The LCAP’s second section contains information about goals and progress indicators that address state and locally identified priorities. This section captures each LEA’s story regarding the focus and expected outcomes for students.
Tips for Goals and Progress Indicators
- Tell the Story. When identifying needs, goals, and related outcomes, it is important to think about “what matters and why.” In other words, the LCAP tells the story of what students in the LEA need, how the LEA can focus on a few essential goals, and what will be different and/or improved for students over time when significant progress is made to meet these goals. Good stories have clear plot points (e.g., goals), including compelling characters (e.g., students and the adults who support them), and have a clear beginning, middle, and end (e.g., progression of outcomes for students using clearly identified metrics).
- Make Them Your Goals. The goals that are included in the LCAP should be the goals based on students and their needs. The state priorities identified for districts and county offices of education are not meant to drive needs assessment and goal setting, but they should be used as a reference point when planning locally determined goals. Districts and county offices of education should consider the metrics associated with the state priorities when assessing needs and based on these identified needs, formulate locally meaningful goals.
- Draw from Existing Strategic Plans. LEAs with a strategic plan that is well understood and provides direction that aligns to current student needs should consider how this plan’s goals might become the LCAP’s goals. The LCAP was developed based on research and practical evidence about what makes meaningful and productive strategic plans. A good existing plan is probably a great place to start from and can help with the alignment among plans, programs, and resources.
- Goals Set a Mindset. The LCAP’s wording to describe goals is important, because goals can be powerful in creating a mindset for change, growth, and expectations. Goals signal what matters and potentially establish a set of beliefs or a way of thinking that determines behavior, outlook, and mental attitude.
- Outcomes over Time. The LCAP does not ask for specific dates. It emphasizes the progression of impact rather than the duration or point in time. In other words, it looks at what will be different in the first year that supports further growth in the second year and following years.
LEAs may find the following tips and resources useful as they develop their LCAPs. The information does not represent requirements or directions endorsed by the California Department of Education (CDE) or California State Board of Education (SBE). The provided information reflect emerging practices that can be considered, but are not intended to be interpreted as providing instructions or guidance from CDE or SBE.
California Afterschool Advocacy Alliance: LCFF Factsheet
California School-Based Health Alliance: School Climate LCFF Factsheet
California School-Based Health Alliance: Student Engagement LCFF Factsheet
California State PTA: LCAP Quick Guides
Children Now: Early Learning and Development LCFF Primer
Partnership for Children and Youth: Summer Learning LCFF Policy Brief
Public Counsel: Fix School Discipline LCFF Toolkit
WestEd – California Healthy Kids Survey: Helpful Resources for Local Control and Accountability Plans & School Safety Plans