lcff budget overview...page 2 of 206 lcff budget overview for parents the lcff gives school...

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LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Grossmont Union High School District

CDS Code: 37 68130 0000000

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

LEA contact information: Theresa Kemper, Assistant Superintendent, Educational Services

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

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Grossmont Union High School District expects to receive in the coming year from all sources.

The total revenue projected for Grossmont Union High School District is $228,198,141, of which $175,641,904 is Local Control Funding Formula (LCFF), $17,451,775 is other state funds, $23,047,268 is local funds, and $12,057,194 is federal funds. Of the $175,641,904 in LCFF Funds, $22,361,578 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

SDCOE Approved 8/23/2019

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

This chart provides a quick summary of how much Grossmont Union High School District plans to spend

for 2019-20. It shows how much of the total is tied to planned actions and services in the LCAP. Grossmont Union High School District plans to spend $229,041,698 for the 2019-20 school year. Of that amount, $33,677,148 is tied to actions/services in the LCAP and $195,364,550 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following: The Grossmont Union High School District (GUHSD) has established a Base Program for all students that is the platform upon which additional and supplemental programs and offerings are built. The Base Program includes: Recruiting, employing, and retaining highly qualified certificated and classified staff Providing standards-aligned instructional materials and professional development Providing a broad course of study covering all required academic subjects that support college and career readiness Providing a comprehensive, research-based English Language Development (ELD) program; Special Education services; and alternative educational opportunities Providing opportunities for exploration and participation in athletics, visual and performing arts (VAPA), clubs, and more to build school connectedness Providing parents/guardians opportunities for meaningful engagement Maintaining basic operating services (i.e., facilities, transportation, and technology infrastructure) Providing Educational Services, Human Resources, and Business Services

Increased or Improved Services for High Needs Students in 2019-20 In 2019-20, Grossmont Union High School District is projecting it will receive $22,361,578 based on the enrollment of foster youth, English learner, and low-income students. Grossmont Union High School District must demonstrate the planned actions and services will increase or improve services for high

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needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Grossmont Union High School District plans to spend $22,630,537 on actions to meet this requirement.

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LCFF Budget Overview for Parents

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

This chart compares what Grossmont Union High School District budgeted last year in the LCAP for

actions and services that contribute to increasing or improving services for high needs students with what Grossmont Union High School District estimates it has spent on actions and services that contribute to

increasing or improving services for high needs students in the current year. In 2018-19, Grossmont Union High School District's LCAP budgeted $21,136,940 for planned actions to increase or improve services for high needs students. Grossmont Union High School District estimates that it will actually spend $19,873,428 for actions to increase or improve services for high needs students in 2018-19. The difference between the budgeted and actual expenditures of $-1,263,512 had the following impact on Grossmont Union High School District's ability to increase or improve services for high needs students: Due to Grossmont Union High School District (GUHSD) receiving the Career and Technical Education Incentive Grant (CTEIG) of $855,536 and the Strong Workforce Partnership (SWP) grant of $1,135,301 late in the 2018-19 school year, the cost to the district for Expanded Career and Technical Education (CTE) pathways (LCAP Goal #3, Action 1g) was reduced from $1,400,000 to $200,000. Therefore, the difference between the budgeted and actual expenditures did not negatively impact GUHSD's ability to increase or improve services for high needs students. There is much to celebrate in GUHSD. Below are some encouraging highlights that reemphasize the fact that when GUHSD has identified collective targets, and takes a unified approach, it can accomplish great things for those it serves: the students, their families, and the community. The following is based on both the California School Dashboard and local self-assessments: *Graduation Rate -- All Students -- Status = Medium, 82.4%; Change = Increased, 2.0%. All student groups Increased with English Learners (EL) and African Americans Increasing Significantly. *Suspension Rate -- All Students -- Status = Medium, 3.9%; Change = Declined, 1.0%. While the student groups American Indian and Two or More Races Maintained, all other student groups Declined with Homeless Declining Significantly.

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*College/Career Readiness -- All Students -- Status = Medium, 44.2%; Change = Increased, 2.5%. The following student group Increased Significantly: Filipino. The following student groups Increased: English Learners (EL), Homeless, Socioeconomically Disadvantaged, Asian, Two or More Races, and White. The follow student groups Maintained: Students with Disabilities, African Americans, and Hispanics. *From 2006 to 2018, increase in A-G course completion rates: 32% in 2006 to 44% in 2018; this was an increase of 0.97% from 2017. GUHSD will continue to provide supports, services, and programs that will build upon these successes while simultaneously addressing areas of concern.

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Grossmont Union High School District

Contact Name and Title

Theresa Kemper Assistant Superintendent, Educational Services

Email and Phone

[email protected] 619-644-8041

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

The Grossmont Union High School District (GUHSD) provides education to students in grades 9-12, and is located in the eastern portion of San Diego County. GUHSD was established in 1920 and encompasses an area of approximately 465 square miles, including all of the cities of El Cajon, Santee, and Lemon Grove, most of the city of La Mesa, a small portion of the city of San Diego, and the unincorporated areas of Alpine, Dulzura, Jamul, Lakeside, and Spring Valley. GUHSD consists of nine comprehensive high schools, a middle college high school, two alternative education sites, one continuation high school, three special education facilities, a Career Technical Education (CTE) program, two charter high schools, and an adult education program. GUHSD provides a quality educational program for its students and has a reputation for excellence in education throughout the state. Over the past several years, numerous GUHSD high schools have been recognized as California Distinguished Schools and California Gold Ribbon Schools. Every year since 2009, more than 60% of the District’s graduating seniors attend a four-year college/university or a community college immediately upon graduation. Along with a robust instructional program designed to meet a wide variety of educational needs, GUHSD also provides Fiscal Services and Human Resources support to its schools, and an Educational Services division to assist schools with their programmatic needs. The 2,300 full-time employees in GUHSD,

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combined with hundreds of hourly employees, make GUHSD the largest employer in the East County. Generally, GUHSD, as well as most schools in the East County, have experienced declining enrollment since 2010. Over the past nine years, enrollment in GUHSD has declined by approximately 3,600 students. However, this trend seems to be plateauing which may result in a projected slight increase of enrollment in the near future. Currently, approximately 16,300 students attend GUHSD schools. Approximately 45% of students are White, 38% are Hispanic or Latino, 7% are Two or More Races, 5% are African American, and 4% are a combination of Asian, Filipino, American Indian, and Pacific Islander. Although GUHSD has been in declining enrollment for the past nine years, the number of students identified in significant subgroups has been rising, resulting in an increased focus on supports for students who are low income, English learners, and foster and homeless youth. GUHSD has also experienced a surge in the numbers of newcomer students enrolling in several of its schools. The City of El Cajon--the largest city in GUHSD’s service area--has the second-highest concentration of Middle Eastern immigrants in the country. More than 50,000 Iraqi refugees are settled in the region along with smaller but growing populations of Syrians and North Africans. Furthermore, approximately 63% of GUHSD students are unduplicated pupils or high needs students (i.e., low income, English learners, or foster youth). As of February, 2019, approximately 62% of GUHSD students were low income, 12% were English Learners, and GUHSD was serving and supporting 56 foster youth and 181 homeless students. As a result, continuing in urgency, are district and site conversations about how to best serve its ever-changing student and family populations.

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

With a little over 2,000 English language learner (EL) students (approximately 12%), a surge in the number of newcomer students, students with interrupted or no formal education (SIFE), Middle Eastern refugees, and the steady increase of socio-economically disadvantaged students and families, GUHSD has begun the work of fully embracing the importance of equity on student achievement and success. Consequently, along with a robust instructional program designed to meet a wide variety of educational needs, GUHSD also provides professional development and system and structures to support achievement and success for all students. Although not fully arrived, the journey towards addressing equity for all students is well underway as identified by the following actions found in GUHSD's 2019-20 Local Control and Accountability Plan (LCAP): Professional Development: Digital Learning Coaches (DLC) to support implementation of educational technology; state standard-based professional development and Open Educational Resources (OER); Beginning Teacher Support and Assessment (BTSA) and Induction to support new teachers; Administrator Apprentice and Administrator Level II Credential Program; Illuminate and Northwest Evaluation and Assessment (NWEA); Trauma Informed Practices and Restorative Practices trainings; and Universal Design for Learning (UDL). Social and emotional support for students and families: Family Resource Centers; Marriage and Family Therapists (MFTs); School Nurses (LVNs); Community Liaisons; Camp LEAD, Unity Days, and Link Crew; Multi-Tiered Systems of Support

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(MTSS); Interventions in lieu of suspension programs: Pointing Adolescents Toward Health (PATH), Positive Actions for Student Sobriety (PASS), Mindful Approach for Peaceful Solutions (MAPS), and Respectful Relations. Alternative and blended learning opportunities: IDEA High School, Middle College High School, and the Home Choice Learning Center Complex; Credit recovery and dropout prevention programs and curriculum; Child Development Center; Forty-two (42) Career Technical Education (CTE) Pathways representing 12 different high need Industry Sectors; and a Chromebook for every GUHSD student. Providing additional supports for high needs students (i.e., low income, English language learners, and foster youth): International Newcomer Center; Arabic and Spanish translators, and translation services for other languages; Support classes and curriculum for EL and newcomer students; EL and RFEP monitoring; Foster youth tutoring; Advancement Via Individual Determination (AVID); Advanced Placement (AP) fee waivers; Coordinator of Student Support Services, Student Attendance Review Board (SARB), and site-level Foster Youth & Homeless Liaisons; School Resource Officers (SRO); Probation Officer; Supplemental instruction for summer school, tutorial opportunities, and credit recovery.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress There is much to celebrate in GUHSD. Below are some encouraging highlights that reemphasize the fact that when GUHSD has identified collective targets, and takes a unified approach, it can accomplish great things for those it serves: the students, their families, and the community. The following is based on both the California School Dashboard and local self-assessments: *Graduation Rate -- All Students -- Status = Medium, 82.4%; Change = Increased, 2.0%. Many student groups Increased with Homeless and Foster Youth increasing significantly. *Suspension Rate -- All Students -- Status = Medium, 3.9%; Change = Declined, 1.0%. While the student groups American Indian and Two or More Races Maintained, all other student groups Declined with Homeless showing the highest decline. *College/Career Readiness -- All Students -- Status = Medium, 44.2%; Change = Increased, 2.5%. The following student group Increased Significantly: Filipino. The following student groups Increased: English Learners (EL), Homeless, Socioeconomically Disadvantaged, Asian, Two or More Races, and White. The follow student groups Maintained: Students with Disabilities, African Americans, and Hispanics.

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*From 2006 to 2018, increase in A-G course completion rates: 32% in 2006 to 44% in 2018; this was an increase of 0.97% from 2017. GUHSD will continue to provide supports, services, and programs that will build upon these successes while simultaneously addressing areas of concern. Such actions and services are found under GUHSD’s LCAP Goals #1, 2, and 3.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs Based on the California School Dashboard, GUHSD did not have any State Indicators for All Students in "Red” or “Orange,” and it determined to have "Met" all its Local Indicators. GUHSD English Learners (EL) State Indicators were "Red" and shows a decline in both English Language Arts and Math. Support for EL students and teachers of ELs will continue in GUHSD in 2019-20 with emphasis on EL Professional Development. However, GUHSD’s Graduation Rate and College/Career Readiness Rates for Students With Disabilities were “Red.” Consequently, GUHSD has been identified to receive Differentiated Assistance for a second year in order to address the needs of this student group. However, GUHSD believes by addressing the needs of Students With Disabilities will also positively affect all students. Therefore, GUHSD wholeheartedly engaged in the Differentiated Assistance process. As will be discussed in the next section (Performance Gaps), GUHSD has also been identified for being Significantly Disproportionate (Sig Dis) in regards to its higher rates of African American students being placed in separate settings and being suspended. As a result, GUHSD was required to develop a Comprehensive Coordinated Early Intervening Services (CCEIS) plan that has been approved by the California Department of Education (CDE). Throughout both the Differentiated Assistance and Sig Dis processes, GUHSD explored--in an effort to identify--root causes in order to gain a better understanding as to the "why" of its Students With Disabilities being “Red” in both State Indicators, and its higher rates of African American students being placed in separate settings and being suspended. By engaging in the root cause analysis process, once the "why" began to come into focus GUHSD was better positioned to understand "how" to address student needs more effectively.

Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps Based on the California School Dashboard, GUHSD has several student groups whose performance level were two levels or more below the All Students performance level. 1) Suspension Rate Indicator:

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• -All Students for GUHSD = Green

-The following student groups are "Orange:” Foster Youth, Students With Disabilities, and African American

2) Graduation Rate Indicator:

-All Students for GUHSD = Green

-The following student group is "Red:” Students With Disabilities

3) College/Career Readiness Rate Indicator:

-All Students for GUHSD = Green

-The following student group is "Orange:” African American -The following student groups are “Red:” Foster Youth and Students With Disabilities

4) English Language Arts:

-All Students for GUHSD = Yellow

-The following student groups are “Red:” English Learners, Homeless, Students With Disabilities

5) Mathematics

-All Students for GUHSD = Yellow

-The following student groups are “Red:” English Learners, Homeless, African American

As previously mentioned, along with qualifying for Differentiated Assistance, GUHSD has also been identified as Significantly Disproportionate (Sig Dis) and has developed a Comprehensive Coordinated Early Intervening Services (CCEIS) plan that has been approved by the California Department of Education (CDE). GUHSD was identified for Sig Dis based on data that revealed African American students makeup 5.79% of GUHSD enrollment, yet account for 9.7% of Students With Disabilities; 11% of all students in separate settings; 16.5% of all suspensions, and African American Students With Disabilities account for 22% of all suspensions; 20.6% of all expulsions, and African American Students With Disabilities account for 23% of all expulsions; 9% of all students that are considered credit deficient; 8% of all students that are chronically absent; and 4.5% of all students earning a diploma in four years. Finally, nearly 54% of suspensions of African American students are for issues of physical injury, harassment, or violence; thus making them four times more likely to be suspended for “caused, attempted, or threatened physical injury” than any other reason. In development of GUHSD’s CCEIS plan, based on the above data and data/input gathered through various focus group meetings, self-assessment tools, and other data sources, four main root causes were identified: 1) implicit bias and cultural dissonance; 2) discipline policies and practices; 3) differential access to educational opportunities; and 4) the need to continue to develop Multi-Tiered Systems of Support (MTSS).

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To address these four root causes, GUHSD has identified three goals: 1) reduce the risk ratio of African American students in separate settings and suspension rates by creating Entrance/Exit criteria for students in separate settings, and developing and implementing a comprehensive Cultural Competency Academy to address implicit bias and cultural dissonance; 2) build a culturally responsive MTSS framework that utilizes an MTSS site leadership team who analyze student data to drive decisions to increase students’ academic engagement through Universally Designed Learning (UDL) approaches, and reduce behavior incidents through the lens of Trauma Informed Practices and Restorative Practices; and, 3) align discipline practices to ensure consistency of implementation among each school site based on consistent guidelines for a multi-lensed approach (consequential, instructional, restorative) to address student behavioral needs and expectations. In support of these three goals, GUHSD’s CCEIS plan includes the following actions: 1) create Entrance/Exit criteria; 2) create a Cultural Competency Academy; 3) expand implementation of MTSS and MTSS site teams; 4) train all GUHSD teachers in UDL; and 5) expand Trauma Informed Practices and Restorative Practices trainings. In addition to the indicators for Differentiated Assistance and Significant Disproportionality, GUHSD is also needing to address additional indicators of English Language Arts (ELA) and Mathematics Smarter Balanced Assessment Consortium (SBAC) participation, and indicators of not enough Students With Disabilities being served in their Least Restrictive Environment (LRE). In conjunction with the Differentiated Assistance process and the CCEIS plan, GUHSD will also be developing a Performance Indicator Review (PIR) plan to address these indicators. Finally, it is important to note that GUHSD has a substantial percentage of Students With Disabilities receiving the Certificate of Completion and going into transition programs until the age of 22 which does affect the Graduation Rate Indicator for Students With Disabilities. Therefore, GUHSD is continuing its work on creating and utilizing guidelines for Individual Education Plan (IEP) teams to assist them in determining which students--based on data--should be working towards a diploma and which students would be working on an Alternative Course of Study leading to a Certificate of Completion.

