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Draft 2021-24 LCAP Preview and

AIR SENI Study Update

Borrador del LCAP 2021-2024 Vista Preliminar y Actualización de Estudio AIR SENI

Dr. Derrick Chau, Senior Executive Director, Strategy and Innovation�Director Ejecutivo, Estrategia e Innovación

Karen G. Long, Director, Strategy & Innovation

Directora de Estrategia e Innovación

Sarah Chevallier, LCAP Administrator

Administradora de LCAP

Sarah Cohen, LEE Policy Fellow

Fellow de política pública

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Welcome / Bienvenidos

EMAIL ADDITIONAL QUESTIONS TO / ENVIAR PREGUNTAS ADICIONALES A: sarah.chevallier@lausd.net

Language selection

Selección de idioma

Questions can be asked by clicking the “Q&A” button on the bottom of the screen.

Se puede hacer preguntas por medio de hacer clic en P y R en la pantalla.

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Interpretation Services

Servicios de Interpretación

Haga clic en el símbolo del mundo en la parte de abajo de su pantalla.
Seleccione el idioma que le gustaría escuchar.
Participará y escuchará la presentación en el idioma que seleccione.

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Click on the globe icon at the bottom of the screen.
Select the language of preference for you.
You will engage and listen to the presentation in the language you select.

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Interpretation Services

Servicios de Interpretación

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Presentation Materials

Materiales de la Presentación

We will also post links in the Chat.

También publicaremos los enlaces en el chat.

Go to / Visite: https://tinyurl.com/CommunityInput050521

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Objectives / Objetivos

Antecedentes sobre LCFF y LCAP
Repaso General del Borrador de LCAP
Actualización de Estudio AIR SENI
Vistazo hacia el futuro

Background on LCFF and LCAP
Overview of Draft LCAP
AIR SENI Study Update
Looking ahead

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Inclusion Activity / Actividad Inicial

En el chat, comparta lo siguiente:

Su nombre
Su cargo
Su organización
Si tuvieras tiempo ilimitado, ¿qué habilidad te gustaría perfeccionar?

In the chatbox, please share:

Your name
Your title
Your organization
If you had unlimited time, what skill would you want to perfect?

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Faces of LCAP / Las caras del LCAP

Meet Maria Parra

Conozca a Maria Parra

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Background on LCFF and LCAP

Antecedentes sobre LCFF y LCAP

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Local Control Funding Formula / Fórmula de Financiación de Control Local

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Base Funds / Fondos de base

The District receives Base funds for every student.

El Distrito recibe fondos de base para cada estudiante.

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Supplemental Funds / Fondos complementarios

The District receives Supplemental funds for every student who is an English Learner, in foster care, and/or low income.

El Distrito recibe fondos suplementarias para cada estudiante de ingresos bajos, aprendiz de inglés, y joven en adopción temporal.

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Concentration Funds / Fondos de concentración

The District receives Concentration funds for every student who is an English Learner, in foster care, and/or low income over 55% enrollment.

El Distrito recibe fondos de concentración para cada estudiante de ingresos bajos, aprendiz de inglés, y joven en adopción temporal más de 55% inscripción.

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Local Control and Accountability Plan (LCAP) /

Plan de Control Local para Rendir Cuentas (LCAP)

El LCAP es un plan de tres años que se actualiza anualmente y que describe las metas, las acciones, los servicios y los gastos de fondos de LCFF para apoyar resultados académicos positivos que reflejan las prioridades estatales y locales.

Secretaría de Educación del Estado de California

The LCAP is a three-year plan that is updated each year and describes the goals, actions, services, and expenditures of LCFF funds to support positive student outcomes that address state and local priorities.

California Department of Education

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Local Control and Accountability Plan (LCAP) /

Plan de Control Local para Rendir Cuentas (LCAP)

Every year, the District partners with our stakeholders to develop and update the LCAP.

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We have now completed two three-year LCAP Cycles.

Ya hemos completado dos ciclos del LCAP de tres años cada uno.

2021-2024

2014-2017

2017-2020

Anualmente, el Distrito se asocia con nuestras padres de interés para desarrollar y actualizar el LCAP.

