Local Control and Accountability Plan and Annual Update ... · Weekly discussions of LCAP progress,...

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§ 15497.5. Local Control and Accountability Plan and Annual Update Template. Introduction: LEA: _San Juan Unified School District Contact: Donna O’Neil, Associate Superintendent ([email protected]) 916-971-7216 LCAP Year: 2015-16

Local Control and Accountability Plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.

For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.

Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.

The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.

For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.

SJUSD Board approved 6/23/15 (Revised 7/23/15)

mailto:[email protected]

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State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.

A. Conditions of Learning:

Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2)

Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)

B. Pupil Outcomes:

Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

C. Engagement:

Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)


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Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

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

Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the

LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of

the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and

47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for

pupils, including unduplicated pupils, related to the state priorities?


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Involvement Process Impact on LCAP August-September 2014: Reviewed the LCAP plan with a variety of stakeholder groups and solicited applications for the LCAP Parent Advisory Committee. DELAC (8/5), SJUSD Leadership summit(staff) (8/6), Facilities, Transportation and Finance committee (9/2), Special Education Community Advisory Committee (9/2), Title 1 Parent Liaisons (9/11), Pupil Personnel Services Leadership meeting (9/17), Curriculum and Standards Committee (9/17), District Student Council (9/17), Parent Engagement Group (9/17), Superintendent’s Parent Advisory Committee (9/19), Extended Cabinet (district leadership) (10/6) Application for LCAP PAC membership posted online and made available in hard copy in multiple languages (September) October 2014: LCAP Parent Advisory Committee membership approved by Board of Education. (10/14) District Strategic Planning Team met to revise plan for 2015-2021 using the LCAP goals and plan as a source document for future direction. (10/23-24) Presented LCFF 101 at San Juan’s Academic Partnership Conference (10/7, 10/14), a conference designed for school teams to review their school’s parent involvement plan and academic data in order to implement family outreach activities that best support student achievement. “LCFF 101” was intended to deepen the understanding how schools are funded and how parents can provide input as well as the content of LCAP. Weekly discussions of LCAP progress, discussions and actions placed on Superintendent’s Cabinet agenda.

Raised awareness for actions and services included in the LCAP and provided an inclusive invitation for the PAC membership Resulted in broad recruitment for participation by stakeholders Resulted in clearer relationship between the district’s Strategic Plan mission, strategies and objectives and the two LCAP goals approved in June 2014. This strong foundations was necessary to achieve a consistent district focus Increased understanding by stakeholders at school sites identified weaknesses in the connections between the district LCAP and the site plan. Ensured a deep connection between the LCAP plan and internal monitoring of actions, services, and future considerations among district leadership.


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November 2014: LCAP PAC meeting – review budget, data and LCAP actions/services Discussion of LCAP input process with leadership from teachers association (SJTA), classified staff association (CSEA) and administrators association (SJPEC). December 2014: System of analyzing and reporting progress data at school level was launched; reports available on Schoology (an on-line learning management system) to school leadership. January 2015: Mid-year report on actions and progress indicators presented to: Superintendent Parent Advisory Committee (1/23), Board of Education (1/27), Posted on website for staff, parents and community (1/27) Meetings were held with leadership of teachers (SJTA), administrators (SJPEC) and classified (CSEA) employee groups to structure collection of input in an inclusive manner Strategic Plan Action teams began work on the four strategies drafted in October. Teams continued work through April to develop key actions/services which move the district toward its mission and LCAP goals. Staff planned Listening Circles to solicit student input. Sampling approach was implemented with listening circles planned for 4 high density schools, 4 medium density schools and 4 low density schools. (density of targeted students)

Revealed the need for clearer communication around actions and services, related budgeting and progress indicators; new fiscal reporting tools were drafted resulting in clearer messaging Determined participation of employee group representation on LCAP PAC would best support the process. Increased the internal accountability of schools to monitor selected LCAP metrics identified in the SPSA. Ensured a consistent method of presenting data to LCAP PAC. Areas of strength and challenge were identified such as needs for additional academic interventions, social-emotional supports and climate/culture improvements. A lack of academic growth was noted and initiated discussions of effectiveness of implementation of professional learning. Determined structure for collecting input in an inclusive manner. Resulted in use of a stratified approach, targeting a set of schools balanced for grade span, density of targeted students, and geography as well as an open opportunity for input from all. Supported creation of key actions/services which move the district toward its mission and LCAP goals. Once approved in June the actions/services will be integrated into the LCAP over time as appropriate Ensured that student reflections and ideas from across the district were included in the LCAP revision. Reorganization of the LCAP was drafted for better alignment between the metrics, actions and services and for greater clarity for stakeholders.


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February 2015: LCAP brochure designed, translated and published online to raise awareness of current LCAP and opportunities for input; brochures were made available in hard copy through site administrators Input on barriers and solutions was solicited to inform the update: Extended Cabinet (district leadership) (2/9); DELAC meeting on (2/15) Input collection structures created, translated and deployed. A cross section of schools was directly solicited to provide input and simultaneously the input tool was pushed out to all sites (online and in hard copy format). Input was received online and in writing (hard copy). Input was organized (translated as necessary) for review by the LCAP committee and staff. Schools complete mid-year review of their Single Plan for Student Achievement, making adjustments based on collaborative discussions of mid-year data March 2015: Input collection from approximately 96 students at 12 schools (K8, middle, high) with varying rates of targeted students through listening circles held between March 9 and March 20. Notes were compiled and provided to school staffs (at appropriate schools), district leadership and the LCAP committee. Input was collected from parents through school parent involvement activities and intact parent groups. Input collected March 1-20 from staff, parents, and community using an electronic tool posted on website. Tool translated into Spanish, Russian, Ukrainian and Arabic. (SPAC on 3/6) LCAP PAC met on March 12 and 23 to identify themes which arose in written comments and student listening circles. Prioritized and categorized themes based on input during the meeting.

Increased awareness and interest in providing input to the LCAP revision. Input underscored the need for additional supports for English language learners in a variety of formats (during and after school, summer, etc.). Ensured responses from a variety of staff and parents across the district. Resulted in the creation of themes of input which informed new actions. In some cases this resulted in reallocation of site allocation to directly address lack of progress in specific areas. Listening circles increased understanding by adult observers (PAC and staff) on areas of student successes and concerns. Student, parent, staff and board input raised a number of common themes (e.g., greater access to academic and social/emotional support, increased engaging and relevant opportunities for students at all campuses, greater student voice in choice of classes, communication with parents about resources that are available, and campus climate and safety) were used in conjunction with other input to revise actions and services. Additional students were added to the LCAP PAC. Committee reaffirmed the two LCAP goals and themes were used to identify specific areas of focus for revisions to LCAP actions and services. Themes which were addressed most often were given higher priority for inclusion in the LCAP revisions. Themes were


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Input collected from Board of Education members and community at March 24 meeting April 2015: District was notified by California Department of Education that it was identified for significant disproportionality of suspensions of African American special education students but was no longer disproportionately identifying African American students as emotionally disturbed. LCAP PAC met on April 27 to review data on LCAP metrics, clarify current status of work on the plan and to recommend areas of revision to be included in the new plan. Staff reviewed feedback from math textbook pilot teachers participating in Just Think Math. Formulated recommendation for continuing professional learning and implementation of units of study. May 2015: Plan with recommended revisions presented to Superintendent’s Parent Advisory Group (5/1), to DELAC (5/5) and to Curriculum, Standards and Student Services Committee (5/6). Input was collected and questions were addressed.

categorized under the two goals and one of seven focus areas to increase clarity for the reader. Board articulated interests in the areas of academic opportunities, climate/culture supports to improve classroom learning environments, and increased opportunities for students to engaging in relevant and meaningful learning. The result is that the 15% set aside from the special education budget currently supporting the 13 CEIS sites (based on the prior plan) may be reallocated to support the change in focus. Actions are likely to be less academic and more behavioral and social-emotional in nature in 2015-16. The Coordinated Early Intervening Services (CEIS) plan will need to be revised accordingly in May and June. Twelve additional actions were recommended to be included across various years in the LCAP. These were added to the draft in conjunction with items recommended by staff based on significant data trends. Determination to discontinue supporting Just Think Math given the 2015-16 roll out of new instructional materials district wide. SPAC input/questions were largely around ensuring that there were sufficient supports available for all students and that they were provided early enough that students did not fall behind. Interest was also expressed in how we are monitoring progress of the actions being taken to ensure they are effective. DELAC input focused on ensuring the implementation of proposed ELD supports were monitored in classrooms and that summer


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LCAP PAC met to review revisions and recommendations for changes to date. The committee made final recommendations for LCAP actions, services and metrics (5/14) Strategic Plan is finalized (5/14) and items are identified for implementation in 2015-16. Draft of revised LCAP was published and available on line and made available at each school site (hard copy). Opportunity for input was made available to parents, students, staff and community with an interest in providing feedback on the plan. (May 18-June 4). Auto dialer was used to communicate the document’s availability (5/20). Communication also went out through San Juan Scene (online external newsletter), Behind the Scenes (online internal newsletter) and school newsletters. A Frequently Asked Questions webpage was launched to respond to common themes arising in comments/input. June 2015: Final draft LCAP presented to and discussed by the LCAP PAC (6/1) Public hearing on 2015-2018 LCAP was convened and input was received from the public as well as from members of the board (6/9) Board approved LCAP with minor revisions made per prior Board discussion. (6/23)

opportunities were made available to all levels of English learners. Revisions to targets set for measureable outcomes were recommended based on subcommittee and staff input. One additional target for K-2 reading was added. Additional resources were allocated in the areas of support for English learners, support for academic interventions, climate assessments, and parent involvement. Action plans will be tied in with the LCAP actions as appropriate. Input (20-25 comments) was received and individual questions were addressed in writing where contact information was provided. Themes of comments included requests for more support for accelerated students and students in non-targeted groups as well as additional behavioral supports. Two changes were made to the LCAP based upon comments received and LCAP PAC discussion. (1) Expanding support for AVID to include AVID-like programs and (2) Indicating that the Director of Equity and Student Achievement was working beyond the three targeted groups. No comments were made at the public hearing and board discussion resulted in no additional changes.

Annual Update: October 2014:

Annual Update:


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LCAP Parent Advisory Committee approved by Board of Education on 10/23-24. District Strategic Planning Team met to revise plan for 2015-2021. Oriented members of the two leadership groups to the state priorities and metrics upon which district progress would be measured. November 2014: LCAP PAC meeting – review budget, data and LCAP actions/services December 2014: System of analyzing and reporting progress data at school level put into place; reports available on Schoology (learning management system) to school leaders Shared progress to date with Extended Cabinet (district leadership) (12/1) January 2015: Mid-year results on attendance rates, chronic absence rates, and suspension rates were discussed by LCAP PAC (1/8) Mid-year report published on actions and mid-year progress indicators: presented to Superintendent Parent Advisory Committee on 1/23; presented to Board 1/27; posted on website; February 2015: LCAP brochure designed, translated and published to raise awareness of current LCAP and opportunities for input LCAP PAC reviewed district and school level assessment results for K-2 reading, reading grades 3-9 and math grades 3-9 (2/12)

Increased understanding of expected outcomes for the district based on the eight state priority areas. Review of current district data led committee to identify initial areas where performance was below expectations. These metrics included primary grade reading, secondary math, progress of English learners in learning English, access to courses and attendance patterns. All were continuing areas of concern overall as well as for one or more targeted groups. School leadership, including School Site Councils and ELACs, had ready access to progress indicators at the school site. This resulted in deeper discussions around actions/services written into local School Site Plans in alignment with the LCAP. Areas of strength and challenge were identified. Committees were particularly concerned about lack of academic growth in reading and math, lack of progress for English learners, and attendance and suspension rates, particularly among low income, foster youth and students with disabilities. Challenges included suggested needs for additional academic interventions, social-emotional supports and climate/culture improvements as well as evaluations of effectiveness of implementation of professional learning. Increased knowledge of LCAP and progress made to date for stakeholders at large Underscored need for strengthening academic and social-emotional supports for struggling students, particularly for low income, foster


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Schools complete mid-year review of their Single Plan for Student Achievement, making adjustments based on mid-year data March 2015: Staff reviewed findings of Federal Program Monitoring visit to identify findings related to LCAP actions/services for targeted groups LCAP PAC reviewed data on the progress of English learners attaining English fluency and performing on reading assessments (3/12) Staff discussions around implementation of new math standards and instructional materials, changes in high school math pathway and desire for increased graduation requirements in the context of student performance that was lower than expected in math. (March) April 2015: Staff worked with SJTA, SJPEC and CSEA leadership resulting in a joint statement regarding the importance of service to English learners based upon the data showing lack of progress and the low rate of implementation of ELD standards in classrooms LCAP PAC discussed data around lack of progress for English learners and students in mathematics. Supported early allocation of funds in order to meet scheduling and recruitment timelines. (4/12) Review of progress to date and update on revision process provided to Curriculum and Standards Committee. Input received from committee (4/15) LCAP PAC review and discussion of all data available to date regarding state priorities including district level and selected school site level data. Conclusions and trends were noted. (4/27)

youth and English language learners. School Site Councils, staff and central staff reflection on mid-year progress highlighted that many school sites were addressing too many instructional focus areas and were not making sufficient progress Service to English learners was identified as an area of challenge and a plan for service delivery and professional learning was drafted. Need for early recruitment for English language development (ELD) instructors became apparent and an early allocation of funds was pursued. Recommendation for funds and planning for training all staff who provide or support instruction to English learners on ELD Standards and accompanying framework. (will be reflected in LCAP) Request to Board of Education to add staffing for Designated ELD at secondary schools and K-8 schools (will be reflected in LCAP) – approved 4/28 Trends in data underscored need to support learning for targeted students through personalized and highly engaging actions. Actions were identified to be added to the LCAP to address both the gaps in data which were apparent as well as input that was received. Expansion of some programs (climate) was delayed pending positive evaluation results. Decision was made to modify some of the


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May 2015: DELAC reviewed English learner-specific data and discussed proposed actions for the new LCAP. (5/5) Division of Teaching and Learning central leadership reviewed the progress data to date and the preliminary LCAP for 2015-16. Revisions and additions were recommended in alignment with observation data from school site visits. (5/11) Draft of the Annual Update was posted online as a part of the working draft of the revised LCAP. An opportunity to provide input and ask questions was provided to parents, staff, and community members. Board Workshop to discuss findings of Annual Update (5/26)

measurable targets. Discussion centered on ensuring that the changes would be monitored for implementation and for student progress. Clear communication of changes and opportunities for support was also discussed. Explicit attention on the needs of English learners will be included in ALL professional learning in an ongoing manner. Discussion centered on areas of progress and growth and areas of concern. Primary areas of concern were on reading level in grades 3-9 (metrics not met for any group), math performance in grades 3-9 overall and for English learners, English language development growth and fluency levels, CAHSEE proficiency levels in math for all groups, absence rates for low income and foster youth, rates of chronically absent students, and student feedback on connectedness, caring relationships and safety. Additionally, 2013-14 results for A-G completion rates for English learners and low income, foster youth and English learners, CTE completion for foster youth, HS dropout rates for English learner, low income, and students with disabilities, cohort graduation rates for students with disabilities raise concerns although they do not reflect actions taken during the 2014-15 school year. Small modifications were recommended including adding a reference to multi-tiered systems of support, both academic and social-emotional. This reference will tie together the support services available to students in a more cohesive way across San Juan. Input (20-25 comments) was received and individual questions were addressed in writing where contact information was provided. Themes of comments included requests for more support for accelerated students and students in non-targeted groups as well as additional behavioral supports.


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June 2015: LCAP PAC reviewed and discussed the Annual Update draft (as a part of the final draft of the revised LCAP. (6/1) Two Board committees reviewed and discussed the LCAP draft including the Annual Update and provided input: Facilities, Transportation and Finance committee (6/2), Curriculum, Standards and Instructional Services committee (6/3) Public Hearing for 2015-2018 LCAP was held (6/9) District English Learner Advisory Committee (DELAC) reviewed the final draft LCAP going to the Board (6/116) 2015-2018 LCAP was approved by Board of Education (6/23)

Two changes were made to the LCAP based upon comments received and LCAP PAC discussion. (1) Expanding support for AVID to include AVID-like programs and (2) Indicating that the Director of Equity and Student Achievement was working beyond the three targeted groups. Curriculum and Standards recommended an executive summary of the document be made available. No comments were made at the public hearing and board discussion resulted in no additional changes. DELAC confirmed the LCAP as written with a caveat around monitoring implementation within schools.


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Section 2: Goals, Actions, Expenditures, and Progress Indicators

Instructions:

All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment.

Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals.

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary.

Goal: Describe the goal:

When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.


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Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.

Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).

Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).

Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils.

Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.

Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.


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Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.

Guiding Questions: 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and

school climate)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite

goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites,

to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?


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GOAL: Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 1: Provide professional development and support for quality first instruction leading to increased student learning using research based and culturally responsive instructional practices.

Related State and/or Local Priorities: 1_x_ 2_x_ 3__ 4_x_ 5_x_ 6__ 7_x_8_x_

COE only: 9__ 10__ Local: Specify Integrated Math 1 by grade 9

Identified Need: As indicated by survey results (CCSS Implementation survey) most classrooms are at an emerging level implementing new standards in English-language arts, math, literacy, English language development, and science. While student performance shows some improvement it is less than expected in most cases. Foster youth show academic progress over the prior year in several areas. English learners continue to show little progress toward English proficiency. Continued need to focus on deepening implementation of new standards across all schools.

Goal Applies to: Schools: All Applicable Pupil Subgroups: (as indicated by specific action)

LCAP Year 1: 2015-16

Expected Annual Measurable Outcomes:

1.1.a Standards: 100% teachers trained in intermediate applications of CCSS, ELD and NGSS as applicable to their grade/content 1.1.b ELA Proficiency Rates (K-2 Text level): Increase percent of students reading at/above grade level by 10% (to at least 90%) 1.1.c ELA Proficiency Rates (K-2 Text level): Increase the percent of students reading at/above to at least 25% at every school 1.1.d ELA Proficiency Rates : Increase percent of students reading at/above grade level as measured by MAP by at least 5% (to >85%) 1.1.e ELA Proficiency Rates (Gr. 10): Increase rate of students scoring proficient on CAHSEE in grade 10 by at least 3% (to >85%) 1.1.f ELA Proficiency Rates : Set new baseline target for CAASPP ELA test 1.1.g EL Development: Increase percent of ELs growing 1+ CELDT level by 3% (to state target) 1.1.h Proficiency on CELDT: Increase rate of students scoring fluent on CELDT by 6% (long term English learners) or 4% (EL) (to state target) 1.1.i EL Reclassification: Increase percent of ELs reclassified by 3% and LTELs by 5% (to 30%) 1.1.j Math Proficiency Rates (K-2): Set baseline levels of performance on targeted assessments 1.1.k Math Proficiency Rates (Gr. 3-9): Increase percent of students proficient in math as measured by MAP by at least 3% (to >85%) 1.1.l Math Proficiency Rates (Gr. 10): Increase rate of students proficient on CAHSEE math in grade 10 by at least 3% (to >85%) 1.1.m Math Proficiency Rates (Gr. 3-8, 11): Set new baseline target for CAASPP Math test 1.1.n Integrated Math by 9: Increase rate of students successfully completing Integrated Math 1 by the end of grade 9 by 8% (African American, English learner, Foster Youth, Students w/Disabilities) to and all other groups by 5% (to >85%) 1.1.o Standards: Increase implementation of Common Core, English Language Development and Next Generation Science standards by 20% 1.1.p Materials: Maintain 100% sufficiency with instructional materials 1.1.q Access: Ensure increased balance of full course of study for all elementary students 1.1.r Qualified Teachers: 5 fewer teachers NOT highly qualified 1.1.s Mis-assigned Teachers: 4 fewer teachers mis-assigned

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures


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16.1.1.1 CCSS TK-1 reading instruction to include fluency, phonics, word recognition, phonological awareness, print concepts, a range of reading/text complexity.

Arlington Heights, Cambridge Heights, Carmichael, Carriage, Del Paso Manor, Deterding, Dewey, Dyer Kelly, Gold River, Kingswood, Legette, Lichen, Mariemont, Northridge, Oakview, Pershing, Peck, Schweitzer, Skycrest, Starr King, Trajan, Twin Lakes, Woodside

_x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$427,200 Title I (PLI) $124,146 LCFF Base 1000:$144,385 3000:$13,961 4000:$1,000 5000:$392,000

16.1.1.2 Develop/support elementary teachers’ instructional practices to ensure all students can actively read text in a manner that promotes a deeper understanding of print as called for in CCSS (Critical Literacy Years 2-4)

Arlington Heights, Cameron Ranch, Cowan, Coyle, Del Dayo, Del Paso Manor, Deterding, Dewey, Grand Oaks, Green Oaks, Howe, Legette, Mariemont, Mission, Ottomon, Pershing, T Kelly, Woodside


$614,720 Title I (PLI) $105,777 LCFF Base 1000:$84,000 3000:$8,126 5000:$628,371


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16.1.1.3 Secondary Comprehensive Literacy-developing, implementing and studying CCSS units of study (60 secondary teachers) 16.1.1.4 Studying, using and evaluating CCSS-aligned history and literacy standards within social science courses (40 secondary teachers)

All secondary schools

_x_ ALL -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$182,800 LCFF Base 1000:$49,000 3000:$4,741 5000:$129,059 $35,000 LCFF Base (PLI) 1000:$12,000 3000:$2,464 5000:$20,536




16.1.1.5 Train teachers and support staff on Guided Language Acquisition Design (GLAD) in support of English learners; provide follow up throughout the year 16.1.1.6 Train teachers, administrators and instructional-based classified staff on the ELA/ELD framework, ELD standards and instructional strategies that support language acquisition 16.1.1.7 Train staff in extended day programs on strategies in support of English learners (e.g., GLAD);

All schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify) Long Term English Learners (LTELs)

$105,400 LCFF Supp 5000:$105,400 $1,644,443 LCFF Supp 1000:$1,357,808 2000:$60,606 3000:$205,566 5000:$20,463 $20,000 LCFF Supp 1000:$13,000 2000:$3,000 3000:$2,491 4000:1,509

16.1.1.8 Ensure all English learners are receiving Designated ELD classes at schools with departmentalized schedules

K8, middle and High Schools

__ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient

$1,024,332 LCFF Supp 1000:$731,979 3000:$292,353


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_x Other Subgroups:(Specify)_Long Term English Learners (LTELs)




16.1.1.9 Implement CCSS-aligned mathematics materials for all elementary and secondary (as appropriate) classrooms with appropriate professional learning support for teachers, classified support staff, extended day staff and administrators 16.1.1.10 Provide Common Core math resources to parents/guardians online and/or hard copy to increase support at home

All schools _x _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$542,900 LCFF Base (PLI) 1000:$356,620 3000:$43,000 5000:$143,280 No additional cost

16.1.1.11 CSUS Math: (20 secondary teachers) Develop CCSS mathematics curriculum and CCSS-aligned Math courses that integrate STEM learning.

