Introduction: LEA: Mountain Empire USD Contact (Name, Title, Email, Phone Number):Dr. Kathy Granger, Ed.D., Superintendent,
[email protected], 619-‐ 473-‐9022 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.
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.
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) 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) Community and Staff (Certificated, classified and management employees) 1) Served as a way to inform, educate and gather input & Survey (March 2016) feedback from critical stakeholders: parents and community members, students, community partners, staff members, local bargaining units. The survey was structured to receive feedback on progress towards goals. The surveys serve as a vehicle for parent, staff and community feedback. Recommendations include a continued focus on communication (Goal 5) and refinement of current goals. Through the survey results parents and community members expressed ongoing concerns regarding the safety of students and the practices that the schools are putting in place to eliminate bullying and to create more inviting environments for student learning and parent
2) Homeless and Foster Youth Liaison meetings (9/29/15, 1/25, 16) 3) Site-‐based community meetings: PTSA, SSC, ELAC and DELAC, Title VI Indian Education Advisory Committee meetings(3/30/16, 4/11/16, 4/20/16) 4) Parent Advisory Committee meetings: (10/5/15, 11/9/15, 12/9/15, 2/1/16, 4/15/16, 5/16/16) 5) Monthly meetings with Bargaining unit groups 6) Leadership Team LCAP input meeting (March/April 2016) 7) MEUSD Governing Board Meeting (5/3/16) for public hearing & review
involvement. 2) Attended homeless and Foster Youth Liaison meetings. Received information on supports and services available as well as input on best practices for serving and supporting homeless and foster youth. 3) Specific input on targeted school programs and site goals aligned to the LCAP. The DELAC (District English Language Advisory Committee) serves as the advisory group for English Learners. The Title VI Indian Education Advisory Committee serves as the advisory group for tribal students. 4) Parent Advisory Committee meetings were regularly scheduled and well-‐attended this year. The meetings were informational and collaborative and sought input on a variety of school issues and concerns. Additionally a parent/community liaison was brought on board to further the on-‐going communication and involvement with parents. District goals and areas of growth were focus topics throughout the year. 5) During the monthly meetings with Bargaining Unit representatives LCAP goals and progress were discussed. Recommendations for continuing Professional development but changing the way they were scheduled in the work year for certificated employees were made and were then negotiated to support Professional Development Goals in the LCAP. 6) The Leadership Team meeting focused on refining the annual LCAP goals to continue to address the growth needs of the district in terms of student achievement and/or college and career-‐readiness. . 7) Presentation of draft LCAP for comment and review. Public Hearing was held to allow for public comment on the draft of the LCAP. Responses to the draft will be instrumental in revision to and completion of the final
8) Community Forums for input on the 2016-‐17 LCAP (5/9/16, 6/3/16) 9) MEUSD Governing Board Meeting (6/28/16 ) for adoption Annual Update: (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). The stakeholder involvement process for review was a multifaceted approach with the intent to involve a variety of stakeholders that represented not only our student groups, but also the different communities that we serve. During the meetings and surveys identified above in the involvement process, stakeholders were presented an overview of last year’s goals with a summary of our progress to date in reaching the goals. Stakeholders were also invited and encouraged to give input on refining and/or redefining the goals, actions, services and expenditures for the coming year.
LCAP which will be taken to the Board for approval on June 28, 2016. 8) These meetings engage community stakeholders in feedback opportunities from the LCAP presentation on May 3, 2016. 9) Presentation of LCAP for adoption Annual Update: The impact on the stakeholder feedback was to refine the actions and services in our LCAP plan. Specifically additional resources will continue to be focused on and allocated towards increased communication between home and school at all levels as well as assuring that all school sites are safe and supportive learning environments. This communication will take on the forms of web-‐based communication, increased telephonic communications, enhanced use of the parent portal, and school newspapers and bulletins. A continued focus on community reporting (through local news sources and organizations) will also be included. Personnel dedicated as parent/tribal liaison and for community outreach will continue to be included in the expenditures for our LCAP. Focus on upgrading our technology infrastructure in the district to support best-‐ practices in teaching, learning, open education resources and professional development will continue.
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. 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). Actions/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.
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?
Related State and/or Local Priorities: 1x_ 2x_ 3x_ 4x_ 5x_ 6x_ 7x_ LCAP Broad Goal: District and school administrators, high quality teachers and staff 8x_ GOAL: ensure rigorous academics and a safe and positive learning environment at each site for all students. COE only: 9__ 10__ Local : Specify _____________________ Students will be provided a safe, clean, and orderly school environment to promote their success and well-being Identified Need : and a rigorous and relevant academic curriculum to prepare them for college/career. Schools: All District Schools Goal Applies to: Applicable Pupil Subgroups: All students LCAP Year 1: 2016-17 Expected Annual Measurable Outcomes:
Teacher Assignment and Certification (100% appropriately assigned per CMIS, SARC, CALPADS); CCSS-aligned Materials in Mathematics, ELA and ELD per annual “Resolution of Sufficiency”: - GO-Math (K-5), CPM Math (6-8), Carnegie Learning Math (9-12); Facilities in Good Repair (overall score of “Good” or better on annual FIT Report); CCSS Implementation (math) - District curriculum and pacing guides; API scores; (increase of 3 %); EAP college ready-participation/demonstration of college readiness; pupil enrollment in broad course of study (A-G requirement participation increase of 3%); The percentage of students scoring proficient or above on state assessments in ELA/ELD and Math will increase by 5% (SBAC scores). AP pass rate will increase by 5%. For identified student groups, the percentage scoring proficient or above will increase by 5% per year or remain at or above the district average for CAASPP scores
Actions/Services Continue implementation of 2014-15 math adoption: a) CCSS-aligned materials; b) professional development; c) additional support for students not yet at the proficient or above level of content mastery
Scope of Service District-wide
Pupils to be served within identified scope of service _a, b_ALL
OR: _c_Low Income pupils _c_English Learners _c_Foster Youth _c_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Budgeted Expenditures Object 4100 Resource (6300) $124,000 Object 5200 LCFF Suppl.&Conc. Grant $21,500, Lottery (6300) $12,500, (3010) $35,907, (6264) $98,459, Total $168,366 Object 5800 Supl. &
Maintain the percentage of fully credentialed teachers at 100%
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Professional Development in Trauma-informed care, PBIS, CCSS and NGSS. Classroom teaching support provided by TOSA
District-wide
___ALL
OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient _x_Other Subgroups:Those students not meeting state standards as measured by CAASPP
Maintain the percentage of classrooms with standardsaligned instructional materials at 100% (including Math, ELA, ELD)
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Conc.$33,500 (3010) $88,856, Total $122,356 LCFF Base Grant; various restricted sources Object 1100 $5,566,028 Object 5200 LCFF Suppl.&Conc. Grant $21,500, Lottery (6300) $12,500, (3010) $35,907, (6264) $98,459, Total $168,366 TOSA Supplemental & Concentration Objects 10003999 $34,355 Title II Object 11003999 $136,479 Object 4100 Resource (6300) $124,000
All facilities will be maintained to provide a safe and clean environment for teaching and learning
District-wide
New teachers who need to complete a teacher induction program will be provided support through the Beginning Teacher Support Program (BTSA)
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
_x_ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Routine Restricted Maintenance objects 2200 to 6400 $649,105 Supplemental & Concentration objects 11003999 $48,240 Effective Educator Grant Resource 6264 $114,825
