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Introduction: LEA: Horizon Charter School Contact (Name, Title, Email, Phone Number): Cynthia Wood, Superintendent,
[email protected], (916) 408-5200 LCAP Year: 2016-17
Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities. For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs. Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code. The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.
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For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.
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State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school. A. Conditions of Learning: Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1) Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2) Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7) Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9) Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10) B. Pupil Outcomes: Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4) Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8) C. Engagement: Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3) Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5) School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)
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Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents. Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures. Guiding Questions: 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities? Involvement Process
Impact on LCAP
1. Ed Services/Admin meetings: held on the following dates to discuss, plan, and review information pertaining to LCAP and school needs related to LCAP (Agenda and attendees available upon request) • July 14,15, 21,22, 2015 • August 4, 2015 • September 8, 2015 • October 13, 2015 • November 10, 2015
1. Through a process of reflecting on current LCAP goals, WASC action plans, and current & past actions/ services, the admin team developed a list of priorities to address and then brainstormed actions/ services that could be maintained or added to address the priorities. The priorities are reflected in the Year 1 Actions/ Services. Other actions and services not deemed priorities will be reviewed for future incorporation.
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• • • • • •
December 8, 2015 January 12, 2016 February 9, 2016 March 8, 2016 April 12, 2016 May 10, 2016
2. In-services • August 10, 2015 Interim Assistant Superintendent of Educational Services shared overview of LCAP implementation for the year. • March 15th, 2016 Assistant Superintendent of Business Services presented update regarding LCFF/LCAP
2. Staff became aware of LCAP and goals for year.
3. Staff Meetings: held on the following dates to brainstorm areas of concern/ 3. Teachers’ input was used in the creation of surveys sent out to elicit need school wide within the goals, to create a list of Actual Actions/ Services to feedback from parents and students and to brainstorm action/ services to meet goals, to create questions for surveys (Agenda and attendees available meet LCAP goals which were included in the LCAP plan. upon request) • September 1-4, 2015 • October 26-30, 2015 • November 16-20, 2015 • December 14-18, 2015 • January 25-29, 2016 • -February 22-26, 2016 • March 17, 2016 • May 2, 2016 4. Schoolwide : full day all admin meetings
5. Surveys: • Parent/Student/Staff Feedback Form- August, 2015 - Accessible on school website
4. Through a process of reflecting on current LCAP goals, WASC action plans, and current & past actions/ services, the admin team developed lists of evidence that could be used to measure actions/ services. This was then incorporated into the LCAP as implementation data. The data also led to discussions about the effectiveness of specific actions and to LCAP revisions. 5. The surveys yielded specific recommendations and feedback to improve current classes, resources, and systems. The survey also yielded important information and suggestions about improving support services for students.
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•
Parent Survey: sent out all families through their email accounts on February 22nd. They had a 4 week window to complete it. • Student Survey: March 21st- mid April sent out to all students Grades 312 through their email accounts, LMCC sent out a survey to all of their students.
This feedback will be incorporated into new goals and into LCAP revisions.
6. Parent/ Community Information Meetings: held at each site. Parents, students, and community members were invited to attend a meeting at which LCFF/ LCAP information was presented on the process and provide input on school goals. Additional information was presented on WASC. (Agenda and attendees available upon request) • Elk Grove February 19, 2016 • Placerville February 16, 2016 • Roseville February 18, 2016 • Auburn -February 25, 2016 • Sacramento: February 26, 2016 • School-wide ELAC committee meeting , March 4, 2016
6. All parents and students were notified via email and/ or handout and invited to participate in meetings held at the local learning centers.These informational and interactive meetings were used as an opportunity to find out what parents, students, and community members expect and need from the school. Many areas are conducting monthly follow up meetings to reach out to parents more regularly. Staff continues to reach out to parents in order to engage them in the collaborative process of school improvement.
7. Special Education Staff: attend a meeting at which LCFF/ LCAP information was presented on the process and staff input was solicited. Additional information was presented on WASC and LCAP during monthly staff meetings. (Agendas and attendees available upon request)
7. Through a process of reflecting on current LCAP goals, WASC action plans, and current & past actions/ services, the special education staff developed a list of priorities to address and then brainstormed actions/ services that could be maintained or added to address the priorities. The priorities are reflected in the Year 1 Actions/ Services. Other actions/ services not deemed priorities will be reviewed for future incorporation. 8. The board reviewed the draft LCAP and approved unanimously.
8. Board Meetings: • April 21st, 2016 - 2016/17 LCAP submitted and approved 9. •
Cabinet & Director's MeetingsSeptember 29, October 27, 2015, March 2, 17, 29, 2016
10. School Update Meeting• March 31, 2016
9. Cabinet members and Directors reviewed the 2015/2016 LCAP actions & services and progress towards goals. Draft edits and updates based upon stakeholder feedback, progress towards goals and updated curriculum & instruction information were completed. 10. A school update meeting was held targeted specifically to update our office and support staff on the progress and updates to the LCAP plan. Their feedback was included as a contributing factor in the revision and update process of the 2016 LCAP.
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-------Annual Update: 1. Ed Services/Admin meetings: held on the following dates to discuss, plan, and review information pertaining to LCAP and school needs related to LCAP (Agenda and attendees available upon request) • -July 14,15, 21,22, 2015 • August 4, 2015 • September 8, 2015 • October 13, 2015 • November 10, 2015 • December 8, 2015 • January 12, 2016 • February 9, 2016 • March 8, 2016 • April 12, 2016 • May 10, 2016
Annual Update: 1. The admin team reviewed the Goals and the Planned Actions/ Services and brainstormed a list of Actual Actions/ Services for each goal. Admin then gathered evidence to demonstrate the implementation of the listed Actions/ Services.
2. Staff Meetings: held on the following dates to brainstorm areas of concern/ 2. Monthly Certificated Staff meetings provided opportunities to gather need school wide within the goals, to create a list of Actual Actions/ Services to implementation information as well as share progress updates on various LCAP meet goals, to create questions for surveys (Agenda and attendees available components. upon request) • September 1-4, 2015 • October 26-30, 2015 • November 16-20, 2015 • December 14-18, 2015 • January 25-29, 2016 • -February 22-26, 2016 • March 17, 2016 • May 2, 2016
3. Board Meetings: • August 20th, 2015 • September 17th, 2015 • October 15th, 2015 • November 19th, 2015
3. At Board meetings throughout the year, progress on WASC/ LCAP were reported to the board and the public. LCAP & WASC goals as well as the Board ENDS were reported on throughout the school year.
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• • • • •
December 17th, 2015 January 21st, 2016 February 18th, 2016 March 17th, 2016 April 21st, 2016
4. School update Meetings: held on the following dates at the District office all 4. The school update meetings provided all staff with knowledge regarding the members (certificated, classified, management, and bargaining unit progress of implementing the LCAP and engaged them in the update process. representatives) were invited. Information was presented on the LCFF/LCAP process. (Agenda and attendees available upon request) • October 2015 • March 31, 2016 5. LCAP Web updates: • LCAP link on Hub continued to provide up to date access to LCAP information, including links to surveys and informational slideshows and videos. •
Links to Student & Parent Survey as well as feedback form were included.
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5. The various types of updates posted on the web or sent to staff provided LCAP information in a timely, easily accessible format. Web link on Hub provides easy access to up-to-date information for all stakeholders at point of use. Youtube channel provides another easily accessible resource for all stakeholders. The LCAP Update videos allowed us to share the same message with various groups in a timely and easily accessible manner. Online form embedded on LCAP page offers easy avenue for any stakeholder to offer comments or feedback.
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Section 2: Goals, Actions, Expenditures, and Progress Indicators Instructions: All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment. Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33. For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal. Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary. Goal: Describe the goal: When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.
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Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities. Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s). Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils. Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level. The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d). Action/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal. Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide. Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.” For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.
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Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5. Guiding Questions: 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school climate)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?
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Our students will demonstrate academic excellence that meets or exceeds California Common Core State Standards (CCSS) for English language arts (ELA) as demonstrated by multiple measures.
Related State and/or Local Priorities: 1X 2 3X 4 5 6X 7X 8X 8 COE only: 9 10 0
GOAL 1:
Local : Specify Identified Need :
• • • • •
Goal Applies to:
CAASPP English Language Arts data from 2014-2015 indicates that 31% of students tested in grades 3-8 and 11 met or exceeded grade level standards. Initial reading diagnostic assessment data from fall 2015 indicates that 52% of students tested in grades K-12 read at or above grade level. i-Ready reading instruction data indicates that 19% of students use i-ready reading instruction and their average time on task is about 29 minutes a week. i-Ready reading Instructional Usage data indicates that 20% of students use i-Ready reading instruction 45 minutes a week or more. The English Learner Reclassification Rate for 2014-2015 was 0.
Schools: Horizon Charter School Applicable Pupil All Subgroups: LCAP Year 1: 2016-17
Expected Annual The number of students reading at or above grade level at the start of the year will increase by 5% at the end of the school year, as measured by the i-Ready Diagnostic Assessment for reading. Measurable Outcomes: Grade level student cohorts will increase their reading achievement year over year as measured by i-Ready Diagnostic Assessment for reading. The percentage of students using i-Ready instruction will increase. The percentage of students using i-Ready reading instruction 45 minutes a week or more will increase. The number of students scoring “Met Standard” and above in ELA as measured by CAASPP will increase by 5%.* (*API) The CAASPP participation rate for ELA will increase by 5% in grades 3-11. * (*API) English Learners (ELs) will increase one CELDT level year over year.* The number of English Learners reclassified in will increase year over year.* Maintain CA standards aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in ELA.*
Actions/Services
Scope of Service
1.1.1 Continue to Provide and utilize i-Ready Diagnostic Charter Assessment for Reading to assess all students K-12 and wide to provide CCSS aligned reading intervention as needed.
