Local Control and Accountability Plan - Edl · § 15497. Local Control and Accountability Plan and...

Local Control and Accountability Plan

Los Angeles UnifiedMetro Charter

July 1, 2015 - June 30, 2018

06/26/2015

Local Control and Accountability Plan

Los Angeles UnifiedMetro Charter

July 1, 2015 - June 30, 2018

06/26/2015

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§ 15497. Local Control and Accountability Plan and Annual Update Template.

Introduction:

LEA: Metro Charter Contact (Name, Title, Email, Phone Number): Kim [email protected](213) 377-5708 100

LCAP Year: 2 0 1 5

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, includingpupils 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-operatedschool and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified inEducation Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state prioritiesand any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs servicesprovided 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 goalsfor all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the statepriorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAPmay be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutoryrequirements 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 carefullyconsider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs mayreference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and

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http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC&sectionNum=52060



http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC&sectionNum=47605.5











expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEAplan 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) forcompleting the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative responseand goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAPmust be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary tofacilitate completion of the LCAP.

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State Priorities

The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, schooldistricts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities inEducation 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 areasand for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; andschool 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 developmentstandards 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 andsubdivisions (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 section48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to shareinformation, 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 examswith 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, ofEducation 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 inprograms 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 schoolgraduations rates. (Priority 5)

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School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the senseof 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 section52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for schooldistricts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Codesection 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements fortranslation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and thecommunity and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, servicesand 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:

How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified inEducation Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies,; countyoffice of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; communityorganizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, andsupporting implementation of the LCAP?

1)

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

3)

What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEAthrough any of the LEA’s engagement processes?

4)

What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections5 2 0 6 2, 5 2 0 6 8, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Codesection 42238.01?

5)

What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?6)How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improvedoutcomes for pupils, including unduplicated pupils, related to the state priorities?

7)

6















https://govt.westlaw.com/calregs/Document/IC3FB68009DCC11E49540B9FDFD738151

Involvement Process Impact on LCAP

Metro Charter has provided numerous forums in which tomeaningfully engage parents, community members, and otherstakeholders in our LCAP process.

Analysis of 2014-2015 and Achievement Towards Goals (September2014- April 2015)-During the monthly meetings of the School Board,School Site Council and English Learner Advisory Committeemembers were invited to analyze the LCAP for the 2014-2015school year. These meetings were held between the months ofSeptember and April. Progress towards these goals was continuallymonitored at these meetings. Stakeholders were provided with theopportunity to provide suggestions for towards the 2015-2016 LCAPgoals. At each meeting, academic, CELDT, attendance anddiscipline data was presented to the stakeholders. In addition,during the month of April, LCAP planning meetings were held withparents, community members, school staff and students to discussprogress towards our 2014-2015 goals and provide input intochanges needed for our 2015-2016 LCAP.

In addition to on campus meetings, a survey in both Spanish andEnglish was sent to parents. The survey was built upon the goals,stakeholder values and eight State priorities identified in the LCAPfrom the previous year. The survey was conducted between April andMay of 2015. Responses were collated and analyzed to determinecommon themes. These themes are represented in our 2015-2016goals.

LCAP Development Phase (May 2015): The information gatheredduring community forums and workshops was synthesized and usedto inform development of the draft LCAP.

DRAFT LCAP for Public Comment (May/June 2015): The draft LCAPwill be available for public comment for a 30-day period during themonth of May. Subsequent revisions will be made to reflectstakeholder input, as appropriate. It has been a relatively short time

Gathering Input from Multiple Sources

All stakeholders were notified of LCAP work and given an opportunityto participate, from focus groups generating ideas to responding tothe input survey.

The common themes that arose from the surveys and stakeholdermeetings impacted the formulation of the LCAP in several key areas:

Student Achievement Student Performance in Mathematics, Reading, and Writing

on SBA’s, DRA2, and Writing Rubrics AMAO1-Progress of English Learners towards English

Language proficiency as measured by the California EnglishLanguage Development Test (CELDT)

Student EngagementChronic absenteeism rates and grade level patternsOut of class discipline referrals and grade level patternsNeed for school wide discipline policyAdditional mentorship for at-risk students

School ClimateFamily school climate surveysClean, welcoming, nurturing environment

Parent InvolvementEfforts to seek family inputFamily participation in school and community eventsCommunication of events and activities on campusCommunication of student academic progress

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frame and challenging for creating the plan, while at the same timecreating meaningful ways to inform and engage stakeholders. In thefall of 2015, SAC and SSC will conduct trainings for parents in hopesof engaging new parents as the school is expected to continue toincrease in enrollment. The board and principal will build on theprocess and progress made this spring in order to ensure a robuststakeholder involvement process for the coming years.

Reading and Adoption (June 2015): The draft LCAP will be presentedat a meeting of the Board for an initial reading, 6/12/14. A revisedplan will be revisited at a subsequent meeting of the Board foradoption at the same time the budget for 2014-2015 is adopted. Theboard approved LCAP will be submitted to the Charter SchoolDivision by June 27th.

Transmission to County Office of Education (June 2015): After Boardadoption, the adopted LCAP will be transmitted to the Los AngelesCounty Office of Education for final review and approval as well as tothe LAUSD Charter School Division (CSD) no later than July 1, 2015.

