and Annual Update LCAP Year Accountability Plan...school psychologists to support the...

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LCAP Year (select from 2017-18, 2018-19, 2019-20)

2018-19

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name

Atwater Elementary School District

Contact Name and Title

Sandra Schiber, Ed.D. Superintendent

Email and Phone

[email protected] 209-357-6100

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

The Atwater Elementary School District (AESD) is a TK-8 district serving over 5000 students. It is located in the community of Atwater, just off Highway 99, in the agriculturally rich Central Valley of California. 2015 Census information show population estimates for Atwater are 29,237 and the median household income is $41,414. 72.5% of individuals 25 years and older have a high school degree or higher, of those 13.3% have a bachelor's degree or higher. The student population of AESD is made up of 71.9% Hispanic, 19.0% White, 3.7% Asian, 2.2% African-American, 2.0% declaring more than one race, and 1.1% Native Hawaiian or Other Pacific Islander, American Indian or Alaska Native, and Unknown . 82.4% of students are considered Socioeconomically Disadvantaged, 29.1% of students are English Language Learners, and 10.5% of students receive services in special education. With a high percentage of our students learning English as Second Language, teaching language and reading well is a high priority. The Atwater Elementary School District prides itself for its high standards of success for all students. When new teachers are hired, extensive screening is done to ensure that new staff has the dedication and commitment to provide high quality instruction and character development in a nurturing and caring environment. The core values of the district are rooted in the beliefs that students are the focus of public education; that each student is unique and that our staff and programs provide for multiple opportunities for success; the development of academically competent, confident, and considerate citizens; that learning occurs best in a safe and respectful environment; that our students’ success depends upon a highly qualified staff who are valued and respected for their diverse backgrounds; that we serve students best through programs and practices that are responsive to changing needs; that our success depends upon the development of effective leaders, staff, and students who create

https://www.caschooldashboard.org/#/Details/24656310000000/3/EquityReport

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a vision and translate that vision into reality. These core values are evident in our stated goals and actions as written in the following plan.

LCAP Highlights Identify and briefly summarize the key features of this year’s LCAP.

The key features of our plan include a continuing emphasis on reading interventions, math intervention, targeted instruction and support for students needing structured English immersion, strategic implementation of elementary physical education teachers to meet the education code requirements and increase teacher collaboration, and supports for the social and emotional well-being of students, particularly those with more extreme needs. A significant investment is being placed on the social and emotional support of students through the hiring of additional psychologists in the district, reducing the ratio in the district to 1 psychologist for every 725 students. We are also increasing behavioral supports by developing a Tier III Behavior Intervention classroom for students in grades TK through 3. Additionally, an increase of .10% BCBA hours will be included in the plan to support these students and others district wide. Finally, to support the whole school system (instruction, social, emotional, and behavioral) more intensely, Learning Directors are being provided at every school site.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress Our LEA is proud that as a whole, "all students" showed improvement in both ELA and math. 6 of our 8 school improved as a whole in ELA, and 5 of our 8 schools improved as whole in mathematics. Targeted student subgroups that improved in ELA include: English Learners, Homeless, Socioeconomically Disadvantaged, and Students with Disabilities. Targeted student subgroups that improved in Math include: English Learners, Homeless, and Students with Disabilities. We have continued to invest significant amounts into the implementation of technology into classrooms which have afforded us ease with implementing reading interventions at scale. We plan to build upon that success by being strategic with our limited professional development time and further using ever-improving data to target our instructional practices. Additionally, in the 18-19 school year administrative professional development will include a framework for guiding the professional learning community process on all of our campus for meaningful grade level and subject matter collaboration.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

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Greatest Needs Based on dashboard data our areas of need are Suspension Rate only. We believe the suspension rate listed on the dashboard is not an accurate reflection of our district's services, but a reflection of district's not having certified suspension data in CALPADS for the 13-14 school year. However, our district recognizes the need to always evaluate our practices to improve services for students. In the 16-17 school year our administrative team began the process of evaluating documentation practices for consistency of record keeping. This process continued in the 17-18 school year, and will included an analysis of discipline practices. Additionally, the district has adopted PBIS at almost every school site. Increased attention is being placed on the social/emotional well-being of students so that interventions are implemented before negative behaviors display the complexity of challenges our students face daily.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps Based on the dashboard our district has no gaps, however as a district we are choosing to focus on supporting students with disabilities (SWD). SWD need support in meeting and exceeding expectations in ELA and math. The implementation of a Coordinator of Special Education to oversee the instructional and curricular challenges of supporting students with disabilities, additional school psychologists to support the social/emotional needs of all students and in particular the instructional support in identifying strategies to support those with learning challenges, and of a Tier III Behavior Intervention Class for students with behavioral will address meeting the instructional, social, and emotional needs of these students in particular, but all students in the system. Because we know that students who receive special education services are general education students first, the professional development and strategies employed while focusing on these students are likely to carry over in their benefits to all students in our district.

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth. Increased or Improved services Our district is revamping the focus of our social/emotional supports for students, which we believe will have a positive impact on learning by supporting teachers in meeting the needs of the whole child. By increasing the number of psychologists in the district by 1.8 FTE we are reducing the psychologist to student ratio to 1:725 which will allow them to not only assess student for special education, but also provide targeted supports to teachers on how to meet students needs based on their identified disability. In addition, they will be able to provide social/emotional supports at the Tier II level so that students can express their hardships and acquire the skills to persevere through them - this level of support will be especially beneficial to low-income students, English learners, and foster youth. We will also increase our BCBA by .10 to offer sites more consistent access to Tier III behavioral supports. Additionally, the implementation of a Tier III Behavior Intervention Class will allow our district to provide intensive supports to students who are highly disruptive in the general education setting in order to return them the general setting for learning success. Finally, 6 Learning Directors are being placed at the elementary sites to support site principals with instructional leadership in addition to behavior response support.

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Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION AMOUNT Total General Fund Budget Expenditures For LCAP Year $59,616,774.00

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year

$5,565,491.00

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

The general fund supports all other operations and support staff not included in the LCAP, which includes but is not limited to custodial, maintenance and operations, school site personnel, certificated staff. It also accounts for large facility projects such as modernization and school site expansion. Long term goals for the district also include pre-funding retirement health benefits while sustaining competitive and comparable salaries and benefits for all staff. DESCRIPTION AMOUNT Total Projected LCFF Revenues for LCAP Year $51,301,774.00

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Annual Update LCAP Year Reviewed: 2017-18

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 1 Assure early literacy TK-3

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator K: increase the percent of students who are on grade level as determined by the final FRA assessment in fluency and accuracy

17-18 85%

Baseline 80%

Different data measures are being used that allow the district more control for measurement and tracking (FRA data is tied to a publisher). New Metric: increase the percent of students who are on grade leve (Level 4) as determined by the final DRA assessment. Baseline: 65% (301/464) 17-18: 63% (355/564)

Metric/Indicator 1: increase the percent of students who are on grade level as determined by the final FRA assessment in fluency and accuracy

17-18 30%

Baseline 10%

Different data measures are being used that allow the district more control for measurement and tracking (FRA data is tied to a publisher). New Metric: increase the percent of students who are on grade level (Level 16) as determined by the final DRA assessment. Baseline: 61% (296/483) 17-18: 62% (322/516)

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Expected Actual

Metric/Indicator 2: increase the percent of students who are on grade level as determined by the final FRA assessment in fluency and accuracy

17-18 27%

Baseline 7%

Different data measures are being used that allow the district more control for measurement and tracking (FRA data is tied to a publisher). New Metric: 2: increase the percent of students who improve their reading skills as measured by the reading inventory. Baseline: 51% (217/426) 17-18: 47% (255/541)

Metric/Indicator 3: increase the percent of students who improve their reading skills as measured by the reading inventory

17-18 90%

Baseline 85%

80%

Metric/Indicator 3: increase the percent of students who meet grade level reading standards as measured by the reading inventory

17-18 48%

Baseline 38%

49%

Metric/Indicator 3: increase the percent of students who meet/exceed standards on CAASPP ELA

17-18 53%

Baseline 43%

47%

Metric/Indicator 3: increase the percent of students who meet/exceed standards on CAASPP Math

17-18 56%

48%

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Expected Actual

Baseline 46%

Metric/Indicator ELs: increase the percent of students who grow one level on CELDT/ELPAC

17-18 73%

Baseline 63%

57%

Metric/Indicator EL: increase the percent of students in the country less than 5 years who demonstrate proficiency on the CELDT/ELPAC

17-18 40%

Baseline 30%

24%

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Licenses for supplementary reading software (iRead)


4000-4999: Books And Supplies Supplemental and Concentration $48,450.00

4000-4999: Books And Supplies Supplemental and Concentration $48,450.00

Action 2





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Supplemental reading intervention curriculum (System 44)

Supplemental reading intervention curriculum (System 44)

4000-4999: Books And Supplies Supplemental and Concentration $750

4000-4999: Books And Supplies Supplemental and Concentration $5,913

Action 3





Diagnostic assessments for reading proficiency (Reading Inventory/Phonics Inventory) and web hosting.