LCAP Year 2: 2017-18 Teacher Assignment and Certification (100% appropriately assigned per CMIS, SARC, CALPADS); CCSS-aligned Materials in Mathematics, ELA and ELD per annual “Resolution of Sufficiency”: - GO-Math (K-5), CPM Math (6-8), Carnegie Learning Math (9-12); Expected Annual Facilities in Good Repair (overall score of “Good” or better on annual FIT Report); CCSS Implementation (math) - District curriculum and pacing guides; API scores; (increase of 3 %); EAP college ready-participation/demonstration of college readiness; pupil enrollment in Measurable broad course of study (A-G requirement participation increase of 3%); The percentage of students scoring proficient or above on state Outcomes: assessments in ELA/ELD and Math will increase by 5% (SBAC scores). AP pass rate will increase by 5%. For identified student groups, the percentage scoring proficient or above will increase by 5% per year or remain at or above the district average for CAASPP scores Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Expenditures Service Continue implementation of 2014-15 math adoption: a) District-wide _a,b_ALL Supplemental CCSS-aligned materials; b) professional development; c) and OR: additional support for students not yet at the proficient or Concentration _c_Low Income pupils _c_English Learners above level of content mastery Grant (various _c_Foster Youth _c_Redesignated fluent English proficient restricted __Other Subgroups:(Specify)________________________ resources) object 4100 $49,068 Object 5200 $191,305 Object 5800
$172,334 Maintain the percentage of fully credentialed teachers at 100%
District-wide
Professional Development in Trauma-informed care, PBIS, CCSS and NGSS. Classroom teaching support provided by TOSA
District-wide
Maintain the percentage of classrooms with standardsaligned instructional materials at 100% (including Math, ELA, ELD)
District-wide
All facilities will be maintained to provide a safe and clean environment for teaching and learning as measured by FIT
District-wide
New teachers who need to complete a teacher induction program will be provided support through the Beginning Teacher Support Program (BTSA)
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ ___ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify): those students not meeting state standards as measured by CAASPP
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ _x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
_x_ALL OR: _x_Low Income pupils _x_English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)________________________
LCFF Base Grant; various restricted sources Object 1100 $5,705,179 Supplemental & Concentration Grant; various restricted sources object 5200 $172,021 TOSA Object 1100 $175,395 Lottery Object 4100 $49,068 Routine Restricted Maintenance objects 2200 to 6400 $649,105 Supplemental & Concentration objects 1000 & 3000 $49,446 Effective Educator Grant Resource 6264 $106,996
LCAP Year 3: 2018-19 Expected Annual Measurable Outcomes:
Teacher Assignment and Certification (100% appropriately assigned per CMIS, SARC, CALPADS); CCSS-aligned Materials in Mathematics, ELA and ELD per annual “Resolution of Sufficiency”: - GO-Math (K-5), CPM Math (6-8), Carnegie Learning Math (9-12); Facilities in Good Repair (overall score of “Good” or better on annual FIT Report); CCSS Implementation (math) - District curriculum and pacing guides; API scores; (increase of 3 %); EAP college ready-participation/demonstration of college readiness; pupil enrollment in broad course of study (A-G requirement participation increase of 3%); The percentage of students scoring proficient or above on state assessments in ELA/ELD and Math will increase by 5% (SBAC scores). AP pass rate will increase by 5%. The percentage of students scoring proficient or above on state assessments in ELA and Math will increase by 5% over the prior 2-yr average. For identified student groups, the percentage scoring proficient or above will increase by greater than 5% over prior 2-yr average.
Actions/Services
Scope of Service
Continue implementation of 2014-15 math adoption: a) CCSS-aligned materials; b) professional development; c) additional support for students not yet at the proficient or above level of content mastery
District-wide
Maintain the percentage of fully credentialed teachers at 100%
District-wide
Professional Development in Trauma-informed care, PBIS, CCSS and NGSS. Classroom teaching support provided by TOSA
District-wide
Pupils to be served within identified scope of service _a,b_ALL OR: _c_Low Income pupils _c_English Learners _c_Foster Youth _c_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ ___ALL OR: x__Low Income pupils _x_English Learners _x_Foster Youth __xRedesignated fluent English proficient __Other Subgroups:(Specify): those students not meeting state standards as measured by CAASPP
Budgeted Expenditures Supplemental and Concentration Grant (various restricted resources) object 4100 $49,068 Object 5200 $191,305 Object 5800 $172,334 LCFF Base Grant; various restricted sources Object 1100 $5,847,808 Supplemental & Concentration Grant; various restricted sources object 5200 $172,021 TOSA Object 1100 $179,780
Maintain the percentage of classrooms with standardsaligned instructional materials at 100% (including Math, ELA, ELD)
District-wide
All facilities will be maintained to provide a safe and clean environment for teaching and learning
District-wide
New teachers who need to complete a teacher induction program will be provided support through the Beginning Teacher Support Program (BTSA)
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ _x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ _x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Lottery Object 4100 $49,068 Routine Restricted Maintenance objects 2200 to 6400 $649,105 Supplemental & Concentration objects 1000 & 3000 $50,682
Related State and/or Local Priorities: 1_x_ 2_x_ 3_x_ 4_x_ 5__x LCAP #2: Schools will establish and maintain a common culture of mutual respect and 6_x_ 7_x_ 8_x_ GOAL: trust among all stakeholders. COE only: 9__ 10__ Local : Specify _____________________ Improve the learning atmosphere and increase student engagement by establishing and maintaining a culture of Identified Need : mutual respect and trust among all stakeholders. Schools: All schools Goal Applies to: Applicable Pupil Subgroups: All students LCAP Year 1: 2016-2017
-CA Healthy Kids Survey: Will be completed by grades 5,7,9,&11 by February 2017. -Community surveys: Will be completed by March 2017. Expected Annual -Attendance data: Attendance will increase by 2% over the prior three year average. Measurable - Chronic absenteeism baseline will be set in 2016-17. Outcomes: -Suspension and expulsion rates: Reduce suspension rates by 3% over prior three year average or be below the state average; and maintain or reduce expulsion rates at or below the state average Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures 1. Teacher release and collaboration time a. Collaboration teams will share goals, outcomes, and next steps with site leadership teams. b. To promote best practices in instruction by providing ELA and Math instructional coaches. c. Promote district wide technology professional development and collaboration through web-based learning, live lessons, and video demonstrations through the use of technology coach. d. Provide CCSS and new assessment professional development and continue with content area committees.
District-wide
2. Create a safe learning environment a. School staff will receive training in Positive Behavior Intervention Systems and Trauma – Informed care. b. Behavior and emotional supports and trauma-informed care training will be provided by school counselors, through the Rise-Up and NITT-AWARE-SEA (Cal-Well) grants.
a. Campo Elem, Clover Flat Elem, Potrero Elem b. All schools District-wide
3. Monitor absenteeism A. Continue elementary attendance monitoring position. B. Monthly attendance to school board/Daily attendance reports to sites C. Review and monitor chronic absenteeism and continue intervention systems to reduce chronic absenteeism rates for all grades D. Implement alternative programs in lieu of first offence suspension
___ALL
OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify): those students not meeting state standards as measured by CAASPP
_a_ALL OR: _b_Low Income pupils _b_English Learners _b_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify): chronically absent students
*2.0 FTE Instructional and Technology CoachesSupplemental & Concentration Objects 10003999 $34,355 Title II Object 11003999 $136,479 Included in Rise Up, NITT Cal Well and Title I grant funding objects 1000 & 3999, 5200 & 5800 $353,212 .8 FTESupplemental & Concentration Objects 2400 & 3000-3999 $30,225
LCAP Year 2: 2017-2018 -CA Healthy Kids Survey: Will be completed by grades 5,7,9,&11 Expected Annual -Community surveys: Measurable -Attendance data: Attendance will increase by 2% over the prior three year average. Outcomes: -Suspension and expulsion rates: Reduce suspension rates by 3% over prior three year average or be below the state average; and maintain or reduce expulsion rates at or below the state average Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures 1. Teacher release and collaboration times a. Collaboration teams will share goals, outcomes, and next steps with site leadership teams. b. To promote best practices in instruction by providing ELA and Math instructional coaches. c. Promote district wide technology professional development and collaboration through web-based learning, live lessons, and video demonstrations through the use of instructional coaches. d. Provide CCSS and new assessment professional development and continue with content area committees. 2. Create a safe learning environment a. School staff will receive training in Positive Behavior Intervention Systems. b. Behavior and emotional supports and trauma-informed care training will be provided by school counselors, through the Rise-Up and NITT-AWARE-SEA (Cal-Well) grants.
