LCFF Budget Overview for Parents...Minarets Charter High School is a comprehensive high school that...

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LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: MINARETS CHARTER HIGH SCHOOL

CDS Code: 20-75606-0125021

Local Control and Accountability Plan (LCAP) Year: 2019-20

LEA contact information: Darren Sylvia, Superintendent School districts receive funding from different sources: state funds under the Local Control Funding Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based on the enrollment of high needs students (foster youth, English learners, and low-income students).

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue MINARETS CHARTER HIGH SCHOOL expects to

receive in the coming year from all sources. The total revenue projected for MINARETS CHARTER HIGH SCHOOL is $3,359,111, of which $3,198,988 is Local Control Funding Formula (LCFF), $160,123 is other state funds, $0 is local funds, and $0 is federal funds. Of the $3,198,988 in LCFF Funds, $208,217 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

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LCFF Budget Overview for Parents The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school districts must work with parents, educators, students, and the community to develop a Local Control and Accountability Plan (LCAP) that shows how they will use these funds to serve students.

This chart provides a quick summary of how much MINARETS CHARTER HIGH SCHOOL plans to spend

for 2019-20. It shows how much of the total is tied to planned actions and services in the LCAP. MINARETS CHARTER HIGH SCHOOL plans to spend $3,171,138 for the 2019-20 school year. Of that amount, $313,417 is tied to actions/services in the LCAP and $2,857,721 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following: General fund expenditures include: Transportation $302,635 Operations $306,000 Certificated Admin $208,880 Capital outlay $16,190 Books & supplies $77,000

Increased or Improved Services for High Needs Students in 2019-20 In 2019-20, MINARETS CHARTER HIGH SCHOOL is projecting it will receive $208,217 based on the enrollment of foster youth, English learner, and low-income students. MINARETS CHARTER HIGH SCHOOL must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, MINARETS CHARTER HIGH SCHOOL plans to spend $331,750 on actions to meet this requirement.

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LCFF Budget Overview for Parents

Update on Increased or Improved Services for High Needs Students in 2018-19

This chart compares what MINARETS CHARTER HIGH SCHOOL budgeted last year in the LCAP for

actions and services that contribute to increasing or improving services for high needs students with what MINARETS CHARTER HIGH SCHOOL estimates it has spent on actions and services that contribute to

increasing or improving services for high needs students in the current year. In 2018-19, MINARETS CHARTER HIGH SCHOOL's LCAP budgeted $238,580 for planned actions to increase or improve services for high needs students. MINARETS CHARTER HIGH SCHOOL estimates that it will actually spend $354,093 for actions to increase or improve services for high needs students in 2018-19.

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

2019-20

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)

California School Dashboard: 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

MINARETS CHARTER HIGH SCHOOL

Contact Name and Title

Darren Sylvia Superintendent

Email and Phone

[email protected] 559-877-6209

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

Minarets Charter High School ethnic demographics consist of 66% White, 24% Hispanic, 2% Asian, and 2% African American, 6% other/more than one race. The socioeconomically disadvantaged population is 30.7% and 11.2% of the student population is categorized as disabled. Finally, only 1.4% of the student population is considered to be English Language Learners. Minarets Charter High School is a comprehensive high school that is project-based, tech-centered (one-to-one laptop program), student-oriented and career focused. Minarets Charter High School co-exists with Minarets High School. In July 1,2010, Minarets Charter High School became fully WASC Accredited. Minarets Charter High School is an extension of the commitment of the current Chawanakee Unified School District policies that emphasize innovation and creativity along with rigorous academics. Examples include utilizing technology to learn 21st century schools, smaller class sizes, high level of teacher access (all teachers publish their cell phones for student calls, texts, etc.), student involvement in all hiring of teachers (interview panels, teaching demonstrations, etc.), student surveys of all classes and instruction, high profile programs in Arts/Media/Entertainment, as well as Ag and Natural Resources, high degree of student input, students as professional presenters, student project menus, student project coordinators and more. Minarets Charter High School places a central focus on job and professional skills. Minarets Charter High School emphasis on one on one computer based learning with a focus on Project Based Learning.

LCAP Highlights

https://www.caschooldashboard.org/reports/20756060125021/2018

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

In 2018-19: Based on this process, the actions and services in the LCAP fell into the following areas of influence: 1. Academic Excellence in Action; Rigorous, Relevant, and Relationships: All students will be provided a relevant and rigorous instructional program that provides access to college and career readiness while focusing on relationships with staff. Students will meet or exceed State Standards in Math, Language Arts, & Science. a. Continue Next Generation Science Standards Curriculum b. Math & English (Rigorous Curriculum Design) with District Benchmarks c. Project Based Learning with District Rubrics 2. Human Resources in Action; The Recruitment and Retention of Certificated and Classified Staff a. Grow, hire and retain own teachers and staff (Review ALL Compensation/Support systems for staff) b. Creation of Intervention Teacher Options for our At-Risk populations c. Instructional Coach-focus with on Math-Language Arts d. Competitive Salaries/Benefits (2% 2019-20 Health Care cap increase) 3. Engagement;/Course Access in Action: Improve opportunities for families and community to get involved in school programs. a. Continue Social Emotional Supports to ALL district sites (Future School Based Health Center Option) b. 9-12 Enrichment/Advancement/Dual Credit Opportunities 4. Student Safety/School Climate in Action; Positive School Climate a. Continue Social Emotional Supports- Behavioral Specialist/Counseling/PBIS/Restorative Justice) b. Security Supports (Staff/Training) c. Security (Video) and Communications (phone systems) 5. Facilities/Equipment in Action: Update and Modernization a. Security Supports (Cameras/Secured campus options) b. Stadium improvements (complete) c. Lighting Systems- Minarets Sports Fields d. Communications Key LCAP actions to support these areas are: additional counseling/behavioral support, increase student and family access to school, and targeted support services to address our high needs students. A Multi-Tiered System of Supports and will continue to add to and adjust the supports where it is needed. Minarets Charter is currently looking at adopted curriculum for Science for all grades and is also looking for a new benchmarking system. A Positive Behavior Intervention Support System that is tailoring to fit the needs of their students. Programs from Positive Behavior Intervention Support(PBIS), Kagan, and Restorative Justice are being used. Through analysis of our state and local data and input from staff and stakeholders we identified our focus areas to be addressed to achieve our vision: Based on this process, the actions and services in the LCAP fell into the following areas of influence:

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1. Academic Excellence; Develop math and English Language Arts curriculum, begin implementing the Next Generation Science Standards, a increase project-based learning, 2. Human Resources in Action; Grow, hire and retain own teachers and staff, 3. Engagement; Improve opportunities for families and community to get involved in school, and offer more enrichment/advancement opportunities. 4. Safety/Facilities/Equipment; Update and modernize, update network, improve facilities, increase bus fleet and routes, update and expand security. Key LCAP actions to support these areas are: reduced class size, additional counseling support at all sites, increase student and family access to school, and targeted support services to address our high needs students. Minarets Charter High School implemented an attendance recovery program. MCHS has an 95% attendance rate school wide. The attendance recover program has been successful.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, 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 According to the state indicators, MCHS performed well in: English Language Arts was 68.76% Proficient and 38 points above standard. (green category) Math was 17.65% Proficient and 66.5 points below standard. (yellow category) Grad rate is at 98.7% (blue category) 0.3% chronic absenteeism rate. All local indicators were met: Implementation of Academic Standards; Access to a Broad Course of Study; Basics: Teachers, Instructional Materials, Facilities; Parent Engagement; Local Climate Survey. According to stakeholder input staff, students and parents feel the following areas meet or exceed expectations: students are challenged, Quality of supplies, Access to up-to-date grades, School-toHome Communication, Offerings for Extra Curricular activities, student to student interaction,

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student discipline is enforced fairly, school personnel create a positive environment, staff respects differences in students. In 2016, MCHS purchased new technology for students and teachers. This gave students better access to online curriculum and updated software. All students now have access and teachers have an increased ability for curriculum instruction and delivery. The benchmark assessment is helping teachers and administrators track student progress and needs. Students increased for 2017/18 to 2018/19: Reading 9th-10% up to 38% Proficient 10th-4% up to 29% Proficient 11th-30% up to 46% Proficient Math 9th-16% up to 46% Proficient 10th- 5% up to 35% Proficient 11th- 4% up to 7% Proficient MCHS has an intervention block has been established to focus on students who are failing or score below grade level on the iReady assessment. MCHS used the services of an academic counselor and intervention teachers to track students performance.

Referring to the California School Dashboard, 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? Greatest Needs According to the state indicators: Suspension Rate was at 5.4% increasing 1.9% (orange category) College and Career-34.8% of students were prepared and 26.1% of students were approaching. (red category) Minarets Charter is implementing PBIS and conflict resolution to prevent and intervene with student behavior. Administration, classified and certificated staff are being trained. Minarets Charter is continuing to use the data from the district benchmarks to increase student achievement on math. Minarets Charter will continue to support intervention progress to meet the needs of the at-risk students at all grade levels.