Diagnostic assessments for reading proficiency (Reading Inventory/Phonics Inventory) and web hosting.



Action 4





ARTree

ARTree was not utilized at any sites.

5000-5999: Services And Other Operating Expenditures One Time Discretionary Funds $30,000

$0

Action 5





Professional Collaboration time for teachers (substitute teachers)

Teacher collaboration costs for TK-3rd grade teachers (i.e. Buyback days, subs for District PD, etc.)

1000-1999: Certificated Personnel Salaries Title I $26,000


Action 6





Community Based English Tutoring

Community Based English Tutoring

1000-1999: Certificated Personnel Salaries Supplemental and Concentration $10,000

5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $6,500

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2000-2999: Classified Personnel Salaries Supplemental and Concentration $3,000

Action 7





Instructional aides for Kindergarten classrooms

Instructional aides for TK & Kindergarten classrooms



Action 8





Bi-lingual instructional aides for English learners

Bi-lingual instructional aides for English learners



Action 9





Structured English immersion class for students new to the country or with similar language instruction needs.




Action 10





Class Size Reduction (net 2 teachers)

Net 2 Teachers, but not Class Size Reduction



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Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. All actions, with the exception of the implementation of ARTree, were implemented to the degree that they were planned. Our approach to invest heavily in a systematic approach to teaching reading, reading practice, and reading intervention through the use of the HMH curricula, iRead at grades K-2, and System 44 at grade 3 has proven worthy of consideration based on the improvements noted in metric data. In addition to the Kindergarten classrooms being provided an instructional assistant for three hours in the day, Transitional Kindergarten classrooms received the same level of support. And, staff and parents continue to express their appreciation of the Structured English Immersion class for newcomer students as well as the Community Based English Tutoring classes afforded to parents and community members. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The overall effectiveness of the actions/services listed in this goal is mixed. While the percent of students reaching reading proficiency levels has declined slightly for grades K and 2, they have increased for grades 1 and 3. While we did not reach our overall goals, there is progress. In particular, it should be noted that our overarching goal is for students to be at grade level proficiency in reading by the end of 3rd grade and our 3rd grade students are showing progress in all areas per these metrics. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material Differences include: • Action 2: Supplemental Reading Curriculum (S44) (+$5,163) - Because of the increased enrollment, more licenses and materials were required

to meet student need. • Action 3: Diagnostic Assessments (-$2,399) - This was a simple overestimate of cost. • Action 4: ARTree (-$30,000) - Scheduling challenges prevented the implementation of this action. • Action 5: Professional collaboration time (+$114,192) - Budgeted expenditures did not consider the costs associated with professional

development offered during non-instructional days, which cost additional dollars (daily rate of pay for certificated vs. substitute teachers costs). • Action 7: Instructional Aides for K (-$29,093) - This was a simple overestimate of cost. • Action 8: Bilingual Instructional Asst. (+$12,319) - increased wages as the result of negotiations impacted overall salary of instructional aides.

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• Action 10: CSR (+$38,000) - Due to the increase in enrollment, the teacher salaries were paid (at a higher rate due to salary increases), but

class size reduction goals were not met.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. To address the continued literacy needs of our students in the primary grades, our district is targeting additional personnel in the form of Reading Intervention Clinicians at specific sites who have larger numbers of students not meeting grade level literacy expectations. These individuals will replace the "instructional coaches" to focus on student literacy needs, while the district literacy coach (found in goal 3) will provide instructional and professional development support. Additionally, we will change the metric to measure K-2 student growth in reading based on internal assessments (DRA) rather than external assessments (FRA). This allows the district much more flexibility in accessing data to monitor progress.

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Goal 2 Increase safety of facilities.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Decrease playground discipline incidences every year.

17-18 197

Baseline 218

127

Metric/Indicator Decrease number of students sent to Student Attendance Review Board every year.

17-18 21

32 (7 English Learners)

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Expected Actual

Baseline 23

Metric/Indicator Increase the percent of parents/guardians participating in and/or providing input regarding school and/or district events.

17-18 57%

Baseline 47%

30% (1530/5059)

Metric/Indicator Increase annual average daily attendance (ADA) for district every year.

17-18 95.5%

Baseline 95%

96.25%

Metric/Indicator Decrease number out-of-school suspensions every year.

17-18 227

Baseline 252

199

Metric/Indicator Increase the percent of students (5th/7th) who believe that they have "meaningful opportunities" available to them (as measured on the California Healthy Kids Survey every other year).

17-18 31/27%

Baseline 21/17%

21/17%

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Expected Actual

Metric/Indicator Increase the percent of students (5th/7th) who believe that they are "connected to school" (as measured on the California Healthy Kids Survey every other year).

17-18 68/80%

Baseline 58/70%

58/70%

Metric/Indicator Increase the number of students (5th/7th) who "felt safe" (as measured on the California Healthy Kids Survey every other year).

17-18 85/87%

Baseline 75/77%

75/77%

Metric/Indicator Increase the number of students (5th/7th) who have a "caring relationship" at school (as measured on the California Healthy Kids Survey every other year).

17-18 71/50%

Baseline 61/40%

61/40%

Metric/Indicator Decrease the number of 7th grade students who experience "chronic sad/hopelessness" (as measured on the California Healthy Kids Survey every other year)

17-18 17%

Baseline 22%

22%

Metric/Indicator Decrease the number of referrals to the BCBA every year.

54

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Expected Actual

17-18 57

Baseline 67

Metric/Indicator 100% of schools will annually report an overall rating of "good" on the Facilities Inspection Tool.

17-18 100%

Baseline 100%

100%

Metric/Indicator Maintain the low rates of expulsion or decrease the number of expelled students.

17-18 4

Baseline 4

4

Metric/Indicator Maintain or increase the percent of participating parents who agree or strongly agree that AESD schools are a "safe place" for their child (as measured on the California School Parent Survey every other year).

17-18 94%

Baseline 94%

94%

Metric/Indicator Maintain or increase the percent of participating staff members who agree or strongly agree that AESD is a safe place for students (as measured on the California School Staff Survey every other year).

17-18 97%

97%

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Expected Actual

Baseline 97%

Metric/Indicator Maintain or increase the percent of participating staff members who agree or strongly agree that AESD is a safe place for staff (as measured on the California School Staff Survey every other year).

17-18 97%

Baseline 97%

97%

Metric/Indicator Increase the percent of participating staff members who agree or strongly agree that AESD has clean and well-maintained facilities and property (as measured on the California School Staff Survey every other year).

17-18 83%

Baseline 83%

83%

Metric/Indicator Maintain or increase the percent of participating parents who agree or strongly agree with the feeling of connectedness to school by being an "active partner" (as measured on the California School Parent Survey every other year).

17-18 91%

Baseline 91%

91%

Metric/Indicator Maintain or increase the percent of participating staff who agree or strongly agree with the feeling of connectedness to school through the promotion of "trust & collegiality" (as measured on the California School Staff Survey every other year).

90%

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Expected Actual

17-18 90%

Baseline 90%






Campus supervision time to build relationships and support monitoring academic success of foster youth.

Campus supervision time to build relationships and support monitoring academic success of foster youth.



Action 2





Community Outreach Coordinator at every campus

Community Outreach Coordinator at every campus



Action 3





Positive Behavior Intervention Supports (PBIS) Train year 3 PBIS for Elmer Wood Train year 2 PBIS for Peggy Heller Train year 1 PBIS for Mitchell K-6 and Mitchell Sr.

Positive Behavior Intervention Supports (PBIS) Train year 3 PBIS for Elmer Wood Train year 2 PBIS for Peggy Heller

5000-5999: Services And Other Operating Expenditures Base $16,000


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Action 4





Board Certified Behavior Analyst (BCBA) [1.5 FTE]




1000-1999: Certificated Personnel Salaries Mental Health Funds $40,576

Action 5





Intramural Sports

Intramural Sports 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $50,000


2000-2999: Classified Personnel Salaries Supplemental and Concentration $3825


5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $5716

Action 6





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Tech mentor stipends for each school site.

Tech mentor stipends for each school site.



Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. All actions were implemented as planned with the exception of PBIS. While our district continues its intention to implement PBIS, we recognize that Mitchell Elementary School has a PBIS culture without every having participated in the formalized training and therefore respected the sites desire to stay on campus rather than leave for PD. Mitchell Senior Elementary has chose to focus on another approach to meeting students' behavioral support needs, which is yet to come to fruition. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Evidence of the effectiveness of actions/services include the reduction in playground incidences as reported in our student information system, an improved district-wide attendance rate, a reduction in the number of referrals to the BCBA, and no increase in the number of students expelled. While parent involvement appears to be down, after surveying office manager staff we do not feel that all parent attendance efforts were entered into the student information system as systematically as had been hoped. Additionally, we acknowledge that there was an increase in referrals to SARB, but we believe that it is more evidence of our attendance efforts, rather than a decline in overall student attendance - as evidenced by the improved attendance rates. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material differences in this goal include: • Action 3: PBIS (-$7,000) - The last two schools (MSE, MK6) that were intended to begin the PBIS process, did not do so. • Action 4: BCBA (-$56,466) - AESD hired a BCBA to start the school year, but the individual resigned three days before the start of the school

year. After following fair employment processes, the 1.5 BCBAs did not begin their tenure in the district until well into October. Because their wages started later, the actual expenditures were less than anticipated.