Basic ServicesHire and retain qualified, credentialed teachers

Implementation of Common Core State Standards (CCSS)CCSS Training in ELA, Mathematics and Science

Course AccessStudent access in areas necessary for College & Career goalsThe LCAP, as it went through several drafts, was revised as the

school received comments from parents, teachers and otherstakeholders in the various meetings held on campus. The inputreceived from various stakeholders served to: Inform, educate andgather input & feedback from critical stakeholders: parents,students, and community partners; Identify the process throughwhich the school and community can work collaboratively inimplementing LCAP and; Synthesize LCAP data to concise actions,strategies, and accountability measures to assure student success.

The following are some of the key changes made to the LCAP basedupon comments from various stakeholder groups:

1) Increased professional development for teachers surroundingCommon Core standards

2) Increased professional development and support for studentsbelow grade level standards

3) Increased technology on campus in order to our college and careerready goal, as well as provide access to SBAC testing.

4) Creation of a Administrative Coordinator position on campus toimprove personal contact with families and community memberssurrounding attendance and behavior

5) Creation of a Community Liaison to coordinate and improvepersonal contact with families and community members.

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6) Specific mentorship for FY and homeless students

7) Specific mentorship for students struggling to follow school’sbehavior plan.

Annual Update:

Metro Charter provided numerous forums, including meetings,surveys and committees, in which to meaningfully engage parents,community members, and other stakeholders in our LCAP process.

During the monthly meetings of the School Board, School SiteCouncil and English Learner Advisory Committee members wereinvited to analyze the LCAP for the 2014-2015 school year. Thesemeetings were held between the months of September and April. Progress towards these goals was continually monitored at thesemeetings. Stakeholders were provided with the opportunity to providesuggestions for towards the 2015-2016 LCAP goals. At eachmeeting, academic, CELDT, attendance and discipline data waspresented to the stakeholders. In addition, during the month of April,LCAP planning meetings were held with parents, communitymembers, school staff and students to discuss progress towards our2014-2015 goals and provide input into changes needed for our2015-2016 LCAP.

In each meeting, data and findings were presented from the variousmetrics used to measure effectiveness of the LCAP goals and eight Statepriorities from the previous year. Data reviewed included:

California English Language Development Test (CELDT) scores

Math Benchmark scores

ELA Benchmark scores for foundational skills and comprehension

Attendance Rates

Annual Update:

Metro Charter received comments from parents and stakeholdersthroughout the various meetings help on campus. The parent surveyprovided the school with insight into the parents overall perspectiveof the school.

Listed below are the general conclusions and recommendations fromthe LCAP meetings, SSC and ELAC:

Incoming fourth grade students need extra support in order to readgrade level in the area of English Language Arts.

Parents are highly satisfied with the high expectations and highquality instruction on campus and would like to see continuedtraining for teachers

1)

Stakeholders would like to see an increase of communication inregards to student academic progress and school events

2)

Parent attendance to school meetings is low. Increase personalcontact and communication between school and families

3)

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Suspensions/Expulsions/Disciplinary Actions

Rate of Parent Involvement

In addition to on campus meetings, a survey in both Spanish andEnglish was sent to parents. The survey was built upon the goals,stakeholder values and eight State priorities identified in the LCAPfrom the previous year. The survey was conducted between April andMay of 2015. Responses were collated and analyzed to determinecommon themes. These themes are represented in our 2015-2016goals.

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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 andthe 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 ofeducation budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal inthe school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in theLCAP 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 authorizerpursuant to Education Code section 47604.33.

For school districts, Education Code sections 5 2 0 6 0 and 5 2 0 6 1, for county offices of education, Education Code sections 5 2 0 6 6 and 5 2 0 6 7,and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils andeach subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of thespecific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; andan 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 stateand local priorities from the school plans submitted pursuant to Education Code section 6 4 0 0 1. 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, pupiladvisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or referenceactions 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 thefields 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 pupilswith disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites andsubgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are notapplicable to a specific subgroup or schoolsite.

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

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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 ofschools, 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 5 2 0 5 2 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 pupilsusing, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expectedmeasurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsitelevel.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables mustaddress all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectivesfor 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 ControlAccountability Plan and Annual Update Template Appendix, sections (a) through (d).

Action/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actionsmay 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 andconcentration 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 ofservice. 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 applicableunduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive theadditional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in EducationCode section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section5 2 0 5 2.

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 5 2 0 6 1, 5 2 0 6 7, and47606.5.

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Guiding Questions:

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

3)

What are the LEA’s goal(s) to address any locally-identified priorities?4)How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individualschoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depthschool level data analysis, etc.)?

5)

What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section5 2 0 5 2 that are different from the LEA’s goals for all pupils?

6)

What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?7)What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state orlocal priority?

8)

What information was considered/reviewed for individual schoolsites?9)What information was considered/reviewed for subgroups identified in Education Code section 5 2 0 5 2?1 0)What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 5 2 0 5 2, tospecific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

1 1)

How do these actions/services link to identified goals and expected measurable outcomes?1 2)What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in theLEA’s budget?