Pupils to be served within identified scope of service X All OR:------Low Income pupils English Learners
Budgeted Expenditures No additional expense Year two of three year contract
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Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.2a Based on Pilot outcome; provide targeted, research-based ELA support to struggling students in addition to i-Ready
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of pilot will determine anticipated funding expenditures.
1.1.3 Maintain an English Learner Advisory Committee (ELAC) and hire interpreters for meetings
Charter wide
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated expenditure for interpreters $500.00
1.1.4 Pilot/field test, evaluate, and purchase ELD materials (text & e-gest) to support independent study students either online and/or in small group settings. Provide ELD support services to all English learners.
Charter wide
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Curriculum (include technology/connection), Tracking and District Monitoring expense $4350
1.1.5 Train administrators, teachers, and parents and implement the new ELD materials. Provide internal and/ or external professional development (PD) on new ELD standards and how to increase the quality and effectiveness of ELD instruction.
Charter wide
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient
Registration, materials, and Supplies $3,000
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Other Subgroups: (Specify) 1.1.6 Research, pilot, field test, evaluate and purchase alternate assessment(s) for ELA grades K-12 to be utilized school wide as a multiple measure.
Pilot
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Curriculum & Training $4000
1.1.7 ELA Curriculum Committee will pilot, evaluate, and recommend for purchase new CCSS aligned ELA curriculum for grades K-12. Maintain quality support from "Pilot" publishers throughout pilot window.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Estimated purchase K-12 $300,000
1.1.8 Continue to provide PD for ELA to increase knowledge and proficiency of CCSS ELA..
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of pilot will determine anticipated funding expenditures.
All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
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LCAP Year 2: 2017-18 Expected Annual • Measurable Outcomes: • • • • • •
The number of students reading at or above grade level at the start of the year will increase by 5% at the end of the school year, as measured by the i-Ready Diagnostic Assessment for reading. Grade level student cohorts will increase their reading achievement year over year as measured by i-Ready Diagnostic Assessment for reading. The number of students scoring “Met Standard” and above in ELA as measured by CAASPP will increase by 5%.* (*API) The CAASPP participation rate for ELA will increase by 5% in grades 3-11. English Learners (ELs) will increase one CELDT level.* The number of students reclassified in will increase.* Maintain CA standards aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in ELA.*
Actions/Services
Scope of Service
Pupils to be served within identified scope of service
Budgeted Expenditures
1.2.1 Provide and utilize i-Ready Diagnostic Charter Assessment for Reading to assess all students K-12 and wide to provide CCSS aligned reading intervention as needed.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense see year 1
1.2.2 Continue to provide ELD support services to all ELs.
Charter wide
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
1.2.3 Maintain an English Learner Advisory Committee (ELAC) and hire interpreters for meetings.
Charter wide
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
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Other Subgroups: (Specify) 1.2.4 Continue internal training on ELD standards as needed.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Continued evaluation of the implementation of the action plan will guide future expenditures.
1.2.5 Continue to provide targeted, research-based ELA support to struggling students in addition to iReady.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
1.2.6 Implement alternate assessment(s) for ELA and Charter ELD to be expanded school wide as a multiple measure. wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
1.2.7 Provide initial training (by ELA publisher) as well as follow up support PD for all new ELA recommended curriculum.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Training $5,000
Charter wide
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1.2.8 Implement CCSS aligned ELA recommended curriculum for grades K-12.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
LCAP Year 3: 2018-19 Expected Annual • Measurable Outcomes: • • • • • •
The number of students reading at or above grade level at the start of the year will increase by 5% at the end of the school year, as measured by the i-Ready Diagnostic Assessment for reading. Grade level student cohorts will increase their reading achievement year over year as measured by i-Ready Diagnostic Assessment for reading. The number of students scoring “Met Standard” and above in ELA as measured by CAASPP will increase by 5%.* (*API) The CAASPP participation rate for ELA will increase by 5% in grades 3-11. English Learners (ELs) will increase one CELDT level.* The number of students reclassified in will increase.* Maintain CA standards aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in ELA.*
Actions/Services 1.3.1 Continue to provide targeted diagnostic and instruction for Reading to assess all students K-12 and to provide State Standard aligned reading intervention as needed.
1.3.2 Continue to provide ELD support services to all ELs.
Scope of Service Charter wide
Pupils to be served within identified scope of service
Budgeted Expenditures
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
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(Specify) 1.3.3 Maintain an English Learner Advisory Committee (ELAC) and maintain interpreters for meetings.
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
1.3.4 Continue professional development internal training on the ELD standards as needed.
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
1.3.5 Continue to provide targeted, research-based ELA support to struggling students.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
1.3.6 Continue to implement alternate assessment(s) for ELA to be utilized school wide as a multiple measure to measure both progress in ELA/ELD standards.
X All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Page 19 of 80
1.3.7 Provide internal and external Professional Development for ELA to continue support for all new ELA recommended curriculum.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
1.3.8 Continue to implement the state standards aligned ELA recommended curriculum for grades K-12.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
Page 20 of 80
Our students will demonstrate academic excellence that meets or exceeds California Common Core State Standards for Mathematics as demonstrated by multiple measures.
Related State and/or Local Priorities: 1X 2 3 4 5 6X 7X 8X 8 COE only: 9 10 0
GOAL 2:
Local : Specify Identified Need :
• • • •
Goal Applies to:
CAASPP math data from 2014-2015 indicates that 19% of students tested in grades 3-8 and 11 met or exceeded grade level standards. Initial math diagnostic assessment data from fall 2015 indicates that 42% of students tested in grades K-12 read at or above grade level. i-Ready reading instruction data indicates that 24% of students use i-ready reading instruction and their average time on task is about 25 minutes a week. i-Ready reading Instructional Usage data indicates that 20% of students use i-Ready reading instruction 45 minutes a week or more.
Schools: Horizon Charter School Applicable Pupil All Subgroups: LCAP Year 1: 2016-17
Expected Annual The number of students working at or above grade level in math at the beginning of the school year will increase by 5% at the end of the school year as measured by the i-Ready Diagnostic Assessment for math. Measurable Outcomes: Grade level student cohorts will increase their math achievement year over year as measured by i-Ready Diagnostic Assessment for math. The percentage of students using i-Ready math instruction will increase. The percentage of students using i-Ready math instruction 45 minutes a week or more will increase. The number of students scoring “Met Standard” and above in math as measured by CAASPP will increase by 5%.* (*API) The CAASPP participation rate for math will increase by 5% in grades 3-11. * (*API) Maintain CA CCSS-aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in math.*
Actions/Services
Scope of Service
Pupils to be served within identified scope of service
Budgeted Expenditures
2.1.1 Provide and utilize i-Ready Diagnostic Assessment Charter for math to assess all students K-12 and to provide wide CCSS aligned intervention for math as needed.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense Year two of three year contract
2.1.2 Research alternate interim assessment(s)
X All
Materials
Pilot
$2,000
Page 21 of 80
(including paper-based assessments) for math to be utilized school wide as multiple measures.
2.1.3a Provide targeted, research-based math support to struggling students in addition to i-Ready.
OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) Charter wide
All OR:------X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
2.1.4 Continue to provide internal and/or external PD to Charter increase knowledge and proficiency of CCSS Math. wide (.15 FTE)
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
.15 FTE
2.1.3b Continue to utilize current recommended curriculum for math: GoMath K-8 3 year purchase (See 3.2.9 for High School)
$11,920
LCAP Year 2: 2017-18 Expected Annual • Measurable Outcomes: • • • •
The number of students working at or above grade level in math at the beginning of the school year will increase by 5% at the end of the school year as measured by the i-Ready Diagnostic Assessment for math. Grade level student cohorts will increase their math achievement year over year as measured by i-Ready Diagnostic Assessment for math. The number of students scoring “Met Standard” and above in math as measured by CAASPP will increase by 5%.* (*API) The CAASPP participation rate for math will increase by 5% in grades 3-11. * (*API) Maintain CA CCSS-aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in math.*
Actions/Services
Scope of Service
2.2.1 Continue to provide and utilize i-Ready Diagnostic Charter
Pupils to be served within identified scope of service X All
Budgeted Expenditures No additional expense -
Page 22 of 80
Assessment for math to assess all students K-12 and to Wide provide CCSS aligned intervention for math. Evaluate for continued use.
OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
last year of 3 year contract
2.2.2 Pilot/field test and select alternate assessment(s) Charter for math to be utilized school wide as multiple measures. Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Continued evaluation of the implementation of the action plan will guide future expenditures.
2.2.3a Continue to provide targeted, research-based Charter math support to struggling students Identified in Tier 2 & Wide 3 in addition to i-Ready.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
2.3.3a Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
X All OR:------X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
2.2.3b Continue to utilize current recommended curriculum for math: GoMath K-8 3 year purchase (See 3.2.9 for High School)
2.2.4 Use PLC process to monitor student progress on grade level work and i-Ready instruction by student and by subgroup (i.e. ELs, SES, foster).
Charter Wide
Page 23 of 80
LCAP Year 3: 2018-19 Expected Annual • Measurable Outcomes: • • • •
The number of students working at or above grade level in math at the beginning of the school year will increase by 5% at the end of the school year as measured by the i-Ready Diagnostic Assessment for math. Grade level student cohorts will increase their math achievement year over year as measured by i-Ready Diagnostic Assessment for math. The number of students scoring “Met Standard” and above in math as measured by CAASPP will increase by 5%.* (*API) The CAASPP participation rate for math will increase by 5% in grades 3-11. * (*API) Maintain CA CCSS-aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in math.*
Actions/Services
Scope of Service
Pupils to be served within identified scope of service
Budgeted Expenditures
2.3.1 Continue to provide targeted diagnostic and instruction for Mathematics to assess all students K-12 and to provide State Standard aligned mathematics intervention as needed.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
2.3.1 Train teachers and administrators to implement alternate assessment(s) for math to be utilized school wide as multiple measures.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
2.3.4a Expand targeted, research based math support to struggling students and ensure adequate progress.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Teacher stipends for training, parent trainings supporting the implementation...
