past progress.
Does the charter school authorizer approve the charter school’s LCAP? (Revised 08-Jan-2018)
No. Pursuant to EC Section 47604.33, a charter school is required to submit its LCAP to its chartering authority and the county superintendent of schools or only to the county superintendent of schools if the county board of education is the chartering authority. Statute does not require the authorizer to approve the LCAP.
What is the responsibility of the charter school authorizer as it relates to the LCAP? (Revised 08-Jan-2018)
A charter school’s chartering authority must ensure that the charter school has complied with all reports required of charter schools by law, including the LCAP (EC Section 47604.32).
Are there specific timelines to which the charter school must adhere in adopting its LCAP and annual update? (Revised 08-Jan-2018)
Pursuant to EC sections 47606.5 and 47604.33, on or before July 1 of each year, a charter school must complete an LCAP using the template adopted pursuant to EC Section 52064.
Because the charter school authorizer does not approve a charter LCAP, the timeline identified in statute to request clarification in writing by August 15 from school districts or county superintendents of schools, or to approve the LCAP by October 8, does not apply to charter schools’ LCAPs or annual updates.
However, as is the case with charter school budgets and audits, a charter school must prepare and submit the LCAP and annual update to the chartering authority and the county superintendent of schools by July 1 of each year pursuant to EC Section 47604.33.
When does a new charter school’s governing body have to adopt its initial LCAP? (Revised 08-Jan-2018)
The law is not explicit as to when a charter school must adopt its initial LCAP.
As stated in the Charter Schools FAQ [How does the content of a charter school’s LCAP differ from the charter petition?], a charter’s petition must describe goals and specific actions to achieve those goals as well as measurable pupil outcomes, for all pupils and each subgroup of pupils identified in EC Section 52052, including pupils with disabilities, for each of the state priorities that apply to the grade levels served and the nature of the charter school program. (EC Section 47606.5(a)). A charter must also adopt an LCAP, using the State Board of Education (SBE) approved template, which requires additional information regarding goals, actions and services, and expenditures.
In addition, a charter must develop its LCAP with stakeholder input as described in the Charter Schools FAQ [Does the charter school governing body need to hold a public hearing to adopt the LCAP and annual update?]. A charter’s pupil populations and stakeholder community may not be fully identified until the charter enrolls students and begins operations. However, based upon the charter petition and population intended to be served, a charter preparing to enroll pupils will have available to it the additional information required to be set forth in its LCAP, and be able to identify some stakeholders for consultation. The additional information required in the LCAP is important to stakeholders’ understanding of a charter school’s planned operation.
Accordingly, a charter school must adopt its LCAP, using the approved template, by: July 1 of its first operational year; or, the date the petition is approved, if it is approved after July 1 and the charter becomes operational in the same year in which the petition is approved. If the charter determines after it becomes operational that revisions to the LCAP are warranted, the initial LCAP may be revised and adopted, with stakeholder engagement.
Do charter schools need to address the LCFF state priorities in their petitions? (Reviewed 08-Jan-2018)
Yes. Pursuant to EC sections 47605 and 47605.6, charter schools that file an initial charter petition or a renewal petition shall incorporate into the charter petition the required state priorities identified in EC Section 52060. EC sections 47605 and 47605.6 require a charter petition to include a description of the annual goals and actions in the eight state priority areas in EC Section 52060 that apply to the grade levels served and the nature of the charter school’s program including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the California Education Code.
Is an LCAP considered a material revision to the charter petition? (Reviewed 08-Jan-2018)
The statute is silent; however, the LCAP template adopted by the SBE is a separate document from the charter petition and therefore is not automatically considered a material revision to the charter petition. However, if in completing an LCAP, the charter school or its authorizer determines that changes to the charter petition are necessary, then a material revision may be needed.
Does the charter school governing body need to hold a public hearing to adopt the LCAP and annual update? (Reviewed 08-Jan-2018)
The statute is silent; however, charter schools are required to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP and annual update (EC Section 47606.5(e)). Charter schools are encouraged to follow a process similar to that required for a school district, which is to hold an initial public hearing to solicit recommendations and comments on the LCAP and annual update, followed by a subsequent public meeting for adoption of the plan, before submitting the adopted LCAP to the charter authorizer.