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

El Cajon Valley High School (ECVHS)

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

Grossmont Union High School District (GUHSD) regularly provides data to its schools as part of the school-level needs assessment process. Along with the California School Dashboard data (i.e., Suspension Rates, English Learner Progress, Graduation Rates, College/Career Readiness Rates,

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and SBAC English Language Arts and Mathematics), GUHSD also provides internal data: Attendance Rates; Advancement Placement Participation and Pass Rates; A-G Completion Rates; School Climate Index (SCI), School Climate Rankings, Connectedness, and Safety; College-Going Rates; Dropout Rates; and D/F Rates. In order to delve deeper into the CSI school-level needs assessment process, GUHSD staff met with ECVHS’ leadership team for a “data dive” to look at other data beyond the aforementioned data to assist in identifying possible root causes of ECVHS’ Graduation Rates. Furthermore, GUHSD staff also identified data points indicating the need for a focus on freshmen as a means of improving Graduation Rates, and outlined strategies of implementing proficiency based grading as a means of assisting more freshmen in ending their freshman year on-track for both graduation and A-G completion. Based on these GUHSD discussions and supports, along with ECVHS ongoing leadership meetings where they continually look at data, and monitor and evaluate their School Plan for Student Achievement (SPSA), ECVHS has created a CSI plan for Spring 2019 with two goals: 1) improve 9th grade on-track performance and decreasing credit deficiency to improve graduation and A-G outcomes, and 2) provide strategic credit repair to improve on-track graduation for current seniors. Strategies in support of these two goals include: 1) improve first teaching via 9th grade CORE teacher team: Four teachers from each CORE department (Science, Social Science, Math, ELA, and Designated ELD) to improve differentiation and supports for 9th grade CORE using Universal Design for Learning (UDL), core standards, EL Framework, and proficiency based grading, 2) credit repair for Integrated Math, and 3) Saturday and summer credit repair for 9th grade and senior CORE courses. Evidence-based interventions central to ECVHS' CSI Plan, which are supported by GUHSD, include both Universal Design for Learning (UDL) and proficiency based grading. Regarding resource inequities at the district level, with all other funding being equal as documented in GUHSD’s Comparability Report, out of the 13 GUHSD sites that received Title I funds in 2018-19, ECVHS received approximately 30% of all Title I funds allocated to sites. Regarding resource inequities at the school level, through its School Site Council (SSC), ECVHS continually evaluates their SPSA to determine if actions/services are meeting the needs of its students and families. This process will continue over the summer and into the 2019-20 school year.

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

All GUHSD schools’ SPSAs are aligned with its Local Control and Accountability Plan (LCAP). As such, ECVHS’ goals and measurable outcomes are aligned with GUHSD’s LCAP and all local and state indicators. Therefore, at a macro level, the aforementioned data from the California School Dashboard and internal data will be used to evaluate the effectiveness of ECVHS’ CSI plan. At a micro level, GUHSD will assist ECVHS in monitoring and evaluating the effectiveness of the CSI plan and their efforts towards credit repair (e.g., proficiency based grading) as a means of decreasing credit deficiency in order to improve graduation and A-G outcomes by measuring the number of students who successfully complete the requirements to earn credit in a course after showing proficiency of once deficient units, topics, and/or skills. Furthermore, monitoring, evaluating, and addressing D/F Rates will be paramount in improving ECVHS’ Graduation Rates. Therefore, GUHSD will provide D/F Rates at the 6-week, 12-week, and final grading periods in order for ECVHS to identify and target students who are in need of interventions and/or credit repair;

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particularly for seniors who are on-track to graduate, and freshmen in order to have them finish their freshman year on-track for graduation and A-G completion. At the conclusion of summer school after the 2018-19 school year, ECVHS, with the support of GUHSD, will evaluate the effectiveness of the CSI plan and strategies in meeting the two goals. Once results have been determined, along with the rollout of improving first teaching via the 9th grade CORE teacher team, additions to the CSI plan and possible further rollout of the strategies will be explored for the entirety of the 2019-20 school year and will be documented in ECVHS’ Fall 2019-20 SPSA.

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Annual Update LCAP Year Reviewed: 2018-19

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

Goal 1 Ensure the recruitment and retention of highly qualified staff and teachers who are provided resources for focused collaboration and professional development, access to state standard-aligned instructional materials and assessments, and access to educational technology resources in order to implement curriculum and guide instruction.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator Measure #1 1.1 Maintain appropriate teacher assignment and certification

18-19 Maintain 100% appropriate teacher assignment and certification

Baseline Maintained 100% appropriate teacher assignment and certification for 2016-17

1.1.1 Maintained 100% appropriate teacher assignment and certification.

Metric/Indicator Measure #2 1.2 Three (3) percentage point increase in distinct number of teachers participating in one or more school/district-sponsored professional development from prior year

18-19

1.2.1 787 distinct teachers participated in one or more school/district-sponsored professional development opportunities.

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Expected Actual

638

Baseline Baseline: 2016/17* 601 *Baseline did not include CTE and site-specific professional development trainings. However, 2017-18 and beyond will include both of these measures.

Metric/Indicator Measure #3 1.3 Maintain compliance with Williams Settlement regarding the sufficiency of standards-aligned instructional materials and their implementation for all students

18-19 All students will have been provisioned the appropriate, standards-aligned instructional materials as approved by the annual Board Resolution of Sufficiency of Instructional Materials.

Baseline All students will have been provisioned the appropriate, standards-aligned instructional materials as approved by the annual Board Resolution of Sufficiency of Instructional Materials.

1.3.1 All students were provisioned the appropriate, standards-aligned instructional materials as approved by the annual Board Resolution of Sufficiency of Instructional Materials.

Metric/Indicator Measure #4 1.4 As a measure of implementation of state standards, year over year increase of 5 percentage points in students (including English language learners) reaching NWEA MAP norm-established goals in both English Language Arts (ELA) and math for 9th and 10th grade students.

18-19 Target (from prior year): Data available July 2019

Baseline Baseline: 2017/18

1.4.1 Data reflects students scoring at or above the 41st percentile during the Spring 2018 administration of NWEA MAP: Reading (all students) 67.15% Language (all students) 67.48% Math (all students) 64.23% Baseline for 2016/17 Reading (all students) 69.1%

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Expected Actual

The 2017-18 school year will be the first to yield a growth target in Fall that can be measured against a Spring RIT score.

Language (all students) 68.7% Math (all students) 61.7%

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

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Supplemental services and programs supports effective initial instruction, engagement, and mastery for each student, particularly unduplicated student groups (EL, LI, and FY): a. Supplemental text adoption to support new designated ELD courses b. ""Why Try?"" brochures prior for English Language Proficiency for California (ELPAC) c. Integrated English Language Development (iELD) professional development for all teachers d. EL Professional Learning Communities (PLC) days for collaboration e. Foster and Homeless Youth laws and requirements training f. Digital Learning Coaches (DLC)

a. GUHSD continues to search for curriculum which attends to students' specific language needs and foundational literacy for adolescents. Consequently, no supplemental text was purchased in 2018-19. b. The district utilizes this tool to help monitor and increase self efficacy for English Learners. c. The number of participating teachers for the Integrated English Language Development (iELD) professional development was lower than expected. d. EL Professional Learning Communities (PLC) days for collaboration increased due to the increased number of teachers participating for the first time in teaching dELD. e. Since students in foster care represent some of the lowest-

a. 4000-4999; S/C; $50,000 b. 4000-4999; S/C; $6,000 c. 1000, 3000; S/C; $20,000 d. 1000, 3000; S/C; $10,000 e. 5000-5999; S/C; $500 f. 1000, 3000; S/C; $360,000 g. 1000, 3000; S/C; $150,000 h. 4000-4999; S/C: $1,509,000 Supplemental and Concentration $2,105,500

a. 4000-4999; S/C; $0 b. 4000-4999; S/C; $6,000 c. 1000, 3000; S/C; $8,000 d. 1000, 3000; S/C; $13,500 e. 5000-5999; S/C; $500 f. 1000, 3000; S/C; $366,000 g. 1000, 3000; S/C; $125,000 h. 4000-4999; S/C: $1,512,000 LCFF Supplemental and Concentration $2,031,000

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g. Professional Development for faculty in use of Chromebooks and other devices h. New Chromebooks for Future Forward initiative (1:1)

achieving students in the state, understanding the laws/requirements that are in place to support these students is vital to their success. Such trainings occurred throughout the school year. f. This additional level of support has been effective in increasing the comfortableness and use of technology in the classroom. g. This additional level of support has been effective in increasing the comfortableness and use of technology in the classroom. h. In 2017-18, all sites became 1:1. Now every student in GUHSD has their own Chromebook.

Action 2





Targeted/Supplemental services and programs further supports effective initial instruction, engagement, and mastery for each student, particularly unduplicated student groups (EL, LI, and FY): a. Expanded professional development and collaboration on standard-aligned instruction: consultants, curriculum specialists, substitutes, and curriculum writing b. Administrator Apprentice and Administrator Level II Credential Program c. Open Educational Resources (OER)

a. GUHSD received Title IV funds and elected to transfer the funds to Title II; thereby offsetting the expense from Title I. Also, CRBG fully funded both the math and science curriculum specialists and additional math and science PD. b. GUHSD continues to provide opportunities for aspiring future administrators to participate in hands-on experiences through the Administrator Apprentice Program, as well as support current administrators in clearing their Level II Administrative Credential. c. Funding for OER was changed to S/C in 2018-19. Also, PD focusing on implementation of

a. 1000-5000; Title I: $100,000; Title II: $63,000; College Readiness Block Grant: $188,000 b. 1000-4000; Title II; $20,000 c. 1000-4000; College Readiness Block Grant; $81,500 Other $452,500

a. 1000-5000; Title I: $0; Title II: $163,000; College Readiness Block Grant: $297,000 b. 1000-4000; Title II; $14,884 c. 1000-4000; College Readiness Block Grant; $109,000 Other $583,884

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OER was not included in the proposed expense.

Action 3





This action has been moved to Action #1


NA

Action 4







NA

Action 5





This action has been identified as supplemental. As such, it has been moved to Action #1


NA

Action 6







NA

Action 7





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NA

Action 8





This action has been identified as part of the Base Program. As such, its costs and function are part of the General Fund Budgeted Expenditures and overview of the Base Program found in the Budget Summary section. However, Open Educational Resources (OER) has been moved to Action #2

This action is part of the Base Program and Open Educational Resources (OER) has been moved to Action #2

NA

Action 9





This action has been identified as part of the Base Program. As such, its costs and function are part of the General Fund Budgeted Expenditures and overview of the Base Program found in the Budget Summary section.

This action is part of the Base Program

NA

Action 10





This action has been identified as part of the Base Program. As such, its costs and function are part of the General Fund Budgeted Expenditures and overview of the


NA

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Base Program found in the Budget Summary section.

Action 11







NA

Action 12







NA

Action 13







NA

Action 14

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NA

Action 15





This action has been moved to Action #2, and renamed, "Expanded professional development and collaboration on standard-aligned instruction: consultants, curriculum specialists, substitutes, and curriculum writing"


NA

Action 16







NA

Action 17





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NA

Action 18







NA

Action 19







NA

Action 20







NA

Action 21







NA

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Action 22





This action has been moved to Action #1, and, with the inception of the new Integrated English Language Development (iELD) standards, has been renamed, "Integrated English Language Development (iELD) professional development for all teachers"


NA

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The actions/services found in Goal #1 provides a variety of services, programs, and supports to schools; many of which are supplementary. However, equally important are the trainings and professional development opportunities provided in order to effectively and fully utilize the variety of services, programs, and supports offered. Consequently, providing a multitude of avenues (both during and after the school day, and during summer) has been effective in increasing the number of teachers and staff attending professional development opportunities and/or working collaboratively with colleagues in the development and alignment of curriculum, increasing the use of technology, and incorporating ELD strategies in all classrooms, to name a few. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. As a result of the actions/services found in Goal #1, all local indicators (Basic [teachers, instructional materials, facilities], Implementation of Academic Standards, Parent Engagement, and Local Climate Survey) have all been Met. Furthermore, although the percentages of juniors having met or exceeded standard on the English Language Arts (ELA) and Mathematics SBAC decreased, GUHSD increased its Graduation and College/Career Readiness Rate Indicators as well as increased its A-G completion rates. GUHSD’s Suspension Rate Indicator also decreased. Therefore, the variety of services, programs, and supports coupled with consistent and ongoing training and professional development appears to be having a positive effect on student achievement and fulfilling all local indicators.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Besides supplemental text adoption to support new designated ELD courses not being purchased, and funding sources of several actions being changed, most other expenditures were on target.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. To more effectively determine if actions/services affected measurable outcomes, since 2019-20 is the third year of the three-year LCAP cycle, no changes were made to Goal #1 and its expected outcomes, metrics, or actions and services.

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Goal 2 Ensure emotional support and physical safety for students and staff in order to promote school connectedness and a positive school culture that invites parent and community input and participation.


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

Local Priorities:

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Annual Measurable Outcomes

Expected Actual

Metric/Indicator Measure #1 Utilizing California Healthy Kids Survey (CHKS) results, 2.1.1 One (1) percentile point improvement OR maintain 99th percentile (baseline is 2013-14): 2.1.1a School Climate Index (SCI) State percentile and point improvement 2.1.1b School Climate Index (SCI) Similar School percentile and point improvement 2.1.2 Five (5) index point increase from School Climate Report on items related to Overall Supports and Engagement: 2.1.2a High Expectations and Caring Relationships 2.1.2b School Connectedness 2.1.2c Perceived school safety 2.1.3 Two (2) percentage point increase in staff and parents feeling school is a safe place (+1 when 90 or above) OR maintain 98% 2.1.3a Staff:

-Feel the campus is a safe place for staff (% Strongly agree + % Agree)

-Feel the campus is a safe place for students (% Strongly agree + % Agree)

2.1.3b Parents: Feel the campus is a safe place for students (% Strongly agree + % Agree)

2.1.1 a. State Percentile: 62 b. Similar Schools Percentile: 77 Source: District School Climate Index (SCI) (2018) 2.1.2 a. High Expectations: 309 b. School Connectedness: 314 c. School Safety: 301 Source: District School Climate Index (SCI) (2018) 2.1.3 a. Staff - Perceived School Safety for Staff From 2018 Staff Survey (aggregated from individual site surveys) 91.8% a. Staff - Perceived School Safety for Students From 2018 Staff Survey (aggregated from individual site surveys) 91.7% 2.1.3 b. Parents - Perceived School Safety for Students From 2018 Parent Survey (aggregated from individual site surveys) 83.5%

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Expected Actual

18-19 2.1.1 Target (based on prior year): State Percentile: 65 Similar Schools Percentile: 80 2.1.2 Target (based on prior year): High Expectations: 314 School Connectedness: 319 School Safety: 306 2.1.3(a) Staff Target (based on prior year): >=95% (Students) >=95% (Staff) 2.1.3(b) Parents Target (based on prior year): >=95%

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Expected Actual

Baseline 2.1.1 Baseline: 2014/15 State Percentile: 89 Similar Schools Percentile: 96 2015/16 State Percentile: 95 Similar Schools Percentile: 99 2016/17 State Percentile: 97 Similar Schools Percentile: 99 2.1.2 Baseline: 2014/15 High Expectations: 279 School Connectedness: 304 School Safety: 317 2015/16 High Expectations: 296 School Connectedness: 334 School Safety: 332 2016/17 High Expectations: 294 School Connectedness: 347 School Safety: 340 2.1.3(a) Staff Baseline: 2014/15 96.5% (Students) 96.7% (Staff) 2015/16 96.1% (Students) 94.8% (Staff) 2016/17 92.8% (Students) 93.0% (Staff) 2.1.3(b) Parents (Safety) Baseline: 2014/15 71.4% 2015/16 90.7% 2016/17 85%

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Expected Actual

Metric/Indicator Measure #2 2.2.1 Decrease of 0.5 percentage points or reduction of 30 students relative to baseline (2013-14) suspension rates 2.2.2 Decrease of 0.05 percentage points or reduction of 15 students relative to baseline (2013-14) expulsion rates OR maintain 0.2

18-19 Goal 2.2.1 Target (from prior year) 3.85% Goal 2.2.2 Target (from prior year) 0.2%

Baseline Goal 2.2.1 Baseline: 2013/14 4.0% (Suspension Rate) 2014/15 4.1% (Suspension Rate) 2015/16 4.4% (Suspension Rate) 2016/17 Target 4.0 Data Available Summer 2018 Goal 2.2.2 Baseline:

2.2.1 3.9% Suspension Rate Source: CDE Datafile (2018) Excludes Charter Schools 2.2.2 0.5% Expulsion Rate Source: CDE Datafile (2018) Excludes Charter Schools

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Expected Actual

2013/14 0.5% (Expulsion Rate) 2014/15 0.3% (Expulsion Rate) 2015/16 0.49% (Expulsion Rate) 2016/17 Target 0.2 Data Available Summer 2018

Metric/Indicator Measure #3 2.3.1 Year over year improvement in attendance:

- +1.00 percentage points when prior year under 85% - +0.50 percentage points when prior year between 85% and 90% - +0.25 percentage points when prior year between 90% and 95% - +0.10 percentage points when prior year higher than 95%

OR Maintain 97.0 percent attendance

18-19 Target (from prior year) 95.42%

Baseline Baseline: 2014/15 95.07% 2015/16 94.97% 2016/17 Target: 95%

2.3.1 94.58% Attendance Rate Source: Fiscal Services (2018)

Metric/Indicator Measure #4

2.4.1 17.6% Chronic Absenteeism

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Expected Actual

2.4.1 One (1) percentage point improvement (decrease) in chronic absenteeism rate


Baseline Baseline: 2016/17 15.2%

Source: CDE Datafile (2018)

Metric/Indicator Measure #5 2.5.1 0.5 percentage point improvement (decrease) in dropout rate


Baseline Baseline: 2014/15 7.8% 2015/16 7.6% 2016/17 Available Spring 2018 Target: 7.1%

2.5.1 7.4% Dropout Rate Source: CDE Cohort Outcome Datafile (2018)

Metric/Indicator Measure #6 2.6.1 Maintain 100% (overall) of school Facilities Inspection Tool (FIT) reports at good or better rating

2.6.1 100% (2018)

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Expected Actual

18-19 Target: 100%

Baseline Baseline: 2014/15 100% 2015/16 100% 2016/17 100%

Metric/Indicator Measure #7 2.7.1 Increase of 5 percentage points OR +100 responses from parents to the California Healthy Kids Survey (CHKS)

18-19 Target (from prior year) 2282 Parent Responses

Baseline Baseline: 2014/15 1133 Parent Responses 2015/16 2588 Parent Responses 2016/17 2476 Parent Responses

2.7.1 2148 Parent Responses Source: Parent Module of California Healthy Kids Survey (2018)

Metric/Indicator Measure #8 2.8.1 Maintain or increase promotion of parent/guardian participation including unduplicated pupils and parent/guardians of students with

2.8.1 220,213 messages sent out 2.8.2 5 meetings

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Expected Actual

exceptional needs through phone, email and/or Infinite Campus portal inbox messages by 1 percentage point. 2.8.2 Along with site-level opportunities for parent/guardian input through PTSA, SSC, ELAC, and WASC committees, maintain District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings as a venue for district-level parent/guardian input.