1 3)

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GOAL:

All students will receive instruction in State adopted learning standards from highlyqualified teachers. Students will use instructional materials that are aligned withState adopted standards. Performance and progress will be assessed inaccordance with grade-level outcomes identified in State adopted standards usingboth internal and external measures.

Related State and/or Local Priorities:1 X 2 X 3 4 X 5 6 7 8 X COE Only: 9 10 Local:

Identified Need:

Quality Teachers:Caring, committed, collaborative, exemplary credentialed teachers who use diverse teaching strategies in order to

meet the needs of students who are below, at, and above grade level. Teachers who have received professionaldevelopment on CCSS, closing the achievement gap, progress monitoring and intervention. Provide support forunduplicated students and Students with Disabilities during the normal school day/hours (ie intervention).

Literacy and Math Skills:

Grade level proficiency in Literacy in order to access curriculum & instruction. Increase student skills,performance, and learning behaviors and provide tiered interventions, enrichment, and academic support. Increased professional development related to technology and online testing

Metrics:

Credentials -CALPADS annual Credential Report

CCSS Training- PD Sign-In, Conference agendas

Literacy: - Local CCSS Reading Assessment; purchase of Common Core aligned curriculum and materials

Math- Curriculum adopted benchmark and assessments; Purchase of Common Core aligned curriculum and materials

Goal Applies to:Schools: ElementaryApplicable Pupil Subgroups: A l l

LCAP Year 1: 2015-16

Expected AnnualMeasurableOutcomes:

100% of the teachers have the appropriate credential for assignment.

90% teachers trained in Common Core standards

70% students proficient or advanced in math and ELA based on internal and external measures

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Curriculum aligns with state adopted Common Core standards

100% of 3rd- 4th graders to take California Assessment of Student Performance and Progress (CAASPP)

Actions/Services Scope of Service Pupils to be served withinidentified scope of service

BudgetedExpenditures

Base Salaries of Certificated Teachers andAdministrators

School-Wide;Metro Charter

X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

CertificatedSalaries andBenefits-$761,044Funded by LCFFBase funds

Beginning Teacher Support Assistance(BTSA)

School-Wide X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

BTSA- $16,000

Funded by LCFFBase funds

Common Core Materials and Training School-Wide X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

ClassroomMaterials, TeacherConferences,Teacher Training-$35,000

funded by LCFFBase funds

Response to Intervention(RTI) for studentsnot at grade level

School-Wide A l l--------------------------------------------------OR: X Low Income pupils X English Learners Foster Youth

Classified Salariesand Benefits -$65,000

RTI resources and

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Redesignated fluent English proficient Other Subgroups:

materials- $1,000

funded by LCFFSupplemental andConcentrationfunds

Monitoring of student performance andprogress among EL, FY, and Students withDisabilities through:

• Grade level planning• Peer Learning Communities (PLC)/ TeacherCollaboration

School-Wide A l l--------------------------------------------------OR: X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient X Other Subgroups: Students with Disabilities

InstructionalConsultants-$5,000TeacherLeadership -$6,000





100% of the teachers trained in Common Core standards

Classroom resources are common core aligned


100% of 3rd- 5th graders to take California Assessment of Student Performance and Progress (CAASPP)Addition of 140 students to the current population



Base Salaries School-Wide X A l l--------------------------------------------------OR:

Certificated Salariesand Benefits-$1,053,672

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Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

funded by LCFF Basefunds

Common Core Materials and professionaldevelopment


Classroom Materials,Teacher Conferences,Teacher Training-$35,000funded by LCFF Basefunds



BTSA- $12,000funded by LCFF Basefunds


School-Wide A l l--------------------------------------------------OR: X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:

Teacher’s Assistants- $80,000RTI resources andmaterials- $2,000

funded by LCFFSupplemental andConcentration funds


• Grade level planning• Peer Learning Communities (PLC)/Teacher Collaboration

School-Wide A l l--------------------------------------------------OR: X Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient X Other Subgroups: Students with Disabilities

InstructionalConsultants- $5,000Teacher Leaders-$9,000Art Teacher forCollaboration/PlanningTime- $10,000

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100% of the instruction aligned with Common Core standards

Classroom resources are common core aligned


100% of 3rd- 5th graders to take California Assessment of Student Performance and Progress (CAASPP)



Base Salaries School-Wide X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

Certificated Salariesand Benefits-$1,510,579funded by LCFF Basefunds

Common Core Materials and ProfessionalDevelopment


Classroom Materials,Teacher Conferences,Teacher Training-$35,000funded by LCFF Basefunds


School-Wide A l l--------------------------------------------------OR:

Teacher’s assistants(supplemental)-$70,000

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X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:




BTSA- $12,000funded by LCFF Basefunds


• Grade level planning• Peer Learning Communities (PLC)/Teacher Collaboration

School-Wide A l l--------------------------------------------------OR: X Low Income pupils X English Learners X Foster Youth Redesignated fluent English proficient X Other Subgroups: Students with Disabilities

InstructionalConsultants- $5,000Teacher Leadership$9,000Art Teacher forCollaboration/PlanningTime- $15,0000


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GOAL:

Beginning in TK and throughout the grade levels, students will be prepared to becollege and career ready through the use of project based learning (PBL), exposureto community resources (field trips) and student access to technology.