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Minarets Charter has identified a need for students in the area of social/emotional health support. A MultiTiered System of Supports has been developed and an additional staff will be hired for the 2019-20 school year.

Referring to the California School Dashboard, 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 above definition, there are no performance gaps in the District. The District is committed to high achievement for all students, and has identified gaps to address.There is limited data for the CAASPP test results, but MCHS is above level 3 by 59.3 point in English and 30.6 points in Math. As of the 2017 testing in ELA, 71% of 11th graders are at or above standard. In ELA, for 2018 69% of the 11th graders met are were above standard. We had 64 testers. Due to population size we do not have any definable sub groups. There in no information on the different subgroups. We only have 65 testers in 2018. In Math for 2018, 17% of students are at or above standard. Due to population size we do not have any definable sub groups. There in no information on the different subgroups. We only have 65 testers in 2018. Math continues to be a struggle for our learners. In the 2018-2019 school year we added one additional math teacher mid year. This will continue in the 2019-2020 school year and we will target math intervention based on quarterly benchmarks and grades. What was noticed for "all students" as a weakness was in the following areas on the state test: English Language Arts- Writing and Reading Comprehension Mathematics- Concepts and Procedures Minarets Charter Steps for Improvement: **Continue with intervention supports at all school sites for academics and behaviors. **District will train teachers to use the data to drive instruction. **Professional Development for teachers regarding rigorous curriculum design will continue. **Continue to implement Multi-Tiered System of Supports district-wide.

Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts. Schools Identified Identify the schools within the LEA that have been identified for CSI.

NONE. Minarets Charter High School is the only school. It is not CSI for 2018-2019.

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Support for Identified Schools Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

Not applicable.

Monitoring and Evaluating Effectiveness Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

Not applicable.

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Annual Update LCAP Year Reviewed: 2018-19

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 Through the implementation of Common Core State Standards, providing high quality English Language Arts instruction by providing academic intervention to increase student achievement and eliminate barriers.

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 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes)

Local Priorities: District Benchmarks Annual Measurable Outcomes

Expected Actual

Metric/Indicator CAASP testing, grades, internal benchmark testing

18-19 Increase proficiency rate on the California Assessment of Student Performance and Progress (CAASPP) by 2% for the established baseline.

Baseline CAASPP test scores- grew 118 points and is 59.3 points above level 3 In 2016-2017 we started doing quarterly benchmark tests. We also measure grades in academic ELA classes.

Over the last three years Minarets Charter High School has increase the percentage of students having met or exceeded the ELA standard on the CAASSP test. in 2016-2017: 50% of the students met or exceeded standard in ELA 2017-2018: 61% of the students met or exceeded standard in ELA preliminary results for 2018-2019 show 64% of the students met or exceeded the standard in ELA This meets our annual 2% growth target.

Metric/Indicator iReady Assessment Scores

18-19 Increase proficiency rates for benchmarks assessments by 3% per grade level.

iReady internal assessments have been inconsistent showing some growth in 10th grade for ELA and certain standards such has analyzation of informational text. Grade Reading Math 9 38% 46%

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Expected Actual

Baseline 24% of students scored in the proficiency range.

10 29% 35% 11 46% 7% 12 Not taking the assessment- site determined

Metric/Indicator AP Exam results

18-19 Increase the number of students taking the AP exam by 2%. Study and start to provided Dual Enrollment classes.

Baseline 58% of students scored a 3 or higher and 9.8% of students took the AP exam.

17/18 53% AP exam pass rate The 18/19 results will be published by the State, Fall 2019

Metric/Indicator College and Career Indicator

18-19 Maintain number of elective, A-G, and AP course offerings.

34.8% prepared 26.1% approaching prepared Decline by 18% (RedCategory)

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

Continue to hire and retain highly qualified teachers who are appropriately credentialed.


Highly Qualified Teachers 1000-1999: Certificated Personnel Salaries Base $894,006

Highly Qualified Teachers 1000-1999: Certificated Personnel Salaries Base $894,006

Action 2





Continued Professional Development for staff to support implementation of new writing curriculum and common core state standards.

Professional Development for staff to support implementation of new writing curriculum and common core state standards.



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5800: Professional/Consulting Services And Operating Expenditures Title IV $10,000

5800: Professional/Consulting Services And Operating Expenditures Title II $19,129

Action 3





Support services for students who are low academic achieving Provide tutors to support students in increasing ELA academic performance Supplemental curriculum

Support services for students who are low academic achieving Supplemental curriculum through Shmoop and iReady An intervention tutor was provided to students who were low in English Language Arts. A career counselor was available to help monitor students academic progress and to help prepare students for college and/or career.

Online Credit Recovery, Shmoop, I-ready 5000-5999: Services And Other Operating Expenditures Supplemental $7,000

Online Credit Recovery, Shmoop, I-ready 5000-5999: Services And Other Operating Expenditures Supplemental $5,061

Classified Salaries 2000-2999: Classified Personnel Salaries Supplemental $6,104

Classified Salaries 2000-2999: Classified Personnel Salaries Supplemental $4,986

Counseling Services College and Career Readiness 5800: Professional/Consulting Services And Operating Expenditures College Readiness Block Grant $31,483

Counseling Services College and Career Readiness 5800: Professional/Consulting Services And Operating Expenditures College Readiness Block Grant $31,483

Action 4





Increase Access to variety of classes: A-G, AP, Electives, Dual Enrollment College and Career Readiness Materials and supplies Part-time Counselor to aide students with post-high school options Materials for elective courses- cameras, tools, instruments,

Increase Access to variety of classes: A-G, AP, Electives, Dual Enrollment Materials for elective courses-cameras, tools, instruments, registration fees for student contests Summer school was offered to students for credit recovery.

Dual Enrollment texts, AP testing 4000-4999: Books And Supplies Supplemental $900

Dual Enrollment texts, AP testing 4000-4999: Books And Supplies Supplemental $194

Summer School recovery 1000-1999: Certificated Personnel Salaries Supplemental $600

Summer School recovery 1000-1999: Certificated Personnel Salaries Supplemental $600

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registration fees for student contests

Action 5





Library Aide Position

Library Aide Position to support students to increase literacy skills.

Library Aide Position 2000-2999: Classified Personnel Salaries Supplemental $15,761

Library Aide Position 2000-2999: Classified Personnel Salaries Supplemental $12,872

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 comprehensively carried out. Minarets Charter has zero vacant positions and had all positions filled with appropriately credentialed teachers. A 2% raise was negotiated last year for this next school year. Professional Development for English Language Arts curriculum development continued in August and continued all year long. There were 2 teacher release days to work on the development of the curriculum. Minarets Charter believes that it is important for the teachers to see what we identify as important standards and practices. Supplemental instructional materials were purchased to aide teachers in increasing student academic achievement. Professional Development on Positive Behavior Supports continued in the 18/19 school year. A system was put in place at all sites to track behaviors and to monitor the interventions that were put in place to treat them. iReady, is in its third year of implementation. The benchmark assessments were given 3 times during the school year. The results showed a growth in all grade levels. Minarets Charter is researching a benchmark system that is more effective in high school and that can be given in smaller chunks and more frequently throughout the year. Training was provided to teachers on how to use the data to drive instruction and strategies that could be used to aid specific deficiencies. Literacy aides continued in the 18-19 school year. These aides are instrumental in creating access and support to a variety of reading materials.

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Academic Counseling Services- An additional counselor was added to support all students in preparing them for life after high school. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. According to the state indicators, Chawanakee Unified performed well in: English Language Arts district wide was in the Green category. Minarets Charter decreased by 20 points, but is still 38 points above standard. Socioeconomically Disadvantaged students were 21 points above standard and Hispanic students were 31.7 points and white student were 48.8 points above standard. On the local assessments there was growth. The district has changed when the assessments are given and are putting a focus more on standards mastery . Based on the improvements overall and for every student group in ELA, and improved results for four groups in math the actions are having a significantly positive impact on student success. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action 2- Professional Development was increased due to the amount the district received. The were able to provide more than originally anticipated. Originally it was thought Title II funds would not be received, so Title IV was going to be used for this expense. Title II funds did come in, so the fund source changed. Action 3- The cost of the supplemental curriculum was lower that thought due to the amount needed for students in need of credit recovery. The classified salaries originally was an estimate, the actual amount came in lower. Action 4- the cost for AP and Dual Enrollment was much lower than anticipated. Not as many students took the tests as was budgeted.

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. This goal will not have many changes. All activities require multiple years to full carry out implementation. The only changes is summer school will not be funded. Students will have the opportunity to take summer school through another school in the district.