18-19 Goal 2.8.1 Target 77,478 messages sent out Goal 2.8.2 5 meetings

Baseline Goal 2.8.1 Baseline: 2016-17 32,304 messages sent out Goal 2.8.2 Baseline: 2016-17 5 meetings






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Supplemental services and programs support a safe and healthy learning environment for staff and each student, particularly unduplicated student groups (EL, LI, and FY): a. Unity Days, Freshmen Advisory (Link Crew), and school programs addressing student social and emotional needs (i.e., Every 15 Minutes, Suicide Prevention, Peer Listening, Trauma-Sensitive Schools, and Restorative Practices) b. Family Resource Centers, and Community Liaisons c. Districtwide Multi-Tiered System of Support (MTSS), and student interventions in lieu of suspension (i.e., Pointing Adolescents Toward Health [PATH], Positive Actions for Student Sobriety [PASS], Respectful Relations, and Mindful Approach for Peaceful Solutions (MAPS) d. School Resource Officers (SROs), and Interquest canine detection e. English Learner parent educational forums and newcomer orientation, and translation services for languages other than Arabic and Spanish f. Site-level credit recovery programs g. One (1) School Nurse (LVNs) per site h. Five (5) Campus Supervisors per site

a. Occurring throughout the year and at various sites, such additional, supplementary programs enhance MTSS and other site-specific support programs, services, and trainings aimed at peer and school connectedness. b. Services from the different sites in 2018-19 ranged from providing free school supplies to bilingual Community Liaisons to food pantries and gently-used clothing to mental health services via individual and family counseling. c. GUHSD was awarded a two-year MTSS grant (Scale Up MTSS Statewide [SUMS] grant) that funded $8,000 of these expenses. Also, PATH, PASS, Respectful Relations, and MAPS continue to be effective in providing students with an intervention, instead of just punishment, in order to attempt to change their behavior towards the positive. d. SROs continue to provide additional support to ensure the physical safety of students and staff. Also, Interquest is an additional proactive measure to ensure campuses are free from illegal substance use and possession. e. Due to the continuing influx of refugee students from all over the world, the district will continue to contract out for language support in languages other than Arabic and Spanish. f. In order to further support the array of student needs, this

a. 1000-5000; S/C; $35,000 b. 1000-5000; S/C; $755,000 c. 1000-5000; S/C; $197,000 d. 5000-5999 & 5800; S/C; $1,461,686 e. 1000-4000 & 5800; S/C; $8,000 f. 1000, 3000; S/C; $1,027,000 g. 2000, 3000; S/C; $756,660 h. 2000, 3000; S/C; $3,146,000 Supplemental and Concentration $7,386,346

a. 1000-5000; S/C; $35,000 b. 1000-5000; S/C; $755,000 c. 1000-5000; S/C; $184,000 d. 5000-5999 & 5800; S/C; $1,518,534 e. 1000-4000 & 5800; S/C; $8,000 f. 1000, 3000; S/C; $1,287,198 g. 2000, 3000; S/C; $830,322 h. 2000, 3000; S/C; $2,775,032 LCFF Supplemental and Concentration $7,393,086

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program continues to provide opportunities for students to recover lost credit. g. School Nurse (LVNs) continue to provide much needed medical assistance for an array of student needs h. Campus Supervisors continue to provide additional support to ensure the physical safety of students and staff.

Action 2





Targeted/Supplemental services and programs further support a safe and healthy learning environment for staff and each student, particularly unduplicated student groups (EL, LI, and FY): a. Camp LEAD (Leadership, Education And Development) b. Youth Development Specialist c. Coordinator, Student Support Services and Student Attendance Review Board (SARB), and Probation Officer d. Increase parent/guardian involvement and communication through site-level activities e. After School Safety and Enrichment for Teens (ASSET): El Cajon Valley, Monte Vista, Mount Miguel, and Chaparral f. California Healthy Kids Survey (CHKS) implementation g. On-site mental health services

a. Camp LEAD continues to foster peer leadership and school connectedness that can then be transferred back to schools through Unity Days and other Camp LEAD-type clubs and programs (i.e. Link Crew). Although four Camp LEADs were offered in 2018-19, the number of students in attendance was lower than previous years. Also, sites (i.e., Other) were required to pay for some of the costs for students to attend. b. The Youth Development Specialist continues to provide social and emotional support for continued school connectedness and leadership through facilitating Camp LEAD, Unity Days, Trauma Informed Practices, and Restorative Practices trainings. c. With a multitude of foster and 12 group homes in the district's

a. 1000-5000; Title I: $70,000; Tobacco-Use Prevention Education (TUPE): $16,000 b. 2000, 3000; College Readiness Block Grant (CRBG); $70,000 c. 2000, 3000; Title I; $178,000 d. 1000-5000; Title I; $47,000 e. 1000-5000; ASSETs; $950,000 f. 5800; TUPE; $5,000 g. 5800; Title I: $90,000; Title III: $45,000 Other $1,450,000

a. 1000-5000; Title I: $33,500; Tobacco-Use Prevention Education (TUPE): $12,680; Other (site funds): $15,000 b. 2000, 3000; College Readiness Block Grant (CRBG); $74,000 c. 2000, 3000; Title I; $160,835 d. 1000-5000; Title I; $41,892 e. 1000-5000; ASSETs; $1,050,000 f. 5800; TUPE; $7,500 g. 5800; Title I: $217,000; Title III: $0 Other $1,611,957

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boundaries, as well as high numbers of homeless students and unaccompanied youth, continuing to provide services and a liaison for these students and their families is paramount in effectively supporting them in overcoming barriers in their education. Also, the Probation Officer assists the most at-risk students succeed by bridging various agencies, institutions, and community partners in support of students. This position is co-funded with the County of San Diego and continues to be a vital resource to schools. d. These efforts continue to allow parents and families of Title I students with the information they need to make well-informed choices for their children including more effectively sharing responsibility for their child’s success. e. The ASSETs program partners schools and communities to provide academic support and safe, constructive alternatives for high school pupils in the hours before and after the regular school day. All four sites were each also awarded $25,000 for Equitable Access (EA) f. CHKS continues to provide year-to-year data that the district utilizes in measuring the School Climate Index (SCI). g. Title I funds were increased to provide at least two days of mental health services to all schools. No Title III funds were used.

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Action 3







NA

Action 4







NA

Action 5







NA

Action 6







NA

Action 7







NA

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Action 8







NA

Action 9





This action has been identified as supplemental. As such, it has been moved to Action #1, and has been renamed "Multi-Tiered Systems of Support (MTSS) since PBIS falls under the MTSS umbrella


NA

Action 10







NA

Action 11







NA

Action 12

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NA

Action 13







NA

Action 14







NA

Action 15







NA

Action 16





This action has been identified as supplemental. As such, it has been moved to Action #1, and renamed "Mindful Approach for Peaceful Solutions (MAPS)."


NA

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Action 17







NA

Action 18







NA

Action 19







NA

Action 20







NA

Action 21





This action has been identified as part of the Base Program. As such, its costs and function are part of the General Fund Budgeted Expenditures and overview of the


NA

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Base Program found in the Budget Summary section.

Action 22







NA

Action 23







NA

Action 24







NA

Action 25







NA

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Action 26







NA

Action 27







NA

Action 28







NA

Action 29







NA

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Action 30







NA

Action 31







NA

Action 32







NA

Action 33





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NA

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Since school connectedness varies for each student, the Actions/Services found in Goal #2 provides a variety of services, programs, and supports to schools; many of which are supplementary and have proven to assist students in feeling more connected to and safe at school based on the California Healthy Kids Survey (CHKS) results. Since 2018-19 was year two of a three-year LCAP process, implementing with fidelity and monitoring the progress of said services, programs, and supports will be paramount in determining their effectiveness. However, since school connectedness and safety affect student achievement the next section will demonstrate how student achievement has been steadily increasing in numerous areas. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. As a result of the actions/services found in Goal #2, all local indicators (Basic [teachers, instructional materials, facilities], Implementation of Academic Standards, Parent Engagement, and Local Climate Survey) have all been Met. Furthermore, although the percentages of juniors having met or exceeded standard on the English Language Arts (ELA) and Mathematics SBAC decreased, GUHSD increased its Graduation and College/Career Readiness Rate Indicators as well as increased its A-G completion rates. Also, although its Expulsion Rate, Chronic Absenteeism Rate, and Dropout Rate have all increased; and its Attendance Rate has decreased; GUHSD’s Suspension Rate Indicator has decreased. Therefore, although there is room for improvement, the variety of services, programs, and supports coupled with consistent and ongoing training and professional development appears to be having a positive effect on many student achievement factors, but not all, and fulfilling all local indicators. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Although the overall totals of Budgeted and Estimated Actual Expenditures were relatively on target, there were several actions which were not. For example, the Budgeted Expenditures for Campus Supervisors was higher than the Estimated Actual Expenditures due to incidentally including different positions into the original costs; thus making them higher than the Estimated Actual Expenditures. Also, the Budgeted Expenditures for ASSETs did not include all four sites each receiving $25,000 for Equitable Access (EA) grant which often accompanies the ASSETs grant. Lastly, increased Title I funds covered all of the district contributions for on-site mental health services. Title III was not used at all.

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Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. To more effectively determine if actions/services affected measurable outcomes, since 2019-20 is the third year of the three-year LCAP cycle, no changes were made to Goal #2 and its expected outcomes, metrics, or actions and services.

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Goal 3 Ensure college and career readiness for all students through increased student achievement, with specific focus on students who are low income, English learners, and foster and homeless youth.


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

Local Priorities:

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Annual Measurable Outcomes

Expected Actual

Metric/Indicator Measure #1 3.1.1 As a measure of implementation of state standards, year over year improvement in percentage of students attaining either “Standard Met” or “Standard Exceed” on the 11th grade Smarter Balanced summative (State) test in ELA and math:

- +10 percentage points when prior year under 25% - +7.5 percentage points when prior year between 25% and 30% - +5 percentage points when prior year between 35% and 45% - +3.5 percentage points when prior year higher than 45% and

60% - +2 percentage points when prior year higher than 60%

OR Maintain 95.0 percent 3.1.2 Early Assessment Program (EAP)

- +2 percentage points meeting Standard Exceeded (college ready) or Standard met (conditionally ready) in English and Math

18-19 Goal 3.1.1 Target (from prior year) ELA: 68% Met + Exceeded Math: 48.5% Met + Exceeded Goal 3.1.2 Target (from prior year) ELA: 69% (Ready + Conditionally Ready) Math: 41% (Ready + Conditionally Ready)

3.1.1 ELA: 60% Met + Exceeded Math: 34% Met + Exceeded Source: SBAC Publisher File (2018) 3.1.2 ELA: 60% Met (Conditionally Ready) + Exceeded (Ready) Math: 34% Met (Conditionally Ready) + Exceeded (Ready) Source: SBAC Publisher File (2018)

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Expected Actual

Baseline Goal 3.1.1 Baseline: 2014/15 ELA: 57% Met + Exceeded Math: 33% Met + Exceeded 2015-16 ELA: 62% Met + Exceeded Math: 35% Met + Exceeded 2016-17 ELA: Available Sept 2017, Target 64% Math: Available Sept 2017, Target 40% Goal 3.1.2 Baseline: 2014/15 ELA: 57% (Ready + Conditionally Ready) Math: 33% (Ready + Conditionally Ready) 2015-16 ELA: 62% (Ready + Conditionally Ready) Math: 35% (Ready + Conditionally Ready) 2016-17 ELA: 65% (Ready + Conditionally Ready) Math: 37% (Ready + Conditionally Ready)

Metric/Indicator Measure #2 3.2 Two (2) percentage point increase in A-G subject completion rate (CSU-validation methodology) as a measure of broad course of study including unduplicated students and students with exceptional needs.

18-19 Targets (from prior year) All Students: 48% English Learners: 9.39%

3.2.1 A to G Completion Rates (2018) All Students: 44.3% English Learners: 8.1% Special Education: 10.5% Econ-Disadvantaged: 34% Foster Youth: 13.3%

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Expected Actual

Special Education: 10.20% Econ Disadvantaged: 41.3% Foster: 41.54%

Baseline 2015/16 (Baseline) All Students: 40% English Learners: 3.39% Special Education: 4.20% Econ Disadvantaged: 35.3% Foster Youth: 35.54% 2016/17 Available Sept 2017 All Students: 42% English Learners: 5.39% Special Education: 6.20% Econ Disadvantaged: 37.3% Foster Youth: 37.54%

Metric/Indicator Measure #3 3.3 Two (2) percentage point increase in students who enroll in college immediately after high school (Fall)

18-19 Target (from prior year) 70%


3.3.1 69% College-Going Rate Source: National Student Clearinghouse Data Reports (2018)

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Expected Actual

Metric/Indicator Measure #4 3.4 One (1) percentage point increase in percentage of graduates completing at least one CTE pathway

18-19 Target (from prior year) 17.2

Baseline Baseline: 2015/16 (Graduates of 2015-16) 17% 2016/17 15.2%

3.4.1 21.8% Source: Capstone Completion Methodology (2018)

Metric/Indicator Measure #5 3.5 Two (2) percentage increase in Advanced Placement (AP) or International Baccalaureate (IB) pass rates (score of 3 or higher)



3.5.1 60.2% AP Pass Rate 6417 tested, 3861 scores 3 or higher Source: College Board Datafile (all test scores included) (2018) Excludes Charters

Metric/Indicator Measure #6

3.6.1

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Expected Actual

3.6.1 Measurement of progress of English Language Progress (ELPI) Indicator for English Language Learners (EL) learners on California Schools Dashboard

- +1 percentage point increase

3.6.2 Reclassification of English Learners


3.6.3 Growth on the CELDT and/or ELPAC test of English Language Proficiency for English Learners; Subsequent to CELDT, NWEA MAP will be used as the local measure. The RIT score cut point is 215 in both reading and language.