Middle and high schools


$27,000 LCFF Base (PLI) 1000:$24,620 3000:$2,380




16.1.1.12 Maintain first year positions in support of implementation of new California standards 16.1.1.13 Maintain at least 5 Teachers on Special Assignment to provide support to schools in instructional practice, assessment and curriculum aligned to new standards

All schools _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$272,134 LCFF Supp 1000:$207,118 3000:$65,016 $499,200 Title II (PLI) 1000:$364,134 3000:$135,066

16.1.1.14 Continue to provide central support for implementation of English language development standards (in conjunction with ELA)and development of high quality instructional materials

All schools _ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__LTELs_____

$369,956 LCFF Supp 1000:$264,621 3000:$105,335


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16.1.1.15 CSU English Reading and Writing Course – continue to support instruction of critical high school and middle school CCSS reading/writing standards and implement ERWC Senior course in high schools

Bella Vista, Del Campo, El Camino, Encina, Rio Americano, San Juan

_x _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$7,000 LCFF Base (PLI) 5000:$7,000

16.1.1.16 Increase teacher-created/identified supplemental instructional materials housed in Schoology (Learning Management System) with access by all grades and content areas


$133,000 LCFF Base (TS) 5000:$133,000

16.1.1.17 Continue secondary CCSS Unit planning and Assessment for Learning Training (grades 6-12)

All middle, high schools


$50,000 LCFF Base (PLI) 1000:$39,200 3000:$3,800 5000:$7,000

16.1.1.18 Develop, expand and calibrate use of common assessments; identify pilot schools

Elementary schools TBA


$24,372 LCFF Base (AEP) 1000:$18,600 3000:$1,935 4000:$3,837

16.1.1.19 Determine model of middle school science courses/curriculum aligned to Common Core/Next Generation Science Standards (NGSS)

K8 and middle schools


No additional cost




16.1.1.20 Provide highly effective certificated and classified staff who support all schools

All schools _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient

$226,144,892 LCFF Base 1000:$128,688,457 2000:$35,881,785 3000:$61,574,650


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__Other Subgroups:(Specify)________________________ 16.1.1.22 Peer Assistance and Review/Beginning Teacher Support and Assessment services for teachers 16.1.1.23 Complete training plan for teachers not ‘highly qualified’ 16.1.1.24 Support teacher understanding of use of data and evidence to improve student learning


$1,008,178 Title II (BTSA) 1000:$754,824 3000:$253,354 $10,000 Title II (HR) 1000:$2,707 2000:$369 3000:$463 4000:$2,811 5000:$3,650 No cost

16.1.1.25 Pilot a System of Professional Growth designed to foster reflective practitioners, who are continuously improving teacher practice in order to increase student learning. Begin by identifying pilot schools.

Schools TBA _x_ ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$500,000 LCFF Base (SEC) 1000:$439,701 3000:$60,299

16.1.1.26 Continue to provide central support, monitoring and evaluation of LCAP actions, services by monitoring progress and effectiveness 16.1.1.27 Continue Principal Network Facilitators to provide professional development and peer support


$342,613 LCFF Supp $68,473 LCFF Base 1000:$150,703 2000:$149,678 3000:$110,705 $77,557 LCFF Supp 1000:$67,925 3000:$9,632

16.1.1.28 Coaching for literacy and use of data 16.1.1.29 Regular administrator meetings to include analysis of district and school site data to improve student learning for all

All schools _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners

No additional cost No additional


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subgroups 16.1.1.30 Work with all impacted stakeholders (staff, students, parents, etc.) collaboratively to identify expected student outcomes and how progress will be measured in order to evaluate initiatives/ programs for effectiveness

__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

cost No additional cost

GOAL: Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 2: Provide school-based and community-based structures and services which supply early intervention for and prevention of learning difficulties

Related State and/or Local Priorities: 1_x_ 2_x_ 3__ 4_x_ 5__ 6__ 7__ 8_x_

COE only: 9__ 10__ Local: Specify ____________ ___

Identified Need:

Based upon the rates of students who continue to score below grade level or struggle with the demands of the new standards, additional supports within and beyond classrooms and outside of the traditional school year are needed to ensure high levels of performance leading to on-time graduation and college/career readiness. This is especially true for low income, foster youth and English learners learning to read, developing English proficiency, and developing mathematical understanding. These supports are needed within and beyond the school day/year for all targeted groups as well as for other struggling learners.

Goal Applies to: Schools: All Applicable Pupil Subgroups: As noted



[NOTE: Metrics below are repeated from Goal 1 Focus 1 but apply to Focus 2 as well.] 1.1. b ELA Proficiency Rates (K-2 Text level): Increase percent of students reading at/above grade level by 8% (to at least 90%) 1.1.f ELA Proficiency Rates (Gr. 3-8, 11): Set new baseline target for CAASPP ELA test 1.1.j Math Proficiency Rates (K-2): Set baseline levels of performance on targeted assessments 1.1.m Math Proficiency Rates (Gr. 3-8, 11): Set new baseline target for CAASPP Math test




16.1.2.1 Develop and communicate a coordinated system of highly effective academic and social-emotional interventions for students in TK-12 (multi-tiered system of support )

All schools _ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling students______

$100,000 LCFF Supp 1000:$83,202 3000:$11,798 4000:$5,000


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16.1.2.2 Provide Reading Recovery intervention as a pre-referral action at selected schools

Dyer Kelly, Skycrest, Mariemont, Peck, Carmichael, Starr King, Kingswood

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$113,837 Title 1 1000:$83,989 3000:$29,848

16.1.2.3 Pilot additional reading interventions as pre-referral actions at high need schools to be identified with priority to schools with high densities of targeted student groups

High need elementary schools

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Struggling learners________

$50,000 LCFF Supp 4000:$50,000

16.1.2.4 Ensure alignment between classroom instruction and intervention and enrichment for targeted students through afterschool programs at selected school sites with Bridges/ASSETs programs

Cameron Ranch, Carmichael, Carriage, Coyle, Cottage, Del Paso Manor, Deterding, Grand Oaks, Greer, Howe, Kingswood, Lichen, Mariposa, Northridge, Ottoman, Peck, Pasadena, Skycrest, Starr King, T Kelly, Edison, Whitney, Churchill, Rogers, Sylvan Encina, San Juan

__ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__ Other high risk learners __

$74,948 LCFF Supp 1000:$65,634 3000:$9,314

16.1.2.5 Expand resources to support student learning before and after school including tutoring, homework help, etc. focused on targeted students

All Schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners

$200,000 LCFF Supp 1000:$100,000 2000:$60,000


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_x_ Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

3000:$27,078 4000:$12,922

16.1.2.6 Continue 20-day Title I (Grades 1 -3) Summer School Program at multiple sites with Literacy focus 16.1.2.7 Expand educational and engaging summer learning opportunities for targeted students.

Title 1 schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$100,000 Title 1 1000:$73,342 2000:$9,726 3000:$12,411 4000:$4,521 $50,000 LCFF Supp 1000:$20,000 2000:$7,000 3000:$4,342 5000:$18,658

16.1.2.8 20-day Immigrant/ Refugee and English learner Summer School

All schools _ _ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)Immigrant/Refugee students_

$30,000 Title III (Immg) $100,000 LCFF Supp 1000:$86,500 2000:$14,426 3000:$13,657 4000:$8,417 5000:$7,000

16.1.2.9 Reduce class size to 26:1 in Transitional Kindergarten through grade 1 classes at all schools with developmental supports for TK

All elementary /K8 schools


$2,883,525 LCFF Base 1000:$2,108,669 3000:$774,856

16.1.2.10 Reduce class size to 24:1 at 2 Title I Schools with specialized programs (1.12 FTE Cottage/Montessori grades 2-4 and 2.24 FTE Edison/Dual Language Immersion grades 2-5)

Cottage and Edison

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$270,824 LCFF Supp 1000:$203,488 3000:$67,336


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16.1.2.11 Continue to provide “administrative-instructional/climate support specialist” assigned as needed to highest poverty Title I sites 16.1.2.12 Provide sixteen (16) Instructional coaches assigned to all Title I elementary sites

Title 1 schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$1,542,960 LCFF Supp 1000:$1,148,724 3000:$394,236 $1,192,414 Title 1 $787,051 LCFF Supp 1000:$1,445,251 3000:$534,214

16.1.2.13 Provide English Learner Instructional Specialists at schools with highest densities of English learners and Bilingual Instructional Specialists to support English learners in the classroom; expand services to English learners based on identified need

Schools with high density EL

_ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x Other Subgroups:(Specify)__Long Term English Learner___

$3,037,475 LCFF Supp 1000:$1,719,570 2000:$390,709 3000:$921,001 4000:$6,195

16.1.2.14 Provide each school site with unduplicated per pupil allocation to be used for site level actions aligned to SPSA and LCAP goals in support of targeted student groups (Total Cost and allocation reevaluated each year based on California Longitudinal Pupil Achievement Data System (CalPADS enrollment)

All schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$3,062,155 LCFF Supp 1000:$1,134,341 2000:$234,048 3000:$467,058 4000:$983,626 5000:$243,082

16.1.2.15 Continue providing personalized and appropriate academic and social-emotional services when placed at Children’s Receiving Home.

Valley Oaks School

_ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners _x_ Foster Youth __ Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$152,073 LCFF Supp 1000:$85,576 2000:$16,597 3000:$41,382 4000:$7,556 5000:$962

GOAL: Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 3: Provide academic support structures and services which increase rates of students graduating on time and college and career

Related State and/or Local Priorities: 1__ 2__ 3__ 4_x_ 5_x_ 6__ 7_x_ 8_x_



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Identified Need: Increasing expectations for student performance across grades and for graduation dictate a need for students supports. Supports are not remedial in nature but are intended to support each student to meet higher expectations for performance. Math is one area where significant supports are needed for older students to ensure on time graduation and college-career readiness. Additionally there is a need for students in all targeted groups and other struggling learners to be able to recover lost credits in a manner that supports on-time graduation at the school of attendance.




1.3.a Access: Identify and address issues around access to a comprehensive course of study for all students 1.3.b Graduation Rates: Increase 4-year cohort graduation rates for all groups and 5-year cohort graduation rates for students with disabilities by 3% (to 95%). 1.3.c College Readiness: Increase rate of graduates in all groups completing A-G by 3% (to 80%). 1.3.d Dropout Rates: Decrease HS dropout rates for all student and for African American, Hispanic, low income, Foster Youth and students with disabilities by 1% to less than 3% 1.3.e Access: Increase percent of high school students taking 1+ honors/IB/AP course in HS by 5% (African American, Hispanic, English learner, low income, foster youth, students with disabilities) and by 2% for other groups 1.3.f Pupil Outcomes: Increase rate of course completion (per grades earned) by 3% (to 95%)




16.1.3.1 Develop district-wide course catalog for grades 7-12 16.1.3.2 Phase in new graduation requirements for class of 2019

K8, middle and high schools


$7000 LCFF Base 1000:$6,380 3000:$620 No additional cost

16.1.3.3 Reduce class size on 9th grade Integrated Math 1 classes 16.1.3.4 Provide low-ratio support classes for identified Integrated Math 1 students

High schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling learners___

$400,098 LCFF Base 1000:$286,333 3000:$113,765 $203,359 LCFF Supp 1000:$145,319 3000:$58,040


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16.1.3.5 Pilot math support models at middle school focused on students below grade level; identify best practices and share across schools

Middle schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling learners___

$270,000 LCFF Base 1000:$193,759 3000:$76,241

16.1.3.6 Define and implement solutions to course and program access barriers and identify student support structures to ensure success once open access is created 16.1.3.7 Evaluate and expand Advancement Via Individual Determination (AVID) (or AVID type program) program to support students first in the family to attend college; focus recruitment on targeted groups


__ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$50,000 LCFF Supp 4000:$50,000 $194,026 LCFF Supp 1000:$29,239 2000:$26,585 3000:$6,216 4000:$13,344 5000:$118,642

16.1.3.8 Identify current and future practice in support of transient students: Develop plan for implementation 15-16, including mid-year plans for transient students (carry over from 2014-15)



No additional cost

16.1.3.9 Implement guidance plan, evaluate, and adjust. Examine allocation of school resources; fiscal and human in support of District Guidance Plan 16.1.3.10 Continue high school counselor allocation from prior year; add 0.5 counselor allocation in order to reduce counselor/student ratios at all middle schools, including Encina 6-8, (4.5 FTE); add 2.0 counselor FTE to reduce counselor/student ratios at K-8 schools with the lowest ratios at schools with highest densities of targeted students. 16.1.3.10.a Provide counselor to work with long term English learners around goal setting and academic planning, and college/career readiness, including working with parents.


_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Long Term English Learner__

No additional cost $999,254 LCFF Supp $516,803 Title 1 1000:$1,112,963 3000:$403,094 $110,658 LCFF Supp 1000:$77,282 3000:$33,376


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(This original item was expanded to include intervention and credit recovery actions listed in this section.)

High schools __ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)__Struggling learners, Students with disabilities_

Costs described below

16.1.3.11 Continue providing CAHSEE Intervention supports at high schools 3.01 FTE, before/after school interventions, tutoring) targeting students with lowest passing rates who are disproportionately low income and English learners.

High schools __ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)__ Other high risk learners _

$279,160 LCFF Supp 1000:$168,374 2000:$1,506 3000:$89,909 4000:$17,420 5000:$1,951

16.1.3.12 Provide services to the infants/toddlers of pregnant, parenting, and married high school students to ensure students remain enrolled in high school and receive parenting education

Encina and San Juan

_ _ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Pregnant/parenting/married students_

$323,189 LCFF Supp 1000:$218,669 3000:$104,520

16.1.3.13 Provide high-interest, engaging summer programs focused on math, science and literacy to targeted students; identify and replicate successful programs

Targeted middle and high school students

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk learners___

$50,000 LCFF Supp 1000:$30,000 2000:$8,000 3000:$5,974 4000:$6,026

16.1.3.14 Provide embedded credit recovery and acceleration opportunities at all high schools through a blended learning model in order to decrease student attrition 16.1.3.15 Integrate blended learning program into regular school

All high schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk learners____

$1,000,000 LCFF Base (SEC) 1000:$226,289 3000:$85,377 4000:$562,184 5000:$126,150 $1,165,897


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program at Encina and San Juan (integration of Advanced Path Academies)

LCFF Supp 1000:$676,873 2000:$126,415 3000:$289,943 5000:$72,666

16.1.3.16 Provide an alternative continuation school through a blended learning program for students in 11th and 12th grades

La Entrada Continuation high school

_ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_At risk learners_______

$491,534 LCFF Base 1000:$229,859 2000:$99,725 3000:$121,616 4000:$4,000 5000:$36,334

GOAL: Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 4: Provide student-driven, engaging and relevant classes and activities on campuses

Related State and/or Local Priorities: 1__ 2__ 3__ 4_x_ 5_x_ 6__ 7_x_ 8__


Identified Need: Enrollment losses and dropout rates at the middle and high school suggest a lack of engagement with schools for some students. This is underscored by survey results and listening circle input which indicates that students continue to lack connection to school and report low levels of motivation and engagement. Research indicates that if students are engaged, learning is relevant, and high expectations are accompanied by a supportive relationship with adults, students will achieve at a greater rate.




1.4.a Attendance: Increase attendance rates for all groups with rates below 95% by 0.2%. 1.4.b Attendance: Reduce percent of students who are chronically absent by 5% for low income, foster youth, and African American students and by 1% for all other groups (to <8% by group) 1.3.d Dropout Rates: Decrease HS dropout rates for all students and for African American, Hispanic, low income, Foster Youth and students with disabilities by 1% to less than 3% [NOTE: Repeated from Goal 1 Focus 3] 1.4.c College Readiness: Establish new baseline for college readiness rates (EAP) as measured by grade 11 Smarter Balanced assessment 1.4.d College Readiness: Increase number of students with a college ready qualifying score on AP/IB exams by 3%. 1.4.e College Readiness: Increase rate of graduates in all groups completing a career technical sequence capstone course by 3% (to 80%). 1.4.f College Readiness: Increase rate of graduates in all groups completing either A-G or a career technical sequence capstone course by 3% (to 80%). 1.4.g Access: Increase rate of middle school African American, Hispanic, English learner, foster youth, and students with disabilities in honors and international baccalaureate classes by 4% 1.4.h Engagement: Decrease dropout rate at middle school by 5% to less than 20 students overall


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1.4.i Basic Services: Maintain a 2-day average for enrollment and scheduling of Foster Youth 1.4.j Basic Services: Reduce average days to complete academic history of Foster Youth




16.1.4.1 Support multiple seasons of middle school sports at all middle schools

Middle schools _x_ ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)___________________

$33,218 LCFF Base (SEC) 1000:$13,500 2000:$13,500 3000:$3,218 5000:$3,000

16.1.4.2 Develop/support arts programs and arts integration at schools with few/no programs who have high densities of targeted students

Targeted schools TBA

__ALL --------------------------------------------------------------------------------- OR: _x _Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Other high risk students____

$75,000 LCFF Supp 1000:$40,000 2000:$10,000 3000:$7,822 4000:$7,178 5000:$10,000

16.1.4.3 Create and approve courses, programs, clubs, and activities that match student interests

All schools _x_ ALL -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$50,000 LCFF Base (SEC) 1000:$45,000 3000:$4,355 4000:$645




16.1.4.4 Middle Schools refine and enhance Honors course development in alignment with CCSS

Middle schools _x_ ALL -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

No additional cost

16.1.4.5 Administer PSAT for all 10th grade students during the school day in order to increase enrollment in advanced coursework for a more diverse student population

High schools _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$50,000 LCFF Supp 5000:$50,000


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16.1.4.6 AP course audit assessment of access, supports, and achievement at final three high schools participated in (total of nine) 16.1.4.7 Increase the number of teachers trained in Advanced Placement in order to increase the number of course offerings 16.1.4.8 Pay for partial AP/IB test fees for students needing assistance to increase testing rates of low income students

High schools _x_ ALL -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

No cost $15,000 LCFF Base 5000:$15,000 $28,000 LCFF Supp 4000:$28,000

16.1.4.9 Increase outreach to middle school students through professional development opportunities for vertical articulation and industry readiness skills between middle grades and high school CTE programs 16.1.4.10 Expand and refine CTE pathways for Introduction Innovation and Design-Advanced Manufacturing (San Juan HS) and Transportation- Automotive Service (Del Campo HS) 16.1.4.11 Improve collaboration and articulation with local agencies and institutes of higher education to increase student career readiness upon completion of high school CTE programs by expanding articulation agreements with post-secondary education.

K8, middle and High schools


$2,378,225 LCFF Base (SEC) 1000:$1,296,451 2000:$204,831 3000:$597,216 4000:$132,032 5000:$147,695 No additional cost No additional cost

16.1.4.12 Improve collaboration with key staff in local agencies and other entities providing care and services to foster youth within the LEA, as well as local community colleges, Regional Occupational Programs, and/or other CTE providers to facilitate high school age foster youths participation in CTE programs

Foster youth high schools

__ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

No additional cost




16.1.4.13 Provide sufficient staff and services to : Implement, evaluate progress, and adjust plan to ensure rapid

Foster Youth – all schools

_ _ALL --------------------------------------------------------------------------------- OR:

$349,899 LCFF Supp $199,493


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enrollment and issuing of full and partial credits. Revise and refine foster youth data policy detailing identification of and access to information about foster youth; Work with comprehensive high schools to ensure foster youth opportunities for 5th year enrollment to complete A-G requirements. Implement and adjust plan to ensure a minimum of 80% of foster youth receive education advisement in 15-16.

__Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Title 1 Part D 1000:$293,107 2000:$57,693 3000:$123,473 4000:$47,440 5000:$27,679

GOAL: Goal 2: Foster respectful, collaborative and reflective school and district cultures that ensure academic success and social/emotional well-being for each student Focus 1: Expand health and social/emotional support services and interventions to students and their families

Related State and/or Local Priorities: 1__ 2__ 3__ 4_x_ 5_x_ 6_x_ 7__ 8__


Identified Need: Attendance and dropout rates continue to be linked to issues beyond the classroom, including physical, mental and social/emotional health. Data (to date) indicates that attendance has declined slightly and that the rates for chronic absences have increased. However in school and home suspension rates have decreased for all groups. In order for students to achieve academically focused support for attendance, social-emotional and behavioral concerns should continue to be refined in a context-specific model.

Goal Applies to: Schools: All

Applicable Pupil Subgroups: As noted



1.4.a Attendance: Increase attendance rates by 0.2% (to >95% by group) (NOTE: Repeated from Goal 1 Focus 4) 1.4.b Attendance: Reduce percent of students who are chronically absent by 5% for low income, foster youth, and African American students and by 1% for all other groups (to <8% by group) (NOTE: Repeated from Goal 1 Focus 4) 2.1.a Academic Performance Index: Monitor academic performance through internal measures until API is available in 2015-16. 2.1.b Climate: Decrease the rate of home/school suspension for African American, Foster Youth and students with disabilities by 5% and all other groups by 2% (to <5% for each group). 2.1.c Climate: Maintain/reduce the rate of expulsion to 0.1% or less for all groups




16.2.1.2 Continue immunization clinic at San Juan Central for income-eligible families

Low income families

__ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners

$31,441 LCFF Supp 1000:$27,208 3000:$3,803


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16.2.1.3 Continue partnership with ELICA’s Health On Wheels, providing healthcare services at targeted high-poverty schools


4000:$430 No additional cost

16.2.1.4 Pilot models of support to address mental health, drug, alcohol, etc. issues with students.

All schools _x_ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners _ _Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_ __

$100,000 LCFF Supp 1000:$65,000 2000:$15,000 3000:$12,445 4000:$7,555

16.2.1.5 Increase and monitor site based attendance incentives for sites to reduce instructional time lost due to office referrals and that increase their student attendance on traditionally high absentee days, and their overall attendance rates from year to year

All schools _x_ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners _ _Foster Youth __Redesignated fluent English proficient __ Other Subgroups:(Specify)___________________

$92,000 LCFF Base (ATT) 4000:$92,000

16.2.1.6 Hire an additional School Community Worker and Intervention Specialist to provide culturally-appropriate support and interventions to the most chronically absent students and their families, focused particularly on homeless students

All schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__Homeless students______

$77,215 LCFF Supp 2000:$52,316 3000:$24,899




16.2.1.7 Expand and Deepen the implementation of research-based school-climate improvement plans (such as PBIS, Restorative Justice ) to improve student behavior and reduce lost instructional time due to misbehavior – Cohort 2

Arlington Heights, Cameron Ranch, Cottage, Coyle, Del Dayo, Dyer-Kelly, Greer, Howe, Northridge, Pasadena, Peck, Pershing, Skycrest, T Kelly, Lichen, Starr King, T


$24,970 LCFF Base $57,030 LCFF Supp $75,000 CEIS 1000:$54,086 2000:$1,044 3000:$6,129 4000:$21,430 5000:$74,311


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Edison, Sierra Oaks, Woodside, Arden, Churchill, Rogers, Sylvan, Encina, Mesa Verde & additional schools TBA

16.2.1.8 Expand PD for school staff and create behavior teams to address alternatives to suspension and early intervention for students who receive multiple days of suspension; participating schools to be identified

Arlington Heights, Cameron Ranch, Cottage, Coyle, Del Dayo, Dyer-Kelly, Greer, Howe, Northridge, Pasadena, Peck, Pershing, Skycrest, T Kelly, Lichen, Starr King, Edison, Sierra Oaks, Woodside, Arden, Churchill, Rogers, Sylvan, Encina, Mesa Verde & additional schools TBA


$370,191 LCFF Base (PPS) 2000:$297,781 3000:$72,410


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16.2.1.9 Pilot and refine research-based and culturally appropriate supports and interventions for students who otherwise would lose class time due to behavior. Identify schools piloting models to determine best practices to be shared across schools.

Schools TBA _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$1,330,753 CEIS 1000:$460,176 2000:$233,023 3000:$273,035 4000:$364,519

16.2.1.10 Increase personnel (beyond staffing standards) providing campus supervision to ensure a safe and collaborative campus climate;



$600,000 LCFF Base 2000:$346,696 3000:$253,304

16.2.1.11 Provide funding and support for schools to develop and/or implement anti-bullying programs at their sites; allocate funds with focus on highest density schools

Schools with highest rates of targeted students


$80,000 LCFF Supp (PPS) 2000:$32,429 3000:$16,989 4000:$30,582

16.2.1.12 Pilot Learning Support Team models that coordinate academic, social-emotional and behavioral support for targeted students; includes 2.0 FTE to be determined

Starr King, Encina, Citrus Heights region

__ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__At risk students_________

$300,000 LCFF Supp 1000:$186,144 3000:$56,254 4000:$57,602

16.2.1.13 Refine and expand a district level intervention model for students with significant behavior concerns that includes school staff, the student, their family and district and community supports


$169,000 CEIS 1000:$62,900 3000:$6,100 5000:$100,000

16.2.1.14 Provide cultural proficiency training sessions for district and school staff that promote resiliency and supportive relationships between staff and students


$150,000 LCFF Supp 1000:$ 80,000 2000:$30,000 3000:$17,793 4000:$10,207 5000:$12,000


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GOAL: Goal 2: Foster respectful, collaborative and reflective school and district cultures that ensure academic success and social/emotional well-being for each student Focus 2: Increase the voice of parents and students to ensure feedback loops on key initiatives and issues

Related State and/or Local Priorities: 1_x_ 2__ 3_x_ 4__ 5__ 6_x_ 7__ 8__


Identified Need: Engagement and dialogue with parents and students has increased and has led to greater engagement for some. Data and input reveal a significant need for communication of available services to parents and students. Barriers still exist for some families to participate and work needs to continue to ensure that the needs of students and parents are being addressed. Engagement and involvement opportunities need to be linked to the successes of students in school.