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Goal 2 Through the implementation of Common Core State Standards, providing high quality Math instruction with academic intervention to increase student achievement and eliminate barriers.


State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: District Benchmarks Annual Measurable Outcomes

Expected Actual

Metric/Indicator CAASPP Math test Local Quarterly Benchmark test Grades in Math classes

Minarets Charter High School Math Performance on 11th Grade CAASPP test. Baseline: In the 2014-2015 school year only 7% of students met or exceeded standard in Math 2015-2016: 37% met or exceeded math standard 2016-2017: 19% met or exceeded math standard 2017-2018: 17% met or exceeded math standard 2018-2019: (PRELIMINARY RESULTS) 28% met or exceeded Math Standard District Benchmarks Grade Math 9 46% 10 35% 11 7%

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Expected Actual

18-19 Increase student proficiency on the California Assessment of Student Performance and Progress (CAASPP) by 2%. Increase proficiency rate by 2% on locally created benchmarks Provide intervention support to students who are low academic achieving. Professional development for teachers to help with increasing student achievement.

Baseline In the 2014-2015 school year only 7% of students met or exceeded standard in Math






Continue to ensure that all teachers are highly qualified and appropriately credentialed

Continue to ensure that all teachers are highly qualified and appropriately credentialed. Added additional FTE to support Math Instruction in 2018-2019.

Certificated Salaries 1000-1999: Certificated Personnel Salaries Base $864,006

Certificated Salaries 1000-1999: Certificated Personnel Salaries Base $894,006

math teacher enrichment 1000-1999: Certificated Personnel Salaries Supplemental $34,200

math teacher enrichment 1000-1999: Certificated Personnel Salaries Supplemental $27,930

Action 2





Professional Development for teachers based on assessment results and data analysis

Teachers reviewed i-ready data quarterly on Monday staff development days. Teachers

none none

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planned lessons based on performance gaps. Teachers also reviewed academic playbook on bi-weekly basis to increase effectiveness of instruction.

Time to develop project based units in mathematics, action provided by funds from larger district, Chawanakee Unified.


Action 3





Intervention support services- Provide students with access to supplemental curriculum and intervention services.

Intervention and/or credit recovery was offered to students who were low academically or were behind on credits using Shmoop and were placed into intervention periods for extra time.

Shmoop and i-ready now being budgeted correctly. picking up our 25% cost for Minarets Charter. 5000-5999: Services And Other Operating Expenditures Supplemental $7,000

Shmoop and i-ready now being budgeted correctly. picking up our 25% cost for Minarets Charter. 5000-5999: Services And Other Operating Expenditures Supplemental $5,061

AP Testing services 5000-5999: Services And Other Operating Expenditures Supplemental $900

AP testing 5000-5999: Services And Other Operating Expenditures Supplemental $194

Summer school support 1000-1999: Certificated Personnel Salaries Supplemental $600

summer school teacher to monitor student progress 1000-1999: Certificated Personnel Salaries Supplemental $600

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. Continued twice weekly intervention of math instruction for struggling math students. This gave them an extra 70 minutes of math instruction per week. Also, added one full time math instructor during second half of 2018-2019 school year. This lowered class size and allowed for more direct instruction. Early results are positive with a 10% growth of 11th graders scoring met or exceeded on state math test. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. According to the state indicators, Chawanakee Unified performed well in:

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Mathematics was in the Yellow Category. All students increased by 12 points to 66.5 points below standard. Hispanic students were 63.8 points below standard (no color), SED students were 70.6 points below standard (no color), and white students 63.6 points below standard. Early results are positive with a 10% growth of 11th graders scoring met or exceeded on state math test. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action 1- the cost of the math teacher was lower than anticipated. Action 3- Shoomp cost was lower that originally budgeted. AP cost was lower due to the amount of students taking the test.

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. For 2019 and beyond, the high school is looking at a more age appropriate benchmark monitoring system. The current system iReady is very good for k-8 instruction but the assessments are not accurate and/or too long for viable high school instructions and measurement. While iReady has given our teachers an overall view of a student math talent, it does not break down by concrete standards for high school instruction.

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Goal 3 Goal 3 Provide Students with access to technology to support 21st Century Standards and to give access to all district programs.


State Priorities: X Priority 7: Course Access (Conditions of Learning) Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator 1. District Inventory List

18-19 1. Increase in student technology devices 2. Increased support for educational technology 3. Continued Technology Budget with Priority List 4. 100% of students will have access to a broad course of study, including digital access in core subjects, interventions (as needed) and CTE

Baseline 1. All students have one-to-one technology from 3rd-12th grade and class sets for TK-2

All students in Minarets Charter High are provided with a MacBook Air laptop to use 24/7 during the school year. This goal has been met for the last 10 years.

18-19 2. Increase in staff training on technology

Due to time constraints, extra staff training session for technology did not happened during the 2018-2019 school year. Teachers were however provided with online help and tutorials for core areas of technology instructions. Some took advantage of this. Chartering district is looking at adding 2 more days to the duty calendar to create more training opportunities.

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Expected Actual

18-19 3. Continued Technology Budget with Priority List

Spending on technology increased slightly for Minarets Charter High School. 6 classrooms were modernized during the 2018-2019 school year.






Provide technology to all students and staff. 1. purchase technology for classrooms 2. continue with upgrading technology infrastructure


MacBook Airs for all students LEASE 6000-6999: Capital Outlay Supplemental $117,708

MacBook Airs for all students LEASE 6000-6999: Capital Outlay Supplemental $88,262

Action 2





Hire and retain qualified IT support staff to support students with technology needs. Help with access to programs provided on the internet and technology device training.


IT Support costs shared with larger Chawanakee District 2000-2999: Classified Personnel Salaries Supplemental $36,870

IT Support costs shared with larger Chawanakee District 2000-2999: Classified Personnel Salaries Supplemental $26,130

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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. Starting with a needs analysis of district technology needs was the basis of this goal. Once the needs were determined the district was able to lay out a plan to provide the need technology for students to access all the provided curriculum and online resources. The actions were fully implemented to achieve the articulated goal. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. All students in grades 9th-12th received a technology device. Minarets Charter was able to also start to replenish devices as needed. Based on the increase in academic performance, grad rate, and the decrease in chronic absenteeism, the ready access students had to technology has a positive impact on their success. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action 1- The cost of the less that budgeted due to the actual student need. Action 2- The cost for IT support was less than budgeted due to a change it IT support staff in the middle of the year. The change reduced the cost.

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. Next year the focus will be on increasing staffs knowledge and use of the technology. We intend to add technology support for students and staff in 2019-2020. (Goal 3, Actions 1 and 2)

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Goal 4 Increase student engagement by providing all students with a safe, healthy, and secure high quality learning environment.


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)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator 1.School Accountability Report Card

18-19 1. 100% of students in the district have sufficient access to the standards-aligned instructional materials.

Baseline 1. All students have access to the provided standards-aligned instructional materials.

1.School Accountability Report Card 18-19 1. 100% of students in the district have sufficient access to the standards-aligned instructional materials. Baseline 1. All students have access to the provided standards-aligned instructional materials.

Metric/Indicator 2. Facilities Inspection Tool as reported on the School Accountability Report Card.

18-19 2. 100% of schools facilities are maintained in good repair. (FIT)

Baseline 2. All School are in "Good" Standing

2. Facilities Inspection Tool as reported on the School Accountability Report Card. 18-19 2. 100% of schools facilities are maintained in good repair. (FIT) Baseline 2. All School are in "Good" Standing

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Facilities: 1. Continue to maintain a district wide priority list of facility needs. 2. On-going routine repairs and deferred maintenance projects are identified, monitored and completed using state rules and guidelines.

Facilities: 1. Continued to maintain a district wide priority list of facility needs. 2. On-going routine repairs and deferred maintenance projects were identified, monitored and completed using state rules and guidelines.

Facilities provided and maintained by Chawanakee Unified School district. Minarets Charter is 25% of Chartering district, now showing costs incurred. 0001-0999: Unrestricted: Locally Defined Base $111,369

Facilities provided and maintained by Chawanakee Unified School district. Minarets Charter is 25% of Chartering district, now showing costs incurred. 0001-0999: Unrestricted: Locally Defined Base $111,369

Action 2





Provide part time nurse to do health screenings Outside professional counseling for students. Increase school safety officer time. Parent Engagement communications.

Provided part time nurse to do health screenings Outside professional counseling for students. Increased school safety officer time. Parent Engagement communications were increased.