- +2 percentage points in students moving up to Early Advanced or Advanced

18-19 Goal 3.6.1 Target (from prior year) 70.5% Goal 3.6.2 Target (from prior year) 11.6% Goal 3.6.3 Bridge Target (from prior year, using NWEA MAP) Language: 20% Reading: 21.4%

Baseline Goal 3.6.1 2015/16

Due to the transition between CELDT and ELPAC, the ELPI is not available on the Fall 2018 Dashboard. 3.6.2 9.9% Source: CDE Datafile (2018) Excludes charter schools 3.6.3 12.6% Percentage of EL students with Spring 2018 NWEA MAP scores in Reading and Language score of 215 or higher (2018) 2018 ELPAC Percent at Level 3: 27.64% Percent at Level 4: 20.64% Percent at Levels 3/4: 48.28%

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Expected Actual

67.5% 2016/17 Data Available Fall 2017 Target: 68.5% Goal 3.6.2 Baseline: 2014/15 2.8% 2015/16 15.2% 2016/17 9.6% Goal 3.6.3 Baseline: 2014/15 37% (at Advanced or Early Advanced) 2015/16 22% (-15 percentage points) 2016/17 NWEA MAP Language (>=215): 11.1% Reading (>=215): 11.8%

Metric/Indicator Measure #7 3.7 One (1) percentage point improvement (increase) in graduation rates


3.7.1 82.2% Graduation Rate Source: CDE Cohort Outcome Datafile (2018) Excludes charter schools

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Expected Actual

Baseline Baseline: 2014/15 83% 2015/16 82% 2016/17 Available Spring 2018 Target: 83%

Metric/Indicator Measure #8 3.8 Other pupil outcomes in areas other than ELA and mathematics. Two (2) percentage point increase in the number of graduates having taken one or more Advanced Placement (AP) or International Baccalaureate (IB) course (courses with honors code = 39 in Infinite Campus)


Baseline Baseline: 2015/16 49.7% 2016/17 51%

3.8.1 52% From graduating class of 2018






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Supplemental services and programs support academic achievement for each student, particularly unduplicated student groups (EL, LI, and FY): a. Designated ELD support courses, EL/RFEP monitoring, International Newcomer Center (El Cajon Valley High School), EL supplemental materials and training, and expanded English Language Proficiency Assessment for California (ELPAC) testing services b. Advancement Via Individual Determination (AVID) tutors, trainings, stipends, and forty-nine (49) sections c. Library services, teacher librarians, and library technicians d. Guidance Information Specialists (GIS) e. Supplemental instruction for summer school and tutorial opportunities f. Home Choice Learning Center Complex g. Expanded Career and Technical Education (CTE) pathways h. Early Start Calendar to increase days of instruction prior to high stakes assessments i. Parent information nights j. Public transportation and mileage for homeless and neglected students

a. The International Newcomer Center was incorrectly identified as being at El Cajon Valley High School; rather, it is located at the Mollison Complex. Also, EL supplemental materials and training, and expanded English Language Proficiency Assessment for California (ELPAC) testing services costs were included in Goal #1, Action #1a & b b. AVID is a support program aimed at first-time college going students with the goal not only being acceptance to a four-year college or university, but, more importantly, the completion and graduation from college. These supplemental opportunities continue to be effective in increasing students' college and career readiness. Forty-six, not 49, sections of AVID were offered in 2018-19. c. Working in conjunction with Future Forward, library services, teacher librarians, and library technicians are vital in providing all students (before, during, and after school) and staff continual access to and understand how to use reliable sources of data for research. The difference in cost is due to Library Technicians not originally being included in the Budgeted Expenditures. d. GISs are crucial in supporting all student in being college/career ready. e. Offering different pathways to success, these supplemental programs continue to serve

a. 1000-5000; S/C; $2,765,992 b. 1000-5000; S/C; $1,347,508 c. 1000-5000 & 5800; S/C; 1,273,390 d. 2000, 3000; S/C; $1,426,629 e. 1000-5000; S/C; $977,200 f. 1000-5000; S/C; $1,850,000 g. 1000-6000; S/C; $1,400,000 h. 8011; S/C; $574,375 i. 4000-4999; S/C; $5,000 j. 5000-5999; S/C; $25,000 Supplemental and Concentration $11,645,094

a. 1000-5000; S/C; $2,945,947 b. 1000-5000; S/C; $1,096,502 c. 1000-5000 & 5800; S/C; $1,530,439 d. 2000, 3000; S/C; $1,426,254 e. 1000-5000; S/C; $977,200 f. 1000-5000; S/C; $2,250,000 g. 1000-6000; S/C; $200,000 h. 8000-8999; S/C; $0 i. 4000-4999; S/C; $5,000 j. 5000-5999; S/C; $18,000 LCFF Supplemental and Concentration $10,449,342

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students who are behind in credits, cannot be in school on a regular basis, and/or need additional after-school support or remediation during summer in order to achieve academic success, graduate from high school, and be college and/or career ready. f. Costs of the Home Hospital staff were not part of the original planned actions/services and expenses for the Home Choice Learning Center Complex g. Expanded Career and Technical Education (CTE) pathways. Due to the district receiving the Career and Technical Education Incentive Grant (CTEIG) of $855,536 and the Strong Workforce Partnership (SWP) grant of $1,135,301 late in the 2018-19 school year, the cost to the district was reduced to $200,000. h. Although there are financial costs associated with an Early Start Calendar, it was determined too difficult to accurately track. Therefore, this action will no longer be part of GUHSD's LCAP. i. These events continue to provide invaluable time after-work hours for parent/guardians to meet with their student's counselors to discuss academic progress and postsecondary goals. j. Student attendance is a major indicator of student success. Therefore, it is imperative that homeless and neglected students are offered the resources to attend school everyday.

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Action 2





Targeted/Supplemental services and programs further support academic achievement for each student, particularly unduplicated student groups (EL, LI, and FY): a. Advanced Placement (AP) test fee support; AVID annual fee; professional development for counselors; postsecondary planning to keep track of students' progress towards high school graduation and beyond; PSAT administration for all sophomores; college field trips; and Got Plans? postsecondary event. b. Edgenuity to support students significantly behind in credits c. Foster youth tutoring and Cash for College d. Improve all schools’ entire educational program with a focus on the lowest-achieving students through site-level academic and social supports, including required set asides, district reserves, and administrative and indirect costs e. Coordination of support for teachers and students for LEP and immigrant students at school sites f. Career and Technical Education (CTE) Pathways development and support for college and career readiness

a. In 2018-19, AP test fee waivers, AVID annual fee, and postsecondary planning were funded out of Title I; with PD for counselors, Got Plans?, and PSAT continuing to being funded out of CRBG. College field trips were funded by individual schools. b. Offering different pathways to success, these supplemental programs continue to serve students who are behind in credits, cannot be in school on a regular basis, and/or need additional after-school support or remediation during summer in order to achieve academic success, graduate from high school, and be college and/or career ready. c. Cash for College continues to be an invaluable event that connects students and their families to college financial aid opportunities. Both items were over-budgeted for in 2018-19 and the change will be reflected in the future. d. The proposed expense accounted for all Title I funds GUHSD received; whereas the actual expense was the amount that was allocated directly to sites. The difference are the expenses which make up each site's Centralized Services costs for services including but not limited to mental health services, Camp LEAD, and AVID yearly fees. The difference for the district office was

a. 1000-5000, 5800; College Readiness Block Grant (CRBG); $259,000 b. 5800; Lottery: 91,000, Title I: $91,000 c. 1000-5000; Title I; $20,000 d. 1000-6000; Title I; to sites: $4,139,119, and district office: $582,163 e. 1000-5000; Title III; $195,000 f. 1000-5000; San Diego County Office of Education Regional Occupational Program pass-through funds: $2,089,622; California Career Pathway Trust: $197,025; Carl D. Perkins Career and Technical Education: $516,000; California Partnership Academies -- Santana: $75,000 and Mount Miguel: $72,000; Agricultural Incentive Grant -- El Capitan: $20,000; and Grossmont Healthcare District Health Pathways Grant: $202,500. Other $9,131,592

a. 1000-5000, 5800; College Readiness Block Grant (CRBG); $75,000; Title I; $158,635 b. 5800; Lottery: 91,000, Title I: $91,000 c. 1000-5000; Title I; $5,000 d. 1000-6000; Title I; to sites: $3,473,752, and district office: $523,007 e. 1000-5000; Title III; $195,000 f. 1000-5000; San Diego County Office of Education Regional Occupational Program pass-through funds: $2,325,526; California Career Pathway Trust (carryover from 2017-18): $287,225; Carl D. Perkins Career and Technical Education: $551,830; California Partnership Academies -- Santana: $75,000 and Mount Miguel: $75,000; Agricultural Incentive Grant -- El Capitan: $19,861; and Grossmont Healthcare District Health Pathways Grant: $202,500; Career and Technical Education Incentive Grant (CTEIG) of $855,536 and the Strong Workforce Partnership (SWP) grant of $1,135,301(GUHSD applied for and received both these grants in 2018-19). Other $10,139,637

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a reduced amount for indirect costs. e. Coordination of support for teachers and students for LEP and immigrant students at school sites f. Career and Technical Education (CTE) Pathways development and support for college and career readiness. GUHSD received the Career and Technical Education Incentive Grant (CTEIG) of $855,536 and the Strong Workforce Partnership (SWP) grant of $1,135,301 late in the 2018-19 school year.

Action 3







NA

Action 4







NA

Action 5







NA

Action 6

Planned

Actual

Budgeted

Estimated Actual

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Actions/Services Actions/Services Expenditures Expenditures This action has been moved to Action #2


NA

Action 7







NA

Action 8







NA

Action 9







NA

Action 10







NA

Action 11

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APEX will not be utilized after 2017-18

APEX was not utilized in 2018-19 NA

Action 12







NA

Action 13







NA

Action 14







NA

Action 15







NA

Action 16





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NA

Action 17







NA

Action 18







NA

Action 19







NA

Action 20







NA

Action 21







NA

Action 22

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NA

Action 23







NA

Action 24







NA

Action 25






NA

Action 26







NA

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Action 27







NA

Action 28





LCFF Base funds for this action have been identified as supplemental. As such, it has been moved to Action #1. Furthermore, the various grant funding has been moved to Action #2


NA

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The actions/services found in Goal #3 to ensure college and career readiness for all students--with specific focus on students who are low income, English learners, and foster and homeless youth--provides a variety of services, programs, and supports to schools; many of which are supplementary and have proven to assist in increasing student achievement. Since 2018-19 was year two of a three-year LCAP process, implementing with fidelity and monitoring the progress of said services, programs, and supports will be paramount in determining their effectiveness. However, as the next section will demonstrate, student achievement has been increasing steadily in numerous areas. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. As a result of the actions/services found in Goal #3, all local indicators (Basic [teachers, instructional materials, facilities], Implementation of Academic Standards, Parent Engagement, and Local Climate Survey) have all been Met. Furthermore, although the percentages of juniors having met or exceeded standard on the English Language Arts (ELA) and Mathematics SBAC decreased, GUHSD increased its Graduation and College/Career Readiness Rate Indicators as well as increased its A-G completion rates. GUHSD’s Suspension Rate Indicator also decreased. Therefore, the variety of services, programs, and supports coupled with

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consistent and ongoing training and professional development appears to be having a positive effect on student achievement and fulfilling all local indicators.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. As previously mentioned, although there are financial costs associated with an Early Start Calendar, it was determined too difficult to accurately track. Therefore, this expenditure was reported as $0 and will no longer be part of GUHSD's LCAP. Regarding the difference in AVID costs, one site reduced the number of AVID sections being offered in 2018-19. Finally, regarding Title I, the proposed expense accounted for all Title I funds GUHSD received; whereas the actual expense was the amount that was allocated directly to sites. The difference are the expenses which make up each site's Centralized Services costs for services including but not limited to mental health services, Camp LEAD, and AVID yearly fees. The difference for the district office was a reduced amount for indirect costs.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. To more effectively determine if actions/services affected measurable outcomes, since 2019-20 is the third year of the three-year LCAP cycle, no changes were made to Goal #3 and its expected outcomes or metrics. However, as previously mentioned, along with qualifying for Differentiated Assistance, GUHSD has also been identified as Significantly Disproportionate (Sig Dis) in regards to its higher rates of African American students being placed in separate settings and being suspended. Therefore, GUHSD has developed a Comprehensive Coordinated Early Intervening Services (CCEIS) plan that has been approved by the California Department of Education (CDE). The CCEIS plan and actions has been added to LCAP Goal #3 Action #2g for 2019-20. Also, again, although there are financial costs associated with an Early Start Calendar, it was determined too difficult to accurately track. Therefore, this expenditure will no longer be part of GUHSD's LCAP. Finally, with 2018-19 being the final year of the College Ready Block Grant (CRBG) some expenditures have changed funding sources (i.e., to the Low-Performing Students Block Grant [LPSBG]).

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Stakeholder Engagement

LCAP Year: 2019-20

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

The Grossmont Union High School District (GUHSD) utilizes its LCAP as the foundation for districtwide conversations to ensure that district goals and local and state priorities and indicators are intertwined and remain at the forefront of the work it does. Throughout 2018-19, GUHSD has met with all stakeholder groups in order to gather feedback and allow their input to inform its decision making. In 2016-17, GUHSD held another Strategic Planning Meeting and Goals and Objectives Workshop where over 200 business and community members, parents/guardians (including parents/guardians of Students with Disabilities), students, classified staff, teachers and counselors, and administrators participated. During the meeting, the six groups met individually to discuss what they perceived the district’s priorities should be. Then, each group shared their responses with the entire group. Using input gathered, the district rewrote its goals and objectives to ensure that they aligned with local and state priorities and indicators in order to foster a cycle of continuous improvement. Throughout 2018-19, district staff members sought out participation in the LCAP planning and refining process. GUHSD met with the District Advisory Committee (DAC), which is open to the community, to discuss and receive feedback regarding the LCAP and the most current data related to its Measurable Outcomes. District English Learner Advisory Committee (DELAC) members were also invited to, and attended, DAC meetings. GUHSD meet with all site Principals once a month in which LCAP goals and progress updates are shared and feedback generated as part of the ongoing process. Furthermore, the LCAP was also shared with site-level advisory groups such as School Site Councils (SSC), Parent Teacher Student Association (PTSA), English Learner Advisory Committees (ELAC), and site-level administrative and departmental teams for input during the planning and refining process. To facilitate this process, a copy of GUHSD's LCAP Executive Summary was sent to all principals for distribution to their perspective stakeholders. District staff met with the Associated Student Body (ASB) Executive Council Chair to discuss the LCAP. During this meeting, student leaders were asked to brainstorm all aspects that they considered important for students to experience during high school in order to be college and career ready. Then, as the LCAP was discussed, students were asked to cross off everything they listed once they saw it listed in the LCAP. After the LCAP was discussed, students shared that the overwhelming majority of their ideas were already identified in the LCAP. District staff noted ideas that were not included in the LCAP.

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Since the inception of the Local Control Funding Formula (LCFF), GUHSD has convened a committee for district office and school site staff (including bargaining unit representatives), as well as Governing Board and community representation called the Accountability Planning Team (APT). The APT met once to review LCAP goals and metrics and provide feedback about LCFF-funded activities. Various sites were represented at the APT meeting who then reported back to their school-specific committees. District staff met with its bargaining units during the 2018-19 school year to discuss priorities, gather input, and review goals, actions and services, and expenditures identified in the 2019-20 LCAP. District staff meet with Grossmont Education Association (GEA) four times; and with California School Employees Association (CSEA), Grossmont Chapter 443, CSEA, and GUHSD's Service Employees International Union (SEIU) one time each. District staff also attended meetings with Foster Youth stakeholders such as social workers, child welfare, and San Diego County Office of Education (SDCOE) Foster Youth Services where ideas and suggestions for improving how the district could further support Foster Youth were shared. For easier access by the community, a copy of GUHSD's LCAP and LCAP Executive Summary can always be found on its web site. Furthermore, GUHSD's 2019-20 LCAP DRAFT will be posted to the district's web page during the end of May, 2019 for public review and comment. An online survey will also be made available during this time to gather additional feedback. Finally, a public hearing of GUHSD's 2019-20 LCAP will take place on June 12, 2019, and a Governing Board meeting to approve the finalized 2019-20 LCAP will take place on June 17, 2019.

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

2019-20 is the third year of the three-year LCAP cycle. During the first year (2017-18), the previous eight LCAP goals were consolidated into three goals. Then, during the second year (2018-19), GUHSD's Base Program was more clearly identified and numerous actions and services in support of the three LCAP goals were identified as part of the Base Program. Then, the remaining actions and services were consolidated into two actions 1) supplemental and concentration, and 2) targeted supplemental. Therefore, during the third year (2019-20), in order to more effectively monitor and determine whether the LCAP goals, actions, and services are meeting their objectives as measured by the measurable outcomes, it was decided, shared, and agreed upon by stakeholders to make few changes to the 2019-20 LCAP. Finally, important to note, in preparation for the new three-year LCAP cycle beginning in 2020-21, another Strategic Planning Meeting and Goals and Objectives Workshop will be held in 2019-20.

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

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

Goal 1 Ensure the recruitment and retention of highly qualified staff and teachers who are provided resources for focused collaboration and professional development, access to state standard-aligned instructional materials and assessments, and access to educational technology resources in order to implement curriculum and guide instruction. State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) Local Priorities:

Identified Need: The needs for 2019-20 still hold true to the findings of the January, 2017 GUHSD's Strategic Planning Meeting and Goals and Objectives Workshop where over 200 business and community members, parents/guardians, students, classified staff, teachers and counselors, and administrators participated. During the meeting, the six groups met individually to discuss what they perceived the district’s priorities should be. Then, each group shared their responses with the entire group. Recruiting and retaining highly qualified teachers and staff was a consistent theme in many of the groups. This same theme was found true in meetings with the Grossmont Education Association (GEA), California School Employees Association (CSEA) Grossmont Chapter 443, CSEA and GUHSD's Service Employees International Union (SEIU) bargaining units. Furthermore, through the Accountability Planning Team (APT) meeting and other discussions with GUHSD classified and certificated staff members, the need for professional development, access to state standard-aligned instructional materials and assessments, and access to educational technology resources continues to be a top priority in order for teachers to effectively implement curriculum and guide instruction. Expected Annual Measurable Outcomes

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

Measure #1

Maintained 100% appropriate teacher

Maintain 100% appropriate teacher



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1.1 Maintain appropriate teacher assignment and certification

assignment and certification for 2016-17

assignment and certification



Measure #2 1.2 Three (3) percentage point increase in distinct number of teachers participating in one or more school/district-sponsored professional development from prior year

Baseline: 2016/17* 601 *Baseline did not include CTE and site-specific professional development trainings. However, 2017-18 and beyond will include both of these measures.

619 638 657

Measure #3 1.3 Maintain compliance with Williams Settlement regarding the sufficiency of standards-aligned instructional materials and their implementation for all students

All students will have been provisioned the appropriate, standards-aligned instructional materials as approved by the annual Board Resolution of Sufficiency of Instructional Materials.