District-wide
a. Campo Elem, Clover Flat Elem, Potrero Elem b. All schools
_a__ALL
3. Monitor absenteeism A. Continue elementary attendance monitoring position. B. Monthly attendance to school board/Daily attendance reports to sites C. Review and monitor chronic absenteeism and continue intervention systems to reduce chronic absenteeism rates for all grades D. Implement alternative programs in lieu of first offence suspension
District-wide
__ALL
___ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify): those students not meeting state standards as measured by CAASPP
OR: _b_Low Income pupils _b_English Learners _b_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: _x_Low Income pupils _x_English Learners _x_Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify): chronically absent students
LCAP Year 3: 2018-2019
*2.0 FTE Instructional and Technology CoachesSupplemental & Concentration + Title II Object 1100 & 3000 $175,395 Included in Supplemental & Concentration, NITT Cal Well and Title I grant funding objects 1000 & 3999, 5200 & 5800 $359,154 .8 FTESupplemental & Concentration Objects 2400 & 3000 $30,989
-CA Healthy Kids Survey: Will be completed by grades 5,7,9,&11 Expected Annual -Community surveys: Measurable -Attendance data: Attendance will increase by 2% over the prior three year average. Outcomes: -Suspension and expulsion rates: Reduce suspension rates by 3% over prior three year average or be below the state average; and maintain or reduce expulsion rates at or below the state average Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures 1. Teacher release and collaboration time a. Collaboration teams will share goals, outcomes, and next steps with site leadership teams. b. To promote best practices in instruction by providing ELA and Math instructional coach. c. Promote district wide technology professional development and collaboration through web-based learning, live lessons, and video demonstrations through the use of instructional coach. d. Provide CCSS and new assessment professional development and continue with content area committees. 2. Create a safe learning environment a. School staff will receive training in Positive Behavior Intervention Systems (PBIS) and Trauma - Informed Care. b. Behavior and emotional supports and trauma-informed care training will be provided by school counselors, through the Rise-Up and NITT-AWARE-SEA (Cal-Well) grants.
District-wide
a. Campo Elem, Clover Flat Elem, Potrero Elem b. All schools
_a_ALL OR: _b_Low Income pupils _b_English Learners _b_Foster Youth __Redesignated fluent English proficient __Other Subgroups: (Specify)________________________
3. Monitor absenteeism A. Continue elementary attendance monitoring position. B. Monthly attendance to school board/Daly attendance reports to sites C. Review and monitor chronic absenteeism and continue intervention systems to reduce chronic absenteeism rates for all grades D. Implement alternative programs in lieu of first offence suspension
District-wide
__ALL
___ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify): those students not meeting state standards as measured by CAASPP
OR: _x_Low Income pupils _x_English Learners _x_Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify): chronically absent students
*2.0 FTE Instructional and Technology CoachesSupplemental & Concentration + Title II Object 1100 & 3000 $179,780 Included in Supplemental & Concentration, NITT Cal Well and Title I grant funding objects 1000 & 3999, 5200 & 5800 $365,276 . .8 FTESupplemental & Concentration Objects 2400 & 3000 $31,764
Related State and/or Local Priorities: 1_X 2__ 3_X_ 4_X 5_X 6_X 7_X LCAP #3: Schools will research and implement programs that support the teaching of 8_X GOAL: 21st century skills, career technical education, and English language acquisition. COE only: 9__ 10__ Local : Specify _____________________ st Identified Need : High School graduation rate, ELL reclassification rate, 21 century skill acquisition Schools: All schools Goal Applies to: Applicable Pupil Subgroups: All students LCAP Year 1: 2016-17 Maintain a 90% or higher graduation rate.(CALPADS) Expected Annual High school and middle school drop-out rate (CALPADS) will meet or be below state average Measurable CTE courses/enrollment rate will increase by 3% Outcomes: CELDT scores and reclassification data will meet or exceed state average (AMAO Title III Accountability targets will be reached) Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures Continue a K-8 college and career program,
Continue to increase course offerings and CTE pathways in the 9-12 CTE program.
District-wide for all K-5, 6-8, and K-8 schools
_x_ALL
District-wide for all 9-12 schools
_x_ALL
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCFF Embedded in Objects 1100 & 1300 $5,000 LCFF Embedded in Objects 1100 & 1300 $2,000 Ag-CTE funding 16/17 $11,364
Continue to implement full day kindergarten and TK instructional schedule to enhance the learning opportunities for Kinder students
District-wide
___ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Supplemental & Concentration objects 1100 & 3000 $241,266
Evaluate and implement professional development based on student needs
District-wide
__ALL
Continue to implement an RTI system for all students to provide strategic or intensive academic interventions.
District-wide
Supplemental & Concentration Objects 10003999 $34,355 Title II Object 11003999 $136,479 Object 5200 Lottery (6300) $12,500, (3010) $35,907, (6264) $25,000, Total $73,407 Object 5800 Supl. & Conc. $33,500 (3010) $68,500, Total $102,000 LCFF base Objects 1100 & 1300 $5,000
Evaluate and monitor the technology skills program.
District-wide for all K-6, K-8, and 6-8 schools
_x_ALL
Potrero
___ALL
Implement a Dual Immersion (Spanish) program at grades
OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCFF base Embedded in Object 1100 & 1300 $2,000
Supplemental &
TK, K and 1.
Elementary
OR: __Low Income pupils _x_English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Concentration Embedded in object 1100 $50,000 Title III objects 1100 through 5200 $21,220
LCAP Year 2: 2017-18 Maintain a 90% or higher graduation rate.(CALPADS) Expected Annual High school drop-out rate (CALPADS) will meet or be below state average Measurable CTE courses/enrollment rate will increase by 3% Outcomes: CELDT scores and reclassification data will meet or exceed state average (AMAO Title III Accountability targets will be reached) Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures Continue to evaluate and monitor the K-8 college and career program.
District-wide for all K-8, K-6, and 6-8 schools
_x_ALL
Continue to evaluate and monitor the 9-12 CTE program.
District-wide for all 9-12 schools
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCFF Embedded in Objects 1100 & 1300 $2,000 Ag-CTE funding 16/17 $11,364
District-wide
___ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Supplemental & Concentration objects 1100 & 3000 $247,298
Continue to implement full day kindergarten instructional schedule.
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCFF Embedded in Objects 1100 & 1300 $5,000
Evaluate and implement professional development based on student needs.
District-wide
Continue to implement an RTI system for all students to provide strategic or intensive academic interventions.
District-wide
Continue implementation of a Dual Immersion (Spanish) program by adding grade 2 to the TK/K/1 program
Potrero Elementary
___ALL
Evaluate and monitor the technology skills program.