Minarets Charter costs for district nurse. Increase in hours. 1000-1999: Certificated Personnel Salaries Supplemental $30,587

Minarets Charter costs for district nurse. Increase in hours. 1000-1999: Certificated Personnel Salaries Supplemental $19,593

Outside counseling costs for student support. 5800: Professional/Consulting Services And Operating Expenditures Supplemental $4,154

Outside counseling costs for student support. 5800: Professional/Consulting Services And Operating Expenditures Supplemental $11,000

School Safety officer. 2000-2999: Classified Personnel Salaries Supplemental $20,268

School Safety officer. 2000-2999: Classified Personnel Salaries Supplemental $15,201

School Messenger communications 5000-5999:

School Messenger communications 5000-5999: Services And Other Operating

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Services And Other Operating Expenditures Supplemental $663

Expenditures Supplemental $1,113

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. There are several layers to this goal. Safe and Secure Campus: The district Facilities Director inspects and meets with each site to review and plan work needing to be done. A Facilities priority list was established and is reviewed continuously throughout the year. It was determined that communication between the site offices and classrooms was not very strong, so additional walkie- talkies were purchased. Attendance: Minarets Charter had a good attendance rate compared to surrounding districts and schools, but wanted to find a way to implement the district policy of 95%. Monday Night School was continued at all several sites to maintain and/or increase rate. Health Support: Nursing, psychological and emotional/social contracts were increased to add additional support to students. Parent/Community Involvement: An increase of home to parent communication was added with school messenger and adding additional opportunities for parents to be involved. Discipline: Teachers continued training on positive behavior supports and classroom management skills. Graduation Rate: Additional Academic Counselor continued to work with 11th and 12th grade students on academic expectations for graduation requirements.

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Facilities: District has maintained a Good or higher rating on the annual FIT report. Parent/Community Involvement: Parent/School Communication has increased. Parent and community involvement increased significantly on school committees and on parent surveys. Based on on the increase in grad rate, parent involvement, and the maintaining of the 95% attendance rate the actions are having a significantly positive impact on student success. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action 2- Nursing cost decreased due to being a shared cost with chartering district. Action 2- The increase for counseling was due to increasing the amount of days needed for support. It was determined that an additional day was needed to handle the demand for services. Action 2- Safety office cost decreased due to being a shared cost with chartering district. Action 2- The cost for school messenger increased tot he amount of access needed.

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. Minarets Charter High will increase security systems as part of the Chartering district's goal. Security systems at all school sites will be upgraded (Goal 2, Action 4).

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Goal 5 *More student entries in local media, art contests *Greater enrollment in arts, media career pathway *Growth in participation in music programs


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator Participation in Art, Media and/or Music classes Participation in local art, music and media contests and events.

18-19 *More student entries in local media, art contests *Greater enrollment in arts, media career pathway *Growth in participation in music programs

Baseline Enrollment in art, music, and media classes.

Student participation has steadily increased in Media festivals. Students are also submitting to additional festivals. Over 70 students submissions to Slickrock Student film festival in 2018, and 50 in 2019. This is up significantly from 20-30 in year 2013-2016. Art department now uses an offsite location for it Annual Art Hop. In 2018-2019 almost all incoming 9th graders take either Media 1 or Art 1 in their first year in the charter.

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.

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startcollapse Action 1





Finish broadcasting studio for media productions.Provide Art supplies and production materials for Art Classes,Equipment and repair for Musical instruments

Finish broadcasting studio for media productions.Provide Art supplies and production materials for Art Classes,Equipment and repair for Musical instruments. Started work on mobile studio, conversion of district small bus for broadcasting remote events.

Materials 4000-4999: Books And Supplies Base $5,000

Materials 4000-4999: Books And Supplies Base $7,500

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. Expansion and improvement of our elective arts programs is continuing. Via CTE grants and better organization of courses more students are participating in art, media and music programs at Minaret Charter High School. Support from the chartering district, Chawanakee Unified, has been significant. District has hired an additional music teacher for feeder programs, donated a small bus to media, and has increase spending on musical and media equipment. Minarets Charter has supplemented these dollars with their own contributions. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. During the 2018-2019 school year the main Art show expanded with 10% more exhibits and a larger offsite venue.Up in participation 40% over two years. In 2018-2019, Our entires in our local film festival doubled, and our music show band has made 5% more appearances that the 2018-2019 year. Media also submitted 50% more films to State level film competition. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. We were able to supplement the funding of this goal with CTE grants we secured during the 2018-2019 school year. The increase in cost was due to the need to complete projects. Our chartering district, Chawanakee Unified, also contributes funding for art, media and music programs at Minarets Charter.

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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. For 2019-2020 we are trying to expand and normalize our media productions department with regular "live" production of school events. This will help attract more students the the Media Arts CTE Pathway. The mobile studio is schedule to be done during this next school year. Music program is expanding since our new feeder programs have been expanded. Our goal for 2019-2020 is to submit films is all 13 categories of the local film festival.

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Stakeholder Engagement

LCAP Year: 2019-20

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?

THE MISSION of Minarets Charter High School is a new type of school for a new type of student, where 21st century digital learners are individually welcomed and challenged in a project-based, high-tech, career-focused, and student oriented educational environment. Minarets Charter Vision: While incorporating the guiding principles of Rigor, Relevance, Relationships, and Engagement, Minarets Charter High School will continually work towards being a model 21st century high school that integrates technology, digital learning models, student-centered learning and young professionalism. The six C's of a 21st century education- Creativity, Critical Thinking, Communication,Collaboration, Community and Competancy- are essential and foundational to the learning environment and outcomes of Minarets Charter High School. Minarets Charter is charted by the Chawanakee Unified School District. Thus our improvement goals align closely with our chartering district. The Chawanakee School District is committed to the idea that meaningful stakeholder engagement is an integral part of developing an effective strategic plan. As such the Chawanakee Unified School District used a variety of meetings and activities to involve stakeholders in the LCAP process including the discussion and review of goals, district data as well as proposed actions and services. Community Engagement – The following groups were actively involved in the LCAP development process described below. DISTRICT LCAP Advisory Group -The group met 3 times to review progress on goals, updated on survey results, and gain input on how to support current goals .The group is comprised of parents, certificated staff, community members, principals, union representatives, the superintendent, and other district staff. Any person is allowed to attend these input sessions. Parents and Students - In March 2019 staff, parents and students were invited to complete a survey regarding district services and programs to determine their needs and wants. District Staff:

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• A Staff Survey was given in March to obtaining input on LCAP development. • Labor/Management meetings were held during and the LCAP development discussed at every meeting from July 2018

through June 2019 • District staff was represented on the District LCAP Committee as noted above • Superintendent’s Council and Principal Meetings were held monthly and LCAP was agendized each month. The LCAP and

its development, including the importance of stakeholder engagement was discussed at each of these meetings. Progress reports were also given related to level of goal attainment and survey results to date.- July 2018 through June 2019

The School Board – As an integral part of the district governance team providing local accountability, the School Board has been involved in the LCAP development and approval process throughout the process.

Monthly School Board Meetings were held. A Public Hearing on the LCAP was held on June 11, 2019 The School Board adopted the LCAP on June 25, 2019

Survey Results by Constituency Group: Parents responding – 186 District Staff responding – 51 Students responding - 405

Data that was reviewed: SBAC data results, wellness policy, supplemental and Concentration budget, attendance, suspension and expulsion rates. List of Meetings: CUSD Management Meetings: 2018: 8/7, 8/14, 8/21, 9/18, 10/16, 11/27, 12/17. 2019: 1/15, 2/28, 5/8, 6/13 Advisory Committee: 2019: 1/25, 2/27, 3/27, 4/24 North Fork School Site Council: 11/1/2018 and 4/30/19 Spring Valley School Site Council: 10/17/18, 4/29/19 Ag Advisory Committee: 11/14/18, 2/5/19 LCAP Meetings 2019: 2/27, 2/28, 3/1, 3/20, 5/1, 5/24 Special Education: 2018: 8/14, 9/24, 11/15, 12/6. 2019: 3/20, 6/6 Categorical: 2018: 9/24, 12/13. 2019: 3/15, 5/20

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Budget Committee: Title I- 9/21/18, 1/23/19 Back to School Nights 2018: 8/9, 8/16, 8/22, 10/23 Open Houses 2019: 4/25, 5/1, 5/7, 5/9 To realize its Mission Minarets Charter High School has identified four overarching goals: 1. All students will graduated from high school being college and career ready. 2. Achievement gaps between student subgroups will be closed. 3. Students will learn and participate in safe, nurturing schools. 4. Parents and community members will be active participants in education. Our school continues to reach out to parents and community members. During various times throughout the school year, meetings are held to inform parents and others of our programs and are determination to pursue our 4 overarching goals.