Measure #4 1.4 As a measure of implementation of state standards, year over year increase of 5 percentage points in students (including

Baseline: 2017/18 The 2017-18 school year will be the first to yield a growth target based on the percentage of students scoring at or above the 41st percentile on

Students scoring at or above the 41st percentile Spring 2018 administration Reading(all students) 67.15 percent Language(all students)

Target (from prior year): Data available Summer 2019

Target (from prior year): Data available Summer 2020

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English language learners) reaching NWEA MAP norm-established goals in both English Language Arts (ELA) and math for 9th and 10th-grade students. This is measured by the percentage of students scoring at or above the 41st percentile.

NWEA MAP tests in Language, Reading, and Math.

67.48 percent Math (all students) 64.23 percent

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

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

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

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

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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


X English Learners X Foster Youth X Low Income

X LEA-wide X All Schools

Actions/Services

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Select from New, Modified, or Unchanged for 2017-18



X New Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Supplemental services and programs

supports effective initial instruction, engagement, and mastery for each student, particularly unduplicated student groups (EL, LI, and FY): a. Supplemental text adoption to support new designated ELD courses b. ""Why Try?"" brochures prior for English Language Proficiency for California (ELPAC) c. Integrated English Language Development (iELD) professional development for all teachers d. EL Professional Learning Communities (PLC) days for collaboration e. Foster and Homeless Youth laws and requirements training f. Digital Learning Coaches (DLC) g. Professional Development for faculty in use of Chromebooks and other devices h. New Chromebooks for Future Forward initiative (1:1)

Supplemental services and programs supports effective initial instruction, engagement, and mastery for each student, particularly unduplicated student groups (EL, LI, and FY): a. Supplemental text adoption to support new designated ELD courses b. ""Why Try?"" brochures prior for English Language Proficiency for California (ELPAC) c. Integrated English Language Development (iELD) professional development for all teachers d. EL Professional Learning Communities (PLC) days for collaboration e. Foster youth laws and requirements training f. Digital Learning Coaches (DLC) g. Professional Development for faculty in use of Chromebooks and other devices h. New Chromebooks for Future Forward initiative (1:1) i. Open Educational Resources (OER)


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Year 2017-18 2018-19 2019-20 Amount $2,105,500 $2,351,000 $2,105,500 $2,351,000 Source Supplemental and Concentration Supplemental and Concentration $2,105,500 $2,351,000 Budget Reference

a. 4000-4999; S/C; $50,000 b. 4000-4999; S/C; $6,000 c. 1000, 3000; S/C; $20,000 d. 1000, 3000; S/C; $10,000 e. 5000-5999; S/C; $500 f. 1000, 3000; S/C; $360,000 g. 1000, 3000; S/C; $150,000 h. 4000-4999; S/C: $1,509,000

a. 4000-4999; S/C: $50,000 b. 4000-4999; S/C: $6,000 c. 1000, 3000; S/C: $20,000 d. 1000, 3000; S/C: $13,500 e. 5000-5999; S/C: $500 f. 1000, 3000; S/C: $370,000 g. 1000, 3000; S/C: $125,000 h. 4000-4999; S/C: $1,612,000 i. 1000-4000; S/C: $154,000

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


X All X All Schools

OR




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

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




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

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Targeted/Supplemental services and programs further supports effective initial instruction, engagement, and mastery for each student, particularly unduplicated student groups (EL, LI, and FY): a. Expanded professional development and collaboration on standard-aligned instruction: consultants, curriculum specialists, substitutes, and curriculum writing b. Administrator Apprentice and Administrator Level II Credential Program c. Open Educational Resources (OER)

Targeted/Supplemental services and programs further supports effective initial instruction, engagement, and mastery for each student, particularly unduplicated student groups (EL, LI, and FY): a. Expanded professional development and collaboration on standard-aligned instruction: consultants, curriculum specialists, substitutes, and curriculum writing b. Administrator Apprentice and Administrator Level II Credential Program

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $452,500 $583,000 $452,500 $583,000 Source Other Other $452,500 $583,000 Budget Reference

a. 1000-5000; Title I: $100,000; Title II: $63,000; College Readiness Block Grant: $188,000 b. 1000-4000; Title II; $20,000 c. 1000-4000; College Readiness Block Grant; $81,500

a. 1000-5000; Title II: $280,000; Low-Performing Students Block Grant (LPSBG): $288,000 b. 1000-4000; Title II: $15,000




OR

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




X Unchanged Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services EL Professional Learning Communities (PLC) days for collaboration

This action has been moved to Action #1 This action has been moved to Action #1

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

1000, 3000




OR




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





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Foster youth laws and requirements training


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $500 $500 Source Supplemental and Concentration $500 Budget Reference

5000-5999: Services And Other Operating Expenditures




OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Digital Learning Coaches (DLC) to coordinate implementation of technology roll-out



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $340,000 $340,000 Source LCFF $340,000 Budget Reference

1000, 3000




OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Professional Development for faculty in use of Chromebooks and other devices




1000-3000




OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services New Chromebooks for Future Forward initiative (1:1)



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,483,400 $1,483,400 Source LCFF $1,483,400 Budget Reference

4000-4999: Books And Supplies



X All X All Schools

OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Curriculum Materials including, but not limited to: 1. Site Instructional Materials 2. Digital Licenses (i.e.Google Read & Write) 3. Textbook/Supply Purchases 4. High Need Purchases (i.e. braille) 5. Open Educational Resources (OER)

This action has been identified as part of the Base Program. As such, its costs and function are part of the General Fund Budgeted Expenditures and overview of the Base Program found in the Budget Summary section. However, Open Educational Resources (OER) has been moved to Action #2

This action has been identified as part of the Base Program. However, Open Educational Resources (OER) has been moved to Action #2.


4000-4999: Books And Supplies From District Office

Amount $306,000 $306,000 Source LCFF $306,000 Budget Reference

4000-4999: Books And Supplies To sites



X All X All Schools

OR




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X Modified Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Next Generation Science Standards (NGSS) ongoing professional development, support, and supplies


This action has been identified as part of the Base Program.


1000-4000

Amount $72,000 $72,000 Source Other $72,000 Budget Reference

1000-4000 College Readiness Block Grant



X All X All Schools

OR

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X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Northwest Evaluation Association (NWEA) to serve as local assessment for English Language Arts and mathematics



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $120,000 $120,000 Source Title I $120,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures



X All X All Schools

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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Implementation and training of teachers on NWEA (ELA and math), SBAC, and 12th grade English assessment




1000-4000



X All X All Schools

OR

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Illuminate for data collection, scoring and standards-mapping







X All X All Schools

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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Professional development for staff to learn to access and use assessment data 1) Illuminate 2) SBAC Interims 3) Illuminate Test Bank 4) Generic assessment construction




1000-3000



X All X All Schools

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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services State standard-aligned test bank to provide assessment tools (INSPECT item bank in Illuminate; in additional to base cost)







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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Math state standards professional development and support




1000, 3000


1000, 3000 College Readiness Block Grant

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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services District-wide professional development and collaboration on standard-based instruction; substitutes and curriculum writing




1000-5000

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Amount $100,000 $100,000 Source Title I $100,000 Budget Reference

1000-5000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Beginning Teacher Support and Assessment (BTSA) and Induction to support new teachers




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Year 2017-18 2018-19 2019-20 Amount $161,000 $161,000 Source LCFF $161,000 Budget Reference

1000-4000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Administrator Apprentice and Administrator Level II Credential Program



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Year 2017-18 2018-19 2019-20 Amount $20,000 $20,000 Source Title II $20,000 Budget Reference

1000-4000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Investigating ways to bring back the Peer Assistance and Review (PAR) Program for teachers




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Year 2017-18 2018-19 2019-20 Amount $0 $0 Source LCFF $0 Budget Reference

1000-4000




OR








X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Supplemental text adoption to support new designated ELD courses



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Year 2017-18 2018-19 2019-20 Amount $50,000 $50,000 Source Supplemental and Concentration $50,000 Budget Reference





OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services "Why Try?" brochures prior for English Language Proficiency for California (ELPAC)



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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Specially Designed Academic Instruction for English (SDAIE) professional development for all teachers




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1000, 3000

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Goal 2 Ensure emotional support and physical safety for students and staff in order to promote school connectedness and a positive school culture that invites parent and community input and participation.

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

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

Local Priorities: Identified Need: The needs for 2019-20 still hold true to the findings of the January, 2017 GUHSD's Strategic Planning Meeting and Goals and Objectives Workshop where over 200 business and community members, parents/guardians, students, classified staff, teachers and counselors, and administrators participated. During the meeting, the six groups met individually to discuss what they perceived the district’s priorities should be. Then, each group shared their responses with the entire group. School safety and connectedness, and social and emotional support for students and families were consistent themes in all groups. Therefore, ensuring emotional support and physical safety that promotes school connectedness and a positive school culture for students and staff continues to be a priority. Expected Annual Measurable Outcomes


Measure #1 Utilizing California Healthy Kids Survey (CHKS) results,

2.1.1 Baseline: 2014/15 State Percentile: 89

2.1.1 (new baseline) State Percentile: 62 Similar Schools Percentile: 77

2.1.1 Target (based on prior year): State Percentile: 65

2.1.1 Target (based on prior year): State Percentile: 68

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2.1.1 One (1) percentile point improvement OR maintain 99th percentile (baseline is 2013-14): 2.1.1a School Climate Index (SCI) State percentile and point improvement 2.1.1b School Climate Index (SCI) Similar School percentile and point improvement 2.1.2 Five (5) index point increase from School Climate Report on items related to Overall Supports and Engagement: 2.1.2a High Expectations and Caring Relationships 2.1.2b School Connectedness 2.1.2c Perceived school safety 2.1.3 Two (2) percentage point increase in staff and parents feeling school is

Similar Schools Percentile: 96 2015/16 State Percentile: 95 Similar Schools Percentile: 99 2016/17 State Percentile: 97 Similar Schools Percentile: 99 Note: New normed data in 2017/18 2017/18 State Percentile: 62 Similar Schools Percentile: 77 2.1.2 Baseline: 2014/15 High Expectations: 279 School Connectedness: 304 School Safety: 317 2015/16 High Expectations: 296 School Connectedness: 334 School Safety: 332

2.1.2 High Expectations: 309 School Connectedness: 314 School Safety: 301 2.1.3(a) Staff 91.7% (Staff) 91.8% (Students) 2.1.3(b) Parents 83.5%

Similar Schools Percentile: 80 2.1.2 Target (based on prior year): High Expectations: 314 School Connectedness: 319 School Safety: 306 2.1.3(a) Staff Target (based on prior year): >=95% (Students) >=95% (Staff) 2.1.3(b) Parents Target (based on prior year): >=90%

Similar Schools Percentile: 83 2.1.2 Target (based on prior year): High Expectations: 319 School Connectedness: 324 School Safety: 311 2.1.3(a) Staff Target (based on prior year): >=95% (Students) >=95% (Staff) 2.1.3(b) Parents Target (based on prior year): >=90%

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a safe place (+1 when 90 or above) OR maintain 98% 2.1.3a Staff:

-Feel the campus is a safe place for staff (% Strongly agree + % Agree)

-Feel the campus is a safe place for students (% Strongly agree + % Agree)

2.1.3b Parents: Feel the campus is a safe place for students (% Strongly agree + % Agree)

2016/17 High Expectations: 294 School Connectedness: 347 School Safety: 340 2017/2018 High Expectations: 309 School Connectedness: 314 School Safety: 301 2.1.3(a) Staff Baseline: 2014/15 96.5% (Students) 96.7% (Staff) 2015/16 96.1% (Students) 94.8% (Staff) 2016/17 92.8% (Students) 93.0% (Staff) 2017/18 91.7% (Students) 91.8% (Staff) 2.1.3(b) Parents (Safety) Baseline: 2014/15 71.4%

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2015/16 90.7% 2016/17 85% 2017/18 83.5%

Measure #2 2.2.1 Decrease of 0.5 percentage points or reduction of 30 students relative to baseline (2013-14) suspension rates 2.2.2 Decrease of 0.05 percentage points or reduction of 15 students relative to baseline (2013-14) expulsion rates OR maintain 0.2

Goal 2.2.1 Baseline: 2013/14 4.0% (Suspension Rate) 2014/15 4.1% (Suspension Rate) 2015/16 4.4% (Suspension Rate) 2016/17 4.9% (Suspension Rate) 2017/18 3.9% (Suspension Rate) Goal 2.2.2 Baseline: 2013/14 0.50% (Expulsion Rate) 2014/15

Goal 2.2.1 2018 Actual 3.9% Goal 2.2.2 2018 Actual 0.5%

Goal 2.2.1 Target (from prior year) 3.85% Goal 2.2.2 Target (from prior year) 0.3%

Goal 2.2.1 Target (from prior year) 3.80% Goal 2.2.2 Target (from prior year) 0.2%

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0.30% (Expulsion Rate) 2015/16 0.49% (Expulsion Rate) 2016/17 0.6% (Expulsion Rate) 2017/18 0.5% (Expulsion Rate)

Measure #3 2.3.1 Year over year improvement in attendance:

- +1.00 percentage points when prior year under 85%

- +0.50 percentage points when prior year between 85% and 90%


- +0.10 percentage points when prior year

Baseline: 2014/15 95.07% 2015/16 94.97% 2016/17 94.83% 2017/18 94.58%

2018 Actual 94.58%

Target (from prior year) 94.83%


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higher than 95%

OR Maintain 97.0 percent attendance Measure #4 2.4.1 One (1) percentage point improvement (decrease) in chronic absenteeism rate

Baseline: 2016/17 15.2% 2017/18 17.3%

2018 Actual 17.3%



Measure #5 2.5.1 0.5 percentage point improvement (decrease) in dropout rate

Baseline: 2014/15 7.8% 2015/16 7.6% 2016/17 7.3% 2017/18 7.4%

2018 Actual 7.4%



Measure #6 2.6.1 Maintain 100% (overall) of school Facilities Inspection Tool (FIT) reports at good or better rating

Baseline: 2014/15 100% 2015/16 100% 2016/17

2018 Actual 100%

Target: 100%

Target: 100%

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100% 2017/18 100%

Measure #7 2.7.1 Increase of 5 percentage points OR +100 responses from parents to the California Healthy Kids Survey (CHKS)

Baseline: 2014/15 1133 Parent Responses 2015/16 2588 Parent Responses 2016/17 2476 Parent Responses 2017/18 2148 Parent Responses

2018 Actual 2148 Parent Responses

Target (from prior year) 2248 Parent Responses

Target (from prior year) 2348 Parent Responses

Measure #8 2.8.1 Maintain or increase promotion of parent/guardian participation including unduplicated pupils and parent/guardians of students with exceptional needs through phone, email and/or Infinite Campus portal inbox messages by 1 percentage point. 2.8.2 Along with site-level opportunities for parent/guardian input

Goal 2.8.1 Baseline: 2016-17 32,304 messages sent out 2017-18 76,711 messages sent out Goal 2.8.2 Baseline: 2016-17 5 meetings

Goal 2.8.1 Actual 76,711 messages sent out Goal 2.8.2 Actual 7 meetings

Goal 2.8.1 Target 77,478 messages sent out Goal 2.8.2 Target 5 meetings

Goal 2.8.1 Target 78,253 messages sent out Goal 2.8.2 Target 5 meetings

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through PTSA, SSC, ELAC, and WASC committees, maintain District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings as a venue for district-level parent/guardian input.