District-wide for all K-8 schools
_X_ALL
Expected Annual
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: __Low Income pupils _x_English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCAP Year 3: 2018-19 Maintain a 90% or higher graduation rate.(CALPADS)
Supplemental & Concentration & various restricted resources $103,945 Object 1100 & 3000 $171,117 Object 5200 $172,021 Object 5800 $166,054 $5,000 Embedded in Objects 1100 & 1300
Supplemental & Concentration Embedded in object 1100 $50,000 Title III objects 1100 through 5200 $21,220 $2000 Embedded in Object 1100 & 1300
Measurable Outcomes:
High school drop-out rate (CALPADS) will meet or be below state average CTE courses/enrollment rate will increase by 3% CELDT scores and reclassification data will meet or exceed state average (AMAO Title III Accountability targets will be reached) Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures
Evaluate and monitor the K-8 college and career program.
District-wide for all K-8 schools
_X_ALL
District-wide for all 9-12 schools
_X_ALL
Continue to implement full day kindergarten instructional schedule.
District-wide
___ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Supplemental & Concentration objects 1100 & 3000 $253,480
Evaluate and implement professional development based on student needs.
District-wide
__ALL
Supplemental & Concentration & various restricted resources $106,544 Object 1100 & 3000 $171,117 Object 5200 $172,021
Evaluate and monitor the 9-12 CTE program.
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCFF Embedded in Objects 1100 & 1300 $5,000 LCFF Embedded in Objects 1100 & 1300 $2,000 Ag-CTE funding 17/18 $11,364
Object 5800 $166,054 Continue to implement an RTI system for all students to provide strategic or intensive academic interventions.
District-wide
Evaluate and monitor the technology skills program.
District-wide for all K-8, K-6 and 6-8 schools Potrero Elementary
Continue implementation of a Dual Immersion (Spanish) program by adding grade 3 to the TK/K/1/2 program
GOAL:
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ _X_ALL
___ALL OR: __Low Income pupils _x_English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCAP #4: Early Childhood Education (ECE) schools (ECE is defined as preschool, Transition K, and Kindergarten) will increase articulation and communication with all stake holders to improve students’ social/emotional and academic preparedness and school readiness.
Identified Need :
$5,000 Embedded in Objects 1100 & 1300
$2000 Embedded in Object 1100 & 1300 Supp and Conc $50,000
Related State and/or Local Priorities: 1x_ 2x_ 3x_ 4x_ 5x_ 6__ 7__ 8x_ COE only: 9__ 10__ Local : Specify _____________________
Improved articulation and communication in ECE to increase school readiness Schools: Descanso, Clover Flat, Campo and Potrero Elementary Goal Applies to: Applicable Pupil Subgroups: Transitional K and Kindergarten students LCAP Year 1: 2016-2017 District Wide Assessment tools and instructional plan: DRDP, ESGI, DIBELS, DRA Expected Annual District social/ emotional and academic improved readiness plan for the next grade level. Measurable Disaggregated results from assessments will be used to inform intervention plans Outcomes: Classroom Observation data
Parent participation increase of 3% over prior year as documented by participation logs Scope of Actions/Services Pupils to be served within identified scope of service Service Sites’ ECE staff will collaborate on a regular basis to review student data for the upcoming year.
District-wide for all elem sites
_X_ALL
District ECE will determine appropriate uniform assessment tools in TK to include DRDP. Assessment results will be monitored and reviewed; appropriate intervention systems will be put in place to support student readiness
District-wide
___ALL
Articulation: a) Include district ECE staff in ECE professional development throughout the year; b) Principals and ECE representatives attend quarterly Parent Advisory Committee Meeting; c) Site Reps attend quarterly ECE meetings, and the minutes will be shared with the site principals; d) ECE will have a parent education on topics created through the ECE meetings bi-annually; e) TK will hold two parentteacher conferences to review data and develop an individual plan to include home activities.
District-wide
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ _a, c, e ALL OR: _b, d_Low Income pupils _b, d_English Learners _b, d_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCAP Year 2: 2017-2018 District Wide Assessment tools and instructional plan: DRDP, ESGI, DIBELS, DRA Expected Annual District social/ emotional and academic improved readiness plan for the next grade level. Measurable Disaggregated results from assessments will be used to inform intervention plans Outcomes: Classroom Observation data Parent participation increase of 3% over prior year as documented by participation logs Scope of Actions/Services Pupils to be served within identified scope of service Service Site’s ECE staff will collaborate on a regular basis to review
District-wide
_x_ALL
Budgeted Expenditures LCFF Embedded in objects 1100 & 1300 $2,000 LCFF Teacher Release Time/Sub Pay Object 1100 $21,983 Supplemental & Concentration Release Time/Sub Pay Object 1100 $21,983
Budgeted Expenditures LCFF
student data for the upcoming year. Assessment results will be monitored and reviewed; appropriate intervention systems will be put in place to support student readiness
for all elem sites
OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Embedded in objects 1100 & 1300 $2,000
Articulation: a) Include district ECE staff in ECE professional development throughout the year; b) Principals and ECE representatives attend quarterly Parent Advisory Committee Meeting; c) Site Reps attend quarterly ECE meetings, and the minutes will be shared with the site principals; d) ECE will have a parent education on topics created through the ECE meetings bi-annually; e) TK will hold two parentteacher conferences to review data and develop an individual plan to include home activities.
District-wide
_a, c, e ALL
Supplemental & Concentration Release Time/Sub Pay Object 1100 $21,983
OR: _b, d_Low Income pupils _b, d_English Learners _b, d_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
LCAP Year 3: 2018-2019 District Wide Assessment tools and instructional plan: DRDP, ESGI, DIBELS, DRA Expected Annual District social/ emotional and academic improved readiness plan for the next grade level. Measurable Disaggregated results from assessments will be used to inform intervention plans Outcomes: Classroom Observation data Parent participation increase of 3% over prior year as documented by participation logs Scope of Actions/Services Pupils to be served within identified scope of service Service Site’s ECE staff will collaborate annually to review student data for the upcoming year. Assessment results will be monitored and reviewed; appropriate intervention systems will be put in place to support student readiness
District-wide
Articulation: a) Include district ECE staff in ECE professional development throughout the year; b) Principals and ECE representatives attend quarterly Parent Advisory Committee Meeting; c) Site Reps attend quarterly ECE meetings, and the minutes will be shared with the site principals; d) ECE will have a parent education on topics created through the ECE meetings bi-annually; e) TK will hold two parentteacher conferences to review data and develop an individual plan to include home activities.
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ _a, c, e ALL OR: _b, d_Low Income pupils _b, d_English Learners _b, d_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Budgeted Expenditures LCFF Embedded in objects 1100 & 1300 $2,000 Supplemental & Concentration Release Time/Sub Pay Object 1100 $21,983
GOAL:
LCAP #5: Schools will improve communication among all stakeholders, inviting parental support and participation.
Related State and/or Local Priorities: 1__ 2__ 3x_ 4__ 5x_ 6x_ 7__ 8__ COE only: 9__ 10__ Local : Specify _____________________
Identified Need :
Involvement of all stakeholders Schools: All District Schools Goal Applies to: Applicable Pupil Subgroups: All students LCAP Year 1: 2016-17 The 2015-16 school year shall serve as an initial benchmark to measure parent satisfaction of schools’ Expected Annual effectiveness in the area of school-to-home communication. Overall, 60 percent of parents will provide input to Measurable show a favorable perception of the school-to-home communication. Outcomes: Parent contact logs will be maintained as evidence of home-school communication. Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures
Principals and school leaders shall collect input from stakeholders using a common parent/community survey to assess the effectiveness of parent—school communication. Administer stakeholder survey. Increase parent input and participation through advisory groups.
