NEWCASTLE)ELEMENTARY)SCHOOL)DISTRICT) … LCAPs...NEWCASTLE)ELEMENTARY)SCHOOL)DISTRICT)...

NEWCASTLE ELEMENTARY SCHOOL DISTRICT Local control Accountability Plan and Annual Update

July 1, 2015-‐June 30, 2018 Kathleen Daugherty, Superintendent

of 99 Introduction: LEA: Newcastle Elementary School District Contact (Name, Title, Email, Phone Number): Kathleen Daugherty, Superintendent, [email protected], (916) 259-‐2832 ex.201 LCAP Year: July 1, 2015 -‐ June 30, 2018

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.

of 99 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.

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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? Involvement Process Impact on LCAP Newcastle Elementary School District is a small school district in Northern California, known as the GEM of the foothills, and located on I 8o, Gateway to the Sierra's and beyond. Established in 1865 as a single school district, it has evolved into a district with multiple charter schools while maintaining the original elementary school and small school/district feel. Newcastle Elementary School District boasts of high achievement, wonderful parent and community involvement, and progressive 21st Century thinking. Parents and staff participate in all decisions regarding program development, textbook

This plan was developed as a result of the input and comments received from the parent and staff engagement. There was an enhanced knowledge and understanding of the plan for development of the LCAP in conjunction with the LCFF. There was an increased information flow between the school sites, stakeholder groups and District via the DAC and cabinet, as the DAC was comprised of a minimum of 2 members from each site, with one being a PTC/PTO representative. Parents participating on the DAC committee represent general ed, special education, GATE and Title 1/Low Income

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adoption and budget decisions through a variety of processes including parent meetings, parent education workshops, surveys, and written text/information home (both digital and print).

students. The use of the district wide survey data and common core achievement data allowed school sites and the District to recognize gaps in program or services particularly in the areas of assessment, CCCSS instruction/student achievement, and site safety. Common themes and LCAP focus areas emerged from this process. These include facilities improvements, student safety to and from school, development of additional and extensive enrichment opportunities for all students and not just GATE, including STEM and visual and performing arts, and extended support for intervention and student learning outside of the school day and at home. Staff data included the need for additional support in the implementation of CCCSS, use of current technology tools and technology integration. In addition, priorities were also developed based upon the common themes listed above along with new data from the district wide benchmark assessments showing a lack of student proficiency in CCCSS across the grade levels, current district goals and the state priority areas. Stakeholder participation throughout the process allowed for greater understanding and alignment of student, school,staff and parent needs.

The development of this Local Control Accountability Plan (LCAP) was no exception. Parents and staff participated in a district-‐wide survey. Additional input on topics was taken through a parent workshop and through School Site Council meetings. Although not a significant subgroup, EL (English Learner) parents were invited to a separate meeting to discuss concerns and were sent a separate and brief set of survey questions to elicit responses to better meet the needs of the EL students. Representatives of bargaining units and parent groups are invited to sit on and make recommendations to budget through committee meetings and attendance at local Board meetings. The District administration also holds monthly District Advisory Meetings (DAC) to discuss District and school site issues. A minimum of two representatives from each of the schools are members of the DAC and the meeting agendas and minutes are posted via a link from the District web site. DAC members take information back to the school sites to solicit additional information from their respective parent groups and recommendations from the DAC are also shared with the administrative team. The DAC was responsible for creating the survey and analyzing the results to be incorporated into this plan. The site administrators also work with their respective staff and school site groups to solicit input regarding budget, program, site safety and student support.

Changes to the draft plan from the input process of the DAC, school sites and public hearing include the addition of : 1. Parent and staff education in the area of program use for Schoology or any other LMS system to enhance parent communication and increase parent access to student performance 2. The addition of a web-‐based keyboarding program in the actions/services for all students to support 21st century skills The addition of a District wide data analysis system for formative and summative assessments and ability to monitor individual, grade level and school wide benchmark achievement progress over the Common Core Standards over time. 3. The addition of a sub finder calling system to ensure that all classes are properly staffed with a certificated substitute as an action/service for all students

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Although there is not a subgroup of Homeless/Foster Youth, Racial/Ethnic or EL, the NES/NCS site administrator serves as a liaison to the Placer County Office of Education, and the District participates in a local grant to support Foster Youth/Homeless through Placer Union High School District. The certificated staff member assigned to coordinate services and support EL at the NES/NCS site participates in the County EL Committee meetings. In addition District administration participates in county Categorical meetings. Information from these meetings is taken back to the individual sites to support student programs and student needs in each of the categories. Those identified needs are also incorporated into this plan.

All stakeholders received information about the LCAP including the data needed to develop the plan. This was done through a series of parent and/or staff meetings/presentations. In addition, written communication was distributed home and posted to the website describing the new budget and plan development process. Prior state testing data and current data from student assessments and classroom performance was used by staff to make recommendations for goals in the LCAP. Input was taken from parents via the survey and special meetings, special education support staff, EL, Title 1 support staff, and classroom teachers via the councils and survey. The DAC has representation from families with students identified with learning disabilities, GATE, and low income. A separate English Learner parent group was established to futher gather information regarding the needs and desires of the families with English learners.

The following represents the timeline and involvement, along with the impact on the LCAP. Winter 2013/14: District leadership team comprised of Superintendent, Director of Ed Services and site directors/principals received specific and comprehensive training and updated information on the development of the LCAP. This information was shared at regular Board of Trustee meetings and taken back to the school sites. Articles and Information were posted to District and School websites.

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November, December 2014: School site parent meeting to educate stakeholders on LCFF (Local control Funding Formula) and LCAP October, November, December 2013, January 2014 Cabinet meetings: ( Including the Superintendent, Director of Ed Services, site directors/principals and occasionally, Director of Fiscal Services). Reviewed implementation of CCCSS (California Common Core State Standards) and the need for full involvement in LCAP process. Identified Stakeholder groups. Designed opportunities and set timelines for stakeholder involvement. Made recommendations for parent/community participation in the District Advisory Committee ( DAC) from each school site. October, November,December 2013,January 2014 DAC (District Advisory Meetings) Reviewed role of committee and need for their representation of school site stakeholders, trained on LCAP/Budget components, created parent education night for CCCSS /Smarter Balance and LCAP input, developed parent/community stakeholder survey and timelines February, March, April 2014: Surveyed and collected data from parent/community and staff on each of the 8 priority areas. February, March, April 2014 Cabinet: Reviewed LCAP priority areas, analyzed data from surveys, created themes of improvement/focus for further input by stakeholders, created district-‐wide benchmark assessment to gather data on student and subgroup performance at each grade level. February, March, April DAC: Reviewed LAP priority areas, analyzed data from surveys sorted by school sites, analyzed additional data created by LCAP parent input event, suggested focus areas for LCAP, reviewed section 1 draft of LCAP and made suggestions which are incorporated above. April 8-‐9, 2014: Placer County-‐wide stakeholder meetings held in two locations and two dates to take input on Foster Youth and English Learners. April 2, 2014 Special EL parent meeting to take input on LCAP based upon parent survey results. Special survey for EL sent home to gather more input from EL families.

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May 2014 Cabinet and DAC (2 meetings each for this month): Analyzed data from benchmark assessments, refined learning goals created final draft of LCAP to be reviewed at each site by PTO's, School Site Councils and DAC. May 2014: Principals/Directors have School Site Councils (NES)/Governance Councils review draft of LCAP. Input was solicited from councils and bargaining units. Special Meeting May 21, 2014: Public Hearing to take input on LCAP draft. Revisions were made to LCAP based upon public hearing. Special input form was approved and posted with updated LCAP to website. The superintendent responded in writing to all input received. (Input is recorded on a spread sheet to be shared with DAC and district leadership) Special Meeting June 4th: Second Special Public Hearing scheduled to receive additional input based upon input and revisions from various groups from first Public Hearing, additional DAC virtual meeting to take additional input to revisions and posting to the website. June 17, 2014 Meeting of the Board of Trustees to formally approve LCAP and 2014-‐15 budget along with multi-‐year projections -‐-‐-‐-‐-‐-‐-‐-‐ Annual Update: Annual Update: Parents, staff and committees participated in the annual review process. Parents and staff participated in the district-‐wide survey. In addition, this year students were surveyed for engagement, safety and wellness which allowed us to change the nature of the staff survey in some areas. Additional input on topics identified as concerns was taken through a District-‐wide Common Core and LCAP parent workshop, along with specific LCAP goal discussions in District Advisory meetings and the NES School Site Council meetings. Although not a significant subgroup, EL (English Learner) parents were again invited to a separate meeting to discuss concerns and were sent a separate and brief set of survey questions to elicit responses to better meet the needs of the EL students. Representatives of bargaining units and parent groups are invited to sit on and make recommendations to budget through committee meetings and attendance at local Board meetings. The District administration also uses the

This plan was revised as a result of the input and comments received from the parent, student and staff engagement. There was far more knowledge and understanding of the plan for development of the LCAP in conjunction with the LCFF. There was an increased information flow between the school sites, stakeholder groups and District via the DAC and cabinet. The use of the district wide survey data, student survey data and common core achievement data allowed school sites and the District to recognize new or continuing gaps in program or services particularly in the areas of assessment, CCCSS instruction/student achievement, and student engagement and site safety. Similar themes and LCAP focus areas emerged from this process which continue to include facilities improvements, student safety to and from school, development of additional and extensive enrichment opportunities for all students and not just GATE, including STEM and visual and performing arts, and

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monthly District Advisory Meetings (DAC) as mentioned above, to discuss District and school site issues. The DAC was recently reconfigured to be inclusive of all subgroups with a minimum of two representatives from each of the schools are members of the DAC and the meeting agendas and minutes are posted via a link from the District web site. The Governing Board took action to appoint the members of this committee to serve as the Parent Stakeholder Group. DAC members solicit additional information from their respective parent groups and recommendations from the DAC are also shared with the administrative team. As in the prior year, the DAC was responsible for creating all the surveys, and analyzing the results to be incorporated into this plan. The site administrators also work with their respective staff and school site groups to solicit input regarding budget, program, site safety and student support.

extended support for intervention and student learning outside of the school day and at home. Staff data included the need for additional support in the implementation of CCCSS, use of current technology tools and technology integration. In addition, priorities were refined with new data from the district wide benchmark assessments showing an improvement but still a lack of student proficiency in CCCSS across the grade levels. Stakeholder participation throughout the process allowed for greater understanding and alignment of student, school,staff and parent needs. Changes to the 2014-‐15 LCAP for 2015-‐16 from the input process of the DAC,parent surveys, student surveys, staff surveys, site administrators,school sites and public hearing include the addition of : 1. Continued parent and staff education in the area of program use for Schoology to enhance parent communication and increase parent access to student performance 2. The continued focus on the addition of a District wide data analysis system for formative and summative assessments and ability to monitor individual, grade level and school wide benchmark achievement progress over the Common Core Standards over time. (piloting at this time) 3. The review and revision of school site programs on bullying, student safety, and wellness 4.The addition of goals encouraging walking and riding to school to reduce traffic at the school sites. 5. Continued focus on internet access for students at home. 6. New focus on internet safety 7. The continued focus on visual and performing arts as a vehicle for student learning

Although there is still not a subgroup of Homeless/Foster Youth, Racial/Ethnic or EL, an NESD administrator serves as a liaison to the Placer County Office of Education, and the District continues its participation in a local grant to support Foster Youth/Homeless through Placer Union High School District. This year we created a position of EL coordinator and that person coordinate services and support EL at the NES/NCS site and participates in the County EL Committee meetings. In addition District administration or designees continue to participates in county C & I meetings. Information from these meetings is taken

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back to the individual sites to support student programs and student needs in each of the categories. Those identified needs are also incorporated into this plan. All stakeholders continue to receive information about the LCAP including the data needed to develop the plan. This was done through a series of parent and/or staff meetings/presentations. In addition, written communication is distributed home and posted to the website describing the results of the surveys and plan progress. Since no state assessment data was available, current data from student assessments and classroom performance was compared with last years benchmark assessments and was used by staff to make recommendations for goals in the LCAP. Input was taken from parents via the survey and special meetings, special education support staff, EL, Title 1 support staff, and classroom teachers via the councils and survey. As noted above, the DAC has representation from families with students identified with learning disabilities, GATE, and low income. A separate English Learner parent group was again established to further gather information regarding the needs and desires of the families with English learners.

The following represents the timeline and involvement, along with the impact on the LCAP for the review and revision process. Winter 2014/15: District leadership team comprised of Superintendent, and site directors/principals received specific and comprehensive training and updated information on the review and revision process of the LCAP. This information was shared at regular Board of Trustee meetings in the Superintendent's report and taken back to the school sites. Information was posted to District and School websites. October, November, December 2014, January 2015, February 2015 Cabinet meetings: ( Including the Superintendent, site directors/principals and occasionally, Director of Fiscal Services). Reviewed implementation of CCCSS (California Common Core State Standards) and the need for full involvement in LCAP process. Identified Stakeholder groups. Designed opportunities and set timelines for stakeholder involvement. Made recommendations for parent/community participation in the District Advisory Committee ( DAC) from each school site. Made recommendations for parent input night and parent education evening. Reviewed survey results for parents. Reviewed recommendations from DAC for student survey. Refined process for data

1. As a result of the DAC meetings and the student survey actions involving a focus on student engagement was added to goals 3 and 4 2. Actions involving more training and emphasis was added in the area of school safety, school discipline, bullying and development of school connections. 3. As the result of the walkability study, additional actions for safe routes to and from school, and to encourage walking were put into place in goal 3. 4. As the result of parent input on the LCAP draft at public hearing, along with comments from the parent survey and DAC meetings, actions detailing after school activities including after school homework were written forGoals 2, 3, and 4. 5. As a result of input received from the EL families, actions including more family support in using online curriculum and web-‐based programs were added.