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

The mission of Minarets Charter High School helped the stakeholders understand what the district represents and what drives Minarets Charter. The mission shaped the discussions that were had at the meetings. Stakeholder meetings and feedback is what drove the direction of the LCAP. Charter goals were based on the feedback and input from these meetings. The overarching goals were a topic point in discussion with the stakeholder groups. These goals helps the team to develop the goals discussed in the LCAP. During the 2015-2016 school year, we installed a new school to home communications system that allows for easier communications with stakeholders, including push notifications to mobile devices in 2016-2017. The use of targeted instruction with certain sub groups for that are struggling was implemented with an instructional coach. During the 2017-2018 year school communications will be improved even more using teacher(classroom) communications notices to parents and students via School Messenger. Also in 2017-2018 new websites for all district sites will be unified to provided consistent messaging to parents. Parent feedback during the 2017 meetings indicated that transportation from the greater Fresno/Madera area was a big concern. Based on this feedback we are adding a bus and using a charter bus company to provide more convenient travel for our Charter students. Also many parents

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indicated that they would like more timely information about school events and several reminders about key dates before events take place. Thus, we are implementing an opt in push notification service starting in the 2019-20 school year. During 2018-2019, teacher level communication with parents was established. We continue to see growth in our Facebook page and this has proven valuable for parent communications.

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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 Unchanged Goal

Goal 1 Through the implementation of Common Core State Standards, providing high quality English Language Arts instruction by providing academic intervention to increase student achievement and eliminate barriers.

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 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes)

Local Priorities: District Benchmarks Identified Need: It was determined that the barriers causing proficiency drops are: 1. Lack of Foundational Skills 2. Writing Conventions and Strategies 3. Better understanding of instructional strategies and content 4, Student access to technology 5. New student information system to track student academic performance and behavior AP Assessment: of the 65 students enrolled in AP classes 0 students took the AP exam. Based on the review of current state assessment data and local assessments, there is an need to increase proficiency rates for all students.

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Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

CAASP testing, grades, internal benchmark testing

CAASPP test scores- grew 118 points and is 59.3 points above level 3 In 2016-2017 we started doing quarterly benchmark tests. We also measure grades in academic ELA classes.

Increase proficiency rate on the California Assessment of Student Performance and Progress (CAASPP) by 3% for the established baseline. Although scores did not increase they were maintained at 71% proficient

Increase proficiency rate on the California Assessment of Student Performance and Progress (CAASPP) by 2% for the established baseline. 68.76% Proficient, but still 38 points above standard.

Increase proficiency rate on the California Assessment of Student Performance and Progress (CAASPP) by 2% for the established baseline.

iReady Assessment Scores

24% of students scored in the proficiency range.

Increase proficiency rates for benchmarks assessments by 3% per grade level. 9th- 45% 10th- 31% 11th- 11%

Increase proficiency rates for benchmarks assessments by 3% per grade level. 9th-38% (decreased by 7%) 10th- 29% (decreased 2%) 11th- 46% (Increased by 35%)

Increase proficiency rates for benchmarks assessments by 3% per grade level.

AP Exam results 58% of students scored a 3 or higher and 9.8% of students took the AP exam.

Increase the number of students taking the AP exam by 2%. Study and start to provided Dual Enrollment classes. Scored dropped down to a 36% pass rate.

Increase the number of students taking the AP exam by 2%. Study and start to provided Dual Enrollment classes. Offered 6 Dual Enrollment classes

Increase the number of students taking the AP exam by 2%. Study and start to provided Dual Enrollment classes.

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

College and Career Indicator

Maintained number of elective, A-G, and AP course offerings. 52.8% Prepared 24.5% Approaching

Maintain number of elective, A-G, and AP course offerings. 34.8% Prepared 26.1% Approaching

Maintain number of elective, A-G, and AP course offerings.

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)

X All X All Schools

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))


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

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 X Unchanged Action

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

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $481,288.00 $894,006 $681,510 $481,288.00 $894,006 $681,510 Source Base Base Base $481,288.00 $894,006 $681,510 Budget Reference

1000-1999: Certificated Personnel Salaries Highly Qualified Teachers



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)


X All X All Schools

OR








X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Professional Development for staff to support implementation of new writing

Continued Professional Development for staff to support implementation of new

Continued Professional Development for staff to support implementation of new

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curriculum and common core state standards.

writing curriculum and common core state standards.

writing curriculum and common core state standards.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $20,000 $10,000 $15,000 $20,000 $10,000 $15,000 Source Title II Title IV Title II $20,000 $10,000 $15,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Professional Development for staff to support implementation of new writing curriculum and common core state standards.





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

OR




X English Learners X Foster Youth X Low Income

X LEA-wide X All Schools




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X Modified Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Support services for students who are low academic achieving Provide tutors to support students in increasing ELA academic performance Supplemental curriculum



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $4,000 $7,000 $4,250 $4,000 $7,000 $4,250 Source Supplemental Supplemental Supplemental $4,000 $7,000 $4,250 Budget Reference

5000-5999: Services And Other Operating Expenditures Online Credit Recovery classes

5000-5999: Services And Other Operating Expenditures Online Credit Recovery, Shmoop, I-ready

5000-5999: Services And Other Operating Expenditures Online Credit Recovery

Amount $15,000 $6,104 $7,423 $15,000 $6,104 $7,423 Source Supplemental Supplemental Supplemental $15,000 $6,104 $7,423 Budget Reference

2000-2999: Classified Personnel Salaries Classified Salaries



Amount $1,500 $31,483 $49,552 $1,500 $31,483 $49,552 Source College Readiness Block Grant College Readiness Block Grant Supplemental and Concentration $1,500 $31,483 $49,552 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Counseling Services

5800: Professional/Consulting Services And Operating Expenditures Counseling Services College and Career Readiness

5800: Professional/Consulting Services And Operating Expenditures Counseling Services College and Career Readiness

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X All X All Schools

OR








X Modified Action X Modified Action X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Increase Access to variety of classes: A-G, AP, Electives, Dual Enrollment College and Career Readiness Materials and supplies Part-time Counselor to aide students with post-high school options Materials for elective courses- cameras, tools, instruments, registration fees for student contests

Increase Access to variety of classes: A-G, AP, Electives, Dual Enrollment College and Career Readiness Materials and supplies Part-time Counselor to aide students with post-high school options Materials for elective courses- cameras, tools, instruments, registration fees for student contests

Increase Access to variety of classes: A-G, AP, Electives, Dual Enrollment College and Career Readiness Materials and supplies Part-time Counselor to aide students with post-high school options Materials for elective courses- cameras, tools, instruments, registration fees for student contests


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Year 2017-18 2018-19 2019-20 Amount $6,500 $900 $245 $6,500 $900 $245 Source Base Supplemental Supplemental $6,500 $900 $245 Budget Reference

4000-4999: Books And Supplies Online AP Classes, Dual Enrollment texts

4000-4999: Books And Supplies Dual Enrollment texts, AP testing

4000-4999: Books And Supplies Dual Enrollment texts

Amount $600 $600 Source Supplemental $600 Budget Reference

1000-1999: Certificated Personnel Salaries Summer School recovery



X All X All Schools

OR








X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Library Aide Position Library Aide Position Library Aide Position

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 12,000 $15,761 $17,485 12,000 $15,761 $17,485 Source Supplemental Supplemental Supplemental 12,000 $15,761 $17,485 Budget Reference

2000-2999: Classified Personnel Salaries Library Aide

2000-2999: Classified Personnel Salaries Library Aide Position

2000-2999: Classified Personnel Salaries Library Aide Position

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Goal 2 Through the implementation of Common Core State Standards, providing high quality Math instruction with academic intervention to increase student achievement and eliminate barriers.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 5: Pupil Engagement (Engagement)

X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: District Benchmarks Identified Need: It was determined that barriers causing proficiency drops are: 1. Content specific teacher training 2. Valid data analysis 3. Support for students who are struggling with course work and content Based on the review of current state assessment data and local assessments, there is an need to increase proficiency rates for all students. Expected Annual Measurable Outcomes


CAASPP Math test In the 2014-2015 school year only 7% of students

Increase student proficiency on the



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Local Quarterly Benchmark test Grades in Math classes

met or exceeded standard in Math

California Assessment of Student Performance and Progress (CAASPP) by 3%. Scored decreased down to 19% proficient Increase proficiency rate by 2% on locally created benchmarks 9th-43% 10th-28% 11th-20% Provide intervention support to students who are low academic achieving. Intervention classes were in place. Professional development for teachers to help with increasing student achievement. There were several PD days for teachers. They had training in ELA development, iReady implementation and PBIS

California Assessment of Student Performance and Progress (CAASPP) by 2%. 16.93% Proficient 66.5 points below standard Increase proficiency rate by 2% on locally created benchmarks 9th-46% (Increase 3%) 10th-35% (Increase 7%) 11th-7% (Decrease 13%) Provide intervention support to students who are low academic achieving. Professional development for teachers to help with increasing student achievement.