2017/18 7 meetings


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



OR









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support a safe and healthy learning environment for staff and each student, particularly unduplicated student groups (EL, LI, and FY): a. Unity Days, Freshmen Advisory (Link Crew), and school programs addressing student social and emotional needs (i.e., Every 15 Minutes, Suicide Prevention, Peer Listening, Trauma-Sensitive Schools, and Restorative Practices) b. Family Resource Centers, and Community Liaisons c. Districtwide Multi-Tiered System of Support (MTSS), and student interventions in lieu of suspension (i.e., Pointing Adolescents Toward Health [PATH], Positive Actions for Student Sobriety [PASS], Respectful Relations, and Mindful Approach for Peaceful Solutions (MAPS) d. School Resource Officers (SROs), and Interquest canine detection e. English Learner parent educational forums and newcomer orientation, and translation services for languages other than Arabic and Spanish f. Site-level credit recovery programs g. One (1) School Nurse (LVNs) per site h. Five (5) Campus Supervisors per site

Supplemental services and programs support a safe and healthy learning environment for staff and each student, particularly unduplicated student groups (EL, LI, and FY): a. Unity Days, Freshmen Advisory (Link Crew), and school programs addressing student social and emotional needs (i.e., Every 15 Minutes, Suicide Prevention, Peer Listening, Trauma-Sensitive Schools, and Restorative Practices) b. Family Resource Centers, and Community Liaisons c. Student interventions in lieu of suspension (i.e., Pointing Adolescents Toward Health [PATH], Positive Actions for Student Sobriety [PASS], Respectful Relations, and Mindful Approach for Peaceful Solutions [MAPS]) d. Director, School Safety; School Resource Officers (SROs); and Interquest canine detection e. English Learner parent educational forums and newcomer orientation, and translation services for languages other than Arabic and Spanish f. Site-level credit recovery programs g. One (1) School Nurse (LVNs) per site h. Five (5) Campus Supervisors per site


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Year 2017-18 2018-19 2019-20 Amount $7,386,346 $7,711,649 $7,386,346 $7,711,649 Source Supplemental and Concentration Supplemental and Concentration $7,386,346 $7,711,649 Budget Reference

a. 1000-5000; S/C; $35,000 b. 1000-5000; S/C; $755,000 c. 1000-5000; S/C; $197,000 d. 5000-5999 & 5800; S/C; $1,461,686 e. 1000-4000 & 5800; S/C; $8,000 f. 1000, 3000; S/C; $1,027,000 g. 2000, 3000; S/C; $756,660 h. 2000, 3000; S/C; $3,146,000

a. 1000-5000; S/C: $37,000 b. 1000-5000; S/C: $770,000 c. 1000-5000; S/C: $176,000 d. 5000-5999 & 5800; S/C: $1,741,649 e. 1000-4000 & 5800; S/C: $10,000 f. 1000, 3000; S/C: $1,313,000 g. 2000, 3000; S/C: $844,000 h. 2000, 3000; S/C: $2,820,000



X All X All Schools

OR










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Targeted/Supplemental services and programs further support a safe and healthy learning environment for staff and each student, particularly unduplicated student groups (EL, LI, and FY): a. Camp LEAD (Leadership, Education And Development) b. Youth Development Specialist c. Coordinator, Student Support Services and Student Attendance Review Board (SARB), and Probation Officer d. Increase parent/guardian involvement and communication through site-level activities e. After School Safety and Enrichment for Teens (ASSET): El Cajon Valley, Monte Vista, Mount Miguel, and Chaparral f. California Healthy Kids Survey (CHKS) implementation g. On-site mental health services

Targeted/Supplemental services and programs further support a safe and healthy learning environment for staff and each student, particularly unduplicated student groups (EL, LI, and FY): a. Camp LEAD (Leadership, Education And Development) b. Youth Development Specialist c. Foster Youth & Homeless Liaison/Coordinator of Student Attendance Review Board (SARB), and Probation Officer d. Increase parent/guardian involvement and communication through site-level activities e. After School Safety and Enrichment for Teens (ASSET) and Equitable Access (EA): El Cajon Valley, Monte Vista, Mount Miguel, and Chaparral f. California Healthy Kids Survey (CHKS) implementation g. On-site mental health services h. Multi-Tiered Systems of Support (MTSS)


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Year 2017-18 2018-19 2019-20 Amount $1,450,000 $2,266,000 $1,450,000 $2,266,000 Source Other Other $1,450,000 $2,266,000 Budget Reference

a. 1000-5000; Title I: $70,000; Tobacco-Use Prevention Education (TUPE): $16,000 b. 2000, 3000; College Readiness Block Grant (CRBG); $70,000 c. 2000, 3000; Title I; $178,000 d. 1000-5000; Title I; $47,000 e. 1000-5000; ASSETs; $950,000 f. 5800; TUPE; $5,000 g. 5800; Title I: $90,000; Title III: $45,000

a. 1000-5000; Title I: $36,000; Tobacco-Use Prevention Education (TUPE): $16,000; Other (site funds): $15,000 b. 2000, 3000; Low-Performing Students Block Grant (LPSBG): $76,000 c. 2000, 3000; Title I: $165,000 d. 1000-5000; Title I: $42,000 e. 1000-5000; ASSETs and EA Grants: $1,050,000 f. 5800; TUPE: $8,000 g. 5800; Title I: $250,000; Learning Communities for School Success Programs (LCSSP) grant: $600,000 h. 1000-5000; Scale Up MTSS Statewide (SUMS) Grant: $8,000



X All X All Schools

OR





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Youth Development Specialist to provide social and emotional support for continued school connectedness and leadership


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $75,000 $75,000 Source Other $75,000 Budget Reference

2000, 3000 College Readiness Block Grant




OR





X LEA-wide X All Schools Specific Grade Spans: Ninth

Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Unity Days for improved school culture This action has been identified as

supplemental. As such, it has been moved to Action #1







OR





X LEA-wide X All Schools Specific Grade Spans: Ninth

Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Freshman advisory (Link Crew) for peer mentoring




1000-4000




OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Family Resource Centers to connect students and families to community and school services



1000-5000




OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services English Learner parent educational forums and newcomer orientation



1000-4000




OR





X LEA-wide Specific Schools: El Capitan, Mount Miguel, and El Cajon Valley






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Community Liaisons This action has been moved to Action #1 This action has been moved to Action #1 Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $75,000 $75,000 Source Supplemental and Concentration $75,000 Budget Reference

2000, 3000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Positive Behavioral Interventions and Supports (PBIS) to provide systems of intervention services for students

This action has been identified as supplemental. As such, it has been moved to Action #1, and has been renamed "Multi-Tiered Systems of Support

This action has been identified as supplemental. As such, it has been moved to Action #1, and has been renamed "Multi-Tiered Systems of

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(MTSS) since PBIS falls under the MTSS umbrella

Support" (MTSS) since PBIS falls under the MTSS umbrella


1000-4000



X All Specific Schools: El Cajon Valley, Mount Miguel, Monte Vista, and Chaparral

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services After School Safety and Enrichment for Teens (ASSET) program that partner schools and communities to provide


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academic support and safe, constructive alternatives for high school pupils in the hours before and after the regular school day. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $950,000 $950,000 Source Other $950,000 Budget Reference

1000-5000 After School Safety and Enrichment for Teens (ASSET)



X All X All Schools

OR










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Crisis Prevention Institute (CPI), a comprehensive crisis prevention system to defuse challenging and disruptive behaviors before an incident escalates into a crisis




1000-5000




OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services School programs addressing student social and emotional needs including, but not limited to (site funds): Every 15 Minutes; Suicide Prevention; Peer Listening; Trauma-Sensitive Schools; and Restorative Practices




1000-5000




OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services School Resource Officers (SROs) to provide safe school environments








OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Pointing Adolescents Toward Health (PATH) program for students with drug offenses and the Positive Actions for Student Sobriety (PASS) program for students with continuing drug offenses




1000-5000




OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Interquest canine detection to ensure campuses are free from illegal substance








OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Referral services for anger management and conflict resolution

This action has been identified as supplemental. As such, it has been moved to Action #1, and renamed "Mindful Approach for Peaceful Solutions (MAPS)."

This action has been identified as supplemental. As such, it has been moved to Action #1, and renamed "Mindful Approach for Peaceful Solutions" (MAPS).


1000-4000




OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Respectful Relations anti-bullying program This action has been identified as

supplemental. As such, it has been moved to Action #1



1000-4000




OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Site-level credit recovery programs This action has been moved to Action #1 This action has been moved to Action #1 Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,002,000 $1,002,000 Source Supplemental and Concentration $1,002,000 Budget Reference

1000, 3000



X All Specific Student Groups: Foster and homeless youth

X All Schools

OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Foster youth & homeless liaison and Coordinator of Student Attendance Review Board (SARB)



2000, 3000



X All X All Schools

OR








X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Increase parent/guardian involvement and communication through site-level activities


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including, but not limited to daily web page updates, Community Liaisons, and parent education classes Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $45,000 $45,000 Source Title I $45,000 Budget Reference

1000-5000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Athletics (i.e. Athletic Directors’ [AD] release and coaches’ stipends, capital improvement, training, athletic trainers)

This action has been identified as part of the Base Program. As such, its costs and function are part of the General Fund


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Budgeted Expenditures and overview of the Base Program found in the Budget Summary section.



1000-5000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Co-curricular Visual and Performing Arts (VAPA) programs for school



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connectedness, not including base salaries







X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Camp LEAD (Leadership, Education And Development) for peer leadership and school connectedness


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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $92,000 $92,000 Source Tobacco-Use Prevention Education $92,000 Budget Reference

1000-5000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Probation Officer for school connectedness and to monitor at-risk students



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Year 2017-18 2018-19 2019-20 Amount $51,357 $51,357 Source Title I $51,357 Budget Reference




X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Child Development Center to assist pregnant and parenting teens to remain in, and graduate from, high school



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1000-4000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services District and school websites This action has been identified as part of

the Base Program. As such, its costs and function are part of the General Fund Budgeted Expenditures and overview of the Base Program found in the Budget Summary section.



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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Translation services for languages other than Arabic and Spanish

This action has been moved to Action #1 This action has been moved to Action #1 item e


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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services California Healthy Kids Survey (CHKS) implementation



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Year 2017-18 2018-19 2019-20 Amount $5,000 $5,000 Source Tobacco-Use Prevention Education $5,000 Budget Reference




X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services School Messenger to send automatic updates to parents and community



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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Newsletters from schools and district to keep parents and community informed



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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Parent/guardian meetings This action has been identified as part of

the Base Program. As such, its costs and function are part of the General Fund Budgeted Expenditures and overview of the Base Program found in the Budget Summary section.


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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Infinite Campus Parent Portal outreach and education




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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Back-to-School and Freshmen Showcase Nights




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1000-4000

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Goal 3 Ensure college and career readiness for all students through increased student achievement, with specific focus on students who are low income, English learners, and foster and homeless youth. State and/or Local Priorities addressed by this goal: State Priorities: X Priority 2: State Standards (Conditions of Learning)

X Priority 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: With close to 2,000 English language learner (EL) students (approximately 12%), a surge in the number of both newcomer students and Middle Eastern refugees, and the steady increase of socio-economically disadvantaged students and families (thus equating to 63% of GUHSD students being unduplicated pupils [i.e., low income, EL, or foster youth]); GUHSD continues the work of fully embracing the importance of equity on student achievement and success. Consequently, along with a robust instructional program designed to meet a wide variety of educational needs, GUHSD also provides professional development and system and structures to support student achievement and success for all students. Although not fully arrived, the journey towards addressing equity for all students is well underway. Evidence of progress resides in the Measurable Outcomes below. Expected Annual Measurable Outcomes


Measure #1

Goal 3.1.1

Goal 3.1.1 Goal 3.1.1

Goal 3.1.1

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3.1.1 As a measure of implementation of state standards, year over year improvement in percentage of students attaining either “Standard Met” or “Standard Exceed” on the 11th grade Smarter Balanced summative (State) test in ELA and math:

- +10 percentage points when prior year under 25%


- +5 percentage points when prior year between 35% and 45%

- +3.5 percentage points when prior year higher than 45% and 60%

- +2 percentage points when prior year

Baseline: 2014/15 ELA: 57% Met + Exceeded Math: 33% Met + Exceeded 2015-16 ELA: 62% Met + Exceeded Math: 35% Met + Exceeded 2016-17 ELA: 65% Met + Exceeded Math: 37% Met + Exceeded 2017-18 ELA: 60% Met + Exceeded Math: 34% Met + Exceeded Goal 3.1.2 Baseline: 2014/15 ELA: 57% (Ready + Conditionally Ready) Math: 33% (Ready + Conditionally Ready) 2015-16

ELA: 60% Met + Exceeded Math: 34% Met + Exceeded Goal 3.1.2 ELA: 60% (Ready + Conditionally Ready) Math: 34% (Ready + Conditionally Ready)

Target (from prior year) ELA: 62% Met + Exceeded Math: 39% Met + Exceeded Goal 3.1.2 Target (from prior year) ELA: 62% (Ready + Conditionally Ready) Math: 36% (Ready + Conditionally Ready)

Target (from prior year) ELA: 64% Met + Exceeded Math: 44% Met + Exceeded Goal 3.1.2 Target (from prior year) ELA: 64% (Ready + Conditionally Ready) Math: 38% (Ready + Conditionally Ready)

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higher than 60%

OR Maintain 95.0 percent 3.1.2 Early Assessment Program (EAP)

- +2 percentage points meeting Standard Exceeded (college ready) or Standard met (conditionally ready) in English and Math

ELA: 62% (Ready + Conditionally Ready) Math: 35% (Ready + Conditionally Ready) 2016-17 ELA: 65% (Ready + Conditionally Ready) Math: 37% (Ready + Conditionally Ready) 2017-18 ELA: 60% (Ready + Conditionally Ready) Math: 34% (Ready + Conditionally Ready)

Measure #2 3.2 Two (2) percentage point increase in A-G subject completion rate (CSU-validation methodology) as a measure of broad course of study including unduplicated students and students with exceptional needs.

2015/16 (Baseline) All Students: 40% English Learners: 3.39% Special Education: 4.20% Econ Disadvantaged: 35.3% Foster Youth: 35.54% 2016/17 All Students: 43.4% English Learners: 5.7% Special Education: 8.5%

All Students: 44.3% English Learners: 8.2% Special Education: 10.4%

Targets (from prior year) All Students: 46.3% English Learners: 10.2% Special Education: 12.4%

Targets (from prior year) All Students: 48.3% English Learners: 12.2% Special Education: 14.4%

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Econ Disadvantaged: 37.3% 2017/18 All Students: 44.3% English Learners: 8.2% Special Education: 10.4%

Measure #3 3.3 Two (2) percentage point increase in students who enroll in college immediately after high school (Fall) based on the National Student Clearinghouse report

Baseline: 2014/15 66% 2015/16 56% 2016/17 66% 2017/18 69%

2018 Actual 69%

Target (from prior year) 71%


Measure #4 3.4 One (1) percentage point increase in percentage of graduates completing at least one CTE pathway

Baseline: 2015/16 (Graduates of 2015-16) 17% 2016/17 15.2% 2017/18 21.8%

2018 Actual 21.8%



Measure #5 Baseline: 2018 Actual Target (from prior year) Target (from prior year)

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3.5 Two (2) percentage increase in Advanced Placement (AP) or International Baccalaureate (IB) pass rates (score of 3 or higher)

2014/15 56% 2015/16 59% 2016/17 59% 2017/18 57%

57%

59%

61%

Measure #6 3.6.1 Measurement of progress of English Language Progress (ELPI) Indicator for English Language Learners (EL) learners on California Schools Dashboard


3.6.2 Reclassification of English Learners


3.6.3 Growth on the CELDT and/or ELPAC test of English Language Proficiency for English Learners;

Goal 3.6.1 2015/16 67.5% 2016/17 Data Available Fall 2017 Target: 68.5% 2017/18 ELPI data not published by CDE in Fall 2018 Dashboard due to transition to ELPAC Goal 3.6.2 Baseline: 2014/15 2.8% 2015/16 15.2% 2016/17

Goal 3.6.1 Not applicable in 2017-18 Goal 3.6.2 9.9% Goal 3.6.3 NWEA MAP Language (>=215): 11.0% Reading (>=215): 12.6% ELPAC Results Percent at Level 3: 27.64 Percent at Level 4: 20.64 Percent at Level 3/4: 48.28

Goal 3.6.1 Target (from prior year) TBD Goal 3.6.2 Target (from prior year) 10.9% Goal 3.6.3 ELPAC Target (Level 3/4): 50.28

Goal 3.6.1 Target (from prior year) TBD Goal 3.6.2 Target (from prior year) 11.9% Goal 3.6.3 ELPAC Target (Level 3/4): 52.28

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Subsequent to CELDT, NWEA MAP will be used as the local measure. The RIT score cut point is 215 in both reading and language.

- +2 percentage points in students moving up to Early Advanced or Advanced

9.6% 2017/18 9.9% Goal 3.6.3 Baseline: 2014/15 37% (at Advanced or Early Advanced) 2015/16 22% (-15 percentage points) 2016/17 NWEA MAP Language (>=215): 11.1% Reading (>=215): 11.8% 2017/18 NWEA MAP Language (>=215): 11.0% Reading (>=215): 12.6% 2017/18 ELPAC Results Percent at Level 3: 27.64 Percent at Level 4: 20.64 Percent at Level 3/4: 48.28

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Measure #7 3.7 One (1) percentage point improvement (increase) in graduation rates

Baseline: 2014/15 83% 2015/16 82% 2016/17 80.2% 2017/18 82.2%

2018 Actual 82.2%



Measure #8 3.8 Other pupil outcomes in areas other than ELA and mathematics. Two (2) percentage point increase in the number of graduates having taken one or more Advanced Placement (AP) or International Baccalaureate (IB) course (courses with honors code = 39 in Infinite Campus)

Baseline: 2015/16 49.7% 2016/17 51% 2017/18 52%

2018 Actual 52%




startcollapse

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OR











support academic achievement for each student, particularly unduplicated student groups (EL, LI, and FY): a. Designated ELD support courses, EL/RFEP monitoring, International Newcomer Center (El Cajon Valley High School), EL supplemental materials and training, and expanded English Language Proficiency Assessment for California (ELPAC) testing services

Supplemental services and programs support academic achievement for each student, particularly unduplicated student groups (EL, LI, and FY): a. Designated ELD support courses, International Newcomer Center (Mollison Complex), and expanded English Language Proficiency Assessment for California (ELPAC) testing services b. Advancement Via Individual Determination (AVID) tutors, trainings, stipends, and forty-six (46) sections

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b. Advancement Via Individual Determination (AVID) tutors, trainings, stipends, and forty-nine (49) sections c. Library services, teacher librarians, and library technicians d. Guidance Information Specialists (GIS) e. Supplemental instruction for summer school and tutorial opportunities f. Home Choice Learning Center Complex g. Expanded Career and Technical Education (CTE) pathways h. Early Start Calendar to increase days of instruction prior to high stakes assessments i. Parent information nights j. Public transportation and mileage for homeless and neglected students

c. Library services, teacher librarians, and library technicians d. Guidance Information Specialists (GIS) e. Supplemental instruction for summer school and tutorial opportunities f. Home Choice Learning Center Complex g. Expanded Career and Technical Education (CTE) pathways h. Advanced Placement (AP) and International Baccalaureate (IB) test fee support, and postsecondary planning to keep track of students' progress towards high school graduation and beyond i. Parent information nights j. Public transportation and mileage for homeless and neglected students

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $11,645,094 $12,567,888 $11,645,094 $12,567,888 Source Supplemental and Concentration Supplemental and Concentration $11,645,094 $12,567,888 Budget Reference

a. 1000-5000; S/C; $2,765,992 b. 1000-5000; S/C; $1,347,508 c. 1000-5000 & 5800; S/C; 1,273,390 d. 2000, 3000; S/C; $1,426,629 e. 1000-5000; S/C; $977,200 f. 1000-5000; S/C; $1,850,000 g. 1000-6000; S/C; $1,400,000 h. 8000-8999; S/C; $574,375 i. 4000-4999; S/C; $5,000 j. 5000-5999; S/C; $25,000

a. 1000-5000; S/C: $3,470,300 b. 1000-5000; S/C: $1,096,502 c. 1000-5000 & 5800; S/C: $1,543,529 d. 2000, 3000; S/C: $1,451,732 e. 1000-5000; S/C: $1,039,825 f. 1000-5000; S/C: $2,295,000 g. 1000-6000; S/C: $1,500,000 h. 1000-5000; S/C: $148,000 i. 4000-4999; S/C: $5,000 j. 5000-5999; S/C; $18,000

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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Targeted/Supplemental services and

programs further support academic achievement for each student, particularly unduplicated student groups (EL, LI, and FY): a. Advanced Placement (AP) test fee support; AVID annual fee; professional development for counselors; postsecondary planning to keep track of students' progress towards high school graduation and beyond; PSAT administration for all sophomores; college field trips; and Got Plans? postsecondary event.

