{"id":17586,"date":"2022-07-13T14:25:15","date_gmt":"2022-07-13T22:25:15","guid":{"rendered":"https:\/\/lawrencehallofscience.org\/?p=17586"},"modified":"2022-07-13T14:27:46","modified_gmt":"2022-07-13T22:27:46","slug":"local-control-accountability-plan-lcap-toolkit","status":"publish","type":"post","link":"https:\/\/lawrencehallofscience.org\/policies\/local-control-accountability-plan-lcap-toolkit\/","title":{"rendered":"Local Control Accountability Plan (LCAP) Toolkit"},"content":{"rendered":"\n

LCAP Toolkit for Science and Environmental Literacy<\/h3>\n\n\n\n

In 2014, fewer than half of California\u2019s school districts included references to science education or identified plans to implement the Next Generation Science Standards (NGSS) \u2014 and even less districts included environmental literacy \u2014 in their Local Control Accountability Plans, or LCAP\u2019s<\/a>.<\/p>\n\n\n\n

In an effort to strengthen science education and environmental literacy through the state\u2019s local control finance and accountability processes, the Lawrence Hall of Science, along with handful of partners, has assembled an LCAP toolkit to help stakeholders successfully advocate for science and environmental literacy in their local school district budget development process.<\/p>\n\n\n\n

Read the LCAP Toolkit Introduction<\/a> and download the tools below to find out more about what you can do to be an advocate for science education and environmental literacy in your community.<\/p>\n\n\n\n

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The Toolkit’s Nine Components<\/h3>\n\n\n\n
\n

LCAP Primer for Science and Environmental Literacy Advocates<\/strong><\/a>
Explains the LCAP development process and ways science education and environmental literacy advocates can provide input when working with district and community leaders.<\/p>\n\n\n\n

Talking Points & FAQs<\/strong><\/a>
A tool to help guide advocates in making the case for science education and environmental literacy.<\/p>\n\n\n\n

Science-Focused Guiding Questions for Community Leaders<\/strong><\/a>
For use by advocates to help assess strengths and gaps in science education in their communities and identify priority needs for LCAP development.<\/p>\n\n\n\n

Science-Focused Guiding Questions for Districts<\/strong><\/a>
For school district administrators to help in assessing the breadth and quality of science programming and NGSS readiness in the district.<\/p>\n\n\n\n

Environmental Literacy within History-Social Science-Focused Guiding Questions for Community Leaders<\/strong><\/a>
For use by advocates to help assess strengths and gaps in supporting environmental literacy via History-Social Science in their communities and identify priority needs for LCAP development.<\/p>\n<\/div><\/div>\n\n\n\n

\n

Environmental Literacy within History-Social Science-Focused Guiding Questions for Districts<\/strong><\/a>
For school district administrators to help in assessing the breadth and quality of environmental literacy via History-Social Science programming and readiness in the district.<\/p>\n\n\n\n

Model LCAP Content-Science<\/strong><\/a>
A tool offering science-focused LCAP goals, measurable outcomes and examples of actions\/services to support effective NGSS implementation.<\/p>\n\n\n\n

Model LCAP Content-Environmental Literacy<\/strong><\/a>
Tool offering model content to incorporate environmental literacy to support science and history-social science learning and student engagement.<\/p>\n\n\n\n

Resources List<\/strong><\/a>
Provides links to resources on science and environmental literacy curriculum, instructional materials, professional learning supports and other information of use in improving science and environmental literacy.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

LCAP Toolkit for Science and Environmental Literacy In 2014, fewer than half of California\u2019s school districts included references to science…<\/p>\n","protected":false},"author":4,"featured_media":17602,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[41],"tags":[],"class_list":["post-17586","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-policies"],"acf":[],"_links":{"self":[{"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/posts\/17586","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/comments?post=17586"}],"version-history":[{"count":38,"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/posts\/17586\/revisions"}],"predecessor-version":[{"id":17637,"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/posts\/17586\/revisions\/17637"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/media\/17602"}],"wp:attachment":[{"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/media?parent=17586"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/categories?post=17586"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lawrencehallofscience.org\/wp-json\/wp\/v2\/tags?post=17586"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}