local control & accountability plan lcap: 20162019 · great curriculum: engaging, relevant...

LOCAL CONTROL &

ACCOUNTABILITY PLAN

LCAP: 20162019

CutlerOrosi Joint Unified School District 12623 Avenue 416, Orosi, CA. 93647 (559) 5284763

Yolanda Valdez, Superintendent

Introduction:

CUTLER-OROSI JOINT UNIFIED SCHOOL DISTRICT

Our Mission: Educating minds, inspiring futures

Our Vision: All students will be college and career ready and prepared to compete in a global economy.

Our Students will be:

• College and Career Ready Scholars who master core academic content and graduate from high school prepared for post-secondary andcareer options

• Critical Thinkers & Collaborative Problem Solvers who apply critical and creative thinking, analysis, and inquiry skills to knowledge, facts,and data to effectively solve problems - independently and collaboratively.

• Powerful Communicators who demonstrate the ability to effectively communicate ideas using various mediums including digital mediaand technology

• Creative & Quality Producers who demonstrate the ability to create quality performances, services, and products that reflect thought andoriginality with the highest standards. Students will understand the importance of revision and persistence in creating quality work.

• Leaders & Ethical Decision Makers who display personal and professional integrity by demonstrating leadership, effective decision-making, and ethical personal and professional management skills.

• Productive Citizens who act as productive citizens by demonstrating responsibility and flexibility in fulfilling personal, professional, andcommunity expectations.

Our Values and Beliefs:

1. All students can learn and succeed.

2. Every student in the district, regardless of gender, special needs, or social, ethnic, language or economic background has a right to ahigh-quality education that challenges the student to achieve to his/her fullest potential.

3. The future of our nation and community depends on students possessing the skills to be lifelong learners and effective, contributingmembers of society.

4. A safe, nurturing environment is necessary for learning.

5. Parents/guardians have a right and an obligation to participate in their child's schooling.

6. The ability of children to learn is affected by social, health and economic conditions and other factors outside the classroom.

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7. Early identification of student learning and behavioral difficulties contribute to student success.

8. Students and staff respond positively to high expectations and recognition for their accomplishments.

9. Continuous school improvement is necessary to meet the needs of students in a changing economy and society.

10. The diversity of the student population and staff enriches the learning experience for all students.

11. A highly skilled and dedicated staff has a direct and powerful influence on students' lives and learning.

12. A high level of communication, trust, respect and teamwork among Board members and the Superintendent contributes to effective decision making.

13. The community provides an essential resource to the educational program.

14. Effective communication with all stakeholders helps build support for the schools.

15. Accountability for the district's programs and operations is shared by the entire educational community, with the ultimate accountability resting with the Board as the basic embodiment of representative government.

Our Goals:

In keeping with our mission of educating minds and inspiring futures, our district priorities, actions, and allocation of resources have been guided by our efforts to:

• Achieve academic excellence and meet the needs of all students in a safe and supportive environment so that all students will be college and career ready and prepared to compete in a global economy.

• Build human capacity by investing in training, coaching and setting expectations for students, parents, staff and the Board to support student achievement

• Create efficient and effective systems that are innovative, accountable and proactive to support 21st century learning

Local Control Funding Formula (LCFF)

The Local Control Funding Formula represents the biggest change to funding K-12 public education in California, and comes at a critical time for students in the Cutler-Orosi Joint Unified School District. Newly adopted California Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) define by grade level what students need to know and be able to do from kindergarten through high school to be college and career ready. These more rigorous standards require professional learning, the use of new instructional materials and assessments, the integration of technology as a tool for thinking and communicating, along with computer and digital literacy for students. Equally important is ensuring equity in access and effective programs and services targeted to meet the needs of our most at-risk student subgroups. To this end, the new funding formula provides base funding for each pupil (LCFF Base) and supplemental funding (LCFF Supplemental) based on the district’s unduplicated number of low income, English learner, and foster youth students.

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Local Control and Accountability Plan (LCAP)

The Local Control and Accountability Plan (“the Plan”) is mandated by the state as the standardized vehicle for addressing state priorities and local goals, identifying the most effective actions and services to meet those goals, as well as accounting for the LCFF supplemental expenditures and the indicators for monitoring progress. Goals and actions delineated in the Plan are intended to improve and expand programs and services that have been correlated with positive outcomes for our most at-risk students, as well as to change patterns and practices that continue to perpetuate the underperformance of specific subgroups of students.

Section 1: Stakeholder Engagement

The first section of the Plan provides an overview of the stakeholder engagement process used to inform the development of the LCAP, as well as a reflection on how community input informed the LCAP. It is through the engagement of representatives from all of the district’s stakeholders, and review of district data on student achievement and outcomes, that we arrived to agreement around what all students need in order to experience academic success, and to be college and career ready upon high school graduation.

Our Students Need

• FULL ENGAGEMENT WITH SCHOOL: To be on time and attend school every day, with positive support and effective discipline that keeps students in the classroom. (Priority 5)

• FAMILY ENGAGEMENT: All families feeling welcomed, are involved in decision-making, and able to support the educational success of their students. (Priority 3)

• SOCIAL-EMOTIONAL and MENTAL HEALTH TOOLS: Social-emotional development and mental health support so they are ready to learn. (Priority 6)

• LITERACY SKILLS: Proficiency in Literacy in order to access curriculum and instruction at high levels and be prepared for college and career. (Priority 4)

• MATH SKILLS: Proficiency in Mathematics to be prepared for college and career. (Priority 4)

• GRADUATION SUCCESS: High school graduation and ready for college and career. (Priority 5)

• GREAT TEACHERS: Caring, committed, collaborative, exemplary teachers who are continuously learning, reflecting, and adapting to improve the quality of student learning. (Priority 1)

• GREAT CURRICULUM: Engaging, relevant units of study that are designed for 21st century learning outcomes (broad course of study that includes English, math, science, social sciences, physical education, world languages, visual and performing arts, applied arts, and CTE). (Priority 2, 7)