Related State and/or Local Priorities:1 2 3 4 5 6 X 7 X 8 COE Only: 9 10 Local:

Identified Need:

Identified Need:

Develop and implement a system of on-going feedback by students, parents, families about school climate andprogress toward preparing all students to be college and career ready, productive, engaged, and global citizen.

Metric –

Surveys, parent meetings

PBL creation and related field trip

Development of a technology curriculum




100% of TK-4 students will engage and present PBL creations 3 times per year

100% of TK-4 will take part in Community and Bus Field Trips 2 times per year

100% of Tk-4 will have access to technology in the classroom.



2 Field Trips per Classroom as an effort tomake learning relevant

Charter-Wide X A l l--------------------------------------------------OR:

Charter buses andentrance fees-$4,200

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Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:


Creation of 3 PBL units per grade level:Teachers will use the Common Core/NGSS/State Social Studies standards to create:

Curriculum mapAssessments and rubrics

Charter-Wide X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

PBL resources andmaterials- $1,000funded by LCFFBase funds

Implementation of Technology in classroomsincluding equipment for students and staff,and professional development for staff.


Computers andcomputer cart-$15,000funded by LCFFBase funds








2 Field Trips per Classroom as an effort tomake learning relevant

Charter-Wide X A l l--------------------------------------------------

Charter buses andentrance fees-

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OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

$5,200funded by LCFFBase funds





Provide every student access to technology Charter-Wide X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

Maintenance of twoexisting computercarts- $5,000









2 Field Trips per Classroom as an effort to Charter-Wide X A l l Charter buses and

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make learning relevant --------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

entrance fees-$6,000funded by LCFFBase funds





Provide every student access to technology Charter-Wide X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

Maintenance of twoexisting computercarts- $5,000funded by LCFFBase funds

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GOAL:

English Learners will demonstrate at least one year of progress annually towardEnglish fluency as measured by the state English Proficiency test (AMAO1)

The percent of long-term English Learners demonstrating proficiency on the stateEnglish Proficiency will increase by 2% annually. (AMAO2)

Related State and/or Local Priorities:1 2 3 4 X 5 6 7 X 8 X COE Only: 9 10 Local:

Identified Need:

Fluency in English in order to access grade level curriculum and instruction.

Metric: California English Language Development (CELDT) test measures of annual progress (AMAO1) and proficiency(AMAO2)

Goal Applies to:Schools: ElementaryApplicable Pupil Subgroups: Ethnic Group: Asian; Ethnic Group: Hispanic or Latino; English learners



90% of English Learners will increase proficiency levels by one band and maintain proficiency

100% of identified English Learners will take the CELDT test

The percent of long-term English Learners will decrease by 5%



Creation of a Testing Coordinator position inorder to:-Identify and test each English Learner-Monitor English Learners progress on theC E L D T- Monitor academic progress of Reclassifiedstudents-Monitor English Learners progress on the

Charter-Wide A l l--------------------------------------------------OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:

TestingCoordinator:$15,000


24

C E L D T-Lead parent workshops-Create a system for Redesignation

Professional Development for teachers andteacher’s assistants on best practices forEnglish Learners


No additionalexpense:ProfessionalDevelopmentwithin school hours

Intervention and support for students whohave been designated as long-term EnglishLearners


Teacher’sAssistants-$11,000









Testing Coordinator Charter-Wide A l l--------------------------------------------------

TestingCoordinator

25

-Identify and test each English Learner-Monitor English Learners progress on theC E L D T- Monitor academic progress of Reclassifiedstudents-Monitor English Learners progress on theC E L D T-Lead parent workshops

OR: X Low Income pupils English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:

$15,000


Professional Development for teachers andteacher’s assistants on best practices forEnglish Learners


No additionalexpense

Continued Development English LearnerDevelopment (ELD) curriculum for TK-5


ELD curriculum -$30,000


Workshops to educate and inform parents ofEL and redesigned fluent English proficient(RFEP) of CELDT results and progresstowards goals


No additionalexpense

Intervention and support for students whohave been designated as long-term EnglishLearners.

Charter-Wide A l l--------------------------------------------------OR: Low Income pupils X English Learners

Classified Staff-$11,00

funded by LCFF

26

Foster Youth Redesignated fluent English proficient Other Subgroups:

Supplemental andConcentrationfunds








Testing Coordinator

-Identify and test each English Learner-Monitor English Learners progress on theC E L D T- Monitor academic progress of Reclassifiedstudents-Monitor English Learners progress on theC E L D T-Lead parent workshops-Create a system for Redesignation


TestingCoordinator-$20,000


Intervention and support for students whohave been designated as long-term EnglishLearners


Teacher’sAssistants-$20,000

funded by LCFFSupplemental andConcentration

27

funds

Workshops to educate and inform parents ofEL and redesigned fluent English proficient(RFEP) of CELDT results and progresstowards goals

Charter-Wide A l l--------------------------------------------------OR: X Low Income pupils English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:

No additional costs

28

GOAL:

All Metro Charter students will meet the school’s standards in attendance andpersonal behavior.