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collections for classroom instruction and defined 2nd trimester assessments for data collection. Discussed site safety and refined safety plans. October, November,December 2014,January 2015, February 2015 DAC (District Advisory Meetings) Reviewed role of committee and need for their representation of school site stakeholders, trained on LCAP/Budget components, created parent education night for CCCSS and LCAP input, developed parent/community stakeholder survey and timelines and student survey and timelines. Reviewed site safety goals, LCAP goals achieved, and concerns regarding student engagement. January, February, March, April 2015: Surveyed and collected data from parent/community and staff on each of the 8 priority areas. Surveyed and collected data from 4th-‐ 8th grade students on engagement, safety, health and wellness. March, April 2015 Cabinet: Reviewed LCAP goal areas, analyzed data from surveys, created themes of improvement/focus for further input by stakeholders, analyzed district-‐wide benchmark assessments to gather data on student and subgroup performance at each grade level. Refined Discipline continuum for Board approval, refined staff development needs for CCCSS implementation and textbook adoptions. Discussed CAASPP assessments. March, April 2015 DAC: Reviewed LCAP goals and identified areas of progress and areas of continued focus, analyzed data from surveys sorted by school sites, analyzed additional data created by LCAP parent input event, suggested new focus areas for LCAP including student engagement and safety, bullying, and communication, reviewed section 1 draft of LCAP and made suggestions which are incorporated above. March 17, 2015 Community Town Hall Meeting on 'Safe Routes to School' March 17, 2015 LCAP Input /Common Core Night District -‐Wide: presentations on curriculum for reading/language arts and math at each grade level, additional LCAP input based upon survey results. April 22, 2015 Special EL parent meeting to take input on LCAP based upon parent survey results. Special survey for EL sent home to gather more input

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from EL families. Regular Board Meeting May 13, 2015: Public Hearing to take input on LCAP draft. Revisions will be made to LCAP based upon public hearing. Special input form was approved and posted with updated Draft LCAP to website. The superintendent will respond in writing to all input received. (Input is recorded on a spread sheet to be shared with DAC and district leadership) May 12 and 13, 2015 Cabinet and DAC : Review and refine learning goals in final draft of LCAP to be reviewed at each site by PTO's, School Site Councils. May 2015: Principals/Directors have School Site Councils (NES)/Governance Councils review draft of LCAP. Solicit additional input from councils and bargaining units. Special Meeting TBD: Second Special Public Hearing scheduled to receive additional input based upon input and revisions from various groups from first Public Hearing, additional DAC virtual meeting to take additional input to revisions and posting to the website. June 10, 2015 Meeting of the Board of Trustees to formally approve LCAP and 2015-‐15 budget along with multi-‐year projections -‐-‐-‐-‐-‐-‐-‐-‐

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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).

Action/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 1:

Focus on the CCCSS and depth of knowledge strategies in all content areas to provide instruction which will challenge/meet the needs of all students to prepare them with 21st Century college and career ready skills. Raise the levels of student performance to a high level of proficiency in CCCSS and 21st Century learning through specifically designed interventions, enrichment, differentiated classroom instruction, project based and blended learning, and parent education for all students including VAPA (Visual and Performing Arts) and foreign language.

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

COE only: 9 10 0

Local : Specify

Identified Need : IDENTIFIED NEEDS Base upon input from staff and parents from recent surveys, El input and student data analysis we need to: 1) Fully implement the CCCSS District wide in Language Arts, Mathematics, Science and History. 2) Raise student achievement levels based on data from new District-wide assessment system in which the average % of students scoring in both CCCSS reading/language arts and math was 50% or below, although school sites varied by grade level. 3) increase EL reclassification rate to insure that students are reclassified as proficient within 3 years of entering the program 4) Train all staff to competent/knowledgeable in differentiation, project-based instruction, blended learning, assessment, technological instructional strategies and technology integration. 5) Insure that all classroom teachers and support personnel are highly qualified(HQT) and that there continues to be complete compliance with The Williams Act in all areas. Based upon recent surveys with parents and staff, students need more instruction in STEM and to be offered more enrichment and support opportunities to grow to their full potential. In order to prepare students for College and Career readiness and ensure the successful achievement of CCCSS, NESD (Newcastle Elementary School District) needs to: 1) Expand, enrich and enhance student intervention, enrichment opportunities for all students before, during and after school for all grade levels and in all content areas, 2) Differentiate and provide additional enrichment, resources and learning opportunities for identified GATE students. 3) Differentiate lessons for student learning to provide for students not meeting basic grade level and skill requirements for CCCSS. 4) Educate parents to support student learning in the core areas of CCCSS, College and Career Readiness and the use of technology. METRIC(S) TO MEASURE PROGRESS 1) Student achievement data analysis by all students (district, school site) and subgroups (district,school site) with current trimester District Benchmark Assessments in grades K-8th using CAASPP and Smarter Balance formative assessments, Measured Progress assessment data designed for each grade level, Lexia Reading or other newly adopted system currently being piloted such as Galileo or ATI; 2) Adopted Publisher assessments from Reading/Language Arts, History, Science and math adopted and CCCSS aligned textbooks; 3) STAR reading assessments from Renaissance Learning, 4) CELDT, 5) student presentations/projects aligned to the CCCSS; 6) student observations, report cards or Schoology progress indicators; 7) results from the CAASPP and the new API when available; 8) Williams quarterly reports; 9) Parent, Student and Staff surveys, 10)Teacher observations and evaluations 11) 8th grade graduation rates 12) El Reclassification rates as per District adopted policies

Goal Applies to: Schools: All with a focus on Newcastle Elementary School Applicable Pupil Subgroups:

All

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LCAP Year 1: 2015-16 Expected Annual

Measurable Outcomes:

Relevant 21st Century standards will be imbedded in all instructional units with Common Core Standards used to guide instruction for thematic units and Formative & Summative Assessments will be aligned to CAASPP library and or Smarter Balance assessments by grade level. Teacher/support staff will receive ongoing professional development in the CCCSS, project based instruction, blended learning, and technology integration along with teacher collaboration and grade level themed unit development. Remediation and enrichment activities will have smaller student/staff ratios. As a result of teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, blended learning, project based instruction, CCCSS implementation and smaller student/staff ratios for remediation and enrichment: Average student scores as measured by publisher and district trimester benchmark assessments will increase by a minimum of 5% overall in reading/language arts and math as well as the number of students meeting the standard on all measures in Language Arts and Math will increase by 5% on district benchmark assessments. School-wide scores for all students and for individual subgroups on the API (or other designated state measure) will increase by a minimum of 1%. Scores will increase by a minimum of 1 % or an amount TBD on the CAASPP for all students and subgroups and will be based upon benchmark scores received in 2015 District and school API ( Or State common measure) will show an increase with a minimum of 1% or higher TBD based upon the new CAASPP scores for all students and for each subgroup. A full and complete instructional program will be offered (Ed Codes 51210 & 51220); All teachers will be classified as Highly Qualified Teachers (HQTs); Teacher evaluations will demonstrate progress toward proficiency in Challenge 21 standards, implementation of the CCCSS, differentiation, blended learning, project-based instruction, assessment and technology integration. All students will have access to a broad course of study including the CCCS aligned instructional materials related support/enrichment materials and digital curriculum, Quarterly reports will continue to show full Williams compliance for HQT staff, materials and facilities. There will be an increase in the opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS, 21st Century Skills and Challenge 21 Standards. Students will benefit from the incorporation of instrumental music in grades 4-8 and classroom music as a part of the TK-5 core program to insure student access to Visual and Performing Arts. Middle Grades exploratory classes will continue to be enhanced to include VAPA skills and a foreign language. K-5 Students will receive Sombrero Time in the classrooms via a trained certificated teacher. G.A.T.E. identified students, El students, and students with special needs and identified disabilities will receive instruction that is differentiated, as appropriate to meet their needs. Parents and students will receive tutorial supports and parent education opportunities including parenting classes and regional opportunities to

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support student learning. All students exiting from Middle School (8th grade) will be eligible for graduation and promotion to high school.

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

Pilot, Adopt, purchase and provide resources to support fully CCCS aligned Language Arts materials in grades TK-5 with staff training and full school wide implementation by 2016-17

All X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

CCCS Aligned Language Arts instructional materials, including technology devices, web-based subscriptions and support resources for TK-5 students and staff Base 15000 Professional development for certificated and support staff Base 1,500

Adapt, refine and implement with fidelity, the CCSS instructional strategies/methodologies including 21st Century skills, and provide staff development, personnel and resources for support materials and access to state-of-the-art instructional resources/equipment to support student learning and achievement.


CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities Base 10,000 Fund instructional equipment, supplies, learning environment enhancements and/or replacements Base 10,000 Staff classrooms with HQT teachers Base 1562736

Collaboration with Placer Union High School District and neighboring Tk-8th grade districts feeding into PUHSD to ensure that students are fully prepared to transition from NESD to PUHSD or their high school of choice exiting the Placer Academy Campus of HRCCS and students attending any of the charters may not transition to PUHSD.


Release time for grade level ariculation and collaboration with PUHSD and neighboring PK-8 district staff in staff development 0000: Unrestricted Base 1500

Develop an instructional support program and provide adequate staff including a differentiation coach and professional development to to support classroom instruction, differentiation, cluster grouping including GATE, Special Education and those not meeting grade level skills or achieving below proficiency levels.

All X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent

Adequate staff and professional development Includes Special education aide and designated RSP time Other 50,000 CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational

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English proficient Other Subgroups: (Specify)

Services which will encompass several of the goals and responsibilities for all and targeted students. Title 1 10,000

Development of CCCSS and 21st Century Skills aligned enrichment and exploratory opportunities to support student learning and their success in future college and career pursuits including computer coding STEM instruction, classroom and instrumental music, foreign language and necessary materials, programs and equipment


Professional Development Base 1000 Materials/equipment to support enrichment/exploratory courses to be offered during the school day including the unique needs of GATE students. Base 5000 Classroom and Instrumental music personnel Base 20,600 Personnel and programs for foreign language Base 16000

Inclusion of parents as partners in the CCCSS implementation plan through ongoing parent education meetings and trainings at each school site and at a district level with a focus on Language Arts


Parent education training Base 500

Provide all students below proficient in grade level skills to be successful in the CCCSS aligned instruction, supplemental resources such as: technology resources, home based materials, tutorial services, web-based programs, adequate support staff for before schol, after school and during the school day, FY transportation, to support their high level of of achievement and acquisition of English language proficiencies especially targeting EL, Low income and Foster Youth

School-wide

All OR:------- Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)

Funding for support activities, materials, technology, equipment and personnel Supplemental 32,233 EL Coordinator and ELD teacher to provide direct support and instruction Supplemental 19221 Differentiation Coach and staff development to support differentiation in the classroom (Part of the Director of Student Services/Staff Development) Supplemental 8584

With the growth of English learner students, NESD is in need of an EL Master Plan to guide the District in implementation of strategies to raise EL proficiencies through designated and integrated instruction

School-wide

All OR:------- Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Allocate funding to develop an EL Master plan for the District Supplemental 1000

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Provide staff and parent education opportunities based upon needs and interests as identified by staff and parents with the specific focus on the needs of EL students, Foster Youth, and Low Income, including differentiation of instruction. support their high level of achievement

School -wide

All OR:------- X Low Income pupils X English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Staff and Parent education Supplemental 1000

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Relevant 21st Century standards will continue to be imbedded in all instructional units with Common Core Standards used to guide instruction for thematic units and Formative & Summative Assessments will be aligned to CAASPP library and or Smarter Balance assessments by grade level. Teacher/support staff will receive ongoing professional development in the CCCSS, project based instruction, blended learning, and technology integration along with teacher collaboration and grade level themed unit development with a focus on NGSS (Next Generation Science Standards. Remediation and enrichment activities will have smaller student/staff ratios. As a result of teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, blended learning, project based instruction, CCCSS implementation and smaller student/staff ratios for remediation and enrichment: Average student scores as measured by publisher and district trimester benchmark assessments will again increase by a minimum of 5% overall in reading/language arts and math as well as the number of students meeting the standard on all measures in Language Arts and Math will increase by 5% on district benchmark assessments. NGSS assessments will be in the base year. School-wide scores for all students and for individual subgroups on the API (or other designated state measure) will increase by a minimum of 1%. Scores will increase by a minimum of 1 % or an amount TBD on the CAASPP for all students and subgroups and will be based upon benchmark scores received in 2016 District and school API ( Or State common measure) will show an increase with a minimum of 1% or higher TBD based upon the new CAASPP scores for all students and for each subgroup. A full and complete instructional program will be offered (Ed Codes 51210 & 51220); All teachers will be classified as Highly Qualified Teachers (HQTs); Teacher evaluations will demonstrate progress toward proficiency in Challenge 21 standards, implementation of the CCCSS, differentiation, blended learning, project-based instruction, assessment and technology integration. All students will have access to a broad course of study including the CCCS aligned instructional materials related support/enrichment materials and digital curriculum, Quarterly reports will continue to show full Williams compliance for HQT staff, materials and facilities. There will continue to be an increase in opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS, 21st Century Skills and Challenge 21 Standards. Students will benefit from the incorporation of instrumental music in grades 4-8 and classroom music as a part of the TK-5 core program to insure student access to Visual and Performing Arts. Middle Grades exploratory classes will continue to be enhanced to include VAPA skills and a foreign language. K-5 Students will continue to receive Sombrero Time in the classrooms via a trained certificated teacher. G.A.T.E. identified students, El students, and students with special needs and identified disabilities will continue to receive instruction that is differentiated, as appropriate to meet their needs.

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Parents and students will continue to receive tutorial supports and parent education opportunities including parenting classes and regional opportunities to support student learning. All students exiting from Middle School (8th grade) will continue to be eligible for graduation and promotion to high school.




Pilot, Adopt, purchase and provide resources to support fully CCCS aligned Next Generation Science (NGSS) materials in grades TK-8 with staff training and full school wide implementation by 2017-18


Allocation of funds to obtain CCCS Aligned NGSS instructional materials, including technology devices, web-based subscriptions and support resources as defined by adopted CCCSS curriculum and approved technology purchases for TK-8 students and staff Base 25,000 Professional development for certificated and support staff to take place during the 2016-17 year. Base 1,500 Provide parent education training at the school sites in the area of Next Generation Science Standards and assessment Base 200

Adapt, refine and implement with fidelity, the CCSS instructional strategies/methodologies including 21st Century skills, and provide resources for support materials and access to state-of-the-art instructional resources/equipment to support student learning and achievement.


CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities Base 10300 Instructional equipment, supplies, learning environment enhancements and/or replacements Base 10,000 Staff classrooms with HQT teachers Base 1,700,000



Release time for NES/NCS staff and NESD staff for grade level ariculation and in collaboration with PUHSD and neighboring PK-8 district staff in staff development Base 1500

Develop an instructional support program and provide adequate staff including a differentiation coach and professional development to to support classroom

All X All OR:------- Low Income pupils

Adequate staff and professional development Includes Special education aide and designated RSP time Base 51500

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instruction, differentiation, cluster grouping including GATE, Special Education and those not meeting grade level skills or achieving below proficiency levels.

English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities Title 1 10,300

Development of CCCSS and 21st Century Skills aligned enrichment and exploratory opportunities to support student learning and their success in future college and career pursuits including computer coding STEM instruction, classroom and instrumental music, foreign language and necessary materials, programs and equipment


Professional Development Base 1000 Materials/equipment to support enrichment/exploratory courses to be offered during the school day including the unique needs of GATE students. Base 5000 Classroom and Instrumental music personnel Base 21218 Personnel and programs for foreign language Base 16480

Inclusion of parents as partners in the CCCSS implementation plan through ongoing parent education meetings and trainings at each school site and at a district level with a focus on NGSS


Parent Education Training Base 500

Provide all students below proficient in grade level skills to be successful in the CCCSS aligned instruction, supplemental resources such as: technology resources, home based materials, tutorial services, web-based programs, adequate support staff for before school, after school and during the school day, FY transportation, to support their high level of of achievement and acquisition of English language proficiencies especially targeting EL, Low income and Foster Youth

School -wide


Funding for support activities, materials, technology, equipment and personnel Supplemental 33000 EL Coordinator and ELD teacher Supplemental 20000 Differentiation Coach and staff development to support differentiation in the classroom (Part of the Director of Student Services/Staff Development) Supplemental 9000

EL Master Plan review and revisions to guide the District in implementation of strategies to raise EL proficiencies through designated and integrated instruction.