• COLLEGE & CAREER EXPERIENCES: College and career counseling and middle/ high school work-based learning experiences to connect learning to current/future goals. (Priority 8)

• CO-CURRICULAR OPPORTUNITIES: Athletics, leadership, service learning, the arts, academic competitions, and clubs to enhance

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student potential. (Priority 8)

• GREAT FACILITIES: well-maintained grounds, buildings, and classrooms in safe schools (Priority 1)

Section 2: Goals, Actions, Expenditures and Progress Indicators

The identification of student needs provided a foundation for setting targeted goals. Our goals ensure that all students benefit from a rigorous instructional program and targeted interventions and supports, and that they do so in a positive and engaging school setting. There are state and local metrics that have been set to meet and measure the identified needs which are either quantitative or qualitative in nature. The progress indicators, most of which are required by the state, provide tools for measuring the extent to which goals for all students and for the focus students are being met over the three-year period of the Plan. An evaluation of the success of the Plan, using these indicators, will inform revisions or adjustments to the actions and services in the Plan each year.

LEA: Cutler-Orosi Joint Unified

Contact: Yolanda Valdez, Superintendent, [email protected], (559)528-4763

LCAP Year: 2016-17

Local Control and Accountability plan and Annual Update Template

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

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

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

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

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

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

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

A. Conditions of Learning:

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

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

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

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

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

B. Pupil Outcomes:

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

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

C. Engagement:

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

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

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

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Section 1: Stakeholder Engagement

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

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

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

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

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

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

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

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

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported

improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

Involvement Process Impact on LCAP

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The Superintendent and District Administrators systematically worked through the entire school district and community to obtain LCAP Input. In September, the Superintendent announced dates for a series of Superintendent Input Forums. The Superintendent informed the community of these meetings by visiting community churches, phone calls and passing out flyers for the meetings.

Below are the dates for all meetings:

Meeting Title Date Location

Superintendents Forum Review/ Input 9/14/2015 Orosi High School

Superintendents Forum Review/ Input 9/2/2015 Alternative High Schools – Lovell

Superintendents Forum Review/ Input 9/9/8/2015 El Monte Middle School

Superintendents Forum Review/ Input 8/25/2015 Cutler Elementary School

Superintendents Forum Review/ Input 9/9/2015 Palm Elementary School

Superintendents Forum Review/ Input 8/20/2015 Golden Valley Elementary School

COUTA Meeting LCAP Input 9/23/2015 District Office Board Room

CSEA Meeting- LCAP Input 9/16/2015 District Office Board Room

Student Forum for LCAP Input 10/15/2015 Orosi High School 12/15/2015 El Monte Middle School

Mid-Year LCAP Review (Regular Board Meeting 12/10/2015 District Office Board Room

District/ Site Level LCAP Evaluation 11/12/2015 District Office

A wide range of stakeholders were informed about the LCFF and LCAP. Stakeholders asked questions and provided written input based on the data and information presented.

Parents continue to express interest in students receiving additional support for learning and for students to be safe on school campuses. Parents also recognize the need for supporting students emotionally and socially.

Association members outlined the need to continue teacher support through academic coaches and professional development for both classified and certificated staff members.. Adjustments were made in goal 2 to provide two days of professional learning for all staff, district wide.

Parents determined there is a great need for technology training for parents. Parents want to be able to assist their students with 21st Century skills. Parents reinforced the need for continuing parent education classes taking place throughout the District. The parents also expressed interest to maintain the safety precautions in place with the learning directors and assistant principals at the school sites.

Community members and students expressed the need for better school facilities that accommodated athletics and the arts.

After analyzing the data District and Site administration recognize the need to provide both male and female students with additional academic and social support. District and site administration also outlined the need for additional technology and the need to maintain what we have. The District Administration identified the need to continue student support in the area of reading and CCSS attainment. An additional position for Reading Intervention Specialists was developed and approved by the board and the positions will be added in the 2016-17 school year.

As a result of the state priority committee meetings the District administration gathered input from stakeholders and developed several pages of stakeholder input addressing all state priorities. Parents requested requested additional support for students not meeting academic benchmarks, additional technology and special education support.

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Board Room

District Level LCAP Meeting 1/12/2016 Superintendent’s Office

Student/ Community/ Parents LCAP Draft Review Meeting 5/10/2016 District Office

DAC/DLAC LCAP Presentation/ Draft Review 1/14/16 District Office

Set Hearing Date for LCAP (Regular Board Meeting) 5/12/2016

LCAP Draft Review with Admin (ATM) 4/19/2016 District Office Board Room

LCAP Draft Review with COUTA 4/20/2016 District Office Board Room

Board Study Session – LCAP Draft Review (Special Board Meeting) 4/28/2016

LCAP Draft Review with Classified Staff (CSEA) 4/27/2016 District Office Board Room

The Superintendent used a powerpoint describing LCFF, LCAP and the 2015-16 LCAP content. The powerpoint is posted on the website for the community to access. The powerpoint provides data for each of the State Priorities and provides parents with information on how the 2015-16 LCAP funds are being spent for each State Priority. Stakeholders were asked to provide input for each of the State Priorities as they were being reviewed in the power point.

Students were visited at the middle school and high school. Students were asked for input over several meetings. A cross section of the student population provided input for the LCAP.

English as a Second Language classes were also visited and provided with the LCAP information and invited to provide input.

This same process was conducted with the District’s two bargaining units. Both CSEA and COUTA members attended an after school meeting to give input for the 2016-17 LCAP. Members provided written.

Overall, the data indicate that our actions and services are producing positive results. LCAP actions and services will be maintained with the adjustments recommended.

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The Board of Trustees were provided an Input Work Study Session. The information powerpoint was presented and input was obtained from Trustees. (see chart of dates)

District administrators and site administrators assisted in providing Stakeholders with input meetings. School site principals provided additional LCAP Input presentations to School Site Councils and to ELAC Committees. Directors provided LCAP Input meetings for special population groups, such as, Special Education Parents.