2020-21

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Local Control and Accountability Plan (LCAP) /

Plan de Control Local para Rendir Cuentas (LCAP)

Every year, the District partners with our stakeholders to develop and update the LCAP.

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This year, we are going back to the regular LCAP process, and partnering to develop a new three-year LCAP for the 2021-24 cycle.

Este año, regresaremos al proceso regular del LCAP y nos asociaremos para desarrollar un nuevo LCAP de tres años para el ciclo de 2021-24.

2021-2024

2014-2017

2017-2020

2020-21

Anualmente, el Distrito se asocia con nuestras padres de interés para desarrollar y actualizar el LCAP.

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Repaso general del borrador del LCAP para 2021-24

Overview of Draft 2021-24 LCAP

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LCAP Outline / Resumen del LCAP

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6 District Goals

100% Graduation
Proficiency for All
100% Attendance
Parent, Student & Community Engagement
School Safety and Climate
Basic Services

6 Metas del Distrito

100 % de Graduación
Competencia para Todos
100% de Asistencia Escolar
Participación de los Padres, los Estudiantes, y la Comunidad
Seguridad y ambiente escolar
Servicios básicos

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LCAP Goal 1: 100% Graduation

Meta 1 del LCAP: 100% de Graduación

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LCAP Goal 1: 100% Graduation - Draft Actions

Meta 1 del LCAP: 100% de Graduación – Acciones en borrador

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Graduation Readiness Support (A-G Interventions, Diploma Project)
College Access Program
College Readiness Support (AP / IB Programs)
Linked Learning
Special Education Transition Services
SENI Investments in 100% Graduation

LCFF TSP

Apoyo con la preparación para la graduación (intervenciones A-G, proyecto del diploma)
Programa de Acceso para la Universidad
Apoyo con la Preparación Universitaria

(Programas AP/IB)

Linked Learning
Servicios transición de educación especial
SENI Inversiones en 100% Graduación

Options Program
Summer School Credit Recovery
Career Technical Education

LCFF Base

Programas de opción
Recuperación de Créditos Académicos en Escuela de Verano
Educación de Carreras Técnicas

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LCAP Goal 2: Proficiency for All

Meta 2 del LCAP: Competencia Para Todos

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LCAP Goal 2: Proficiency for All - Draft Actions

Meta 2 del LCAP: Competencia Para Todos – Acciones en borrador

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Materials and Textbooks
Instructional Staff
Professional Learning
Beginning Teacher Support
Assessments
Magnet Schools
Base-funded Arts Education
GATE Programs
Special Education: Base Program
Special Education: Extended School Year
Special Education: Intensive Diagnostic Education Centers
Special Education: Inclusion Services
Special Education: Special Day Program
African American Student Supports

LCFF Base

Materiales y libros de texto
Personal instructivo
Aprendizaje Profesional
Apoyo para los maestros principiantes
Evaluaciones
Escuelas Magnet
Educación de las artes respaldada con los fondos básicos
Programas para estudiantes GATE
Educación Especial: Programa básico
Educación Especial: Año Escolar Prolongado
Educación Especial: Centros de educación para el diagnóstico intensivo
Educación Especial: Servicios de inclusión
Educación Especial: Programa diurno especial
Apoyos para estudiantes afroamericanos

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LCAP Goal 2: Proficiency for All - Draft Actions

Meta 2 del LCAP: Competencia Para Todos – Acciones en borrador

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Division of Instruction Supports
Local District Supports
Community of School Supports
Class Size Reduction and School Staffing
Instructional Technology
Supplemental Arts Education
Early Education
Elementary Literacy Support & Primary Promise
Secondary Literacy Support
Dual Language Education
English Learner Supports
FamilySource System
SENI Investments in Proficiency for All

LCFF TSP

Apoyos de la División de Instrucción
Apoyos del Distrito Local
Apoyos de las Comunidades de Escuelas
Reducción del tamaño de las clases y contratación de personal escolar
Tecnología para la enseñanza
Educación suplementaria de las artes
Educación Preescolar
Apoyo con el apoyo de lectoescritura nivel primaria y la Promesa Primaria
Apoyo con la lectura y escritura a nivel secundario
Educación de lenguaje dual
Apoyos para Aprendices de Inglés
Sistema FamilySource
Inversiones de SENI Inversiones en Competencia para Todos