May a charter school operator with numerous schools prepare a single LCAP for all of its schools? (Reviewed 08-Jan-2018)
No. The charter school or its operator must prepare a separate LCAP for each charter school that has a separate petition.
Does a charter school need to have a school site council to review the LCAP and annual update? (Reviewed 08-Jan-2018)
No, a charter school is not required to establish a site council to comply with the requirement to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing its LCAP and annual update. (EC Section 47606.5). Consultation with an existing site council may satisfy this requirement if the site council includes membership that meets the requirements of EC Section 47606.5.
May a charter school make changes to its LCAP subsequent to adoption by the charter school’s governing body? (Revised 08-Jan-2018)
Yes. During the period that the LCAP is in effect, which is after it has been adopted by the charter school’s governing body, the governing body may adopt revisions if it follows the same process used for adopting the LCAP initially. This process includes consultation with teachers, principals, administrators, other school personnel, parents and pupils. Any revisions must be adopted by the school’s governing body at a public meeting.
What are the conditions for receiving the kindergarten through grade three (K–3) grade span adjustment (GSA)? (Revised Dec-2022)
Effective fiscal year 2019–2020 and after, as a condition of receiving the K–3 GSA, which is equal to 10.4 percent of the K–3 base grant, school districts must meet one of the following conditions:
- Maintain an average class enrollment for each schoolsite for kindergarten and grades 1 to 3, inclusive, of not more than 24 pupils; or
- Agree to a collectively bargained alternative to the statutory K–3 GSA requirements.
For additional information relating to the class size requirements for the K–3 GSA, refer to EC Section 42238.02(d) and 5 CCR sections 15498, 15498.1, 15498.2, 15498.3 . These resources also contain information on class size requirements for the K–3 GSA that were in effect from 2013–14 through 2018–19 during the period of transition to full LCFF funding.
Are students enrolled in Transitional Kindergarten (TK) included in the K–3 average class enrollment determination (Posted Dec-2022)
Pursuant to 5 CCR Section 15498.1(c), for purposes of the K–3 GSA, "kindergarten" includes TK as defined in EC Section 48000. Students enrolled in TK should be included in the determination of the average class enrollment for purposes of K–3 GSA.
How does a school district calculate the average class enrollment for each school site? (Posted Dec-2022)
5 CCR Section 15498.1 outlines the calculations required to determine the average class enrollment at each schoolsite serving students in any of the following grades, or combination thereof: kindergarten, first, second, or third. Special day classes, classes in the evening and summer school, shall be excluded.
The average K–3 class enrollment for purposes of the K–3 GSA, is determined as follows:
Step 1: Take an active enrollment count of all students on the last teaching day of each school month that ends before April 15 of the school year;
Step 2: Sum all active enrollment counts for each class;
Step 3: Calculate the average enrollment count for each class by dividing the sum of all active enrollment counts by the total number of active enrollment counts made for each class;
Step 4: Sum the average enrollment count calculated for each class at the schoolsite and divide by the total number of classes at the schoolsite that include TK/K–3 pupils, rounded to the nearest half or whole integer.
Must every K–3 classroom at a school site be at the specified average K–3 class enrollment or below? (Revised Dec-2022)
No. An individual classroom may be higher or lower than the specified average so long as the average class enrollment of all K–3 classrooms at the school site is at, or below 24, unless the school district has collectively bargained an alternative average K–3 class enrollment.
Are charter schools subject to the K–3 class enrollment requirements? (Posted Dec-2022)
No. Pursuant to EC Section 42238.02(d)(3)(D) only school districts must maintain an average K–3 class enrollment of not more than 24 pupils or have a collectively bargained alternative.
May a districtwide average be used instead of a school site average? (Posted 10-Mar-2014)
No. Statute only allows for a school site average.