2.3.4b Continue to utilize and expand training within the recommended curriculum for mathematics .
Page 24 of 80
2.3.5 Continue to use PLC process to monitor student Charter progress on grade level work and intervention instruction wide by student and subgroup. (i.e. ELs, SES, foster).
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
Page 25 of 80
Our students will be prepared for success in college and career.
Related State and/or Local Priorities: 1X 2X 3X 4 5 6X 7X 8X 8 COE only: 9 10 0
GOAL 3:
Local : Specify Identified Need :
• • • • •
Goal Applies to:
Schools: Horizon Charter School Applicable Pupil High School Subgroups:
Improve the number of students meeting requirements to UC/CSU and improved number of students demonstrating college readiness. Improve support to students struggling to meet General Education High School requirements. No in-house CTE courses, sequences, or programs are currently offered. CAASPP data for grade 11 indicates that 37% met or exceeded the ELA standards and 6% met or exceeded the math standards. 71% of March 15, 2016 inservice evalutions were returned.
LCAP Year 1: 2016-17 Expected Annual • Increase High school graduation rate by 3%.* Measurable • Identify number of pupils that complete Career Technical Education sequences or programs*: Outcomes: • Increase the number of students that meet or exceed the requirements for entrance to UC/CSU year over year.* • Increase the percentage of students enrolled in courses required for UC/CSU admission by 5%. • Increase the number of students successfully completing UC/CSU courses to greater than previous year. • Increase the number of students participating in the SAT /ACT/ PSAT to greater than previous year. • Increase the number of students passing AP tests with scores of 3 or higher.* • Identify Share of pupils determined prepared for college by the Early Assessment Program (EAP)* Increase the number of students awarded Golden State Merit. • Maintain CA state standards-aligned instructional materials (text and e-text) sufficiency at 100% for all core subject areas.* • Maintain 100% of high school students with 4-Year Plans created by a Guidance Counselor. • Increase the percentage of professional development evaluations returned.
Actions/Services -3.1.1 Finalize research, pilot and evaluate Career Technical Education sequences.
Scope of Service Pilot
Pupils to be served within identified scope of service X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient
Budgeted Expenditures Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Page 26 of 80
Other Subgroups: (Specify) 3.1.2 Continue to fund 1.5 FTE guidance counselors to support students in preparing for college and career.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Staff $132,000 (approx)
3.1.3 Continue to provide all required classes for students within their selected High school course plans to ensure all students are prepared for their selected college/career pathway.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Continued evaluation of the implementation of the action plan will guide future expenditures.
3.1.4 Continue to provide targeted, research-based math & ELA support for struggling students.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Continued evaluation of the implementation of the action plan will guide future expenditures.
3.1.5 Continue to fund department heads to develop and Charter provide internal PD to administrators and teachers to wide ensure UC approved courses are implemented with fidelity.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Stipends
$10,000
Page 27 of 80
3.1.6 a. Research PD/training resources for CTE/College & Career 3.1.6 b. Continue to support and provide internal PD to administrators and teachers to ensure students are prepared for their selected college & career pathway. (i.e. CTE, CSU/UC, Community Colleges)
3.1.7 All high school core content areas will continue to be supported by CA Standards-based curriculum available in both print and virtual formats.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Materials, Conference $500 Stipends, materials and supplies $1,500
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure (math and Spanish) Evaluation of programs will determine changes in funding for specific needs.
LCAP Year 2: 2017-18 Expected Annual • Measurable • Outcomes: • • • • • • •
Increase High school graduation rate by 3%.* Increase the number of students that meet or exceed the requirements for entrance to UC/CSU year over year.* Increase the percentage of students enrolled in courses required for UC/CSU admission by 5%. Increase the number of students successfully completing UC/CSU courses to greater than previous year. Increase the number of students participating in the SAT /ACT/ PSAT to greater than previous year. Increase the number of students passing AP tests with scores of 3 or higher.* Identify share of pupils determined prepared for college by the Early Assessment Program (EAP)* Maintain CA state standards-aligned instructional materials (text and e-text) sufficiency at 100% for all core subject areas.* Maintain 100% of high school students with 4-Year Plans created by a Guidance Counselor.
Actions/Services 3.2.1 Implement Career Technical Education sequences.
Scope of Service Charter wide
Pupils to be served within identified scope of service X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:
Budgeted Expenditures Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Page 28 of 80
(Specify) 3.2.2 Continue to fund 1.5 FTE guidance counselors to support students in preparing for college and career.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Staff $150,000 (approx)
3.2.3 Continue to provide all required classes for students within their selected High school course plans to ensure all students are prepared for their selected college/career pathways.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
3.2.4 Continue to provide targeted, research-based math & ELA support for struggling students.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Continued evaluation of the implementation of the action plan will guide future expenditures.
3.2.5 Continue to fund department heads to develop and Charter provide internal PD to administrators and teachers to wide ensure UC and AP approved courses are implemented with fidelity and rigor.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Stipends $12,000
Page 29 of 80
3.2.6 Continue to support and provide internal PD to administrators and teachers to ensure students are prepared for their selected college & career pathway. (i.e. CTE, CSU/UC, Community Colleges)
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Stipends, materials and supplies $2500
3.2.7 All high school core content areas will continue to be supported by CA Standards-based curriculum available in both print and virtual formats.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
LCAP Year 3: 2018-19 Expected Annual Increase High school graduation rate by 3%.* Measurable • Identify number of pupils that complete Career Technical Education sequences or programs*: Outcomes: • the number of students that meet or exceed the requirements for entrance to UC/CSU year over year.* • Increase the percentage of students enrolled in courses required for UC/CSU admission by 5%. • Increase the number of students successfully completing UC/CSU courses to greater than previous year. • Increase the number of students participating in the SAT /ACT/ PSAT to greater than previous year. • Increase the number of students passing AP tests with scores of 3 or higher.* • Identify Share of pupils determined prepared for college by the Early Assessment Program (EAP)* • Maintain CA state standards-aligned instructional materials (text and e-text) sufficiency at 100% for all core subject areas.* • Maintain 100% of high school students with 4-Year Plans created by a Guidance Counselor.
Actions/Services 3.3.1 Continue to Implement and expand Career Technical Education sequences and options.
Scope of Service Charter wide
Pupils to be served within identified scope of service X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient
Budgeted Expenditures Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Page 30 of 80
Other Subgroups: (Specify) 3.3.2 Continue to fund 1.5 FTE guidance counselors to support students in preparing for college and career.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Staffing Approx $150,000.00
3.3.3 Continue to provide and expand options for all required classes for students within their selected High school course plans to ensure all students are prepared for their selected college/career pathways.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure
3.3.4 Continue to provide and expand targeted, research-based math & ELA support for struggling students.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine future anticipated expenditures.
3.3.5 Continue to fund department heads to develop and provide internal PD to administrators and teachers to ensure UC and AP approved courses are implemented with fidelity and rigor.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Stipends $12,000.00
Page 31 of 80
3.3.6 Continue to support, provide and expand internal PD to administrators and teachers to ensure students are prepared for their selected college & career pathway. (i.e. CTE, CSU/UC, Community Colleges)
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine future anticipated expenditures.
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
Page 32 of 80
Our students will have increased access to technology and proficiency in 21st Century Skills.
Related State and/or Local Priorities: 1X 2X 3X 4X 5 6X 7 8X 8 COE only: 9 10 0
GOAL 4:
Local : Specify Identified Need :
Students need to develop 21st century skills and have opportunities to use various technology to be ready for college and career. Students need increased access to/ time with teachers to support their success in High School courses as indicated by CAASPP Grade 11 data: 37% met or exceeded the ELA standards and 6% met or exceeded the math standards.
Goal Applies to:
Schools: Horizon Charter School Applicable Pupil All Subgroups: LCAP Year 1: 2016-17
Expected Annual • Measurable • Outcomes: • •
Maintain current ratio of 3 to 1 devices to students. Publish and share definition of HCS 21st century skills with all stakeholders. Learning centers will increase access to technology as demonstrated by schedules and sign ins. Increase number of students enrolled in virtual courses by 5% over prior year.
Actions/Services 4.1.1a Define 21st century skills. Train all staff in HCS 21st century skills.
Scope of Service
Budgeted Expenditures
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
4.2.1a No additional expense 4.2.1b No additional expense
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient
Registration $2,000
4.1.1b Develop Professional development in instructional supports and rubrics for HCS defined 21st century skills.
4.1.2 Continue to train and support administrators, teachers, and staff in utilizing currently available technology tools and resources.
Pupils to be served within identified scope of service
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Other Subgroups: (Specify) 4.1.3 Continue to provide open computer times at each learning center during the school day.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated expenditure; yet to be determined.
4.1.4 Continue to fund 1.5 FTE IT support people
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Staff $125,000
4.1.5 Revise and refine the technology plan.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
4.1.6 School-Wide Technology to support Common Core Curriculum and Instruction
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Equipment/Technology/Consulting $125,000
Page 34 of 80
LCAP Year 2: 2017-18 Expected Annual • Measurable • Outcomes: • •
Maintain current ratio of 3 to 1 devices to students. Publish and share definition of HCS 21st century skills with all stakeholders. Learning centers will increase access to technology as demonstrated by schedules and sign ins. Increase number of students enrolled in virtual courses by 5% over prior year.