2.2.a Climate: Increase percent of students, parents and teachers in all groups reporting high levels of student connectedness due to meaningful participation by 2%. 2.2.b Parent/Guardian Involvement: Increase the opportunities of parents/families to provide input to school/district programs by 5% 2.2.c Basic Svc: Maintain 100% Exemplary/Good ratings for facilities in district 2.2.d Parent/Guardian Involvement:: Increase the opportunities for participation of parents/families of low income, Foster Youth and English learners in programs to support student learning by 4 2.2.e Parent/Guardian Involvement: Increase the participation of parents/families of low income, Foster Youth and English learners in programs to support student learning by 10%




16.2.2.1 Continue LCAP PAC meetings to review and refine LCAP plan. 16.2.2.2 Communicate Strategic Plan (values, beliefs, mission) and ensure alignment with LCAP and school plans 16.2.2.3 Expand listening circles involving students , parents/


$5,000 LCFF Supp 1000:$2,700 2000:$500 3000:$431 4000:$1,369 $20,000 LCFF Supp 1000:$5,000 2000:$2,000 3000:$1,141 4000:$2,859 5000:$9,000


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guardians and staff to provide insight, input, and feedback on key initiatives and issues

$25,000 LCFF Supp 1000:$15,000 3000:$2,129 4000:$7,871

16.2.2.4 Expand Parent University to develop parent leaders’ skills to be leaders at the school site level and giving them specific strategies to support their children’s learning at home. Continued emphasis on schools with 50% or more LI students. Expand creating video library of workshops for remote access.

Target schools with 50% or more low income students

__ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$3,000 LCFF Supp 4000:$3,000

16.2.2.5 Pilot expanded parent liaison position in interested high-poverty schools. Training and support offered centrally. Evaluate and refine as needed.



Site funded




16.2.2.6 Increase family engagement, parent education and community outreach opportunities through expansion of Academic Partnerships Conferences to additional schools based on data and stakeholder feedback.

All Schools _ _ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$25,000 LCFF Supp 4000:$12,000 5000:$13,000

16.2.2.7 Continue the development and use of site-based Family Resource Centers. Update and revise the online Family Resource Center based on data and feedback.

All Schools _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$5,000 LCFF Supp 4000:$1,000 5000:$4,000

16.2.2.8 Expand Breaking the Code classes to be offered 3 times per year throughout district, focused on preparing parents of middle and high school students for success in secondary school so that they successfully transition to college and career. Begin to create videos of workshops in major languages so that content can be accessed remotely.

All schools _x_ ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$5,000 LCFF Supp 1000:$1,878 3000:$267 4000:$1,855 5000:$1,000


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16.2.2.9 Expand the Parent Leadership Academy series offered at least two times each year to educate parents district-wide governance issues and prepare parents to have greater voice on district-wide leadership.

All schools _x_ ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$8,000 LCFF Supp 2000:$2,736 3000:$264 4000:$5,000

16.2.2.10 Expand use of Parent Teacher Data Meeting conference model to 5 more schools (10 total) with 50% or more LI student

Elementary schools with 50% or more LI


$20,000 LCFF Supp 1000:$11,385 3000:$1,615 4000:$4,000 5000:$3,000

16.2.2.11 Ensure continued support for family involvement projects, including strategies shown to be effective, which focus on engaging and supporting parents of targeted students

All Schools __ALL ------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Other at risk students______

$152,376 LCFF Supp 1000:$26,275 2000:$71,337 3000:$23,764 4000:$16,000 5000:$15,000




16.2.2.12 Continue Arabic translation service; Assess need for additional translation support and hire as needed 16.2.2.13 Identify schools and recruit families to participate in Adult Education English Learner classes

All schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

100,000 LCFF Supp $29,299 Title III (Immg) 2000:$78,716 3000:$38,480 5000:$12,103 $30,000 LCFF Supp 1000:$16,000 2000:$8,000 3000:$3,989 4000:$2,011

GOAL: Goal 2: Foster respectful, collaborative and reflective school and district cultures that ensure academic success and social/emotional well-being for each student

Related State and/or Local Priorities: 1__ 2__ 3__ 4__ 5__ 6_x_ 7__ 8__


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Focus 3: Improve the collaborative culture throughout the district among staff, students, families, and community


Identified Need: As San Juan continues to grow more diverse, ongoing work is needed to strengthen the culture of San Juan as welcoming, inclusive and supportive of all students, families and staff. Survey data and input from parents, students and staff suggests that more work is needed in this area.



LCAP Year 1: 2015-16 Expected Annual

Measurable Outcomes:

2.3.a Climate: Increase percent of students, parents and teachers in all groups reporting high levels of student connectedness due to high expectations/caring relationships by 2%. 2.3.b Climate: Increase percent of students, staff and parents who indicate that students feel safe at school by 5%




16.2.3.1 Implement a series of agreed upon site leadership team trainings designed to improve the collaborative culture in order to increase student achievement


$100,000 LCFF Supp 1000:$43,790 3000:$6,210 5000:$50,000

16.2.3.2 Institute campus climate assessments and interventions to identify actions and services needed to create greater collaboration, cohesion and healthy school environments at up to 8 schools (4 middle and 4 high schools with high densities of targeted students)

Targeted schools TBA

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Other high risk students_

$144,000 LCFF Supp 5000:$144,000

16.2.3.3 Hire Director of Equity and Student Achievement (Access) to coordinate work of addressing barriers to student achievement, increasing access to high quality and engaging programs, and improving the climate for all students. Hire an Administrative Assistant to support work described above.

All schools _X _ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils __ English Learners __ Foster Youth __Redesignated fluent English proficient __ Other Subgroups:(Specify)_Other struggling learners_

$252,830 LCFF Supp 1000:$150,703 2000:$40,200 3000:$61,927

16.2.3.4 In partnership with community-based organizations, continue and expand culturally proficient workshops that build on the strengths of families and offer strategies to support positive discipline and learning at home (PTA School Smarts Program)


$15,000 LCFF Supp 2000:$2,736 3000:$264 4000:$2,000 5000:$10,000


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COE only: 9__ 10__ Local: Specify Integrated Math 1 by grade 9


Applicable Pupil Subgroups: (as indicated by specific action)



1.1.a Standards: 100% teachers trained in intermediate applications of CCSS, ELD and NGSS as applicable to their grade/content 1.1.b ELA Proficiency Rates (K-2 Text level): Increase percent of students reading at/above grade level by 10% (to at least 90%) 1.1.c ELA Proficiency Rates (K-2 Text level): Increase the percent of students reading at/above to at least 30% at every school 1.1.d ELA Proficiency Rates : Increase percent of students reading at/above grade level as measured by MAP by at least 5% (to >85%) 1.1.e ELA Proficiency Rates (Gr. 10): Increase rate of students scoring proficient on CAHSEE in grade 10 by at least 3% (to >85%) 1.1.f ELA Proficiency Rates : Set new baseline target for CAASPP ELA test 1.1.g EL Development: Increase percent of ELs growing 1+ CELDT level by 3% (to state target) 1.1.h Proficiency on CELDT: Increase rate of students scoring fluent on CELDT by 6% (long term English learners) or 4% (EL) (to state target) 1.1.i EL Reclassification: Increase percent of ELs reclassified by 3% and LTELs by 5% (to 30%) 1.1.j Math Proficiency Rates (K-2): Set baseline levels of performance on targeted assessments 1.1.k Math Proficiency Rates (Gr. 3-9): Increase percent of students proficient in math as measured by MAP by at least 5% (to >85%) 1.1.l Math Proficiency Rates (Gr. 10): Increase rate of students proficient on CAHSEE math in grade 10 by at least 3% (to >85%) 1.1.m Math Proficiency Rates (Gr. 3-8, 11): Set new baseline target for CAASPP Math test 1.1.n Integrated Math by 9: Increase rate of students successfully completing Integrated Math 1 by the end of grade 9 by 8% (African American, English learner, Foster Youth, Students w/Disabilities) to and all other groups by 5% (to >85%) 1.1.o Standards: Increase implementation of Common Core, English Language Development and Next Generation Science standards by 20% 1.1.p Materials: Maintain 100% sufficiency with instructional materials 1.1.q Access: Ensure increased balance of full course of study for all elementary students 1.1.r Qualified Teachers: 5 fewer teachers NOT highly qualified 1.1.s Mis-assigned Teachers: 4 fewer teachers mis-assigned

Actions/Services Scope of Pupils to be served within identified scope of Budgeted


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Service service Expenditures 17.1.1.1 CCSS TK-1 reading instruction to include fluency, phonics, word recognition, phonological awareness, print concepts, a range of reading/text complexity. Additional sites identified in spring of 2017

Arlington Heights, Carmichael, Carriage, Del Paso Manor, Deterding, Dewey, Dyer Kelly, Legette, Oakview, Pershing, Starr King, Twin Lakes, Woodside, & additional sites TBA



17.1.1.2 Develop/support elementary teachers’ instructional practices to ensure all students can actively read text in a manner that promotes a deeper understanding of print as called for in CCSS (Scope TBA)

Arlington Heights, Cameron Ranch, Cowan, Coyle, Del Dayo, Del Paso Manor, Deterding, Dewey, Grand Oaks, Green Oaks, Howe, Legette, Mariemont, Mission, Ottomon, Pershing, Thomas Kelly, Woodside



17.1.1.3 Secondary Comprehensive Literacy-developing, implementing and studying CCSS units of study (60 secondary teachers)


_x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient

$182,800 LCFF Base 1000:$49,000 3000:$4,741 5000:$129,059


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17.1.1.3.a Implement CCSS-aligned English language arts materials in grades 9-12 including appropriate professional learning for teachers, classified instructional support and administrators 17.1.1.4 Continue support for studying, using and evaluating CCSS-aligned history and literacy standards (40 secondary teachers)

__Other Subgroups:(Specify)________________________

$100,159 Title I (PLI) 1000:$71,500 2000:$15,000 3000:$13,659 $35,000 LCFF Base (PLI) 1000:$12,000 3000:$2,464 5000:$20,536




17.1.1.5 Continue Training and supporting teachers/ staff on Guided Language Acquisition Design (GLAD) in support of English learners; provide follow up throughout the year 17.1.1.6 Deepen professional learning for teachers, administrators, instructional-based classified staff and extended day staff on the ELA/ELD framework, ELD standards and effective instructional strategies that support language acquisition

All schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Long Term English Learners

$105,400 LCFF Supp 5000:$105,400 $120,155 LCFF Supp 1000:$78,000 2000:$24,000 3000:$18,155 5000:$21,544

17.1.1.8 Ensure all English learners are receiving Designated and Integrated ELD daily

K8, Middle and High Schools

__ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Long Term English Learners

$1,024,332 LCFF Supp 1000:$731,979 3000:$292,353





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17.1.1.9 Expand and refine implementation of CCSS-aligned mathematics materials with appropriate professional learning support and online resources for parents


$100,000 LCFF Base (PLI) 1000:$67,500 3000:$10,956 5000:$21,544

17.1.1.11 CSUS Math: (20 secondary teachers) Adopt and implement CCSS mathematics curriculum and CCSS-aligned Math courses that integrate STEM learning.



$27,000 LCFF Base (PLI) 1000:$24,620 3000:$2,380




17.1.1.12 Maintain personnel from prior year; revisit adding central support as determined by need 17.1.1.13 Maintain at least 5 Teachers on Special Assignment to provide support to schools in instructional practice, assessment and curriculum aligned to new standards




All schools _ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify) Long Term English Learner______

$369,956 LCFF Supp 1000:$264,621 3000:$105,335

17.1.1.15 CSU English Reading and Writing Course – continue to support instruction of critical high school and middle school CCSS reading/writing standards identified and implement ERWC Senior course in high schools 17.1.1.16 Expand/refine teacher-created/identified supplemental instructional materials housed in Schoology (Learning Management System) with access by all grades and content areas

Middle and high schools All schools

_x _ALL -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$7,000 LCFF Base (PLI) 5000:$7,000 $133,000 LCFF Base (TS) 5000:$133,000


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17.1.1.17 Expand/deepen secondary CCSS Unit planning and Assessment for Learning Training (grades 6-12)



$50,000 LCFF Base (PLI) 1000:$39,200 3000:$3,800 5000:$7,000

17.1.1.18 Develop, expand and calibrate use of common assessments as needed. Identify scope based on prior year work

Elementary schools TBA


$24,372 LCFF Base (AEP) 1000:$18,600 3000:$1,935 4000:$3,837

17.1.1.19 Develop and pilot integrated middle school science lessons/units of study that integrate STEM learning aligned to Common Core/Next Generation Science Standards (NGSS)

Middle and K8 schools


No additional cost






$226,144,892 LCFF Base 1000:$128,688,457 2000:$35,881,785 3000:$61,574,650

17.1.1.22 Peer Assistance and Review/Beginning Teacher Support and Assessment services for teachers 17.1.1.23 Complete training plan for teachers not ‘highly qualified’


$1,008,178 Title II (BTSA) 1000:$754,824 3000:$253,354 $10,000 Title II (HR) 1000:$2,707 2000:$369 3000:$463 4000:$2,811


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17.1.1.24 Support teacher understanding of use of data and evidence to improve student learning

5000:$3,650 No cost

17.1.1.25 Implement a System of Professional Growth designed to foster reflective practitioners, who are continuously improving teacher practice in order to increase student learning. Scope TBA


$500,000 LCFF Base (SEC) 1000:$439,701 3000:$60,299

17.1.1.26 Continue to support personnel from prior year to support, monitor progress and evaluate effectiveness of LCAP actions 17.1.1.27 Continue Principal Network Facilitators to provide professional development and peer support



17.1.1.28 Coaching for literacy and use of data 17.1.1.29 Regular administrator meetings to include analysis of district and school site data to improve student learning for all subgroups 17.1.1.30 Work with all impacted instructional stakeholders collaboratively to identify expected student outcomes and how progress will be measured in order to evaluate initiatives/ programs for effectiveness


No additional cost No additional cost No additional cost

GOAL: Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready.



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Focus 2: Provide school-based and community-based structures and services which supply early intervention for and prevention of learning difficulties





[NOTE: Metrics below are repeated from Goal 1 Focus 1 but apply to Focus 2 as well.] 1.1.b ELA Proficiency Rates (K-2 Text level): Increase percent of students reading at/above grade level by 10% (to at least 90%) 1.1.f ELA Proficiency Rates (Gr. 3-8, 11): Set new baseline target for California Assessment of Student Performance and Progress System (CAASPP) ELA test 1.1.j Math Proficiency Rates (K-2): Set baseline levels of performance on targeted assessments 1.1.m Math Proficiency Rates (Gr. 3-8, 11): Set new baseline target for CAASPP Math test




17.1.2.1 Develop and communicate a coordinated system of highly effective academic and social-emotional interventions for students in TK-12 (multi-tiered system of support )

All schools _ _ALL -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling students______

$100,000 LCFF Supp 1000:$83,202 3000:$11,798 4000:$5,000




$113,837 Title 1 1000:$83,989 3000:$29,848

17.1.2.3 Expand reading interventions shown to be effective as pre-referral actions across elementary schools

High need elementary schools

_ _ALL --------------------------------------------------------------------------------- OR: _x _Low Income pupils _X_English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling readers________

$50,000 LCFF Supp 4000:$50,000


Cameron Ranch, Carmichael, Carriage, Coyle, Cottage, Del

__ALL ------------------------------------------------------------------------------------ OR: _x_ Low Income pupils _x_ English Learners

$74,948 LCFF Supp 1000:$65,634 3000:$9,314


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Paso Manor, Deterding, Grand Oaks, Greer, Howe, Kingswood, Lichen, Mariposa, Northridge, Ottoman, Peck, Pasadena, Skycrest, Starr King, T Kelly, Edison, Whitney, Churchill, Rogers, Sylvan Encina, San Juan

_x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__ Other high risk learners __

17.1.2.5 Expand resources to support student learning before and after school including tutoring, homework help, etc. focused on targeted students upon evaluation of effective models/practices.

All Schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$200,000 LCFF Supp 1000:$100,000 2000:$60,000 3000:$27,078 4000:$12,922

17.1.2.6 Continue 20-day Title I (Grades 1 -3) Summer School Program with Literacy focus; scope and schools TBA 17.1.2.7 Expand educational and engaging summer learning opportunities for targeted students.

Title I Schools Title I Schools

_ _ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$100,000 Title 1 1000:$73,342 2000:$9,726 3000:$12,411 4000:$4,521 $50,000 LCFF Supp 1000:$20,000 2000:$7,000 3000:$4,342 5000:$18,658


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17.1.2.8 20-day Immigrant/ Refugee and English learner Summer School scope TBA

All schools _ _ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Immigrant/Refugee students__


17.1.2.9 Reduce class size to 26:1 in Transitional Kindergarten through grade 2 classes at all schools



$2,883,525 LCFF Base 1000:$2,108,669 3000:$774,856

17.1.2.10 Reduce class size to 24:1 at 2 Title I Schools with specialized programs (1.12 FTE Cottage/Montessori grades 3-5 and 2.24 FTE Edison/Dual Language Immersion grades 3-6)

Cottage and Edison

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$270,824 LCFF Supp 1000:$203,488 3000:$67,336

17.1.2.11 Continue to provide “administrative-instructional/climate support specialist” assigned as needed at highest poverty Title I sites 17.1.2.12 Provide Instructional coaches assigned to all Title I elementary sites

Title 1 schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________



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17.1.2.13 Provide English Learner Instructional Specialists at schools with highest densities of English learners and Bilingual Instructional Specialists to support English learners in classrooms based specified criteria; expand direct services to students based on identified need


_ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__long Term English Learner_____

$3,994,630 LCFF Supp 1000:$2,102,315 2000:$644,079 3000:$1,242,041 4000:$6,195

17.1.2.14 Provide each school site with unduplicated per pupil allocation to be used for site level actions aligned to SPSA and LCAP goals in support of targeted student groups (Total Cost allocation reevaluated each year based on CalPADS enrollment)


$3,062,155 LCFF Supp 1000:$1,134,341 2000:$234,048 3000:$467,058 4000:$983,626 5000:$243,082


Valley Oaks School

_ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$152,073 LCFF Supp 1000:$85,576 2000:$16,597 3000:$41,382 4000:$7,556 5000:$962

GOAL:

Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 3: Provide academic support structures and services which increase rates of students graduating on time and college and career







1.3.a Access: Identify and address issues around access to a comprehensive course of study for all students 1.3.b Graduation Rates: Increase 4-year cohort graduation rates for low income, English learners, foster youth, African American and Hispanic students by 5% and 5-year cohort graduation rates for students with disabilities by 3% (to 95%). 1.3.c College Readiness: Increase rate of graduates in all groups completing A-G by 3% (to 80%). 1.3.d Dropout Rates: Decrease HS dropout rates for all students and for African American, Hispanic, low income, Foster Youth and students with disabilities by 5% to less than 3% 1.3.e Access: Increase percent of high school students taking 1+ honors/IB/AP course in HS by 5% (African American, Hispanic, English learner, low income, foster youth, students with disabilities) and by 2% for other groups 1.3.f Pupil Outcomes: Increase rate of course completion (per grades earned) by 3% (to 95%)


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17.1.3.2 Phase in new graduation requirements for class of 2019 and beyond 17.1.3.3 Maintain reduced class size in 9th grade Integrated Math 1 classes 17.1.3.4 Provide low ratio support classes for identified Integrated Math students

High schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling learners___

No additional cost $400,098 LCFF Base 1000:$286,333 3000:$113,765 $203,359 LCFF Supp 1000:$145,319 3000:$58,040

17.1.3.5 Expand math support models at middle school focused on students below grade level based on results from pilots


$270,000 LCFF Base 1000:$193,759 3000:$76,241

17.1.3.6 Implement/ refine solutions to course and program access barrier and identify student support structures to ensure success once open access is created 17.1.3.7 Evaluate and expand Advancement Via Individual Determination (AVID) (or AVID type program) program to support students first in the family to attend college; focus recruitment on targeted groups




17.1.3.8 Identify current and future practice in support of transient students: evaluate progress and adjust as needed


__ALL ------------------------------------------------------------------------------------ OR: _x_ Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

No additional cost


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17.1.3.9 Implement, evaluate, and adjust guidance plan based on evaluation of needs and successful practices. Examine allocation of school resources; fiscal and human in support of District Guidance Plan 17.1.3.10 Continue prior counseling allocations; add 0.5 FTE counselor at each high school (5.0 new) to better meet the needs of low income, foster youth and English learners. 17.1.3.10.a Provide counselor to work with long term English learners around goal setting and academic planning, and college/career readiness, including working with parents.


_ _ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Long Term English Learner__

No additional cost $1,428,865 LCFF Supp $516,803 Title 1 1000:$1,401,409 3000:$544,259 $110,658 LCFF Supp 1000:$77,282 3000:$33,376




17.1.3.11 Continue providing CAHSEE Intervention supports at high schools (3.01 FTE, before/after school interventions, tutoring) targeting students with lowest passing rates who are disproportionately low income and English learners.

High schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__ Other high risk learners ____

$279,160 LCFF Supp 1000:$168,374 2000:$1,506 3000:$89,909 4000:$17,420 5000:$1,951

17.1.3.12 Continue services to the infants/toddlers of pregnant, parenting, and married high school students to ensure students remain enrolled in high school and receive parenting education

Encina and San Juan

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _X_ Foster Youth __Redesignated fluent English proficient _X_ Other Subgroups:(Specify)_Pregnant/parenting/married students__

$323,189 LCFF Supp 1000:$218,669 3000:$104,520


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17.1.3.13 Provide high-interest, relevant summer programs focused on math, science and literacy to targeted students


_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk learners____

$50,000 LCFF Supp 1000:$30,000 2000:$8,000 3000:$5,974 4000:$6,026

17.1.3.14 Continue embedded credit recovery and acceleration opportunities at all high schools through a blended learning model in order to decrease student attrition and dropout rates; expand size pending analysis of success 17.1.3.15 Refine integrated blended learning program into regular school program at Encina and San Juan (integration of Advanced Path Academies) includes 0.67 TOSA for support

All high schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk learners____

$1,000,000 LCFF Base (SEC) 1000:$226,289 3000:$85,377 4000:$562,184 5000:$126,150 $1,165,897 LCFF Supp 1000:$676,873 2000:$126,415 3000:$289,943 5000:$72,666


La Entrada Continuation HS


$491,534 LCFF Base 1000:$229,859 2000:$99,725 3000:$121,616 4000:$4,000 5000:$36,334







Measurable 1.4.a Attendance: Increase attendance rates for all groups with rates below 95% by 0.2%. 1.4.b Attendance: Reduce percent of students who are chronically absent by 5% for low income, foster youth, and African American students and by 1% for all other groups (to <8% by group)


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Outcomes: 1.3.d Dropout Rates: Decrease HS dropout rates for all students and for African American, Hispanic, low income, Foster Youth and students with disabilities by 5% to less than 3% [NOTE: Repeated from Goal 1 Focus 3] 1.4.d College Readiness: Establish new baseline for college readiness rates (EAP) as measured by grade 11 Smarter Balanced assessment 1.4.g College Readiness: Increase number of students with a college ready qualifying score on AP/IB exams by 3%. 1.4.h College Readiness: Increase rate of graduates in all groups completing a career technical sequence capstone course by 3% (to 80%). 1.4.i College Readiness: Increase rate of graduates in all groups completing either A-G or a career technical sequence capstone course by 3% (to 80%). 1.4.j Access: Increase rate of middle school African American, Hispanic, English learner, foster youth, and students with disabilities in honors and international baccalaureate classes by 4% 1.4.k Engagement: Decrease dropout rate at middle school by 5% to less than 20 students overall 1.4.l Basic Services: Maintain a 2-day average for enrollment and scheduling of Foster Youth 1.4.m Basic Services: Reduce average days to complete academic history of Foster Youth





Middle schools _x_ ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)___________________

$33,218 LCFF Base (SEC) 1000:$13,500 2000:$13,500 3000:$3,218 5000:$3,000

17.1.4.2 Increase/deepen arts programs and arts integration at schools with few/no programs who have high densities of targeted students

Targeted schools

__ALL --------------------------------------------------------------------------------- OR: _X _Low Income pupils _X_ English Learners _X_ Foster Youth _X_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk students____

$75,000 LCFF Supp 1000:$40,000 2000:$10,000 3000:$7,822 4000:$7,178 5000:$10,000

17.1.4.3 Expand/refine courses, programs, clubs, and activities that match student interests


$50,000 LCFF Base (SEC) 1000:$45,000 3000:$4,355 4000:$645





Middle Schools _x_ ALL ---------------------------------------------------------------------------------

No additional cost


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OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________



$50,000 LCFF Supp 5000:$50,000

17.1.4.7 Increase the number of teachers with current training in Advanced Placement in order to increase the number of course offerings based on student interest 17.1.4.8 Pay for partial AP/IB test fees for students needing assistance to increase testing rates of low income students


$15,000 LCFF Base 5000:$15,000 $28,000 LCFF Supp 4000:$28,000






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__ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

No additional cost




17.1.4.13 Provide sufficient staff and resources to: Implement, evaluate progress, and adjust plan to ensure rapid enrollment and issuing of full and partial credits. Developed/approve a policy for awarding credits and AB167/216 eligibility. Develop a partnership with county welfare agencies and placement providers to ensure access to participate in activities. Implement and adjust plan to ensure a minimum of 70% of foster youth receive education advisement in 16-17.