• Action 5: Intramural Sports (-$21,148) - While we heard from both the governing Board and parents that intramural sports were a priority

action, the costs (coach stipends, transporation, uniforms, etc.) were not as clear because of the variability in number of students wanting to participate. Overbudgeting is attributed to the material difference .

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• Action 6: Tech Mentor Stipends (+$7,020) - While 8 school sites have tech mentors who receive a $4,000 stipend was budgeted totaling $32,000, the costs of health and benefits attributed to those stipends were not.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. As a result of the increased behavioral support needs at the site level, the .5 BCBA FTE will be increased to .6 in order to provide more consistent supports to school sites. Additionally, we are adding 1.8 Psychologist FTE to provide social/emotional supports to all students across the district. The psychologist to student ratio will decrease to 1:725. Finally, for the most intensive students requiring behavioral supports because of their severe interruptions to the learning of themselves and others, AESD will be implementing a Tier III Behavior Intervention Class, the purpose of which is to support TK-3 students who require intensive interventions with instructional readiness skills that allow them to return to the general education setting.

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Goal 3 Build Human Capacity


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Increase number of students supported by Homework Club annually.

17-18 389

Baseline 354

310

Metric/Indicator Maintain or increase the retention rates of new teachers to the district.

17-18 88%

Baseline 88%

75%

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Expected Actual

Metric/Indicator Increase the percentage of 4th grade students meeting or exceeding standards in ELA/Math on the CAASPP annually.

17-18 53/57%

Baseline 43/47%

48/35%


17-18 56/37%

Baseline 46/27%

48/28%


17-18 57/35%

Baseline 47/25%

48/38%


17-18 47/37%

Baseline 37/27%

49/33%


17-18 54/41%

46/25%

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Expected Actual

Baseline 44/31%

Metric/Indicator Increase the percentage of 5th grade students meeting healthy fitness zones in 6 out of 6 areas annually.

17-18 30%

Baseline 25%

24%

Metric/Indicator Increase the percentage of 7th grade students meeting healthy fitness zones in 6 out of 6 areas annually.

17-18 31%

Baseline 26%

29%

Metric/Indicator 100% of teachers in the LEA should be appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching.

17-18 100%

Baseline 96%

100% appropriately assigned 8% are not fully credentialed (18/216)

Metric/Indicator 100% of students will receive 200 minutes of PE every ten days.

17-18 100%

Baseline 100%

100%

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Expected Actual

Metric/Indicator 100% of students will have access to all core content areas as evidenced by enrollment in the courses in the master schedule.

17-18 100%

Baseline 100%

100%

Metric/Indicator 100% of unduplicated pupils will have access to all services and programs.

17-18 100%

Baseline 100%

100%

Metric/Indicator 100% of students with exceptional needs will have access to all services and programs.

17-18 100%

Baseline 100%

100%






Elimination of early release days (2% salary increase)




Action 2

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Instructional Coaches (2.5 FTE)

Reading Specialist Teachers (3) 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $235,519


Action 3





Instructional assistants to provide an after-school homework club for students

Instructional assistants to provide an after-school homework club for students



Action 4





Physical education teachers to support K-6 curriculum and instruction [4.0 FTE PE Teachers]

Physical education teachers to support K-6 curriculum and instruction [4.0 FTE PE Teachers]

1000-1999: Certificated Personnel Salaries Base $322,496


Action 5





Intervention Teachers on Special Assignment (site based) to support system reading intervention at K-6 sites and to implement the PBIS systems. [6.0 FTE]

Intervention Teachers on Special Assignment (site based) to support system reading intervention at K-6 sites and to implement the PBIS systems. [6.0 FTE]


1000-1999: Certificated Personnel Salaries Base $387,042



1000-1999: Certificated Personnel Salaries One Time Discretionary Funds $352,127

Action 6

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Addition of 2 contractual days - Certificated Employees (negotiated for 15-16)

Addition of 2 contractual days - Certificated Employees (negotiated for 15-16)



Action 7





District Literacy Coach [1 FTE]

District Literacy Coach [1 FTE] 1000-1999: Certificated Personnel Salaries Title I $130,375


Action 8





PE Instructional Aides

PE Instructional Aides 2000-2999: Classified Personnel Salaries Supplemental and Concentration $76,566


Action 9





Teachers on Special Assignment to support Induction Teachers

Teachers on Special Assignment to support Induction Teachers [2 FTE]



1000-1999: Certificated Personnel Salaries Educator Effectiveness Funds $55,476

1000-1999: Certificated Personnel Salaries Educator Effectiveness Funds $53,323

Action 10





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Teacher on Special Assignment, Technology




Action 11





Addition of 2 contractual days - Site Administration (negotiated for 15-16)

Addition of 2 contractual days - Site Administration (negotiated for 15-16)



Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. With the exception of Action 2, all actions were implemented with the original intent. Action 2 was modified to provide instructional support at the site level directly to students, rather than through a coaching model to teachers. In so doing, the district literacy coach took on the leadership role of supporting teachers, while the Intervention Reading Teachers provided pull out reading intervention. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The "Homework Club" action continues to show a decline in the number of participants, with an average of 21 students participating per site, (not including the outlier, SH with 80 participants, which funded additional personnel from site funds). This action continues to raise questions by school staff, but is an important offering per parent input. New teacher retention is down, which may be a result of the decreased numbers of induction TSAs in the district who are supplemented by retirees that may not be as in tune with the implementation of Common Core State Standards. Additionally, the increased number of teachers not credentialed in the area that they are teaching yet may be impacting this number. And while we did not meet the intended 5% increase in students meeting or exceeding standards on the CAASPP, it should be noted that all grade levels increased their percentages in both ELA and math with the exception of Grade 4 (down in math), and Grade 8 (down in both ELA and Math). The percent of 5th grade students meeting 6 out of 6 zones on the Physical Fitness Test decreased, but increased for 7th grade students. The effectiveness of the actions/services therefore is mixed, but the constant improvement in the percentage of students meeting and exceeding standards is justification to stay the course for the time being.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material Differences Include: • Action 4: K-6 PE Teacher (+$67,214) - The increased cost is related to adding a part-time PE teacher after the start of the school year. • Action 5: Intervention TSAs (+$31,209) - The increased cost is tied in part to the expansion of one of our school in the coming year from a TK-6

to a TK-8. Mid-way through the year, an additional teacher was hired to provide reading intervention in place of an Intervention TSA who was supporting two sites for the second half of the year, as opposed to only one site for the first half of the year.

• Action 8: PE Instructional Aides (+$58,118) - In order to support the professional collaboration of grade level teams during the school year, and

to reduce the student to adult ration during elementary PE, 2 additional PE instructional aides were after the start of the school year, and one of the existing PE instructional aides was increased to an 8-hour position, thus resulting in health and benefit coverage that was not anticipated.

• Action 11: +2 Contractual Days for Admin (+$2,686) - This was a simple underestimate tied to salary and benefit costs.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. The number of induction TSAs will decrease by 1, and a new model that includes induction being supported and managed at the school site level by the new Learning Directors at each site will be implemented. All other expected outcomes, metrics, and actions will remain the same.

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Goal 4 Close the achievement gap in grades 4-8


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Increase the percent of students who showed improvement in their Lexile scores as recorded by the Reading Inventory

17-18 4th: 90% 5th: 90% 6th: 85% 7th: 75% 8th: 75%

4th: 83% 5th: 74% 6th: 74% 7th: 69% 8th: 64%

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Expected Actual

Baseline 4th: 88% 5th: 87% 6th: 83% 7th: 71% 8th: 70%

Metric/Indicator Increase the percent of students who read at grade level evidenced by the Lexile scores as recorded by the Reading Inventory

17-18 4th: 44% 5th: 46% 6th: 39% 7th: 39% 8th: 45% Baseline 4th: 34% 5th: 36% 6th: 29% 7th: 29% 8th: 35%

4th: 44% 5th: 42% 6th: 39% 7th: 41% 8th: 44%

Metric/Indicator Maintain or increase the number of participants in district provided STEAM camps

17-18 246

Baseline 246

318

Metric/Indicator Increase the number of participants in district provided Visual and Performing Arts activities

393

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Expected Actual

17-18 217

Baseline 198

Metric/Indicator 100% of students have access to standards-aligned materials in mathematics and English language arts.