PALM ELEMENTARY: LCAP Feedback: Jan. 28, 2016

CUTLER ELEMENTARY: LCAP Review: Feb. 22, 2016

EL MONTE MIDDLE SCHOOL: Review and Revised: Jan. 27, 2016 & Feb. 22, 2016

GOLDEN VALLEY ELEMENTARY: Review Input LCAP: Dec. 8, 2015

OROSI HIGH SCHOOL: Review & Advise LCAP Input: Feb. 29, 2016

Service clubs were informed of the LCAP and invited to provide input. CONNECT, the District service collaborative committee was asked to provide input as well.

The District Advisory Committee and the District English Language Advisory Committee held input meetings. Parents were informed of the LCFF and LCAP. The information powerpoint was presented and each state priority was reviewed with great detail. Parents analyzed current data for each State Priority and discussed what is already being provided at the schools and what is needed. These Advisory Committees provided input.

DAC/DELAC: LCAP Mid-Year Review: Jan. 14, 2016. March 6, 2016 Update Review, May 6, 2016 LCAP Draft Review and Input

The District and site administrators reviewed district data and the current status of the District. Each of the state priorities were thoroughly discussed and District and Site Administration input for LCAP was gathered on January 19, 2016, January 21, 2016, and January 29, 2016.

Input data for all meetings was typed and posted on the District website. All input provided electronically or in meetings was also posted on the District website.

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After all input was gathered, it was prioritized by the District and site administrators along with the District Advisory Committee. Goals were outlined and fine tuned through the months of February and March. Actions were determined and the draft LCAP was developed.

Annual Update:

As the new school year begins, the District continues the engagement process by meeting with all stakeholder groups throughout the year: District Advisory Committee (DAC), District English Learners Advisory Committee (DELAC), community input meetings at each school site, administrator input meetings, certificated and classified input meetings held at the district office, and student input meetings at the high school and middle school levels. The dates of meetings are noted in the “Involvement Process” section. Stakeholders are presented with data and action steps for both the current year and are asked for input for the new year.

Meetings with district directors and site principals are held monthly (C&I meetings, ATM Meetings, Directors Meetings) to review how services are progressing and to analyze student data as part of the annual update. Are services being provided as anticipated? What evidence do we have to show the actions and services are being effective? Are adjustments needed in the actions, services, or budget to accomplish our goals?

Site leaders engage in a mid-year principals’ roundtable to analyze data mid-year and adjust plans for the rest of the school year. This was held on January 21, 2016. Mid-year budget adjustments were shared with the board on December 10, 2015. On March 7, 2016, the District Advisory Committee and the District English Language Advisory Committee reviewed and approved the 2015-2016 LCAP changes and updates. More meeting dates are scheduled in March through June of 2016 through the final approval process, which includes the new LCAP and the Annual Update.

Annual Update:

The far majority of the actions, services, and budgets were implemented as planned for the year and data indicate that the impact is very positive. The actions and services will remain consistent for the next year with a few changes based on the input from the ongoing meetings described in the previous section.

Section 2 outlines the new changes to the LCAP as a result of stakeholder input: The need to continue to provide social-emotional support, PBIS, and conflict resolution services to students was heard consistently. There is a counselor in place at each elementary school through a grant, which expires in June of this year. Elementary Counselors will now be funded through LCAP beginning in 2016-17. We also heard the need to continue to expand Career Technical Education at the secondary level and the need to continue to support college and career readiness; therefore the budget was increased for the new year. Also, continuing to ensure students are ready for Kindergarten and receive timely intervention, the need for expanding support for Early Education was echoed in the elementary schools. We added 3 reading intervention specialists and expanded TK. We also made adjustments to how interventions were being provided at the school sites, extending more interventionists’ hours.

We also refined our LCAP to include more specific data points and metrics. The data points and outcomes are now imbedded into the LCAP. Each priority point is measured by applicable metrics. All stakeholders agree that the process is going smoothly and our LCAP is being refined to reflect the ongoing needs of our students.

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

Instructions:

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

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

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

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

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

Goal: Describe the goal:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state

or local priority?9) What information was considered/reviewed for individual schoolsites?10) What information was considered/reviewed for subgroups identified in Education Code section 52052?11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to

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

in the LEA's budget?

GOAL:Goal 1: Achieve academic excellence and meet the needs of all students in a safe and supportive environment so that all students will be college and career ready and prepared to compete in a global economy.

Related State and/or Local Priorities: X 1 X 2 _3 X 4 X 5 X 6 X 7 X 8 Local: N/A

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Identified Need:After a careful review of local and state assessment data, it is evident that 100% of students do not currently perform at or above grade level in mathematics and English Language Arts. An achievement gap exists for at risk students, including English Learners, male students, Socioeconomic Disadvantaged (SED), and Students with Disabilities (SWD). Furthermore, all stakeholders agree that student learning is maximized when sufficient instructional materials are available, the learning environment is well-maintained, targeted intervention services are provided to close the achievement gap, and when all students feel social-emotionally secure at school. In addition, in order for all of our students to be college and career ready (prepared to compete in a global economy), we must provide them with opportunities to experience the college world, prepare for careers, become academically and athletically competitive, and provide quality 21st century learning resources.

1. English Language Arts CAASPP Test Results: 22% of students in the district met or exceeded standards on the Spring 2015 SBA. 2% of English learners met standards.

2. Mathematics CAASPP Test Results: 17% of students in the district met or exceeded standards on the Spring 2015 SBA. 5% of English learners met or exceeded standards.

3. Early Assessment Program (EAP): 10% of 11th grade students met “college ready” criteria in English and 0% of English learners. 1% of 11th grade students met “college ready” criteria in Mathematics and 0% of English learners

4. CELDT: 56.4% of English learners made annual growth (AMAO1). 24.7% of English learners less than 5 years in the district met AMAO 2, and 37.5% of English learners more than 5 years in the district met AMAO 2.