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LCAP Goal 3: 100% Attendance

Meta 3 del LCAP: 100% de Asistencia Escolar

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LCAP Goal 3: 100% Attendance - Draft Actions

Meta 3 del LCAP: 100% de Asistencia Escolar – Acciones en borrador

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Health Access and Equity (Supplemental Health Services)
Supplemental After School Programs
SEPA Centers
Attendance Interventions
SSS Program for Foster and Homeless Youth
SENI Investments in 100% Attendance

LCFF TSP

Acceso a la Salud y Equidad (Servicios Suplementarios de Salud)
Programas suplementarios después del horario escolar
Centro SEPA
Intervenciones de asistencia escolar
Programa SSS para jóvenes en adopción temporal y sin hogar
Inversiones de SENI en 100% Asistencia Escolar

Student Health Services
Student Athletics Programs
Base-Funded After School Programs

LCFF Base

Servicios de Salud Estudiantil
Programas de deportes estudiantiles
Programas después de clases respaldados con fondos básicos

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LCAP Goal 4: Parent, Student, and Community Engagement

Meta 4 de LCAP: Involucración de los Padres, los Estudiantes, y la Comunidad

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LCAP Goal 4: Parent, Student, and Community Engagement - Draft Actions

Meta 4 de LCAP: Involucración de los Padres, los Estudiantes, y la Comunidad - Acciones en borrador

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LCAP Engagement
Student Empowerment
SENI Investments in Parent, Student, and Community Engagement

LCFF TSP

Participación en relación al LCAP
Empoderamiento Estudiantil
Inversiones de SENI en Participación de los Padres, los Estudiantes , y la Comunidad

Parent Engagement
Translation Services

LCFF Base

Involucración de los padres
Servicios de Interpretación

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LCAP Goal 5: School Safety and Climate

Meta 5 del LCAP: Seguridad y Ambiente Escolar

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LCAP Goal 5: School Safety and Climate - Draft Actions

Meta 5 del LCAP: Seguridad y Ambiente Escolar - Acciones en borrador

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Supplemental School Climate Support Staff
Mental Health and Student Supports
Positive Behavior Interventions
SENI Investments in School Safety & Climate

LCFF TSP

Personal de apoyo para el ambiente escolar respaldado con los fondos suplementarios
Apoyos de salud mental y estudiantes
Intervención para la Conducta Positiva Escolar
Inversiones de SENI para la seguridad y ambiente escolar

School Safety and Police
Base-Funded School Climate Support Staff

LCFF Base

Seguridad Escolar y Policía
Personal de apoyo para el ambiente escolar respaldado con fondos básicos

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LCAP Goal 6: Basic Services

Meta 6 del LCAP: Servicios Básicos

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LCAP Goal 6: Basic Services - Draft Actions

Meta 6 del LCAP: Servicios Básicos - Acciones en borrador

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Facilities
Staffing (Non-Instructional)
Technology
Operations
Special Education: Transportation

LCFF Base

Instalaciones
Personal (no educativo)
Tecnología
Funcionamiento
Educación Especial: Transporte

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AIR SENI Study Update

Actualización de Estudio AIR SENI

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HOW DO SCHOOLS ALLOCATE SENI AND TSP FUNDS?�¿CÓMO ASIGNAN LAS ESCUELAS LOS FONDOS SENI Y TSP?��

COMMUNITY PARTNERSHIP MEETING

Caitlin Kearns | Drew Atchison | Iliana Brodziak | Jesse Levin

MAY 5, 2021

MAKING�RESEARCH�RELEVANT

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Agenda

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Study Objective and Research Questions

Resource Use Analysis

Methods and Data

Findings

Conclusion

Objetivo del Estudio y Preguntas de Investigación

Análisis del Uso de Recursos

Métodos y Data

Resultados

Conclusión

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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LAUSD Student Equity Needs Index (SENI) / Índice de Equidad de las Necesidades del Estudiante

Mechanism to distribute funding to schools based on the needs of students served
Aimed to improve equity across schools

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Mecanismo utilizado para distribuir fondos a las escuelas en base a las necesidades de los estudiantes
Enfocado a mejorar la equidad entre las escuelas

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Research Questions / Preguntas de Investigación

How did schools use SENI funding?
How did the district support principals' use of SENI funding?
In what ways do school leadership, teaching staff, student needs, and community support influence how SENI funds are used?
How are the SENI funds used to support classroom instruction?
What effect does SENI funding have on student outcomes?