17-18 100%

Baseline 100%

100%

Metric/Indicator 100% of students use adopted curricula to access academic content and performance standards in all subject areas.

17-18 100%

Baseline 100%

100%

Metric/Indicator EL: Increase the percent of English learners eligible for reclassification.

17-18 27%

Baseline 17%

13%

Metric/Indicator Increase the percent of students eligible for promotion at Jr. High schools.

17-18 90%

Baseline 88%

AESD: 88% BSE: 91% (79/87) MSE: 88% (365/416)

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Expected Actual

Metric/Indicator 100% of English learner students use adopted English Language Development curricula to access academic content and performance standards.

17-18 100%

Baseline 100%

100%






Reading intervention curricula

Reading intervention curricula 4000-4999: Books And Supplies Supplemental and Concentration $15,913


Action 2





Reading interventions licenses and hosting.

Reading interventions licenses and hosting.



Action 3





Collaboration time for 4th-8th grade teachers [Substitutes for 2 days]




Action 4

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STEAM camp, Google CS First clubs and any other academic programs to align with career technical education [Teacher time, transportation, materials]

Outdoor School (STEAM Centered)


5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $56,500

Action 5





Instructional aide to support the acquisition of the English language and to provide scaffolding and differentiation to English learners. [1/2 FTE]

Instructional aide to support the acquisition of the English language and to provide scaffolding and differentiation to English learners. [1/2 FTE]



Action 6





Reading Intervention Teacher

Reading Intervention Teacher 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $41,016

BSE 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $40,957

Action 7





Visual and Performing Arts experiences

Visual and Performing Arts experiences

5000-5999: Services And Other Operating Expenditures One Time Discretionary Funds $50,000


Action 8





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Math intervention licensing and hosting.

Math intervention licensing and hosting.



4000-4999: Books And Supplies Title I $8,280

Action 9





Interpreters and translation services

Interpreters and translation services



Action 10





Site-based STEAM activities

Site-based STEAM activities 4000-4999: Books And Supplies Supplemental and Concentration $120,000


Action 11





Teacher for Structured English Immersion Class [1 FTE]

Teacher for Structured English Immersion Class [1 FTE]


MSE Salary Only 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $70,061

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. All actions were implemented as intended, with the exception of STEAM/Google CS. The district supports all students attending the Jack L. Boyd Outdoor School. Students attend an overnight trip that incorporates all of the components of STEAM - science,

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technology, engineering, arts and mathematics - in an outdoor environment. The Google CS Clubs may occur at school sites, but are not directed or funding at the district level. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. With regards to STEAM and VAPA, participation numbers significantly increased. The overall percent of the students eligible to participate in promotion ceremonies was maintained, but it should be noted that Bellevue's participation rate met the district's overall goal. Finally, two grades met our reading proficiency goals (4th, 6th), and one exceeded our expectations (7th). While 5th and 8th grade students did not meet proficiency goals, the percent of students reading at grade level increased! Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material Differences Include: • Action 1: Reading Intervention curricula (-$9,252) - There was curriculum that was budgeted for, but was not needed after further evaluation. • Action 2: Reading Intervention / hosting (-$25,179) - There were a number of online subscriptions that were budgeted for, but that did not come

to fruition. • Action 3: Professional collaboration time (+$132,090) - Budgeted expenditures did not consider the costs associated with professional

development offered during non-instructional days, which cost additional dollars (daily rate of pay for certificated vs. substitute teachers costs). • Action 4: STEAM (+$6,500) - Simple underestimate of actual costs. • Action 8: Math Intervention (+$67,210) - While the Math 180 intervention was budgeted, the interest from teachers to implement ALEKS for

grades 6-8 (instead of only 7-8) accrued an additional cost that was not accounted for. • Action 10: Site-based STEAM (-$15,903) - The Governing Board of AESD voted in session to provide every school site with $15,000 for

STEAM implementation. At the time of this written report, no all sites had spent their funds in their entirety.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. All expected outcomes, metrics, and actions will remain the same.

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Stakeholder Engagement

LCAP Year: 2018-19

Involvement Process for LCAP and Annual Update How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

To meet the State requirement of stakeholder input into the LCAP development, meetings were held in a variety of venues so that parents of each subgroup, staff, community members, and students were given the opportunity for input into the activities/services for LCFF fund, including supplemental and concentration grants. Meetings/Survey input were held specifically with the following groups: DAC and DELAC represent the parents of and students who are identified as English learners and students of poverty from all eight school sites in the district. The committee meets on average 5 times each year. At each meeting, the councils were given an update on the current year’s goals and asked for input for the continued years of the LCAP. Meetings were held on the following dates: 10/19/17; 11/16/17; 1/11/18; 2/1/18; 4/26/18; 5/25/18. Approval for the annual update and the revised goals occurred at the meeting on 2/1/18. The District Leadership Team (DLT) consists of Cabinet, Principals, Assistant Principals, and classified managers. The DLT meets monthly and met on the following dates: 8/2/17; 8/31/17; 9/31/17; 10/18/17; 10/26/17; 11/30/17; 1/10/18; 2/7/18; 3/7/18; 5/24/18; 6/14/18. School Site Council meetings sought to represent a variety of stakeholders in the Atwater community including parents, faculty members, administrators, and community members. School Site Council meetings were scheduled at every school site and advertised community wide. The dates included: 4/10/18 (BE); 4/12/18 (PH); 4/19/18 (MK); 4/26/18 (TO); 5/7/18 (AC); 5/8/18 (SH); 5/10/18 (MSE); 5/10/18 (EW). Grade Level Teachers meet as a professional community on dates determined by the Assistant Superintendent of Educational Services. One such meeting in the spring reserved time for the Director of Special Programs to review the LCAP and provide support for participants to complete the online survey. The dates when meetings took place are as follows: Grade K: 5/7/18 Grade 1: 5/8/18 Grade 2: 5/16/18 Grade 3: 3/26/18 Grade 4: 3/27/18 Grade 5: 3/28/18 Grade 6: 4/17/18 Grade 7/8 ELA: 5/21/18

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Grade 7/8 Math: 4/25/18 Collective Bargaining Units (AETA and CSEA) met with the district leadership team for both negotiations and for general input on LCAP goals. Negotiation Meetings were held on the following dates: (AETA) 4/16/18; 4/17/18; 4/19/18; 5/22/18; 5/31/18; 6/4/18; (CSEA) dates: 4/4/18; 4/9/18; 5/10/18; 5/15/18; 5/30/18; 6/11/18. All 6th, 7th, and 8th grade students were provided an opportunity during class time in May to complete the on-line survey that was made available for the community at large via the District's website. Merced County Office of Education officials communicated with district leadership to provide support with review and documentation of the LCAP throughout the 17-18 school year via PD opportunities at the county office, through e-mail communcation, and phone conversation. The Governing Board represents parents and community members from five separate districts in Atwater, CA. Informational presentations that included updates on progress toward meeting LCAP goals were presented to the Board on 10/10/17; 11/14/17; 12/12/17; 1/19/18; 3/13/18. Review and approval for the annual update and the revised goals will occur on June 12 and 26, 2018. An online survey was made available on the district website and was communicated through school site notification to parents and community members. Of the 462 responses, 58% were students grades 6-8, 37% were AESD staff, 4% included parents, and less than 1% were community members. Results of the Likert Scale Survey include: • 92.4% agree or strongly agree that AESD develops students who are prepared for high school • 89.2% agree or strongly agree that AESD students achieve in school (positive grades, test scores, life skills, etc.) • 81.4% agree or strongly agree that AESD students receive appropriate interventions and/or enrichments to support their learning and

achievement. • 90.0% agree or strongly agree that AESD effectively implements Common Core academic standards. • 84.0% agree or strongly agree that AESD effectively meets the needs of English Learners, socioeconomically disadvantaged, culturally

diverse, and students with disabilities. • 85.2% agree or strongly agree that AESD students are engaged in school life (clubs, sports, spirit days, etc.) • 90.9% agree or strongly agree that AESD provides access to updated technology devices and programs, and incorporates technology into

daily learning. • 91.2% agree or strongly agree that AESD provides a safe and secure learning environment. • 87.2% agree or strongly agree that AESD facilities are well-maintained and in good repair at the site and district level. • 88.3% agree or strongly agree that AESD maintains a positive climate at the site and district level. • 83.2% agree or strongly agree that AESD encourages parent involvement and participation at the site and district level • 78.9% agree or strongly agree that AESD effectively responds to and addresses concerns related to student, parent and staff issues at the

site and district level. • 93.6% agree or strongly agree that AESD teachers are credentialed and well prepared to meet students' academic and social needs. • 86.6% agree or strongly agree that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and

timely information.

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Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year?