5. Percentage of graduates completing UC/CSU required courses: 38.2% of 2014-15 graduates completed a-g requirements.

6. Advanced Placement exams: 32% of students taking an AP exam scored a 3 or better.

7. Reading Benchmark Assessment System (BAS) (local measure) 60% of Kinder students, 61% of 1st grade, and 65% of 2nd grade students scored as reading on or above grade level.

8. Suspension Data: Five Times as many males as females get suspended (2014-15 data: females = 107 suspensions, males = 528)

9. 82.2% of seniors graduated with their cohort in 2013-14 and 76.8% of English learners.

10. The overall district attendance rate was 97.1% for 2014-15

Goal Applies to: Schools:All

Grades: All

Applicable Pupil Subgroups: All

LCAP Year 1

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Expected Annual Measurable Outcomes:

It is expected that student performance will increase for all students as well as each significant subgroup (EL, males students, FY, SED, and SWD) on local (grade level interim assessments), statewide assessments (CAASPP and CELDT/ELPAC), and all state required metrics from the previous year:

1. The percentage of students overall and in each significant subgroup (EL and SED) in English Language Arts (ELA) / Literacy Standards in Grades 3-8 will improve annually by a minimum rate of 3%, as determined by the Smarter Balanced Assessment (SBA). Metric: SBA Performance Level in ELA / Literacy

2. The percentage of students meeting Mathematics (Math) proficiency in Gr 3-8 as measured by the Smarter Balanced Assessment (SBA) with increase by a minimum rate of 3%. Metric: SBA in Math

3. 100% of students in the school district have sufficient access to the standards-aligned instructional materials. Metric: School Accountability Report Cards (SARC)

4. The percentage of students in Grade 11 who will demonstrate college readiness in ELA and Mathematics, as measured by the Early Assessment Program, will increase by 3% annually. Metric: SBA in ELA and Math

5. 62% or more of English learners will demonstrate at least one year of progress annually toward English fluency. This metric will increase by 3% annually. Metric: The state English proficiency test currently entitled the California English Language Development Test (CELDT) using Annual Measurable Achievement Objective (AMAO 1) state targets.

6. 50% of long-term English Learners will demonstrate proficiency on the state English proficiency test. This metric will increase by 3% annually. (LTEL AMAO 2) Metric: CELDT

7. 3% more English Learners will be reclassified using the COJUSD Reclassification Process. Metric: Data-Quest Reclassification Rate.

8. 5% more unduplicated pupils and those in significant subgroups will have successfully completed courses that satisfy UC or CSU entrance requirements, or programs of study that align with state board approved career technical educational standards and framework Metric: OHS Guidance Plan and Annual Report

9. The overall percentage of students who have passed at least one advanced placement (AP) examination with a score of 3 or higher will increase annually by 5%. Metric: AP Exam

10. 75% or more students will meet 2nd Grade Level Reading Proficiency with specific subgroups growing 7% more than the prior year achievement. Metric: Local Fountas & Pinnell Benchmark Assessment System (BAS)

11. The number of middle and high school boys who are suspended will be reduced each year by at least 10%. Metric: Annual State Suspension Report.

12. At least 95% or more of all students and by significant subgroups in each graduating class will graduate. Metric: Graduation Cohort Report

13. Maintain a “0” dropout rate at middle school and reduce the high school dropout rate by 1%. Metric: Dropouts by

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grade Report - CDE

14. 100% of the 9th students of unduplicated pupils (EL, SED and/or Foster Youth) and those with exceptional needs will have a “course of study plan” and all 10th graders will update their plan from the previous year. Metric: OHS Guidance Plan and Annual Report

15. 100% of students will have the opportunity to complete a college and career unit annually and will engage in college and career activities, i.e. guest speakers, college visits, and industry study trips as determined by grade level activity goal. Metric: Director of College and Career Annual Report

16. The percentage of the cohort of students in Grades 5, 7, 9 and 11 reporting School Connectedness bi-annually will increase by 5% overall and by sub-group as self-identified in the survey. Metric: California Healthy Kids Survey (CHKS)

17. The School Attendance Rates will grow annually to be 98% or greater. Metric: Annual P2 Attendance Report to the Board

18. The percent of students with chronic absenteeism will remain below 6%. Metric: Chronic Absenteeism Report.

19. Student explusion rates will remain below 2013-14 number of 8 students. Metric: Discipline Report

20. 100% of school facilities are maintained in good repair. Metric: School Accountability Report Cards (SARC)

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

Continue to improve maintenance of facilities to ensure best learning environment for students and campus safety.

1. Maintain 6 Campus Security positions . - (1101)

2. Maintain a second Assistant Principal at El Monte Middle School. - (1102)

3. Maintain 1 additional custodian/bus driver. - (1103)

All

Grades: All

X All ---------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

LCFF S&C

1. 287,963 Salary & Benefits



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Purchase supplemental instructional materials to ensure full implementation of the academic content and performance standards, including supplemental materials for English learners to gain academic content knowledge and English language proficiency.

1. Maintain site instructional budget allocations for materials & supplies. (1201)

2. Maintain additional funding for library books to promote reading and literacy. (1202)

3. Purchase supplemental instructional materials aligned to New California Standards and Next Generation Science Standards (1203)

All

Grades: All


LCFF S&C

1. 126,214 Books & Supplies



Provide early learning support for children 0-5 years of age to enable them to enter school ready to learn, including our English learners.

4. Provide preschool for all (1 additional classroom) and expanded TK staffing (1 teacher) for students turning 5 in December and January of each school year to attend school from the start of the school year (1204)

5. Provide instructional materials and supplies (1205)

All

Grades: All


LCFF S&C


5. 5,000

Materials & Supplies

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Provide interventions for students NOT YET AT STANDARD, including interventions for Low Income, English Learners, Unduplicated students, SWD, & Foster Youth.