Foster Youth- all schools


$349,899 LCFF Supp $199,493 Title 1 Part D 1000:$293,107 2000:$57,693 3000:$123,473 4000:$47,440 5000:$27,679








1.4.a Attendance: Increase attendance rates by 0.2% (to >95% by group) (NOTE: Repeated from Goal 1 Focus 4) 1.4.b Attendance: Reduce percent of students who are chronically absent by 5% for low income, foster youth, and African American students and by 1% for all other groups (to <8% by group) (NOTE: Repeated from Goal 1 Focus 4) 2.1.a Academic Performance Index: Monitor academic performance through internal measures until API is available in 2015-16. 2.1.b Climate: Decrease the rate of home/school suspension for African American, Foster Youth and students with disabilities by 5% and all other groups by 2% (to <5% for each group). 2.1.c Climate: Maintain/reduce the rate of expulsion to 0.1% or less for all groups

Actions/Services Scope of Pupils to be served within identified scope of Budgeted


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Service service Expenditures 17.2.1.2 Continue immunization clinic at San Juan Central for income-eligible families 17.2.1.3 Continue partnership with ELICA’s Health On Wheels, providing healthcare services at targeted high-poverty schools

Low income families


$31,441 LCFF Supp 1000:$27,208 3000:$3,803 4000:$430 No additional cost

17.2.1.4 Increase personnel and program support to address mental health, drug, alcohol, etc. issues with students based on an evaluation of need and effective models

All schools _X_ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners _ _Foster Youth __Redesignated fluent English proficient __ Other Subgroups:(Specify)_______________

$100,000 LCFF Supp 1000:$65,000 2000:$15,000 3000:$12,445 4000:$7,555

17.2.1.4.a Add staff to support non-academic needs at elementary schools based upon an analysis of best practices and student needs; prioritize schools with high densities of targeted students

Elementary schools

__ALL -------------------------------------------------------------------------------- OR: _x _Low Income pupils _x_ English Learners _x _Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk students__

$300,000 LCFF Supp 1000:$258,109 3000:$41,891


All schools _x_ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners _ _Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_______________

$50,000 LCFF Base (ATT) 4000:$50,000

17.2.1.6 Maintain School Community Worker and Intervention Specialist to provide culturally-appropriate support and interventions to the most chronically absent students and their families; increase based on effectiveness, need and available funds.

All schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__Homeless students___

$161,202 LCFF Supp 2000:$104,632 3000:$56,570





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17.2.1.7 Expand and Deepen the implementation of research-based school-climate improvement plans (such as PBIS, Restorative Justice ) to improve student behavior and reduce lost instructional time due to misbehavior based on results of evaluation of programs

Arlington Heights, Cameron Ranch, Cottage, Coyle, Del Dayo, Dyer-Kelly, Greer, Howe, Northridge, Pasadena, Peck, Pershing, Skycrest, T Kelly, Lichen, Starr King, Edison, Sierra Oaks, Woodside, Arden, Churchill, Rogers, Sylvan, Encina, Mesa Verde & additional schools TBA



17.2.1.8 Expand PD for school staff and create behavior teams to address alternatives to suspension and early intervention for students who receive multiple days of suspension

Arlington Heights, Cameron Ranch, Cottage, Coyle, Del Dayo, Dyer-Kelly, Greer, Howe, Northridge, Pasadena, Peck, Pershing, Skycrest, T Kelly, Lichen, Starr King, Edison, Sierra Oaks,


$370,191 LCFF Base (PPS) 2000:$297,781 3000:$72,410


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Woodside, Arden, Churchill, Rogers, Sylvan, Encina, Mesa Verde & additional schools TBA

17.2.1.9 Refine research-based and culturally appropriate supports and interventions for students who otherwise would lose class time due to behavior.


$1,330,753 CEIS 1000:$460,176 2000:$233,023 3000:$273,035 4000:$364,519

17.2.1.10 Maintain/increase personnel (beyond staffing standards)providing campus supervision to ensure a safe and collaborative campus climate based on need and available funds



$600,000 LCFF Base 2000:$346,696 3000:$253,304

17.2.1.11 Provide funds and support for schools to develop and/or implement anti-bullying programs at their sites; allocate funds with focus on highest density schools



$80,000 LCFF Supp (PPS) 2000:$32,429 3000:$16,989 4000:$30,582

17.2.1.12 Expand Learning Support Team models that coordinate academic, social-emotional and behavioral support for targeted students; based on evaluation of pilots.


__ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__At risk students___

$300,000 LCFF Supp 1000:$186,144 3000:$56,254 4000:$57,602


Targeted school(s)


$169,000 CEIS 1000:$62,900 3000:$6,100 5000:$100,000


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17.2.1.14 Continue cultural responsiveness training sessions for district and school staff that promote resiliency and supportive relationships between staff and students


$150,000 LCFF Supp 1000:$ 80,000 2000:$30,000 3000:$17,793 4000:$10,207 5000:$12,000












17.2.2.1 Continue LCAP PAC meetings to review and refine LCAP plan. 17.2.2.2 Increase alignment between district Strategic Plan , LCAP and school site plans


$5,000 LCFF Supp 1000:$2,700 2000:$500 3000:$431 4000:$1,369 $20,000 LCFF Supp 1000:$5,000 2000:$2,000 3000:$1,141


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17.2.2.3 Expand listening circles involving students, parents and staff to provide insight, input, and feedback on key initiatives and issues

4000:$2,859 5000:$9,000 $25,000 LCFF Supp 1000:$15,000 3000:$2,129 4000:$7,871



__ALL --------------------------------------------------------------------------------- OR: _x_Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$3,000 LCFF Supp 4000:$3,000

17.2.2.5 Continue to expanded parent liaison position in interested high-poverty schools. Training and support offered centrally. Evaluate and refine as needed.



Site funded





All Schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$25,000 LCFF Supp 4000:$12,000 5000:$13,000


All Schools _x _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$5,000 LCFF Supp 4000:$1,000 5000:$4,000


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17.2.2.8 Expand Breaking the Code classes to be offered 3 times per year throughout district, focused on preparing parents of middle and high school students for success in secondary school so that they successfully transition to college and career. Expand videos of workshops in major languages so that content can be accessed remotely.

All schools _x_ ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$5,000 LCFF Supp 1000:$1,878 3000:$267 4000:$1,855 5000:$1,000


All schools _x_ ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$8,000 LCFF Supp 2000:$2,736 3000:$264 4000:$5,000

17.2.2.10 Expand use of Parent Teacher Data Meeting conference model to additional schools with 50% or more LI student



$25,000 LCFF Supp 1000:$15,687 3000:$2,313 4000:$4,000 5000:$3,000

17.2.2.11 Ensure continued support for family involvement projects, including strategies shown to be effective, which focus on engaging and supporting parents of targeted students.

All Schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other at risk students__

$152,376 LCFF Supp 1000:$26,275 2000:$71,337 3000:$23,764 4000:$16,000 5000:$15,000




17.2.2.12 Continue translation services as needed; Assess need for additional translation support and hire as needed 17.2.2.13 Identify schools and recruit families to participate in Adult Education English Learner classes (2 15 hr/wk classes)


100,000 LCFF Supp $29,299 Title III (Immg) 2000:$78,716 3000:$38,480 5000:$12,103 $30,000 LCFF Supp


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1000:$16,000 2000:$8,000 3000:$3,989 4000:$2,011

GOAL: Goal 2: Foster respectful, collaborative and reflective school and district cultures that ensure academic success and social/emotional well-being for each student Focus 3: Improve the collaborative culture throughout the district among staff, students, families, and community













$100,000 LCFF Supp 1000:$43,790 3000:$6,210 5000:$50,000

17.2.3.2 Expand campus climate assessments and interventions to identify actions and services needed to create greater collaboration, cohesion and healthy school environments based on effectiveness in prior year

Targeted schools

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk students

$144,000 LCFF Supp 5000:$144,000

17.2.3.3 Continue Director of Equity and Student Achievement and administrative assistant, strengthening on work of addressing barriers to student achievement, increasing access to high quality and engaging programs, and improving the climate for all students.

All schools x_ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils __ English Learners __ Foster Youth __Redesignated fluent English proficient __ Other Subgroups:(Specify)__ _

252,830 LCFF Supp 1000:$150,703 2000:$40,200 3000:$61,927


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$15,000 LCFF Supp 2000:$2,736 3000:$264 4000:$2,000 5000:$10,000


Related State and/or Local Priorities: 1_x_ 2_x_ 3__ 4_x_ 5_x_ 6__ 7_x_ 8_x_

COE only: 9__ 10__ Local: Specify Integrated Math 1 by grade 9___


Applicable Pupil Subgroups: (as indicated by specific action)



1.1.a Standards: 100% teachers trained in applications of CCSS, ELD and NGSS as applicable to their grade/content 1.1.b ELA Proficiency Rates (K-2 Text level): Increase percent of students reading at/above grade level by 10% (to at least 90%) 1.1.c ELA Proficiency Rates (K-2 Text level): Increase the percent of students reading at/above to at least 35% at every school 1.1.d ELA Proficiency Rates : Increase percent of students reading at/above grade level as measured by MAP by at least 5% (to >85%) 1.1.e ELA Proficiency Rates (Gr. 10): Increase rate of students scoring proficient on CAHSEE in grade 10 by at least 3% (to >85%) 1.1.f ELA Proficiency Rates : Pending 14-15 baseline 1.1.g EL Development: Increase percent of ELs growing 1+ CELDT level by 5% (to state target) 1.1.h Proficiency on CELDT: Increase rate of students scoring fluent on CELDT by 6% (long term English learners) or 4% (EL) (to state target) 1.1.i EL Reclassification: Increase percent of ELs reclassified by 4% and LTELs by 6% (to 30%) 1.1.j Math Proficiency Rates (K-2): Pending 2015-16 baseline 1.1.k Math Proficiency Rates (Gr. 3-9): Increase percent of students proficient in math as measured by MAP by at least 5% (to >85%) 1.1.l Math Proficiency Rates (Gr. 10): Increase rate of students proficient on CAHSEE math in grade 10 by at least 3% (to >85%) 1.1.m Math Proficiency Rates (Gr. 3-8, 11): Pending 2014-15 baseline 1.1.n Integrated Math by 9: Increase rate of students successfully completing Integrated Math 1 by the end of grade 9 by 10% (African American, English learner, Foster Youth, Students w/Disabilities) to and all other groups by 7 (to >85%) 1.1.o Standards: Increase implementation of Common Core, English Language Development and Next Generation Science standards to 100% 1.1.p Materials: Maintain 100% sufficiency with instructional materials 1.1.q Access: Ensure increased balance of full course of study for all elementary students 1.1.r Qualified Teachers: 5 fewer teachers NOT highly qualified 1.1.s Mis-assigned Teachers: 4 fewer teachers mis-assigned





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18.1.1.1 CCSS TK-1 reading instruction to include fluency, phonics, word recognition, phonological awareness, print concepts, a range of reading/text complexity (Scope TBA)

Voluntary Elementary Sites



18.1.1.2 Develop/support elementary teachers’ instructional practices to ensure all students can actively read text in a manner that promotes a deeper understanding of print as called for in CCSS (Scope TBA)

Arlington Heights, Cameron Ranch, Cowan, Coyle, Del Dayo, Del Paso Manor, Deterding, Dewey, Grand Oaks, Green Oaks, Howe, Legette, Mariemont, Mission, Ottomon, Pershing, T Kelly, Woodside



18.1.1.2.a Implement CCSS-aligned English language arts materials grades TK-8


$100,159 Title I (PLI) 1000:$71,500 2000:$15,000 3000:$13,659

18.1.1.3 Secondary Comprehensive Literacy-developing, implementing and studying CCSS units of study (60 secondary teachers) 18.1.1.3.a Deepen implementation of CCSS-aligned English language arts materials in grades 9-12 with appropriate



$182,800 LCFF Base 1000:$49,000 3000:$4,741 5000:$129,059 $50,000 Title 1 (PLI)


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professional development 18.1.1.4 Continue support for studying, using and evaluating CCSS-aligned history and literacy standards (40 secondary teachers) 18.1.1.4.a Develop CCSS-aligned expository reading and writing skills and practices of science teachers (6-12)

1000:$43,700 3000:$6,300 $35,000 LCFF Base (PLI) 1000:$12,000 3000:$2,464 5000:$20,536 $82,354 Title 1 (PLI) 1000:$72,000 3000:$10,354




18.1.1.5 Continue training and supporting teachers/staff on Guided Language Acquisition Design (GLAD) in support of English learners as needed; provide follow up throughout the year 18.1.1.6 Deepen professional learning for teachers, administrators, instructional-based classified staff and extended day staff on the ELA/ELD framework, ELD standards and effective instructional strategies that support language acquisition

All schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Long Term English Learners

$105,400 LCFF Supp 5000:$105,400 $120,155 LCFF Supp 1000:$78,000 2000:$24,000 3000:$18,155 5000:$21,544

18.1.1.8 Ensure all English learners are receiving Designated ELD and Integrated daily

All Schools __ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)Long Term English Learners

$1,024,332 LCFF Supp 1000:$731,979 3000:$292,353




18.1.1.9 Deepen implementation of CCSS-aligned mathematics materials with professional learning guided by student outcomes and teacher feedback and online parent support materials

All schools _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners

$100,000 LCFF Base (PLI) 1000:$67,500 3000:$10,956


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5000:$21,544




18.1.1.12 Maintain personnel from prior year; revisit additional central staff based on an analysis of need 18.1.1.13 Maintain at least 5 Teachers on Special Assignment to provide support to schools in instructional practice, assessment and curriculum aligned to new standards




All schools _ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Long Term English Learner____

$369,956 LCFF Supp 1000:$264,621 3000:$105,335

18.1.1.15 CSU English Reading and Writing Course – continue to support instruction of critical high school and middle school CCSS reading/writing standards identified and implement ERWC Senior course in high schools



$7,000 LCFF Base (PLI) 5000:$7,000

18.1.1.16 Expand/refine teacher-created/identified supplemental instructional materials housed in Schoology (Learning Management System) with access by all grades and content areas


$133,000 LCFF Base (TS) 5000:$133,000

18.1.1.17 Deepen secondary CCSS Unit planning and Assessment for Learning Training (grades 6-12)

All middle and high schools


$50,000 LCFF Base (PLI) 1000:$39,200 3000:$3,800 5000:$7,000


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18.1.1.18 Refine and calibrate use of common assessments as guided by prior work (Scope TBA)

Elementary schools


$24,372 LCFF Base (AEP) 1000:$18,600 3000:$1,935 4000:$3,837

18.1.1.19 Pilot middle school science courses according to agreed upon model that integrate STEM learning aligned to Common Core/Next Generation Science Standards (NGSS)

Middle/ K8 schools


No additional cost






$226,144,892 LCFF Base 1000:$128,688,457 2000:$35,881,785 3000:$61,574,650

18.1.1.22 Peer Assistance and Review/Beginning Teacher Support and Assessment services for teachers 18.1.1.23 Complete training plan for teachers not ‘highly qualified’ 18.1.1.24 Support teacher understanding of use of data and evidence to improve student learning


$1,008,178 Title II (BTSA) 1000:$754,824 3000:$253,354 $10,000 Title II (HR) 1000:$2,707 2000:$369 3000:$463 4000:$2,811 5000:$3,650 No cost


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18.1.1.25 Implement a System of Professional Growth designed to foster reflective practitioners, who are continuously improving teacher practice in order to increase student learning

TBA _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$500,000 LCFF Base (SEC) 1000:$439,701 3000:$60,299

18.1.1.26 Continue to provide central staff who support, monitoring and evaluation of LCAP actions, services by monitoring progress and effectiveness through additional support personnel 18.1.1.27 Continue Principal Network Facilitators to provide professional development and peer support



18.1.1.28 Coaching for literacy and use of data 18.1.1.29 Regular administrator meetings to include analysis of district and school site data to improve student learning for all subgroups 18.1.1.30 Work with all impacted instructional stakeholders collaboratively to identify expected student outcomes and how progress will be measured in order to evaluate initiatives/ programs for effectiveness


No additional cost No additional cost No additional cost

GOAL: Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 2: Provide school-based and community-based structures and services which supply early intervention for and prevention of learning difficulties







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[NOTE: Metrics below are repeated from Goal 1 Focus 1 but apply to Focus 2 as well.] 1.1.b ELA Proficiency Rates (K-2 Text level): Increase percent of students reading at/above grade level by 10% (to at least 90%) 1.1.f ELA Proficiency Rates (Gr. 3-8, 11): Pending 2014-15 baseline 1.1.j Math Proficiency Rates (K-2): Pending 2015-16 baseline 1.1.m Math Proficiency Rates (Gr. 3-8, 11): Pending 2014-15 baseline




18.1.2.1 Deepen and refine a coordinated system of highly effective academic and social-emotional interventions for students in TK-12 (multi-tiered system of support ) based on evidence of effectiveness

All schools __ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)__Struggling Students__

$100,000 LCFF Supp 1000:$83,202 3000:$11,798 4000:$5,000




$113,837 Title 1 1000:$83,989 3000:$29,848

18.1.2.3 Expand reading interventions shown to be effective as pre-referral actions across elementary schools

Elementary _ _ALL --------------------------------------------------------------------------------- OR: _x _Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling readers______

$50,000 LCFF Supp 4000:$50,000


Targeted sites __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify) Other high risk learners _

$74,948 LCFF Supp 1000:$65,634 3000:$9,314


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18.1.2.5 Expand resources to support student learning before and after school including tutoring, homework help, etc. focused on targeted students upon evaluation of effective models/practices.

All Schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$200,000 LCFF Supp 1000:$100,000 2000:$60,000 3000:$27,078 4000:$12,922

18.1.2.6 Continue 20-day Title I (Grades 1 -3) Summer School Program with Literacy focus; scope and schools TBA 18.1.2.7 Expand educational and engaging summer learning opportunities for targeted students.

Low income students

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$100,000 Title 1 1000:$73,342 2000:$9,726 3000:$12,411 4000:$4,521 $50,000 LCFF Supp 1000:$20,000 2000:$7,000 3000:$4,342 5000:$18,658

18.1.2.8 20-day Immigrant/ Refugee and English learner Summer School

All schools _ _ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Immigrant/Refugee students__


18.1.2.9 Reduce class size to 26:1 in Transitional Kindergarten through grade 3 classes at all schools



$2,883,525 LCFF Base 1000:$2,108,669 3000:$774,856


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18.1.2.10 Reduce class size to 24:1 at 2 Title I Schools with specialized programs (1.12 FTE Cottage/Montessori grade 4-5 and 2.24 FTE Edison/Dual Language Immersion grades 4-7)

Cottage, Edison _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$270,824 LCFF Supp 1000:$203,488 3000:$67,336

18.1.2.11 Continue to provide “administrative-instructional/climate support specialist” assigned as needed to highest poverty Title I sites 18.1.2.12 Provide Instructional coaches assigned to all Title I elementary sites

Title 1 schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth _ _Redesignated fluent English proficient __Other Subgroups:(Specify)________________________


18.1.2.13 Provide English Learner Instructional Specialists at schools with highest densities of English learners and Bilingual Instructional Specialists to support English learners in classrooms based specified criteria; expand services to students based on identified need


_ _ALL --------------------------------------------------------------------------------- OR: __Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__Long Term English Learner____

$4,449,595 LCFF Supp 1000:$2,102,315 2000:$897,779 3000:$1,443,306 4000:$6,195

18.1.2.14 Provide each school site with unduplicated per pupil allocation to be used for site level actions aligned to SPSA and LCAP goals in support of targeted student groups (Total Cost and allocation reevaluated each year based on CalPADS enrollment)


$3,062,155 LCFF Supp 1000:$1,134,341 2000:$234,048 3000:$467,058 4000:$983,626 5000:$243,082


Valley Oaks School


$152,073 LCFF Supp 1000:$85,576 2000:$16,597 3000:$41,382 4000:$7,556 5000:$962


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GOAL: Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 3: Provide academic support structures and services which increase rates of students graduating on time and college and career







1.3.a Access: Identify and address issues around access to a comprehensive course of study for all students 1.3.b Graduation Rates: Increase 4-year cohort graduation rates for low income, English learners, foster youth, African American and Hispanic students by 8% and 5-year cohort graduation rates for students with disabilities by 3% (to 95%). 1.3.c College Readiness: Increase rate of graduates in all groups completing A-G by 8% (to 80%). 1.3.d Dropout Rates: Decrease HS dropout rates for all students and for African American, Hispanic, low income, Foster Youth and students with disabilities by 8% to less than 3% 1.3.e Access: Increase percent of high school students taking 1+ honors/IB/AP course in HS by 10% (African American, Hispanic, English learner, low income, foster youth, students with disabilities) and by 6% for other groups 1.3.f Pupil Outcomes: Increase rate of course completion (per grades earned) by 3% (to 95%)




18.1.3.2 Phase in new graduation requirements for class of 2019 and beyond 18.1.3.3 Continue reduced class size in 9th grade Integrated Math 1 classes 18.1.3.4 Provide low ratio support classes for identified Integrated Math students


__ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Struggling learners___

No additional cost $400,098 LCFF Base 1000:$286,333 3000:$113,765 $203,359 LCFF Supp 1000:$145,319 3000:$58,040

18.1.3.5 Expand math support models at middle school focused on students below grade level based on results from pilots


$270,000 LCFF Base 1000:$193,759 3000:$76,241


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18.1.3.6 Implement/ refine solutions to course and program access barriers and identify student support structures to ensure success once open access is created 18.1.3.7 Evaluate and expand Advancement Via Individual Determination (AVID) (or AVID type program) program to support students first in the family to attend college; focus recruitment on targeted groups.


__ALL ------------------------------------------------------------------------------------ OR: _x_ Low Income pupils _x_ English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________


18.1.3.8 Refine practices in support of transient students: Implement, evaluate and adjust as needed



No additional cost

18.1.3.9 Implement, evaluate, and adjust guidance plan based on evaluation of needs and successful practices. Examine allocation of school resources; fiscal and human in support of District Guidance Plan 18.1.3.10 Continue prior counseling allocations; adjust as needed to meet needs of targeted populations 18.1.3.10.a Provide counselor to work with long term English learners around goal setting and academic planning, and college/career readiness, including working with parents.