Metrics shared with stakeholders included 2017 CAASPP results, AMAO data, Lexile data, EL reclassification rates, attendance data, and suspension and expulsion rates. These were made available via presentation to all stakeholders. Stakeholder involvement is continually supported through communication via school sites, district web page, and the district phone dialer system. The DAC and DELAC were pleased with progress reported from iRead, System 44, technology enhanced teaching, campus supervision and safety issues. Both councils advocated continuing with everything that had been started, but were especially happy with the community reports related to CBET. Concerns were raised about the lack of participation in the VAPA experience offered, in particular the content/interest of topic for students with regards to the chosen story line and the general difficulty with increasing parent involvement at all school sites. Parent also spoke to concerns regarding safety to and from school at street crossings and celebrated the district's implementation of intramural sports. These concerns and priorities are reflected in the 2017-2020 LCAP. Leadership Team meetings consisted of principals providing feedback and sharing information from their sites. These conversations resulted in the District Leadership Team reviewing previous LCAP action items and expenditures, prioritized additional requested actions such as counseling and behavior support services at school sites (Goal 3), additional support for the behavior specialist hired to support school sites, specifically for the part time BCBA to be consistently available 3 days a week (Goal 3), the continuation of elementary PE teachers (Goal 3) and support for continued interventions in both ELA and math (Goals 1 & 4). These concerns and priorities are reflected in the 2017-2020 LCAP. A summary of the comments section of the digital survey that impact the LCAP for the upcoming year include the following. Most respondent agree that early literacy is an important focus. In general there is support for the continuation of reading interventions (Goals 1 & 4) with desire to continue to review data to determine effectiveness. Additionally, staff highlight lower class sizes as a desire. Many respondents to Goal 2 highlight the benefits of the school psychologists and the district BCBA and request additional support in those areas. Additionally, the comments related to intramural sports are very positive with hopes to include even more students. Many respondents to Goal 3 highlight the continued improvements to the elementary PE structure and its facilitation to professional collaboration time. There were also comments highlighting the potential for more Homework Club personnel in order to increase "spots" at schools sites. Trends related to Goal 4 highlight the implementation of STEAM and VAPA opportunities for students at school sites and request more meaningful conversation about effective academic interventions at the intermediate and junior high grade levels.

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Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

(Select from New Goal, Modified Goal, or Unchanged Goal) X Modified Goal X Unchanged Goal

Goal 1 Assure early literacy TK-3

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes)

X Priority 8: Other Pupil Outcomes (Pupil Outcomes) Local Priorities:

Identified Need: 100% of students are not entering fourth grade on grade level as determined by diagnostic assessments as well as locally developed assessments in Reading Fluency, Math, and Writing. Through the actions delineated in this goal we hope to work toward 100% of students entering fourth grade meeting grade level standards. Expected Annual Measurable Outcomes

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

K: increase the percent of students who are on grade level as determined by the final DRA assessment in fluency and accuracy

65%

63% 73% 83%

1: increase the percent of students who are on

61%

62% 72% 82%

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grade level as determined by the final DRA assessment in fluency and accuracy 2: increase the percent of students who improve their reading skills as measured by the reading inventory

51%

47% 57% 67%

3: increase the percent of students who improve their reading skills as measured by the reading inventory

85%

80% 90% 100%

3: increase the percent of students who meet grade level reading standards as measured by the reading inventory

38%

49% 58% 68%

3: increase the percent of students who meet/exceed standards on CAASPP ELA

43%

47% 57% 67%

3: increase the percent of students who meet/exceed standards on CAASPP Math

46%

48% 58% 68%

ELs: increase the percent of students who grow one level on CELDT/ELPAC

63%

57% 67% 77%

EL: increase the percent of students in the country less than 5

30%

24% 34% 54%

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years who demonstrate proficiency on the CELDT/ELPAC

Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

Location(s): (Select from All Schools, Specific Schools, and/or Specific Grade Spans)

[Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

Scope of Services: (Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))


X English Learners X Foster Youth X Low Income

X LEA-wide Specific Grade Spans: K-2

Actions/Services Select from New, Modified, or Unchanged for 2017-18

Select from New, Modified, or Unchanged for 2018-19


X Modified Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Licenses for supplementary reading software (iRead)



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Year 2017-18 2018-19 2019-20 Amount $48,450.00 $48,450.00 $48,450.00 $48,450.00 $48,450.00 $48,450.00 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $48,450.00 $48,450.00 $48,450.00 Budget Reference

4000-4999: Books And Supplies



Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)



OR






X LEA-wide Specific Grade Spans: 3




X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Supplemental reading intervention curriculum (System 44)

Supplemental reading intervention curriculum (System 44) [budget modification]


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Year 2017-18 2018-19 2019-20 Amount $750 $5,913 $5,913 $750 $5,913 $5,913 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $750 $5,913 $5,913 Budget Reference







OR






X LEA-wide X All Schools




X Modified Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Diagnostic assessments for reading proficiency (Reading Inventory/Phonics Inventory) and web hosting.

Diagnostic assessments for reading proficiency (Reading Inventory/Phonics Inventory) and web hosting. [budget modification]

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $16,497 $17,691 $17,691 $16,497 $17,691 $17,691 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $16,497 $17,691 $17,691 Budget Reference






Specific Student Groups: Grade 2 X All Schools

OR








X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services ARTree ARTree Budgeted Expenditures

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Year 2017-18 2018-19 2019-20 Amount $30,000 $20,000 $20,000 $30,000 $20,000 $20,000 Source One Time Discretionary Funds One Time Discretionary Funds One Time Discretionary Funds $30,000 $20,000 $20,000 Budget Reference

5000-5999: Services And Other Operating Expenditures





X All X All Schools

OR





[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Professional Collaboration time for teachers (substitute teachers)

Teacher collaboration costs for TK-3rd grade teachers (i.e. Buyback days, subs for District PD, etc.)


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Year 2017-18 2018-19 2019-20 Amount $26,000 $143,482 $150,656 $26,000 $143,482 $150,656 Source Title I Title I Title I $26,000 $143,482 $150,656 Budget Reference

1000-1999: Certificated Personnel Salaries






OR





X English Learners X Limited to Unduplicated Student Group(s) X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Community Based English Tutoring Community Based English Tutoring

(funding structure change)


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Year 2017-18 2018-19 2019-20 Amount $10,000 $6,500 $6,500 $10,000 $6,500 $6,500 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $10,000 $6,500 $6,500 Budget Reference




Amount $500 $500 $500 $500 Source Supplemental and Concentration Supplemental and Concentration $500 $500 Budget Reference



Amount $3,000 $3,000 $3,000 $3,000 Source Supplemental and Concentration Supplemental and Concentration $3,000 $3,000 Budget Reference

2000-2999: Classified Personnel Salaries





OR







Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Instructional aides for Kindergarten classrooms

Instructional aides for Kindergarten classrooms








OR





X English Learners X Limited to Unduplicated Student Group(s) X All Schools





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Bi-lingual instructional aides for English learners

Bi-lingual instructional aides for English learners [modified budget]








OR





X English Learners X Limited to Unduplicated Student Group(s) Specific Schools: Mitchell Elementary, Mitchell Senior Elementary, & Bellevue Elementary





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Structured English immersion class for students new to the country or with similar language instruction needs.









OR











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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Class Size Reduction (net 2 teachers) To accommodate growth class size

reduction goals were not met. [modified budget]





Action 11 [Add Students to be Served selection here] [Add Location(s) selection here]

OR


Actions/Services

X New Action

CORE Professional Development Budgeted Expenditures

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Amount $50,431 $0 $50,431 $0 Source Supplemental and Concentration $50,431 $0 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures

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(Select from New Goal, Modified Goal, or Unchanged Goal) X Unchanged Goal

Goal 2 Increase safety of facilities.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: There is a need to create a physically and emotionally safe teaching and learning environment for all students with an emphasis on practices and cultures that prevent bullying of any kind, as determined by the local Governing Board whose priorities also include parents’ involvement. There is also a need to increase ADA. Expected Annual Measurable Outcomes


Decrease playground discipline incidences every year.

218

127 117 107

Decrease number of students sent to Student

23

32 22 12

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Attendance Review Board every year. Increase the percent of parents/guardians participating in and/or providing input regarding school and/or district events.

47%

30% 40% 50%

Increase annual average daily attendance (ADA) for district every year.

95%

96.25% 96.25% 96.5%

Decrease number out-of-school suspensions every year.

252

TBD 205 185

Increase the percent of students (5th/7th) who believe that they have "meaningful opportunities" available to them (as measured on the California Healthy Kids Survey every other year).

21/17%

21/17% 31/27% 41/37%

Increase the percent of students (5th/7th) who believe that they are "connected to school" (as measured on the California Healthy Kids Survey every other year).

58/70%

58/70% 68/80% 78/90%

Increase the number of students (5th/7th) who

75/77%

75/77% 85/87% 95/97%

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"felt safe" (as measured on the California Healthy Kids Survey every other year). Increase the number of students (5th/7th) who have a "caring relationship" at school (as measured on the California Healthy Kids Survey every other year).