School- wide

All OR:------- Low Income pupils X English Learners Foster Youth Redesignated fluent

Training and Personnel Supplemental 1100

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School -wide


Staff and Parent Education Supplemental 1100

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Relevant 21st Century standards will continue to be imbedded in all instructional units with Common Core Standards used to guide instruction for thematic units and Formative & Summative Assessments will be aligned to CAASPP library and or Smarter Balance assessments by grade level. Teacher/support staff will receive ongoing professional development in the CCCSS, project based instruction, blended learning, and technology integration along with teacher collaboration and grade level themed unit development with a focus on NGSS (Next Generation Science Standards and new history standards). Remediation and enrichment activities will have smaller student/staff ratios. As a result of teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, blended learning, project based instruction, CCCSS implementation and smaller student/staff ratios for remediation and enrichment: Average student scores as measured by publisher and district trimester benchmark assessments will again increase by a minimum of 5% overall in reading/language arts and math as well as the number of students meeting the standard on all measures in Language Arts and Math will increase by 5% on district benchmark assessments. NGSS assessments will be in the base year. School-wide scores for all students and for individual subgroups on the API (or other designated state measure) will increase by a minimum of 1%. Scores will increase by a minimum of 1 % or an amount TBD on the CAASPP for all students and subgroups and will be based upon benchmark scores received in 2017 District and school API ( Or State common measure) will show an increase with a minimum of 1% or higher TBD based upon the new CAASPP scores for all students and for each subgroup. A full and complete instructional program will be offered (Ed Codes 51210 & 51220); All teachers will be classified as Highly Qualified Teachers (HQTs); Teacher evaluations will demonstrate progress toward proficiency in Challenge 21 standards, implementation of the CCCSS, differentiation, blended learning, project-based instruction, assessment and technology integration. All students will have access to a broad course of study including the CCCS aligned instructional materials related support/enrichment materials and digital curriculum, Quarterly reports will continue to show full Williams compliance for HQT staff, materials and facilities. There will continue to be an increase in opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS, 21st Century Skills and Challenge 21 Standards. Students will continue to benefit from the incorporation of instrumental music in grades 4-8 and classroom music as a part of the TK-5 core program to insure student access to Visual and Performing Arts. Middle Grades exploratory classes will continue to be enhanced to include VAPA skills and a foreign language. K-5 Students will continue to receive Sombrero Time in the classrooms via a trained certificated teacher. G.A.T.E. identified students, El students, and students with special needs and identified disabilities will continue to receive instruction that is differentiated, as appropriate to meet their needs.

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Parents and students will continue to receive tutorial supports and parent education opportunities including parenting classes and regional opportunities to support student learning. All students exiting from Middle School (8th grade) will continue to be eligible for graduation and promotion to high school.




Pilot, Adopt, purchase and provide resources to support fully CCCS aligned History materials in grades TK-5 with staff training and full school wide implementation by 2018-19 (6-8 use TCI)


Allocation of funds to obtain CCCS Aligned History instructional materials, including including technology devices, web-based subscriptions and support resources as defined by adopted CCCSS curriculum and approved technology purchases for TK-8 students and staff Base 25000 Professional development for certificated and support staff Base 1,500 parent education training at the school sites in the area of History Standards and assessment Other Base 200



CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities Base 13000 Instructional equipment, supplies, learning environment enhancements and/or replacements Base 11,000 Staff classrooms with HQT teachers Base 1860000



Allocation of resources to support NES/NCS staff and NESD staff for grade level ariculation and in collaboration with PUHSD and neighboring PK-8 district staff in staff development Base 1500

Continuation of an instructional support program and provide adequate staff including a differentiation coach and professional development to to support classroom instruction, differentiation, cluster grouping including

All X All OR:------- Low Income pupils

Adequate staff and professional development Includes Special education aide and designated RSP time Base 52000

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GATE, Special Education and those not meeting grade level skills or achieving below proficiency levels.

English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities Title 1 10,600

Continuation of CCCSS and 21st Century Skills aligned enrichment and exploratory opportunities to support student learning and their success in future college and career pursuits including computer coding STEM instruction, classroom and instrumental music, foreign language and necessary materials, programs and equipment

All X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) GATE

Professional Development Base 1000 Classroom and Instrumental music personnel Base 5000 Classroom and Instrumental music personnel Base 22000 Personnel and programs for foreign language Base 17,000

Inclusion of parents as partners in the CCCSS implementation plan through ongoing parent education meetings and trainings at each school site and at a district level with a focus on History



Provide all students below proficient in grade level skills to be successful in the CCCSS aligned instruction, supplemental resources such as: technology resources, home based materials, tutorial services, web-based programs, adequate support staff for before school, after school and during the school day, FY transportation, to support their high level of of achievement and acquisition of English language proficiencies especially targeting EL, Low income and Foster Youth

School -wide


Funding for support activities, materials, technology, equipment and personnel Supplemental 33500 EL Coordinator and ELD teacher Supplemental 21000 Differentiation Coach and staff development to support differentiation in the classroom (Part of the Director of Educational Programs/Staff Development) Supplemental 8800

EL Master Plan review and revisions to guide the District in implementation of strategies to raise EL proficiencies through designated and integrated instruction.

School-wide

All OR:------- Low Income pupils X English Learners Foster Youth Redesignated fluent

Training and personnel Supplemental 1200

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School-wide


Staff and Parent Education Supplemental 1000

Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.

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GOAL 2:

Enhance, expand and enrich access, knowledge,expertise, instructional integration, communication and regular utilization of technology resources for all students and staff in conjunction with CCCSS instruction, 21 Century instructional practices and Challenge 21 Standards. Increase student, staff and family use of technology for instructional and communication purposes.

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

8

COE only: 9 10 0

Local : Specify

Identified Need : IDENTIFIED NEED(S) Based upon staff and parent surveys and student performance scoresThere is still a need to: 1) Expand, enhance, enrich technological instruction and access, district wide, to technology tools and resources to fully implement the CCCSS, 21st Century learning, and CAASPP system/District benchmark assessments; 2) Upgrade the Broadband access/speed to support increased electronic devices; 3) Give universal access to a broad course of study for all students; 4) Train and support all staff on the use of current and future technology tools and technology integration strategies to support all learners and expand home/school communication; 5) Provide parents 24/7 access to student resources, progress and academic achievement and to improve and expand IT support to students and staff. METRIC(S) USED TO MEASURE PROGRESS 1) Annual progress monitoring of state approved 2013-16 District Technology Plan implementation as defined in the plan; 2) Annual surveys on staff use, access, skill level and comfort level with instructional technology tools and lessons through CTAP, or another identified assessment tool; 3) Annual parent survey on technology tools, home/school communication and student access; 4) Annual/biannual teacher observations and use of District benchmark trimester assessments for student achievement and Smarter Balance Assessments, 5) CAASPP technology readiness tool; 6) CAASPP scores 7) School dude

Goal Applies to: Schools: All Applicable Pupil Subgroups:

All

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All students will continue to have direct access to faster, more reliable connections to and through the NESD network via a variety of instructional devices with less or no down time as measured by work orders. Programs and systems will be updated as necessary and within a week of identified need as measured by School Dude. The number of devices will be increased allowing for 1-1 iPad/tablet/Chromebook access to program and curriculum in 3-8th grade and 2-1 access in K-2nd grade. All students will continue to have universal access to a broad course of study in 21st Century curriculum ensuring College and Career readiness. All students will show increased success with assessments via the website including CAASPP, Publisher Assessments, Smarter Balance and District benchmark assessments. There will be an increase of at least 1 % in the % of students meeting or exceeding the grade level standard on District benchmark assessments and the CAASPP results. Student scores on web-based District assessments will increase by an average of 5% for all students and subgroups. All teachers will continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student projects, and instructional activities. There will continue to be improved parent access to student achievement, progress, and student learning via the District LMS as measured by survey results and an increase of at least 1% parents who are satisfied with communication.




Provide ongoing funding to support comprehensive high level trainings, professional development and support for the District technology staff, including technicians, mentors, and the Director of Educational Services in areas such as Google Apps, Schoology, Google Classroom, CAASPP and Smarter Balance formative assessments, and newly identified district CCCSS aligned assessment program


Staff development and Training Base 4750

Provide ongoing funding to purchase the needed equipment, supplies, tools (including replacement equipment) and programs or the resources for full implementation of the grade level skills specified in the District Technology plan 2013-2016 for instruction and assessment

All X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient

Equipment, supplies, tools, and programs Base 39000

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Other Subgroups: (Specify)

Enhance instructional opportunities through maintenance/IT personnel, repair of current infrastructure and replacement as needed to address the need for enhanced access for students, staff and parents

all X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Continue to Fund a site level IT technician for infrastructure repair, enhancement Base 40,000

Provide professional development, resources and personnel support on the use of Google Apps and Schoology to allow for full collaboration and use of available technologies


Professional development and resources Other 7000 Fund a technology director (under the title of Director of Student Services to provide training and ongoing support for Classroom and support staff Base 8,000

Include parents as partners in the use of Google Apps , LMS Schoology, CCCSS mathematics, LA and assessment implementations through ongoing meetings and trainings.



To reduce the potential achievement gap, provide support at home and at school to ensure trained staff and adequate access to technological support resources such as technology devices, connectivity and resources for summer learning, and on-line assessments.

school -wide

All OR:------- X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)

Equipment and resources Supplemental 7000 Staff development (targeted instruction and assessment using digital curriculum). Supplemental 2500

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Schedule, fund and provide parent education and trainings parents of low income students, EL students and Foster Youth, with a focus on the need for parent support in the extension of learning beyond the classroom using digital equipment and programs.

School-wide


Parent Education Supplemental 700



All students will continue to have direct access to faster, more reliable connections to and through the NESD network via a variety of instructional devices with less or no down time as measured by work orders. Programs and systems will continued be updated as necessary and within a week of identified need as measured by School Dude. The number of devices will be increased allowing for 1-1 iPad/tablet/Chromebook access to program and curriculum in 2-8th grade and 2-1 access in K-1st grade. All students will continue to have universal access to a broad course of study in 21st Century curriculum ensuring College and Career readiness. All students will continue show increased success with assessments via the website including CAASPP, Publisher Assessments, Smarter Balance and District benchmark assessments. There will be an increase of at least 1 % in the % of students meeting or exceeding the grade level standard on District benchmark assessments and the CAASPP results. Student scores on web-based District assessments will continue to increase by an average of 5% for all students and subgroups. All teachers will continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student projects, and instructional activities. There will continue to be improved parent access to student achievement, progress, and student learning via the District LMS as measured by survey results and an increase of at least 1% parents who are satisfied with communication.




Provide ongoing funding to support comprehensive high level trainings and support for the District technology staff, including technicians, mentors, and the Director of Educational Services.


Provide high level staff development for district technology certificated and support staff to support classroom teachers, parents and support staff including Google Apps and Schoology Base 3,000 Allocate funds to support professional development for student assessment with CAASPP and Smarter Balance formative

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assessments and newly identified district CCCSS aligned assessment program Common Core 750

Provide ongoing funding for the resources needed for full implementation of the grade level skills specified in the District Technology plan 2016-2019


Provided necessary resources at each grade level to fully implement grade level skills and components from technology plan including devices and related tools/programs for instruction and assessment Base 5,000 Fund the purchase of all identified new electronic equipment and repairs to existing systems to support instructional requirements in grades TK-8 district wide Base 20,000 Provide adequate level of funding to support the replacement plan for technology as outlined in the NESDTechnology Plan Base 5,000 Funding to subscribe to District CCCSS student assessment system/software to enable online benchmark assessments Base 2500

Enhance instructional opportunities through repair of current infrastructure and replacement as needed to address the need for enhanced access for students, staff and parents


Fund a site level IT technician for infrastructure repair, enhancement Base 36,000 Provide adequate resources for equipment replacement, maintenance,repair Base 10,000

Continue to focus on the use of Google Apps and Schoology or another acceptable LMS for Education platforms to allow for full collaboration and available technologies


Adequate financial resources to support comprehensive professional development for certificated and support staff as students, parents and staff have greater access to technology to support student learning and student achievement, and new technologies Base 3,000 Fund a technology director (under the title of Director of Student Services to provide training and ongoing support for Classroom and support staff Base 10,000 Provide ongoing funding for the resources needed for full implementation of Google Apps and the selected LMS system Base 4,000

Include parents as partners in the use of Google Apps and LMS Schoology or other similar system through ongoing meetings and trainings.

All X All OR:------- Low Income pupils English Learners

Schedule, fund and provide parent education and trainings with a focus google Apps and Schoology in the extension of learning beyond the classroom. LCFF 300

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Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Schedule, fund and provide parent education and training in the areas of CCCSS mathematics, CCCSS Language Arts, and assessment LCFF 200

To reduce the potential achievement gap, provide support at home and at school to ensure adequate access to technological support resources

School-wide

All OR:------- X Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)

Allocate funding for the purchase and/or provision of technological devices for student use outside of the school day, connectivity to the home for Low Income students without adequate access, and other appropriate resources Supplemental 3,000 For students identified as low income, fund and provide appropriate technological resources and equipment and access at home and at school to ensure their success with the achievement of the CCCS,. Supplemental 5,000 Allocate funds to provide access to families and staff to targeted digital assessments Supplemental 2,000 Allocate funds for staff development to to support targeted instruction and assessment suing digital curriculum. Supplemental 1,500

Schedule, fund and provide parent education and trainings parents of low income students, EL students and Foster Youth, with a focus on the need for parent support in the extension of learning beyond the classroom.

School-wide


Allocate funding to provide parent education and trainings for parents of low income students, EL students and Foster Youth in technology use to extend learning beyond the classroom. Supplemental 300

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All students will continue to have direct access to faster, more reliable connections to and through the NESD network via a variety of instructional devices with less or no down time as measured by work orders. Programs and systems will continued be updated as necessary and within a week of identified need as measured by School Dude. The number of devices will be increased allowing for 1-1 iPad/tablet/Chromebook access to program and curriculum in 1st-8th grade and 2-1 access in Kindergarten. All students will continue to have universal access to a broad course of study in 21st Century curriculum ensuring College and Career readiness. All students will continue show increased success with assessments via the website including CAASPP, Publisher Assessments, Smarter Balance and District benchmark assessments. There will be an increase of at least 1 % in the % of students meeting or exceeding the grade level standard on District benchmark assessments and the CAASPP results. Student scores on web-based District assessments will continue to increase by an average of 5% for all students and subgroups. All teachers will continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student projects, and instructional activities. There will continue to be improved parent access to student achievement, progress, and student learning via the District LMS as measured by survey results and an increase of at least 1% parents who are satisfied with communication.