_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Long Term English Learner__

No additional cost $1,873,902 LCFF Supp $516,803 Title 1 1000:$1,689,855 3000:$700,850 $110,658 LCFF Supp 1000:$77,282 3000:$33,376


Pupils to be served within identified scope of service Budgeted Expenditures


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18.1.3.11 Continue providing CAHSEE Intervention supports at high schools (3.01 FTE, before/after school interventions, tutoring) targeting students with lowest passing rates who are disproportionately low income and English learners.

High schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)__ Other high risk learners

$279,160 LCFF Supp 1000:$168,374 2000:$1,506 3000:$89,909 4000:$17,420 5000:$1,951

18.1.3.12 Provide services to the infants/toddlers of pregnant, parenting, and married high school students to ensure students remain enrolled in high school and receive parenting education

Encina San Juan

_ _ALL -------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify) Pregnant/parenting/married students

$323,189 LCFF Supp 1000:$218,669 3000:$104,520

18.1.3.13 Expand high-interest summer programs focused on math, science and literacy to targeted students


_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk learners

$50,000 LCFF Supp 1000:$30,000 2000:$8,000 3000:$5,974 4000:$6,026

18.1.3.14 Expand/refine embedded credit recovery and acceleration opportunities at all high schools through a blended learning model in order to decrease student attrition 18.1.3.15 Refine integration of blended learning program into comprehensive school program at Encina and San Juan Academies

All high schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk learners

$1,000,000 LCFF Base (SEC) 1000:$226,289 3000:$85,377 4000:$562,184 5000:$126,150 $1,165,897 LCFF Supp 1000:$676,873 2000:$126,415 3000:$289,943 5000:$72,666


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La Entrada Continuation HS


$491,534 LCFF Base 1000:$229,859 2000:$99,725 3000:$121,616 4000:$4,000 5000:$36,334








1.4.a Attendance: Increase attendance rates for all groups with rates below 96% by 0.2%. 1.4.b Attendance: Reduce percent of students who are chronically absent by 8% for low income, foster youth, and African American students and by 2% for all other groups (to <8% by group) 1.3.d Dropout Rates: Decrease HS dropout rates for all students and for African American, Hispanic, low income, Foster Youth and students with disabilities by 8% to less than 3% [NOTE: Repeated from Goal 1 Focus 3] 1.4.d College Readiness: Pending 2014-15 baseline 1.4.g College Readiness: Increase number of students with a college ready qualifying score on AP/IB exams by 7%. 1.4.h College Readiness: Increase rate of graduates in all groups completing a career technical sequence capstone course by 5% (to 80%). 1.4.i College Readiness: Increase rate of graduates in all groups completing either A-G or a career technical sequence capstone course by 3% (to 80%). 1.4.j Access: Increase rate of middle school African American, Hispanic, English learner, foster youth, and students with disabilities in honors and international baccalaureate classes by 6% 1.4.k Engagement: Decrease number of dropouts at middle school by 5 to less than 20 students overall 1.4.l Basic Services: Maintain a 2-day average for enrollment and scheduling of Foster Youth 1.4.m Basic Services: Reduce average days to complete academic history of Foster Youth





Middle schools _x_ ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient

$33,218 LCFF Base (SEC) 1000:$13,500 2000:$13,500 3000:$3,218


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__Other Subgroups:(Specify)___________________ 5000:$3,000 18.1.4.2 Increase/deepen arts programs and arts integration at schools with few/no programs who have high densities of targeted students

Targeted schools

__ALL -------------------------------------------------------------------------------- OR: _x _Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Other high risk students____

$75,000 LCFF Supp 1000:$40,000 2000:$10,000 3000:$7,822 4000:$7,178 5000:$10,000

18.1.4.3 Expand/refine courses, programs, clubs, and activities that match student interests


$50,000 LCFF Base (SEC) 1000:$45,000 3000:$4,355 4000:$645

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted Expenditures


Middle Schools _x_ ALL -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

No additional cost



$50,000 LCFF Supp 5000:$50,000

18.1.4.7 Increase the number of teachers with current training in Advanced Placement in order to increase the number of course offerings based on student interest 18.1.4.8 Pay for partial AP/IB test fees for students needing assistance to increase testing rates of low income students


$15,000 LCFF Base 5000:$15,000 $28,000 LCFF Supp 4000:$28,000


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__ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners _x_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

No additional cost




18.1.4.13 Provide sufficient staff and resources to: Implement, evaluate progress, and adjust plan to ensure rapid enrollment and issuing of full and partial credits. Implement policy for awarding credits and AB167/216 eligibility. Implement a partnership with county welfare agencies and placement providers to ensure access to participate in activities. Implement and adjust plan to ensure a minimum of 90% of foster youth receive education advisement in 17-18

Foster Youth – all schools


$349,899 LCFF Supp $199,493 Title 1 Part D 1000:$293,107 2000:$57,693 3000:$123,473 4000:$47,440 5000:$27,679


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1.4.a Attendance: Increase attendance rates by 0.5% (to >96% by group) (NOTE: Repeated from Goal 1 Focus 4) 1.4.b Attendance: Reduce percent of students who are chronically absent by 5% for low income, foster youth, and African American students and by 1% for all other groups (to <8% by group) (NOTE: Repeated from Goal 1 Focus 4) 2.1.a Academic Performance Index: Monitor academic performance through internal measures until API is available 2.1.b Climate: Decrease the rate of home/school suspension for African American, Foster Youth and students with disabilities by 5% and all other groups by 3% (to <5% for each group). 2.1.c Climate: Maintain/reduce the rate of expulsion to 0.1% or less for all groups




18.2.1.2 Continue immunization clinic at San Juan Central for income-eligible families 18.2.1.3 Continue partnership with ELICA’s Health On Wheels, providing healthcare services at targeted high-poverty schools

Low income families


$31,441 LCFF Supp 1000:$27,208 3000:$3,803 4000:$430 No additional cost

18.2.1.4 Expand/refine supports to address mental health, drug, alcohol, etc. issues with students based on an evaluation of need and effective models

All schools _x_ALL -------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners _ _Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_Other high risk students

$100,000 LCFF Supp 1000:$65,000 2000:$15,000 3000:$12,445 4000:$7,555


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18.2.1.4.a Add staff to support non-academic needs at elementary schools based upon an analysis of best practices and student needs; prioritize based on highest density of targeted students

High poverty elementary schools

__ALL --------------------------------------------------------------------------------- OR: _x _Low Income pupils _x_ English Learners _x _Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk students__

$300,000 LCFF Supp 1000:$258,109 3000:$41,891


All schools _x_ ALL --------------------------------------------------------------------------------- OR: _ _Low Income pupils __English Learners _ _Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_Other high risk students___

$50,000 LCFF Base (ATT) 4000:$50,000

18.2.1.6 Maintain School Community Worker and Intervention Specialist to provide culturally-appropriate support and interventions to the most chronically absent students and their families; increase based on effectiveness, need and available funds.

All schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__Homeless students_____

$248,813 LCFF Supp 2000:$156,948 3000:$91,865




18.2.1.7 Expand and Deepen the implementation of research-based school-climate improvement plans (such as PBIS, Restorative Justice ) to improve student behavior and reduce lost instructional time due to misbehavior based on results of evaluation of programs

Arlington Heights, Cameron Ranch, Cottage, Coyle, Del Dayo, Dyer-Kelly, Greer, Howe, Northridge, Pasadena, Peck, Pershing, Skycrest, T Kelly, Lichen, Starr King, Edison, Sierra Oaks, Woodside, Arden,




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Churchill, Rogers, Sylvan, Encina, Mesa Verde & additional schools TBA

18.2.1.8 Expand PD for school staff and create behavior teams to address alternatives to suspension and early intervention for students who receive multiple days of suspension

Arlington Heights, Cameron Ranch, Cottage, Coyle, Del Dayo, Dyer-Kelly, Greer, Howe, Northridge, Pasadena, Peck, Pershing, Skycrest, T Kelly, Lichen, Starr King, T Edison, Sierra Oaks, Woodside, Arden, Churchill, Rogers, Sylvan, Encina, Mesa Verde & additional schools TBA


$370,191 LCFF Base (PPS) 2000:$297,781 3000:$72,410

18.2.1.9 Refine research-based and culturally appropriate supports and interventions for students who otherwise would lose class time due to behavior.

Targeted schools


$1,330,753 CEIS 1000:$460,176 2000:$233,023 3000:$273,035 4000:$364,519


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18.2.1.10 Maintain/increase personnel providing campus supervision to ensure a safe and collaborative campus climate based on need and available funds



$600,000 LCFF Base 2000:$346,696 3000:$253,304

18.2.1.11 Provide funds and support for schools to develop and/or implement anti-bullying programs at their sites; allocate funds with focus on highest density schools



$80,000 LCFF Supp (PPS) 2000:$32,429 3000:$16,989 4000:$30,582

18.2.1.12 Expand Learning Support Team models that coordinate academic, social-emotional and behavioral support for targeted students; based on evaluation of pilots.


__ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)__At risk students________

$300,000 LCFF Supp 1000:$186,144 3000:$56,254 4000:$57,602


Targeted school(s)


$169,000 CEIS 1000:$62,900 3000:$6,100 5000:$100,000

18.2.1.14 Continue cultural responsiveness training sessions for district and school staff that promote resiliency and supportive relationships between staff and students


$150,000 LCFF Supp 1000:$ 80,000 2000:$30,000 3000:$17,793 4000:$10,207 5000:$12,000






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18.2.2.1 Continue LCAP PAC meetings to review and refine LCAP plan. 18.2.2.2 Ensure alignment of district Strategic Plan, LCAP and school site plans 18.2.2.3 Expand listening circles involving students and adults to provide insight, input, and feedback on key initiatives and issues


$5,000 LCFF Supp 1000:$2,700 2000:$500 3000:$431 4000:$1,369 $20,000 LCFF Supp 1000:$5,000 2000:$2,000 3000:$1,141 4000:$2,859 5000:$9,000 $25,000 LCFF Supp 1000:$15,000 3000:$2,129 4000:$7,871


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$3,000 LCFF Supp 4000:$3,000

18.2.2.5 Pilot expanded parent liaison position in interested high-poverty schools. Training and support offered centrally. Evaluate and refine as needed.



Site funded





All Schools _ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$25,000 LCFF Supp 4000:$12,000 5000:$13,000


All Schools _x_ ALL --------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$5,000 LCFF Supp 4000:$1,000 5000:$4,000

18.2.2.8 Expand Breaking the Code classes to be offered 3 times per year throughout district, focused on preparing parents of middle and high school students for success in secondary school so that they successfully transition to college and career. Expand videos of workshops in major languages so that content can be accessed remotely.

All schools _x_ ALL -------------------------------------------------------------------------------- OR: __ Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$5,000 LCFF Supp 1000:$1,878 3000:$267 4000:$1,855 5000:$1,000


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All schools _x_ ALL -------------------------------------------------------------------------------- OR: __ Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$8,000 LCFF Supp 2000:$2,736 3000:$264 4000:$5,000

18.2.2.10 Expand use of Parent Teacher Data Meeting conference model to additional schools with 50% or more LI student



$25,000 LCFF Supp 1000:$15,687 3000:$2,313 4000:$4,000 5000:$3,000

18.2.2.11 Ensure continued support for family involvement projects, including strategies shown to be effective, which focus on engaging and supporting parents of targeted students.

All Schools __ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth __Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other at risk students___

$152,376 LCFF Supp 1000:$26,275 2000:$71,337 3000:$23,764 4000:$16,000 5000:$15,000




18.2.2.12 Continue identified translation services; Assess need for additional translation support and hire as needed 18.2.2.13 Identify schools and recruit families to participate in Adult Education English Learner classes (2 15 hr/wk classes)


100,000 LCFF Supp $29,299 Title III (Immg) 2000:$78,716 3000:$38,480 5000:$12,103 $30,000 LCFF Supp 1000:$16,000 2000:$8,000 3000:$3,989 4000:$2,011

GOAL: Goal 2: Foster respectful, collaborative and reflective school and district cultures that ensure academic success and social/emotional well-being for each student



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Focus 3: Improve the collaborative culture throughout the district among staff, students, families, and community












$100,000 LCFF Supp 1000:$43,790 3000:$6,210 5000:$50,000

18.2.3.2 Expand campus climate assessments and interventions to identify actions and services needed to create greater collaboration, cohesion and healthy school environments based on effectiveness in prior year

Targeted schools

_ _ALL --------------------------------------------------------------------------------- OR: _x_ Low Income pupils _x_ English Learners _x_ Foster Youth _x_Redesignated fluent English proficient _x_ Other Subgroups:(Specify)_Other high risk students

$144,000 LCFF Supp 5000:$144,000

18.2.3.3 Continue staff to strengthen the work of addressing barriers to student achievement, increasing access to high quality and engaging programs, and improving the climate for all students.

All schools _x_ALL --------------------------------------------------------------------------------- OR: __ Low Income pupils __ English Learners __ Foster Youth __Redesignated fluent English proficient __ Other Subgroups:(Specify)__ ___

252,830 LCFF Supp 1000:$150,703 2000:$40,200 3000:$61,927



$15,000 LCFF Supp 2000:$2,736 3000:$264 4000:$2,000 5000:$10,000


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Annual Update

Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.

Guiding Questions:

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not

limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving

the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making

progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?


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Annual Update

Original GOAL from prior year

LCAP:

Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready

Related State and/or Local Priorities: 1_X_ 2_X_ 3__ 4_X_ 5_X_ 6__ 7_X_

8_X_ COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: ALL Applicable Pupil Subgroups: ALL

Expected Annual


Student Achievement A) Increase percent of K-2 students reading at/ above grade level by 5% (to 90%). B) Increase percent of grade 3-11 students at/above grade level in English-language arts by 3% (to >85%) C) Increase percent of grade 3-11 students at/above grade level in mathematics by 3% (to >85%) D) Increase percent of students completing Algebra 1 by grade 9 by 5% for targeted groups and by 3% for all other groups (to >85%) E) Increase percent of English Learner (EL) students growing 1+ California English Language development Test (CELDT) levels by 2% F) Increase percent of EL students reaching fluency on CELDT by 2% (4% for LTELS) G) Increase percent of EL students redesignation as English fluent by 2% (4% for Long Term English Learner Student (LTELS)) H) API: Report when available I) Identify and pilot Common Core State Standards (CCSS)-aligned math assessment for K-2

Actual Annual Measurable Outcomes:

A) At the end of the 2nd trimester, the district increased by 2.6%. All groups have increased percentage of students, but only Foster Youth and Special Education groups have met the target to date. B) Based on the spring MAP assessment given in March, the district decreased by 4.3%. All groups dropped below their 13-14 baseline rates. On grade 10 CAHSEE (through February testing district increased by 2.5%. Only Hispanic and African American groups met their target to date. C) Based on the spring MAP assessment given in March, the district decreased by 7.1%. All of the groups dropped below their 13-14 baseline rates except for low income students and Foster Youth. On grade 10 CAHSEE the district decreased by 3.1% (as of February testing). All groups dropped below their 13-14 baseline percent. D) Data will be available in June 2015. E) The percentage was 52.1% compared to 52.6% in the 13-14 school year. F) The percentage was 17.5% compared to 17.8% in 13-14. For LTEL the percentage was 43.2% in 14-15 compared to 44.6% in 13-14. G) Data will be available in June 2015.


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Student Achievement: College Readiness J) Increase number of students with a qualifying Advance Placement (AP)/International Baccalaureate (IB) college readiness score by 3% K) Establish baseline college readiness baseline for grade11 on Smarter Balanced ELA and Math L) Increase rate of students completing A-G by 3% (to 80%) M) Increase rate of students completing Career Technical Education (CTE) capstone class by 3% (to 25%) Course Access N) Establish a baseline for a comprehensive course of study for elementary students O) Establish a baseline for a comprehensive course of study for secondary students P) Increase rate of middle school African American, Hispanic, English learner, foster youth, and students with disabilities in honors and international baccalaureate classes by 4% Q) Increase rate of students taking 1+HS honors/AP/IB courses by 2% (5% for targeted groups) R) Establish baseline for successful completion of courses by department Basic Services S) Decrease the number of teachers who are not Highly Qualified by 5 T) Reduce the number of teachers mis-assigned by 4 U) Maintain 100% sufficiency in standards-aligned instructional materials

H) API was suspended by the state. I) Assessment(s) will be identified by June 20, 2015 for use during the 2015-2016 school year. J) Data will be available in July 2015. K) Data will be available by June 30, 2015. L) A-G completers increased by 1.7%. ELL, low income, and special education student groups dropped below the baseline percentages from 13-14. M) CTE completion rate increased by 2.5%. N) Data will be available in June 2015. O) Data will be available in June 2015. P) The rate of students enrolling in the MS honors/MYIB courses increased by 2% for African American, Hispanic, ELL, Low Income, Foster Youth and Special Education groups. Q) The rate of enrolled students increased by 0.6%. All groups grew but did not make their targets. R) Data will be available in June 2015. S) The number of teachers not highly qualified increased by 1. T) The number of sites with mis-assigned teachers decreased by 1. U) The district was at 100%. V) Data will be available by June 30, 2015. W) The percentage of teachers implementing ELA CCSS is


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V) Train 100% of teachers in the basics of CCSS, ELD and NGSS standards W) Identify a tool to measure implementation of CCSS, ELD and New Generation Science Standards (NGSS) standards and establish a baseline X) Maintain 2 day average for enrollment/scheduling of foster youth Y) Establish a baseline rate for completing academic history of foster youth enrolling in the district

53%, Math is 50%, NGSS is 11% and ELD is 15%. X) As of March 27, 2015, the average was 1.4 days. Y) As of March 27, 2015, the average was 1.9 days.

LCAP Year: 2014-15

Planned Actions/Services Actual Actions/Services


Estimated Actual Annual

Expenditures 1.0) Action/Service: In order to improve student

learning, close achievement gaps, and ensure students graduate college and career ready, SJUSD will employ and support certificated and classified staff who are highly trained.

$163,673,515 LCFF Base 1000: $123,754,719 3000:$39,918,796 $52,269,316 LCFF Base 2000:$35,227,270 3000:$17,042,046

1.0) Certificated and classified staff hired and placed at school sites per district staffing guidelines.

$218,488,063 LCFF Base 1000: $125,863,488 2000:$35,365,439 3000:$57,259,136

Scope of service: LEA-wide


_X_ALL _X_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ________

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ________


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2.0) Action: Professional Learning – Ensure quality first instruction in support of student learning that is research-based and acknowledges and respects cultural and economic diversity 2.1)Service: Early Childhood Education (ECE) to support instruction of Common Core State Standards (CCSS) early literacy skills 2.2) Service: CCSS K-3 reading instruction to include fluency, phonics, a range of reading/text complexity (1st cohort of 15 schools): 2.3) Service: Develop and support elementary teachers’ instructional practices to ensure all students can actively read text in a manner that promotes a deeper understanding of print as called for in CCSS (Cohort 1) 2.4) Service: Secondary Comprehensive Literacy-developing, implementing and studying CCSS units of study (80 secondary teachers) 2.5) Service: California State University (CSU) English Reading and Writing Course (ERWC) – support instruction of critical high school and middle school CCSS

$80,000 c/o CCSS funds 5000:$80,000 $600,000 CCSS 1000:$138,540 3000:$11,460 LCFF Base: IMF 5000:$450,000 $998,779 Title I (PD) 1000: $100,000 3000: $7,773 4000: $37,006 5000: $854,000 $182,800 CCSS 1000:$46,114 3000:$3,886 5000:$132,800 $15,000 LCFF Base 1000:$13,834 3000:$1,166

2.1) 35 preschool, transitional kindergarten (TK), and kindergarten teachers participated in 3 full days of vertical articulation and CCSS aligned professional learning including demo observations and a focus on oral/English language development to support reading/writing growth. 51 preschool teachers, 31 infant/toddler teachers, and 51 Discovery Club teachers participated in monthly Professional Learning sessions focused on CCSS aligned instructional and assessment strategies, supported by the CCSS facilitators and ECE leaders. 2.2) Approximately 120 teachers and administrators at 12 sites are learning the foundational elements of teaching reading through small group guided reading focused on individual needs which accelerates the reading progress. Strategies include, targeting skills in phonics, phonemic awareness, oral language and English syntax, vocabulary and meaning making of text. Program evaluation in the works. 2.3) Critical Literacy is a system for developing deeper thinking and responding skills through an enriched understanding and interpretation of text. It focuses on understanding and to both literary and informational texts. Critical Literacy professional learning included teachers and administrators at 23 elementary sites. Mid-year program evaluation in the works. (Year 1, 6 schools; Year 2, 9 schools; Year 3, 4 schools; Year 4, 4 schools). 2.4) Supported 98 teachers across 20 sites (Elem, K-8, MS, HS). Summer professional learning was the catalyst for practices in reading instruction, focused on 6 goal areas. Monthly coaching work supported summer learning, as teachers planned units of study and saw instructional practices modeled in their classroom. Mid-year program evaluation showed higher student growth rates on MAP reading for schools with a larger concentration (>50% of

$69,988 c/o CCSS funds 1000:$3,500 2000:$212 3000:$415 4000:$52,667 5000:$13,194 Some of $80,000 was spent in prior year $632,021 CCSS 1000:$164,688 3000:$17,333 IMF 5000:$450,000 $938,538 Title I (PD) 1000: $161,450 3000: $13,088 5000: $764,000 $193,473 CCSS 1000:$54,900 3000:$5,773 5000:$132,800


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reading/writing standards identified by CSU English Placement Test (Early Assessment Program-EAP) committee 2.6) Service: Develop CCSS-aligned expository reading and writing skills and practices of science teachers (6-12) (Cohort 1) 2.7) Service: Develop integrated middle school science courses that integrate Science-Technology-Engineering-Math (STEM) learning aligned to Common Core/Next Generation Science Standards (NGSS) 2.8) Service: UC Davis History Project- studying, using and evaluating CCSS-aligned history and literacy standards (100 secondary teachers) 2.9) Service: Build site capacity around elementary CCSS math instruction including the eight CCSS identified mathematical practices (cohort 1) 2.10) Service: CSUS K-12 Math Practicum- studying, using and evaluating CCSS mathematics lessons and instructional practices (50 K-12 teachers)

$10,000 CCSS 5000:$10,000 No cost $70,000 CCSS 1000:$9,223 3000:$777 5000:$60,000 $255,000 CCSS 1000:$69,171 3000:$5,829 5000:$180,000 $145,000 CCSS 1000:$18,445 3000:$1555 IMF 5000:$125,000

students served by teachers in the secondary literacy work). 2.5) Two whole-group meetings have taken place, and American River College (ARC) partners are in regular communication with high school teachers. Cohorts of 12 middle school teachers are being trained for the Expository reading and Writing Course ERWC middle school course, qualifying them to teach the (ERWC) curriculum in middle school. 2.6) 13 science teachers met twice with a literacy consultant around reading and writing in science. Science teachers at individual sites have reached out to the consultant for more personalized support. 2.7) SJUSD continues to build awareness of NGSS through after school workshops and will consider implementation of integrated or discipline specific pathway in 2015-2016. Work slowed when state framework was delayed. 2.8) UC Davis faculty facilitated four after-school professional learning opportunities throughout the year for approximately 40 teachers. Twelve (12) CCSS summer institute teachers will correlate the units they created with the scope and sequence in June. Additionally 10 teachers in grades 7, 8, 9, 10, and 11 wrote a significant portion of a scope and sequence and performance tasks for courses at those grade levels. 2.9) Elementary teachers participated in 3 cycles of grade level PD and collaborative planning around the CCSS content standards and practices. Secondary math teachers participated in 4 cycles of PD and collaborative planning around the CCSS content standards and practices. 2.10) Elementary teachers participated in 3 cycles of grade level PD and collaborative planning around the CCSS

$4,757 LCFF Base 1000:$4,400 3000:$357 Cost of guest teachers provided with site funds $7,500 CCSS 5000:$7,500 Fewer teachers chose to participate than expected No cost $33,356 CCSS 1000:$10,890 3000:$1154 5000:$21,222 Fewer teachers participated, reducing outside contract $265,809 CCSS 1000:$82,350 3000:$8,659 5000:$174,800 $104,417 CCSS


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2.11) Service: CSUS Algebra: (20 secondary teachers) Observe engineers and develop conceptual understanding of integrated STEM in support of CCSS mathematics implementation. 2.12) Service: Secondary CCSS Unit Planning and Assessment for Learning Training (grades 6-12)

$20,000 LCFF Base 1000:$18,445 3000:$1,555 $50,000 CCSS 1000:$18,445 3000:$1,555 5000:$30,000

content standards and practices. Secondary math teachers participated in 4 cycles of PD and collaborative planning around the CCSS content standards and practices. 2.11) In summer 2014, 27 teachers received training on questioning strategies (including practicum and lesson study). Throughout the school year, teachers have participated in monthly practicum meetings. Teachers meet with engineers every other month around the real application of math. (Year 1 of 3 year grant) 2.12) 500 secondary teachers and administrators participated in the Fall Assessment for Learning Training (Myron Dueck) on November 14th (El Camino and Arden staffs) and a 4.5 hour Saturday Seminar on November 15th. More than 280 secondary teachers and administrators participated in the spring Assessment for Learning Training (Myron Dueck) on May 1st (Casa Roble and Pasteur staffs) and a 4.5 hour Saturday Seminar on May 2nd.