¿Cómo usaron las escuelas los fondos SENI?
¿Cómo apoyó el distrito el uso de los fondos SENI?
¿De qué manera el liderazgo, maestros, características de los estudiantes y el apoyo de la comunidad influyen cómo se usan los fondos SENI?
¿Cómo se usan los fondos SENI para apoyar la instrucción en el salón de clases?
¿Qué impacto han tenido los fondos SENI en los indicadores académicos de los estudiantes?

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Resource Use Analysis / Análisis del Uso de Recursos

SENI and TSP Funding

Resources

Fondos SENI y TSP

Recursos

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Methods /Métodos

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Analytic Approach / Enfoque Analítico

Identified the resources (expenditures and staff positions) assigned to the SENI and TSP program codes
Categorized resources by use of funds:

Purpose of the purchased resources (function)
Type of resources purchased (object)
Personnel resources by position type

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Identificamos los recursos (gastos y las categorías de personal) asignados con los códigos de programa asociados con SENI y TSP
Categorizamos los recursos según el uso de fondos:

Propósito de los recursos comprados (función)
Tipo de recursos comprados (objeto)
Recursos de personal por tipo de posición

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

Isolated the resources (expenditures and staff positions) assigned to the SENI and TSP program codes
Identified the schools that spent dollars within those program codes
Categorized resources by use of funds to understand how schools are using their funds allocated based on the SENI

We tried to create categories that reflected how resources are most commonly used, but that were also specific enough to identify interesting distinctions in how schools used different types of resources. To provide a multifaceted understanding of how funds are used, we categorized resources in three ways. First, we categorized resources according to function categories that describe the purpose of the purchased resources. Second, we categorized resources according to object categories that describe the type of resources purchased. Lastly, we used the position control file to categorize personnel resources by position type.

we conducted analyses to understand how schools use SENI and TSP funds on average. These analyses consisted of calculating expenditures per student within certain expenditure categories, the share of spending (as a percentage of total SENI and TSP funds) used in certain expenditure categories, and the share of staff (as a percentage of full-time equivalent staff (FTEs) or staff cost) in certain expenditure categories.

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Analysis Data / Información para el Análisis

End of the year expenditure files
Position control files

Reportes financieros de fin de año
Datos de personal

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Analytic Approach / Enfoque Analítico

Estimated the SENI/TSP per-pupil expenditures
Compared how SENI/TSP were spent by these contrasting characteristics:

Schooling levels
Local school districts
Schools with different student needs (percentage of low-income students, ELL students, etc. )

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Estimamos el gasto de los fondos SENI/TSP por alumno
Comparamos el gasto de los fondos SENI/TSP entre diferentes características:

Diferentes niveles académicos
Distritos locales
Escuelas con diferentes necesidades de los estudiantes (porcentaje de estudiantes de bajos recursos, estudiantes aprendiendo Inglés como segundo idioma, etc.)

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

In addition to understanding the average use of SENI and TSP funds across all schools, it is important to understand whether certain types of schools use funds differently.

To examine whether and how the use of SENI and TSP funds varies across schools, we compared resource use across schools with different attributes or characteristics.

We grouped schools by grade levels served to examine whether elementary schools spent SENI and TSP funds differently than middle schools and high schools.

We also grouped schools by local district to examine whether resource use varied across local districts (Exhibit 4). Lastly, we used regression analysis to examine whether schools differed in their resource use according to the needs of students (defined as the unduplicated pupil percentage)

We ran separate regressions by school level and included controls for school size and the percentage of special education students.