Provide ongoing funding to support comprehensive high level trainings and support for the District technology staff, including technicians, mentors, and the Director of Educational Services.


Provide high level staff development for district technology certificated and support staff to support classroom teachers, parents and support staff including Google Apps and Schoology Base 3000 Allocate funds to support professional development for student assessment with CAASPP and Smarter Balance formative assessments and newly identified district CCCSS aligned assessment program Common Core 750

Provide ongoing funding for the resources needed for full implementation of the grade level skills specified in the District Technology plan 2016-2019


Provided necessary resources at each grade level to fully implement grade level skills and components from technology plan including devices and related tools/programs for instruction and assessment Base 5000 Fund the purchase of all identified new electronic equipment and repairs to existing systems to support instructional

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requirements in grades TK-8 district wide Base 20000 Provide adequate level of funding to support the replacement plan for technology as outlined in the NESDTechnology Plan Base 5000 Funding to subscribe to District CCCSS student assessment system/software to enable online benchmark assessments Base 2500



Fund a site level IT technician for infrastructure repair, enhancement Base 36000 Provide adequate resources for equipment replacement, maintenance,repair Base 10,000



Adequate financial resources to support comprehensive professional development for certificated and support staff as students, parents and staff have greater access to technology to support student learning and student achievement, and new technologies Base 3000 Fund a technology director (under the title of Director of Educational Programs to provide training and ongoing support for Classroom and support staff Base 12,000

Include parents as partners in the use of Google Apps and LMS Schoology or other similar system through ongoing meetings and trainings.


Schedule, fund and provide parent education and trainings with a focus google Apps and Schoology in the extension of learning beyond the classroom. Base 300 Schedule, fund and provide parent education and training in the areas of CCCSS mathematics, CCCSS Language Arts, and assessment Base 200

To reduce the potential achievement gap, provide support at home and at school to ensure adequate access to technological support resources including parent education and trainings parents of low income students, EL students and Foster Youth, with a focus on

school-wide

All OR:------- X Low Income pupils X English Learners X Foster Youth

Allocate funding for the purchase and/or provision of technological devices and resources for student use outside of the school day, connectivity to the home for Low Income students without adequate access, and other appropriate resources Supplemental 8000

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the need for parent support in the extension of learning beyond the classroom.

Redesignated fluent English proficient Other Subgroups: (Specify)

Funding for Access to targeted digital assessments Supplemental 2000 Funds for staff development to to support targeted instruction and assessment using digital curriculum. Supplemental 1500 Allocate funding to provide parent education and trainings for parents of low income students, EL students and Foster Youth in technology use to extend learning beyond the classroom. Supplemental 300


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GOAL 3:

Improved and enhanced safety and emergency response strategies and systems. Overall Increased support, maintenance and updates for District facilities and services to provide attractive, clean, safe and inviting places for students, staff and community. Increased support for a socially and emotionally safe and secure learning environment, free from physical, emotional and digital harassment.

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

COE only: 9 10 0

Local : Specify Facilities Master Plan

Identified Need : IDENTIFIED NEED(S) Based upon parent, staff and student surveys, there is a need for: 1) Enhanced/expanded and improved current District facilities, operations and support services to insure safety and appropriate levels of support for students and staff; 2) Fully implement a no-tolerance policy for bullying and harassment at all grade levels; 3)Safe routes to and from school need to be developed. 4) Increased bus ridership to provide for timeliness of arrival and departures and student safety while entering and exiting school grounds. METRIC(S) USED TO MEASURE PROGRESS 1) F.I.T. (Facilities Inspection tool) report; 2) Aeries Data regarding student discipline, attendance; 3) General data regarding bus-ridership, community complaints; 4) Maintenance and building repairs, number and timelines for fixes through SchoolDude), 5) Input from local agencies on safe school plans 6) Parent, student and staff climate surveys 7) Implementation of Walk Ability Study from Safe routes to School Grant. 8) Emergency and Safe School Plans 8) Suspension and Expulsion rates 9) Pick up time studies

Goal Applies to: Schools: NES Applicable Pupil Subgroups:

All

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Enhanced safe environment through the ongoing update and execution of the Comprehensive School Site Safety Plan and Emergency Procedures Manual which identifies procedures requiring the participation of students, service groups, employees and community members. NES/NCS student safety and overall student attendance will continue to be enhanced through increased bus ridership provided by NESD and alternative locations for drop off and pick up. Bus ridership will increase by 1% NES/NCS after school and before school student student wait time will decrease by 5 minutes with the implementation of recommendations from Walkability Study for drop off and pick up. All students will continue to benefit from the positive discipline and implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site. Discipline data will show a decrease in referrals by 5%. There will be no increase in the 0% expulsion rate. The numbers of suspensions will decrease by at least 1. Enhanced facility operations and student support services will be available though the District and School Dude will show a completion rate of 90% within one week of notation. Parents students, staff and community will continue to benefit from additional resources to support operations throughout the district and facility improvements. All students and staff will continue to benefit directly from improved and safe facilities with a reduction of 5% in accident reports.




Ensure that District operations are appropriately trained, staffed and managed in order to provide a high level of support to all students , staff and community


Additional staffing and training Base 15,000

Ensure that all school safety needs are addressed per the recommendations from the Comprehensive School Safety Plans and future site vulnerability report including renovations to the site, staff training, and upgrades to the plan.


Site renovation and Safety Inspection Base 5500 DPREP (disaster Preparedness) recommendations Base 1,200

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School site team development of partnerships with local agencies such as the Placer County Sheriff's Office,Placer County Fire, Placer County Highway Patrol, Local Fire Departments


Partnership Release time Base 500

Implement recommendations such as awards and incentives, addition bus stops, additional support staff ( before and after school supervision officers) and school safety patrol from the Walkability Study and Increase ridership on local school buses to decrease traffic in and out of the school, improving attendance and punctuality.


Additional staff time and support staff ( safety patrol, before and after school supervisors, Nature Trail officers, etc) Base 6600 Incentives and awards Base 3,000 Provide awards to families who demonstrate enhanced punctuality and attendance Additional stops at central locations to encourage bus ridership Base 1,000 Provide funds to make Nature trail a viable option as a path to and from school. Base 10,000

Ensure that all school safety needs are met as outlined in the School Site ADA Barrier Removal Plan


ADA Barrier Removal Plan Components Plan is comprehensive and will be implemented over several years Base 10,000

Ensure that school safety needs are addressed though necessary facility/grounds improvements/renovations


Funding to repair/replace existing rotted eaves and seal windows Base 5000 Matching field/irrigation renovations (PTC and community group funding) Base 5000

Ensure that Foster Youth, English Learners, Low Income school - All Parent and student support funding Supplemental 2000

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students and their parents receive the necessary communication, services and information to ensure safety and instructional support in appropriate language including school discipline, parent rights, and policies relating to anti-bullying and harassment.

wide OR:------- X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)

Improve communication attendance, punctuality and access to courses and programs regarding transportation by providing transportation to and from school for EL, Foster Youth and Low income.

school-wide


Communication and incentives for transportation Supplemental 2000 Bus passes Supplemental 1,500

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Continued enhanced safe environment through the ongoing update and execution of the Comprehensive School Site Safety Plan and Emergency Procedures Manual which identifies procedures requiring the participation of students, service groups, employees and community members. NES/NCS student safety and overall student attendance will continue to be enhanced through increased bus ridership provided by NESD and alternative locations for drop off and pick up. Bus ridership will increase by 1% NES/NCS after school and before school student student wait time will continue to decrease by 5 minutes with the implementation of recommendations from Walkability Study for drop off and pick up. All students will continue to benefit from the positive discipline and implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site. Discipline data will show a decrease in referrals by 5%. There will be no increase in suspensions or expulsions. Enhanced facility operations and student support services will continue to be available though the District and School Dude will show a completion rate of 92% within one week of notation. Parents students, staff and community will continue to benefit from additional resources to support operations throughout the district and facility improvements. All students and staff will continue to benefit directly from improved and safe facilities with a reduction of 5% in accident reports. All students and staff will continue to benefit directly from improved facilities.




Ensure that District operations are appropriately staffed and managed in order to provide a high level of support to all students , staff and community


Additional staff and training Base 15,000

Ensure that all school safety needs are addressed per the recommendations from the Comprehensive School Safety Plans and future site vulnerability report including renovations to the site, staff training, and upgrades to the plan.

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

Site renovation and Safety Inspection Base 5500 DPREP (disaster Preparedness) recommendations Base 1200

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(Specify)



Release Time Base 500



Additional staff time and support staff ( safety patrol, before and after school supervisors, Nature Trail officers, etc) Base 2,660 Incentives and awards Base 3,000 Provide awards to families who demonstrate enhanced punctuality and attendance Base 1,000 Create additional stops at central locations to encourage bus ridership Base 1,000 Funds to continue to make Nature trail a viable option as a path to and from school. Base 10,000



Provide funding to address specific components of the ADA Barrier Removal Plan Plan is comprehensive and will be implemented over several years LCFF 10,000

Ensure that all school safety needs are addressed though necessary facility/grounds improvements/renovations


Provide funding to repair/replace carpeting in 200 wing Base 10,000 Provide matching funding to repair and/or replace field. (PTC and community group funding) Base 5000

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Ensure that Foster Youth, English Learners, Low Income and students identified as receiving special education support receive the necessary services to ensure safety and instructional support

school-wide


Provide funding for families receive information and support in the appropriate language Supplemental 1300 Provide funding for parent education focused on school discipline, parent rights, and policies relating to anti-bullying and harassment. Supplemental 600

Improve attendance, punctuality and access to courses and programs by providing transportation to and from school for EL, Foster Youth and Low income

School-wide


Funding to increase/enhance communication to families of Foster Youth, English Learners, and Low income regarding transportation options to and from school Supplemental 2000 Funding to support cost of bus passes and other transportation options for eligible Foster Youth, EL and low income Supplemental 2100 Offer incentives to EL, Foster Youth and Low Income families for participation in NESD home/school transportation Supplemental 800

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Continued enhanced safe environment through the ongoing update and execution of the Comprehensive School Site Safety Plan and Emergency Procedures Manual which identifies procedures requiring the participation of students, service groups, employees and community members. NES/NCS student safety and overall student attendance will continue to be enhanced through increased bus ridership provided by NESD and alternative locations for drop off and pick up. Bus ridership will increase by 1% NES/NCS after school and before school student student wait time will continue to decrease by 5 minutes with the implementation of recommendations from Walkability Study for drop off and pick up. All students will continue to benefit from the positive discipline and implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site. Discipline data will show a decrease in referrals by 5%. there will be no increase in suspensions or expulsions. Enhanced facility operations and student support services will continue to be available though the District and School Dude will show a completion rate of 93% within one week of notation. Parents students, staff and community will continue to benefit from additional resources to support operations throughout the district and facility improvements. All students and staff will continue to benefit directly from improved and safe facilities with a reduction of 5% in accident reports. All students and staff will continue to benefit directly from improved facilities.




Ensure that District operations are appropriately staffed and managed in order to provide a high level of support to all students , staff and community


Additional Staff and Training Base 15000

Ensure that all school safety needs are addressed per the recommendations from the Comprehensive School Safety Plans and site vulnerability report including renovations to the site, staff training, and upgrades to the plan.


Site renovation and Safety Implementation Base 5000 Uniform implementation of the DPREP recommendations Base 2000

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Provide adequate funding to enable school site teams to work with law enforcement and fire department partners to further strengthen safety at each school site Base 250

Ensure that all school safety needs are met as outlined in the School Site ADA Barrier Removal Plan and that all school safety needs are addressed though necessary facility/grounds improvements/renovations


Provide funding to address specific components of the ADA Barrier Removal Plan Plan is comprehensive and will be implemented over several years Base 10,000 Provide funding to repair/replace carpeting in 300 wing Base 7000 Provide matching funding to repair and/or replace backstops and track. (PTC and community group funding) Base 5000


School-wide


Funding to ensure that families receive information and support in the appropriate language Supplemental 1500 Provide funding for parent education focused on school discipline, parent rights, and policies relating to anti-bullying and harassment. Supplemental 600

Improve attendance, punctuality and access to courses and programs by providing transportation to and from school for EL, Foster Youth and Low income

School-wide


Funding to increase/enhance communication to families regarding transportation options to and from school Supplemental 2100 Funding to support cost of bus passes and other transportation options. Supplemental 2600 Incentives for participation in NESD home/school transportation Supplemental 900

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Additional staff time and support staff ( safety patrol, before and after school supervisors, Nature Trail officers, etc) Base 2800 Incentives and Awards Base 3000 Provide awards to families who demonstrate enhanced punctuality and attendance Base 1000 Create additional stops at central locations to encourage bus ridership Base 1000 Funds to continue to make Nature trail a viable option as a path to and from school. Base 5000


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GOAL 4:

Enhanced student engagement, attendance, and achievement. Increased school connectivity, feelings of safety at school and overall physical/emotional wellness and resiliency for students.

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

COE only: 9 10 0

Local : Specify

Identified Need : IDENTIFIED NEED(S) Based upon student and parent surveys: 1) Increase student engagement, attendance and achievement; 2) Focus on student wellness, resiliency and connectedness to school; 3) Increase feeling of safety to and from school, and while on the playgrounds and in classrooms; 4) Increase feeling of connectivity of families to the school community 5) Increase student feelings of connectivity to school. METRIC(S) USED TO MEASURE PROGRESS 1) Student achievement data (Report cards, Trimester Assessments, CAASPP); 2) Aeries student attendance & discipline data; 3) student counseling reports; 4) student and parent input/ survey data; 5) staff school climate survey data; 6) Healthy Kids survey (bi-annual); 7) 8th grade graduation rates; 8) School lunch/breakfast participation rates

Goal Applies to: Schools: All Applicable Pupil Subgroups:

All

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Students will demonstrate an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs. Students at NES/NCS will experience a quality breakfast and lunch program focused on meeting the nutritional goals that are aligned with the district Wellness Policy ensuring that quality entrees and fresh fruits/vegetables are available daily. Students will behave in a positive manner and discipline referrals will show a decrease by 5%. Students will experience greater levels of support from increased access to school counseling services. Students will demonstrate strong resiliency in making appropriate decisions through quality instruction in the above areas. Students will show their strong and positive connectivity to their schools through surveys conducted annually with an increase by 5% of students who feel connected. Student attendance rates will increase by at least .5% as a result of high quality instruction, opportunities for learning and success, feelings of safety and the feeling of connectivity at each school site. Students will benefit from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, District -wide. The comprehensive positive discipline plans will be revised to allow students to experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs including a 'no-tolerance' policy for bullying and harassment. Student feelings of safety will increase by 5% on the student survey. All students exiting from Middle School (8th grade) will continue to be eligible for graduation and promotion to high school.