1000:$21,959 3000:$2310 IMF 5000:$80,148 Lower attendance and afterschool sessions reduced costs $13,052 LCFF Base 1000:$11,550 3000:$1,502 Contract was increased to $27,000 but has not been invoiced $12,497 CCSS 5000:$12,497 Vendor contract less than estimated; payment for teachers absorbed in contracted time (CCSS agreement)



_X_ALL _X_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


3.0) Action: Professional Learning: English Language Development 3.1) Service: Guided Language Acquisition Design (GLAD) training for teachers and support staff; follow up throughout the year

$210,000 LCFF Supp 1000: $62,989 3000: $6,097 5000: $140,914

3.1) Two complete GLAD sessions were offered during fall and winter. 135 participants from 24 school sites.

$193,790 Title III 1000: $42,000 3000: $3,405 5000: $148,385


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3.2) Service: Program Specialist for English Language Learning to assist sites with ELD program implementation, evaluation, and modifications.

$126,315 LCFF Supp 1000: $93,587 3000: $32,728

3.2) Program Specialist provided program support to all schools for implementation of the new English Language Development (ELD) standards at all schools. Focused on direct support to school EL programs/services

$139,273 LCFF Supp 1000: $104,433 3000: $34,840 Employee cost higher than projected



__ALL __ALL

OR: __Low Income pupils _X_ English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils _X_ English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

4.0) Action: Implementation of Common Core and ELD Standards 4.1) Service: Provide direct support to teachers in the development of instructional materials and methods aligned with CCSS and EL standards (11 CCSS Facilitators) 4.2) Service: Maintain 5 Teachers on Special Assignment to provide support to schools in instructional practice, assessment and curriculum aligned to new standards

$1,400,827 CCSS 1000:$1,069,175 3000:$331,652 $512,789 Title II 1000:$374,434 3000:$138,355

4.1) Eight CCSS Facilitators are supporting Preschool-12th grade teachers in material identification and development to support CCSS implementation. CCSS Facilitators have been trained in the ELA/ELD framework and have then in turn provided support guidance to teachers in unit alignment to CCSS and EL standards. Positions end in June 2015 as planned. 4.2) Continued with 2 English-language arts and 2 Math TOSAs who support the move to CCSS and support implementation of new instructional materials. 5th position was not filled for 2014-15.

$751,088 CCSS 1000:$575,019 3000:$176,069 3 positions not filled. $419,056 Title II 1000:$312,985 3000:$106,071 5th position was not filled for 2014-15.





5.0) Action: Provide Professional Learning for support staff and administration to coach and facilitate


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practitioner/ teacher growth in support of student learning using research-based practices 5.1) Service: Provide Principal Network Facilitators (PNFs): Four Secondary PNFs and Eight Elementary PNFs 5.2) Service: CCSS and New Generation Science Standards (NGSS) implementation Planning and Professional Learning 5.3) Service: Coaching for literacy and use of data (all Elementary principals) 5.4) Service: CSUS coaching and lesson study for literacy and mathematical practices in support of CCSS implementation in elementary schools. 5.5) Service: Additional personnel needed to meet LCAP goals beyond the staff funded through site funds.

1. Coordinator of Instruction: ELA 2. Coordinator of Instruction: Math 3. Operations Coordinator PLI: Classified 4. Research Specialist II: Assessment & Evaluation 5. Director of K-8 6. Administrative Assistant to Director K-8

5.6) Monitor and evaluate progress, and effectiveness of LCAP actions, goals and metrics.

$66,990 LCFF Supp 1000: $60,000 3000: $6,990 $110,000 CCSS 1000:$101,450 3000:$8,550 No cost No cost $665,477 LCFF Supp 1000: $433,069 2000: $58,848 3000: $173,560 $71,954 LCFF Base 2000: $42,276 3000: $29,678 No cost

5.1) 12 facilitators providing leadership and Professional Learning for site administrators including facilitating Principal Network meetings, providing professional learning on Common Core ELA shifts, school climate, instructional practices, and use of assessment data for school improvement. 5.2) SJUSD will continue to build awareness of CCSS and NGSS through workshops, Department Chair meetings, and other Professional Learning. 5.3) All elementary and K-8 principals meet every two weeks for PD on CCSS ELA shifts and deeper literacy PD. Data inquiry is included in Principal Network meetings. Elementary Assistant Superintendent. and Directors coach around data at school sites 5.4) Principals and other site instructional support staff participate in professional learning designed to develop coaching and observing around the new instructional strategies being implemented by teachers 5.5) Director of Elementary/K-8 and Program Specialists for ELA and Math were hired to support the implementation of CCSS; a Research Specialist I and a Fiscal Tech 1 (in lieu of an Operations Coordinator) were each hired to assist with the data requirements of LCAP; Additional staffing has resulted in increased service and support to school sites. 5.6) New staff, working collaboratively with existing staff, collected, monitored, and reported formative data to

$65,260 LCFF Supp 1000: $58,123 3000: $7,137 $0 CCSS Training integrated into other meetings at no cost No cost No cost $506,984 LCFF Supp 1000:$307,127 2000:$81,023 3000:$118,834 $53,406 LCFF Base 2000:$36,914 3000:$16,492 Employee costs were lower than projected No cost


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stakeholders throughout the year. Through the data analysis effectiveness of LCAP action, goals, and metrics is being monitored.





6.0) Action: Academic Early Intervention & Prevention 6.1) Service: Reading Recovery – reading Intervention (grades 1-2) 6.2) Service: Identify and employ appropriate practices and protocols for pre-referral and early intervention in reading and math to ensure appropriate academic and behavioral interventions prior to special education referrals.

$111,150 Title 1; 1000:$80,373 3000:$30,777 $19,000 IMF Prop 20 Lottery 4000:$19,000 $152,000 CEIS 4000:$152,000

6.1) All 82 students served first semester have shown significant growth in early literacy. Those students who are not meeting grade level literacy standards are receiving additional small group instruction. Second semester, 115 students are being served 1st-5th grade. Reading Recovery Teacher Leaders (RRTL) train and coach 13 teachers on Reading Recovery strategies three hours per week. Additionally, RRTL visits the 13 teachers’ classrooms weekly and provides feedback on lessons and strategy execution. Seven Reading Recovery (RR) teachers/leaders attended the RR annual Professional Learning conference. 6.2) Academic coaches are working collaboratively with teachers to identify students at risk of being referred to special education related to academic deficits. The coaches maintain a caseload of students and collect data on the effectiveness of the intervention supports and strategies being provided. District staff has begun meeting about how to use existing materials as a starting place for targeted interventions, emphasizing foundational reading skills. (Starr King K8, Northridge, Dyer Kelly, Howe, Greer).

$97,798 Title 1; 1000:$74,031 3000:$23,767 Employee cost lower than projected $19,000 LCFF Base 1000:$2,100 2000:$170 4000:$16,730 $298 CEIS 4000:$298 Costs for staff involved are included in 18.1

Scope of service: Title 1 Elementary Schools


__ALL __ALL


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OR: _X_ Low Income pupils __English Learners _X_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: X _Low Income pupils __English Learners _X_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

6.3) Service: 20-day Title I (Grades 1 -3) Summer School Program at four sites with Literacy focus

$100,000 Title 1 1000:$43,395 3000:$5,051 4000:$51,590

6.3) Of the students who attended 13 or more of the 15 instructional days: Elementary students: 66% improved in text features; 33% improved in writing; 72% showed text level growth in reading. Average daily attendance 185 of 200 enrollees or 92.5%.

$100,000 Title 1 1000:$78,342 2000:$9,726 3000:$11,523 4000:$409



__ALL __ALL OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

6.4) Intervention and enrichment was provided to targeted students through afterschool programs at selected school sites.

$0

6.4) Continuity between school day and after school programs was provided by 30 site coaches affiliated with the Bridges and ASSETs programs. Over 80% of students in the afterschool program are English learners or low income students.

$65,612 LCFF Supp 1000:$58,465 3000:$7,147 Additional funds budgeted to ensure educational continuity



__ALL __ALL OR: _X_ Low Income pupils _X_ English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: _X_ Low Income pupils _X_ English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

6.5) Service: 20-day Immigrant/Refugee Summer School (High School site 9-12; Elementary Site 1-8)

$50,000 Refugee Grant/Title III Immigrant 1000: $41,309 2000: $1,000

6.5) Served 79 students at elementary, 56 students at secondary. Trained 11 teachers. Of the students who attended 13 or more of 15 instructional days: Elementary: 74% improved in rhyming recognition; 88% improved in blending onsets; 87% improved phonemic awareness. Secondary: 65% showed growth in sentence construction;

$45,292 Refugee Grant/Title III Immigrant 1000: $28,863 2000: $5,589


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3000: $4,992 4000: $1,749 5000: $950

53% showed growth in paragraph construction; and 61% showed growth in decoding and phonics.

3000: $4,029 4000: $4,083 5000: $2,728



__ALL __ALL

OR: __Low Income pupils _X_ English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils _X_ English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

6.6) Service: Re-evaluate Strategic Plan (values, beliefs, mission)

$60,207 LCFF Base 1000:$18,760 2000:$2,500 3000:$1,697 4000:$4,000 5000:$33,250

6.6) In October the Planning Team reviewed the beliefs and mission, they revised strategies and objectives. Action teams for each of the four strategies identified by the planning team and included students, parents, community members and district staff. Teams worked from January through April. The Planning Team will receive the action plans and finalize recommended changes to the Board in late May. Alignment of action plans to the Local Control Accountability Plan was a critical component of the work.

$34,710 LCFF Base 1000:$1,200 2000:$195 3000:$119 4000:$3,470 5000:$29,726 Costs for staff participation and consultant lower than expected





7.0) Action: Ensure highly effective teachers in all classrooms 7.1) Service: PAR/BTSA Collaborating Teachers 7.2) Service: Create a System of Professional Growth

$1,000,000 Title II 1000:$883,500 3000:$116,500 $150,000

7.1) Seven Consulting Teachers and 29 site coaches support year 1 and 2 teachers including clearing credentials for second year teachers. Consulting teachers also support identified certificated staff through the Peer Assistance and Review (PAR) program. 7.2) Prototypes were tested throughout the year with

$977,280 Title II 1000:$741,307 3000:$235,973 $151,427


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(SPG) prototype involving a select number of teacher participants and teacher/administrator observers. 7.3) Service: Complete training plan for teachers not “highly qualified.”

LCFF Supp 1000:$120,000 3000:$9,327 5000:$20,673 $10,000 Title II 1000:$9,223 3000:$777

voluntary facilitators and practitioners. Based on feedback from both facilitators and practitioners in October and January, the SPG team has created a pilot model for 2015-16 that will include 8 schools. The final prototype debriefing is scheduled in June. 7.3) Human Resource staff working with 27 teachers at 14 sites who are not yet highly qualified to ensure necessary coursework. Highly qualified status has been achieved by 1793 teachers

LCFF Supp 1000:$126,729 2000:$44 3000:$14,909 4000:$100 5000:$9645 $10,000 Title II 1000:$2,707 2000:369 3000:$410 4000: $2,864 5000:$3,650





7.4) Service: Create nine (9) “administrative-instructional support specialist”: Assign to highest poverty Title I sites 7.5) Service: Sixteen (16) Instructional coaches assigned to all Title I elementary sites.

$1,100,614 LCFF Supp 1000: $848,374 3000: $252,240 $1,655,241 Title 1; 1000: $978,833 3000: $343,593 LCFF Supp 1000: $246,529 3000: $86,286

7.4) Administrative Instructional Specialists hired for eight schools: Will Rogers, Encina, Greer, Dyer-Kelly, Kingswood, Starr King, Lichen, and San Juan. This increased support services for students in targeted groups at schools with greatest density of low income students. 7.5) Title I site coaches in place at 16 of 17 elementary Title I sites; one resource teacher at 17th Title I site. Coaches offering modeling, lesson planning, data review, and small group intervention.

$1,034,070 LCFF Supp 1000: $729,773 3000: $304,297 $1,666,430 Title 1; 1000: $1,027,589 3000: $352,536 LCFF Supp 1000: $218,375 3000: $67,930



__ALL __ALL OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient

OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient


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__Other Subgroups:(Specify)______________ __Other Subgroups:(Specify)________________________

8.0) Action/Service: Reduce TK-3 class size to provide a classroom environment which supports student learning. 8.1) Service: Reduce TK-3 class size based on pending agreement between SJUSD and SJTA.

Cost TBA

8.1) Collective bargaining agreement reached to reduce class size TK, K and grade 1 to 26:1 in 2015-16 and migrate by one grade in each subsequent year until grade 6 (on elementary campuses).

No cost



_ _ALL __ALL OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

9.0) Action/Service: Provide collaboration time and Professional Learning for counselors to address short and long term student academic and social/emotional needs. 9.1) Service: Develop district guidance plan tied to National School Counseling Guidance Standards

$10,000 LCFF Supp. 1000:$8000 3000:$932 4000:$1068

9.1) Counselors continue to meet monthly for collaboration and staff development. Through Schoology and meetings, counselors have completed, outside of workday, nine hours of staff development around CC and the ‘new’ National School Counseling Standards. This work develops the foundation for a district guidance plan to be continued next year.

$0 Work was done during contract day; no additional cost incurred





9.2) Service: Allocate an additional .5 counselor FTE to all high schools in order to reduce counselor/student ratios for the 14-15 school year and meet the express needs to low-

$485,955 LCFF Supp. 1000:$347,769

9.2) 4.5 FTE counselors hired to support low income, foster youth and English learners at comprehensive high schools.

$375,830 LCFF Supp. 1000:$294,918


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income, EL, and foster youth (Total FTE 4.5). 3000:$138,186

3000:$80,912 Employee cost lower than projected

Scope of service: High schools

Scope of service: High schools

__ALL __ALL OR: _X_ Low Income pupils _X_ English Learners _X_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: _X_ Low Income pupils _X_ English Learners _X_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

10.0) Action/Service: Use data and evidence to inform decisions and actions, and evaluate progress and effectiveness of actions by student subgroup. 10.1) Service: Work with all instructional stakeholders collaboratively to identify expected student outcomes and how progress will be measured in order to evaluate initiatives/ programs for effectiveness. 10.2) Service: Support teacher understanding of use of data and evidence to improve student learning 10.3) Service: Quarterly administrator meetings to include analysis of district and school site data to improve student learning for all student subgroups 10.4) Service: Develop common grade level and course assessments

No cost $15,627 LCFF Base 1000:$14,500 3000:$1,127 No cost $20,000 LCFF Base 1000:$15,000 3000:$1,167 4000:$3,833

10.1) Prioritized district initiatives and have evaluation plans in development for Positive Behavior Interventions & Supports (PBIS), K-3 Reading and Critical Literacy. Data is being collected. Mid-year reviews were held and final reports will be done in July. 10.2) Focused on the Smarter Balanced Tools (Digital Library, Interim Assessment Tools and Summative Assessment). The district piloted the interim assessment in March and has developed a roll out plan for interim assessments starting in June 2015. All teachers and administrators were given access to the Digital Library as of February 2015. 10.3) Work incorporated in the principal networks; to review district assessment results (Text level data, Measures of Academic Progress (MAP) data). Additionally a Schoology group has been set up to ensure site level progress data (academic, climate, engagement) is shared with administrators and district staff throughout the year. 10.4) Began conversations around writing calibration and work on the K-2 mathematics common assessment. We will be meeting with K-2 teachers in June to develop a K-2 mathematics assessment.

No cost $15,627 LCFF Base 1000:$14,500 3000:$1,127 No cost $10,283 LCFF Base 1000:$9500 3000:$783 Work with teacher


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leaders will continue into next year





11.0) Action/Service: Identify and dismantle barriers to allow full access to challenging educational programs, courses, and social and academic support services 11.1) Service: Provide each school site with unduplicated per pupil allocation to be used for site level actions aligned to SPSA and LCAP goals (includes support for 18 English Language Instructional Specialists and 11 Bilingual Instructional Assistants) 11.2) Service: Identify barriers to course access; define and implement solutions to course and program access barriers during course selection process in winter 2015; identify student support structures to ensure success once open access is created

$5,690,545 LCFF Supp 1000: $2,497,143 2000: $449,379 3000:$1,048,789 4000:$1,622,825 5000:$72,409 No cost

11.1) Hired 18 English Language Instructional Specialists (ELIS) and 11 Bilingual Instructional Assistants (BIA) to provide direct service to English learners at school sites; sites identified and allocated remaining resources in support of low income students, English learners and foster youth. Allocation guided by site data and documented in Single Plans for Student Achievement (SPSA) (approved by School Site Council and San Juan Board of Education) 11.2) Schools used MAP results in math to help identify placement for incoming freshmen into Integrated Math 1 or IM1 and IM1 with Support. Quarterly meetings were held with AVID Site Coordinators. Certification of sites by AVID Center based on AVID’s Eleven Essentials. AVID Essential 1: Student selection important to AVID’s mission of working with data on gender, ethnicity and socioeconomic status.

$5,690,545 LCFF Supp 1000: $2,876,853 2000: $577,811 3000:$1,157,151 4000:$759,234 5000:$319,496 $193,386 LCFF Supp 1000: $29,239 2000: $26,,585 3000:$5576 4000:$13,344 5000:$118,642 AVID originally unbudgeted as action overcoming barriers to college-career



__ALL __ALL OR: _X_ Low Income pupils _X_ English Learners _X_ Foster Youth _XRedesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: _X_ Low Income pupils _X_ English Learners _X_ Foster Youth _X_Redesignated fluent English proficient __Other


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Subgroups:(Specify)________________________

11.4) Service: Increase the number of teachers trained in Advanced Placement in order to increase the number of course offerings 11.5) Service: Develop district-wide course catalog for grades 7-12 11.6) Service: Revise graduation requirements to ensure students graduate college and career ready 11.7) Service: Middle Schools (MS) refine and enhance Honors course development in alignment with CCSS 11.8) Service: Continue to identify, through external audit, strengths and weaknesses of AP course/program access

$10,000 LCFF Base 1000:$4,640 3000:$360 5000:$5,000 $10,000 LCFF Base 1000:$8,957 3000:$1043 $10,000 LCFF Base 1000:$9,278 3000:$722 No cost No cost

11.4) The district continues to work with representatives from College Board to gather data to support students and teachers in the AP programs and continue to develop AP teacher and staff training opportunities for the 15-16 school year. 11.5) The district has committed to develop a course catalog starting in May 2015. Catalog will be available by November 2015. 11.6) The district has been researching and analyzing data related to the transition to A-G default graduation requirements and developed a timeline to start the process developing and implementing the new requirements in the spring of 2015. 11.7) MS Department Chairs have voiced a need to align Honors with AP and create a district-wide trajectory. 11.8) On April 30th and May 1st, three College Board reps led the district’s 2nd AP audit at Bella Vista, Casa Roble and Encina high schools. Their visits included interviews with district staff, principals, counselors and AP teachers. Reports will be provided during the summer.

$0 Costs of teacher training absorbed through school budgets $0 LCFF Base No costs have been incurred to date. Work continuing in 15-16 $0 LCFF Base No costs have been incurred to date No cost No cost





12.0) Action: Establish student transition plans between early childhood education, elementary, middle and high school


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12.1) Service: Identify current practice in support of transient students: Develop a plan for implementation in 15-16, including mid-year plans for transient students.

No additional cost

12.1) This work did not occur as such this year. Prototype phase in of ECE integration with elementary schools will be a part of this process over time.

$0

13.0) Action: Ensure that every foster youth receives educational advisement from a foster youth advisor with the skills, time and training necessary to carry out their responsibilities. 13.1) Service: Create and implement a plan to ensure 50% of all foster youth receive educational advisement in 14-15 14.0) Action: Ensure foster youth will be immediately enrolled in the appropriate school and classes, and transferring foster youth will be awarded partial credits pursuant to SB 578. 14.1) Service: Identify current practice; gaps in practice; create and implement a plan to ensure rapid enrollment and issuing of full and partial credits; 14.2) Service: Revise and refine data system to allow for tracking and monitoring of foster youth LCAP metrics; ensure proper use and access to such data system by district and school site personnel

$230,000 LCFF Supp 1000:$162,572 2000:$12,991 3000:$50,547 4000:$3,890 No additional cost No additional cost

13.1) All foster youth service (FYS) staff attended statewide conference to learn strategies and increase capacity in supporting foster youth. 14.1) FYS Program Manager met with high school counselors to provide training on issuing partial credits. Universal tool for partial credit calculation delivered to counselors. Initiated Memorandum of Understanding (MOU) with Group Homes/Non-Public Schools to enroll students in Least Restrictive Environment through a collaborative effort with El Sereno Independent Study High School (as appropriate). 14.2) Alignment between San Juan’s data system, Sacramento County Foster Focus and California Longitudinal Pupil Achievement Data System (CALPADs) has begun. Identified San Juan Student Information System (SIS) as 85% accurate with foster youth enrollment codes. SJUSD SIS clean-up process completed. Process created at state, county and district level for on-going monitoring of data match between systems – still undergoing improvements to increase data match between district, county and state.

$232,832 LCFF Supp 1000:$172,069 2000:$13,261 3000:$47,502 No additional cost No additional cost


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14.3) Service: Work with summer school program manager to ensure that summer enrichment programs include credit recovery programs for high school foster youth 15.0) Action: Ensure foster youth liaison and staff have adequate time, knowledge and resources to fully execute their responsibilities. 15.1) Service: Develop and implement a plan to prioritize foster youth for assignment to foster youth staff; systematically increase the availability of foster youth staff each year of LCFF implementation until every foster youth is receiving education counseling 15.2)Service: Develop and provide trainings on foster youth credit policy; provide on-going consultation to school-level staff on foster youth credit issues; Identify current practice and gaps in practice 16.0) Action: Develop district policies aligned to State law to support educational success of foster youth. 16.1) Service: Hire licensed, credentialed social worker to

No additional cost No additional cost No additional cost $123,000

14.3) Advertised for Credit Recovery teachers. Formalized credit recovery procedures for foster youth through traditional school year and summer school. Initiated priority list of eligible 11th/12th grade FYS needing credit recovery. Hired 8 Credit Recovery teachers for summer school on hourly basis. 15.1) FYS Program Manager assigned student caseloads to 3 FYS School Community Workers, 1 FYS School Social Worker, 1 FYS School Counselor and 1 FYS Youth Employment Tech (caseloads average ~100 foster youth/staff). Staff meeting with foster youth on a regular basis for educational advisement. Staff logging direct services with foster youth into Foster Focus data management system. 15.2 FYS Program Manager met with high school counselors to provide training on issuing partial credits. Universal tool for partial credit calculation delivered to counselors. 16.0) Advertised for Credit Recovery teachers. Formalized credit recovery procedures for Foster Youth through traditional school year and summer school. Initiated priority list of eligible 11th/12th grade FYS needing credit recovery. Credit Recovery initiated with 11th/12th grade Foster Youth after school. Hired 8 Credit Recovery teachers for summer school on hourly basis. Supported students removed from the home and placed in Sacramento Children’s Receiving Home by providing individualized academic and social-emotional supports during the school day. 16.1) School social worker hired to serve foster youth in San

No additional cost No additional cost No additional cost $143,432 LCFF Supp 1000:$83,360 2000:$16,356 3000:$37,240 4000:$5,396 5000:$1,080 Valley Oaks services noted as vital component of service to foster youth $100,995


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support foster youth. LCFF Supp 1000:$90,666 3000:$32,334

Juan. LCFF Supp 1000:$65,737 3000:$35,258 Employee cost lower than projected



__ALL __ALL OR: __Low Income pupils __English Learners _X_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils __English Learners _X_ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

17.0) Convene a dropout prevention task force with multiple stakeholders (students, staff, parents, community members from elementary and secondary schools) 17.1) Service: Convene a Dropout Prevention Task Force in order to collect and analyze current student data by student subgroup at each secondary school site. Research best practices, identify resources, and develop recommended prevention and intervention actions to decrease the overall dropout rate and increase the overall graduation rate, targeting groups with the highest dropout rates (African American, two or more races, American Indian, English Learner, Students with Disabilities, Hispanic/Latino, low income.)