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Resource Allocation Analysis Results /��Resultados de los Análisis de la Utilización de Recursos

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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The SENI and TSP Share of Total Spending Is small /�El porcentaje de fondos SENI y TSP es pequeño

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/ del Gasto Total

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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2019-20 LAUSD Per-Pupil Funding /�Gasto Educativo por Estudiante en LAUSD en 2019-20

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Funding Type/ Tipo de Fondo	Elementary / Primaria	Middle / Secundaria	High / Preparatoria
SENI	$387	$667	$685
SENI	(3%)	(6%)	(6%)
TSP	$609	$522	$960
TSP	(5%)	(5%)	(9%)
Other	$10,504	$9,613	$9,614
Other	(92%)	(89%)	(85%)
Total	$11,500	$10,802	$11,259
Total	(100%)	(100%)	(100%)

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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SENI-TSP funds are positively correlated with SENI values / �Los fondos SENI-TSP están positivamente correlacionados con el valor del SENI

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High need middle and high schools appear to receive a bigger boost in funding from SENI and TSP compared to high need elementary schools.

Las escuelas con mayor necesidades en secundaria y preparatoria parecen recibir un apoyo adicional en fondos del SENI y TSP en comparación con las escuelas primarias con mayor necesidades.

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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SENI funds were mostly spent on school administration /�Los fondos SENI fueron en la mayor parte utilizados en la administración escolar

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SENI funds were spent on general instruction, instructional supervision, and school administration.

�Los fondos SENI fueron utilizados en la instrucción en general, supervisión instruccional y en la administración escolar.

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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The use of TSP funds varies by schooling level /�La utilización de los fondos TSP varia por nivel educativo

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

First, more SENI dollars are spent per pupil at middle and high schools compared to elementary schools. High schools also receive a sizeable boost relative to elementary and middle schools in TSP funding. With respect to use of funds by function category, a larger share of both SENI and TSP dollars are spent on guidance and counseling as schooling level increases. For example, in elementary schools 7% of SENI dollars and less than 2% of TSP dollars were spent on guidance and counseling. The shares of spending increase to 16% and 11% of SENI and TSP dollars, respectively, in middle schools; and further increase to 17% and 33% of SENI and TSP dollars, respectively, in high schools. Middle and high schools also spend a larger share of both SENI and TSP dollars on school administration compared to elementary schools. These are offset by a relatively higher percentage of SENI spending on instructional supervision and administration and a much higher share of TSP spending on special education instruction in elementary schools.

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SENI funds were mostly spent on Certified Staff Salaries/�Los fondos SENI fueron en la mayor parte utilizados en los salarios del Personal Certificado

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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No difference across schooling levels /�No hay diferencias entre los diferentes niveles educativos

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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SENI funds were mostly spent on assistant principals and TSP funds on teachers. /�Los fondos SENI fueron en la mayor parte utilizados en subdirectores y los fondos TSP en maestros.

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

Given that more than 90% of SENI and TSP funds are used to support spending on staff salaries and benefits, perhaps the most meaningful way of looking at the use of SENI and TSP funding is by staff position types. Below we show the percentage of staff FTEs and spending by position type. For reference, 2,703 staff FTEs were purchased using SENI dollars at a cost of $241 M (or $485 per pupil) and 3,449 staff FTEs were purchased using TSP dollars at a cost of $350 M (or $704 per pupil).

Looking at FTEs and spending together also provides a sense of the relative spending of different types of positions. Positions that represent a smaller share of spending compared to FTEs represent positions that are lower than average spending per FTE (e.g. instructional and teacher aides which represent 19% of SENI FTEs and 5% of the spending of staff purchased with SENI dollars). Alternatively, positions that represent a larger share of spending compared to FTEs are those with a higher than average spending per FTE (e.g. assistant principals represent 22% of SENI FTEs but 37% of the SENI staff spending).

In 2020, SENI and TSP funds were used to purchase a wide variety of staff types. Only 12% of FTEs purchased with SENI funds were teachers, whereas 42% of TSP staff FTEs were teachers. The most commonly purchased staff type with SENI funds was assistant principals (22% of SENI FTEs and 37% of SENI cost). The staff type representing the second largest share of the SENI cost (19%) were program coordinators, which includes TSP program advisers, intervention support coordinators, middle school college and career coaches, and several other position types. Instructional and teacher aides and school supervision aides represent sizable shares of FTEs purchased with SENI funding (19% and 11%, respectively) but represent much smaller shares of the cost (5% and 4%, respectively). Instructional and teacher aides were also frequently purchased with TSP dollars as well (21% of the FTEs supported by TSP funding). Schools purchased counselors with both types of funding, representing 5% and 11% of the FTEs supported by SENI and TSP dollars, respectively, and making up slightly larger shares of the cost (7% and 13%).