Provide support services to students to ensure positive engagement and connectedness to school on a daily basis though increased counseling time, staff training, addition of after school activities in the area of VAPA, STEM and academic achievement and PBIS


School counselor Base 7,000 Professional development in the area of resiliency, bullying, health and wellness and connectedness Other 1400 PBIS or other research -based student resiliency and positive choices support programs Title 1 1250 Before and after school activities Base 5,000

Foster Youth will continue to be immediately enrolled in NESD schools using trained personnel and additional counseling

School-Wide

All OR:------- Low Income pupils English Learners

Personnel Supplemental 1674

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X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

English Learners and Low Income students will receive specially designed support services to further support their connectedness to school and overall wellness at school though additional school counselor time

School-wide

All OR:------- X Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

School Counselor Supplemental 5100

Foster Youth, EL students, and students who are identified as low income and are eligible for free and reduced lunch require and be given additional supports such as academic remediation transportation for after school programs and extra curricular activitie and other research based positive intervention programs to ensure their connectedness to school

School-wide


After School activities Supplemental 1,000 Behavior interventions Supplemental 1000

Review, revise and implement the school-wide discipline system; provide both student and staff training to ensure a positive culture with consistent discipline free of bullying and harassment where all students feel safe and connected.


Student/staff training Base 2600

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Students will continue to demonstrate an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs. Students at NES/NCS will continue to experience a quality breakfast and lunch program focused on meeting the nutritional goals that are aligned with the district Wellness Policy ensuring that quality entrees and fresh fruits/vegetables are available daily. Students will behave in a positive manner and discipline referrals will show a decrease by 5%. Students will continue to experience greater levels of support from increased access to school counseling services. Students will continue to demonstrate strong resiliency in making appropriate decisions through quality instruction in the above areas. Students will show their strong and positive connectivity to their schools through surveys conducted annually with an increase of 5% of students who feel connected. Student attendance rates will increase by at least .5% as a result of high quality instruction, opportunities for learning and success, feelings of safety and the feeling of connectivity at each school site. Students will benefit from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, District -wide. The comprehensive positive discipline plans will continue to be enhanced to allow students to experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs including a 'no-tolerance' policy for bullying and harassment. Student feelings of safety will increase by 5% on the student survey. All students exiting from Middle School (8th grade) will continue to be eligible for graduation and promotion to high school.






Provide funding for adequate school counselor support for all students Base 7,000 Professional development in the area of resiliency, bullying, health and wellness and connectedness Base 1500 PBIS or other research -based student resiliency and positive choices support programs Base 1300 Before and after school activities in the area of VAPA, STEM and academic achievement Base 5,500


School-wide

All OR:------- Low Income pupils English Learners


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X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)


School -wide


School Counselors support Supplemental 5200


School -wide


After School activities Supplemental Supplemental 1,200 Behavior interventions Supplemental Supplemental 1200

Review, revise and implement the school-wide discipline system; provide both student and staff training to ensure a positive culture with consistent discipline free of bullying and harassment where all students feel safe and connected.


Student/staff training Base 2600 Base 2600 Provide Release time for discipline plan revisions and implementation Base 500

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Students will continue to demonstrate an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs. Students at NES/NCS will continue to experience a quality breakfast and lunch program focused on meeting the nutritional goals that are aligned with the district Wellness Policy ensuring that quality entrees and fresh fruits/vegetables are available daily. Students will behave in a positive manner and discipline referrals will show a decrease by 5%. Students will continue to experience greater levels of support from increased access to school counseling services. Students will continue to demonstrate strong resiliency in making appropriate decisions through quality instruction in the above areas. Students will show their strong and positive connectivity to their schools through surveys conducted annually with an increase of 5% of students who feel connected. Student attendance rates will increase by at least .5% as a result of high quality instruction, opportunities for learning and success, feelings of safety and the feeling of connectivity at each school site. Students will benefit from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, District -wide. The comprehensive positive discipline plans will continue to be enhanced to allow students to experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs including a 'no-tolerance' policy for bullying and harassment. Student feelings of safety will increase by 5% on the student survey. All students exiting from Middle School (8th grade) will continue to be eligible for graduation and promotion to high school.






Provide funding for adequate school counselor support for all students Base 7500 Professional development in the area of resiliency, bullying, health and wellness and connectedness Base 1900 PBIS or other research -based student resiliency and positive choices support programs Base 1350 Before and after school activities in the area of VAPA, STEM and academic achievement Base 6000 Provide funds to increase instances of celebrations/recognitions of student success Base 750

Review, revise and implement the school-wide discipline system; provide both student and staff training to ensure

All X All OR:-------

Student/staff training Base 2600 Provide Release time for discipline plan revisions and

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a positive culture with consistent discipline free of bullying and harassment where all students feel safe and connected.

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

implementation Base 500


school-wide

All OR:------- Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)



school-wide


School counselor Support Supplemental 5300


school-wide


After School Activities Supplemental 2000 Behavior Interventions Supplemental 1500


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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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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

Original GOAL 1

from prior year

LCAP:

Concentration and focus on the CCCSS and depth of knowledge strategies in all content areas to provide instruction which will challenge/meet the needs of all students to prepare them with 21st Century college and career ready skills.


8

COE only: 9 10 0

Local : Specify

Goal Applies to: Schools: All

Applicable Pupil Subgroups:

All

Expected Annual


Students will receive and benefit from instruction in all TK-8th grade classrooms focused on NESD Challenge 21 Standards with lessons designed around the and centered upon the CCCS. All students will have access to the CCCS aligned instructional materials related support/enrichment materials and digital curriculum, which will include home/school support activities designed to improve skills, raise depth of knowledge and overall understanding of the CCCS in all areas of the curriculum. Students will benefit from teacher/support staff continued and ongoing professional development activities in the CCCSS, project based instruction, and technology integration along with teacher collaboration and grade level themed unit development. Average student scores as measured by publisher and district benchmark assessments will increase by a minimum of 5% overall in reading/language arts and math. The number of students achieving in the proficient range will increase by 5% on District-wide benchmark assessments in ELA and Math Students will directly benefit from parent understanding of CCCSS and ability to provide support at home. A full and complete instructional program is offered (Ed Codes 51210 & 51220); All teachers will be classified as Highly Qualified Teachers (HQTs); Teacher evaluations will demonstrate progress toward proficiency in Challenge 21 standards, implementation of the CCCSS, differentiation, blended learning and technology integration.

Actual Annual


All students had access to CCCSS aligned materials, related support/enrichment materials, and digital curriculum, which included home/school support activities designed to improve skills, raise depth of knowledge and overall understanding of the CCCS in all areas of the curriculum. All staff participated in Common Core staff development related to implementation and assessment. Schoology implementation, Google Docs implementation and iPads in the classroom. In addition, grade levels across the district met to receive grade specific common core assessment strategies in LA and math, and to develop common trimester assessments. The transition into Common Core Assessment tools and CAASPP formative assessments did not allow us to make an accurate and/or reliable measurement of academic growth, so these desired outcomes will be continued. Students whose parent's participated in the district and school site parent education evenings benefited from parent understanding of CCCSS and ability to provide support at home. A full and complete instructional program was offered (Ed Codes 51210 & 51220); All but two teachers were classified as HQT ad those were not due to out of state credentials and the need to complete BTSA. Teacher observations and evaluations target teacher specific goals relating to Challenge 21 standards, implementation of the CCCSS, differentiation, blended learning and technology integration.

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All students will have universal access to a broad course of study designed to prepare them with College and Career readiness skills Quarterly reports will show Williams full compliance for materials and facilities.

Courses of study designed to prepare students with College and Career readiness skills have not yet been developed but students are given access to virtual programs through a blended learning approach. All quarterly reports show Williams full compliance for materials and facilities.

LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services

Budgeted Expenditures Estimated Actual Annual Expenditures Adopt, purchase and provide resources to support full CCCS aligned Mathematics materials in grades TK-5 with staff training and full school wide implementation in 2015-16

1. Allocation of funds to obtain CCCS Aligned Mathematics instructional materials for K-5 students and staff NES/NCS only as charters are responsible for their own materials through their budgets Common Core 10,000 2. Allocation of funds to support the purchase of instructional materials to support the CCCSS math adoption including technology devices, web-based subscriptions and support resources as defined by adopted CCCSS curriculum and approved technology purchases Applies only to K-5 as 6-8 have already adopted math materials and have been trained in their implementation. This expenditure also supports individualized instruction, enrichment, and remediation Common Core 7,000 3. Provide resources to support professional development for certificated and support staff to take

These expenditures cover the costs for NES and NCS as a combined school. The annual budget is developed to cover both the NCS and NES students and then and then the cost to educate an NCS student is multiplied by the number of students and NCS is billed for that amount. Adopted and purchased math for TK-5. Provided training to support the program. An unanticipated cost emerged with the Purchase of 1-1 ipads for 3-8 and class sets of iPads for K-1,2 (This was a piece of a larger loan/lease and will be reflected in several parts of this document, so it is broken into pieces of the first payment). Provided release time for grade level training in math. Again, tehse staff work with both sets of students so the original budget included both NES and NCS and are not reported separately.

1 Common core K-5 math book adoption (see comments to left relating to the combined budget for NES/NCS 4000-4999: Books And Supplies Common Core 16,915 2. Common core K-5 math materials 4000-4999: Books And Supplies Common Core 6000 2. Acellus License for reteaching/differentiation 4000-4999: Books And Supplies Common Core 250 2. Manga HIgh license- supplemental math 4000-4999: Books And Supplies Common Core 360 2. iPad payment(1st year lease) 6000-6999: Capital Outlay LCFF 15,000 3. Professional development math implementation and textbook adoption 5800: Professional/Consulting Services And Operating Expenditures Common Core 1,000

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place during the 2014-15 year Applies only to NES/NCS for the TK-5 math adoption from Staff development 4035 Other 1,500

Scope of Service

All

X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Scope of Service

All

X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)


1. Fund CCCSS Coordinator as a part of the Director of Educational Services to ensure appropriate professional development and curriculum implementation district-wide. Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities LCFF 8,000 2. Fund instructional equipment, supplies, learning environment enhancements and/or replacements School site budget for NES/NCS would be enhanced to enable decision making on the part of the staff to implement the CCCSS Base 15,000 3. Professional Development and trainings for parents and staff in the area of differentiated instruction for the benefit of all students, including

Was not able to obtain a part time Director of Student Services. Instead, funded a teacher on special assignment to provide weekly and/or monthly staff training on Schoology, technology integration, assessment and assist with the process to develop common assessments. Also acted as a technology coach. This later turned into an interim AP position with similar duties and is not included in the cost on this page. As noted above, the upgrades for the Macbooks and the provision of Macbooks for each staff member was unanticipated at the time the LCAP was approved. This is part of the larger purchase within a loan/lease agreement.

1. & 5. Teacher on special assignment/technology coach 1000-1999: Certificated Personnel Salaries LCFF 10,000 2. iPad Apps 0000: Unrestricted LCFF 1000 2. IT Support 5800: Professional/Consulting Services And Operating Expenditures LCFF 7,000 2. LCD Projectors 7000-7439: Other Outgo LCFF 1000 2. Macbooks for classroom teachers (1st year payment ) see comments to left 6000-6999: Capital Outlay LCFF 12,000 3. & 4. Professional Development 5800: Professional/Consulting Services And Operating Expenditures Common Core 2,000 6. Classroom teachers 1000-1999: Certificated Personnel Salaries Base 1,363, 973

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those identified GATE, Title 1, on an IEP, and EL. Funding Source = $350 Title I, $500 Title II, $150 Spec Ed Other 1,000 4. Provide Professional Development for certificated and support staff in CCCSS implementation, project based instruction,blended learning and 21st Century Skills 5800: Professional/Consulting Services And Operating Expenditures Common Core 2,000 5. Resources to support the development of a support service known as CCCSS/Technology Coach. Coaches would be identified classroom teachers, designated by content area and receive additional compensation and/or release time for their services and targeted training in identified areas of Mathematics, language arts, science, social science and/or technology integration Founding Source and amounts = $1,250 Title II, $625 Common Core, $625 LCFF Basic 1000-1999: Certificated Personnel Salaries LCFF 2,500 6. Staff classrooms with HQT teachers LCFF 1,500,000

Scope of Service

All

X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient

Scope of Service

All


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1. Allocation of resources to support NES/NCS staff and NESD staff in collaboration with PUHSD and neighboring PK-8 district staff in staff development. $500 Title II, $500 Common Core 1000-1999: Certificated Personnel Salaries Other 1,000 2. Allocation of resources for grade level articulation within the district and among the districts to ensure smooth transitions to the high school program. Title II (Professional Development) 1000-1999: Certificated Personnel Salaries Other 1,000

8th grade teachers participated in both math and language arts discussion with PUHSD math and language arts departments. Release time was used to allow teachers to participate. Each grade level was released to meet with other teachers in that same level for assessment articulation and development of common assessments.

1.Release time/substitute personnel 1000-1999: Certificated Personnel Salaries LCFF 400 2. Release time for grade level articulation 1000-1999: Certificated Personnel Salaries LCFF 1000

Scope of Service

All


Scope of Service

All


Purchase and/or provide materials/resources to support full CCCSS aligned Language Arts materials for students and teachers in grades TK-5. with staff training as needed for implementation

1.Allocate resources to purchase TK-5 Language arts CCCSS aligned materials and resources Includes includes technology devices, tools and web-based subscriptions to support differentiation, individualized learning and support. ( A goal for 2015-16) Common Core 0 2. Resources to support professional development for certificated and support staff in CCCSS

The focus was on math adoption with the intent to wait until the state approved LA materials. All staff focused on implementing strategies that were cross curricular as learned during the two professional development days in common core LA implementation, differentiation and assessments.

2. Release time for grade levels for common core unit and assessment training and development 1000-1999: Certificated Personnel Salaries Common Core 360.00 2. professional development common core 5800: Professional/Consulting Services And Operating Expenditures Common Core 1500 1. subscriptions to digital content 0000: Unrestricted LCFF 1726

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implementation,assessment and unit development ( A goal for 2015-16) Common Core 0

Scope of Service

All


Scope of Service

All


All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Scope of Service

All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Inclusion of parents as partners in the CCCSS implementation plan through ongoing parent education meetings and trainings at each school site and at a district level with a focus on the inclusion of parents of low-income students, EL students, and Foster Youth as applicable.

1. Provide parent education training at the school sites in the area of CCCSS Math implementation and assessment $250 Title I, $250 LCFF Basic 1000-1999: Certificated Personnel Salaries Other 500 2. Allocate resources to provide specific opportunities for students of parents with special needs, EL parents, and those qualified under the McKinny-Vento Act to participate in district-sponsored training and parent education sessions,$250 Title I, $250 Special Ed 7000-7439: Other Outgo Other 500

Parent education has been provided for both math and language arts. A brief training on assessment was given as a part of the LCAP input session and common core training in March. No special training events have been set up for parents with special needs students, parents of EL, or Foster Youth.These actions need to be continued.