Related State and/or Local Priorities:1 2 3 X 4 5 X 6 X 7 8 COE Only: 9 10 Local:

Identified Need:

Full Engagement with School:

To be on time and attend school every day; Positive Support and effective discipline that keeps them in the classroomlearning

Metric: School Attendance Rate, Daily Attendance Report by teacher & Daily Tardy Logs by Teacher; LAUSD Monthly& Annual State Suspension Report; School Discipline Referral Forms




The number of students who are chronically absent or tardy (10 days) will be reduced by 5% or more each year.

The number of office referrals will decrease by 5%

Continued use of Positive Behavior Intervention and Support (PBIS)



Creation of an Administrative Coordinatorposition in order to:-Properly manage absences and tardies-Communicate with parents as to importanceof daily attendance-Support the communication with chronicallyabsent or tardy families


AdministrativeCoordinator-$25,000


Develop of a Positive Behavior InterventionSupport (PBIS) that incorporates the currentcharacter counts campaign. Professional

Charter-Wide X A l l--------------------------------------------------OR:

PBIS incentives-$ 5 0 0funded by LCFF

29

Development for staff on behavior and PBIS. Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

Base funds

Students with multiple office referrals will beassigned a mentor on campus who will checkin weekly and provide support andintervention.


No AdditionalExpense

Foster and homeless youth will be assigned ateacher mentor that will check in withstudents weekly in order to support theirattendance and positive behavior.

Charter-Wide A l l--------------------------------------------------OR: Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient X Other Subgroups: Homeless Students

No additional cost

Monitor Behavior- Continue to log all discipline entries intoPowerschool in order to collect data ofbehavior in to collect data of office referrals.- School-Wide Behavior Policy


No Additional Cost




The number of office referrals and classroom disruptions will decrease by 5%



30

Administrative Coordinator position in orderto:-Properly manage absences and tardies-Communicate with parents as to importanceof daily attendance-Support the communication with chronicallyabsent or tardy families


AdministrativeCoordinator-$25,000funded by LCFFBase funds


Charter-Wide A l l--------------------------------------------------OR: X Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups:

Assistant Principal- $70,000funded by fLCFFSupplemental andConcentrationfunds


Charter-Wide A l l--------------------------------------------------OR: Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient X Other Subgroups: Homeless Youth

No additional cost

Positive Behavior Intervention Support(PBIS) that incorporates the currentcharacter counts campaign. ProfessionalDevelopment for staff on behavior and PBIS.


PBIS Incentives-$1,000

PBIS/CharacterCounts Assembly$ 1 5 0 0LCFF Base funds


Charter-Wide X A l l--------------------------------------------------OR: Low Income pupils English Learners Foster Youth

No additional cost

31

Redesignated fluent English proficient Other Subgroups:

Monitor Behavior- Continue to log all discipline entries intoPowerschool in order to collect data ofbehavior in to collect data of office referrals.School-Wide Behavior Policy


No additional cost




The number of office referrals and class disruptions will decrease by 5%



Administrative Coordinator position in orderto:-Properly manage absences and tardies-Communicate with parents as to importanceof daily attendance-Support the communication with chronicallyabsent or tardy families


AdministrativeCoordinator-$28,000

LCFF Base funds

Positive Behavior Intervention Support(PBIS) that incorporates the currentcharacter counts campaign. ProfessionalDevelopment for staff on behavior and PBIS.


PBIS Incentives-$1,000PBIS/CharacterCounts Assembly$ 1 5 0 0

LCFF Base funds

32


Charter-Wide A l l--------------------------------------------------OR: X Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:

AssistantPrincipal- $75,000

LCFF Supplementaland Concentrationfunds


Charter-Wide A l l--------------------------------------------------OR: Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient X Other Subgroups: Homeless Youth

No Additional Cost

Monitor Behavior- Continue to log all discipline entries intoPowerschool in order to collect data ofbehavior in to collect data of office referrals.School-Wide Behavior Policy


33

GOAL:

There will be effective internal and external communications. Parents, staffmembers, and students will be satisfied with the support, the quality, and thecharacteristics of the school.

Related State and/or Local Priorities:1 2 3 X 4 5 6 X 7 8 COE Only: 9 10 Local:

Identified Need:

Families feeling welcomed and connected and able to support the educational success of their students

Metrics:

MC School Needs Survey, Family Engagement Calendar & Logs




70% of parents using Powerschool Gradebook

10% increase of parent participation in school events and parent leadership opportunities such as SSC, ELAC, SAC

90% of parents reporting satisfaction of parent communication as indicated on parent survey

Baseline data taken on parent involvement in school events and volunteer hours



Community Liaison- Assist with home to school communication- Plan and implement campus activitiesincluding parent workshops, coffee with theprincipal, school events

Charter-Wide A l l--------------------------------------------------OR: X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:

CommunityLiaison- $6,000LCFF Supplementaland Concentrationfunds

Parent Workshops and Trainings-3 parent workshops will be held over theyear, helping parents understand new

Charter-Wide A l l--------------------------------------------------OR:

TeacherCompensation-$5,000

34

Common Core standards, online systems andways to support their student

X Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:


Translation of school communiqués intoprimary language of significant EL populationsContinue to translate site documents forfamilies of EL students


No additional cost

Use of Powerschool Gradebook as means forcommunicating student progress to parents.Training for parents and teachers on usingPowerschool Gradebook.