Actions/Services
Scope of Service
Pupils to be served within identified scope of service
Budgeted Expenditures
4.2.1 Pilot instructional supports and rubrics for HCS defined 21st century skills.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
4.2.2 Continue to train and support administrators, teachers, and staff in utilizing currently available technology tools and resources.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Registration $200
4.2.3 Continue to provide open computer times at each learning center during the school day.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure
4.2.4 Continue to fund 1.5 FTE IT support people and assess additional technology needs.
Charter Wide
X All OR:------Low Income pupils
Staff $96,000
Page 35 of 80
English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 4.2.5 Continue to implement, monitor and assess technology plan
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
LCAP Year 3: 2018-19 Expected Annual • Measurable • Outcomes: • •
Maintain current ratio of 3 to 1 devices to students. Publish and share definition of HCS 21st century skills with all stakeholders. Learning centers will increase access to technology as demonstrated by schedules and sign ins. Increase number of students enrolled in virtual courses by 5% over prior year.
Actions/Services
Scope of Service
Pupils to be served within identified scope of service
Budgeted Expenditures
4.3.1 Provide training for and implement instructional Charter supports and rubrics for HCS defined 21st century skills. wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
4.3.2 Continue to train and expand support to administrators, teachers, and staff in utilizing currently available technology tools and resources.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Charter wide
Page 36 of 80
English proficient Other Subgroups: (Specify) 4.3.3 Continue to provide open computer times at each learning center during the school day.
Charter wide
4.3.4 Continue to fund 1.5 FTE IT support people and assess additional technology needs.
4.3.5 Continue to implement, monitor, assess and revise technology plan.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
Page 37 of 80
Our students will experience increased success, safety, and health by strengthening family and community engagement.
Related State and/or Local Priorities: 1X 2X 3X 4X 5X 6X 7 8X 8 COE only: 9 10 0
GOAL 5:
Local : Specify Identified Need :
As an independent study school, encompassing 6 counties, students need a variety of ways to engage with the school community to positively impact their educational experience. Parent participation in meetings, workshops, trainings, etc. is low. Attendance ranges between 0-25 with only 4 events bringing in 45 or more. 333 responses were gathered from the online parent survey. Eight math parent workshops on academic subjects were offered various learning centers.
Goal Applies to:
Schools: Horizon Charter School Applicable Pupil All Subgroups: LCAP Year 1: 2016-17
Expected Annual • Measurable • Outcomes: • • • • • • • • •
Increase the number of students participating in Contract Programs and/or Enrichment classes by as measured by student enrollment. Increase the number of parents who participate in various school activities as measured by sign-ins. Establish a baseline participation rate for the school climate survey. Maintain current attendance rates of 95% or higher by ensuring the timely completion of assignments.* Reduce chronic absenteeism rates.* Maintain rate of 100% of teachers appropriately assigned and fully credentialed Decrease the middle school dropout rate from 2%.* Decrease the high school dropout rate from 6.3%.* Decrease the rate of pupil suspension at .10* Maintain rate of pupil expulsions at 0.0* Maintain safe facilities as demonstrated in the Facilities Inventory (FIT) Report.*
Actions/Services 5.1.1 Provide and maintain safe facilities.
Scope of Service Charter Wide
Pupils to be served within identified scope of service X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:
Budgeted Expenditures Learning Center Facility expenditures $185,000 estimated
Page 38 of 80
(Specify) 5.1.2 Provide a variety of opportunities for Contract Programs and/or enrichment classes at all learning centers for students K-12.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Contract Programs /Enrichment classes $28,000
5.1.3 Continue to implement a school wide climate survey of all stakeholders.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Marketing & Outside Survey Resources.
5.1.4 Ensure teachers are appropriately assigned.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
HQT/Achievement Based Course FTE $55,000
5.1.5 Expand and support the Parent Network.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure to cover the following expenses: Regional events, activities, training, and opportunities for collaboration.
Page 39 of 80
5.1.6 Increase communication and interaction with all stakeholders.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Marketing, website, technology, outreach
$8,000
LCAP Year 2: 2017-18 Expected Annual • Measurable • Outcomes: • • • • • • • • •
Increase the number of students participating in Contract Programs and/or Enrichment classes by as measured by student enrollment. Increase the number of parents who participate in various school activities as measured by sign-ins. Establish a baseline participation rate for the school climate survey. Maintain current attendance rates of 95% or higher by ensuring the timely completion of assignments.* Reduce chronic absenteeism rates.* Maintain rate of 100% of teachers appropriately assigned and fully credentialed. Decrease the middle school dropout rate from 2%.* Decrease the high school dropout rate from 6.3%.* Decrease the rate of pupil suspension at .10* Maintain rate of pupil expulsions at 0.0* Maintain safe facilities as demonstrated in the Facilities Inventory (FIT) Report..*
Actions/Services
Scope of Service
Pupils to be served within identified scope of service
Budgeted Expenditures
5.2.1 Provide and maintain safe facilities.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Facilities $750,000 estimated
5.2.2 Provide a variety of opportunities for Contract Programs and/or enrichment classes at all learning centers for students K-12.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
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English proficient Other Subgroups: (Specify) 5.2.3 Continue to implement a school wide climate survey of all stakeholders.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
5.2.4 Ensure teachers are appropriately assigned.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
5.2.5 Refine and support the Parent Network.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Continued evaluation of the implementation of the action plan will guide future expenditures.
5.2.6 Increase communication and interaction with all stakeholders.
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
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LCAP Year 3: 2018-19 Expected Annual • Measurable • Outcomes: • • • • • • • • •
Increase the number of students participating in Contract Programs and/or Enrichment classes by as measured by student enrollment. Increase the number of parents who participate in various school activities as measured by sign-ins. Establish a baseline participation rate for the school climate survey. Maintain current attendance rates of 95% or higher by ensuring the timely completion of assignments.* Reduce chronic absenteeism rates.* Maintain rate of 100% of teachers appropriately assigned and fully credentialed. Decrease the middle school dropout rate from 2%.* Decrease the high school dropout rate from 6.3%.* Decrease the rate of pupil suspension at .10* Maintain rate of pupil expulsions at 0.0* Maintain safe facilities as demonstrated in the Facilities Inventory (FIT) Report..*
Actions/Services
Scope of Service
Pupils to be served within identified scope of service
Budgeted Expenditures
5.3.1 Provide and maintain safe facilities.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
5.3.2 Provide a variety of opportunities for Contract Programs and/or enrichment classes at all learning centers for students K-12.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
All OR:------Low Income pupils English Learners Foster Youth
Anticipated Expenditure
5.3.3 Continue to implement a refined school wide climate survey of all stakeholders.
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Redesignated fluent English proficient Other Subgroups: (Specify) 5.3.4 Continue to ensure teachers are appropriately assigned.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure
5.3.5 Refine, expand, and support the Parent Network.
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Anticipated Expenditure Evaluation of programs will determine changes in funding for specific needs.
5.3.6 Continue to increase and evaluate communication and interaction with all stakeholders.
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
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Annual Update Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP. Guiding Questions: 1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?
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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original Our students will demonstrate academic excellence that meets or exceeds California Common Core State GOAL 1 Standards (CCSS) for English language arts (ELA) as demonstrated by multiple measures. from prior year LCAP:
Related State and/or Local Priorities: 1X 2 3X 4 5 6X 7X 8X 8 COE only: 9
10
0
Local : Specify Goal Applies to:
Schools: Horizon Charter School Applicable Pupil All Subgroups:
Expected 1. The number of students reading at or above grade level at the Annual start of the year will increase by 5% at the end of the school year, Measurable as measured by the i-Ready Diagnostic Assessment for reading. Outcomes: 2. Grade level student cohorts will increase their reading achievement from 2014-2015 levels as measured by i-Ready Diagnostic Assessment for reading. 3. The number of students scoring “Met Standard” and above in ELA as measured by CAASPP will increase by 5%.* (*API) 4. The CAASPP participation rate for ELA will increase by 5% in grades 3-11. 5. English Learners (ELs) will increase one CELDT level.* 6. The number of students reclassified in 15-16 will increase over 14-15 numbers.* 7. Maintain CA standards aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in ELA.*
Actual Annual Measurable Outcomes:
1. As the i-Ready diagnostic assessment data below indicates, the number of Horizon students reading at grade level increased by 6% from the beginning to the middle of the year. End of year data will be available after May 23, 2016. a) Number of Students Reading At/Above Grade Level out of total number tested in school. Beginning-of-Year 8/11/15 to 9/18/15 = 360/693 Middle-of-Year 11/30/15 to 01/30/16 = 459/790 End-of-Year 5/03/16 to 5/20/16=TBD Annual % Increase/Decrease = TBD b) Percentage of Students Reading At/Above Grade Level: Beginning-of-Year 8/11/15 to 9/18/15 = 52% Middle-of-Year 11/30/15 to 01/30/16 = 58% End-of-Year 5/03/16 to 5/20/16=TBD 2. i-Ready Cohort data indicates…End of year data available by September, 2016. 2014-2015: Initial i-Ready Diagnostic Assessment scores indicate that 49% of students in grades 1-11 are reading at or above grade level. (Partners and Horizon students combined) 2015-2016: initial i-Ready Diagnostic Assessment scores indicate that 52% of Horizon students grades K-12 were reading
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at or above grade level. 3. According to Horizon CAASPP data for ELA, the percentage of students in grades 3-8 and 11 who scored “met” or “exceeded” the standards in 2014-2015 was 31%. Current CAASPP data will be released by June 30, 2015. Percentage increase/decrease will be calculated after scores are released. Overall Percentage of 14-15 Students Who Met/Exceeded Standards: 31% Overall Percentage of 15-16 Students Who Met/Exceeded Standards: (Data available in September 2016) 4. According to Horizon CAASPP data for ELA, in 2014-2015 participation rate in grades 3-8 and 11 was 77.5%. Current CAASPP data will be released by June 30, 2015. Percentage increase/decrease will be calculated after scores/data are released. Overall Percentage of 14-15 Participation Rate = 77.5% Overall Percentage of 15-16 Participation Rate = (Data not yet available) 5. English Learners (ELs) will increase one CELDT level.* 6. The English Learner Reclassification Rate for 2014-2015 was 0. 7. Maintained CA standards aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in ELA.*
LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services Budgeted Expenditures Estimated Actual Annual Expenditures 1.1.1 Provide and utilize i-Ready Implemented Beginning-,Middle-, and (3 yr subscription) $37,000 Year One of 3 Yr Subscription 5000Diagnostic Assessment for Reading to End-of-Year online, diagnostic 5999: Services And Other Operating assess all students K-12 at the assessments. Expenditures Supplemental beginning and end of the year and to $42,098.29 provide CCSS aligned reading Assigned i-Ready online
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intervention as needed.
intervention/instruction based on diagnostic results. (as one intervention option)
Scope of Service
Scope of Service
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.2 Research targeted, researchbased ELA supports for struggling students in addition to i-Ready.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
Researched possible MTSS supports. Compiled a recommended list of resources for use asTier 1 & 2 intervention based on research. Shared list of Tier 1 & 2 intervention resources with teachers at staff meetings and posted it on the RtI Hub page. Created intervention materials order form, shared it with teachers at staff meetings, and posted it on RtI Hub page
Scope of Service
Charter wide
All OR:------X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)
Scope of Service
Charter wide
All OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
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1.1.3 Establish an English Learner Advisory Committee (ELAC) and hire interpreters for meetings using a consultant to facilitate.