1& 4 Parent Education Common Core LA and Math event 1000-1999: Certificated Personnel Salaries LCFF 720

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3. Provide ongoing training for parents of identified GATE, EL, Title 1, Foster Youth/Homeless and/or Special Education students related to topics of interest as identified by representative committees/councils and parent survey. : $90 Title I, $90 Spec Ed,$120 LCFF Basic 1000-1999: Certificated Personnel Salaries Other 300 4. Provide financial support to NES/NCS or District staff who would provide parent/staff trainings for both the development and delivery of content for specified sessions. This may involve training the staff providers from outside resources 1000-1999: Certificated Personnel Salaries LCFF 500

Scope of Service

All


Scope of Service

All


Provide English Learner students lacking in grade level skills to be successful in the CCCSS aligned instruction supplemental resources to support their high level of achievement and acquisition of English language

1.Identification and purchase of support materials for students including classroom and home based materials Supplemental 750 2. Provide EL Coordinator and ELD teacher to provide direct support and instruction to staff, students and parents The EL Coordinator will also serve as the ELD Teacher

An El Coordinator position was created and a the position filled on a part time basis. The Coordinator serves as the ELD teacher and also provides Spanish instruction to K-4 grade students. Materials for ELD instruction were purchased. All students in grades 3-8 were given iPads and students without internet access at home were given a mobile hot spot, in addition to making the lab open before school. Special Apps were purchased to allow students

2. El Coordinator/teacher 1000-1999: Certificated Personnel Salaries Supplemental 17,000 3. iPad apps 4000-4999: Books And Supplies Supplemental 50.00 1. Subscriptions 4000-4999: Books And Supplies Supplemental 100.00 1. library and textbooks/assessment materials 4000-4999: Books And Supplies Supplemental 200.00

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Supplemental 20,600 3. Acquisition and purchase of necessary technological resources to support students not meeting grade level skills Supplemental 250

to be more successful with their work and provide English instruction. Material in Spanish were purchased for the library.

Scope of Service

school-wide


Scope of Service

school-wide

All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Support at school and at home to ensure adequate access to resources and academic support

Funding will be allocated for the purchase and/or provision of technological devices for student use outside of the school day, connectivity to the home for students without adequate access, and other appropriate resources to support Foster Youth At this time NESD only has 4 Foster Youth in two families- McKinney-Vento Supplemental 600

There were no Foster Youth identified requiring services. No funds were expended.This action will continue.

No funds expended

Scope of Service

school-wide


Scope of Service

school-wide

All OR: Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

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In order to ensure that students identified as low income have appropriate supports at home and at school to ensure their success with the achievement of the CCCS, funding will be allocated to support them through the purchase and provision of technology- LCFF supplemental Supplemental 1,500

Low income students were provided with iPads, iPad covers and insurance to allow them to take the tools home and work from home. Students without internet connectivity were provided with 'hot spots' to all them access. the computer lab was opened in the morning to allow for early, before school access.

iPad Covers 0000: Unrestricted Supplemental 90.00 Hot spots- monthly charge (pilot program)- no funds expended as it was a pilot this year 7000-7439: Other Outgo Supplemental 0 Computer lab technician 2000-2999: Classified Personnel Salaries Supplemental 2,000

Scope of Service

school-wide


Scope of Service

school-wide

All OR: X Low Income pupils X English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Provide EL, Foster Youth and Low Income students lacking in grade level skills,to be successful in the CCCSS aligned instruction supplemental resources to support their high level of achievement

1. Allocate resources to support staff and parent education opportunities based upon needs and interests as identified by staff and parents with the specific focus on the needs of EL students, Foster Youth, and Low Income. Supplemental 500 2. Provide adequate staff development to support differentiation in the classroom Supplemental 1,500

The El coordinator was trained in working with families to provide support for students. All staff received training in differentiation through common core Language arts and Math. No special parent trainings were set up. This action needs to be continued.

2. Staff Developement 1000-1999: Certificated Personnel Salaries Supplemental 1000

Scope of Service

school-wide

All OR:------- X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English

Scope of Service

school-wide

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

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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?

As noted above, we will continue specific actions/services relating to parent education for our sub groups as well as training for staff in differentiation, common core, assessment, and working with under achievers. In addition we will continue with actions for student achievement, revising the data tools used for assessment and utilizing the new terms from the state to acknowledge proficiency.


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Original GOAL 2

from prior year

LCAP:

Raise the levels of student proficiency to proficient or advanced in CCCSS and 21st Century learning through specifically designed interventions, enrichment, differentiated classroom instruction, project based and blended learning, and parent education for all students including VAPA (Visual and Performing Arts) and foreign language.

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

8

COE only: 9 10 0

Local : Specify



All

Expected Annual


Student achievement will be enhanced and the number of students scoring at proficient or advanced will increase by 5% at each grade level as measured by benchmark assessments including the sub groups as a result of uniquely designed, instruction including project based and blended learning. Student scores will increase by a least one grade level as measured by STAR Reading/Math. There will be a wider variety of opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS, 21st Century Skills and Challenge 21 Standards. Students will benefit from smaller staff student ratios for remediation/enrichment. Students will benefit from the incorporation of instrumental music for 4th-8th grades and classroom music as a part of the TK-5 core program to ensure student access to Visual and Performing Arts. The middle grade (6-8) exploratory classes will be enhanced to include VAPA skills and maintain a foreign language of choice. K-3 students will benefit from the introduction of Sombrero Time (Spanish Language) into the the classrooms taught by a specially trained certificated teacher. GATE identified students, El students, and students with special needs will receive and benefit from instruction that is differentiated, as appropriate to meet their needs.

Actual Annual


We have not been able to measure the actual growth in reading and math as our tools have switched to the CAASPP formative assessments which were recently released and we are in process of piloting a new data collection system to be able to save and disaggregate data. Students taking the STAR reading assessment showed an average increase of one grade level beginning in grade 3. The Star math was not given. Remediation classes were set up to do reteaching and targeted intervention for 6 week periods. Time was scheduled during the school day for flexible groupings at each grade level to do reteaching or pre teaching and enrichment. Middle grades used Rosetta stone and the use of an Art docent assisted with the integration of the arts into the curriculum. Sombrero time was offered in grades K-4. Teachers received training in common core implementation and differentiation though the use of project-based learning and technology integration. Some teachers received training in blended learning. 100 % of the students exiting 8th grade are promoting to high school. Students have benefited from the training staff has received in Schoology, Google Docs, implementation of web-based programs, and project-based instruction, along with the collaboration of all district staff in grade level groups to design common core instructional units and assessments. Parents have benefited from the staff and student use of Schoology based upon data from the parent survey. Tutoring sessions were not implemented and this action needs to be continued. For the 2015-16 LCAP, actions in this goal will be

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Students will directly benefit from teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, blended learning, project based instruction and CCCSS grade level subject matter implementation. Parents and students will benefit from tutorial supports and parent education opportunities in CCCSS implementation, blended learning, and technology integration along with presentations relating to the special needs of GATE and/or students with special needs. All students exiting from Middle School (8th grade) will be eligible for graduation and promotion to high school.

imbedded into Goal 1.


Budgeted Expenditures Estimated Actual Annual Expenditures Provide students, including English Learners, lacking in grade level skills to be successful in the CCCSS aligned instruction, supplemental resources to support their high level of of achievement and acquisition of English language proficiencies

1.Allocate resources to support staff and parent education opportunities based upon needs and interests as identified by parents and staff LCFF 300 2.Allocate resources to provide parent education opportunities with the specific focus on the needs of GATE, EL students, Foster Youth and special subgroups LCFF 500 3. Provide adequate staff development to support differentiation in the classroom (Title 11) NES/NCS LCFF 1,000 4.Identification and purchase of support materials for students including classroom and home based materials LCFF 1,000 5. Acquisition and purchase of necessary technological resources to support students not meeting grade

Resources were allocated for staff attending special workshops in CCCSS, technology integration, Google, GATE, EL instruction, and special education. Although resources were allocated, no parents requested funding for workshops. Staff participated in two full days of staff development with CCCSS implementation, assessment, project based instruction and differentiation (imbedded into the CCCSS) Materials and technology devices were purchased( a 4 -year lease agreement not included int eh original LCAP) to support project-based and 1-1 technology instruction including iPads, apps, Apple TV and other hardware and on-line resources necessary to fully integrate and use technology as a teaching tool and fully address the needs of all students.

1 & 3. Staff Development/CCCSS training 7000-7439: Other Outgo LCFF 800 1. Google Training (Google Summit) 1000-1999: Certificated Personnel Salaries LCFF 400 4 & 5. iPads, Apple TV, Apps, etc not in the original LCAP 6000-6999: Capital Outlay LCFF 20,000 6. Instructional Assistants to support Flex groups (Title 1 and special education included) 2000-2999: Classified Personnel Salaries LCFF 25,000 6. Certificated staff (Special Education IDEA) 1000-1999: Certificated Personnel Salaries Special Education 10,000

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level skills LCFF 1,500 6. Provide adequate staff to support classroom instruction, differentiation, cluster grouping including GATE, Special Education and those not meeting grade level skills Includes Special education aide and designated RSP time $16,000 LCFF Basic, $14,000 Title 1, $10,000 Spec Ed IDEA Other 40,000

The schedules were revised to accommodate common grade level intervention/enrichment time and aides were hired to reduced lass size during those times and allow the teachers to group the students in flexible groupings (FLEX) for designated instructional purposes.

Scope of Service

All


Scope of Service

All


Provide strategic support for students lacking in grade level skills for achievement the CCCSS and district curriculum

Allocate resources to support staff and parent education opportunities based upon needs and interests as identified by parents and staff Base 300

As noted in annual outcomes from above, staff were trained in CCCSS assessment development, use of rubrics, but no focus was made for differentiation. Parents were offered the opportunity to participate in Common Core training. Individual staff had the opportunity to request unique professional development based upon their goals.

Professional development 0000: Unrestricted Base 300

Scope of Service

All

X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English

Scope of Service

All

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

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Develop and implement a staff support program to implement/refine differentiated instruction to support G.A.T.E., EL, Title 1, identified special education students, and students achieving below proficiency levels.

Provide a Differentiation Coach to support classroom teachers implement differentiation and cluster teaching for identified EL, Title 1, Special Education, G.A.T.E. an students achieving below expected proficiency levels NES/NCS only, not district wide at this time (title II) Supplemental 1,000

This action was not accomplished and needs to be continued for 2015-16

No expenditures

Scope of Service

School-Wide

All OR:------- X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient X Other Subgroups: (Specify) Special Education

Scope of Service

School-wide

All OR: X Low Income pupils X English Learners X Foster Youth Redesignated fluent English proficient X Other Subgroups: (Specify) Special Education

Development of CCCSS and 21st Century Skills aligned enrichment and exploratory opportunities to support student learning and their success in future college and career pursuits

1. Provide funding for professional development/training in the areas of computer coding to support enrichment and exploratory program during school day 1000-1999: Certificated Personnel Salaries Common Core 500 2. Provide funding for professional development/training to support STEM instruction, enrichment and exploratory program enhancement during school day NES/NCS only (Title II) 1000-1999: Certificated Personnel Salaries Other 500 3.Allocate funding to purchase necessary materials/equipment to

Professional development in the area of STEM activities was offered on an individual teacher basis, Enrichment opportunities were made available outside of the school day which included Odyssey of the Mind, STEM Science Fair project development, music, arts, and foreign language. Rosetta Stone and Sombrero Time were also offered as exploratory choices and to grades K-4. A GATE coordinator was hired and GATE students were offered an opportunity to participate in a field trip to Lawrence Hall of Science, in addition to differentiated lessons and enrichment activities during FLEX. Students were assessed for eligibility by the coordinator and the site administration.

6. Rosetta Stone Subscriptions (Fewer licenses requested than anticipated) 0000: Unrestricted Base 4000 6. Sombrero Time Instructor 1000-1999: Certificated Personnel Salaries Base 7000 2. Release time for STEM activities development 1000-1999: Certificated Personnel Salaries Base 300 3. Art Docent Supplies 4000-4999: Books And Supplies Base 500 3. Apps for iPad 0000: Unrestricted LCFF 200 5. Music personnel 1000-1999: Certificated Personnel Salaries Base 16,000

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support enrichment/exploratory courses to be offered during the school day Nes/NCS Base 2,000 4. Provide funding to support the unique needs of G.A.T.E. identified students NES/NCS only Base 2,000 5. Allocate adequate resources to support the instrumental and classroom music programs NES/NCS only Base 20,000 6. Allocate funding to provide foreign language opportunities through enrichment and exploratory classes during the school day in the form of classroom instruction and/or digital curriculum Includes web-based Rosetta Stone and Sombrero time instructor Base 11,000

Music was offered in grades K-4 and ukulele was offered in 5th grade. Coding was not implemented and this action needs to be continued.

4. GATE coordinator stipend 1000-1999: Certificated Personnel Salaries Base 500 4. GATE assessments 1000-1999: Certificated Personnel Salaries Base 500

Scope of Service

All


Scope of Service

All


English learners require additional supports and services in order to bridge the achievement gap experienced by most students not speaking English, Provide English

1. Provide adequate funding to ensure that EL students are provided with adequate access to instruction and resources at school and at home Supplemental 750

Students were provided with computer lab access before school and a 'hot spot' for digital work at home requiring internet. Guidance for lessons was given by the EL coordinator. Students

1.Computer lab technician before school 2000-2999: Classified Personnel Salaries Supplemental 400 1. supplemental materials and apps

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learners supplemental support at home and at school to ensure adequate access to appropriate targeted instruction and support resources

2. Provide adequate staff to support direct targeted EL instruction in the classroom Supplemental 6,730

practiced English Language Skills using Rosetta Stone for EL learners.

4000-4999: Books And Supplies Supplemental 250 2. EL instructor 1000-1999: Certificated Personnel Salaries Supplemental 6931.00

Scope of Service

School-wide

All OR:------- Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Scope of Service

school-wide

All OR: Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

In order to bridge the achievement gap experienced by most Foster Youth, Provide Foster Youth supplemental support at home and at school to ensure adequate access to appropriate targeted instruction and support resources

Provide adequate funding to ensure that Foster Youth are provided with adequate access to appropriate resources at school and at home including tutorial services and web-based programs to support CCCSS skill development (McKinney-Vento) At this time there are only 4 students in this category in two families Other 600 Provide funding to ensure that Foster Youth do not experience interruptions in educational settings to the extent possible (McKinney-Vento) potential transportation costs and tutorial Supplemental 1,000

There were no Foster Youth identified so no funds were spent in this area. This action will be continued.

no funds expended

Scope of Service

School-wide

All OR:------- Low Income pupils

Scope of Service

School-wide

All OR: Low Income pupils

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English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Allocate appropriate/adequate funding to support students eligible for Free and reduced lunch (Low income) who may demonstrate an educational achievement gap and require additional services both at school and at home to ensure adequate access to materials and support technological support resources

1. Provide adequate staff to support Low income students in the classroom 2000-2999: Classified Personnel Salaries Supplemental 9,600 2. Provide a Differentiation Coach to support classroom teachers implement differentiation and cluster teaching for identified EL, Low income, identified Special Education students achieving below expected proficiency levels Supplemental 1,000

Instructional aides were hired to give support by grade levels for differentiation and targeted instruction. A differentiation coach was not hired although the tech mentor pushed into the classrooms to support differentiation. The action for a differentiation coach needs to be continued.