No additional cost

Annual Parent Survey and LCAP surveyConduct Stakeholder survey of key groups:ParentsClassified and Certificated membersCommunity members


No additional Cost






5% Increase parent involvement in school events and volunteer hours

35



Community Liaison- Assist with home to school communication- Plan and implement campus activitiesincluding parent workshops, coffee with theprincipal, school events


CommunityLiaison- $8,000

funded with LCFFSupplemental andConcentrationfunds

Parent Workshops and Trainingsparent workshops will be held over the year,helping parents understand new Common Corestandards, online systems and providingsupport for at risk students.


Teachercompensation-$5,000LCFF Supplementaland Concentrationfunds



No additional cost

Use of Powerschool Gradebook as means forcommunicating student progress to parents.


No additional cost

Annual Parent Survey and LCAP surveyConduct Stakeholder survey of key groups:

Charter-Wide X A l l--------------------------------------------------

No additional cost

36

ParentsClassified and Certificated membersCommunity members

OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:






5% increase of parent involvement in school events and volunteer hours



Community Liaison- Assist with home to school communication- Plan and implement campus activitiesincluding parent workshops, coffee with theprincipal, school events….


CommunityLiaison- $8,000LCFF Supplementaland Concentrationfunds



No additional cost

Parent Workshops and Trainings in order tosupport parents of students who are notmeeting grade level standards and parents of

Charter-Wide A l l--------------------------------------------------OR:

TeacherCompensation-$5,000

37

English Language Learners. X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:


Use of Powerschool Gradebook as means forcommunicating student progress to parents,students and Community members


No additional cost

Annual Parent Survey and LCAP surveyConduct Stakeholder survey of key groups:ParentsClassified and Certificated members


No additional cost

38

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 aminimum, the required metrics pursuant to Education Code sections 5 2 0 6 0 and 5 2 0 6 6. The review must include an assessment of theeffectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review andassessment. In addition, review the applicability of each goal in the LCAP.

Guiding Questions:

How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?1)How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 5 2 0 5 2,including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services resultin the desired outcomes?

2)

How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/serviceseffective in achieving the desired outcomes?

3)

What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?4)What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services inmaking progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result ofthe review of progress and assessment of the effectiveness of the actions and services?

5)

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

6)

39




OriginalGOAL fromprior year

LCAP :

Provide high quality classroom instruction and curriculum that promote college andcareer readiness with academic interventions that ensure student success.

Related State and/or Local Priorities:1 X 2 X 3 4 X 5 6 7 X 8 X COE Only: 9 10 Local:


ExpectedAnnual

MeasurableOutcomes:

100% Teachers hold proper Credential forassignment

80% of Teachers Trained in Common Core

Standards and Next Generation Science Standards

100% of TK-3 students will engage in 3 PBL units

and 2 Field Trips per year. Collect data for Literacy and Math using third grade

CAASP test scores

Establish a baseline for 2014-2015 school year forAMAO 1 results

ActualAnnual

MeasurableOutcomes:

100% Teachers held teaching Credential; 80%certified to work with English Learners

80% of Teachers Trained in Common Core

Standards60% of Teacher Trained in Next Generation Science

Standards

65% of students Proficient or Advanced in English

Language Arts when tested on Houghton Mifflinbenchmarks, Degrees of Reading Assessment andthird grade benchmarks

68% of students Proficient or Advanced in Math

based on the Final Exam provided by the curriculumpublisher

100% of TK-3 students engaged in 3 PBL units and

2 Field Trips throughout the year.

100% of TK-3 students had access to technology

in their classroom through the use a roving computerlab

40

LCAP Year: 2014-15

Planned Actions/Services Actual Actions/Services


EstimatedActual AnnualExpenditures

Provide professional development, workshops,coaching, and planning time to support theimplementation of the Common Core (CCSS),focusing on literacy and math, and NextGeneration Science Standards (NGSS) includingthe integration of technology.

Certificatedsalaries,certificatedhourly curriculumdevelopment,substitutes$470,355,conference andtravel $2,000

LCFF Base Funds

Provided professional development, workshops,coaching, and planning time to support theimplementation of the Common Core (CCSS),focusing on literacy and math, and NextGeneration Science Standards (NGSS) includingthe integration of technology

Portion ofcertificatedsalaries-$466,565

Math ProfessionalDevelopment-$ 4 8 0 2

Common CoreMaterials- 23,000

LCFF Base Funds

Scope of Service: Charter-Wide;Metro Charter Scope of Service: Charter-Wide;

Metro Charter



Provide Beginning Teacher Support andAssessment (BTSA) for all new teachers in orderto clear their credential.

Contract forservices andworkshop costs$20,000,certificatedsalaries

Provided Beginning Teacher Support andAssessment (BTSA) for all new teachers in orderto clear their credential with 3 teachers clearingtheir credentials this year.

Contract forservices – $7,500Workshop costs $1,265Portion ofcertificated

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$470,355

LCCF BASE funds

salaries $466,565

LCCF BASE funds


Metro Charter



Improve schoolwide, best practices in three-tiermodel of literacy and math instruction andintervention with additional RtI2 (Response ToInstruction and Intervention)Administration and teacher coach(s) to monitorand provide services to students.