California Assessment of Student Performance and Progress (CAASPP) by 2%. Increase proficiency rate by 2% on locally created benchmarks Provide intervention support to students who are low academic achieving. Professional development for teachers to help with increasing student achievement.

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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue to ensure that all teachers are highly qualified and appropriately credentialed




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Year 2017-18 2018-19 2019-20 Amount 481288 $864,006 $681,510 481288 $864,006 $681,510 Source Base Base Base 481288 $864,006 $681,510 Budget Reference

1000-1999: Certificated Personnel Salaries Certificated Salaries



Amount $34,200 $30,717 $34,200 $30,717 Source Supplemental Supplemental $34,200 $30,717 Budget Reference

1000-1999: Certificated Personnel Salaries math teacher enrichment

1000-1999: Certificated Personnel Salaries math teacher enrichment



X All X All Schools

OR










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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount none none none none none none none none none Budget Reference






X All X All Schools

OR








X Modified Action X Unchanged Action X Modified Action


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Intervention support services- Provide students with access to supplemental curriculum Tutor to provide academic support to student who are low academic performing

Intervention support services- Provide students with access to supplemental curriculum and intervention services.

Intervention support services- Provide students with access to supplemental curriculum

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount none $7,000 $4,250 none $7,000 $4,250 Source Supplemental Supplemental none $7,000 $4,250 Budget Reference

Intervention support services paid for by larger Chawanakee School district.

5000-5999: Services And Other Operating Expenditures Shmoop and i-ready now being budgeted correctly. picking up our 25% cost for Minarets Charter.

5000-5999: Services And Other Operating Expenditures Intervention support services paid for by larger Chawanakee School district.

Amount $900 $245 $900 $245 Source Supplemental Supplemental $900 $245 Budget Reference

5000-5999: Services And Other Operating Expenditures AP Testing services

5000-5999: Services And Other Operating Expenditures AP Testing services

Amount $600 $600 Source Supplemental $600 Budget Reference

1000-1999: Certificated Personnel Salaries Summer school support

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Goal 3 Goal 3 Provide Students with access to technology to support 21st Century Standards and to give access to all district programs. State and/or Local Priorities addressed by this goal: State Priorities: X Priority 7: Course Access (Conditions of Learning) Local Priorities:

Identified Need: 1. Continue to provide IT support to staff and student 2. Increase technology infrastructure to all sites to maintain student and staff use 3. Continue to update and implement new technology for student learning Expected Annual Measurable Outcomes


1. District Inventory List 1. All students have one-to-one technology from 3rd-12th grade and class sets for TK-2

1.All students had a macbook

1. Increase in student technology devices 2. Increased support for educational technology 3. Continued Technology Budget with Priority List 4. 100% of students will have access to a broad course of study,

1. Modernize internal classroom technology. 2. Increased support for educational technology 3. Continued Technology Budget with Priority List 4. 100% of students will have access to a broad course of study,

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including digital access in core subjects, interventions (as needed) and CTE

including digital access in core subjects, interventions (as needed) and CTE

2. Increased in staff training on technology

2. Increase in staff training on technology

2. Increase in staff training on technology

3. Continued Technology Budget with Priority List







OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide technology to all students and staff. 1. purchase technology for classrooms 2. continue with upgrading technology infrastructure



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 81031.31 $117,708 $135,205 81031.31 $117,708 $135,205 Source Supplemental Supplemental Supplemental 81031.31 $117,708 $135,205 Budget Reference

6000-6999: Capital Outlay MacBook Airs for all students LEASE

6000-6999: Capital Outlay MacBook Airs for all students LEASE

6000-6999: Capital Outlay MacBook Airs for all students LEASE & Infrastructure




OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Hire and retain qualified IT support staff to support students with technology needs. Help with access to programs provided on the internet and technology device training.


Hire and retain qualified IT support staff to support students with technology needs. Help with access to programs provided on the internet and technology device training. Continue with Charter cost of technology leader.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 11969.72 $36,870 $27,846 11969.72 $36,870 $27,846 Source Supplemental Supplemental Supplemental 11969.72 $36,870 $27,846 Budget Reference

2000-2999: Classified Personnel Salaries IT Support costs shared with larger Chawanakee District



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Goal 4 Increase student engagement by providing all students with a safe, healthy, and secure high quality learning environment.

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)

Local Priorities: Identified Need: All school site need to provide a safe and secure learning environment to foster strong connection between student and school setting. Expected Annual Measurable Outcomes


1.School Accountability Report Card

1. All students have access to the provided standards-aligned instructional materials.

1. 100% of students in the district hAD sufficient access to the standards-aligned instructional materials.

1. 100% of students in the district have sufficient access to the standards-aligned instructional materials.

1. 100% of students in the district have sufficient access to the standards-aligned instructional materials.

2. Facilities Inspection Tool as reported on the School Accountability Report Card.

2. All School are in "Good" Standing

2. 100% of schools facilities WERE maintained in good repair. (FIT)

2. 100% of schools facilities are maintained in good repair. (FIT)

2. 100% of schools facilities are maintained in good repair. (FIT)

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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Facilities: 1. Continue to maintain a district wide priority list of facility needs. 2. On-going routine repairs and deferred maintenance projects are identified, monitored and completed using state rules and guidelines.




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Year 2017-18 2018-19 2019-20 Amount none $111,369 $112,500 none $111,369 $112,500 Source Base Base none $111,369 $112,500 Budget Reference

Facilities provided and maintained by Chawanakee Unified School district.

0001-0999: Unrestricted: Locally Defined Facilities provided and maintained by Chawanakee Unified School district. Minarets Charter is 25% of Chartering district, now showing costs incurred.

0001-0999: Unrestricted: Locally Defined Facilities provided and maintained by Chawanakee Unified School district.Facilities provided and maintained by Chawanakee Unified School district. Minarets Charter is 25% of Chartering district, now showing costs incurred. For 2019-2020 Minaret Charter is 23.8% of the district population. This number is trending down due to chartering district's growth, not because of enrollment decrease in the charter, which continues to be between 310-330 students.



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

OR




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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 [Add Location(s) selection here]




X Modified Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide part time nurse to do health screenings

Provide part time nurse to do health screenings Outside professional counseling for students. Increase school safety officer time. Parent Engagement communications.

Provide part time nurse to do health screenings Increase psychological services. Outside professional counseling for students. Increase school safety officer time. Parent Engagement communications.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 10,177.00 $30,587 $20,699 10,177.00 $30,587 $20,699 Source Supplemental Supplemental Supplemental 10,177.00 $30,587 $20,699 Budget Reference

1000-1999: Certificated Personnel Salaries Minarets Charter costs for district nurse.

1000-1999: Certificated Personnel Salaries Minarets Charter costs for district nurse. Increase in hours.

1000-1999: Certificated Personnel Salaries Minarets Charter costs for district nurse and psychological services

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Amount $4,154 $14,700 $4,154 $14,700 Source Supplemental Supplemental $4,154 $14,700 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Outside counseling costs for student support.

5800: Professional/Consulting Services And Operating Expenditures Outside counseling costs for student support.

Amount $20,268 $16,784 $20,268 $16,784 Source Base Base $20,268 $16,784 Budget Reference

2000-2999: Classified Personnel Salaries School Safety officer

2000-2999: Classified Personnel Salaries School Safety officer

Amount $663 $2,427 $663 $2,427 Source Supplemental Supplemental $663 $2,427 Budget Reference

5000-5999: Services And Other Operating Expenditures School Messenger communications

5000-5999: Services And Other Operating Expenditures School Messenger communications.

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Goal 5 *More student entries in local media, art contests *Greater enrollment in arts, media career pathway *Growth in participation in music programs State and/or Local Priorities addressed by this goal: State Priorities: X Priority 2: State Standards (Conditions of Learning)

X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning)

Local Priorities: Identified Need: Greater elective opportunities for students to create demand and grow enrollment. Expected Annual Measurable Outcomes


Participation in Art, Media and/or Music classes Participation in local art, music and media contests and events.

Enrollment in art, music, and media classes.

*More student entries in local media, art contests *Greater enrollment in arts, media career pathway *Growth in participation in music programs

*More student entries in local media, art contests *Greater enrollment in arts, media career pathway *Growth in participation in music programs

*Increase student entries in local media, art contests *Expansion into STATE level media contests. *Greater enrollment in arts, media career pathway

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*Growth in participation in music programs




X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Finish broadcasting studio for media productions.Provide Art supplies and production materials for Art Classes,Equipment and repair for Musical instruments

Finish broadcasting studio for media productions.Provide Art supplies and production materials for Art Classes,Equipment and repair for Musical instruments

Finish broadcasting studio for media productions.Provide Art supplies and production materials for Art Classes,Equipment and repair for Musical instruments. Finish mobile media studio.