Targeted/Supplemental services and programs further support academic achievement for each student, particularly unduplicated student groups (EL, LI, and FY): a. AVID annual fee; professional development for counselors; PSAT administration for all sophomores; and Got Plans? postsecondary event b. Edgenuity to support students significantly behind in credits c. Foster youth tutoring and Cash for College d. Improve all schools’ entire educational program with a focus on the lowest-

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b. Edgenuity to support students significantly behind in credits c. Foster youth tutoring and Cash for College d. Improve all schools’ entire educational program with a focus on the lowest-achieving students through site-level academic and social supports, including required set asides, district reserves, and administrative and indirect costs e. Coordination of support for teachers and students for LEP and immigrant students at school sites f. Career and Technical Education (CTE) Pathways development and support for college and career readiness

achieving students through site-level academic and social supports, including required set asides, district reserves, and administrative and indirect costs e. Coordination of support for teachers and students for LEP and immigrant students at school sites f. Career and Technical Education (CTE) Pathways development and support for college and career readiness g. Comprehensive Coordinated Early Intervening Services (CCEIS) Plan Review: Entrance/Exit Criteria; Creating a Cultural Competency Academy; Expansion of implementation of Multi-Tiered Systems of Support (MTSS) and site MTSS teams; Training all teachers in Universal Design for Learning (UDL) between 2019-20 and 2020-21; and continue Restorative Practices and Trauma Informed Practices trainings


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Year 2017-18 2018-19 2019-20 Amount $9,131,592 $8,197,611 $9,131,592 $8,197,611 Source Other Other $9,131,592 $8,197,611 Budget Reference

a. 1000-5000, 5800; College Readiness Block Grant (CRBG); $259,000 b. 5800; Lottery: 91,000, Title I: $91,000 c. 1000-5000; Title I; $20,000 d. 1000-6000; Title I; to sites: $4,139,119, and district office: $582,163 e. 1000-5000; Title III; $195,000 f. 1000-5000; San Diego County Office of Education Regional Occupational Program pass-through funds: $2,089,622; California Career Pathway Trust: $197,025; Carl D. Perkins Career and Technical Education: $516,000; California Partnership Academies -- Santana: $75,000 and Mount Miguel: $72,000; Agricultural Incentive Grant -- El Capitan: $20,000; and Grossmont Healthcare District Health Pathways Grant: $202,500.

a. 1000-5000, 5800; Title I: $32,000; Low-Performing Students Block Grant (LPSBG): $76,000 b. 5800; Lottery: $91,000; Title I: $91,000 c. 1000-5000; Title I: $7,000 d. 1000-6000; Title I: to sites: $3,374,615; and district office: $481,140 e. 1000-5000; Title III: $195,000 was the amount allocated in 2018-19. Waiting for the CDE calculation in determining if GUHSD met the threshold of a 2% increase of LEP and immigrant students in order to qualify for these funds in 2019-20. f. 1000-5000; San Diego County Office of Education Regional Occupational Program pass-through funds: $2,325,526; Carl D. Perkins Career and Technical Education: $551,830; California Partnership Academies -- Santana: $75,000 and Mount Miguel: $75,000; Agricultural Incentive Grant -- El Capitan: $20,000; and Grossmont Healthcare District Health Pathways Grant: $202,500 g. 1000-5000, 5800; Significantly Disproportionate: $600,000

Action 3

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



OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services International Newcomer Center to provide services to English learners


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,200,000 $1,200,000 Source Supplemental and Concentration $1,200,000 Budget Reference

1000-4000




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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services English learner supplemental materials and training



1000-4000




OR

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

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








2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Expanded English Language Proficiency Assessment for California (ELPAC) testing services to minimize impact at school sites



1000-3000




OR




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





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Foster youth tutoring, and services for homeless and neglected students (i.e. bus passes)



2000, 3000



X All X All Schools

OR





Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services In-class support for students in Advanced Placement, International Baccalaureate, and Honors programs




1000-5000




OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Advanced Placement (AP) test fee support for students in need







OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Advancement Via Individual Determination (AVID), to provide extra supports for students to meet college requirements (i.e. tutors, annual fees, trainings and stipends)



1000-5000




OR






Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Supplemental instruction for summer school and tutorial opportunities




1000-5000



X All X All Schools

OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services APEX program for students 1-2 courses behind in credits

APEX will not be utilized after 2017-18 APEX will not be utilized after 2017-18

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $69,200 $69,200 Source Lottery $69,200 Budget Reference




X All X All Schools

OR










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Edgenuity to support students significantly behind in credits (two-year contract)




Amount $182,000 $182,000 Source Lottery $182,000 Budget Reference





OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Home Choice Learning Center Complex designed for students in need of credit recovery, educational options, and alternative setting for health impaired


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,600,000 $1,600,000 Source Supplemental and Concentration $1,600,000 Budget Reference

1000-5000




OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Library services and online databases, references and research tools (including, but not limited to: EBSCOhost, World Book, Online, and Facts On File)







X All X All Schools

OR





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Professional development opportunities and support for counselors






X All X All Schools

OR








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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Postsecondary planning to keep track of students' progress towards high school graduation and beyond






X All X All Schools

OR










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Cash for College fairs for students in need This action has been moved to Action #2 This action has been moved to Action #2 Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $500 $500 Source Title I $500 Budget Reference

1000-5000




OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Parent information nights to provide support for high school and postsecondary success


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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Designated ELD support courses (formerly ESL courses)



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Year 2017-18 2018-19 2019-20 Amount $1,132,000 $1,132,000 Source Supplemental and Concentration $1,132,000 Budget Reference

1000-4000




OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services EL/RFEP monitoring This action has been moved to Action #1 This action has been moved to Action #1 Budgeted Expenditures

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1000-5000




OR




X English Learners X Limited to Unduplicated Student Group(s) Specific Schools: El Cajon Valley High School





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Coordination of support for teachers and students at Newcomer Academy (FTEs)



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1000-5000



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Preliminary Scholastic Aptitude Test (PSAT) administered to all 10th grade students



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Year 2017-18 2018-19 2019-20 Amount $52,000 $52,000 Source Other $52,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures College Readiness Block Grant



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services College field trips and tours to provide students with information about post-secondary options



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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Got Plans? event to promote postsecondary opportunities



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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Career Cruising, web-based tools to keep track of students' progress towards postsecondary goals




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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Early Start Calendar to increase days of instruction prior to high stakes assessments



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8011--decrease to revenue



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Improve all schools’ entire educational program with a focus on the lowest achieving students through site-level academic and social supports, including required set asides, district reserves, and administrative and indirect costs



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Year 2017-18 2018-19 2019-20 Amount $3,171,353 $3,171,353 Source Title I $3,171,353 Budget Reference

1000-5000

Amount $695,000 $695,000 Source Title I $695,000 Budget Reference

1000-5000 District set asides, district reserves, and administrative and indirect costs




OR











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Career and Technical Education (CTE) Pathways development and support for college and career readiness activities to include, but not limited to: 1) FTEs for CTE teachers, WBL Specialist, CTE Curriculum Specialist, Health Pathways Coordinator 2) Work-Based Learning (WBL) and Project-Based Learning activities for teachers and students 3) PD to integrate State Standards and CTE Model Curriculum Standards 4) PD to align Programs of Study to grant requirements and keep industry current 5) PD for post-secondary alignment and articulation 6) CTE supplies, technology and equipment to to keep industry current 7) Recruitment and retention for Pathways 8) Employer outreach for WBL and Advisory Committees 9) Middle School, High School, Post-secondary guidance alignment 10) Data collection for accountability metrics for all CTE funding sources 11) CTE Pathways implementation also supports LCAP Goals 1 & 2



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1000-5000

Amount $2,175,000 $2,175,000 Source Other $2,175,000 Budget Reference

San Diego County Office of Education Regional Occupational Program pass-thorugh funds

Amount $1,630,000 $1,630,000 Source Other $1,630,000 Budget Reference

1000-5000 Career Technical Education Incentive Grant

Amount $474,728 $474,728 Source California Career Pathways Trust $474,728 Budget Reference

1000-5000

Amount $473,532 $473,532 Source Carl D. Perkins Career and

Technical Education

$473,532 Budget Reference

1000-5000

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Amount $75,000 $75,000 Source California Partnership Academies $75,000 Budget Reference

1000-5000 Santana High School

Amount $72,000 $72,000 Source California Partnership Academies $72,000 Budget Reference

1000-5000 Mount Miguel High school


1000-5000 Agricultural Incentive Grant, El Capitan High School


1000-5000 Grossmont Healthcare District Health Pathways Grant

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

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

$$22,361,578 14.98% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Supplemental and Concentration funds are being utilized on actions that are principally directed toward high needs students and have been effective in the Grossmont Union High School District (GUHSD) making progress and showing growth on many of the local and state priorities and indicators. GUHSD is supporting the needs of its low-income students, English learners, and foster and homeless youth with an array of support services and programs. In support of this commitment, GUHSD has implemented the following actions that are principally directed toward high needs students and are effective in meeting the district's LCAP Goals: LCAP Goal #1, Action #1--$2,351,000 a. Supplemental text adoption to support new designated ELD courses--$50,000 b. "Why Try?" brochures prior for English Language Proficiency for California (ELPAC)--$6,000 c. Integrated English Language Development (iELD) professional development for all teachers--$20,000 d. EL Professional Learning Communities (PLC) days for collaboration--$13,500 e. Foster youth laws and requirements training--$500 f. Digital Learning Coaches (DLC)--$370,000 g. Professional Development for faculty in use of Chromebooks and other devices--$125,000 h. New Chromebooks for Future Forward initiative (1:1)--$1,612,000 i. Open Educational Resources (OER)--$154,000

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As an example of how LCAP Goal #1, Action #1 is effective in meeting the needs of high needs students, the $1,612,000 budgeted on Chromebooks for the Future Forward initiative (Goal #1, Action #1h) provides every GUHSD student with a Chromebook of their own. Principally directed towards low-income students, increasing access to technology on a daily basis can open educational opportunities and worlds to students; particularly for low-income students who may not be afforded such opportunities at home. LCAP Goal #2, Action #1--$7,711,649 a. Unity Days, Freshmen Advisory (Link Crew), and school programs addressing student social and emotional needs (i.e., Every 15 Minutes, Suicide Prevention, Peer Listening, Trauma-Sensitive Schools, and Restorative Practices)--$37,000 b. Family Resource Centers, and Community Liaisons--$770,000 c. Districtwide Multi-Tiered System of Support (MTSS), and student interventions in lieu of suspension (i.e., Pointing Adolescents Toward Health [PATH], Positive Actions for Student Sobriety [PASS], Respectful Relations, and Mindful Approach for Peaceful Solutions [MAPS])--$176,000 d. Director, School Safety; School Resource Officers (SROs); and Interquest canine detection--$1,741,649 e. English Learner parent educational forums and newcomer orientation, and translation services for languages other than Arabic and Spanish--$10,000 f. Site-level credit recovery programs--$1,313,000 g. One (1) School Nurse (LVNs) per site--$844,000 h. Five (5) Campus Supervisors per site--$2,820,000 As examples of how LCAP Goal #2, Action #1 is effective in meeting the needs of high needs students, districtwide Multi-Tiered System of Support (MTSS) and student interventions in lieu of suspension (Goal #2, Action #1c) assisted with a decrease in Suspension Rates for low-income students, English Learners, and foster and homeless youth. Also, site-level credit recovery programs (Goal #2, Action #2f) assisted with an increase in Graduation Rates for low-income students, English Learners, and foster and homeless youth. LCAP Goal #3, Action #1--$12,567,888 a. Designated ELD support courses, International Newcomer Center (Mollison Complex), and expanded English Language Proficiency Assessment for California (ELPAC) testing services--$3,470,300 b. Advancement Via Individual Determination (AVID) tutors, trainings, stipends, and forty-six (46) sections--$1,096,502 c. Library services, teacher librarians, and library technicians--$1,543,529 d. Guidance Information Specialists (GIS)--$1,451,732 e. Supplemental instruction for summer school and tutorial opportunities--$1,039,825

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f. Home Choice Learning Center Complex--$2,295,000 g. Expanded Career and Technical Education (CTE) pathways--$1,500,000 h. Parent information nights--$5,000 i. Public transportation and mileage for homeless and neglected students--$18,000 j. Advanced Placement (AP) test fee support, and postsecondary planning to keep track of students' progress towards high school graduation and beyond--$148,000 As examples of how LCAP Goal #3, Action #1 is effective in meeting the needs of high needs students, the $1,543,529 budgeted on libraries, teacher librarians, and library technicians (Goal #3, Action #1c) is another action principally directed towards high needs students and is effective in providing safe and engaging physical spaces for students that support diversity and a sense of belonging, and facilitate activities that support technology, literacy, and life-long learning; especially for low-income students (as research shows) who may not be afforded such opportunities at home. Also, the $3,470,300 budgeted and principally directed towards English learners for designated ELD support courses, International Newcomer Center (Mollison Complex), and expanded English Language Proficiency Assessment for California (ELPAC) testing services (Goal #3, Action #1a) are effective in supporting English learners become English proficient and more successful in school. The above programs and activities are principally directed toward meeting the needs of GUHSD's growing numbers of high needs students, and are all strong pieces of the Grossmont Union High School District's Local Control and Accountability Plan. Furthermore, these programs and activities have proven effective in assisting schools and the district as a whole in addressing state, county, district, and school priorities, goals, and objectives. GUHSD will meet the proportionality requirement of 14.98% in 2019-20 through actions and services referenced above. Activities in direct support of high needs students will be measured in both quantitative -- training, technology, staffing, materials -- and qualitative -- monitoring and focused interventions -- manners. Both district and site funds will be used for additional supports of unduplicated pupils. ------- ------- LCAP Year: 2018-19


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$17,922,773 12.41% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Supplemental and Concentration funds are being utilized on actions that are principally directed toward unduplicated student groups and have been effective in the Grossmont Union High School District (GUHSD) making progress and showing growth on many of the state and local indicators. GUHSD is supporting the needs of its low-income students, English learners, and foster youth with an array of support services and programs. In support of this commitment, GUHSD has implemented the following actions that are principally directed toward unduplicated pupil groups and are effective in meeting the district's LCAP Goals: LCAP Goal #1, Action #1--$2,105,500 a. Supplemental text adoption to support new designated ELD courses--$50,000 b. "Why Try?" brochures prior for English Language Proficiency for California (ELPAC)--$6,000 c. Integrated English Language Development (iELD) professional development for all teachers--$20,000 d. EL Professional Learning Communities (PLC) days for collaboration--$10,000 e. Foster youth laws and requirements training--$500 f. Digital Learning Coaches (DLC)--$360,000 g. Professional Development for faculty in use of Chromebooks and other devices--$150,000 h. New Chromebooks for Future Forward initiative (1:1)--$1,509,000 As an example of how LCAP Goal #1, Action #1 is effective in meeting the needs of unduplicated student groups, the $1,509,000 budgeted on Chromebooks for the Future Forward initiative (Goal #1, Action #1h) provides every GUHSD student with a Chromebook of their own. Principally directed towards low-income students, increasing access to technology on a daily basis can open educational opportunities and worlds to students, particularly for low-income students who may not be afforded such opportunities at home. LCAP Goal #2, Action #1--$7,386,346

