LCAP - MILPITAS UNIFIED SCHOOL DISTRICT

LCFF | Local Control Funding Formula
LCAP | Local Control Accountability Plan

LCAP introductory video from Supt. Jordan and President Yip-Chuan

DISTRICT LCAP (DLCAP) COMMITTEE

The District LCAP Committee consists of MUSD parents or legal guardians, current high school students, staff and community members. Parent, students, staff and community members represent the school families, bargaining units, district committees and community organizations. See the current list of DLCAP Advisory Committee here.

The District LCAP Committee meets throughout the year to provide feedback on the LCAP and progress updates, in addition to advising the school board. All DLCAP Committee meetings are open to all interested in joining the committee and take place from 3:30-5pm. A full list of upcoming meetings is shown below under the LCAP Meetings tab.

We want to thank those who served on the DLCAP Committee for the last couple of years for their dedication, commitment and valuable support. We now need to establish a new two-year District LCAP Committee going into Year 3 of the plan which also will continue on for the following year. Interested in joining? Fill out the sign up form below or join us at one of the meetings. Questions? View the District LCAP Committee Roles & Responsibilities here or call (408) 635-2600 extension 6006.

Upcoming LCAP Meetings:

March 4, 2022
3:30 pm - 5:00 pm

March 25, 2022
3:30 pm - 5:00 pm

April 29, 2022
3:30 pm - 5:00 pm

CURRENT LCAP

Mid-Year LCAP Update Board Presentation
Supplement to the Annual Update 21-22 LCAP
2021-22 LCAP revisions adopted on August 24, 2021
2021-2022 LCAP adopted on June 22, 2021
2021-2022 LCAP revisions to original document adopted on June 22, 2021
ESSER III Expenditure Plan
Archived LCAP at the bottom of the page.

LCAP BACKGROUND

In June 2013, Governor Jerry Brown signed into law one of the most significant changes to the way California’s school districts are funded. This new system – the Local Control Funding Formula (LCFF) – changes the way the state of California allocates funds to school districts. The LCFF provides base funding for all students as well as supplemental and concentration funding to support students from low-income families, English Learners, and foster youth.

The shift represents an excellent opportunity to partner with families, staff, and community to be a part of this important process. As part of the new funding formula, school districts are required to adopt a Local Control and Accountability Plan (LCAP), which clarifies how programs/services will be measurably improved in quantity or quality, proportionate to the increase in funding. It also requires the active engagement of parents, staff, students, and other stakeholders in the building of the LCAP.

District staff establishes an LCAP Advisory Committee, and through that process they engage various stakeholders, including by holding several Board presentations and a Board Study Session. In the Spring, we invited our community to share their thoughts about the District through Thoughtexchange, online engagement software. Data from this interactive survey report can be sorted by school, district, number of stars, participants, and themes.

Milpitas Unified School District – Community Engagements

2022 LCAP Stakeholder Input

LCAP MEETINGS

2020-2021 Meetings

March 4, 2022
3:30 PM - 5:00 PM
LCAP Advisory Committee Meeting

March 25, 2022
3:30 PM - 5:00 PM
LCAP Advisory Committee Meeting

April 29, 2022
3:30 PM - 5:00 PM
LCAP Advisory Committee Meeting

Archive

2019-2020

FUNDING

BASE

Under the LCFF, MUSD will receive the bulk of its funding based on Average Daily Attendance (ADA) in four grade spans (K-3, 4-6, 7-8, 9-12). This funding is called the “base rate.” The base rate includes funding for all of MUSD’s students as well as additional support for K-3 class size reduction and high school career technical education.

SUPPLEMENTAL

The LCFF includes additional funding for socioeconomically disadvantaged students, English learners and foster youth. Under the formula, each socioeconomically disadvantaged student, English learner and foster youth generates an additional 20 percent of the base rate depending on the student’s grade-span level. The funding is based on unduplicated counts of qualifying students. This funding is called “supplemental funding.”

CONCENTRATION

The LCFF includes additional funding for school districts that have socioeconomically disadvantaged, English learner and foster youth student populations that exceed 55 percent of their enrollment. Qualifying districts receive an additional 50 percent of the base grant depending on the student’s grade span for each socioeconomically disadvantaged student, English learner and foster youth above the 55 percent threshold.

EIGHT STATE PRIORITIES

Under the new funding formula, school districts are required to adopt Local Control and Accountability Plans (LCAP) that describe the actions, services, and expenditures that support student growth. The LCAP clarifies how programs/services will be measurably improved in quantity or quality, proportionate to the increase in funding. It also requires the engagement of parents, staff, students and other stakeholders in the building of the LCAP. The LCAP is a three-year plan that was adopted by July 1, 2014, and is updated each year. The LCAP must include annual goals in eight areas:

Priority 1 – Basic
Priority 2 – State Standards
Priority 3 – Parental Involvement
Priority 4 – Pupil Achievement
Priority 5 – Pupil Engagement
Priority 6 – School Climate
Priority 7 – Course Access
Priority 8 – Other Pupil Outcomes

We have organized these into three categories, and our LCAP budget identifies the categories that correlate to the goals and budget items designed to meet those goals.

CATEGORY 1 - Conditions of Learning |
CATEGORY 2 - Pupil Outcomes |
CATEGORY 3 - Student & Parent Engagement

Priority 1 – Basic Conditions

Teachers are qualified and appropriately assigned
School facilities are in good repair

Priority 2 – Implementation of State Standards (CCSS)

Students have access to standards-aligned materials and are receiving instruction that is aligned with state-adopted content and performance standards

Priority 7 – Course Access