Portion ofCertificatedSalaries$470,355

LCFFSupplemental andConcentrationfunds

Implemented a school-wide three-tier model forintervention in literacy and math throughin-class and out of class delivered intervention.Instructional aides provided out-of-classintervention (tier 2) support for strugglingstudents. Provided professional development onbest practices within the their-tier RTI model.Regularly met to discuss students who were notat grade level.

Portion ofCertificatedSalaries$465,565ClassifiedSalaries- $26,280


Scope of Service: Charter-Wide Scope of Service: Charter-Wide

A l l--------------------------------------------------OR: X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:

A l l--------------------------------------------------OR: X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:

Oversee college and career planning forstudents through use of PBL, plan communitywalking field trips and have access to

No cost allocated Planned and implemented 3 PBL units over theyear and incorporated 2 field trips that enhancedlearning. Introduction of technology through the

Field Trip CharterBuses and EntryFees-$1,865

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technology. purchase of a roving computer lab. Technology RovingComputerLab-$14,891

LCFF BASE funds


Metro Charter



Develop system of assessing English Learnersusing California English Language Development(CEDLT) test and actively monitor progress byproviding a testing coordinator, planning time forteachers, ELD standards and an ELDinstructional block.

Classified HourlyWage $40,000

Developed a system of assessing EnglishLearners using CELDT test, actively progressmonitored students and their academicprogress. Provided school with a testingcoordinator and teachers with time to plan for anELD instructional block and discuss progress ofEL students.

Classified HourlyWage-$34,873



Metro Charter

A l l--------------------------------------------------OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:


Add Transitional Kindergarten and maintain alower class size in Transitional Kindergarten.

Portion ofCertificatedSalaries$470,355,

Transitional Kindergarten was capped at 18students in order to provide individualizedinstruction and prepare students for asuccessful transition into Kindergarten.


43

Consultants$15,000

LCFF Base Funds


Metro Charter



Develop efficient data reporting systems tomonitor the progress of English Learners andreclassified English Learners. Provide dedicatedinstruction for English Language Development aswell as instruction that expands and extendsacademic language development across theschool day.

Portion ofCertificatedSalaries$470,355Consultants$15,000

LCFF Base Funds

Developed data reporting systems to monitorEnglish Learners. English LanguageDevelopment instruction was delivered to everyEnglish Learner on a daily basis in order tosupport their language acquisition as well astheir academic language development. EnglishLearners were 68% proficient or advanced inMath, 50% proficient or advanced in ReadingComprehension and 78% proficient or advancedin Reading Foundational Skills.


LCFF Base Funds


Metro Charter



What changes in actions, services,and expenditures will be made as aresult of reviewing past progress

and/or changes to goals?

With 65% of students ending at or above grade level in English Language Arts, there is aneed for increased professional development on Response for Intervention for bothcertificated and classified staff. A three tiered RTI system is needed in order to support

1)

44

struggling students. In order to accomplish this, the school will provide a PD cycle onprogress monitoring and providing specific intervention. The number of certificated staff willincrease to support students not meeting grade level. CAASP testing went smoothly with the purchase of technology, however, with the growth inthe number of students tested, the school will need to provide more technology on campusto accommodate for this.

2)

98% of English Learners advanced a level or two on the CELDT exam. In class they are at50% at or above grade level. The school needs to implement a Professional Developmentcycle on supporting English Learners and monitoring their progress. The school willcontinue to have a testing coordinator on campus to support progress monitoring for thesestudents.

3)

Students need access to hands-on materials and real world experiences to support projectbased learning. The school will provide every student with 2 field trips in order to supportPBL units.

4)

45

OriginalGOAL fromprior year

LCAP :

Promote student attendance by providing a safe, welcoming and inclusive climatefor all students and their families, so that all are in classes ready to learn.

Related State and/or Local Priorities:1 2 3 X 4 X 5 X 6 X 7 8 COE Only: 9 10 Local:


ExpectedAnnual

MeasurableOutcomes:

- The number of students who are chronically absent or tardy (10 days) will be reduced by 5% or more eachyear

- The number of students who are suspended at leastonce or who receive one or more office referrals will bereduced each year by at least 5% through theparticipation in character counts curriculum andactivities.

- Beginning 2014-2015, all students and families willhave access to school resources: parent powerschoollogin, parent leadership opportunities i.e. SSC, SAC,ELAC, TK-3 parent brochures & content resources tohelp build positive home-school communication and tosupport student success at home.

ActualAnnual

MeasurableOutcomes:

2014-2015 was a baseline year in which data wascollected in the form of :

established a baseline year to establish attendancedata with a 96% average daily ADA and 25 studentsof 150 having chronic absences or tardies

documented most discipline referrals in order tocreate a baseline target with 2 suspensions for theyear and 130 logged office referrals

created a parent survey to assess parents feeling ofconnectedness with over 50% of the parentpopulation returning a survey.

Parents leadership opportunities were available oncampus in the form of SSC, ELAC, and committeeleadership

TK-3 parent brochures were created all threetrimesters to support student success at home

LCAP Year: 2014-15

Planned Actions/Services Actual Actions/Services


EstimatedActual AnnualExpenditures

46

Conduct outreach and attendanceinterventions with families around theimportance of attendance and being on time.