1. Maintain 3 Learning Directors to identify, coordinate, and provide services. (1401)

2. Intervention services (during and after school) (1402)

3. Intervention services (summer school) (1403)

4. Materials for interventions summer school (1404)

5. Continue two additional teachers at El Monte to support additional instructional time for Math and ELA at middle school (1405)

6. 1.5 teachers (Physical Education) at middle school to increase instructional day for interventions and enrichment in 6th grade (1406)

7. Transportation for students (1407)

8. Maintain 1 additional Resource Specialist Teacher at OHS (1408)

All

Grades: All


LCFF S&C







7. 75,000 Services


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Provide access to library resources and promote reading. Provide individualized support to English learners to enable students to achieve standards.

9. Maintain Library Aides (1409)

10. Maintain Instructional Aides (1410)

11. Maintain Bilingual Instructional aides for EL’s

(1411)

All

Grades: All


LCFF S&C




Provide college and career experiences for students to prepare them for a variety of post-secondary options

12. Maintain Director of College and Career Readiness(1412)

13. Instructional Materials (1413)

14. Transportation Costs (1414)

All

Grades: All


LCFF S&C



14. 60,000 Services

Provide individualized support to underachieving males and females to enable students to achieve standards and to reduce the dropout rate.

15. Elementary grades 4-5 program & materials (Boys Alliance) (1415)

16. Secondary 6-12 program for Men’s Alliance. (1416)

17. Provide support to underachieving, pregnant or parenting females (1417)

All

Grades: All


LCFF S&C

15. 15,000 Contract, Books, & Supplies


17. 35,000 Services

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Provide intervention and acceleration services to students in K-2 that are reading below grade level

18. Add 3 Reading Specialists/Intervention Teachers (1418)

K-5 schools

Grades: K, 1st, 2nd, 3rd, 4th, 5th


LCFF S&C


Support measures to maintain or improve daily pupil attendance and promote positive behavior on campus.

1. Responsibility Center Teacher (1501)

2. District Attendance Officer (1502)

3. School Resource Officer (1503)

All

Grades: All


LCFF S&C



3. 102,363 Services

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Provide social-emotional development, mental health, and health support so students are able to focus on learning

1. Maintain 2 Psychologists & 2 Intern Stipends (1601)

2. Maintain 2 Health Aides (1602)

3. Maintain 1 additional Speech Therapist (1603)

4. Maintain 3 Counselors (1604)

5. Add 3 elementary school counselors (1605)

All

Grades: All


LCFF S&C






Provide a broad course of study that expands visual and performing arts access

1. Maintain Choir Teacher (1701)

2. Choir Supplies (1702)

3. Music equipment, materials and supplies (1703)

4. Maintain hours for current accompanist at 5.5 (1704)

All

Grades: All


LCFF S&C


2. 15,000 Supplies

3.. 48,000 Supplies


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Provide enrichment for students identified as Gifted and Talented (GATE)

5. Auxiliary hours for GATE program (1705)

6. Materials and supplies (1706)

All

Grades: All


LCFF S&C


10. 15,000 Supplies

Provide opportunities for co-curricular programs to enhance health, fitness, and athletic/academic competitiveness:

1. K-12 Athletic Director (support release of 4 periods to coordinate K-12 athletics) (1801)

2. Maintain athletic program support to build quality (1802)

3. Maintain Elementary intramural sports program (1803)

4. Academic competitions and registrations (1804)

5. Prof Dev. for Athletic Dept. (1805)

All

Grades: All


LCFF S&C


2. 62,252 Supplies & Services



5. 10,000 Services

Provide additional support to Family Education Services to ensure continuity in services

6. Provide clerk (1806)

Family Education Services

Grades: All


LCFF S&C

6. 24,471 Salary& Benefits

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LCAP Year 2









7. 3% more English Learners will be reclassified using the COJUSD Reclassification Process. Metric: Data-Quest

8. Reclassification Rate.5% more unduplicated pupils and those in significant subgroups will have successfully completed courses that satisfy UC or CSU entrance requirements, or programs of study that align with state board approved career technical educational standards and framework Metric: OHS Guidance Plan and Annual Report





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13. Maintain a “0” dropout rate at middle school and reduce the high school dropout rate by 1%. Metric: Dropouts by grade Report - CDE















All

Grades: All


LCFF S&C


2 133,999.38 Salary & Benefits

3. 47,427.38 Salary & Benefits

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All

Grades: All


LCFF S&C





4. Provide preschool for all (1 additional classroom)and expanded TK staffing (1 teacher) for students turning 5 in December and January of each school year to attend school from the start of the school year (1204)


All

Grades: All


LCFF S&C


5. 5,000 Materials & Supplies

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All

Grades: All


LCFF S&C







7. 75,000 Services


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11. Maintain Bilingual Instructional aides for EL's (1411)

All

Grades: All


LCFF S&C








All

Grades: All


LCFF S&C



14. 60,000 Services



16. Secondary 6-12 program for Men¶s Alliance. (1416)


All

Grades: All


LCFF S&C



17. 35,000 Servic es

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18. Maintain 3 Reading Specialists/Intervention Teachers (1418)

All

Grades: All


LCFF S&C






All

Grades: All


LCFF S&C



3. 102,363 Services

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5. Maintain 3 elementary school counselors (1605)

All

Grades: All


LCFF S&C











All

Grades: All


LCFF S&C


2. 15,000 Supplies

3.. 48,000 Supplies


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5. Auxiliary hours for GATE program (1705)

6. Materials and supplies (1706) All (

All

Grades: All


LCFF S&C


10. 15,000 Supplies







All

Grades: All


LCFF S&C





5. 10,000 Services



All

Grades: All


LCFF S&C


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LCAP Year 3









7. 3% more English Learners will be reclassified using the COJUSD Reclassification Process. Metric: Data-Quest

8. Reclassification Rate.5% more unduplicated pupils and those in significant subgroups will have successfully completed courses that satisfy UC or CSU entrance requirements, or programs of study that align with state board approved career technical educational standards and framework Metric: OHS Guidance Plan and Annual Report





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13. Maintain a “0” dropout rate at middle school and reduce the high school dropout rate by 1%. Metric: Dropouts by grade Report - CDE