May the requirements be waived by the Superintendent or the State Board of Education (SBE) if a school district determines that exceeding the school district’s required average K–3 class enrollment at a particular school site is in the best interest of a student or students? (Posted 10-Mar-2014)
This section of law may not be waived by the Superintendent or the SBE. Please note that a school district may collectively bargain an alternative.
Will school districts need to provide documentation to CDE to get grade-span adjustment funds? (Posted Dec-2022)
No. The K–3 GSA funds will automatically be included in the school districts’ Principal Apportionment funding. However, districts will be required to show their independent auditors either 1) their collectively bargained alternative, or 2) their calculations showing that the K–3 GSA requirements were met . If the K–3 GSA requirements were not met, then the auditor will issue an audit finding disallowing the K–3 GSA funding, and the funding will be adjusted in the district’s next Principal Apportionment certification.
If a school district meets the average K–3 class enrollment requirements of 24 students maximum per schoolsite, does the district also need to demonstrate compliance with average enrollment for TK? (Posted Dec-2022)
Yes. The TK class size requirements per EC Section 48000 are separate and distinct from the K–3 class size requirements for purposes of the K–3 GSA, although there are similarities in tracking monthly enrollment counts and calculating schoolsite average. Note that TK average class size requirements also apply to charter schools.
Additional FAQs about fiscal requirements and related penalties for TK can be found on the Transitional Kindergarten FAQs webpage.
What is the Collaborative for Educational Excellence (CCEE)? (Revised 08-Jan-2018)
The CCEE was established by EC Section 52074 to provide advice and assistance to LEAs (charter schools, school districts, and county offices of education) in achieving the goals set forth in the LCAPs.
What is the role of the CCEE fiscal agent? (Revised 08-Jan-2018)
The State Superintendent of Public Instruction (SSPI) apportions funds appropriated for the operation of the CCEE to the fiscal agent. Marin County Office of Education is the fiscal agent and is responsible for maintaining accurate, current, and complete records regarding operation of the CCEE, in accordance with all fiscal reporting and auditing standards required by state law and the CDE.
What is the composition of the CCEE governing board? (Reviewed 08-Jan-2018)
The CCEE governing board consists of the following five members:
- The SSPI or his or her designee
- The president of the state board or his or her designee
- A county superintendent of schools appointed by the Senate Committee on Rules
- A teacher appointed by the Speaker of the Assembly
- A superintendent of a school district appointed by the Governor
What is the role of the CCEE governing board? (Reviewed 0 8-Jan-2018)
The CCEE board shall govern the CCEE and direct the fiscal agent to contract with individuals, LEAs, or organizations with the expertise, experience, and a record of success that includes but is not limited to the following areas:
- State priorities as described in subdivision (d) of EC Section 52060
- Improving the quality of teaching
- Improving the quality of school district and schoolsite leadership
- Successfully addressing the needs of special pupil populations, including, but not limited to, English learners, pupils eligible to receive a free or reduced-priced meal, pupils in foster care, and individuals with exceptional needs
How will the adoption and use of the evaluation rubrics support the work of the CCEE? (Revised 08-Jan-2018)
The SBE adopted the evaluation rubrics known as the California School Dashboard (Dashboard) at its January 2017 meeting. The Dashboard will support the following purposes:
- To assist LEAs with the evaluation of strengths and weaknesses that require improvement
- To assist county superintendents in identifying school districts and charter schools in need of technical assistance pursuant to EC sections 52071 and 47607.3
- To assist the SSPI in identifying school districts in need of intervention pursuant to EC Section 52072. The CCEE will provide advice and assistance in achieving the goals that are identified in an LEA’s LCAP. The results of the Dashboard may inform the work of the CCEE.
Where can I find more information about the CCEE? (Reviewed 08-Jan-2018)Information, such as board agendas and minutes, are available on the CCEE website .
For all LCFF fiscal questions, contact the Principal Apportionment Section at PASE@cde.ca.gov.
For all LCAP questions, contact the Local Agency Systems Support Office at LCFF@cde.ca.gov.
For all CALPADs questions, contact the CALPADS/CBEDS/CDS Operations Office at CALPADS@cde.ca.gov.