$20,000 LCFF Supp 1000:$13,435 3000:$1565 4000:$5,000

17.1) District and school staff identified critical first steps in addressing dropout trends. Credit recovery was created at every high school (11). Summer School will run in June and July. Alternative learning programs were communicated: El Sereno HS Independent Study Program, Advance Path Academies at Encina and San Juan HS, and blended online courses at La Entrada Continuation HS. California High School Exit Exam (CAHSEE) Intervention supports occurred at each high school (3.01, before/after school interventions, tutoring) targeting students with lowest passing rates who are disproportionately low income and English learners. Provide educational, parenting and infant/toddler services to pregnant and/or parenting teens to ensure students remain in high school, earning credit towards graduation. Pregnant/parenting teens were identified locally as over-represented in non-graduate numbers.

$223,137 LCFF Supp 1000:$141,195 2000:$1505 3000:$78,356 4000:$1000 5000:$1080 Original budget did not include first line intervention, CAHSEE supports $322,571 LCFF Supp 1000:$213,860 2000:$4,000 3000:$91,518 4000:$13,193 Original budget did not include these services



_X_ALL _X_ALL


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OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


What changes in actions, services, and expenditures will be made as a result of

reviewing past progress and/or changes to goals?

Within goal one, a significant number of areas which needed greater attention were identified using data trends and evidence observed throughout the year. While progress was noted in primary grade reading, groups failed to meet the established target (metric 1A). The professional learning initiative will continue (2.2) but be refocused on TK-1 teachers, who will also be the focus of class size reduction. A second cohort of teachers will be recruited to participate in this reading professional learning. (16.1.1.1) Reading in grades 3-9 (metric 1B) was also a significant area of concern for the district as a whole and for every targeted group. The Critical Literacy initiative (2.3) is being continued for participating schools in years 1-3 focused on deepening implementation of the instructional practices. No new schools are being added pending a review of evaluation results. Allocated funds will be reduced due to reduced number of schools. (16.1.1.2) Additional supports for reading include Reading Recovery, a grade 1 intensive intervention (6.1) and summer programs for low income students (6.3). Additional supports are being developed to increase student reading across all schools. (16.1.2.3) Lack of annual growth and movement to proficiency for English learners (metrics 1E, F) were of particular concern. The central support staff (3.1) and GLAD training (3.2) will be continued to serve more teachers. Additionally professional learning on ELD standards, the new framework and effective instructional strategies for all instructional administrators, certificated and classified staff is planned for the fall. (16.1.1.6-7) Additional staff is being added at K8, middle and high schools to ensure every English learner receives English language development instruction daily. (16.1.1.8) Summer programs focused on newcomer English learners (6.5) will continue with expansion of the summer program planned. (16.1.2.8) Additionally, an English learner counselor to provide case management for long term English learners is being added to support the students’ growth toward reclassification, graduation and college/career planning. (16.1.3.10b) Math was another area of concern as evidenced through gr. 3-9 math MAP scores and grade 10 CAHSEE results (metric 1C) and the low level of college readiness in math from 2013-14 (metric 1K). In 2015-16 new Common Core aligned math materials are being implemented in TK-9 with appropriate professional learning for instructional staff and resources for parents. (16.1.1.9-10) Additionally middle school math intervention models will be piloted to assist students in catching up during this transition period. (16.1.3.5) Reduced class size and low ratio support classes are also planned for ninth grade Integrated Math 1 classes (16.1.3.3-4) as expectations for math course completion increase. CAHSEE interventions (16.1) and other school-based support services (11.1) for students will continue. When college readiness data from the 2015 testing is available it will be analyzed to determine the areas


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where students are struggling in order to better meet student needs. The baseline data around implementation of Common Core standards in English-language arts and math, English language development standards, and Next Generation Science Standards clearly demonstrated that substantial work is needed (metric 1W). Services 1.0-5.0 describe the beginning level of this work. Some services will be eliminated (2.6, 2.9, 2.10, 4.1, 5.5) with new models put into place that better meet the professional learning needs of teachers. Additionally the scope of some of the work (2.4, 2.8) will be reduced in order to go deeper with teachers. This work will be evaluated for effectiveness and adjusted continually throughout the year. In order to ensure availability of high quality supplementary, standards-aligned instructional materials, an online learning management system is being expanded. This will house teacher-identified or created materials for use across the school district. (16.1.1.16) Completion of college entrance requirements (A-G) is a lagging indicator (from 2013-14) that takes multiple years to affect (metric 1L). However, the changes in math, additional support for English learners (both noted above), and increased graduation requirements and student supports are expected to positively affect this measure over time for English learners, low income students and students with disabilities. This is also true for completion of Career Technical Education (CTE) pathways (metric 1M). Expansion of CTE pathways is planned for the next several years and counselors will be working with students, and especially foster youth, to raise awareness of program availability. (16.1.4.9-11) Enrollment of identified groups in advanced classes (Honors, International Baccalaureate, Advanced Placement, etc.) increased in 2014-15. In middle school (metric 1P) progress was made by all groups but English learners, African Americans and students with disabilities did not reach the established targets. Middle schools are continuing to strengthen their honors classes (11.7) and the addition of new middle grade counselors in 2015-16 will support outreach to students who otherwise may not self-identify as honors students. At high school all groups showed varying levels of increases of honors enrollment but no one reached the established targets (metric 1Q). These rates will be affected in the next several years with more students having experienced Honors in middle school (11.7), additional outreach by counselors at the middle and high schools (9.2), and the use of 10th grade PSAT results beginning in 2015-16 to identify additional students for specific Advanced Placement classes. Student performance results and lack of systemic movement toward closing achievement gaps suggests a need for a more structured approach to the development of a multi-tiered system of support. This includes early intervention and prevention practices along with a system of interventions for students who are already demonstrating learning difficulties. This work will begin with the development of a multi-tiered system of support (16.1,2,1) and include support services during the school day (16.1.2.3, 16.1.3.4-5) as well as before/after school (16.1.2.4-5) and during the summer (16.1.2.7 and 16.1.3.13). The intent of summer programs is to be both educational and engaging for students, deepening the connection with school. The addition or expansion of arts programs/integration at high poverty schools will also serve as a connection between students and school. (16.1.4.2) At the secondary level additional services are added to ensure that students continue working toward graduation at their comprehensive high school through credit recovery and parenting supports. (16.1.3.12, 14, 15) The multi-tiered system of support


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will also include supports aligned with goal 2 which will be discussed on subsequent pages. While there are significant areas of concern, San Juan remains committed to the first goal established with the 2014-15 LCAP. This goal, in alignment with our district Strategic Plan, provides a significant part of the roadmap to achieving success of each student. Within the goal, the 2015-16 LCAP will be organized in 4 focus areas and within each focus area actions/services are grouped based on their interconnectedness or student population focus. This is intended to better illustrate the inner-connectedness of actions and services, provide a stronger link to expected measurable outcomes, and to more clearly articulate the focus of the district’s resources. Priority has been placed on direct service to students with selected 2015-16 actions/service delayed (increased central staff) in lieu of funding actions or services which are closer to students. This does not diminish the need for supports for schools, but instead takes a more targeted approach at allocating resources.

Original GOAL from prior year

LCAP:

Foster respectful, collaborative, and reflective school and district cultures that ensure academic and social/emotional well-being for each student.

Related State and/or Local Priorities: 1_X_ 2__ 3_X_ 4__ 5_X_ 6_X_ 7__

8__ COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: ALL Applicable Pupil Subgroups: ALL

Expected Annual


Pupil Engagement A) Increase 4-year high school graduation cohort rate by 3% (to 95%). B) Reduce dropout rates among high school students by 1% (to <3%). C) Reduce middle school dropout counts by 10 (to <20 overall). D) Increase attendance rate by 0.2%. E) Decrease percent of chronic non-attenders by 1% (to <8%) School Climate F) Reduce suspension rates by 2% (to <5). G) Reduce the suspension rates of African American

Actual Annual Measurable Outcomes:

A) The rate increased by 0.7%. Special Education met its target while all groups increased but did not meet targets. B) The rate decreased by 1.0%. Dropout rates among ELL, low income and Special Education groups increased. C) Data will be available in June 2015. D) As of the end of March, the rate has decreased by 1.1% overall and decreased for each group as well. E) As of the end of March, the percent has increased by 3.9%. F) As of the end of March, the suspension rate has decreased by 5.7%.


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students, Foster Youth, and Students with Disabilities by 5% (to <5). H) Increase perceptions of campus safety by 5% (strongly agree/agree) among parents, students and staff I) Maintain/reduce expulsion rates to 0.1% or less. J) Increase percent of students who strongly agree that there is meaningful participation in schools by 2%. K) Increase percent of students who strongly agree that there are high expectations and caring relationships in schools by 2%. Parental Involvement L) Increase opportunities for parents/families to provide input on school/district decisions by 5%. M) Increase participation of parents in programs to support student learning by 10%. Basic Services N) Maintain the 100% exemplary/good overall facilities ratings.

G) As of the end of March, all groups are on track to make the target. H) Perception among students dropped by 3.9%. Perception among parents increased by 2% and perception among staff increased by 3.2%. I) Data will be available in June 2015. J) The percentage decreased by 8.4% from 2013. K) The percentage decreased by 0.1% from 2013. L) Baseline data will be available in June 2015. M) Baseline data will be available in June 2015. N) 97.2% of the schools had an overall rating of good or exemplary.

LCAP Year: 2014-15

Planned Actions/Services Actual Actions/Services


Estimated Actual Annual Expenditures

18.0) Action: Professional Learning and support designed to increase actively engaged, focused, and on-task student learning through culturally responsive instruction. 18.1) Service: The district will positively impact student learning and social/emotional wellbeing by providing cultural proficiency training sessions for district and school staff that promote resiliency and supportive relationships

$100,000 CEIS 5000: $100,000

18.1) On 9/30/14 Dr. Mary Montle Bacon provided an all-day training for the 13 Comprehensive Early Intervening Services (CEIS) site leadership teams on Shaping Culturally Responsive School Environments. She also provided a 2-

$48,169 CEIS 1000: $8,414 3000: $788


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between staff and students.

hour training for the special education management team on cultural awareness related to special education assessment and eligibility on 10/15/14. Dr. Bacon then visited 10 of the 13 CEIS schools to provide insight regarding site practices related to cultural responsiveness.

4000: $1385 5000: $37,582 Model of service to CEIS sites less costly than expected

Scope of service: CEIS Sites

Scope of service:

CEIS Sites- Cottage, Coyle, Dyer Kelly, Edison, Greer, Howe, Northridge, Sierra Oaks, Starr King, Arden, Churchill, Mesa Verde, Mira Loma

_X_ALL _X_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ______

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ______

19.0) Action: Expand health and socio-emotional support services to students and their families. 19.1) Service: Provide and evaluate the effectiveness of the current method being used in the district to deliver health and social-emotional services for students at 13 CEIS elementary and secondary schools.

$1,625,981 CEIS 1000: $947,643 2000: $184,167 3000: $494,171

19.1) All 13 CEIS schools have a .5 behaviorist allocation and 4 of the CEIS schools have an additional .5 allocation of a Mental Health Therapist to support students with social/emotional and behavioral challenges. After a year of this additional support, schools are seeing slight decreases in the number of office referrals, suspensions, and students referred for special education. Direct health-related services (screenings, immunizations) are provided to low income families at San Juan Central Family Admission Center as well as on high need campuses via Health On Wheels (partnership with Elica)

$1,595,108 CEIS 1000: $960,353 2000: $229,692 3000: $405,063 $ 26,588 LCFF Supp 1000: $13,224 2000: $10,000 3000: $2,964 4000: $400 Original budget did not include these services

Scope of service: CEIS Sites Scope of service:

CEIS Sites- Cottage, Coyle, Dyer Kelly, Edison, Greer, Howe, Northridge, Sierra Oaks, Starr King, Arden, Churchill, Mesa Verde, Mira Loma


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_X_ALL _X_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ________

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ________

20.0) Action: Family Engagement: Increase family engagement, parent education, and community outreach opportunities throughout the district that promotes shared responsibility between staff, students, and families for student achievement. 20.1) Service: Expand implementation of Academic Partnership Conferences (APC) as a method of structuring conversations about student data and family engagement with school teams, including staff, students, and parents. 21.0) Action: Partner with community-based organizations (CBOs) to provide workshops focused on building the skills of families to support their child’s academic and emotional resiliency. 21.1) Service: Partner with community-based organizations (CBOs) to offer culturally proficient workshops throughout the district that build on the strengths of families and offer strategies to support positive discipline and learning at home (e.g., PTA Smarts Program).

$18,400 LCFF Supp 4000: $14,400 5000: $4,000 $15,000 LCFF Supp 5000: $15,000

20.1) Fall conference included 19 teams from throughout the district. Spring conference is scheduled for 5/12 and 5/13 focused on integrating school climate efforts. 22 school teams attended. 21.1) We have partnered with California PTA to offer the School Smarts program in English at Cottage and Arabic at Encina. A third class will be held during the EL Summer School. Currently partnering with Kids First, Sacramento Children's Home, and Mutual Assistance Network to provide parent education courses.

$18,400 LCFF Supp 2000: $56 3000: $15 4000: $10,729 5000: $7,600 $12,000 LCFF Supp 5000: $12,000 Program less costly than expected



__ALL __ALL OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient _X_ Other Subgroups:(Specify)_ _____________

OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient __ ___Other Subgroups:(Specify)_ ____________

22.0) Action/Service: Family Engagement: Expand and strengthen Family Resource Centers to reach and support all parents. 22.1) Develop online Family Resource Center (FRC) with

$10,000

22.1) As of August 2014, we have consistent signage for all

$6,000


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resources for staff, families, and students that support student learning and well-being.

LCFF Supp 5000: $10,000

FRCs in district. Half of our schools have opened centers. Online FRC is accessible through the district and school site webpages.

LCFF Supp 4000: $2,000 5000: $4,000 Signage cost less than expected





23.0) Action/Service: Develop family education series focused on preparing middle and high school students for success in secondary school so that they successfully transition to college and career. 23.1) Create resource guide for participants to refer to throughout their child’s middle and high school years. Resources will be posted/made available online in major languages.

$5,000 LCFF Supp 1000: $1,875 3000: $219 4000: $1,906 5000: $1,000

23.1) The Breaking the Code curriculum has been piloted at Pasteur and Sylvan with 35 parents and their students participating in this 4 week class. It was also attempted at Encina and Edison, but ended due to lack of parent participation. Partnering with United Way to create Graduation Playbook to serve as a guide for this class and other secondary school parent outreach. Exploring delivering curriculum through online class format.

$5,012 LCFF Supp 1000: $2,525 3000: $310 4000: $1,486 5000: $691

Scope of service: Grades 6-12

Scope of service: Grades 6-12

__ALL __ALL OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify) _____________

OR: _X_ Low Income pupils _X_ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify) _____________

24.0) Action: Student Engagement: Expand and develop more high interest student programs (academic and social) that connect students to their school and engage them in their learning. 24.1) Service: Students will assist with survey of peers as to their interests: academic, programmatic, social, leadership, and athletic.

$4,231 LCFF Base 1000: $3,694 3000: $287 4000: $150 5000: $100

24.1) This follow-up did not occur at a district level. However many schools did pursue adding student-driven courses, teams or activities as a part of increasing student voice.

$0 Work done site by site with no costs incurred.


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24.2) Service: Provide two seasons of middle school sports at all middle schools.

Cost: TBD LCFF Base

24.2) Middle school wrestling was expanded in winter 2015

$10,797 LCFF Base 1000: $4,500 2000:$4500 3000:$797 5000:$1000 Late allocation to support initiative





25.0) Action: Student supports: Site-based attendance and behavior incentives. 25.1) Service: Develop and promote site-based attendance incentives for sites to reduce instructional time lost due to office referrals and increase their student attendance on traditionally high absentee days, and their overall attendance rates from year to year.

$50,000 LCFF Base 4000: $50,000

25.1) Eleven schools received site-based attendance incentive awards for either their attendance improvement on days designated as historically low attendance days or for their attendance improvement plans that were judged by a panel after implementation.

$6,000 LCFF Base 4000: $6,000 $11,000 in incentives were awarded to schools; unspent and unallocated funds carried over to next year for same use





26.0) Action: Implement programs and supports that improve student behavior in order to significantly reduce lost instructional time due to office referrals or home suspensions due to student defiance under Education Code section 48900k.


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26.1) Service: Form a working group to analyze data by student subgroup on lost class time due to student defiance. Research necessary supports, alternatives to suspension, and possible funding sources.

$10,000 LCFF Base 1000: $7,500 3000: $875 4000: $1,625

26.1) A team of PBIS Specialists and Assessment, Evaluation, and Planning Department (AEP) staff continues to work together to analyze data regarding home suspensions, classroom suspensions and, in particular, willful defiance. Information from this analysis is shared during trainings and in reports as requested.

$0 Work was completed during contract hours with no additional cost





27.0) Action: Create a district-level intervention model to address the needs of those students with the most significant behavior concerns in order to improve academic outcomes, increase the high school graduation rate, and reduce in school and out of school suspensions and expulsions. 27.1) Service: Research a district-level intervention model for students with significant behavior concerns that includes school staff, the student, their family, and district and community supports. 27.2) Service: Refine the implementation of research-based school-climate improvement plan (such as PBIS, Restorative Justice) to improve student behavior and reduce lost instructional time due to misbehavior – Cohort 1.

$169,000 CEIS 1000: $156,800 3000: $12,200 $24,970 LCFF Base 1000: $9,757 2000: $44 3000: $889 4000: $3,466 5000: $10,814 $18,000 CEIS 1000: $16,700 3000: $1,300 $57,030

27.1) Special Education and Pupil Personnel Services (PPS) are working collaboratively to meet the needs of the school sites. Twelve schools are currently receiving training to implement or deepen Positive Behavior Interventions and Supports (PBIS) and one school is implementing Restorative Justice within the 13 CEIS schools. 27.2) PBIS Behavior Specialists support all district schools to develop school wide systems of support in a multi-tiered model. These supports provide pre-referral interventions and alternative ideas and suggestions for school teams to adopt in their school systems. To date, 26 SJUSD schools have been included in the Professional Learning training and support offered by the PBIS Specialists. Six additional elementary schools have requested PBIS training and support during the Spring 2015 semester

$21,274 CEIS 4000: $21,274 Staff costs included in 19.1 $79,173 LCFF Supp 1000: 17,912 2000: $1,741 3000: $1828 4000: $10,057 5000: $20,810 CEIS 4000: $80 5000: $1,775 LCFF Base 4000: $12,794


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27.3) Service: Provide PD and support to school sites on providing pre-referral intervention and alternatives for students receiving home suspensions.

LCFF Supp 1000: $34,344 3000: $3,219 4000: $13,896 5000: $5,571 $350,424 LCFF Base 2000: $283.185 3000: $67,239

27.3) Training and support in social-emotional Learning through Skills Streaming curriculum, School Climate, and classroom management have been key areas of emphasis in the PBIS trainings. Through the PBIS data system, information is analyzed for each school and district-wide to provide information needed when developing an effective school system of supports.

5000: $12,176 Staff costs partly covered in 19.1 $358,888 LCFF Base 2000: $293,688 3000: $64,200



_X_ALL _X_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ____

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _ _Other Subgroups:(Specify) ____

28.0) Action: Identify and implement district-wide trainings for Article 24 site leadership teams in order to promote reflective and collaborative cultures that result in improved student outcomes. 28.1) Service: Implement a series of agreed upon site leadership team trainings designed to improve the collaborative culture in order to increase student achievement.

$100,000 LCFF Supp 1000: $44,783 2000: $5217 3000: $50,000

28.1) Collaborative discussions began around the optimal model to use for site leadership trainings. Trainings postponed until fall 2015 due to system capacity.

$0 Trainings moved to 2015-16



__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_ Other Subgroups:(Specify)_Cohort 1_____________

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_ Other Subgroups:(Specify)_ Cohort 1_____________


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29.0) Action: Parent Teacher Data Meeting conference model where student data is shared with parents and teachers model strategies for learning activities at home that parents use to help their student improve their academic achievement. 29.1) Pilot in 5 elementary schools with at least 50% of students qualifying as Low Income LI. 29.2) Develop and implement Parent Leadership Academies offered at school sites preparing parents to be leaders at the school site level and giving them specific strategies to support their children’s learning at home. Develop curriculum and train staff and parent leaders to offer two 5-week series throughout the district.

$15,000 LCFF Supp 2000: $13,435 3000: $1565 $10,000 LCFF Supp 2000: $5,000 3000: $5,000

29.1) Five teacher leaders and 1 district leader have been trained in the Academic Parent Teacher Team model and Whitney is currently piloting this model. Kingswood, Starr King, and Del Paso Manor are considering for next year. A district-wide training is being offered on Saturday, May 30th. 29.2) Parent Leadership Academy (PAC) series was held on 2/5-3/29. Focus was on current school site parent leaders who are interested in leadership opportunities at the district level. Parent liaisons and LCAP PAC parents were encouraged to attend and bring other parents.

$15,000 LCFF Supp 1000: $3,000 3000: $368 4000: $465 5000: $11,167 $2,000 LCFF Supp 4000: $1,430 5000: $570 Training on smaller scale than originally planned; costs lower than expected



__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_ Other Subgroups:(Specify) Elementary/K-8 schools with 50% or more Low Income (LI) students.

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_ Other Subgroups:(Specify) Elementary/K-8 schools with 50% or more Low Income (LI) students.

30.0) Action: Establish LCAP Parent Advisory Committee (PAC) to advise LCAP development and oversight as required under Education Code section 52063. 30.1) Service: Develop structure for LCAP PAC to ensure representation and meaningful input from parents of LI, EL, and Foster Youth, frequency of meetings, etc. Hold first meeting of PAC by November 2014.

$3,000 LCFF Base 1000: $2,737 3000: $263

30.1) LCAP Parent Advisory Committee was formed through an application process approved by the Board of Education. The 25-member committee met in from October through May, building background knowledge, examining progress data and budget information, and analyzing input from

$3,000 LCFF Base 1000: $2,737 3000: $263


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30.2) Service: Create listening circles involving students and parents for feedback on key district initiatives and issues. Staff will learn to facilitate listening circles.

$1,000 LCFF Base 4000: $1,000

stakeholders. Staff liaisons, employee group representatives, and a Board liaison attend to collaborate with committee members. 30.2) Twenty staff members (district and site level) were trained in facilitating listening circles. In Jan. 2015 listening circles were conducted with homeless students and families in support of our McKinney Vento Homeless Education Grant needs assessment. In the spring 2015, 12 listening circles were conducted (approximately 96 students) at K-8, middle and high schools, focused on hearing from foster youth, English learners and low income students to identify areas of primary importance to them in order to better meet their social-emotional and academic needs.