All

Grades: All


LCFF S&C


2 138,689 Salary & Benefits


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All

Grades: All


LCFF S&C





4. Provide preschool for all (1 additional classroom)and expanded TK staffing (1 teacher) for students turning 5 in December and January of each school year to attend school from the start of the school year (1204)


All

Grades: All


LCFF S&C


5. 5,000 Materials & Supplies

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All

Grades: All


LCFF S&C


2. 380.285 Salary & Benefits





7. 75,000 Services


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All

Grades: All


LCFF S&C








All

Grades: All


LCFF S&C



14. 60,000 Services



16. Secondary 6-12 program for Men's Alliance. (1416)


All

Grades: All


LCFF S&C



17. 35,000 Services

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18. Maintain 3 Reading Specialists/Intervention Teachers (1418)

All

Grades: All


LCFF S&C






All

Grades: All


LCFF S&C



3. 102,363 Services

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5. Maintain 3 elementary school counselors (1605)

All

Grades: All


LCFF S&C











All

Grades: All


LCFF S&C


2. 15,000 Supplies

3.. 48,000 Supplies


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Provide enrichment for students identified as Gifted and Talented (GATE) 5. Auxiliary hours for GATE program (1705) 6. Materials and supplies (1706)

All

Grades: All


LCFF S&C


10. 15,000 Supplies







All

Grades: All


LCFF S&C





5. 10,000 Services



All

Grades: All


LCFF S&C


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GOAL:Goal 2: Build human capacity by investing in training, coaching, and setting expectations for students, parents, staff and the Board to support student achievement.

Related State and/or Local Priorities: X 1 X 2 X 3 _4 _5 _6 _7 _8 Local: N/A

Identified Need:• A review of credentials shows close to 100% of COJUSD teachers meet district, state and federal “highly qualified”

criteria. There is a need to continue to provide the required support to ensure all teachers are highly qualified (196/203 teachers have full credential)

• Qualitative data (written and enacted curriculum, classroom visits, teacher and administrator surveys) reveal that implementation of the new State standards is progressing. There is a need to continue to provide ongoing quality professional learning and support with a focus on English Learners and Students with Disabilities to ensure that rigorous, differentiated instruction is provided in every classroom. 100% of teachers need ongoing professional learning experiences and support to fully implement new State Standards (Common Core and Next Generation Science Standards).

• Classified staff need ongoing professional development to meet the needs of parents, students, and to provide highly effective and efficient support systems

• Parent engagement is a critical component of student success. Parent education programs need to be provided to continue to build the home-school partnership and engage parents in learning how to better support their child’s achievement in school.


Grades: All


LCAP Year 1


1. 100% of COJUSD teachers will meet district, state and federal “highly qualified” criteria. Metric: CALPADS report

2. Increase the number of teachers who demonstrate the ability to provide rigorous high quality instruction aligned to the new State Standards (qualitative data) to all students. Metric: Actionable Feedback and Annual Staff Survey

3. Increase by 10% the number of parents who participate in school-home partnerships and engage in learning to support student achievement. Metric: Title 1 Survey and Parent Engagement Report

4. Provide a minimum of 2 days of professional learning each year to both classified and certificated staff on topics selected by staff and administration to support goals of the district. Metric: Calendar and Staff Surveys

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Provide necessary support to ensure highly qualified teachers

1. BTSA Program (2101)

2. BTSA Support Providers (2102)

At sites where beginning teachers are placed

Grades: All


LCFF S&C


2. 30,000 Services

Provide training and professional learning to classified and certificated staff to support goals and outcomes.

3. Training and Professional Learning (2103)

4. Supplies and Services (2104)

All

Grades: All


LCFF S&C



Provide professional learning support to build teacher capacity to teach to the new State Standards and increase student learning.

1. Maintain 5 Academic Coaches (2201)

All

Grades: All


LCFF S&C


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Provide categorical programs department staff to coordinate supplemental services, English Learner, and parent education programs to improve student learning

3. Support Staff salaries (2203)

All

Grades: All


LCFF S&C


Provide opportunities for meaningful parent education and training

1. Parent Education program staff (2301)

2. Parent education materials (2302)

3. Family Education Center Family Literacy Project (2303)

All

Grades: All


LCFF S&C



3. 60,000 Services

LCAP Year 2


1. 100% of COJUSD teachers will meet district, state and federal ³highly qualified´criteria. Metric: CALPADS report







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At sites where beginning teachers are placed (All)

Grades: All


LCFF S&C


2. 30,000 Services




All

Grades: All


LCFF S&C





All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C


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All

Grades: All


LCFF S&C



3. 60,000 Services

LCAP Year 3


1. 100% of COJUSD teachers will meet district, state and federal ³highly qualified´criteria. Metric: CALPADS report










All

Grades: All


LCFF S&C


2. 30,000 Services

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All

Grades: All


LCFF S&C





All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C


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All

Grades: All


LCFF S&C



3. 60,000 Services

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GOAL:Goal 3: Create efficient and effective systems that are innovative, accountable and proactive to support 21st century learning

Related State and/or Local Priorities: X 1 _2 _3 _4 X 5 X 6 _7 _8 Local: N/A

Identified Need:Outdated technology must be replaced on a yearly basis. Student learning is maximized when the technology and its infrastructure can support full scale use and when digital tools/programs are upgraded to ensure efficient and effective practices in managing student data and supporting student learning.

There is a need to provide additional support to create efficient and effective systems of data management and services to English learners

Facilities must be upgraded to ensure students have 21st century learning environments.


Grades: All


LCAP Year 1


• The district will improve the capacity of the infrastructure as compared to previous years. Metric: IT Report

• The district will show evidence of annual replacements of outdated technology, upgraded services, new devices and or new software. Metric: IT Report

• The district will enhance and expand school facilities. Metric: Facilities Report




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Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees access to effective technology to support the District’s goals.

