Three-Year LCAP and 2021-2022 Budget
On June 23, the Board of Education unanimously approved the District’s three-year Local Control and Accountability Plan (LCAP) and the 2021-2022 Budget. Both the LCAP and the Budget will add significantly to the number of actions the district will take in the coming year to address a range of disparities in BUSD, especially disparities that are racialized and that relate to second language learning, gender and sexual orientation, and disability.
The LCAP, which was developed with input from parents and guardians, educators, and the Board of Education, is an important tool the District uses to set goals for student outcomes and develop action plans that leverage our resources to achieve those goals. Budget decisions for the General Fund, Supplemental Grant, BSEP, BERRA, and COVID funds for the 2021-2022 school year were made by the Board of Education this Spring and developed after many months of listening to our community.
LCAP de Tres Años y Presupuesto Para 2021-2022
El 23 de junio, el Board aprobó unánimemente el Plan Responsable del Control de los Fondos Monetarios Locales (LCAP) del distrito, y el presupuesto para 2021-2022. Tanto el LCAP, un plan de tres años, como el presupuesto contribuirán significativamente a las diversas medidas que el distrito tomará el próximo año para atender una variedad de disparidades en el BUSD, especialmente disparidades que tienen un componente racial y que se relacionan con el aprendizaje de una segunda lengua, con el género y la orientación sexual, y con discapacidades.
El LCAP, que fue elaborado con base en aportaciones de padres y tutores, educadores y el Board, es una importante herramienta que el distrito usa para fijar metas en términos de logros de los alumnos y para elaborar planes de acción que aprovechen nuestros recursos para lograr dichas metas. El Board tomó decisiones esta primavera sobre los recursos para el Fondo General, la Subvención Complementaria, el Programa de Excelencia para las Escuelas de Berkeley (Berkeley Schools Excellence Program, BSEP), la Medida de Reclutamiento y Retención de Educadores de Berkeley (Berkeley Educators Recruitment and Retention Act, BERRA) y los fondos del COVID para el año escolar 2021-2022, y les dio forma luego de muchos meses de escuchar a nuestra comunidad.
Learning Continuity and Attendance Plan (LCP) 2020-2021
On June 29, 2020, Governor Newsom approved Senate Bill 98 which suspends the Local Control and Accountability Plan (LCAP) for the 2020-2021 school year and establishes the Learning Continuity and Attendance Plan (LCP).
- Board Approved: Learning Continuity and Attendance Plan (LCP) 2020–21
- More information about Senate Bill 98 and the Learning Continuity and Attendance Plan (LCP).
Local Control Funding Formula (LCFF)
School districts receive funding from different sources: state funds under the Local Control Funding Formula (LCFF), other state funds, local funds, and federal funds.
Parent Advisory Committee
Click here for information on the Parent Advisory Committee (PAC), which consults, reviews, and comments on the district’s LCAP.
We encourage the community to review and submit questions or feedback by emailing LCAP@berkeley.net.
In June of 2013 a new era of school finance in California was signed into law by Governor Jerry Brown. The new funding model is known as the Local Control Funding Formula (LCFF). It reshapes school funding, with the promise of additional funding (trying to recapture the level of 2007-08), and squarely aimed to improve achievement for all students.
LCFF, and its local accountability counterpart, the Local Control and Accountability Plan (LCAP), are anchored by the notion that California must do better for its underperforming students, who in fact make up a sizable portion of the state’s school-age population. The LCFF significantly changes the funding formula for school districts — more money is attached to meet the needs of a school districts most at-risk students. The LCFF identifies three categories of students requiring greater resources: 1) students who qualify for free or reduced priced meals, 2) students who are English Learners, and 3) foster youth. Together, roughly 40% of Berkeley students are among the population that fall into these categories, and for which the state will now provide additional need-based revenue to the district.
School districts must create a Local Control and Accountability Plan to spend the increased money. The first LCAP must be passed by the School Board by the end of June of each school year. According to the projections used by Governor Brown to create the plan, school district funding will rise in increments over the next seven years (2014-2021).
Priorities and Accountability
The plan, called the Local Control and Accountability Plan (LCAP), must be adopted by each district at a board meeting after consultation with teachers, principals, school personnel, pupils, bargaining units, parents and with the advice of a district-level parent advisory committees. The LCAP must include a description of:
- The district’s annual goals, for all students and for each subgroup, for each of the state priority areas and any additional local priorities areas; and
- The specific actions and strategies the district will use to achieve those goals.
The state has identified the following eight priority areas:
- Student Achievement
- Student Engagement
- Other Student Outcomes
- School Climate
- Parent Involvement
- Implementation of Academic Standards, including a focus on English Learners
- Course Access
- Basic Services, including facilities, qualified teachers, and instructional materials
Examples of measures that could be included in the LCAP to assess progress in these areas are: graduation rates, drop-out rates, performance on state and local assessments, English learner reclassification rate, percentage of students passing AP and IB exams, SAT participation and scores, attendance rates, suspension and expulsion rates, levels of parent participation and satisfaction, reports on facilities and availability of instructional materials, rate of teacher mis-assignment, level of implementation of CCSS, and student access and enrollment in college prep classes.