District-wide
Provide a transition packet to parents for preschool, kindergarten, primary grades, middle school, and high school. Continue to provide District newsletter that includes input from stakeholders.
District-wide for grades K, 1, 6, and 9
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________
Prior to referrals, teachers will make and document parent
District-wide
_x_ALL
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________
LCFF Embedded in Object 1100 &1300 $1,000 LCFF Objects 43004500 $5,000
LCFF
contacts.
OR: __Low Income pupils __English Learners __Foster Youth __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________
Object 1100 $1,000
LCAP Year 2: 2017-18 Expected Annual The 2015-16 school year shall serve as an initial benchmark to measure parent satisfaction of schools’ Measurable effectiveness in the area of school-to-home communication. Overall, 63 percent of parents will show a favorable Outcomes: perception of the school-to-home communication. Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures Principals and school leaders shall collect input from stakeholders using a common parent/community survey to assess the effectiveness of parent—school communication. Administer stakeholder survey. Increase parent input and participation through advisory groups. Communicate school environment and safe school improvements to parents. i.e., racial or ethnic problems, drugs, and alcohol issues. Communicate specific academic and behavioral expectations to parents.
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Re-designated fluent English proficient _ _Other Subgroups:(Specify)________________________
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________
LCFF Embedded in Object 1100 &1300 $5,000 LCFF Embedded in Object 1100 & 1300 $1,000
LCAP Year 3: 2018-2019 Expected Annual Parent satisfaction of schools’ effectiveness in the area of school-to-home communication will be measured Measurable through the use of districtwide surveys. Overall, 66 percent of parents will show a favorable perception of the Outcomes: school-to-home communication. Scope of Budgeted Actions/Services Pupils to be served within identified scope of service Service Expenditures Principals and school leaders shall collect input from stakeholders using a common parent/community survey to assess the effectiveness of parent—school communication. Administer stakeholder survey. Increase parent input and participation through advisory groups. Communicate to parents appropriate and expedient avenues for contacting teachers and administrators.
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups: (Specify)________________________
LCFF Embedded in Object 1100 &1300 $5,000
Communicate to parents changes in curriculum (Common Core State Standards), and improvement in annual measureable outcomes.
District-wide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups: (Specify)________________________
LCFF Embedded in Object 1100 & 1300 $1,000
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
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?
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.
Broad Goal: a. District and school administrators, highly qualified teachers and Original staff ensure rigorous academics and a positive learning environment at each site GOAL from for all students prior year b. Students will be provided a safe, clean, and orderly school environment to LCAP: promote their well-being and success and a rigorous and relevant curriculum to prepare them for college/career. Schools: All Schools Goal Applies to: Applicable Pupil Subgroups: All students
Expected Annual Measurable Outcomes:
Related State and/or Local Priorities: 1x_ 2x_ 3x_ 4x_ 5x_ 6x_ 7x_ 8x_ COE only: 9__ 10__ Local : Specify _____________________
Teacher Assignment and Certification (CMIS, SARC, CALPADS);
Teacher assignments were based on credential and EL authorization requirements as outlined in the CTC Assignment Manual. METRICS: Annual assignment monitoring (CMIS) – all teachers appropriately assigned under credential or Ed Code authorization
CCSS-aligned Materials in Mathematics, ELA and ELD: GO-Math (K-5), CPM Math (6-8), Carnegie Learning Math (9-12); CCSS Implementation (math) – District curriculum and pacing guides;
Students had access to CCSS aligned math curriculum materials through the CCSS-aligned adoption from 2014 to support a rigorous mathematics program. CCSS standards in writing were implemented district-wide. ELA CCSS-aligned content was delivered through adopted and supplemental resources. All teachers have been trained in CCSS and the instructional strategies that support the teaching of them. Curriculum and Pacing guides were developed and implemented in math and ELA
Actual Annual Measurable Outcomes:
METRIC: CCSS Instructional Materials adoption Math (2014) ELA supplemental materials and teacher training Facilities in Good Repair (FIT Report);
All facilities were maintained to provide a safe and clean environment for teaching and learning and earned a passing
grade on the FIT METRIC: Facilities Inspection Tool (FIT) at good or better API scores; (increase of 3 %); EAP college ready-participation/demonstration of college readiness;
No API reported for 2015-16 school year School level scores baseline scores were established with the 2015-16 administration of the CAASPP exam.
Pupil enrollment in broad course of study (A-G requirement participation increase of 3%);
38.2% of 2014-15 grades met UC/CSU requirements. This is an increase of 9.8% from the prior year and an average increase of 7.8% for the two prior years..
AP pass rate;
For the 2014-15 school year 63 AP tests were given (from 282 10-12 grade students). Thirty three passed with a score of 3 or better. This data establishes the baseline for future years.
The percentage of students scoring proficient or above on state assessments in ELA/ELD and Math will be established by baseline SBAC scores.
School level scores baseline scores were established with the 2015-16 administration of the CAASPP exam.
For identified student groups, the percentage scoring proficient or above will be established by baseline CAASPP scores
School level scores baseline scores for identified subgroups were established with the 2015-16 administration of the CAASPP exam.
LCAP Year: 2015-16 Planned Actions/Services
Actual Actions/Services Estimated Actual Annual Expenditures
Budgeted Expenditures Continue implementation of 2014-15 math adoption: a) CCSS-aligned materials; b) professional development; c) additional support for students not yet at the proficient or above level of content mastery
Supplemental and Concentration Grant (various restricted resources) $176,598
District and school administrators, highly qualified teachers and staff ensured rigorous academics and a positive learning environment at each site for all students. Rigorous academics were implemented through a new mathematics curriculum and professional development support. Positive climate was supported through PBIS/Rise Up trainings (K-8) (this is the third year for the Rise-UP grant) and a second
Supplemental and Concentration Grants & Various Restricted Resources Objects 1100 &
Object 4100 $107, 534 Object 5200 $257,817 Object 5800
Scope of service:
Scope of service:
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________
Maintain the percentage of fully credentialed teachers at 100%
Scope of service:
3000 $176,598 object 4100 $105,627 Objects 5200&5800 $322,392
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ LCFF Base Grant; various restricted sources $4,606,134 Object 1100
Based on the CMIS results, all teachers were fully credentialed and/or appropriately assigned per Ed Code. The highly qualified staff was measured by NCLB criteria.
Scope of service:
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________
Professional Development in PBIS, CCSS and NGSS. Classroom teaching support provided by TOSA
year implementation of advisory program at the high school. The advisory program at the high school was expanded to include a time called “ME” time where students (depending on need) were either assigned to a teacher for intervention/support in academics or could choose an alternative activity (club, study hall, etc.) is intervention was not a requirement for them based on academic grades.
LCFF Base Grant; various restricted sources Object 1100 $5,224,741
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ Supp and Conc Grant; various restricted sources $107,534 Object 5200 TOSA $316,867 Object 1100
Professional development opportunities began prior to the beginning of the school year with our PD academy in August. PBIS, CCSS, NGSS as well as PD in social studies curriculum development and technology integration. PD continues throughout the year through minimum day trainings, conferences and workshops. TOSAs provided onsite training and just-in-time learning opportunities for teachers on an as-needed basis.
Supplemental and Concentration, various restricted sources object 5200 $250,736 TOSA Object 1100 &
3000’s $317,494
Scope of service:
Scope of service:
Districtwide
___ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient _x_Other Subgroups:(Specify) those students not meeting state standards as measured by CAASPP Maintain the percentage of classrooms with standardsaligned instructional materials at 100% (including Math, ELA, ELD)
Scope of service:
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient _x_Other Subgroups:(Specify) those students not meeting state standards as measured by CAASPP Lottery $176,598 Object 4100
_x__ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)
Scope of service:
Districtwide
__x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)
All classrooms maintained the percentage of standards – aligned materials at 100%. This was validated through the Williams visit report on September 2015.