1. Instructional Aides 2000-2999: Classified Personnel Salaries Supplemental 9888 2. no funds expended

Scope of Service

School -wide


Scope of Service

School-wide

All OR: X Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

With the growth of English learner students, NESD is in need of an EL Master Plan to guide the District in implementation of strategies to raise EL proficiencies through designated and integrated instruction

1. Allocate funding to develop an EL Master plan for the district Supplemental 1,000

Not accomplished. This action needs to be continued.

1. No funds expended

Scope of Service

School-wide

All OR:-------

Scope of Service

School-wide

All OR:

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

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

Provide strategic support to target Instruction for those students not meeting basic CCCSS grade level skills

1. Provide adequate funding to ensure that EL, Foster Youth, and Low Income have access to targeted digital curriculum Supplemental 1,000 2. Provide adequate funding to ensure that El, Foster Youth, and Low Income students have adequate supplementary materials Supplemental 5,000 3. Provide adequate staff to support intervention for all students not meeting grade level skills before and after school Supplemental 7,398

Digital programs and materials were purchased to support these at risk populations. After school academies were offered for remediation and targeted skill development at three grade level groupings. Students were assigned to the academies by academic need. The computer lab was opened in the afternoon to support homework and skill development.

1 & 2 Acellus subscription 7000-7439: Other Outgo Supplemental 250 1 & 2 Mangahigh 7000-7439: Other Outgo Supplemental 168 3. Academy personnel 1000-1999: Certificated Personnel Salaries Supplemental 7298 2. Other materials 4000-4999: Books And Supplies Supplemental 1000

Scope of Service

School-wide


Scope of Service

school-wide

All OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)


The Foster Youth action needs to continue as a constant action. More staff development is needed to completely implement differentiation through project based instruction and the CCCSS. More opportunities need to be planned for parent education. The EL Master plan needs to be completed. Instructional coaches are still needed to support the classroom teachers. The parent survey indicated that students meeting or exceeding expectations need more opportunities for enrichment. The staff survey indicated a need to continue their training in technology integration. Spanish will be increased to be inclusive of the 5th grade. Coding as noted above needs to be taught as a part of technology skills. STEM instruction needs to be embedded into the science and math content areas.


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Original GOAL 3

from prior year

LCAP:

Enhance, expand and enrich access, knowledge,expertise, instructional integration, communication and regular utilization of technology resources for all students and staff in conjunction with CCCSS instruction, 21 Century instructional practices and Challenge 21 Standards. Increase student, staff and family use of technology for instructional and communication purposes.


8

COE only: 9 10 0

Local : Specify



All

Expected Annual


All students will experience faster, more reliable connections to and through the NESD or school site network via a variety of instructional devices. Technology access and devices will be kept in good repair. This will directly and individually impact the quality of learning, achievement and depth of curricular knowledge, skills and understanding and enhance the ability of teachers to provide quality instruction implementing the goals of the NESD technology plan, 21st Century skills and Challenge 21 standards. All students will have universal access to a broad course of study. Student scores on web-based District assessments will increase by an average of 5% for all students and subgroups. All students will have increased success with assessments via the website including Smarter Balance and District benchmark assessments. All teachers will demonstrate progress toward proficiency in technology use and technology integration within the CCCS. There will be improved parent access to student achievement progress and student learning.

Actual Annual


All students experienced faster, more reliable connections to and through the NESD or school site network via a variety of instructional devices. the number of devices was increased to accommodate 1-1 tablets in 3-6th grades Technology access and devices were kept in good repair thorough the addition of IT/Technology personnel . This impacted the quality of learning, achievement and depth of curricular knowledge, skills and understanding. This enhanced the ability of teachers to provide quality instruction while implementing the goals of the NESD technology plan, 21st Century skills and Challenge 21 standards. All students had universal access to a broad course of study. Teachers received training in the use of the devices and implementation of 21st Century skills. Student scores on web-based District assessments did not show an increase as two different measures were used in the transition to the CAASPP formative and summative assessments and a uniform District tool. This goal and actions will be continued. All students had increased comfort level and success with digital assessments via the website including Smarter Balance and pilot District benchmark assessments. Students completed the CAASPP assessments in the time allotted. All teachers demonstrated progress toward proficiency in technology use and technology integration within the CCCS as evidenced by classroom observations and teacher evaluations.

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There was improved parent access to student achievement progress and student learning as reported through the parent survey.


Budgeted Expenditures Estimated Actual Annual Expenditures Provide ongoing funding to support comprehensive high level trainings and support for the District technology staff, including technicians, mentors, and the Director of Educational Services.

1.Provide high level staff development for district technology certificated and support staff to support classroom teachers, parents and support staff including Google Apps and Schoology (Title II) 0000: Unrestricted Base 700 2. Identify and train a curriculum technology integration mentor (Title II) Site specific for NES/NCS 0000: Unrestricted Base 1,000 3. Allocate funds to support professional development for student assessment with SBAC and newly identified district CCCSS aligned assessment program Common Core 750

NESD was not able to hire a part time director of student services for the 14-15 school year, although teachers were given stipends for some of the tasks associated with the position. Training was provided for all who picked up the extra duties. Schoology trained all staff and a Schoology mentor was selected at each site to receive additional training and mentor staff in implementation. Select staff were trained in Google Apps administration and other specific apps to act as mentors to other staff.

1 & 3. Staff development teacher release 1000-1999: Certificated Personnel Salaries Base 600 2. Technology Mentor training and implementation 1000-1999: Certificated Personnel Salaries Base 1000 1. Schoology Training 5000-5999: Services And Other Operating Expenditures Base 960 3. CCCSS Implementation 1000-1999: Certificated Personnel Salaries Common Core 1080

Scope of Service

All


Scope of Service

All


Provide ongoing funding for the resources needed for full implementation of the grade level skills

1.Provided necessary resources at each grade level to fully implement grade level skills and components

Provided a technology mentor. Did not subscribe to a new assessments system as pilots are still in place. Will carryover

1,2,3. technology equipment to support classroom instruction (Apple TV's, projectors, teacher Macbooks

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specified in the District Technology plan 2013-2016

from technology plan including devices and related tools/programs for instruction and assessment NES/NCS expense Base 5,000 2. Fund the purchase of all identified new electronic equipment and repairs to existing systems to support instructional requirements in grades TK-8 district wide Base 0 3. Provide adequate level of funding to support the replacement plan for technology as outlined in the NESDTechnology Plan Base 5,000 4. Provide adequate funding to purchase or subscribe to District CCCSS student assessment system/software to enable online benchmark assessments First year includes setup costs Base 7,000

action to 2015-16. Purchased ipads and classroom sets of macbooks; Replaced 5 projectors and teacher macbooks (all on a 4 year lease as reported in actions under Goal 1. distributed the cost to the different goals)

etc.) 6000-6999: Capital Outlay Base 10,000

Scope of Service

All


Scope of Service

All



1. Fund a site level IT technician for infrastructure repair, enhancement Base 20,000 2. Provide adequate resources for equipment replacement, maintenance,repair Base 10,000

Added an IT/technology repair service to support NES/NCS infrastructure and equipment including access to Aeries.

1. Independent contracts with Capitol Tech and IT FLow 5800: Professional/Consulting Services And Operating Expenditures Base 23,800 2. Equipment repair and replacement Base 15000

Scope of Service

school-wide Scope of Service

school-wide

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1Adequate financial resources to support comprehensive professional development for certificated and support staff as students, parents and staff have greater access to technology to support student learning and student achievement, and new technologies LCFF 2,000 2.Fund a technology director (under the title of Director of Student Services to provide training and ongoing support for Classroom and support staff LCFF 8,000 3. Provide ongoing funding for the resources needed for full implementation of Google Apps and the selected LMS system LCFF 2,000

Implemented Schoology across the District. Implemented the use of Google Docs across the district. As noted before, did not fund a director of student services. Allocated resources for a teacher on special assignment to act as the technology mentor to provide the necessary support and training. item number 2 will be carried over as an action item for 2015-16 with appropriate personnel support.

1.Schoology Professional development 5800: Professional/Consulting Services And Operating Expenditures Base 900.00 2. Release time technology mentor 1000-1999: Certificated Personnel Salaries Base 5000 3. No expenditures in this area

Scope of Service

All


Scope of Service

All


Include parents as partners in the use of Google Apps and LMS Schoology or

1.Schedule, fund and provide parent education and trainings with with a

Provided individual site trainings in the use of Schoology at no cost. Provided a

1.,2., & 3. Parent education event Base 240

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other similar system through ongoing meetings and trainings. A focus would be placed upon the full inclusion of parents of Low income students, El students, Foster Youth and students with identified disabilities, with an emphasis of support in the extension of learning beyond the classroom and school day via technoogy

focus on the need for parent support in the extension of learning beyond the classroom. Base 300 2.Schedule, fund and provide parent education and trainings including parents of low income students, EL students and Foster Youth, with a focus google Apps and Schoology in the extension of learning beyond the classroom. $100 LCFF Basic, $100 Title I 3000-3999: Employee Benefits Base 200 3.Schedule, fund and provide parent education and training with a including EL families, Low income families, families with Special needs students, and Foster Youth in the areas of CCCSS mathematics, CCCSS Language Arts, and assessment Base 200

district-wide parent education event incorporating the use of Schoology along with CCCSS Language and Math. Identified need though parent surveys to have more training on CCCSS implementation and use of Schoology and parent trainings on the use of Schoology.

Scope of Service

All


Scope of Service

All



1.Allocate funding for the purchase and/or provision of technological devices for student use outside of the school day, connectivity to the home for Low Income students without adequate access, and other appropriate resources Supplemental 500 2. For students identified as low income, fund and provide

Provided 1-1 devices for students to use at home and at school. Increased subscriptions to digital curriculum for use at home and to support instruction. Utalized pilot programs for this first year to enable decisions about purchasing to be made. Provided 'Hot Spot' access to one family. Trained support personnel is use of equipment and programs

1.Purchased iPad cases for student use at home Supplemental 150 2. Subscribed to web-based programs for student use at home. (used pilot programs for Lexia and Gallelio to reduce costs) Supplemental 500 3. Piloted 'hot Spot's for home internet connectivity Supplemental 0 (no cost) 4. Staff Development Supplemental

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appropriate technological resources and equipment and access at home and at school to ensure their success with the achievement of the CCCS,. Supplemental 5,000 3. Allocate funds to provide access to families and staff to targeted digital assessments Supplemental 1,000 4.Allocate funds for staff development to to support targeted instruction and assessment using digital curriculum. Supplemental 1,500

300

Scope of Service

school-wide


Scope of Service

school-wide


Schedule, fund and provide parent education and trainings parents of low income students, EL students and Foster Youth, with a focus on the need for parent support in the extension of learning beyond the classroom.

Allocate funding to provide parent education and trainings for parents of low income students, EL students and Foster Youth in technology use to extend learning beyond the classroom. Supplemental 200

This action needs to be continued. Trainings were offer to all parents. Title 1 parents were offered training during the school day via the site administrator

no funds expended

Scope of Service

school-wide

All OR:------- X Low Income pupils X English Learners X Foster Youth Redesignated fluent English

Scope of Service

school-wide

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

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We will aggressively search for a Director of student (Educational) services which will encompass a technology coordinator and assessment coordinator. The assessment/data system will be chosen from current pilots and all staff will be trained on the use of the tool for formative, summative and student growth analysis. Specific parent education will be offered for subgroups. More training will take place on google apps and Schoology, especially with parents. A differentiation coach will be identified and provide support for subgroups.


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Original GOAL 4

from prior year

LCAP:

Improved and enhanced safety and emergency response strategies and systems. Overall Increased support, maintenance and updates for District facilities and services to provide attractive, clean, safe and inviting places for students, staff and community. Increased support for a socially and emotionally safe and secure learning environment, free from physical, emotional and digital harassment.

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

8

COE only: 9 10 0

Local : Specify



All

Expected Annual


All Students will benefit directly though the enhanced safe environment though the staff implementation of the Comprehensive School Site Safety Plan (Including discipline procedures and policies) and Emergency Procedures through which specific strategies and procedures are taught, practiced and implemented requiring the participation of students, service groups, employees and community members. Students will benefit from the positive discipline maintained at each site and the fidelity of the implementation of the school-wide discipline plans NES/NCS Community and students will benefit directly from an increase in bus ridership and alternate sites for pick-up and drop off. All students and staff will benefit directly from enhanced facility operations and student support services that will be available though the District. Parents students, staff and community will benefit from additional resources to support operations throughout the district and facility improvements. All students and staff will benefit directly from improved and safe facilities.

Actual Annual


Students, staff and community benefited from an improved safe school environment through updates to the Emergency Plan, Safe School Plan, and implementation/practice of newly identified emergency procedures. The discipline plan was maintained at the site but was not implemented with fidelity and will be included in the actions and expenditures for 2015-16. The district will participate in PBIS training through the county which will support subgroups and alow for revisions to the discipline plan. There was an increase in bus ridership, but not enough to reduce the majority of the traffic congestion. This outcome will be continued for 2015-16. Students and staff benefited from significantly enhanced facility operations and support through the use of School Dude. Site improvements including brush abatement, Nature Trail Clean-up and repair, a new roof, addition of cameras, and field improvements were made to provide a safe campus.

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Budgeted Expenditures Estimated Actual Annual Expenditures Ensure that District operations are appropriately staffed and managed in order to provide a high level of support to all students , staff and community

1.Allocate funding to provide additional staffing time for maintenance operations as necessary to maintain the facilities in good repair and implement energy savings measures Part of the job description of the Plant, Facilities manager LCFF 5,000 2.Provide funds necessary to support necessary professional development and training as necessary LCFF 300

Hired a new Plant manager and sent him to special trainings. We also hired substitute personnel to supplement work as needed. School Dude was purchased and implemented to handle work order requests in a timely manner.

1. Additional substitute days 2000-2999: Classified Personnel Salaries Base 7300 2. Professional development for Plant Manager Base 362.00 1. School Dude Implementation 5000-5999: Services And Other Operating Expenditures Base 515.00

Scope of Service

All


Scope of Service

All


Ensure that all school safety needs are addressed per the recommendations from the Comprehensive School Safety Plans and future site vulnerability report.