61/40%

61/40% 71/50% 81/60%

Decrease the number of 7th grade students who experience "chronic sad/hopelessness" (as measured on the California Healthy Kids Survey every other year)

22%

22% 17% 12%

Decrease the number of referrals to the BCBA every year.

67

57 47 37

100% of schools will annually report an overall rating of "good" on the Facilities Inspection Tool.

100%

100% 100% 100%

Maintain the low rates of expulsion or decrease the number of expelled students.

4

4 4 4

Maintain or increase the percent of participating parents who agree or

94%

94% 94% 94%

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strongly agree that AESD schools are a "safe place" for their child (as measured on the California School Parent Survey every other year). Maintain or increase the percent of participating staff members who agree or strongly agree that AESD is a safe place for students (as measured on the California School Staff Survey every other year).

97%

97% 97% 97%

Maintain or increase the percent of participating staff members who agree or strongly agree that AESD is a safe place for staff (as measured on the California School Staff Survey every other year).

97%

97% 97% 97%

Increase the percent of participating staff members who agree or strongly agree that AESD has clean and well-maintained facilities and property (as measured on the California School Staff

83%

83% 93% 93%

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Survey every other year). Maintain or increase the percent of participating parents who agree or strongly agree with the feeling of connectedness to school by being an "active partner" (as measured on the California School Parent Survey every other year).

91%

91% 91% 91%

Maintain or increase the percent of participating staff who agree or strongly agree with the feeling of connectedness to school through the promotion of "trust & collegiality" (as measured on the California School Staff Survey every other year).

90%

90% 90% 90%


startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


OR





X Foster Youth X Limited to Unduplicated Student Group(s) X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Campus supervision time to build relationships and support monitoring academic success of foster youth.

Campus supervision time to build relationships and support monitoring academic success of foster youth. [budget modification]







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OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Community Outreach Coordinator at every campus

Community Outreach Coordinator at every campus [budget modification]





Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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X All Specific Schools: Elmer Wood, Peggy Heller, Mitchell Elementary, Mitchell Sr. Elementary

OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Positive Behavior Intervention Supports (PBIS) Train year 3 PBIS for Elmer Wood Train year 2 PBIS for Peggy Heller Train year 1 PBIS for Mitchell K-6 and Mitchell Sr.

Positive Behavior Intervention Supports (PBIS) Train year 3 PBIS for Peggy Heller Train year 1 PBIS for Mitchell Sr.

Positive Behavior Intervention Supports (PBIS) Train year 3 PBIS for Mitchell K-6 and Mitchell Sr.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $16,000 $12,000 $8,000 $16,000 $12,000 $8,000 Source Base Base Base $16,000 $12,000 $8,000 Budget Reference




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OR





X Foster Youth X Low Income






2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Board Certified Behavior Analyst (BCBA) [1.5 FTE]






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Amount $70,509 $74,034 $70,509 $74,034 Source Mental Health Funds Mental Health Funds $70,509 $74,034 Budget Reference






OR






X LEA-wide Specific Schools: All schools except Mitchell Sr. Elem. and Bellevue Sr. Elem.





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Intramural Sports Intramural Sports

[budget modification]


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OR


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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Tech mentor stipends for each school site. Tech mentor stipends for each school site.

[Action moved to Goal 3]








OR


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X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services .8 FTE Psychologist Intern 3 FTE Psychologists and .8 FTE

Psychologist Intern 4 FTE Psychologists





Amount $129,843 $136,335 $129,843 $136,335 Source Mental Health Funds Mental Health Funds $129,843 $136,335 Budget Reference



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(Select from New Goal, Modified Goal, or Unchanged Goal) X Modified Goal

Goal 3 Build Human Capacity State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: • We need to recruit and retain high qualified teaching professionals who remain into the Atwater Elementary School District. • Teachers need support with instruction and curriculum to ensure all students have access to all content area instruction and show mastery of

the CCSS. • We need to ensure all students have the appropriate number of minutes for Physical Education. • There is a distinct need to focus on language acquisition for long-term English learners in order that they reclassify. Expected Annual Measurable Outcomes


Increase number of students supported by Homework Club annually.

354

310 427 469

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Maintain or increase the retention rates of new teachers to the district.

88%

75% 88% 88%

Increase the percentage of 4th grade students meeting or exceeding standards in ELA/Math on the CAASPP annually.

43/47%

48/35% 63/67% 73/77%


46/27%

48/28% 66/47% 76/57%


47/25%

48/38% 67/45% 77/55%


37/27%

49/33% 57/47% 67/57%


44/31%

46/25% 64/51% 74/61%

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Increase the percentage of 5th grade students meeting healthy fitness zones in 6 out of 6 areas annually.

25%

24% 35% 40%

Increase the percentage of 7th grade students meeting healthy fitness zones in 6 out of 6 areas annually.

26%

29% 36% 41%

100% of teachers in the LEA should be appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching.

96%

92% 100% 100%

100% of students will receive 200 minutes of PE every ten days.

100%

100% 100% 100%

100% of students will have access to all core content areas as evidenced by enrollment in the courses in the master schedule.

100%

100% 100% 100%

100% of unduplicated pupils will have access to all services and programs.

100%

100% 100% 100%

100% of students with exceptional needs will have access to all services and programs.

100%

100% 100% 100%

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OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Elimination of early release days (2% salary increase)



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OR






X LEA-wide Specific Schools: Aileen Colburn Elementary, Bellevue Elementary, Elmer Wood Elementary, Mitchell Elementary, Shaffer Elementary





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Instructional Coaches (2.5 FTE) Targeted Reading Assistants (9) Budgeted Expenditures

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OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Instructional assistants to provide an after-school homework club for students

Instructional assistants to provide an after-school homework club for students [budget modification]

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X All Specific Schools: All schools except Mitchell Senior Elementary & Bellevue Senior Elementary

OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Physical education teachers to support K-6 curriculum and instruction [4.0 FTE PE Teachers]

Physical education teachers to support K-6 curriculum and instruction [5.5 FTE PE Teachers] [budget modification]

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $322,496 $507,481 $532,481 $322,496 $507,481 $532,481 Source Base Base Base $322,496 $507,481 $532,481 Budget Reference







OR






X LEA-wide Specific Schools: All schools except Mitchell Sr. Elem., Bellevue Elem., & Bellevue Sr. Elem.





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Intervention Teachers on Special Assignment (site based) to support system reading intervention at K-6 sites and to implement the PBIS systems.

Learning Directors (5) to support induction teachers, classroom instruction, and PBIS implementation at TK-6 sites. [budget modification]

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[6.0 FTE]

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $116,797 $540,449 $567,471 $116,797 $540,449 $567,471 Source Title I Supplemental and Concentration Supplemental and Concentration $116,797 $540,449 $567,471 Budget Reference




Amount $257,053 $257,053 Source Supplemental and Concentration $257,053 Budget Reference


Amount $352,127 $352,127 Source One Time Discretionary Funds $352,127 Budget Reference





OR


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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Addition of 2 contractual days - Certificated Employees (negotiated for 15-16)







X All Specific Schools: All schools except Mitchell Sr. Elem. and Bellevue Sr. Elem.

Specific Grade Spans: K-2

OR

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services District Literacy Coach [1 FTE] Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $130,375 $130,375 $130,375 $130,375 $130,375 $130,375 Source Title I Title I Title I $130,375 $130,375 $130,375 Budget Reference







OR





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X LEA-wide Specific Schools: All schools except Mitchell Sr. Elem. and Bellevue Sr. Elem.

Specific Grade Spans: K-6





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services PE Instructional Aides (5) PE Instructional Aides (5)









OR





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Teachers on Special Assignment to support Induction Teachers

Teacher on Special Assignment to support Induction Teachers [budget modification]





Amount $55,476 $55,476 Source Educator Effectiveness Funds $55,476 Budget Reference




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OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Teacher on Special Assignment, Technology

Teacher on Special Assignment, Technology [budget modification]






Action 11 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Addition of 2 contractual days - Site Administration (negotiated for 15-16)

Addition of 2 contractual days - Site Administration (negotiated for 15-16) [modified budget]





Action 12

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OR



Actions/Services

X New Action X Unchanged Action

Tech stipends for each school site [previously in goal 2]

Tech stipends for each school site (previously in goal 2)

Budgeted Expenditures Amount $37,020 $37,020 $37,020 $37,020 Source Supplemental and Concentration Supplemental and Concentration $37,020 $37,020 Budget Reference



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(Select from New Goal, Modified Goal, or Unchanged Goal) X Unchanged Goal

Goal 4 Close the achievement gap in grades 4-8

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: Not ALL students are proficient in reading or math when they promote to the secondary setting. Expected Annual Measurable Outcomes


Increase the percent of students who showed improvement in their Lexile scores as recorded by the Reading Inventory

4th: 88% 5th: 87% 6th: 83% 7th: 71% 8th: 70%

4th: 83% 5th: 74% 6th: 74% 7th: 69% 8th: 64%

4th: 93% 5th: 84% 6th: 84% 7th: 79% 8th: 74%

4th: 95% 5th: 94% 6th: 94% 7th: 89% 8th: 84%

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Increase the percent of students who read at grade level evidenced by the Lexile scores as recorded by the Reading Inventory

4th: 34% 5th: 36% 6th: 29% 7th: 29% 8th: 35%

4th: 44% 5th: 42% 6th: 39% 7th: 41% 8th: 44%

4th: 54% 5th: 56% 6th: 49% 7th: 49% 8th: 55%

4th: 64% 5th: 66% 6th: 59% 7th: 59% 8th: 65%

Maintain or increase the number of participants in district provided STEAM camps

246

318 246 246

Increase the number of participants in district provided Visual and Performing Arts activities

198

393 238 261

100% of students have access to standards-aligned materials in mathematics and English language arts.