Scope of service:
Districtwide
All facilities will be maintained to provide a safe and clean environment for teaching and learning as measured by FIT
Districtwide
Lottery Object 4100 $105,627
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ Routine Restricted Maintenance $657,930 Objects 2200 to 6400
All sites met or exceeded facilities maintenance and upkeep requirements as evidenced by the site FIT reports.
Scope of service:
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Routine Restricted Maintenance Objects 2200 to 6400 $766,392
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
Related State and/or Local Priorities:
Original GOAL from prior year LCAP:
Goal #2: Schools will establish and maintain a common culture of mutual respect and trust among all stakeholders
Goal Applies to:
Expected Annual Measurable Outcomes:
The actions will become more specific and services will be more targeted, with additional emphasis on support for underperforming students. Specific expenditures will be dedicated to students who are not yet proficient or above in Mathematics and English Language Arts, students who are not yet fluent in English, and foster youth. The implementation of instructional supports through software programs will continue with support from TOSAs and other professional development opportunities and teacher training. The software programs to support our struggling learners will be reviewed for effectiveness and some changes will be made in the subscriptions that we have in order to provide targeted support in the area of math, ELA/ELD and English Language acquisition. Specifically, programs (such as Accelerated Reading and Math) that provide real-time data that can be analyzed easily and used to inform student placement and instruction will be a priority.
1x_ 2x_ 3x_ 4x_ 5x_ 6x_ 7x_ 8x_ COE only: 9__ 10__ Local : Specify _____________________
Schools: All schools Applicable Pupil Subgroups: All students
Improve the learning atmosphere and increase student engagement by establishing and maintaining a culture of mutual respect and trust among all stakeholders.
Improve the learning atmosphere and increase student engagement by establishing and maintaining a culture of mutual respect and trust among all stakeholders.
-CA Healthy Kids Survey: Will be completed by grades 5,7,9,&11 by January 15, 2016 -Community surveys: Will be completed by January 15, 2016. (done by March 31, 2106) -Attendance data: Attendance will increase by 2% over the prior three year average. -Suspension and expulsion rates: Reduce suspension rates by 3% over prior three year average and maintain or reduce expulsion rates.
METRICS: -California Healthy Kids Survey: At the elementary level the CHKS indicated that there was a high level of mutual trust and respect at the elementary schools. At the secondary level the CHKS survey indicated that, although the level was not quite as high as at the elementary level, a positive culture did exist at the high school (CHKS results are from the student perspective). -Community survey input and participation: all schools and other stakeholder groups were represented. Data shows that parents and community members are generally satisfied with the culture of mutual respect and trust within the schools. -Attendance data: increase of .37% to 93.76% (exceeding the federal target of 90%) -Expulsion rate (14/15=0.06%; 15/16=0.1%) both rates at or
Actual Annual Measurable Outcomes:
below county and state averages. Suspension rates have decreased from prior year.
LCAP Year: 2015-16 Planned Actions/Services
Actual Actions/Services Estimated Actual Annual Expenditures
Budgeted Expenditures
1. Teacher release and collaboration time a. Collaboration teams will share goals, outcomes, and next steps with site leadership teams. b. To promote best practices in instruction by providing ELA and Math instructional coaches. c. Promote district wide technology professional development and collaboration through web-based learning, live lessons, and video demonstrations through the use of technology coaches. d. Provide CCSS and new assessment professional development and continue with content area committees.
Scope of service:
Districtwide
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)Those student not
5.0 FTE Instructional and Technology Coaches-Supp & Conc 4035 $224,001 Objects 1100
All sites and levels continue to implement CCSS aligned math and ELA curriculum. The ELA curriculum is incorporating more science and social studies topics as the curriculum becomes more integrated with the other core subjects. Professional development is on-going for NGSS science as the district is transitioning from the former state science standards to NGSS. Teacher leaders and curriculum committees have been identified and are working in collaboration with staff to develop and implement best practices and supports for all of our students. A new teacher evaluation system (Effective Educator Evaluation: E3) has been developed and is being piloted in the district in collaboration with teachers and administrators. ELA and Math curriculum committees created CCSS aligned pacing guides to go with the new state standards. This work was done in committee and shared with all sites. The guides continue to be implemented and updated as necessary.
Scope of service:
Districtwide
__ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
5.0 FTE Instructional and Technology CoachesSupplemental & Concentration Object 1100 $253,990; Resource 4035 Object 1100 $63,541
meeting state standards as measured by CAASPP
2. Create a safe learning environment a. School staff will receive training in Positive Behavior Intervention Systems. b. Behavior and emotional supports and trauma-informed care training will be provided by school counselors, through the Rise-Up and NITT-AWARE-SEA (Cal-Well) grants.
Scope of service:
Included in grant funding Rise Up Grant $224,001 Objects 1100, 1200
a. Campo Elem, Clover Flat Elem, Potrero Elem b. All schools
Scope of service:
_a_ALL OR: _b_Low Income pupils _b_English Learners _b_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________ 3. Monitor absenteeism A. Continue elementary attendance monitoring position. B. Monthly attendance to school board/ C. Review and monitor chronic absenteeism and put intervention systems in place to reduce chronic absenteeism rates for all grades D. Implement alternative programs in lieu of first offence suspension
Scope of service:
Districtwide
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)chronically absent students
All schools are being trained in PBIS and Trauma informed care through a collaboration of county office trainers and district counselors. Training began in August 2015 and has continued throughout the year. Within three years all staff members in the district will be trained in these processes. Emotional supports at the high school level were provided through a program called Mending Matters. This program allows students to self-refer for socio-emotional support. Ongoing programs include collaboration with Mountain Health Services and Vista Counseling services (San Diego Youth Mental Health Initiative).
Included in Rise Up and NITT Cal Well grant funding objects 1000-3999, 5200 & 5800 $439,550
All Grades All sites
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
0.8 FTE $25,000 Supp & Conc $19,324 Object 2400
Daily attendance reports to were sent to sites. Many sites implemented attendance incentive programs to encourage positive school attendance. The SART and SARB processes were implemented more consistently. Elementary school student absences were monitored by the elementary attendance clerk who also followed up on unexcused absences.
Scope of service:
Districtwide
__ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
0.8 FTE Supplemental & Concentration Objects 24003602 $27,955
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
Original GOAL from prior year LCAP:
Goal #3: Schools will research and implement programs that support the teaching of 21st century skills, career technical education and English language acquisition
Goal Applies to:
Expected Annual Measurable Outcomes:
Upon review of past progress, there is still an identified need to increase the cultural competency of staff members. The new services that were implemented this year through the Cal-Well grant will continue (training staff members in trauma-informed care which will provide targeted benefit to low SES, EL and foster youth populations). Staffing allocations are being adjusted so that more effective services can be provided to English Language Learners, Foster Youth, and underperforming in all areas. The implementation of instructional supports has been better this year with the use of Renaissance Learning (Accelerated Reader and Accelerated Math), Myon, TenMarks, the Edmentum suite and other software programs. Training was provided on the use of these programs as well as how to utilize the data collected from student assessments. Connectivity issues and teacher training continue to be areas that need to be addressed. The software programs to support our struggling learners continue to be reviewed for effectiveness and some changes will be made in the subscriptions that we have in order to provide targeted support in the area of math, ELA/ELD and English Language acquisition.
