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LCAP INFOGRAPHIC DNUSD LCAP Infographic 2018 LCAP INPUT TIMELINE LCAP Input Timeline LCAP STAKEHOLDER GROUPS LCAP Stakeholder Groups 2018-20 LCAP (Board Approved) DNUSD LCAP 2018-19



General Information

En español

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 LCAP – Local Control and Accountability Plan— are anchored by the notion that California must do better for its under-performing 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 students who are under- performing. 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, more than 60% of Del Norte's 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 LCAP must be passed by the School Board by June 2014. According to the projections used by Governor Brown to create the plan, school district funding will rise in increments over the next seven years.

Del Norte LCAP Goals

  1. Increase Student Achievement and Close the Achievement Gap

  2. Increase Student Attendance

  3. Strengthen our Culture of Collaboration by Empowering Parents, community members to Serve as Partners in the Educational Process

  4. Ensure that Students will Attend Schools that are Safe, Clean and Welcoming

State Priorities

Conditions of learning:

  1. Access to core services as measured by the extent to which students are taught by fully credentialed teachers, have standards-aligned textbooks and materials, and attend classes in safe and clean facilities.

  2. Implementation of the Common Core State Standards for all students.

  3. Access to a broad course of study and programs for high-needs and exceptional students: One measure will be levels of enrollment in all required courses for admittance to a 4-year state university.

Pupil outcomes:

  1. Student achievement as measured by performance on standardized tests, the Academic Performance Index, the proportion of students who are "college and career ready," the percentage of English learners who are reclassified as fluent in English, the share of high school students who pass Advanced Placement course exams with a score of at least a 3 out of 5, and other measures.

  2. Other student outcomes as measured by performance in other required areas of study such as physical education and the arts. Other forms of assessments, such as SAT or ACT college entrance examination scores of high school students, could also be included.


  1. Student engagement as measured by graduation and middle and high school dropout rates, chronic absenteeism and attendance.

  2. Parent involvement as measured by the extent to which parents participate in key school decisions.

  3. School climate as measured by suspension and expulsion rates, and other measures as defined by local school districts.

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