Hiring interpreters $600 Consultant $3000
Established ELAC Committee and provided interpreter for meetings and additional communications.
Interpreters 2000-2999: Classified Personnel Salaries Supplemental 260.48 Consultant
Utilized In-house administrator to fulfill consultant duties. Scope of Service
Charter wide
Scope of Service
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.4 Evaluate English Language Development (ELD) staffing needs by reviewing current staffing and WASC action plan.
Scope of Service
All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
Charter wide
Evaluated staffing needs and made recommendations. (Edmentum: ESL Reading Smart)
Scope of Service
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.5 Provide internal professional development (PD) to teachers, administrators, parents on new ELD
Charter wide
No additional expense
Charter wide
All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Material and Supplies $1000
Purchased ELD standards books from California Department of Education: one for each administrator and teacher.
Materials and Supplies 4000-4999: Books And Supplies Supplemental $2,840.87
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standards and how to increase the quality and effectiveness of ELD instruction.
Provided ELD training/PD to teachers and administrators: Academic vocabulary and engagement strategies for English learners training for Learning Center elementary teachers August 10, 2015 New ELD standards training at staff meeting in October & November 2015. Academic Vocabulary training/PD at staff meetings in November & December 2015 and January 2016.
Scope of Service
Charter wide
Scope of Service
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.6 Establish an internal recording system for monitoring ELD progress.
Scope of Service
Charter wide
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English
Charter wide
All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
Evaluated ELD instruction and monitoring needs and determined that further research was needed in this area. ( see 2016/17 1.2.6 for inclusion of internal recording system) Scope of Service
Charter wide
All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient
No additional expense
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proficient Other Subgroups: (Specify) 1.1.7 Research alternate assessment(s) for ELD grades K-12 to be utilized school wide as multiple measures.
Other Subgroups: (Specify)
No additional expense
Researched alternate ELD assessments.
No additional expense
Selected an alternate assessment for use in the 2016/17 school year, which is a component of an online ELD program called ESL Reading Smart. Further research on multiple measures will continue.
Scope of Service
Charter wide
Scope of Service
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.8 Establish an ELA Curriculum Committee comprised of administrators, parents, STs,VLI teachers, and LC teachers to research and evaluate new CCSS aligned ELA materials and assessments (multiple measures) released in November 2015.
Charter wide
All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Materials $1200
Established an ELA/ELD Curriculum Selection committee, as well as an ELA/ELD Curriculum Selection Leadership team. The LEA conducts adoptions on an LEA wide basis. The review process includes a committee of classroom teachers and parent educators in the appropriate discipline (Education Code Section 60210). Began conducting an evaluation of instructional materials to select ELA/ELD instructional materials that best meet the needs of students. When making curriculum decisions, the selection committee uses the content standards, the curriculum frameworks,
Expenses for pilot programs will be reflected in 2016-2017
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the State Board of Education-adopted evaluation criteria, and the adopted curriculum reports as resources. Programs will be piloted in the 20162017 school year. The final recommendation for textbook selection is set to be made in the Spring of 2017 by the selection committee. Scope of Service
Charter wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.9 Provide internal PD as well as external PD to increase knowledge and proficiency of CCSS ELA.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Registration Fees
$1000
Provided training/PD to teachers and administrators: Academic Vocabulary trainings: staff meetings November & December 2015, January 2016 Writing Standards overview and analysis, October 23, 2015 Inservice Writing: Argument curriculum design at March 15, 2016 inservice Close Reading at staff meetings May 2016
Scope of Service X All OR:-------
Charter wide
Scope of Service X All OR:
Charter wide
Training Expenses 5000-5999: Services And Other Operating Expenditures Supplemental $5,698.98
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Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.10 Provide administration of CELDT Scope of Service
Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Stipends
$6000
Charter wide
Scope of Service
All OR:------Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify) 1.1.11 Hire bilingual teachers (1.5 FTE) Scope of Service
Charter wide
All OR:------Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Provided 3 staff to administer CELDT according to state guidelines.
Stipends 1000-1999: Certificated Personnel Salaries Supplemental $5,636.93
Charter wide
All OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify) Salaries
$78,000
Hired Bilingual teachers at the beginning of the 2015/16 school year. Scope of Service
Salaries 1000-1999: Certificated Personnel Salaries Supplemental $54,652.51
Charter wide
All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
What changes in actions, services, and expenditures will be made as a result of reviewing 1.1.3- An additional administrator was hired to fulfill several administrative duties. These duties included establishing the past progress and/or changes to ELAC committee and fulfilling the consultant duties.
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goals? 1.1.6- Evaluated ELD instruction and monitoring needs and determined that further research was needed in this area. ( see 2016/17 1.2.6 for inclusion of internal recording system) 1.1.8- Established an ELA/ELD Curriculum Selection committee, as well as an ELA/ELD Curriculum Selection Leadership team. The LEA conducts adoptions on an LEA wide basis. The review process includes a committee of classroom teachers and parent educators in the appropriate discipline (Education Code Section 60210). Began conducting an evaluation of instructional materials to select ELA/ELD instructional materials that best meet the needs of students. When making curriculum decisions, the selection committee uses the content standards, the curriculum frameworks, the State Board of Education-adopted evaluation criteria, and the adopted curriculum reports as resources. Programs will be piloted in the 2016-2017 school year. The final recommendation for textbook selection is set to be made in the Spring of 2017 by the selection committee. The selection process expenses exceeded the original estimate by approximately $1600.00. 1.1.9- Expenses exceeded the original estimate to provided training/PD to teachers and administrators: Academic Vocabulary trainings: staff meetings November & December 2015, January 2016 Writing Standards overview and analysis, October 23, 2015 In-service Writing: Argument curriculum design at March 15, 2016 In-service Close Reading at staff meetings May 2016 Facility, materials, and supply costs for in-services and staff meetings were included within this action/service creating additional expense to the action/service than originally planned for. 1.1.11- Hired Bilingual teachers at the beginning of the 2015/16 school year. Expenses for the Bilingual teachers were below the original expenditure estimate by approximately $23,500.00 due to the resignation of a Bilingual staff member during the 2015/16 school year.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original Our students will demonstrate academic excellence that meets or exceeds California Common Core State GOAL 2 Standards for Mathematics as demonstrated by multiple measures. from prior year LCAP:
Related State and/or Local Priorities: 1X 2 3 4 5 6X 7X 8X 8 COE only: 9
10
0
Local : Specify Goal Applies to:
Expected Annual Measurable Outcomes:
Schools: Horizon Charter School Applicable Pupil All Subgroups:
1. The number of students working at or above grade level in math at the beginning of the school year will increase by 5% at the end of the school year as measured by the i-Ready Diagnostic Assessment for math. 2. Grade level student cohorts will increase their math achievement year over year as measured by i-Ready Diagnostic Assessment for math. 3. The number of students scoring “Met Standard” and above in math as measured by CAASPP will increase by 5%.* (*API) 4. The CAASPP participation rate for math will increase by 5% in grades 3-11. * (*API) 5. Maintain CA CCSS-aligned instructional materials (text and etext) sufficiency at 100% for all grades TK-12 in math.*
Actual Annual Measurable Outcomes:
1. As the i-Ready diagnostic assessment data below indicates, the number of Horizon students performing at grade level in math increased by 7% from the beginning to the middle of the year. End of year data will be available after May 23, 2016. a) Number of Students At/Above Grade Level in Math out of total number tested in school: Beginning-of-Year (08/11/15 to 09/18/15)- 294/694 Middle-of-Year (11/30/15 to 01/30/16) - 386/795 b) Percentage of Students At/Above Grade Level in Math: Beginning-of-Year (08/11/15 to 09/18/15)- 42% Middle-of-Year (11/30/15 to 01/30/16) - 49% 2. i-Ready End-of-Year assessment data will be available after May 23, 2016. Cohort calculations will be made once data is available. 3. New CAASPP data will be released in June 2016.The percentage of students who scored “meet” or “exceeded” the standards will be calculated once the data is available. Overall- 19% 4. The CAASPP participation rates in grades 3 through 8 and 11 will be available sometime in June.The participation rate will be calculated once the data is available.
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14-15 Participation Rate- 75.7% 5. Maintained CA CCSS-aligned instructional materials (text and e-text) sufficiency at 100% for all grades TK-12 in math.*
LCAP Year: 2015-16 Planned Actions/Services Budgeted Expenditures 2.1.1 Provide and utilize i-Ready (3 yr subscription) $37,000 Diagnostic Assessment for math to assess all students K-12 and to provide CCSS aligned intervention for math as needed.