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Year 2017-18 2018-19 2019-20 Amount 20000 $5,000 $10,000 20000 $5,000 $10,000 Source Supplemental Base Base 20000 $5,000 $10,000 Budget Reference

4000-4999: Books And Supplies

4000-4999: Books And Supplies Materials

4000-4999: Books And Supplies Materials

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Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2019-20

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

$208,217 6.96% 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 percentage of unduplicated pupils is at 49%. All funds are being expended on a school-wide basis while also principally targeting unduplicated pupils as described in the section below: Goal 1; Action 1: Hire and retain teachers appropriately credentialed and assigned for all core elective courses and special education. This goal is directed for all students at all school site. Having highly qualified teachers teaching in their qualified content areas is the best for students. Being in a rural area we want to attract and retain high quality teachers that will best meet the needs of our diverse population. Goal 1; Action 2: Continue professional development for staff on best practices to increase student achievement This service is principally directed to meeting the needs of all students and is a LEA-wide goal. We will offer continued professional development to teachers to increase and improve academic achievement. Our professional development plan will support teachers in developing and maintaining instruction that supports high academic expectations and rigorous standards-aligned instruction. Goal 1; Action 3:Provide supports to help students be successful This service is principally directed to meeting the needs of English learners, low-income, and foster students. Through this LEA-wide goal, this action and service will increase and improve unduplicated students’ access to high quality library resources. Children from lower income families have less access to high quality reading materials and can result in reading failure (Neuman, International Reading Association, 2001).

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Goal 1; Action 4:Provide a comprehensive and rigorous academic program to students. This service is principally directed to meeting the needs of all students. Through this LEA-wide goal, we will offer continued professional development to teachers to increase and improve UDP academic achievement. Although research indicates that schools with high populations of economically disadvantaged students are more likely to under perform, research also suggests that maintaining high academic expectations for these students is critical to their academic success (Gehrke, 2005). Our professional development plan will support teachers in developing and maintaining instruction that supports high academic expectations and rigorous standards-aligned instruction principally designed to support all students. Goal 1; Action 5:Provide supports to help students be successful This service is principally directed to meeting the needs of English learners, low-income, and foster students. Through this LEA-wide goal, this action and service will increase and improve unduplicated students’ access to high quality library resources. Children from lower income families have less access to high quality reading materials and can result in reading failure (Neuman, International Reading Association, 2001). Goal 2; Action 1: Hire and retain teachers appropriately credentialed and assigned for all core elective courses and special education. This goal is directed for all students at all school site. Having highly qualified teachers teaching in their qualified content areas is the best for students. Being in a rural area we want to attract and retain high quality teachers that will best meet the needs of our diverse population. Goal 2; Action 2: Continue professional development for staff on best practices to increase student achievement This service is principally directed to meeting the needs of all students and is a LEA-wide goal. We will offer continued professional development to teachers to increase and improve academic achievement. Our professional development plan will support teachers in developing and maintaining instruction that supports high academic expectations and rigorous standards-aligned instruction. Goal 3; Action 1 & 2: Provide technology to all students and staff and Hire and retain qualified IT support staff to support students with technology needs. Many of our low-income students, foster students, and English learners do not have access to technology at home. The increased technology will support intervention instructional materials and instruction for English learners, and academically at-risk low-income students. Consistent with the ELD framework and the language demands of the Common Core, the promotion of academic literacy in English learners involves supporting students’ academic literacy to offer “access to the ranges of knowledge, abilities and forms of language” (Hawkins, 2004). According to Warschauer et al., (2004) technology is valuable tool to facilitate the process of promoting academic literacy for English learners. The use of computers and the internet provides English Learners with support for extensive and independent reading and writing, assists with language scaffolding, and provides opportunities for authentic research and publication, as well as, an important source for instructional materials in students’ native language will provide our students with additional alternatives for developing language learning with contextual and cultural depth (Castek, 2007).

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Goal 2; Action 1: Facilities to maintain a district priority list and on going repairs and maintenance. This service is principally directed to meeting the needs of all students and is a LEA-wide goal. A large body of research over the past century has consistently found that school facilities impact teaching and learning in profound ways. Thus, researchers generally conclude that without adequate facilities and resources, it is extremely difficult to serve large numbers of children with complex needs (Evaluation and Education Policy Analysis, Penn State, 2015). Research confirms a link between the quality of school facilities and student achievement in English and mathematics. Findings from a study conducted by Uline and Tschannen-Moran (2008) found that quality facilities were significantly positively related to school climate variables, confirming that school climate plays a mediating role in the relationship between facility quality and student achievement. Goal 3; Action 3:Provide supports to help students be successful This service is principally directed to meeting the needs of English learners, low-income, and foster students. Through this LEA-wide goal, this action and service will increase and improve unduplicated students’ access to high quality library resources. Children from lower income families have less access to high quality reading materials and can result in reading failure (Neuman, International Reading Association, 2001). Goal 4; Action 1: Facilities to maintain a district priority list and on going repairs and maintenance. This service is principally directed to meeting the needs of all students and is a LEA-wide goal. A large body of research over the past century has consistently found that school facilities impact teaching and learning in profound ways. Thus, researchers generally conclude that without adequate facilities and resources, it is extremely difficult to serve large numbers of children with complex needs (Evaluation and Education Policy Analysis, Penn State, 2015). Research confirms a link between the quality of school facilities and student achievement in English and mathematics. Findings from a study conducted by Uline and Tschannen-Moran (2008) found that quality facilities were significantly positively related to school climate variables, confirming that school climate plays a mediating role in the relationship between facility quality and student achievement. Goal 4; Action 2: Health Support- to provide students with mental health and medical support. This service is principally directed to meeting the needs of English learners, low-income, and foster students. Wrap around type services for unduplicated students increases their academic improvement and well-being. The California Department of Education supports a coordinated approach to school health because it not only improves students’ health, but also their capacity to learn and to increase their academic improvement and well-being by providing a socially and emotionally supportive learning environment. Goal 4; Action 2: Safe and Secure Campus- to continue to provide training for crisis management, maintain security, and update surveillance systems. This service is principally directed to meeting the needs all students. According to The Center for Poverty Research at the University of California, Davis, “For students who felt very safe at school, their odds of being truant were about 44% lower than for students

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reporting unsafe school conditions. School-wide initiatives emphasizing school safety and connectedness have the potential to improve school attendance at the most disadvantaged schools.” Increasing school safety is important for the community and staff and adds to an effective learning environment for all students. We will increase school safety professional development and school safety supplies. This LEA-wide goal will support all students equity and access to a safe school environment. Goal 4; Action 2: Parent/Community Involvement- Increase access to parents and community regarding school activities and grades and to increase parent and community involvement in school committees and groups. This service is principally directed to meeting the needs of English learners, low-income, and foster students because this LEA-wide goal will support parents of unduplicated students as well as the community in collaborating to promote student achievement. When schools actively involve parents and engage community resources, they are able to respond more effectively to the needs of the most vulnerable students. Effective and consistent communication with all stakeholders and community is vital for a coherent well informed system. We will increase and improve district communication and community outreach. ------- ------- LCAP Year: 2018-19



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Minarets Charter High School only receives Supplemental funds and receives no funds from the Concentration grant. Currently the demographics of the charter indicate that 36% of the district's students are qualified for Free and Reduced meals. Given the large group of Low Income students, all district goals are designed to close the achievement gap and meet the needs of these targets students. By implementing goals and programs to close the achievement gap for these students, our other 64% of students receive similar key programs. The goal is to give all students access even if the students can't afford the access on their own. This access to materials and support is key to the increased success for our high risk students. By providing these services school wide, we are able to reach and serve the populations that generate the funds. Expected Supplemental expenditures include: School Psychologist (Increased Days 18-19) $15,652.00 Health Services (Increased Days 18-19) $14,935.00 Intervention Teacher $12,209.00 D. Elm- Math Intervention- $34,200.00 NEW IT Coordinator 22,500.00 IT Support $14,370.00 J. Callahan- NF Library Aide Library Aide $15,761.00 Tech infrastructure-KEY FINANCE $17,875.00 Apple mobile mgmt software $3,000.00 Powerschool SIS-LMS and Online $4,000.00 Shmoop $7,500.00 Apple Lease-Macbooks/Laptops $91,733.54 AP Testing $1,800.00 PowerSchool University $1,100.00 SchoolMessenger-SERVICE $663.00 iReady-Curriculum Associates $6,500.00 Summer school stipend $1,200.00 Cornerstone Counseling $4,154.00

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

LCAP Year: 2017-18



Minarets Charter High School only receives Supplemental funds and receives no funds from the Concentration grant. Currently the demographics of the charter indicate that 37% of the district's students are qualified for Free and Reduced meals. Given the large group of Low Income students, all district goals are designed to close the achievement gap and meet the needs of these targets students. By implementing goals and programs to close the achievement gap for these students, our other 67% of students receive similar key programs. The goal is to give all students access even if the students can't afford the access on their own. This access to materials and support is key to the increased success for our high risk students. By providing these services school wide, we are able to reach and serve the populations that generate the funds. Expected Supplemental expenditures include:

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Campus Safety $20,268 Library Tech-$11,144 Academic Counselor-$31,483.00 Online credit recovery & Data benchmark software:$7,000 PBIS $2,500 PT Counselor $8,375 Technology $117,708.00 $3000 Art, Media, Music Support: $4000 Minarets Charter's Minimum Proportionality Percentage for low income pupils, foster youth, and English Learners is 33%. Increased services include Librarian technician to give students access to books and other material to support literacy skills, up-to-date writing curriculum to address to students low writing skills, technology for students to access supplemental online materials, and credit recovery classes to give the low performing students access to curriculum that needs to be made up. These targeted services will increase the students ability to improve low academic achievement scores. Th percentage of Unduplicated Pupils in the district is 35.4%. All funds are being expended on a district-wide basis while also principally targeting unduplicated pupils as described in the section below: * Student supports for socio/emotional health. * Funding Literacy Aides at all sites. *Technology and support for students to access curriculum and supports digitally. *Reduce class size at each school below negotiated class size ratio to target students who are low academically performing. *Systematized Intervention programs and coordinators to ensure all students' needs are addressed for Response to Intervention and Instruction. Positive Behavior Intervention Systems (PBIS), and other Alternate Means of Correction (Alternatives to Suspension), Family Engagement, and other supports so that systems and structures are consistent throughout the district while also prioritizing unduplicated students needing these interventions. *Expanding Student Engagement and Enrichment Program to K-8 sites. Research shows that students that are engaged in school, primarily in elementary and middle school, have higher academic achievement, more positive behaviors, and a sense of belonging, so they might remain in school. The Minarets Charter as part of the Chawanakee Unified School District team reviewed Educational Theory around the reasoning to systematize services. Research supports the systematic implementation and data systems for accountability and monitoring of supports throughout the year. Our stakeholders and evaluation data demonstrates the need for systematized levels of intervention and support. One promising approach to the systemic and sustained implementation of these practices is school-wide interventions targeted to the students that need them through a layered intervention model.------- ------- -------

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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


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 California School Dashboard 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 California School Dashboard means the California School Dashboard adopted by the State Board of Education under EC Section 52064.5.

Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:

Schools Identified: Identify the schools within the LEA that have been identified for CSI.

Support for Identified Schools: Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

mailto:[email protected]

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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 California School Dashboard, 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 in the California School Dashboard, 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

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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.

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.

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

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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.

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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.

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.

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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.

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 K-8 students who were absent 10 percent or more of the school days

excluding students who were: (A) enrolled less than 31 days (B) enrolled at least 31 days but did not attend at least one day (C) flagged as exempt in the district attendance submission. K-8 students are considered to be exempt if they: (i) are enrolled in a Non-Public School (ii) receive instruction through a home or hospital instructional setting (iii) are attending a community college full-time.

(2) The number of students who meet the enrollment requirements. (3) Divide (1) by (2).

(b) “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).

(c) “High school graduation rate” shall be calculated as follows: (1) For a 4-Year Cohort Graduation Rate:

(A) The number of students in the cohort who earned a regular high school diploma by the end of year 4 in the cohort.

(B) The total number of students in the cohort. (C) Divide (1) by (2).

(2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate: (A) The number of students who either graduated as grade 11 students or who earned any

of the following: (i) a regular high school diploma (ii) a High School Equivalency Certificate (iii) an adult education diploma (iv) a Certificate of Completion and was eligible for the California Alternative

Assessment if under the age of 20. (B) The number of students in the DASS graduation cohort. (C) Divide (1) by (2).

(d) “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).

(e) “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).

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(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, January 2019

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 2,214,179.00 2,176,290.00 1,159,754.03 2,214,179.00 1,832,348.00 5,206,281.03 0.00 0.00 0.00 0.00 0.00 0.00 Base 1,874,381.00 1,906,881.00 969,076.00 1,894,649.00 1,502,304.00 4,366,029.00 College Readiness Block Grant 31,483.00 31,483.00 1,500.00 31,483.00 0.00 32,983.00 Supplemental 298,315.00 218,797.00 169,178.03 278,047.00 265,492.00 712,717.03 Supplemental and Concentration 0.00 0.00 0.00 0.00 49,552.00 49,552.00 Title II 0.00 19,129.00 20,000.00 0.00 15,000.00 35,000.00 Title IV 10,000.00 0.00 0.00 10,000.00 0.00 10,000.00

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

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Total Expenditures by Object Type

Object Type 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 2,214,179.00 2,176,290.00 1,159,754.03 2,214,179.00 1,832,348.00 5,206,281.03 0.00 0.00 0.00 0.00 0.00 0.00 0001-0999: Unrestricted: Locally Defined 111,369.00 111,369.00 0.00 111,369.00 112,500.00 223,869.00 1000-1999: Certificated Personnel Salaries 1,823,999.00 1,836,735.00 972,753.00 1,823,999.00 1,414,436.00 4,211,188.00 2000-2999: Classified Personnel Salaries 79,003.00 59,189.00 38,969.72 79,003.00 69,538.00 187,510.72 4000-4999: Books And Supplies 10,900.00 7,694.00 31,500.00 10,900.00 10,245.00 52,645.00 5000-5999: Services And Other Operating Expenditures

15,563.00 11,429.00 4,000.00 15,563.00 11,172.00 30,735.00

5800: Professional/Consulting Services And Operating Expenditures

45,637.00 61,612.00 21,500.00 45,637.00 79,252.00 146,389.00

6000-6999: Capital Outlay 127,708.00 88,262.00 91,031.31 127,708.00 135,205.00 353,944.31 * Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

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

Total All Expenditure Types All Funding Sources 2,214,179.00 2,176,290.00 1,159,754.03 2,214,179.00 1,832,348.00 5,206,281.03 0.00 0.00 0.00 0.00 0.00 0.00 0001-0999: Unrestricted: Locally Defined

Base 111,369.00 111,369.00 0.00 111,369.00 112,500.00 223,869.00

1000-1999: Certificated Personnel Salaries

0.00 0.00 0.00 0.00 0.00 0.00


Base 1,758,012.00 1,788,012.00 962,576.00 1,758,012.00 1,363,020.00 4,083,608.00


Supplemental 65,987.00 48,723.00 10,177.00 65,987.00 51,416.00 127,580.00

2000-2999: Classified Personnel Salaries

Base 0.00 0.00 0.00 20,268.00 16,784.00 37,052.00

2000-2999: Classified Personnel Salaries

Supplemental 79,003.00 59,189.00 38,969.72 58,735.00 52,754.00 150,458.72


Base 5,000.00 7,500.00 6,500.00 5,000.00 10,000.00 21,500.00


Supplemental 5,900.00 194.00 25,000.00 5,900.00 245.00 31,145.00

5000-5999: Services And Other Operating Expenditures

Base 0.00 0.00 0.00 0.00 0.00 0.00

5000-5999: Services And Other Operating Expenditures

Supplemental 15,563.00 11,429.00 4,000.00 15,563.00 11,172.00 30,735.00


College Readiness Block Grant

31,483.00 31,483.00 1,500.00 31,483.00 0.00 32,983.00


Supplemental 4,154.00 11,000.00 0.00 4,154.00 14,700.00 18,854.00


Supplemental and Concentration

0.00 0.00 0.00 0.00 49,552.00 49,552.00


Title II 0.00 19,129.00 20,000.00 0.00 15,000.00 35,000.00

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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

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

Total 5800: Professional/Consulting Services And Operating Expenditures

Title IV 10,000.00 0.00 0.00 10,000.00 0.00 10,000.00

6000-6999: Capital Outlay Supplemental 127,708.00 88,262.00 91,031.31 127,708.00 135,205.00 353,944.31 * Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Goal

Goal 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 965,854.00 968,331.00 540,288.00 965,854.00 775,465.00 2,281,607.00

Goal 2 906,706.00 927,791.00 481,288.00 906,706.00 716,722.00 2,104,716.00

Goal 3 154,578.00 114,392.00 93,001.03 154,578.00 163,051.00 410,630.03

Goal 4 167,041.00 158,276.00 10,177.00 167,041.00 167,110.00 344,328.00

Goal 5 5,000.00 7,500.00 20,000.00 5,000.00 10,000.00 35,000.00

Goal 6 15,000.00 0.00 15,000.00 15,000.00 0.00 30,000.00

Goal 7 0.00 0.00 0.00 0.00

Goal 8 0.00 0.00 0.00 0.00 * Totals based on expenditure amounts in goal and annual update sections.

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Expenditures Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

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