$5,044 LCFF Base 1000: $3,000 3000: $244 4000: $1,800 Additional funds were used to support students during circles; more circles than planned for





31.0) Action/Service: District Parent University Workshops – Staff and parent leaders will teach parents about district-wide governance issues to prepare parents to have greater voice on district-wide leadership committees. 31.1) Develop curriculum for two 6-week class series open to all schools, with specific focus on schools with 50 or more LI students. Recruitment will target parents from underrepresented student populations. Produce video segments with information that families can access remotely and in their primary language.

$10,000 LCFF Supp 4000: $5,000 5000: $5,000

31.1) Based on parent feedback, Parent University was offered as stand-alone workshops on topics such as bullying prevention, Common Core, homework and effective parent teacher conferences. Video segments will be edited and produced over the summer.

$0 No costs incurred



_X_ALL _X_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient


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__Other Subgroups:(Specify)______________ __Other Subgroups:(Specify)________________________ 32.0) Action: Increase the role and responsibility of the Parent Liaison position to include parent recruitment and training for School Site Council (SSC) and English Language Advisory Committee (ELAC), volunteer recruitment and training, and assist parents in connecting to community resources. 32.1) Service: Investigate current Parent Liaison position and research other models that allow for more time and compensation for Liaisons to support school site family and community engagement efforts.

No additional cost

32.1) Due to change in state law, Parent Liaisons are now paid hourly. Sites have the opportunity to hire the liaison for as many hours as needed. Sites are also being encouraged to look at the Community Liaison position that can better assist with SSC/ELAC.

No additional cost



__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Title I schools and schools with 50% or more LI students

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Title I schools and schools with 50% or more LI students

33.0) Action: Encourage schools to hire Parent Liaisons fluent in major languages at their school. Liaisons would continue the development and use of site-based Family Resource Centers as a vehicle for increasing family engagement and building parent capacity at the site. 33.1) Service: Hire additional translator(s) in needed languages (e.g., Arabic).

$28,000 Title III 1000: $25,548 3000: $2,452

33.1) Arabic translator hired; additionally Parent Liaisons who are able to communicate, inform, train and support in the family’s home language will provide parents with access and an opportunity for two way communication and are encouraged.

$30,169 Title III 1000: $19,040 3000: $11,129

Scope of service: LEA-wide $28,000 Title III Immigrant Grant





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34.0) Action: Increase access to Adult Education – English Learner classes throughout the district. 34.1) Service: Identify schools and recruit families to participate in Adult Education English Learner classes.

TBD based on interest LCFF Supp

34.1) 1. English as a Second Language (ESL) & technology classes for parents, focusing on helping their children to be successful in school, were established at Howe, Dyer-Kelly, Kingswood and Thomas Edison. 287 students enrolled in ESL classes at Encina, 38% of all Encina Adult Ed ESL enrollment are parents of SJUSD students (half of the 38% were in lower level classes), Adult Basic Education/GED Test Preparation is also offered at Encina.

$0 Site funds were used to offer classes



__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Identified schools and families

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Identified schools and families

35.0) School supports-School community workers and Intervention Specialists to provide supports and interventions for chronically absent students and their families, specifically reaching out to families in homeless situations. 35.1) Service will begin in 2015-16

No cost

35.1) Services will begin in 2015-16

No cost

Scope of service: LEA-wide Scope of service: LEA-wide

__ALL __ALL OR: _X_Low Income pupils __English Learners X Foster Youth __Redesignated fluent English proficient X_ Other Subgroups:(Specify) Chronically absent and/or homeless students

OR: _X_Low Income pupils __English Learners X Foster Youth __Redesignated fluent English proficient X_Other Subgroups:(Specify) Chronically absent and/or homeless students

36.0) Action/Service: Identify and dismantle barriers to allow full access to challenging educational programs,

$400,135


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courses, and social and academic support services 36.1) Service: Reduce class size at two Title I schools with specialized programs. 36.2) Service: Pay for partial AP test fees for students needing assistance

LCFF Supp 1000: $308,975 3000: $91,160 $9,000 LCFF Supp 4000:$9,000

36.1) 2.24 FTE provided at Thomas Edison Language Academy and 3.24 FTE at Cottage Elementary (Montessori program) support more effective implementation of innovative programs for English learners and low income students. 36.2) Discounted Advance Placement (AP) test fees are available to income eligible students at the time of test signups. Students currently pay $5.00 per test with no limit on the number of tests they may take. Fee reimbursement occurs through the College Board and through funding received through application to the California Department of Education each June. The district makes up the remaining site based costs.

$420,538 LCFF Supp 1000: $316,666 3000: $103,872 $9,000 LCFF Base 1000: $529 3000: $65 4000:$1,058 5000:$7,348

Scope of service: LEA-wide Scope of service: LEA-wide

__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Identified schools and families

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Identified schools and families

What changes in actions, services, and expenditures will be made as a result of

reviewing past progress and/or changes to goals?

A significant number of areas which needed greater attention were identified using data trends and evidence observed throughout the year for goal 2 as well. Two lagging indicators (reported now for 2013-14) are cohort graduation rates (metric 2A) and high school dropout rates (metric 2B). These outcomes continue to be of concern for students with disabilities, English learners, and low income students (foster youth data not yet available). Curricular and instructional changes noted above including those for math and ELD are expected to have a long term affect. Additionally blended online programs for credit recovery are being implemented at every high school to support students in catching up with missed credits while remaining enrolled on comprehensive high school campuses. The intent of the programs is to allow greater


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personalization to better meet student learning needs.(16.1.3.14-15) Related to those outcomes are non-academic reasons that students disengage from school. Student perceptions around their meaningful participation and connectedness to school declined from 2013 (metric 2J) as did student ratings of high expectations and caring relationships on campus (metric 2K). This data suggests that more work is needed with schools in being responsive to the needs of each student (13.1) and this work may be facilitated in schools through the site leadership team training (23.1). Providing additional venues to listen to student needs/input and build engaging and relevant programs around their interests will be expanded, with new CTE programs serving as one example. (16.1.4.9-10) For younger students this lack of connection often results in poor attendance patterns growing to chronic absences. Mid-year attendance patterns caused concern with attendance rates declining and the rate of students who are chronically absent increasing (metric 2 D, E). School-based attendance incentives will continue (20.1) into next year. Increasing engaging learning opportunities connected to school is planned, including arts/arts integration, increased CTE and other student-driven opportunities. (16.1.4.2) Additionally, family support services provided centrally are being reorganized to increase cohesiveness and outreach to families including low income, foster youth and homeless students. Students also reported lower rates of feeling safe at school compared with 2013 students (metric 2H). A variety of equity and diversity work (13.1) along with increased parent involvement focus support changing the culture at schools (26.1). Additionally, more staff for campus supervision is being added in 2015-16 along with increased support for bullying prevention. (16.2.1.10-11) Campus climate assessments will be piloted, with in-depth examinations of multiple campuses resulting in action plans to address the findings. (16.2.3.2) Related to both safety and other academic outcomes are suspension outcomes. Suspension rates improved based on available data (metrics 2 F, G), but remain significant especially among low income, foster youth, African American students and students with disabilities. Deepening the work which is providing behavioral structures for students (21.1, 22.1, 22.2, 22.3) is planned with program expansion depending on positive evaluations of effectiveness. The work stated above in support of campus climate and safety will also have a positive effect on suspension rates for targeted groups, as will the planned increase of counseling services at K8 and middle schools (9.2). Additionally Learning Support Teams will pilot at three locations in the district and will develop models of academic and social-emotional support services for students through coordination with district and community resources. (16.2.1.12) Findings from these pilots will inform the allocation of additional services to address mental health, drug, alcohol and other related issues with students for the next several years. (16.2.1.3-4) Data is not yet available on parent involvement trends for 2014-15 (metric 2 L, M, N). However the connection between parent involvement and increased positive outcomes for students must be noted. Parent education in a variety of forms occurred this year with varying levels of attendance (24, 27.1, 27.2). This work will continue with outreach to the parents of English learners, guardians of foster youth, and parents in poverty prioritized. This will include increasing the voice of parents/guardians in providing input and feedback to the district and schools (25.2).


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Strengthening the partnership with parents will strengthen the educational system supporting their children. (16.2.2.5,11) While there are significant areas of concern, San Juan remains committed to goal two established with the 2014-15 LCAP. This goal, in alignment with our district Strategic Plan, provides the second part of the roadmap to achieving success of each student. Within goal 2, the 2015-16 LCAP will be organized in 3 focus areas and within each focus area actions/services are grouped based on their interconnectedness or student population focus. This is intended to better illustrate the inner-connectedness of actions and services, provide a stronger link to expected measurable outcomes, and to more clearly articulate the focus of the district’s resources. Priority has been placed on direct service to students with selected 2015-16 actions/service delayed (increased central staff) in lieu of funding actions or services which are closer to students. This does not diminish the need for supports for schools but instead takes a more targeted approach at allocating resources.


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Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $21,964,372____________________________ Based on SBE formula calculator, SJUSD’s 15-16 LCFF Supplemental Grant is projected to be $21,964,372. This is an increase of approximately $9,896,113 over last year’s LCFF Supplemental Grant allocation of $12,068,259 which targeted similar student populations. San Juan Unified School District (SJUSD) educates over 42,000 students in preschool through twelfth grade. Currently, 52% of students qualify as low income, 11.4% are English Learners, and over 360 students are identified as foster youth. In San Juan, the population of unduplicated pupils is not necessarily concentrated in a few schools. While the district has 20 sites with rates of unduplicated students exceeding 75%, most of our schools (68%) have rates in excess of 40%. Only eight schools have rates of unduplicated students below 25% and 1,582 unduplicated pupils are enrolled at those schools. This demographic distribution across schools supports the conclusion that services or actions directed in support of the targeted populations are needed at all schools. The actions and services in San Juan’s LCAP are targeted toward supporting students with the lowest performance and greatest need. An examination of students who are failing to meet expected outcomes revealed that students who are English learners, foster youth and/or low income are continually overrepresented. The remaining students who are struggling do not fall into one of the targeted groups of students but are enrolled across the district. Each student not meeting expected outcomes has a need for additional services, more skilled teachers, and access to a strong Common Core-based instructional program. By distributing focused actions and services across schools, we intend to increase the rates of student success and reduce those in any demographic group who require referral to special education services in order to be successful. This year’s LCAP includes actions and services intended to support both academic and social-emotional growth and success for students. Programs or services targeted to specific groups and sites are included in the plan. Other actions or services support our ability to meet the needs of struggling students regardless of the school in which they attend. Within goal one which addresses academic success for students, actions and services address focus four


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areas. The actions and services within each focus area are described below. Focus 1: Highly effective staff providing standards-aligned instruction and support to students Within this area, teachers, administrators and instructional support staff across the district will be provided appropriate professional learning opportunities as the implementation of the new standards in English language arts, math, science, secondary content literacy, and English language development is deepened.

• Support for both new and veteran teachers around instructional and assessment strategies are also included. While this work is district wide, highly effective instruction is directly connected to growth in student achievement. (Darling-Hammond, L., Chung Wei, R., Andree, A., & Richardson, N.(2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad .Oxford, OH, National Staff Development Council).

• The LCAP includes significant additional professional learning for those who provide or support instruction to English learners district wide base on a lack of progress toward English fluency. (August and Hakuta, (1997) Improving Schooling for Language Minority Children. National Academy Press, Washington, D.C.).

• Resources are also allocated to ensure staffing is sufficient to provide English language development instruction in alignment with the ELA/ELD standards (Genesee, F., Lindholm-Leary, K., & Christian, D. (2006) Educating English Language Learners: A Synthesis of Research Evidence. New York. Cambridge University Press)

• Continued increased central staffing results in improved monitoring and support of elementary and K-8 schools with high target populations as well as an increase in evaluating the effectiveness of school and district LCAP actions and services. (Reeves, Douglas B. (2004) Accountability for Learning. Alexandria VA.ASCD)

Focus 2: School and community-based support for early intervention and prevention of learning difficulties This set of actions and services ensures a cohesive, well-communicated system which supports early identification of needs for students and expands services available to schools and families within and beyond the school day/year. Not all struggling learners are foster youth, English learners or low income students but the three targeted populations are overrepresented among students who need additional support. The local context at each school varies, resulting in differences in the scope of actions/services by site. This focus area includes:

• Designing and implementing a multi-tiered system of support which includes academic support and interventions beginning with young students (Averill, Orla Higgins and Claudia Rinaldi. Multi-tier system of supports (MTSS). The Collaborative. Urban Special Education Leadership Collaborative, (2011) accessed online at http://www.urbancollaborative.org/files/mtss_brief_final.modified_0.pdf on 5/22/2015.

• Deepening the connections between school day and extended day programs (Catherine Jorder, MA (2014). SEDL Insights, Vol. 2, No. 1 (Spring 2014), “Building Supportive Relationships in Afterschool.” www.sedl.org/insights/2-1. Retrieved on 2015-05-22.)

• Class size reduction for all students in TK-1 and for specialized programs in two high poverty schools • Instruction for English language acquisition beyond the school day and year (California English Language Arts-English Language Development

Framework. 2014. Sacramento. California Department of Education) • Certificated and classified support staff for English learners at designated school sites


http://www.urbancollaborative.org/files/mtss_brief_final.modified_0.pdf

http://www.sedl.org/insights/2-1

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• Additional administrative and instructional supports at high poverty schools • Intensive instructional (and social emotional) supports for foster youth placed at the Children’s Receiving Home • School site allocations (based on rates of unduplicated pupils) which are expended in support of the foster youth, English learners and low income

students based on an analysis of needs and documented in the Single Plan for Student Achievement (Calkins, A., Guenther, W., Belfiore, G., Lash, D. Mass Insight (2007) The Turnaround Challenge: Why America’s best opportunity to dramatically improve student achievement lies in our worst-performing schools).

Focus 3: Academic support structures intended to increase graduation rates and college career readiness In order to close the achievement gap in San Juan around foster youth, English learners and low income students graduating college and career ready, actions are included in the LCAP to address barriers. Actions and services to increase graduation include: • Providing interventions embedded in the school day with smaller sized classed and for those struggling in English language arts and math (NCTM.

(2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM) • Expanding engaging summer programs that support students at critical transition grades (Closing the gap through extended learning opportunities.

(2008) Center for Great Public Schools. Washington D.C.) • Providing educational services for infants and toddlers of school age parents along with parenting education at two high poverty schools • Embedding credit recovery options on all high school campuses [Watson, J., Gemin B North American Council for Online Learning (June 2009) Using

Online Learning for At Risk Students and Credit Recovery.] Actions and services to increase college readiness include:

• Providing support for targeted students to engage in rigorous coursework (including AVID) • Increasing counseling support for targeted students focused on supporting middle grade and high school students on their path to college (Carey,

J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling, 16 (2), 146-153. doi: 10.5330/PSC.n.2012-16.146)

• Removing financial barriers to college entrance testing and Advance Placement/International Baccalaureate testing for income eligible students Focus 4: Student-driven, engaging and relevant classes and activities This focus area includes actions and services intended to better align with student interests resulting in better attendance and engagement, lower dropout rates and increased academic outcomes. This includes some school wide or districtwide actions needed to change the culture and expectations for all students and to more directly support increased graduation requirements, which disproportionately affects low income, foster youth, and English language learners. Actions and services include: • Activities and classes in high interest areas like sports and the arts. (Ruppert, Sandra S. (2006) Critical evidence: how the arts benefit student

achievement. National Assembly of State Arts Agencies) • Increased access to and support for honors and accelerated course enrollment and success • College readiness testing for all tenth graders (Wyatt, Jeffrey N., Kara Smith, and Nina Proestler. (2014) The benefits of early engagement in the


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college-preparation process: implications for practitioners. The College Board.) • Increases in career-technical education programs

Also included are direct services to foster youth to support enrollment assistance, academic support, and social-emotional counseling necessary to meet the needs of foster students throughout our district. This work is completed by a team of school community workers, a foster youth counselor, and a foster youth social worker as well as a number of staff who provide individual and small group tutoring. The second goal in the LCAP addresses development of school and district cultures which support students’ academic success and social-emotional well-being. While many of the actions included in goal one contribute to this goal, the three focus areas that follow supplement those efforts. Focus 1: Expanded health and social-emotional supports The actions and services are focused on ensuring that students and families have access to the services necessary for student success. Through a multi-tiered system of support (described in goal one) actions and services for students will include:

• Providing low/no cost immunization and health services to income eligible families • Strengthening outreach services to homeless students/families with an additional school community worker [Coleman, l., Duffield, b., Heybach, L.,

Julianelle, P, Commission on Homelessness & Poverty (Fourth Addition, 2014) Educating Children Without Housing: A Primer on Legal Requirements and Implementation Strategies for Educators, Advocates and Policymakers]

• Providing coordinated behavioral and social-emotional support services for students on campus (Educational Psychology: An International Journal of Experimental Educational Psychology (2005). Whole-school positive behavior support: effects on student discipline and academic performance. Published online 10/5/2010. Accessed 5/22/15 at http://www.tandfonline.com/doi/abs/10.1080/0144341042000301265)

• Supports for safety, substance abuse and anti-bullying initiatives [West Ed (2011) California Safe and Supportive Schools: What Works Briefs #3 Perceptions of Safety, #8 Substance use at School and # 7 Harassment and Bullying] http://californias3.wested.org/tools/WWB

• Expanded cultural proficiency work at district and school levels Focus 2: Increased voice and engagement of parents and students This section of the LCAP discusses new and expanded strategies that build the depth and breadth of engagement by parents, students, staff and community. The positive effects of engaging parents and guardians in students’ education are well supported well beyond schools with high rates of foster youth, English learners and low income students. . [Harvard Family Research Project (2014) Redefining Family Engagement for Student Success] For that reason parent engagement work targets parents/guardians from traditionally under-represented groups but is open to all for participation. In addition to formal stakeholder involvement processes such as implementation of the LCAP Parent Advisory Group and the Strategic Plan teams, additional actions and services include: • Listening circles for students, parents and staff [Institute for Education Sciences, U.S. Department of Education and Regional Educational Laboratory

at West Ed (2014) Speak Out, Listen Up! Tools for Using Student Perspective and Local Data for School Improvement] • Educating parents, guardians and students on the path to college [West Ed (2011) California Safe and Supportive Schools: What Works Briefs # 9


http://californias3.wested.org/tools/WWB

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Family Engagement] http://californias3.wested.org/tools/WWB • Increasing opportunities to provide input and to participate in decision making at both the school and district level. Epstein, J. L. (2011). School,

family, and community partnerships: Preparing educators and improving schools. Second Edition. Boulder, CO: Westview Press. • Educating parents/guardians on effective strategies that support their child’s learning at home. Sanders, M. G., & Sheldon, S. B. (2009). Principals

Matter: A guide to school, family, and community partnerships. Thousand Oaks, CA: Corwin Press. • Strengthening the relationship between the school and family in support of student learning. Henderson, Anne T. and Karen L. Mapp (2002). A New

Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement. National Center for Family and Community Connections With Schools.

• Increasing and publicizing available resources which will support both students and families academically and social-emotionally. California Family Resource Center Learning Circle (2000). Family Resource Centers: Vehicles for Change. http://www.shcowell.org/docs/Vehicles_for_Change_English.pdf

• Translation and English language development support for parents of English learners “Parenting with Families and Communities to Address Academic Disparities” in Narrowing the Achievement Gap edited by Timar and Maxell-Jolly. Harvard Education Press, Cambridge.

Focus 3: improved collaborative culture among students, staff, parents and community The final section of the LCAP addresses increased support for development of a climate and culture among students and adults that maximizes support for student learning. A new Director of Equity and Student Achievement has been added to coordinate equity work [DiMartino, J. and Sherri Miles, (2004). NAASP. Equity in the Classroom. Accessed electronically at https://www.nassp.org/portals/0/content/48814.pdf on 6/11/15] which includes:

• Providing training around both classroom and school level strategies that respond to diverse student needs, interests and cultures . [West Ed (2011) California Safe and Supportive Schools: What Works Briefs # 1 Caring Relationships and High Expectations and #4 School Connectedness] http://californias3.wested.org/tools/WWB

• Implementation of climate assessments and action planning to address changes at the campus level . [West Ed (2011) California Safe and Supportive Schools: Making Sense of School Climate: Using the California School Climate Health and Learning Survey System to Inform your School Improvement Efforts

Throughout the LCAP are actions which strengthen the infrastructure to engage in the work described. San Juan Unified School District has long embraced the “High Poverty, High Performance” (HPHP) readiness model for improving student achievement at all schools in the district. HPHP research is described at length in the Turnaround Challenge: Mass Insight 2007. This framework identifies three areas of readiness critical to school reform and improved student achievement: Readiness to Teach, Readiness to Learn, and Readiness to Act. Ensuring San Juan has achieved this level of readiness is vital to supporting improved outcomes of foster youth, English learners and low income students across all schools in San Juan. In order to achieve the level of readiness described in the literature, the following support personnel are being continued: • Direct support to schools around curriculum and instruction in English Language Arts, math, and English Language Development (3 program

specialists) • Technical Assistance and supervision of elementary school sites ( 1 director)



http://www.shcowell.org/docs/Vehicles_for_Change_English.pdf

https://www.nassp.org/portals/0/content/48814.pdf%20%20on%206/11/15


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• Technical assistance around progress monitoring and the evaluation of effectiveness of LCAP actions and for formative and summative assessment (1 Research Specialist)

• Instructional leadership, facilitation and mentoring through regional principal networks (9 Principal Network Facilitators)

B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services

provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

The following describes increased or improved services utilizing the supplemental portion of the base grant:

Indirect Costs: $917,638 District Support Personnel: $2,679,164

• English Learner Department Managers and Program Specialist • English Learner Translators and Interpreters • English Learner and Immigrant Student Counselor • English Learner Department Support Staff • K-8 Director • Equity Director and support staff • Research Specialist • Family and Community Engagement Manager and support staff • English and Math Program Specialists • Foster Youth Program staff • ELD TOSAs • EL Counselor

District Department Allocations: $5,990,957

• English Learner Services ($2,201,636)

7.87 %


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o CELDT support o Additional translation support o ELD Training for all certificated staff and some classified staff o GLAD teacher training o Extended learning opportunities o Adult English Language classes o Materials and supplies

• Family and Community Engagement ($157,000)

o Academic Partnership Conferences o Parent Leadership Academies o Parent University o Family Education Services o Academic Parent Participation Teams o Family Resource Centers o PTA Smart Schools Program o FACE Outreach Efforts

• Pupil Support Services-Academic ($2,690,220)

o AP Test Fees o Dropout Prevention o AVID o CAHSEE Intervention o Early Childhood Education o After school academic coach o Advanced Path (alternative education services) o PSAT fees o Extended Learning (summer school, after school tutoring) o Reading interventions o Arts and art integration

• Pupil Support Services-Health/Social-Emotional ($437,471)

o Alternatives to suspension o Listening circles


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o Immunization clinics o Campus climate services and bullying prevention o Substance Abuse education o School climate/behavior

• Foster Youth Education ($152,073)

• Leadership Training and Support ($352,557)

o Principal facilitators o Cultural proficiency o Strategic and LCAP Planning

Site Support Personnel (to underserved populations, highest poverty schools): $5,151,200

• Administrative Instructional Climate Specialists • Instructional coaches • Counselors • Class size reduction for specialized programs • Additional English Learner teaching staff • Additional math staff • Learning Support Teams

Direct School Site Allocations: $6,099,630

• English Learner Personnel (English Learner Instructional Specialists, Bilingual Instructional Assistants, ELD teachers) • Intervention teachers/assistants • Extended day learning opportunities • Counselors • Community liaison workers • Professional development targeting SPSA and LCAP goals • Class size reduction • Supplemental materials, technology, and supplies

Unencumbered Balance: $1,125,783


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NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.

(c) “High school dropout rate” shall be calculated as follows:

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows:

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).


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(e) “Suspension rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).


(3) Divide (1) by (2).

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).


(3) Divide (1) by (2).

8-22-14 [California Department of Education]


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