1. Maintain 3 Tech Support (3101)

2. Enhance and/or replace technology (3102)

3. Technology Site Allocations (3103)

All

Grades: All


LCFF S&C

1. 224,801

Salary & Benefits

2. 400,000

Capital Outlay

3. 57,000

Moveable Equipment

Provide adequate facilities as per Williams Settlement and enhance facilities to support 21st century learning

4. Maintain 5 additional custodians to maintain, clean and sanitize learning facilities (3104)

5. Provide facility repairs per Williams Settlement (3105)

6. Maintain Site Supplies for improvements (3106)

7. Equipment to Maintain fields & facilities (3107)

9. Upgrade and maintain facilities (3109)

All

Grades: All


LCFF S&C

4. 207,355

Salary & Benefits

5. 165,000

Services

6. 61,517

Supplies

7. 70,000

Capital Outlay

9. 2,485,278 Capital Outlay

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Support student well-being by providing adequate water resources (District Wellness Policy)

8. Provide additional hydration station (3108)

All

Grades: All


LCFF S&C

5. 15,000

Capital Outlay

Support the implementation of technology for learning and the collection and analysis of student achievement data.

1. Maintain Data Specialist (3401)

All

Grades: All


LCFF S&C

6. 44,181

Salary & Benefits

Provide additional support staff to enable English learners to achieve English proficiency (progress monitoring and reclassification)

2. Maintain English learner clerk (3402)

All

Grades: All


LCFF S&C

1. 24,827

Salary & Benefits

Provide additional funding to enhance district/parent communication and engage parents in decision-making, including parents of unduplicated count students, and parents of students with exceptional needs

1. Printing and mailing (3301)

All

Grades: All


LCFF S&C

1. 30,000

Services

LCAP Year 2

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• The district will improve the capacity of the infrastructure as compared to previous years. Metric: IT Report • The district will show evidence of annual replacements of outdated technology, upgraded services, new devices and

or new software. Metric: IT Report • The district will enhance and expand school facilities. Metric: Facilities Report




Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees access to effective technology to support the District's goals.




All

Grades: All


LCFF S&C


2. 400,000 Capital Outlay

3. 57,000 Moveable Equipment







All

Grades: All


LCFF S&C


5. 165,000 Services

6. 61,517 Supplies



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All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C

1. 30,000 Services

LCAP Year 3

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• The district will improve the capacity of the infrastructure as compared to previous years. Metric: IT Report • The district will show evidence of annual replacements of outdated technology, upgraded services, new devices and

or new software. Metric: IT Report • The district will enhance and expand school facilities. Metric: Facilities Report




Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees access to effective technology to support the District's goals.




All

Grades: All


LCFF S&C



3. 57,000 Moveable Equipment







All

Grades: All


LCFF S&C


5. 165,000 Services

6. 61,517 Supplies



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All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C




All

Grades: All


LCFF S&C

1. 30,000 Services

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Annual Update

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

Guiding Questions:

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including,

but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

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

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

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

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

Original Goal from prior year

LCAP:Achieve academic excellence and meet the needs of all students in a safe and supportive environment so that all students will be college and career ready and prepared to compete in a global economy.

Related State and/or Local Priorities: X 1 X 2 _3 X 4 X 5 X 6 X 7 X 8 Local:


Grades: All


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• CAHSEE: Increase pass rate by a minimum of 1% annually

• High School Graduation Rate: Increase graduation rate by a minimum of 1% annually

• CELDT: Increase the percent of students making AMAO 1 by a minimum of 2% annually

• Reading Level assessments (local measure): Increase the percentage of K-5 students reading at grade level by 5% each year

• CAASPP - ELA and Mathematics: Increase the number of students scoring at level 3 and above by 3% annually

For all other metrics, please refer to Appendix 1: English learner reclassification rate, percentage of pupils completing “a-g” requirements, percentage of pupils who have passed an advanced placement examination with a score of 3 or higher, EAP college preparedness, school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduation rates, pupil suspension rates, pupil expulsion rates

Actual Annual Measurable Outcomes:

1. In 2014-15 76% of students passed the ELA portion of CAHSEE (76% in 2013-14 = no growth) and 81% of students passed the Math portion (79% in 2013-14 = 2% points growth)

2. 82.2% of students graduated with their class of 2013-14 as compared to 76.3% with the class of 2012-13

3. 76.8% of English Learners graduated with their class of 2013-14 as compared to 62.1% with the classof 2012-13.

4. CELDT: 56.4% of English learners made annual growth (AMAO1) in 2014-15 as compared to 51.9% in 2013-14.

5. 24.7% of English learners less than 5 years in the district met AMAO 2 as compared to 22% in 2013-14

6. 37.5% of English learners more than 5 years in the district met AMAO 2 as compared to 35.4% in 2013-14

7. Percentage of graduates completing UC/CSU required courses: 38.2% of 2014-15 graduates completed a-g requirements as compared to 34.1% in 2013-14

8. Advanced Placement exams: 32% of students taking an AP exam scored a 3 or better in 2015 as compared to 26% in 2014.

9. Reading Benchmark Assessment System (BAS) (local measure) 60% of Kinder students, 61% of 1st grade, and 65% of 2nd grade students scored as reading on or above grade level in 2014-15 as compared to 50% of Kinder, 54% of 1st, 56.2% of 2nd, and 44.2% of 3rd in 2013-14.

10. Baseline data was established for CAASPP

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LCAP Year: 2015-16

Planned Actions/Services Actual Actions/Services


Estimated Actual Annual Expenditures

Continue to improve maintenance and campus safety.

1. Maintain Campus Security and add an additional Campus Security at OHS for extended programs. - (1101)


3. Add an additional custodian/bus driver. - (1103)

4. Add a student drop off area at Golden Valley for safer drop off & pick up. (1104)

5. Adequate science facilities for 21st century learning (1105)

LCFF S & C






All actions and services were provided as planned.

Continue to improve maintenance and campus safety.