Portion of ClassifiedSalaries $148,000 ,Teacher I Stipends$5,000LCFF Base Funds

Conducted outreach and attendanceintervention with families, meeting with parentsof students who were chronically absent ortardy and providing support and communicatingthe importance of attendance

Portion ofClassifiedSalaries$136,261

LCFF Base Funds

Scope of Service: Charter-Wide Scope of Service: Charter-Wide



Expand discipline practices that buildrelational trust and provide alternatives topunitive discipline through behavioralintervention and training for consistentmonitoring of office referrals, suspensions andalternatives to suspension. Provideprofessional development on and create aschool wide campaign around CharacterCounts Pillars.

No Expense: Trainingwill occur duringscheduled meetings

Character Counts Campaign continued to teachreplacement behavior. School staff soughtalternative to punitive discipline. LAUSD PD onBehavior Intervention. LAUSD Sped contractfor Behavior Intervention and Behavior SupportPlans. Most behavior was monitored throughoffice system in order to track specifics ofschool-wide behavior.

No AddedExpense:Training occurredduring scheduledmeetings andLAUSD supportthrough Option 1for SpecialEducation

Scope of Service: Charter-Wide; MetroCharter Scope of Service: Charter-Wide;

Metro Charter



Parents/families are engaged and informed ofEnglish Learner programs, reclassification

Portion ofCertificated

Parents/families were engaged and informed ofEnglish Learner programs, reclassification

Portion ofCertificated

47

process and services and progress throughschool based committees (such as ELAC),events, tools and resources and learningopportunities

Salaries$470,355,Consultants $15,000

LCFF Base Funds

process and services and progress throughschool based committees (such as ELAC),events, tools and resources and learningopportunities. All documentation was translatedinto Spanish.

Salaries-$466,565LCFF Base Funds


Metro Charter



Administrator, teachers and support staff buildstrong relationships between the school andthe home through strong communication andhome visits as needed in order to supportlow-income students, foster youth, andstudents with disabilities. This includescreating an inclusive classroom and schoolenvironment, providing targeted services andsupport as needed.

Portion ofCertificatedSalaries$470,355,Consultants $15,000

LCFF Base Funds

Administrator, teachers and support staff builtrelationships between the school and the homethrough communication in order to supportlow-income students, foster youth, andstudents with disabilities. This includedcreating an inclusive classroom and schoolenvironment, providing targeted services andsupport as needed. No home visits werenecessary for this year.

Portion ofCertificatedSalaries-$466,565

LCFF Base Funds


Metro Charter

A l l--------------------------------------------------OR: X Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient X Other Subgroups: Studentswith disabilities

A l l--------------------------------------------------OR: X Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient X Other Subgroups: Students with Disabilities

What changes in actions, services,and expenditures will be made as a

With the student population continuing to grow, the school will have an administrative1)

48

result of reviewing past progressand/or changes to goals?

coordinator who will support attendance monitoring. The administrative coordinator will workwith families of truant students in order to increase their school attendance.The school will develop a Positive Behavior Intervention and Support (PBIS) system in orderto support students with multiple office referrals. This includes providing mentorship for atrisk students, providing incentives for positive behavior and creating a school widediscipline policy.

2)

84% of parents who participated in the survey felt that home-school communication wassatisfactory. In order to increase home school connectedness, the school will create acommunity liaison position and provide increase parent educational opportunities oncampus.

3)

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Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

Total amount of Supplemental and Concentration grant funds calculated: $123,751

Supplemental funds are used to increase and/or improve services for students and their families in order to support the meeting of schoolgoals. The school is expending supplemental funds in the 2015/2016 academic year in the following ways:

Professional Development - targeted to support EL, LI, and identified At-Risk students

Provide intervention support for EL, LI, FY and identified At-Risk students

Increase academic monitoring of EL, LI and At-Risk Students in the form of grade level planning and peer learning communities

Increase Parent Workshops for parents of EL, LI and struggling students

School-wide Community Liaison to support parent communication and provide parents with strategies for working with their students

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 adistrictwide, 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 ofunduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwidemanner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’sgoals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

A .

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https://govt.westlaw.com/calregs/Document/IC434EE909DCC11E49540B9FDFD738151



7.96 %

Response to Intervention support program for identified At-Risk student support during the school day

Additional support to FY, HY, EL, and LI students and parents in the form of intervention and parent education and communication

Professional Development for teachers and staff in supporting EL, LI, FY and at-risk students

Increased mentoring for students with multiple office referrals, FY, and HY.

NOTE: Authority cited: Sections 42238.07 and 5 2 0 6 4, Education Code. Reference: Sections 2 5 7 4, 2 5 7 5, 42238.01, 42238.02, 42238.03,42238.07, 4 7 6 0 5, 47605.5, 47606.5, 4 8 9 2 6, 5 2 0 5 2, 5 2 0 6 0- 5 2 0 7 7, and 6 4 0 0 1, Education Code; 20 U.S.C. Section 6312.

In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to theservices 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, fosteryouth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding providedfor such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage ismet using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared tothe services provided to all pupils.

B.

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http://www.gpo.gov/fdsys/pkg/USCODE-2011-title20/html/USCODE-2011-title20-chap70-subchapI-partA-subpart1-sec6312.htm




Local Control and Accountability Plan - Edl · § 15497. Local Control and Accountability Plan and...

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