Actual Actions/Services Estimated Actual Annual Expenditures Implemented Beginning-,Middle-, and Year One of 3 Year Subscription End-of-Year online, diagnostic 5000-5999: Services And Other assessments. (Year 1 of 3 year Operating Expenditures Supplemental contract) $42,399.98 Assigned i-Ready online intervention/instruction based on diagnostic results. (as one intervention option) Provided training to administrators and teachers in utilizing i-Ready to support proficiency in mathematics: Getting Started Webinar: 1.5 hours all LC teachers, STs as needed Leadership 1: 3 hour live training for administrators on September 8, 2015 Understanding Data: 1.5 hour live training for teachers at October 23, 2016 Inservice
Scope of Service
Charter wide
X All OR:------Low Income pupils English Learners
Scope of Service
Charter wide
X All OR: Low Income pupils English Learners
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Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 2.1.2 Research alternate assessment(s) for math to be utilized school wide as a multiple measure. Scope of Service
Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
Charter wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 2.1.3a Research and evaluate targeted, research-based math support for struggling students in addition to i-Ready. 2.1.3b Continue to utilize current recommended curriculum for math: GoMath K-8 3 year purchase (See 3.1.9 for High School)
Researched multiple measures for K-8. No determinations made.
No additional expense
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
2.1.3a No additional expense 2.1.3b $45,000
2.1.3a Researched possible MTSS supports. Compiled recommended list of resources for use as Tier 1 & 2 intervention for grades K-8 based on research. Shared Tier 1 & 2 intervention resource list (grades K-8) with teachers at staff meetings and posted list on RtI Hub page. Created intervention materials order form, shared it with teachers at staff meetings, and posted it on RtI Hub page. Posted online HS tutoring/support sessions to assist struggling students and shared with teachers at staff meetings.
2.1.3a No additional expense Go Math K-8 4000-4999: Books And Supplies Supplemental $25.147.66
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2.1.3b Continued using Go Math as HCS recommended curriculum for grades K8 (15-16 was year 1 of 3 year purchase). Scope of Service
Charter wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 2.1.4 Provide internal, CSUS, and external PD to increase knowledge and proficiency of CCSS math.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
CSUS $11,000 Registration fees, material, and supplies $750
Provided training and demonstration lessons partnering CSUS Math Project • -LMCC: September 11, 2015 & January 22, 2016 • -RLC: February 11, 2016 • -SLC: March 17, 2016 • -Lincoln: May 25, 26, 27, 2016 Trained teachers and administrators in CCSS Math: A conceptual learning progression at October 23, 2016 Inservice Day Trained administrators and teachers in Academic Vocabulary and its use in math at November, December, and January staff meetings. Provided training to administrators and teachers in utilizing i-Ready to support proficiency in mathematics: Getting Started Webinar: 1.5 hours all
CSUS 5800: Professional/Consulting Services And Operating Expenditures Supplemental $11,000 Registration fees, material and supplies 5000-5999: Services And Other Operating Expenditures Supplemental $750
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LC teachers, STs as needed Leadership 1: 3 hour live training for administrators on September 8, 2015 Understanding Data: 1.5 hour live training for teachers at October 23, 2016 Inservice Scope of Service
Charter wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 2.1.5 Provide math coach to (.35 FTE) support implementation of and instruction in CCSS math and practice standards.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Math Coach .35FTE $35,000
Due to staffing changes, the math coach position was modified from a .35 FTE to .15 FTE. Funded .15 FTE Math Coach position to support the implementation of good teaching strategies and CCSS math by providing training, coaching, demonstration lessons, etc.with regularly frequency.
Scope of Service
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Scope of Service
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Math Coach .15FTE 1000-1999: Certificated Personnel Salaries Supplemental $11,920.06
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What changes in actions, 2.1.1- The actual cost of the i-ready diagnostic tool exceeded the estimated cost of $37,000. The school spent $42,399.98 services, and expenditures will be to: made as a result of reviewing past progress and/or changes to • Implement the Beginning-,Middle-, and End-of-Year online, diagnostic assessments. (Year 1 of 3 year contract) goals? • Assign i-Ready online intervention/instruction based on diagnostic results. (as one intervention option) • Provide training to administrators and teachers in utilizing i-Ready to support proficiency in mathematics: Getting Started Webinar: 1.5 hours all LC teachers, STs as needed. •
Leadership 1: 3 hour live training for administrators on September 8, 2015
•
Understanding Data: 1.5 hour live training for teachers at October 23, 2016 In service
2.1.3a An estimate of $45,000 was allocated to spend on the following to support academic achievement in mathematics. The school’s actual expenditure to support this specific goal was $25.147.66. The funding was used to support the following endeavors: • Research and pilot Tier 3 intervention tutoring model. Results will be reviewed in June to make determinations for 16-17. • Establish Math Support classes at various learning centers. 2.1.3b • Continue using Go Math as HCS recommended curriculum for grades K-8 (15-16 was year 1 of 3 year purchase). 2.1.5- Due to staffing changes, the math coach position was modified from a .35 FTE to .15 FTE. •
Funded .15 FTE Math Coach position to support the implementation of good teaching strategies and CCSS math by providing training, coaching, demonstration lessons, etc.with regularly frequency.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original Our students will be prepared for success in college and career. GOAL 3 from prior year LCAP:
Related State and/or Local Priorities: 1X 2X 3X 4 5 6X 7X 8X 8 COE only: 9
10
0
Local : Specify Goal Applies to:
Schools: Horizon Charter School Applicable Pupil High School Subgroups:
Expected A. -Increase High school graduation rate by 3%.* Annual Measurable B. -CAHSEE pass rate for Grade 10 students will increase by 5% Outcomes: in ELA and by 5% in math year over year.* C. -Identify number of pupils that complete Career Technical Education sequences or programs*: D. -Increase the number of students that meet or exceed the requirements for entrance to UC/CSU year over year.* E. -Increase the percentage of students enrolled in courses required for UC/CSU admission by 5%. F. -Increase the number of students successfully completing UC/CSU courses to greater than 15. G. -Increase the number of students participating in the SAT /ACT/ PSAT to greater than 40. H. -Increase the number of students passing AP tests with scores of 3 or higher.*
Actual A. 2015/16 graduation rate = yet to be determined. Annual Measurable B. CAHSEE exam was eliminated in Fall of 2015. Outcomes: C. 2014-2015: Participation in ROP/CTE courses 16 students 2015-2016: Participation in ROP/CTE Courses 8 students D. 2014-15 A-G met: 7 of 190 Grads 2015-16A-G met: 8 of 150 projected graduates E. Projected A-G course enrollment for 2016-17:_____ F. 2014/15: 6 students completed the A-G requirements 2015/16: 11 students projected to complete the A-G requirements G. Only 2013-14 data available for SAT/ACT through CDE 2014 PSAT NMSQT: 18 2015 PSAT NMSQT: 10 2016 PSAT 10: 24 total (Horizon=?)
J. -Maintain CA state standards-aligned instructional materials (text and e-text) sufficiency at 100% for all core subject areas.*
H. Only 2013-14 data available for AP through collegeboard.orgwhat figures from last year? (include on-line vendor enrollment?) 2015-2016 no AP classes offered. 2016-2017 1 AP class projected.
K. -Maintain 100% of high school students with 4-Year Plans
I.Beginning with 2016 CAASPP (EAP) results
I. -Identify Share of pupils determined prepared for college by the Early Assessment Program (EAP)*
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created by a Guidance Counselor. J. CA standards aligned instructional materials both in text and e-text were mainted at 100% for all core subject areas. K. Defined GE and CP Pathways are available to all STs and individualized 4-year Plans are provided by a Guidance Counselor upon request. LCAP Year: 2015-16 Planned Actions/Services Budgeted Expenditures 3.1.1 Review Board Ends to No additional expense clarify/revise (per Partners WASC visiting team).
Actual Actions/Services Estimated Actual Annual Expenditures The school community reviewed the No additional expense current Board ENDs, researched potential revisions and discussed desired student goals and outcomes. By the end of the 2015/16 school year, administration will bring forward a recommendation to the Governing Board to rename the Board ENDs to better connect to students and parents.
Scope of Service
Scope of Service
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 3.1.2 Fund 1.5 FTE guidance counselors to support students in preparing for college and career.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Staff $150,000 (approx)
Funded guidance counselors (1.5 FTE) Staff compensation and benefits 1000to support and advise all HS students in 1999: Certificated Personnel Salaries meeting their 4 year college plans; to $132,181.14 host a College and Career Fair which supports students and families in planning their future; and to communicate regularly through email and updates on the website about Scholarship information/ availability, important deadlines, etc.
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Scope of Service
Charter wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 3.1.3 Provide all required classes for students who choose the College Preparatory Pathway.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Continued evaluation of the implementation of the action plan will guide future expenditures. Estimated $25,000
Offered A-G approved courses online (VLI) and at learning centers. Provided access to A-G courses with Highly Qualified teacher/appropriately credentialed teacher oversight. Trained teachers in A-G Course oversight: Lincoln: August 19, 20 2015 Roseville: August 25, 27, 2015 Roseville: September 25, 2015 Provided access to additional courses, including AP courses, through qualified vendors on a case-by-case basis. APEX, BYU, UC Scout, Community College, College Career Fair
Scope of Service
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient
Scope of Service
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
A-G Course offerings (mixture of curriculum materials and educational vendors) Ed Vendors 5000-5999: Services And Other Operating Expenditures $160,351 A-G Course offerings (mixture of curriculum materials and educational vendors) Materials 4000-4999: Books And Supplies $1,809
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Other Subgroups: (Specify) 3.1.4 Research and evaluate Career Technical Education sequences/services and options for students
Students access Career and Technical education through various county CTE Works programs (formerly ROP).