Related State and/or Local Priorities: 1x_ 2__ 3x 4x_ 5x_ 6x_ 7_x_ 8x_ COE only: 9__ 10__ Local : Specify _____________________
Schools: All schools Applicable Pupil Subgroups: All students
50% of EL student will increase one level on the CELDT test each year Maintain a 90% or higher graduation rate. (CALPADS) High school drop-out rate (CALPADS) will meet or be below state average CTE courses/enrollment rate will increase by 3% CELDT scores and reclassification data will meet or exceed state average
Actual Annual Measurable Outcomes:
AMAO targets and results for 15-16 have not yet been published. Based on the 2014-15 AMAO results the overall annual progress and reclassification rates for the district fell a few points short of target. Through the program evaluation process this year, the reclassification process has been reviewed and staff members have been trained in updated protocols and procedures. CELDT administration practices are being changed to involve improved training and more classroom teachers’ participation. Graduation rate at the comprehensive remains above 90% and the drop-out rate remains below the state average. CTE enrollment has increased due to the additional course offerings.
LCAP Year: 2015-16 Planned Actions/Services
Actual Actions/Services Budgeted
Estimated
Expenditures
Establish a K-8 college and career program
Scope of service:
$5,000 LCFF Embedded in objects 1100 & 1300
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________
Scope of service:
Districtwide 9-12
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________
An annual career fair day has been implemented for 6-12 graders and is in its second year. At the elementary schools a software program (Career Cruising) has been implemented that administers a career interest inventory to student and then develops a personalized learning plan for them. This summer a team will be developing plans for th creating the 4-year plan for high school with our 7 graders in collaboration with parents, students and counselors. CTE offerings have been increased with more options for students in the area of business technologies. Coding classes and the use of 3-D printers have increased student interest and participation in these courses.
Scope of service:
Districtwide
Increase the 9-12 CTE program
Actual Annual Expenditures
LCFF Embedded in objects 1100 & 1300 $5,000
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ $2000 LCFF Embedded in objects 1100 & 1300 $11,364 Ag-CTE funding 15-16
Two Ag-Science classes were added to the Master Course selection options for students at the high school this year. These courses align with the Agriculture pathways available at the highs school as well as provide additional science options for high school students.
Scope of service:
Districtwide 9-12
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
$2000 LCFF Embedded in objects 1100 & 1300 $11,364 Ag-CTE funding 15-16
Continue to implement full day kindergarten instructional schedule to enhance the learning opportunities for Kinder students
Scope of service:
$357,403 Supp & Conc Object 1100
Scope of service:
Districtwide
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)______________
Evaluate and implement professional development based on student needs
Scope of service:
Kindergarten and TK continue to be full day programs. These programs are offered at all of our elementary sites.
$357,403 Supp & Conc Object 1100
Districtwide
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ Supp & Conc $52,814 object 1100 $106,744 object 5200 $228,808 object 5800
Professional development was provided in both the academic/curriculum area as well as the socio-emotional support area. Training in NGSS (Science) CCSS math, CCSS ELA, Social studies unit development, technology integration, PBIS, and Trauma-informed care were provided in district through-out the year. Teachers and support staff also participated in District-supported training by attending events through the SDCOE and other conferences.
Scope of service:
Districtwide
Districtwide All Schools
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Continue to implement an RtI (Response to Intervention) system for all students to provide strategic or intensive academic interventions
All sites implement RtI (Response to Intervention) to provide strategic intervention for students. At the elementary school this is accomplished through small pull-out groups during the regular instructional day as well as after-school programs. At the high school a school-wide advisory time (ME time) allows for students to receive additional academic support. The ASSETS program (a high school after school program) provides tutoring opportunism by high school teachers as well as study supports with instructional aides and after school staff.
$5000 embedded in objects 1100 & 1300
Supp & Conc $52,814 object 1100 $106,744 object 5200 $228,808 object 5800
$5000 embedded in objects 1100 & 1300
Scope of service:
Scope of service:
Districtwide
Districtwide
__ALL OR: _x_Low Income pupils _x_English Learners x__Foster Youth __Redesignated fluent English proficient __Other Subgroupxs:(Specify)
__ALL OR: x__Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specific)
Evaluate and monitor the technology skills program
This year the district has made a concerted effort to educate students as Digital Citizens. Through collaboration with SDCOE, teachers were trained in Digital Citizenship and, in turn, instructed their students in this. We view this as ongoing as digital citizenry will continue to be important as we utilize more technology in the classroom and open Educational Resources.
Scope of service:
Districtwide for all K-5, K-8 and 6-8 schools
_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?
$2000 embedded in objects 1100 & 1300
Scope of service:
$2000 embedded in objects 1100 & 1300
Districtwide for all K-5, K-8 and 6-8 schools
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Upon review of past progress, there is still an on-going need to address the safe learning environment, supportive academic atmosphere and digital citizenship at all sites. The NITT-SEA (Cal-Well) grant will continue implementation for a second year (mentioned in Goal 1 above) which will help to multi-fund and expand our work in the Goal 2 area. The goal continue to focus on a vertically aligned program that applies to the full grade level span (TK-12) of the district and that is articulated among all schools. The NITT-SEA Grant, also known as the Cal-Well Grant, will continue to provide training in Compassionate Schools Pedagogy and implementation in year 2. The intent of this training is to develop the capacity among all staff members to understand the developmental and environmental variables that affect learning and to learn strategies and protocols to create optimal learning environments for all learners. Trainings will include Positive Behavior Intervention Strategies and Trauma-Informed care strategies. This training will be largely subsided by the Grant with some of the funding coming from supplemental and concentration monies as well as Title 1 monies. While the training will ultimately affect all students district wide, it will be focused on supporting those students who are achieving below grade level (underperforming) and those not yet fluent in English.
Goal 4: Early Childhood Education (ECE) schools (ECE is defined as preschool, Transition K and Kindergarten) will increase articulation and communication with all stakeholders to improve students’’ social/emotional and academic preparation and school readiness
Original GOAL from prior year LCAP: Goal Applies to:
Expected Annual Measurable Outcomes:
Related State and/or Local Priorities: 1x 2_x_ 3x_ 4_x 5_x 6_ 7_ 8_x_ COE only: 9__ 10__ Local : Specify _____________________
Schools: Descanso, Clover Flat, Campo and Potrero Elementaries Applicable Pupil Subgroups: Transitional K and Kindergarten students
District Wide Assessment tools and instructional plan: DRDP, ESGI, DIBELS, DRA District social/emotional and academic improved readiness plan for the next grade level. Disaggregated results from assessments will be used to inform intervention plans Classroom Observation data Parent participation increase of 3% over prior year as documented by participation logs
Actual Annual Measurable Outcomes:
DRDP, ESGI, DIBELs, DRA. Assessments were done with children 3 times during the year. Whole class and individual results are analyzed. Areas of low development become the focus for classroom instruction. Instruction becomes individualized and data driven. Parent participation was measured through parent conference attendance. Overall 75% of parents participated in conferences. This rate is our baseline for next year’s participation measure.
LCAP Year: 2015-16 Planned Actions/Services
Actual Actions/Services Estimated Actual Annual Expenditures
Budgeted Expenditures Sites’ ECE staff will collaborate on a regular basis to review student data for the upcoming year
$2000 embedded in objects 1100 & 1300
Scope of service:
Districtwide for all elementaries _x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________ District ECE will determine appropriate uniform assessment tools in TK to include DRDP. Assessment
Two collaboration meetings were held this year. The foci were student achievement and special education referral process. A final meeting will be held on June 3 to discuss student placement for the 2016-17 school year.