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a. Unity Days, Freshmen Advisory (Link Crew), and school programs addressing student social and emotional needs (i.e., Every 15 Minutes, Suicide Prevention, Peer Listening, Trauma-Sensitive Schools, and Restorative Practices)--$35,000 b. Family Resource Centers, and Community Liaisons--$755,000 c. Districtwide Multi-Tiered System of Support (MTSS), and student interventions in lieu of suspension (i.e., Pointing Adolescents Toward Health [PATH], Positive Actions for Student Sobriety [PASS], Respectful Relations, and Mindful Approach for Peaceful Solutions [MAPS])--$197,000 d. School Resource Officers (SROs), and Interquest canine detection--$1,461,686 e. English Learner parent educational forums and newcomer orientation, and translation services for languages other than Arabic and Spanish--$8,000 f. Site-level credit recovery programs--$1,027,000 g. One (1) School Nurse (LVNs) per site--$756,660 h. Five (5) Campus Supervisors per site--$3,146,000 As an example of how LCAP Goal #2, Action #1 is effective in meeting the needs of unduplicated student groups--and through the Differentiated Assistance process (i.e., root cause analysis and Empathy Interviews) and hearing from Foster Youth stakeholders such as social workers, child welfare, and San Diego County Office of Education (SDCOE) Foster Youth Services--a plan was put in place to further support Foster and Homeless Youth that includes: "flagging" all Foster and Homeless Youth in the student information system so staff members will immediately know their status in order to respond in the most appropriate manner; providing a district-level Foster Youth & Homeless Liaison (Goal #2, Action #2c) to regularly coordinate with site-level Foster Youth & Homeless Liaisons; providing Foster and Homeless Youth with tutoring and transportation assistance (Goal #3, Action #2c and Action #2j, respectively); and providing more on-site interventions in lieu of a suspension (Goal #2, Action #1c) to accommodate the varying needs of these students. LCAP Goal #3, Action #1--$11,645,094 a. Designated ELD support courses, EL/RFEP monitoring, International Newcomer Center (El Cajon Valley High School), EL supplemental materials and training, and expanded English Language Proficiency Assessment for California (ELPAC) testing services--$2,765,992 (mentioned above) b. Advancement Via Individual Determination (AVID) tutors, trainings, stipends, and forty-nine (49) sections--$1,347,508 c. Library services, teacher librarians, and library technicians--$1,273,390 d. Guidance Information Specialists (GIS)--$1,426,629 e. Supplemental instruction for summer school and tutorial opportunities--$977,200 f. Home Choice Learning Center Complex--$1,850,000 g. Expanded Career and Technical Education (CTE) pathways--$1,400,000

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h. Early Start Calendar to increase days of instruction prior to high stakes assessments--$574,375 i. Parent information nights--$5,000 j. Public transportation and mileage for homeless and neglected students--$25,000 As examples of how LCAP Goal #3, Action #1 is effective in meeting the needs of unduplicated student groups, the $1,273,390 budgeted on libraries, teacher librarians, and library technicians (Goal #3, Action #1c) is another action principally directed towards unduplicated pupils and is effective in providing safe and engaging physical spaces for students that support diversity and a sense of belonging, and facilitate activities that support technology, literacy, and life-long learning; especially for low-income students (as research shows) who may not be afforded such opportunities at home. Also, the $2,765,992 budgeted and principally directed towards English learners for: designated ELD support courses, EL/RFEP monitoring, International Newcomer Center at El Cajon Valley High School, EL supplemental materials and training, and expanded English Language Proficiency Assessment for California (ELPAC) testing services (Goal #3, Action #1a) are effective in supporting English learners become English proficient and more successful in school. The above programs and activities are principally directed toward meeting the needs of GUHSD's growing numbers of students representing one of the aforementioned unduplicated pupil groups, and are all strong pieces of the Grossmont Union High School District's Local Control and Accountability Plan. Furthermore, these programs and activities have proven effective in assisting schools and the district as a whole in addressing state, county, district, and school priorities, goals, and objectives. GUHSD will meet the proportionality requirement of 12.41% in 2018-19 through actions and services referenced above. Activities in direct support of unduplicated pupils will be measured in both quantitative -- training, technology, staffing, materials -- and qualitative -- monitoring and focused interventions -- manners. Both district and site funds will be used for additional supports of unduplicated pupils. ------- ------- LCAP Year: 2017-18


$16,802,682 12.01%

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

Supplemental and Concentration funds are being expended on actions and services that are principally directed toward unduplicated students groups. The Grossmont Union High School District (GUHSD) is supporting the needs of its low income, foster, homeless, English learner and redesignated FEP students with an array of services and support programs. A key component of GUHSD's LCAP is its robust intervention system that is principally directed toward supporting the aforementioned unduplicated pupil groups. In-class and out-of-class supports are provided to students based on a protocol of early identification and continued monitoring. In support of this commitment, GUHSD has implemented the following that has proven to be effective in supporting all students, but are principally directed toward unduplicated pupil groups: before- and after-school, and Saturday tutorials; Home Choice Learning Center Complex to provide non-traditional, alternative learning environments for students and families in varying levels of crises; credit recovery and dropout prevention programs at each site to provide alternative learning environments; expanded technology-based offerings; leadership and peer/school connectedness programs; Foster & Homeless Youth Liaison to assist in establishing stability for these students as they are often in constant transition; Probation Officer to assist families in keeping their students in school; Bilingual Community Liaisons to help bridge the family with school and community resources; site-based Family Resource Centers that connect families to community resources; Advanced Placement (AP) test fee support and Achievement Via Individual Determination (AVID) to support low income students in not only getting accepted to college, but also graduating from college; foster youth tutoring; Future-Forward 1:1 laptop initiative; and parent information meetings after regular school hours to accommodate working families. In further support of GUHSD's aforementioned unduplicated pupil groups, GUHSD's English language learner programs are just as robust and effective as its intervention systems which include a fully staffed International Newcomer Center; translators for Spanish, Arabic, and translation services for other languages; curriculum and English learner support for CELDT levels 1, 2 and 3; English learner supplemental text adoption and supplemental materials; curriculum and support classes for students identified as long-term EL students; English language learner student monitoring to make sure EL and RFEP students are progressing academically and are on track for graduation; and professional development revolving around teaching English learners. The above programs and activities are principally directed toward meeting the needs of GUHSD's growing numbers of students representing one of the aforementioned unduplicated pupil groups, and are all strong pieces of the Grossmont Union High School District's Local Control and Accountability Plan. Furthermore, these programs and activities have proven effective in assisting schools and the district as a whole in addressing state, county, district and school priorities, goals and objectives.

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GUHSD will meet the proportionality requirement of 12.01% in 2017-18 through actions and services referenced above. Activities in direct support of unduplicated pupils will be measured in both quantitative -- training, technology, staffing, materials -- and qualitative -- monitoring, focused interventions -- manners. Both district and site funds will be used for additional supports of unduplicated pupils. ------- -------

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

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

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

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

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

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

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services


Demonstration of Increased or Improved Services for Unduplicated Students

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the California School Dashboard, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires

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charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

New/Modified/Unchanged:

Enter “New Action” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

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

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

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

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

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

Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

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If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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

Estimated Supplemental and Concentration Grant Funds Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

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

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of K-8 students who were absent 10 percent or more of the school days

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

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

(b) “High school dropout rate” shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where

“cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members. (3) Divide (1) by (2).

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

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

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

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

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

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

(d) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

suspended during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during

the academic year (July 1 – June 30). (3) Divide (1) by (2).

(e) “Expulsion rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

expelled during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during

the academic year (July 1 – June 30).

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(3) Divide (1) by (2).

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

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

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to EC Section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes?

4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

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

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

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

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?

3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?

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

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?

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

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7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

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

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

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

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

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

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

6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?

8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?

9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in EC Section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant

to EC Section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified?

Where can these expenditures be found in the LEA’s budget? Prepared by the California Department of Education, January 2019

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 32,171,032.00 32,208,906.00 27,474,554.00 32,171,032.00 33,677,148.00 93,322,734.00 0.00 0.00 0.00 0.00 0.00 0.00 California Career Pathways Trust 0.00 0.00 474,728.00 0.00 0.00 474,728.00 California Partnership Academies 0.00 0.00 147,000.00 0.00 0.00 147,000.00 Carl D. Perkins Career and Technical Education 0.00 0.00 473,532.00 0.00 0.00 473,532.00 LCFF 0.00 0.00 9,190,964.00 0.00 0.00 9,190,964.00 LCFF Supplemental and Concentration 0.00 19,873,428.00 0.00 0.00 0.00 0.00 Lottery 0.00 0.00 251,200.00 0.00 0.00 251,200.00 Other 11,034,092.00 12,335,478.00 5,392,000.00 11,034,092.00 11,046,611.00 27,472,703.00 Supplemental and Concentration 21,136,940.00 0.00 6,858,500.00 21,136,940.00 22,630,537.00 50,625,977.00 Title I 0.00 0.00 4,569,630.00 0.00 0.00 4,569,630.00 Title II 0.00 0.00 20,000.00 0.00 0.00 20,000.00 Title III 0.00 0.00 0.00 0.00 0.00 0.00 Tobacco-Use Prevention Education 0.00 0.00 97,000.00 0.00 0.00 97,000.00

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

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Total Expenditures by Object Type

Object Type 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 32,171,032.00 32,208,906.00 27,474,554.00 32,171,032.00 33,677,148.00 93,322,734.00 32,171,032.00 32,208,906.00 2,560,500.00 32,171,032.00 33,677,148.00 68,408,680.00 1000, 3000 0.00 0.00 1,517,000.00 0.00 0.00 1,517,000.00 1000-3000 0.00 0.00 270,000.00 0.00 0.00 270,000.00 1000-4000 0.00 0.00 3,267,479.00 0.00 0.00 3,267,479.00 1000-5000 0.00 0.00 14,943,648.00 0.00 0.00 14,943,648.00 2000, 3000 0.00 0.00 314,420.00 0.00 0.00 314,420.00 4000-4999: Books And Supplies 0.00 0.00 2,449,900.00 0.00 0.00 2,449,900.00 5000-5999: Services And Other Operating Expenditures

0.00 0.00 1,264,250.00 0.00 0.00 1,264,250.00


0.00 0.00 887,357.00 0.00 0.00 887,357.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

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

Total All Expenditure Types All Funding Sources 32,171,032.00 32,208,906.00 27,474,554.00 32,171,032.00 33,677,148.00 93,322,734.00 0.00 0.00 0.00 0.00 0.00 0.00 LCFF 0.00 0.00 385,500.00 0.00 0.00 385,500.00 LCFF Supplemental and

Concentration 0.00 19,873,428.00 0.00 0.00 0.00 0.00

Other 11,034,092.00 12,335,478.00 2,175,000.00 11,034,092.00 11,046,611.00 24,255,703.00 Supplemental and

Concentration 21,136,940.00 0.00 0.00 21,136,940.00 22,630,537.00 43,767,477.00

1000, 3000 LCFF 0.00 0.00 340,000.00 0.00 0.00 340,000.00 1000, 3000 Other 0.00 0.00 110,000.00 0.00 0.00 110,000.00 1000, 3000 Supplemental and

Concentration 0.00 0.00 1,027,000.00 0.00 0.00 1,027,000.00

1000, 3000 Title I 0.00 0.00 40,000.00 0.00 0.00 40,000.00 1000-3000 LCFF 0.00 0.00 170,000.00 0.00 0.00 170,000.00 1000-3000 Other 0.00 0.00 70,000.00 0.00 0.00 70,000.00 1000-3000 Supplemental and

Concentration 0.00 0.00 30,000.00 0.00 0.00 30,000.00

1000-4000 LCFF 0.00 0.00 727,479.00 0.00 0.00 727,479.00 1000-4000 Other 0.00 0.00 78,000.00 0.00 0.00 78,000.00 1000-4000 Supplemental and

Concentration 0.00 0.00 2,442,000.00 0.00 0.00 2,442,000.00

1000-4000 Title II 0.00 0.00 20,000.00 0.00 0.00 20,000.00 1000-5000 California Career Pathways

Trust 0.00 0.00 474,728.00 0.00 0.00 474,728.00

1000-5000 California Partnership Academies

0.00 0.00 147,000.00 0.00 0.00 147,000.00

1000-5000 Carl D. Perkins Career and Technical Education

0.00 0.00 473,532.00 0.00 0.00 473,532.00

1000-5000 LCFF 0.00 0.00 3,773,535.00 0.00 0.00 3,773,535.00 1000-5000 Other 0.00 0.00 2,832,000.00 0.00 0.00 2,832,000.00 1000-5000 Supplemental and

Concentration 0.00 0.00 3,139,000.00 0.00 0.00 3,139,000.00

1000-5000 Title I 0.00 0.00 4,011,853.00 0.00 0.00 4,011,853.00

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Budgeted


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

Total 1000-5000 Title III 0.00 0.00 0.00 0.00 0.00 0.00 1000-5000 Tobacco-Use Prevention

Education 0.00 0.00 92,000.00 0.00 0.00 92,000.00

2000, 3000 Other 0.00 0.00 75,000.00 0.00 0.00 75,000.00 2000, 3000 Supplemental and

Concentration 0.00 0.00 75,000.00 0.00 0.00 75,000.00

2000, 3000 Title I 0.00 0.00 164,420.00 0.00 0.00 164,420.00 4000-4999: Books And Supplies

LCFF 0.00 0.00 2,307,900.00 0.00 0.00 2,307,900.00


Other 0.00 0.00 0.00 0.00 0.00 0.00


Supplemental and Concentration

0.00 0.00 142,000.00 0.00 0.00 142,000.00


LCFF 0.00 0.00 1,263,750.00 0.00 0.00 1,263,750.00



0.00 0.00 500.00 0.00 0.00 500.00


LCFF 0.00 0.00 222,800.00 0.00 0.00 222,800.00


Lottery 0.00 0.00 251,200.00 0.00 0.00 251,200.00


Other 0.00 0.00 52,000.00 0.00 0.00 52,000.00



0.00 0.00 3,000.00 0.00 0.00 3,000.00


Title I 0.00 0.00 353,357.00 0.00 0.00 353,357.00


Title II 0.00 0.00 0.00 0.00 0.00 0.00

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Budgeted


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

Total 5800: Professional/Consulting Services And Operating Expenditures

Tobacco-Use Prevention Education

0.00 0.00 5,000.00 0.00 0.00 5,000.00


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Total Expenditures by Goal

Goal 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 2,558,000.00 2,614,884.00 3,781,650.00 2,558,000.00 2,934,000.00 9,273,650.00

Goal 2 8,836,346.00 9,005,043.00 6,864,591.00 8,836,346.00 9,977,649.00 25,678,586.00

Goal 3 20,776,686.00 20,588,979.00 16,828,313.00 20,776,686.00 20,765,499.00 58,370,498.00

Goal 4 0.00 0.00 0.00 0.00

Goal 5 0.00 0.00 0.00 0.00

Goal 6 0.00 0.00 0.00 0.00

Goal 7 0.00 0.00 0.00 0.00

Goal 8 0.00 0.00 0.00 0.00

Goal 9 0.00 0.00 0.00 0.00 * Totals based on expenditure amounts in goal and annual update sections.

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Expenditures Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources 30,268,532.00 30,013,065.00 5,875,450.00 30,268,532.00 30,828,148.00

California Career Pathways Trust 0.00 0.00 0.00 0.00 0.00

California Partnership Academies 0.00 0.00 0.00 0.00 0.00

Carl D. Perkins Career and Technical Education 0.00 0.00 0.00 0.00 0.00

LCFF 0.00 0.00 304,750.00 0.00 0.00

LCFF Supplemental and Concentration 0.00 19,873,428.00 0.00 0.00 0.00

Lottery 0.00 0.00 251,200.00 0.00 0.00

Other 9,131,592.00 10,139,637.00 6,000.00 9,131,592.00 8,197,611.00

Supplemental and Concentration 21,136,940.00 0.00 5,011,500.00 21,136,940.00 22,630,537.00

Title I 0.00 0.00 302,000.00 0.00 0.00

Title II 0.00 0.00 0.00 0.00 0.00

Tobacco-Use Prevention Education 0.00 0.00 0.00 0.00 0.00

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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources 20,525,938.00 21,759,564.00 26,007,554.00 20,525,938.00 21,109,260.00

California Career Pathways Trust 0.00 0.00 474,728.00 0.00 0.00

California Partnership Academies 0.00 0.00 147,000.00 0.00 0.00

Carl D. Perkins Career and Technical Education 0.00 0.00 473,532.00 0.00 0.00

LCFF 0.00 0.00 9,175,964.00 0.00 0.00

LCFF Supplemental and Concentration 0.00 9,424,086.00 0.00 0.00 0.00

Lottery 0.00 0.00 251,200.00 0.00 0.00

Other 11,034,092.00 12,335,478.00 5,392,000.00 11,034,092.00 11,046,611.00

Supplemental and Concentration 9,491,846.00 0.00 5,406,500.00 9,491,846.00 10,062,649.00

Title I 0.00 0.00 4,569,630.00 0.00 0.00

Title II 0.00 0.00 20,000.00 0.00 0.00

Tobacco-Use Prevention Education 0.00 0.00 97,000.00 0.00 0.00

lcff budget overview...page 2 of 206 lcff budget overview for parents the lcff gives school...

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