No additional expense
Conferences 5000-5999: Services And Other Operating Expenditures $465.99
Additional CTE curriculum options are offered through edynamic (6 CTE courses will be offered for the 2016-17 school year) Guidance Conference Scope of Service
Charter wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 3.1.5 Provide CAHSEE boot camps/ prep course. Scope of Service
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Materials and staffing $2500
Charter wide
CAHSEE was eliminated in fall 2015. Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 3.1.6 Investigate targeted, researchbased math & ELA support for struggling students.
Charter wide
None Apply/ No longer applicable
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Estimated registration fees
$1200
Researched support options and identified an ELA option which was shared with teachers and posted on RtI page of Hub.
Math support classes & Intervention Pilot Program 1000-1999: Certificated Personnel Salaries Supplemental $51,764.52
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Currently researching mathematics support. Posted math tutoring videos created by math Coach to support struggling students. Researched and piloted Tier 3 intervention tutoring model. Results will be reviewed in June to make determinations for 16-17. Established Math Support classes at various learning centers. Scope of Service
Charter wide
Scope of Service
All OR:------X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify) 3.1.7 Fund department heads to develop and provide internal PD to administrators and teachers to ensure UC approved courses are implemented with fidelity.
Scope of Service
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English
Charter wide
All OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify) Stipend
$12,000
Funded stipends for Department Head positions which included duties such as: facilitating quarterly Department Meeting, leading professional development at inservice days, providing support to subject area teachers, etc. Scope of Service
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient
Stipends 1000-1999: Certificated Personnel Salaries $9,147.49
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proficient Other Subgroups: (Specify) 3.1.8 Provide internal PD to administrators and teachers to develop proficiency in teaching multitiered high school classes.
Other Subgroups: (Specify)
Training, materials and supplies $2500
Trained all site High School teachers in teaching multi-tiered high school classes: Inservice on August 10, 2015 Sacramento August 11, 2015 Roseville August 12, 2015
Training, Materials and supplies 40004999: Books And Supplies $1,552.03
Provided additional support through department meetings, at inservice days, through staff meetings, and on a caseby-case basis. Scope of Service
Charter wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 3.1.9 All high school core content areas will be support by CA Standards-based curriculum available in both print and virtual formats.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Training, curriculum and supplies $50,000
Instituted Course Design Collaboratives to create HCS Courses in BrainHoney using current recommended textbooks in ELA, Science, and Social Studies. Dates of Institutes: • -June 15, 16, 17 2015 Science and Social Studies • -July 16, 2015 Social Studies • -July 20, 23, 29 2015 ELA • -July 27, 2015 Science • -September 18, 2015 ELA Purchased FLVS math courses for Algebra 1, Algebra 2, Geometry, and Precalculus
(FLVS) Big Ideas, stipends for curriculum development, Spanish curriculum Realidades 1000-1999: Certificated Personnel Salaries Supplemental $12,945 (FLVS) Big Ideas, stipends for curriculum development, Spanish curriculum Realidades 4000-4999: Books And Supplies Supplemental $7,540
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Aligned current HCS recommended HS math textbooks to FLVS pacing Scope of Service
Charter wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
Scope of Service
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
3.1.4- $465.99 was spent to send the H.S. Guidance Counselors to a conference/training in Career/College options for students. The school recognizes that the majority of high school students enrolling are pursuing the General Education High School Pathway. In order to increase support to these students General Education Virtual Learning Courses are being added to the 2016/17 Master Schedule (see 2016/17 Goal 3: 3.1.3) 3.1.5- $2500.00 was not spent due to the elimination of the CAHSEE in fall 2015. 3.1.6- In an effort to broaden and increase instructional support in both ELA and Mathematics the school not only researched support options for students but also piloted a Tier 3 intervention tutoring model using outside vendors as well as established ELA & Math support classes at various learning centers for struggling students. This increase in instructional support warranted the additional $55,000.00 in expense. 3.1.8- The expense to train all site High School teachers in teaching multi-tiered high school classes came in $1000.00 under the budgeted amount. 3.1.9- The school allocated $50,000 to support the implementation of standards based curriculum in the core academic areas. Standards based curriculum was provided in both virtual and print format but the Curriculum Design and additional materials costs came in under the original allocated budget for a total expenditure of $20,486.23 each.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original Our students will have increased access to technology and proficiency in 21st Century Skills. GOAL 4 from prior year LCAP:
Related State and/or Local Priorities: 1X 2X 3X 4X 5 6X 7 8X 8 COE only: 9
10
0
Local : Specify Goal Applies to:
Schools: Horizon Charter School Applicable Pupil All Subgroups:
Expected 1. Maintain current ratio of 3 to 1 devices to students. Annual Measurable 2. Publish and share definition of HCS 21st century skills with all Outcomes: stakeholders. 3. Learning centers will increase access to technology as demonstrated by schedules and sign ins.
Actual 1. Maintained and improved upon ratio of devices to students. Annual Measurable 2. Research, input, and collaboration conducted Outcomes: 3. Learning centers advertised and opened up regular access to technology. 4. Actual increase: ~25, 22% Enrollment for 2016: VLI= H:159, other, APEX: 35, eDynamic: 65, BYU:14, UC Scout:12 (# students)
4. Increase number of students enrolled in virtual courses by 10%. (2015 baseline = 80)
LCAP Year: 2015-16 Planned Actions/Services Budgeted Expenditures 4.1.1 Define 21st century skills for No additional expense Horizon Charter Schools students. Scope of Service
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient
Actual Actions/Services Estimated Actual Annual Expenditures Research year Scope of Service
No additional expense Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
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Other Subgroups: (Specify) 4.1.2 Train and support administrators, teachers, and staff in utilizing currently available technology tools and resources.
Scope of Service
Registration $200
Staff training provided by in-house staff in various tools (Google Apps, BrainHoney, School Pathways, Discovery Education and other curriculum support tools)
Charter Wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 4.1.3 Provide open computer times at each learning center during the school day. Scope of Service
Training 5800: Professional/Consulting Services And Operating Expenditures $510.00
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
Charter Wide
Completed, maintained sign in sheets of checked out devices. Scope of Service
All OR:------X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify) 4.1.4 Fund 1.5 FTE IT support people.
School Pathways provided training
No additional expense
Charter wide
All OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify) Staff $90,000
1.5 FTE IT support positions have been fully funded.
Staff compensation and benefits 20002999: Classified Personnel Salaries $122,111.09
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Scope of Service
Charter Wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 4.1.5 Develop a long-term technology plan by researching and evaluating currently available devices and support. Scope of Service
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
Charter Wide
Currently in development. Hardware and software to the Governing Board in May; Instructional piece in early fall. Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 4.1.6 School-wide Technology to support Common Core Curriculum and Instruction
Charter wide
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
$187,000
Server upgrades $6,375 Network environment refreshed $210,000 (SOS) Out of Warranty Computers refreshed $97,000 (SHI) Additional tablets added to inventory 33,000 (CDW)
Scope of Service X All
Charter Wide
No additional expense
Scope of Service X All
Charter wide
Equipment/Technology/Consulting 5000-5999: Services And Other Operating Expenditures $125,974.49
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OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
4.1.1 In order to methodically and thoughtfully assess the needs of our students the school determined that the 2015/16 school year would be best used as a research year. Research and information was gathered by the Director of Marketing and Innovation and a plan of narrowing and defining the 21st Century Skills for Horizon Charter School students will be implemented during the 2016/17 school year. 4.1.2 Some staff attended School Pathways training. The overall expenditure for this training totalled $510.00. This was over the estimated cost of $200.00 4.1.4 Due to the placement on the salary schedule of our IT staff the expenditures for our 1.5 IT staff totalled $122,111.09. This is over the estimated cost of $90,000.00 4.1.6 The school allocated $187,000 to support School-Wide Technology to support the implementation of the CCSS. The total cost YTD = $125,974.49. Additional expenditures are anticipated before the end of the fiscal school year.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original Our students will experience increased success, safety, and health by strengthening family and community GOAL 5 engagement. from prior year LCAP:
Related State and/or Local Priorities: 1X 2X 3X 4X 5X 6X 7 8X 8 COE only: 9
10
0
Local : Specify Goal Applies to:
Schools: Horizon Charter School Applicable Pupil All Subgroups:
Expected 1. Increase the number of students participating in Contract Annual Programs and/or Enrichment classes by as measured by student Measurable enrollment. Outcomes: 2. Increase the number of parents who participate in various school activities as measured by sign-ins. 3. A baseline participation rate for the school climate survey. 4. Maintain current attendance rates of 95% or higher by ensuring the timely completion of assignments.* 5. Reduce chronic absenteeism rates.* 6. Maintain rate of 100% of teachers appropriately assigned and fully credentialed. 7. Decrease the middle school dropout rate from 2%.* 8. Decrease the high school dropout rate from 6.3%.* 9. Decrease the rate of pupil suspension at .10.* 10. Maintain rate of pupil expulsions at 0.0.* 11. Maintain safe facilities as demonstrated in the Facilities Inventory (FIT) Report.*
Actual 1. Baseline student enrollment was determined during the Annual 2015/16 school year. Measurable Outcomes: 2. Baseline parent involvement was determined/developed during the 2015/16 school year. (see attachment A) 3. Student survey 190; parent survey 333 4. 2014/15 Attendance rate = 92% 2015/16 Attendance rate = 92% 5. 2014/15 Chronic Absenteeism rate = 8% 2015/16 Chronic Absenteeism rate= 8% 6. Rate of teachers appropriately assigned and fully credentialed = 100% 7. 2014/15 Middle School dropout rate = 2% 2015/16 Middle School dropout rate= 8. 2014/15 High School dropout rate = 6.3% 2015/16 High School dropout rate= 9. 2014/15 rate of pupil suspension = .10% 2015/16 rate of pupil suspension = 10. 2014/15 rate of pupil expulsions= 0% 2015/16 rate of pupil expulsions =
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11. Charters are not required to prepare a FIT report and Horizon has not prepared a FIT report in the past.
LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services Budgeted Expenditures Estimated Actual Annual Expenditures 5.1.1 Provide and maintain safe All of our facilities welcome students Facilities $750,000 estimated For the leases at Auburn, Elk Grove, facilities. (Auburn, Elk Grove, Roseville, Roseville, & Lincoln Montessori, and Placerville, Sacramento, Lincoln Special Ed 5000-5999: Services And Montessori) are leased and properly Other Operating Expenditures maintained by the landlords of those $176,408.95 facilities to ensure the safety of all stakeholders that utilize them. Scope of Service
Charter Wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 5.1.2 Provide a variety of opportunities for Contract Programs and/or enrichment activities at all learning centers for students K-12 (1 activity per learning center each semester)
Scope of Service
Charter Wide
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
$1000
Learning Centers provided a variety of enrichment offerings based upon student driven requests/enrollment. Contract Programs and Enrichment courses were added to the Learning Center Schedules to increase community and enrichment opportunities to students across the various learning centers. (Learning Center CP schedules available upon request) Scope of Service
Charter wide
Contract Programs/Enrichment Classes (educational vendors) 50005999: Services And Other Operating Expenditures $27,642.
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X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 5.1.3 Investigate and implement a charter wide climate survey of all stakeholders.
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
No additional expense
A charter wide climate survey is being researched to be implemented during the 2016/17 school year. During the 2015-16 school year the following surveys were conducted among stakeholders: A parent and student survey was developed. Parents and students were encouraged to participate. Survey results were reviewed and discussed among administration. A summary of the survey results will be posted to the Hub for parents/students/teachers to review. Certificated Staff participated in activities regarding school climate/student retention/marketing ideas and LCAP goals throughout the school year during staff meetings and in-service days. Support staff participated in School update meetings where school climate/LCAP/WASC and other updates were shared and discussed among staff. All staff were asked to give direct input to the LCAP through the LCAP stakeholder feedback form that was posted on the Hub portion of the school
No additional expense
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web-site. LCAP stakeholder feedback was discussed and used to influence actions and services to be included in the 2016/17 LCAP. Scope of Service
Charter Wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 5.1.4 Ensure teachers are appropriately assigned (.5 FTE).
Scope of Service
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
$49,839
Charter Wide
We hired a retired administrator to perform an audit and training with all administrative staff. With the use of ABC Teachers we are able to meet this requirement. Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 5.1.5 Establish, implement and support a Parent Network (.5 FTE).
Charter wide
ABC teacher(s) and retired administrator compensation and benefits 1000-1999: Certificated Personnel Salaries $55,357.92
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
$50,000
The Parent Network position was not filled. However, several duties were completed by existing staff, as outlined below. The school engaged parents in the
The responsibilities of the Parent Liaison were absorbed by current administrative staff and therefore no expenditures are applicable.
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following ways during the 2015/16 school year. Learning Center Principals hosted trainings, activities, and seminars for parents within the various regions. Regional administrator's and Principals jointly hosted Eagle’s NEST Parent events where school updates, hands-on training, and collaboration occurred. Some learning centers carried out monthly parent events during the 2nd semester. The Math Teacher on Special Assignments conducted several training opportunities for parents to support implementation of the State Standards for mathematics. The Director of Curriculum/Instruction & Professional Learning held training for parents to support best teaching practices in academic vocabulary. Scope of Service
Charter Wide
Scope of Service
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) 5.1.6 Increase communication/interaction with all stakeholders.
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
Materials and supplies (School Messenger, website/hosting,email service, equipment) $4200
School Messenger (email/phone all school communication) Sitestar.net (student internet), Parallax for on-line registration
Information services were expanded to provide an enhanced stakeholder(s) experience. 5000-5999: Services And Other Operating Expenditures
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Utilized Google Forms for Stakeholder surveys.
$7,642.90
Outlook used monthly for communications in email to all stakeholders. Scope of Service
Charter Wide
X All OR:------Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
Scope of Service
Charter wide
X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)
5.1.2 Learning Centers provided a variety of enrichment offerings and classes based upon student driven requests/enrollment. Contract Programs and Enrichment courses were added to the Learning Center Schedules to increase community and enrichment opportunities to students across the various learning centers. (Learning Center CP schedules available upon request) The increase in courses offerings was an addition to the original goal listed. As a result there was an increase in expenditures from $1000 to $27,642. It should be noted that student instructional funding covers the cost of enrichment/CP courses. Facility costs are included in 5.1.1. 5.1.3 A charter wide climate survey is being researched with the goal of implementation for the 2016/17 school year. In an effort to gain stakeholder feedback from the school community student and parent surveys were developed and implemented as well as an LCAP stakeholder feedback form for all stakeholders. Staff participated in LCAP/WASC activities throughout the school year and input/information was collected, disaggregated and used to directly influence the 2016/17 LCAP goals, actions, and services. 5.1.5 Position was not filled. However, several duties were completed by existing staff, as outlined below. The school engaged parents in the following ways during the 2015/16 school year. Learning Center Principals hosted trainings, activities, and seminars for parents within the various regions. RAs and Principals jointly hosted Eagle’s NEST Parent events where school updates, hands-on training, and collaboration occurred regionally.
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Some learning centers carried out monthly parent events during the 2nd semester. The Math Teacher on Special Assignments conducted several trainings for parents to support implementation of the State Standards for mathematics. The Director of Curriculum/Instruction & Professional Learning held trainings for parents to support best teaching practices in academic vocabulary. 5.1.5 We were off in our estimate of costs to increase communication with stakeholders. The actual cost totaled $7,642.90. Resources and technology costs are being evaluated to better determine need for the 2016/17 school year.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
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Section 3: Use of Supplemental and Concentration Grant funds and Proportionality A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.) Total amount of Supplemental and Concentration grant funds calculated: $597,220.00 2016-17: Using the calculation methodology set forth in 5 CCR 15496(a)(5), Horizon Charter School has calculated that it will receive $597,220 in supplemental funding for unduplicated pupils under the Local Control Funding Formula (LCFF). The supplemental funds will be used to support the development and implementation of support services for English Learners (EL), charter-wide. Based on current percentages and overall need it was determined that the support of the Charter’s English learners will continue to be the best use of supplemental funds. The school leadership team gather stakeholder input from EL parents and supervising teachers regarding the needs of English Learners and determined that there is a continued lack of curriculum and specific supports in place for these students. An English Learner Advisory Committee (ELAC) was created during the 2015-2016 school year and will be further supported and expanded during the 2016-2017. Another action/service specifically aimed toward English Learners in the goal to find an EL curriculum and tools that will meet the needs of our independent study students, specifically students who lack direct support due to the home language not being English and who, due to the nature of independent study, often do not receive the individual support they need. The regular student load for supervising teachers does not allow for the time or focus needed to support the English Development of these students. Curriculum and resources have been identified and a pilot will be used to gauge the effectiveness and appropriateness for all independent study students. Other support services and resources will be offered Charter-wide providing access to ELD for all EL students, including tutors and/or small group teaching. All EL tools, support and resources will be available Charter-wide for all students who need additional support in English language development. B.
In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.
5.47 % 2015-16: Using the calculation tool provided by the state, Horizon’s estimated minimum proportionality percentage has been calculated at 5.47 %.
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Section 4: Expenditure Summary Total Expenditures by Funding Source 2015-16 Annual Update Budgeted
2015-16 Annual Update Actual
2016-17
2017-18
2018-19
2016-172018-19 Total
All Funding Sources
0.00
249,507.62
0.00
0.00
0.00
0.00
Supplemental
0.00
249,507.62
0.00
0.00
0.00
0.00
Funding Source
Total Expenditures by Object Type 2015-16 Annual Update Budgeted
2015-16 Annual Update Actual
2016-17
2017-18
2018-19
2016-172018-19 Total
All Expenditure Types
0.00
249,507.62
0.00
0.00
0.00
0.00
1000-1999: Certificated Personnel Salaries
0.00
136,919.02
0.00
0.00
0.00
0.00
2000-2999: Classified Personnel Salaries
0.00
260.48
0.00
0.00
0.00
0.00
4000-4999: Books And Supplies
0.00
10,380.87
0.00
0.00
0.00
0.00
5000-5999: Services And Other Operating Expenditures
0.00
90,947.25
0.00
0.00
0.00
0.00
5800: Professional/Consulting Services And Operating Expenditures
0.00
11,000.00
0.00
0.00
0.00
0.00
Object Type
Total Expenditures by Object Type and Funding Source 2015-16 Annual Update Budgeted
2015-16 Annual Update Actual
2016-17
2017-18
2018-19
2016-172018-19 Total
0.00
249,507.62
0.00
0.00
0.00
0.00
1000-1999: Certificated Supplemental Personnel Salaries
0.00
136,919.02
0.00
0.00
0.00
0.00
2000-2999: Classified Personnel Salaries
Supplemental
0.00
260.48
0.00
0.00
0.00
0.00
4000-4999: Books And Supplies
Supplemental
0.00
10,380.87
0.00
0.00
0.00
0.00
5000-5999: Services And Other Operating Expenditures
Supplemental
0.00
90,947.25
0.00
0.00
0.00
0.00
5800: Supplemental Professional/Consulting Services And Operating Expenditures
0.00
11,000.00
0.00
0.00
0.00
0.00
Object Type All Expenditure Types
Funding Source All Funding Sources
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LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply: (a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays. (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1. (c) “High school dropout rate” shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (d) “High school graduation rate” shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2).
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(e) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (f) “Expulsion rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). 01-13-15 [California Department of Education]