1. Provide adequate funding for the purpose of addressing the physical adaptions of the school site LCFF 3,000 2. Provide adequate funding to enable the site and district team to work toward uniform implementation of the DPREP recommendations LCFF 1,000 3. Provide adequate funding to support ongoing training and

Reviewed recommendations from the Site Disaster Preparedness plan. Worked with outside resources to refine the plan and implement the recommendations. Did not do the Site Vulnerability Inspection. This action will be carried over for 2015-16. As noted in actions from above, staff development was provided. Planned activities for the access to the primary playground and the brush abatement came in significantly higher than expected due to

1. New access to primary playground (see comment to left) 5000-5999: Services And Other Operating Expenditures Base 25,244 2. Nature Trail Brush Abatement (see comment to left) 5000-5999: Services And Other Operating Expenditures Base 9,009.00 3. staff development Base 0 4. Inspection Base 0

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professional support to site and district staff to ensure adherence to recommendations of DPREP LCFF 200 4. Provide adequate funding to secure a Site Vulnerability Inspection and address recommendtions LCFF 0

a loss of a matching grant that was going to be used to pay for part of the project and the new requirements added on due to the fire hydrant project.

Scope of Service

All


Scope of Service

All


Development of partnerships with local agencies such as the Placer County Sheriff's Office,Placer County Fire, Placer County Highway Patrol, Local Fire Departments

Provide adequate funding to enable school site teams to work with law enforcement and fire department partners to further strengthen safety at each school site Base 250

Worked with local agencies to update/refine emergency and disaster plans

Release time 1000-1999: Certificated Personnel Salaries Base 180.00

Scope of Service

All


Scope of Service

All


Increase ridership on local school buses to decrease traffic in and out of the school, improving attendance and punctuality

1. Provide funding for additional staff, incentives to encourage bus ridership LCFF 2,000 2. Offer incentives to families for

There was little progress made on this Action. It will be continued in 2015-16. Although additional stops were added and incentives were provided, no

3. Perfect Attendance Awards 0000: Unrestricted Base 100.00 1. Extra hire clerical 2000-2999: Classified Personnel Salaries Base

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participation in NESD home/school transportation with a focus on low-income, EL and Foster Youth LCFF 2,000 3. Provide awards to families who demonstrate enhanced punctuality and attendance LCFF 1,000 4. Create additional stops at central locations to encourage bus ridership LCFF 1,000

families participated in these programs. 100.00 4. Additional Stops Base 0

Scope of Service

All


Scope of Service

All



Provide funding to address specific components of the ADA Barrier Removal Plan Plan is comprehensive and will be implemented over several years LCFF 10,000

The ADA plan was reviewed by the new plant manager. Low cost items including TV/VCR removal, restriping and unobstructed classroom access have been taken care of. The plan is a multi-year plan and this action will be continued.

Striping the parking area and ramps 2000-2999: Classified Personnel Salaries Base 200.00 TV/VCR/Bracket removal and disposal 2000-2999: Classified Personnel Salaries Base 400.00 Sierra Safety 5000-5999: Services And Other Operating Expenditures Base 640.00

Scope of Service

All


Scope of Service

All


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Ensure that all school safety needs are addressed though necessary facility/grounds improvements/renovations

1. Allocate adequate funding to repair/replace existing roof on all buildings A loan will be obtained to spread this cost over several years, but it will be identified as an expenditure in this year only. LCFF 250,000 2. Allow adequate funding for installation of new fire hydrants and a water tank to better meet fire suppression needs as required by the NFPD This is a portion of the total expense, which has been carried over to 2014-15. A loan will be obtained to spread this cost over several years, but it will be identified as an expenditure in this year only. LCFF 217,000

Replaced the roof on buildings 100, 200, 300 and gym. Installed two new fire hydrants and a water tank. Obtained a loan to make the initial payment. total costs are included in expenditures.

1. Contract with Tech America for roof replacementrepalcement 5000-5999: Services And Other Operating Expenditures Base 165,871 2. Contract with BRCO and WLC Architects for New Hydrants, etc. 5000-5999: Services And Other Operating Expenditures Base 254,108

Scope of Service

All


Scope of Service

All



1. Provide funding to ensure that families of Foster Youth, English Learners, those identified as Low Income, and those identified as eligible for special education services receive information and support in the appropriate language and delivered in the home language.

Ensured that all students with a home language of Spanish received their materials in their home language. Provided supports and information to families to help them apply for necessary services and participate in appropriate programs.

1. Bilingual support 1000-1999: Certificated Personnel Salaries Supplemental 750.00 2. Teacher extra duty 1000-1999: Certificated Personnel Salaries Supplemental 150.00

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Supplemental 500 2. Provide funding for parent education for EL, Foster Youth, low income and special education families focused on school discipline, parent rights, and policies relating to anti-bullying and harassment. Supplemental 100

Scope of Service

School-wide


Scope of Service

school-wide

All OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups: (Specify)

Improve attendance, punctuality and access to courses and programs by providing transportation to and from school for EL, Foster Youth and Low income.

1. Provide adequate funding to increase/enhance communication to families of Foster Youth, English Learners, and Low income regarding transportation options to and from school Supplemental 1,750 2. Provide adequate funding to support cost of bus passes and other transportation options for eligible Foster Youth, EL and low income Supplemental 1,000 3. Offer incentives to EL, Foster Youth and Low Income families for participation in NESD home/school transportation Supplemental 300

Improved attendance of bilingual families by providing before school services. Offered reduced rates to EL and low income families.

2 & 3 Transportation costs 7000-7439: Other Outgo Supplemental 1000 1. Translation services 1000-1999: Certificated Personnel Salaries Supplemental 60.00

Scope of Service

School-wide

All OR:------- X Low Income pupils

Scope of Service

school-wide

All OR: X Low Income pupils

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X English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

X English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)


For 2015-16 there will be a focus on the school-wide discipline plan. the District will participate in Positive Behavior and Support (PBIS) training with PCOE to address safety issues for subgroups as noted in results from the student survey. The facilities will continue to be improved and bus ridership will continue to be a focus. In addition, recommendations from the the walkability study will be implemented. Actions that were not implemented in 2014-15 will be implemented in 2015-16.


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Original GOAL 5

from prior year

LCAP:

Enhanced student engagement, attendance, and achievement. Increased school connectivity, feelings of safety at school and overall physical/emotional wellness and resiliency for students district wide.

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

COE only: 9 10 0

Local : Specify



Expected Annual


Students will benefit directly through their enhanced access and participation in wellness activities at each school site, and by receiving and benefiting in enhanced instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs. Students at NES/NCS will benefit from a quality breakfast and lunch program focused on meeting the nutritional goals that are aligned with the district Wellness Policy ensuring that quality entrees and fresh fruits/vegetables are available daily. Students will demonstrate strong resiliency in making appropriate decisions through quality instruction in the above areas. Students will benefit and demonstrate their strong and positive connectivity to their schools through surveys conducted annually. Student attendance rates will increase by at least 1% as a result of high quality instruction, opportunities for learning and success, celebrations of student successes, feelings of safety and the feeling of connectivity at each school site. Students will benefit from the staff training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, District -wide. Students will experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs.

Actual Annual


Students benefited from a focus on health and wellness at all grade levels using The Health Teacher, getting healthy choices during lunch and breakfast, receiving daily PE and in classroom stretching activities (Go Noodle), and 2nd Steps for anti bullying activities. Positive character was recognized each month through special assemblies. An anti bullying assembly was held and discussions in classrooms were held, but more work is needed in this areas based upon student surveys. A breakfast program was instituted this year and participation rates have grown. Both breakfast and lunch have quality entrees with fresh fruits and vegetables available daily.This will continue to be an area of focus. A student survey done in March indicates that not all students feel connected or safe. This is an area that needs more focus. Student attendance rates did not increase, but did not go down. This desired outcome will be continued. There was a .006% chronic absentee rate for 2014-15. All admissions staff were trained in policies and procedures for registration of Foster Youth. No Foster Youth applied for entrance to date. Parent and student surveys reported a higher level of engagement and feelings of safety but this desired outcome will be continued as the student survey reported concerns regarding feeling connected to their classroom teacher and a concern about bullying.

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All students exiting from Middle School (8th grade) will be eligible for graduation and promotion to high school.

At this time there is one student that is not eligible for 8th grade graduation due to graduation requirements, but is eligible for promotion to high school.


Budgeted Expenditures Estimated Actual Annual Expenditures Provide support services to students to ensure positive engagement and connectedness to school on a daily basis

1.Provide funding for adequate school counselor support for all students LCFF 7,000 2. Provide funds to support professional development and specific training for certificated and support staff in the area of resiliency and connectedness LCFF 300 3. Provide funds to support school site implementation of Positive School Behavioral Interventions and Supports or other research -based programs to support student resiliancy LCFF 1,000 4.Provide funds to increase before and after school activities in the area of VAPA, STEM and academic achievement LCFF 5,000 5. Provide funds to increase instances of celebrations/recognitions of student success LCFF 500 6. Provide funds to support professional development and specific training for certificated and support staff in the areas of bullying, health and wellness LCFF 300 7. Continue to work with Placer county sheriff's office and school resource officer to provide training and support for students in a variety of areas including digital citizenship,

Most of these planned services did not take place do to a mid-year transition of the site administrator and this replacement using an interim person. Counseling services were combined with special education counseling services to run subject specific groups. The Before and after school program targets remediation. Students were recognized for their achievements during assemblies. The school worked with the Placer County service organizations to update the safe schools plan. All actions and expenditures will be carried over to 2015-16.

1.Provided funding for a counselor 1000-1999: Certificated Personnel Salaries Base 7000 5. Provide funding for recognitions of student success. 0000: Unrestricted Base 200 6. Release time for training in the Health Teacher 1000-1999: Certificated Personnel Salaries Base 200 7. Release time for collaboration with County officials 1000-1999: Certificated Personnel Salaries Base 200

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bullying, harassment and school site safety LCFF 400

Scope of Service

School-Wide

All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Scope of Service

school


Foster Youth will continue to be immediately enrolled in NESD schools

Provide funding to ensure that Foster Youth are provided with immediate enrollment in NESD schools with appropriate services identified. McKinney-Vento Other 500 Allocate resources to ensure that School Counselors support the needs of Foster Youth enrolled in schools Supplemental 1,000

There were no Foster Youth this year. Action and expenditure will be continued in 2015-16.

No expenditures

Scope of Service

school-targeted


Scope of Service

school-targeted

All OR: Low Income pupils English Learners X Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

English Learners will receive specially designed instruction to further support therir connectedness to school and overall wellness at school

Allocate adequate resources to ensure that School Counselors support the needs of English learners Supplemental 2,000

The EL Coordinator took on the role of school counselor this year for all EL students and families. This expense is reported in other areas.

Counseling services Supplemental 1000

Scope of Service

school-wide Scope of Service

school-wide

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All OR: X Low Income pupils X English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Foster Youth, EL students, and students who are identified as low income and are eligible for free and reduced lunch require and be given additional supports to ensure their connectedness to school

1. Allocate funds for academic supports and remediation, transportation, and costs/fees for sports and extra curricular activities Supplemental 500 2. Provide funds to support school site implementation of Positive School Behavioral Interventions and Supports or other research -based programs to support Foster Youth,EL, Low income students' resiliancy Supplemental 300

Funds were allocated for extra curricular activities. Positive behavior interventions and supports were not put in place until late in the year and will be carried over for next year.

1.Extra curricular activities and trips 0000: Unrestricted Supplemental 500 2. Positive rewards 0000: Unrestricted Supplemental 100.00

Scope of Service

school-wide


Scope of Service

school-wide



There will continue to focus on improving attendance and decreasing instances of bullying. In addition expenditures will be made in the area of school counseling, staff development for specific training for certificated and support staff in the area of resiliency and connectedness, anti bulling, health and wellness, digital citizenship and PBIS.


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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 district-‐wide, school-‐wide, countywide, or charter-‐wide 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 school site in the LCAP year, when using supplemental and concentration funds in a district-‐wide or school-‐wide 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: $64587 Newcastle Elementary School District is committed to the Vision and Core Values/belief it has set for students, staff and community. Although there is no District wide use of supplemental funds, this LCAP provides a program for all students which supports being college and career ready by the time they exit from 8th grade. In order to ensure that all English learners, low income students and Foster Youth are provided with opportunities before school, during school and after school and after the school year to receive support and assistance to achieve at high levels, school site supports and services have been designed through the three-‐year LCAP. These services include additional designated certificated staff to fully support an English language acquisition/development curriculum for English language learners, increased classified staff to provide reduced class sizes for designated and targeted instruction, after school tutorial, opportunities for full parental involvement and training, and access to technological resources and connectivity to the network for EL and low income families both at home and at school. Students are supported by additional counselor time, to work in support of the classroom learning and connectedness to school to enhance student learning. Funds for personnel, instructional materials, technological supplies, equipment and resources have been specifically included in the LCAP and designated to support the English Language learner, low income student or Foster Youth. For the 2014-‐15 year $50,935 was spent on unduplicated pupils over and above services for all pupils at the time of this LCAP adoption which was more than $10,00 in excess of what was designated as supplemental funding. In 15-‐16 that amount will be increased to $86,512, for an increase far exceeding the required 6.08% minimum proportionality % increase required to $64587. 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.

6.08 %

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The Newcastle Elementary School District will continue to offer, ELD instruction via a certificated teacher with a BCLAD credential. Time will be increased for these support services. In the past students were served in their regular programs via pull out work one to two times a week. This enhanced program, delivered by a highly trained certificated staff member and supported with additional classified classroom support staff on a daily basis, supports the students at a high level. In addition, the designation for 2015-‐16, of a Common Core Coordinator along with a site level technology mentor and differentiation coach, under the title of Director of Educational Service/Technology Integration/Staff Development will support the efforts of staff, students and families to ensure that students receive the supports necessary for success. This District will be offering increased before and after school opportunities to support student achievement and has been designed with parent input through surveys and meetings. In addition, the District will offer opportunities for Low income, EL and Foster Youth to participate in 21st Century and Career/Tech Ed. enrichment activities after school and receive targeted academic tutorials. These will continue to be refined through the LCAP revision process. Digital Summer school offerings are expanding, with digital tools and connectivity provided for the first time, as needed to identified students. A variety of interactive digital resources will be provided for the first time to support the individual needs of the EL, Foster Youth or Low Income students in achieving the Common Core and 21st Century Skills requirements. For Foster Youth, Low income, and EL students, school counselor time has been specifically increased and targeted as a service to serve these students' unique needs. These increases for expenditures of unduplicated pupil expenditures above what is on services for all students is equal to $86,512 which far exceeds the required 6.08% of $64587. In year 2016-‐17 and 2017-‐18 there are increases to services and resources before, during and after school and at home and therefore increases for expenditures to $95,600 for unduplicated student count by 2017/18.

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