100%

100% 100% 100%

100% of students use adopted curricula to access academic content and performance standards in all subject areas.

100%

100% 100% 100%

Increase the percent of English learners eligible for reclassification.

17%

13% 37% 47%

Increase the percent of students eligible for promotion at Jr. High schools.

88%

AESD: 88% BSE: 91% (79/87) MSE: 88% (365/416)

92% 94%

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100% of English learner students use adopted English Language Development curricula to access academic content and performance standards.

100%

100% 100% 100%





OR






X LEA-wide X All Schools Specific Grade Spans: 4-8





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services

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Reading intervention curricula Reading intervention curricula [budget modification]







X All [Add Students to be Served selection here]

[Add Location(s) selection here]

OR





X English Learners X Foster Youth X Low Income [Add Students to be Served selection here]

X LEA-wide [Add Scope of Services selection here]

X All Schools Specific Grade Spans: 4-8 [Add Location(s) selection here]





X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Reading interventions licenses and hosting.

Reading interventions licenses and hosting [budget modification]







X All X All Schools

OR











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Teacher collaboration costs for 4th-8th grade teachers (i.e. Buyback days, subs for District PD, etc.)

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $26,000 $161,799 $169,889 $26,000 $161,799 $169,889 Source Title I Title I Title I $26,000 $161,799 $169,889 Budget Reference






X All X All Schools

OR











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STEAM camp, Google CS First clubs and any other academic programs to align with career technical education [Teacher time, transportation, materials]

Various STEAM Opportunities inlcuding but not limited to STEAM Camp, SWEET Academy, and Outdoor School. [budget modification]








OR






X Limited to Unduplicated Student Group(s) Specific Schools: Mitchell Senior Elementary





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Instructional aide to support the acquisition of the English language and to provide scaffolding and differentiation to English learners. [1/2 FTE]







X All [Add Students to be Served selection here]


OR





X English Learners X Foster Youth X Low Income [Add Students to be Served selection here]

X LEA-wide [Add Scope of Services selection here]

Specific Schools: Bellevue Elementary and Bellevue Sr. Elementary


Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Reading intervention teacher Reading intervention teacher








X All X All Schools

OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Visual and Performing Arts experiences Visual and Performing Arts experiences


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $50,000 $60,000 $60,000 $50,000 $60,000 $60,000 Source One Time Discretionary Funds LCFF LCFF $50,000 $60,000 $60,000 Budget Reference






OR





X Foster Youth X Low Income





X New Action X Modified Action X Modified Action


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Math intervention licensing and hosting. Math intervention licensing and hosting. [budget modification]

Math intervention licensing and hosting. [budget modification]





Amount $8,280 $8,280 $8,280 $8,280 Source Title I Title I $8,280 $8,280 Budget Reference






OR





X English Learners X LEA-wide X All Schools





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Interpreters and translation services Interpreters and translation services









OR










X New Action X Unchanged Action X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Site-based STEAM activities Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $120,000 $120,000 $120,000 $120,000 $120,000 $120,000 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $120,000 $120,000 $120,000 Budget Reference







OR





X English Learners X Limited to Unduplicated Student Group(s) Specific Schools: Mitchell Sr. Elementary





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Teacher for Structured English Immersion Class [1 FTE]

Teacher for Structured English Immersion Class [1 FTE] [budget modification]

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Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2018-19

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$12,178,457 31.50% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

As a district with an unduplicated count of 84.14% of our total enrollment, we are utilizing supplemental and concentration funds district wide. Quantitative assessment data as well as annual, qualitative stakeholder input reflect a need to use the funds on a district wide basis. The following activities have been identified needs of all AESD students and will be funded in 2018-19: Goal 1 • Bi-lingual instructional aides for English learners are provided district wide in classrooms to support the instruction of English learners on a 1:1

basis, in small group, and by supporting the class as a whole. Though targeting their actions for students identified as English learners, there are occasions when non-English learners students benefit from their instructional support in the classroom.

Goal 2 • Campus supervision time to build relationships and support monitoring academic success of foster youth targets this unduplicated group

specifically through the documentation of check-ins with individual students, as well as grade and attendance monitoring. The campus supervisor presence for an additional hour on campuses also has residual positive impact on the general education population as more adults appear visible on campus. Our district will be reviewing site needs to determine if additional time or personnel is required.

Goal 3 • The addition of Learning Directors at each K-6 site will provide an additional layer of support for induction teacher and the overall instruction

taking place in classrooms. These added positions also support the implementation of PBIS school wide by providing an additional person to provide Tier II interventions and supports.

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). • The additional PE techs to support physical education allow for classroom teachers to have structured time for professional learning

communities to meet and identify the learning needs of all students, but especially those who statistically experiences gaps such as foster youth, socioeconomically disadvantaged students and English Learners.

Goal 4 • The Reading Intervention Curricula adopted by the district requires the purchase of licenses, curriculum, and personnel to support the

implementation of the entire program. These requirements create limitations in offering the interventions at scale. Priority enrollment is offered to students who fall into unduplicated groups, but all students in the LEA have the opportunity to benefit.

• The Reading Intervention Teacher funded for Bellevue Elementary and Bellevue Senior Elementary supports the implementation of the reading intervention program that is offered to students who fall into unduplicated groups first, then students requiring the intervention at the school second.

• Math intervention licensing and hosting, similar to the reading intervention, has limitations on the numbers of students able to be enrolled. Priority enrollment is offered to students who are foster youth or low income, but all students in the LEA have the potential opportunity to benefit should additional enrollments spots become available.

• Interpreters and translation services are provided primarily for English learner students and their families. All notifications from the LEA are provided in both English and Spanish. Additionally, special education documents are provided in Spanish for those who request them. There are students who are not designated as English learners, but whose parents/guardians speak a language other than English, many of whom speak Spanish. These parents/guardians receive the benefit of the district’s notifications that are translated as well.

For the 2018-19 school year, these funds are principally directed toward, and effective in meeting the goals for unduplicated pupils. Goal 1 • Community Based English Tutoring is limited to unduplicated students who are identified as English learners in an effort to support the adults

who support their education at home. By providing English tutoring to the adults who support English learners at home we seek to cultivate the important message of life-long learning and provide the added potential of engaging with the predominantly English speaking educational community at large.

• Structured English immersion classes are available only to students who are new to the country and require intensive instructional support in the learning of the English language. Because the number is limited, the class offerings are limited to three sites (also referenced in Goal 4).

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). Goal 2 • Coordination of Community Outreach Coordinators at each site targeted to address and document the needs of low-income students, English

learners, and foster youth. Goal 3 • School site professional development will be guided by the discretion of the Assistant Superintendent of Educational Services to focus on

instructional practices that focus on low-income students, English learners, and foster youth. • Additional psychologists in the district, as well as increased time for the existing part-time BCBA are available to provide needed social and

emotional supports for students, particularly those whose experiences demand it - such as foster youth, socioeconomically disadvantaged students and English Learners.

• Homework Club, available at all sites, is limited to approximately 30 students; priority enrollment is offered to students who fall into unduplicated groups, but all students in the LEA have the opportunity to benefit.

Goal 4 • The Bi-lingual instructional aide for English learners at Mitchell Senior Elementary is supporting only those students who are enrolled in the

Structured English Immersion class listed above. • Summer school offerings will focus on science, technology, engineering, arts, and math. Priority is given to low-income students, English

learners, and foster youth. ------- -------

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2017-18

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$6,323,890.00 15.64%

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

As a district with an unduplicated count of 84.14% of our total enrollment, we are utilizing supplemental and concentration funds district wide. Quantitative assessment data as well as annual, qualitative stakeholder input reflect a need to use the funds on a district wide basis. The following activities have been identified needs of all AESD students and will be funded in 2017-18: Goal 1 • Bi-lingual instructional aides for English learners are provided district wide in classrooms to support the instruction of English learners on a 1:1

basis, in small group, and by supporting the class as a whole. Though targeting their actions for students identified as English learners, there are occasions when non-English learners students benefit from their instructional support in the classroom.

Goal 2 • Campus supervision time to build relationships and support monitoring academic success of foster youth targets this unduplicated group

specifically through the documentation of check-ins with individual students, as well as grade and attendance monitoring. The campus supervisor presence for an additional hour on campuses also has residual positive impact on the general education population as more adults appear visible on campus.