Program coordinators represent all positions with the “0706” position code.

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The staff purchased with SENI funds varied across schooling levels /�El personal que fue pagado con fondos SENI fue diferente en cada nivel educativo

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

The percentages of different types of staff purchased with SENI funds in FY 2020 varied by schooling level, with elementary schools making noticeably different choices on average compared with middle and high schools. Notably, teachers account for only 3% of FTEs purchased with SENI funds in elementary schools compared with 17% and 18% of FTEs in middle and high schools, respectively. Middle and high schools also use more of their SENI funds for assistant principals, on average, compared with elementary schools. Furthermore, the prevalence of school counselors and office technicians also increased with schooling level. Elementary schools made up for smaller proportions of these position types, but notably higher percentages of program coordinators, instructional and teacher aides, school supervision aides, and community representatives.

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Higher-need elementary schools spent more SENI funds on assistant principals and program coordinators /�Escuelas primarias con mayores necesidades invierten los fondos SENI en asistente director (AP) y en coordinadores de programa

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Elementary

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Higher-need middle schools spent more SENI funds on program coordinators /�Escuelas secundarias (middle) con mayores necesidades invierten los fondos SENI en coordinadores de programa

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Middle

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Higher-need high schools spent more SENI funds on Instructional/Teacher Aides�Escuelas preparatorias (high schools) con mayores necesidades invierten los fondos SENI en asistentes de maestros

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High

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Conclusions / Conclusiones

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Summary of Results / Resumen de los resultados

The resource analysis focused on describing how LAUSD schools spend their SENI and TSP funds on various resources. We looked at whether schools spend TSP and SENI funds differently and how resource use varies across schooling levels.
We examined the distribution of SENI and TSP funding across schools with respect to school SENI scores in FY2020, by function level and by schooling level. We found that SENI and TSP dollars per pupil increase with SENI index scores for all schooling levels.
Separating spending out by function category shows that SENI dollars were spent primarily on general instruction, instructional supervision and administration, school administration, and guidance and counseling. In contrast to SENI dollars, a significant proportion of TSP dollars was spent on special education instruction and health, speech, and audiology, with much smaller proportions of spending on school administration and instructional supervision.

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Questions Preguntas

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AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Iliana Brodziak

ibrodziak@air.org

Jesse Levin

jlevin@air.org

MAKING�RESEARCH�RELEVANT

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

THANK YOU

Notice of Trademark: “American Institutes for Research” and “AIR” are registered trademarks. All other brand, product, or company names are trademarks or registered trademarks of their respective owners.

AMERICAN INSTITUTES FOR RESEARCH® | AIR.ORG

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Vistazo hacia el futuro

Looking ahead

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LCAP Timeline / Cronología para LCAP

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May / Mayo	Communities of Schools Town Halls: Engagement on School Safety, Climate, and Social Emotional Supports	Foros comunitarios de las comunidades de escuelas: Información sobre la seguridad escolar, ambiente y apoyos en lo socioemocional
June 7 (tentative) 7 junio (tentativo)	Full LAUSD LCAP posted online	Publicación por Internet de todo el LCAP de LAUSD
June 15 15 de junio	LCAP Hearing	Audiencia sobre LCAP
June 22 22 de junio	LCAP Adoption	Aprobación de LCAP

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Resources / Recursos

New district website: https://achieve.lausd.net/lcap

See “External Stakeholders” Tab
LCFF Infographic
LCAP Infographic
SENI Infographic
LCAP Survey

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Nuevo sitio de Internet en el Distrito: https://achieve.lausd.net/lcap

Ver la pestaña titulada “External Stakeholders”
Infográfico de LCFF
Infográfico de LCAP
Infográfico de SENI
Encuesta de LCAP

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Questions

Preguntas

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LCAP Survey

Encuesta de LCAP

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