$2000 embedded in objects 1100 & 1300
All Schools
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ $21,983 Teacher release time /
The assessment tool this year for Preschool and Headstart was the DRDP. TK/K is using ESGI and DRA. K is also
$21,983 Teacher release
results will be monitored and reviewed; appropriate intervention systems will be put in place to support student readiness
Scope of service:
sub pay Supp & Conc object 1100
using the AR STAR assessment for reading. Data from these assessments are used to prescribe intervention and support on an individual basis.
Scope of service:
Districtwide
Districtwide
__ALL OR: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)______________
__ALL
Articulation: a) Include district ECE staff in ECE professional development throughout the year; b) Principals and ECE representatives attend quarterly Parent Advisory Committee Meeting; c) Site Reps attend quarterly ECE meetings, and the minutes will be shared with the site principals; d) ECE will have a parent education on topics created through the ECE meetings bi-annually; e) TK will hold two parent-teacher conferences to review data and develop an individual plan to include home activities.
a) Professional development in PBIS, CCSS and data analysis included ECE staff; b) Parent Advisory Committee Meetings were held quarterly with parent and administrative participation; c) Collaboration meetings with site reps occurred three times during the year; d) Parent education topics for this year included “Let’s Read Together” facilitated by the Family Advocate and “Transition to Kindergarten”.
Scope of service:
_a, c, e_ALL OR: _b, d_Low Income pupils _b, d_English Learners _b, d_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: _x_Low Income pupils _x_English Learners _x_Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
$21,983 Teacher release time / sub pay Supp & Conc object 1100
Scope of service:
Districtwide
time / sub pay Supp & Conc object 1100
$21,983 Teacher release time / sub pay Supp & Conc object 1100
Districtwide
_a, c, e_ALL OR: _b, d_Low Income pupils _b, d_English Learners _b, d_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Review of past progress indicated the need to target resources for EL students to address the concern of a large numbers of long-term ELs (greater than 5 years). During the 2015-16 school year the ELD program for MEUSD implemented a program effectiveness review, facilitated by the San Diego County Office of Education. The goal of the review was to identify District practices that are showing positive results in terms of ELL students progressing in English Language acquisition with the goal of becoming fluent within 5 years. Instructional materials and practices that are effective will be retained; gaps in resources or practices were identified and are being resolved. As a result of the study, new protocols for initial identification, assessment and reclassification have been put in place. Additionally, a dual-immersion language program will be implemented at Potrero Elementary in the 2016-17 school
year. Additional resources will also be focused on the augmentation of the CTE offerings and college/career readiness for all students, especially traditionally underserved students and those who are first generation collegegoers. Additional sections and expanded offerings (including Ag Biology, and Ag Chemistry; other coursed such as coding will also be investigated) will be included in the master schedule at the high school. The District will support the CTE program with General fund monies to augment the CTE grant received from SDCOE. We have also begun collaboration with the local community college district and the local CTE consortium in regards to CTE partnerships
Related State and/or Local Priorities:
Original GOAL from prior year LCAP:
Goal 5. Schools will improve communication among all stake-holders, inviting parental support and participation.
Goal Applies to: Expected Annual Measurable Outcomes:
1__ 2__ 3x_ 4__ 5_x_ 6_x_ 7__ 8_ COE only: 9__ 10__ Local : Specify _____________________
Schools: All Schools Applicable Pupil Subgroups: All Students
The 2015-16 school year shall serve as an initial benchmark to measure parent satisfaction of schools’ effectiveness in the area of school-to-home communication. Overall 60 percent of parent will show a favorable perception of the school-to-home communication Parent contact logs will be maintained as evidence of school-top-home communication
Actual Annual Measurable Outcomes:
In general, over 70% or parents who responded to the community survey held favorable perceptions of the homeschool communication overall.
LCAP Year: 2015-16 Planned Actions/Services
Actual Actions/Services Estimated Actual Annual Expenditures
Budgeted Expenditures Principals and school leaders shall collect input from stakeholders using a common parent/community survey to assess the effectiveness of parent—school communication. Administer stakeholder survey. Increase parent input and participation through advisory groups. Communicate to parents appropriate and expedient avenues for contacting teachers and administrators.
Scope of
Districtwide
$1000 embedded in object 1100 & 1300
The community survey was available for input during the months of March and April 2016. Approximately 50 responses were received. Parent participation increased in several areas including, most notably, the Title VII Indian Education Advisory Committee. Site administrators proactively informed parents of upcoming events and provided other notifications via weekly calls and school newsletters.
Scope of
Districtwide
$1000 embedded in object 1100 & 1300
service:
service:
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Provide a transition packet to parents for preschool, kindergarten, primary grades, middle school, and high school. Continue to provide District newsletter that includes input from stakeholders.
Scope of service:
LCFF Suppl.&Conc. $5,000 Object 4300-450
Scope of service:
Districtwide for grades K, 1 , 6, & 9
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________ Prior to referrals, teachers will make and document parent contacts.
Scope of service:
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________
LCFF Suppl.&Conc. $4,320 Object 4300-450
Districtwide for grades K, 1 , 6, & 9
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________ LCFF base $1,000 Object 1100
Through PBIS protocols, parents were informed in a timely manner of teacher concerns.
Scope of service:
Districtwide
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
Transition packets were provided for Preschool to Kinder. th Orientation activities were provided for 5 graders to middle th school (including parent activities). 8 grade orientation activities and information were implemented by the high school.
LCFF base $1000 Object 1100
Districtwide
_x_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Review of past progress indicates that, while participation has increased in some areas (e.g., Title VII), additional opportunities and options for parent participation need to be investigated and implemented. Face-to-face communication is best and opportunities for parents that are closer to their homes may encourage more of them to participate.
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.
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: $____2,215,888_________________________ The District wide percent of ELL student is about 30%. Individual school shave a percentage of ELLs ranging from 4.5% to 83% with 7 of our 9 schools having greater than 16 % ELL students. Similarly, the District percent of student receiving Free/Reduced lunch is about 70 % with schools ranging in percent from 40% to 100%. Because of these demographics, many of the programs that will be implemented using supplemental and concentration grant funds will be utilized in a Districtwide manner. The students by whom the supplemental and concentration dollars are generated are in all of the schools and grade levels that we serve. The District has utilized the Supplemental and Concentration in a variety of ways. These funds will be utilized in the following ways: 1) Standards aligned instructional materials to support underperforming, low-‐income, foster youth and EL learners. 2) Professional development to equip teachers and staff with strategies to support struggling learners and EL learners 3) Classroom support through the use of TOSAs to support effective instruction of struggling learners and EL learners. 4) Teacher release and collaboration time to review and analyze data in order to inform instructional practice.
5) Fund an elementary attendance clerk who will monitor elementary attendance and support SART and SARB proceedings to increase student attendance, thereby affecting student achievement in school. 6) Implement full-‐day TK and Kinder program to increase student readiness for first grade and increase student achievement in later grades. 7) Increase the teacher contract year by two days to allow for teachers training specific to student achievement (instructional practice, common core state standards, data analysis, and curriculum implementation). 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. 19.41
%
Low income pupils, foster youth, and English learners will receive improved services through the implementation of additional staffing (e.g., instructional aides, counselors, Newcomers teachers for ELs). Staff will be trained in specific strategies to support the learning, including emotional and physical readiness for such). Targeted instructional resources, including software programs and supplemental materials, will be utilized to support learning in specific areas in need of improvement. Additional teachers at our one site that has the highest percentage of English Learners will be hired to decrease class size. Smaller class sizes will also be implemented for high school math classes where students are performing below grade level.
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). (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]