Goal 4 • The Reading Intervention Curricula adopted by the district requires the purchase of licenses, curriculum, and personnel to support the

implementation of the entire program. These requirements create limitations in offering the interventions at scale. Priority enrollment is offered to students who fall into unduplicated groups, but all students in the LEA have the opportunity to benefit.

• The Reading Intervention Teacher funded for Bellevue Elementary and Bellevue Senior Elementary supports the implementation of the reading intervention program that is offered to students who fall into unduplicated groups first, then students requiring the intervention at the school second.

• Math intervention licensing and hosting, similar to the reading intervention, has limitations on the numbers of students able to be enrolled. Priority enrollment is offered to students who are foster youth or low income, but all students in the LEA have the potential opportunity to benefit should additional enrollments spots become available.

• Interpreters and translation services are provided primarily for English learner students and their families. All notifications from the LEA are provided in both English and Spanish. Additionally, special education documents are provided in Spanish for those who request them. There are students who are not designated as English learners, but whose parents/guardians speak a language other than English, many of whom speak Spanish. These parents/guardians receive the benefit of the district’s notifications that are translated as well.

For the 2017-18 school year, these funds are principally directed toward, and effective in meeting the goals for unduplicated pupils.

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). Goal 1 • Community Based English Tutoring is limited to unduplicated students who are identified as English learners in an effort to support the adults

who support their education at home. By providing English tutoring to the adults who support English learners at home we seek to cultivate the important message of life-long learning and provide the added potential of engaging with the predominantly English speaking educational community at large.

• Structured English immersion classes are available only to students who are new to the country and require intensive instructional support in the learning of the English language. Because the number is limited, the class offerings are limited to three sites (also referenced in Goal 4).

Goal 2 • Coordination of Community Outreach Coordinators at each site targeted to address and document the needs of low-income students, English

learners, and foster youth. Goal 3 • School site professional development will be guided by the discretion of the Assistant Superintendent of Educational Services to focus on

instructional practices that focus on low-income students, English learners, and foster youth. Goal 4 • The Bi-lingual instructional aide for English learners at Mitchell Senior Elementary is supporting only those students who are enrolled in the

Structured English Immersion class listed above. • Summer school offerings to focus on students who are not reading at grade level. Teachers no longer make recommendations, instead

students are invited at the district level based on reading assessment data. Priority is given to low-income students, English learners, and foster youth.

------- -------

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Addendum The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) 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 funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, 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 EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

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For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5. Budget Summary

The LEA must complete the LCAP Budget Summary table as follows:

Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with

mailto:[email protected]

http://www.cde.ca.gov/fg/ac/sa/

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the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/Services Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

Analysis Using actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided

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in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student 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 specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, enter the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

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New, Modified, Unchanged As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Goal State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local Priorities List the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable.

Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years. The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services For each action/service, the LEA must complete either the section “For Actions/Services not included as contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by entering “All”, “Students with Disabilities”, or “Specific Student

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Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate.

Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must identify “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identifying the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:

Students to be Served For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service For each action/service contributing to meeting the increased or improved services requirement, identify the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must identify one of the following three options:

If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter “LEA-wide.”

If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, enter “schoolwide”.

If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

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Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/Services For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged: Enter “New Action” if the action/service is being added in any of the three years of

the LCAP to meet the articulated goal.

Enter “Modified Action” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

Enter “Unchanged Action” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description.

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

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 EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP. If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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Demonstration of Increased or Improved Services for Unduplicated Students This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant Funds 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 students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:

For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

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For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

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State Priorities Priority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all

students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and

each individual school site; B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional

needs. Priority 4: Pupil Achievement as measured by all of the following, as applicable:

A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California

(UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);

E. The English learner reclassification rate; F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or

higher; and G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the

Early Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates;

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Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and

school connectedness. Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable;

B. Programs and services developed and provided to unduplicated pupils; and C. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils. Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of

services to foster children, including educational status and progress information that is required to be included in court reports;

C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and

D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.

Local Priorities address: A. Local priority goals; and B. Methods for measuring progress toward local goals.

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APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, 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 5 CCR 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).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

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APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis

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 EC 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 school sites 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?

Guiding Questions: Stakeholder Engagement 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated

pupils and unduplicated pupils identified in EC 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 EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)?

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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?

Guiding Questions: Goals, Actions, and Services 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic

Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the

development of meaningful district and/or individual school site 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 EC Section 42238.01 and groups as defined in EC 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 school sites? 10) What information was considered/reviewed for subgroups identified in EC Section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant

to EC Section 52052, to specific school sites, 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? Prepared by the California Department of Education, October 2016

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2017-18

Annual Update Budgeted

2017-18 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 4,605,749.00 4,958,355.00 4,632,137.00 5,565,491.00 5,797,496.00 15,995,124.00 0.00 0.00 0.00 0.00 0.00 0.00 Base 338,496.00 450,417.00 338,496.00 519,481.00 540,481.00 1,398,458.00 Educator Effectiveness Funds 55,476.00 53,323.00 55,476.00 0.00 0.00 55,476.00 LCFF 0.00 0.00 0.00 60,000.00 60,000.00 120,000.00 Mental Health Funds 0.00 40,576.00 0.00 200,352.00 210,369.00 410,721.00 One Time Discretionary Funds 432,127.00 0.00 432,127.00 20,000.00 20,000.00 472,127.00 Supplemental and Concentration 3,480,478.00 3,979,658.00 3,506,866.00 4,321,722.00 4,507,446.00 12,336,034.00 Title I 299,172.00 434,381.00 299,172.00 443,936.00 459,200.00 1,202,308.00

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type

Object Type 2017-18



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 4,605,749.00 4,958,355.00 4,632,137.00 5,565,491.00 5,797,496.00 15,995,124.00 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries 3,404,958.00 3,645,501.00 3,431,346.00 4,027,624.00 4,265,206.00 11,724,176.00 2000-2999: Classified Personnel Salaries 820,771.00 870,073.00 820,771.00 1,013,166.00 1,061,576.00 2,895,513.00 4000-4999: Books And Supplies 284,020.00 310,690.00 284,020.00 376,554.00 376,998.00 1,037,572.00 5000-5999: Services And Other Operating Expenditures

96,000.00 75,591.00 96,000.00 97,716.00 93,716.00 287,432.00


0.00 56,500.00 0.00 50,431.00 0.00 50,431.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2017-18 Annual Update

Budgeted

2017-18 Annual Update Actual

2017-18 2018-19 2019-20 2017-18 through 2019-20

Total All Expenditure Types All Funding Sources 4,605,749.00 4,958,355.00 4,632,137.00 5,565,491.00 5,797,496.00 15,995,124.00 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries

Base 322,496.00 387,042.00 322,496.00 507,481.00 532,481.00 1,362,458.00


Educator Effectiveness Funds 55,476.00 53,323.00 55,476.00 0.00 0.00 55,476.00


Mental Health Funds 0.00 40,576.00 0.00 200,352.00 210,369.00 410,721.00


One Time Discretionary Funds

352,127.00 0.00 352,127.00 0.00 0.00 352,127.00


Supplemental and Concentration

2,375,687.00 2,738,459.00 2,402,075.00 2,884,135.00 3,071,436.00 8,357,646.00


Title I 299,172.00 426,101.00 299,172.00 435,656.00 450,920.00 1,185,748.00



820,771.00 870,073.00 820,771.00 1,013,166.00 1,061,576.00 2,895,513.00



284,020.00 302,410.00 284,020.00 368,274.00 368,718.00 1,021,012.00


Title I 0.00 8,280.00 0.00 8,280.00 8,280.00 16,560.00


Base 16,000.00 63,375.00 16,000.00 12,000.00 8,000.00 36,000.00


LCFF 0.00 0.00 0.00 60,000.00 60,000.00 120,000.00


One Time Discretionary Funds

80,000.00 0.00 80,000.00 20,000.00 20,000.00 120,000.00



0.00 12,216.00 0.00 5,716.00 5,716.00 11,432.00



0.00 56,500.00 0.00 50,431.00 0.00 50,431.00


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Total Expenditures by Goal

Goal 2017-18



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 897,235.00 999,503.00 897,235.00 1,206,591.00 1,208,866.00 3,312,692.00

Goal 2 516,879.00 455,981.00 543,267.00 1,016,752.00 1,114,421.00 2,674,440.00

Goal 3 2,620,573.00 2,771,710.00 2,620,573.00 2,506,167.00 2,624,128.00 7,750,868.00

Goal 4 571,062.00 731,161.00 571,062.00 835,981.00 850,081.00 2,257,124.00 * Totals based on expenditure amounts in goal and annual update sections.

and Annual Update LCAP Year Accountability Plan...school psychologists to support the...

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Transcript of and Annual Update LCAP Year Accountability Plan...school psychologists to support the...