1. Maintain Campus Security and add an additional Campus Security at OHS for extended programs. - (1101)


3. Add an additional custodian/bus driver. - (1103)

4. Add a student drop off area at Golden Valley for safer drop off & pick up. (1104)

5. Adequate science facilities for 21st century learning (1105) (This action will be moved to Goal 3)

LCFF S & C






Scope of service: All

Grades: All


Grades: All


X All ---------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

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The district shall purchase (using base funding) sufficient numbers of standards-aligned instructional materials to ensure every pupil has the designated core materials.

Conditions of Learning: Priority 2A and B


1. Increase site instructional budget allocations for materials & supplies. (1201)

2. Additional funding for library books to promote reading and literacy. (1202)


LCFF S & C




All actions were completed as planned.


1. Increase site instructional budget allocations for materials & supplies. (1201)

2. Additional funding for library books to promote reading and literacy. (1202)


LCFF S & C





Grades: All


Grades: All



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4. Provide additional Staffing (1204)

5. Provide Instructional materials and supplies (1205)

LCFF S & C



All actions and services provided as stated


4. Provide additional Staffing (1204)

5. Provide Instructional materials and supplies (1205)

LCFF S & C




Grades: All


Grades: All



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1. Maintain Learning Directors to identify, coordinate, and provide services. (1401)

2. Provide Intervention services (before & aft. school) (1402)

3. Provide Intervention services (summer school) (1403)

4. Provide Materials for interventions (1404)

5. Continue one math teacher and add another math teacher to support double blocking at middle school (1405)

6. Add 1.5 teachers (Physical Education) at middle school to increase instructional day for interventions and enrichment in 6th grade (1406)

7. Provide Transportation & equipment for students (1407)

8. Provide Additional Resource Specialist Teacher at OHS (1408)

LCFF S & C







7. 225,000 Services & Capital Outlay


Actions and services provided as stated


1. Maintain Learning Directors to identify, coordinate, and provide services. (1401)

2. Provide Intervention services (before & aft. school) (1402)

3. Provide Intervention services (summer school) (1403)

4. Provide Materials for interventions (1404)

5. Continue one math teacher and add another math teacher to support double blocking at middle school (1405)

6. Add 1.5 teachers (Physical Education) at middle school to increase instructional day for interventions and enrichment in 6th grade (1406)

7. Provide Transportation & equipment for students (1407)

8. Provide Additional Resource Specialist Teachers at OHS (1408)

LCFF S & C







7. 230,227 Services & Capital Outlay



Grades: All


Grades: All

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11. Maintain Bilingual Instructional aides for EL’s (1411)

LCFF S&C




Actions and services provided as stated





LCFF S&C





Grades: All


Grades: All



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13. Provide Instructional Materials (1413)

14. Provide Transportation Costs (1414)

LCFF S & C



14. 50,000 Salary, Benefits

Services provided as stated. Provide college and career experiences for students to prepare them for a variety of post-secondary options

12. Maintain Director of College and Career Readiness (1412)

13. Provide Instructional Materials (1413) (will increase this budget item in 2016-17 to upgrade technology for CTE)

14. Provide Transportation Costs (1414)

LCFF S & C



14. 60,075 Salary, Benefits


Grades: All


Grades: All



Provide individualized support to underachieving males to enable students to achieve standards and to reduce the dropout rate.

15. Elementary grades 4-5 program materials (1415)

16. Secondary 6-12 program for Men’s Alliance course and activities. (1416)

LCFF S&C

15. 38,000 Contract, Books & Supplies

16 30,000 Books & Supplies

Provided services listed. Will make some adjustments to budget next year

Provide individualized support to underachieving males to enable students to achieve standards and to reduce the dropout rate.

15. Elementary grades 4-5 program materials (1415)

16. Secondary 6-12 program for Men's Alliance course and activities. (1416) (Did not need amount budgeted)

LCFF S&C

15. 38,000 Contract, Books & Supplies

16 30,000 Books & Supplies

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Grades: All


Grades: All




1.Maintain Responsibility Center Teacher (1501)

2.Maintain District Attendance Officer (1502)

3.Maintain School Resource Officer (1503)

LCFF S&C




Actions and services provided as stated.


1.Maintain Responsibility Center Teacher (1501)

2.Maintain District Attendance Officer (1502)

3.Maintain School Resource Officer (1503)

LCFF S&C



3. 102,363 Salary & Benefits (Increase to Sheriff Contract)


Grades: All


Grades: All

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Provide social-emotional development, mental health, and health services to students to improve school climate and pupil engagement.

1. Maintain Psychologists (1601)

2. Provide additional Health Aides (1602)

3. Provide additional Speech Therapist (1603)

4. Maintain Counselors (1604)

5. Provide Intern Stipends (1605)

6. Add Social & Emotional Support to Alt. Ed. Programs (1606)

LCFF S&C






6. 50,000 Services

Provided actions and services - made adjustments to how services were funded

Provide social-emotional development, mental health, and health services to students to improve school climate and pupil engagement.

1. Maintain Psychologists (1601)

2. Provide additional Health Aides (1602)

3. Provide additional Speech Therapist (1603)

4. Maintain Counselors (1604)

5. Provide Intern Stipends (1605)

6. Add Social & Emotional Support to Alt. Ed. Programs (1606) (not funded through LCAP)

LCFF S&C





5. 0 Salary & Benefits

6. 0 Services


Grades: All


Grades: All

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1. Additional Choir Teacher (1701)



4. Increase hours for current accompanist to 5.5 and add 1 additional accompanist (1704)

LCFF S&C





Services were provided as planned with the exception of hiring an additional accompanist. A choir teacher was hired and additional muscial instruments and supplies were purchased to provide an elementary music program and expand performing arts programs in the middle and high school.

1. Additional Choir Teacher (1701)



4. Increase hours for current accompanist to 5.5 and add 1 additional accompanist (1704) (did not add the additional accompanist)

LCFF S&C






Grades: All


Grades: All

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5. Auxiliary hours for GATE teachers (1705)


LCFF S&C



Funding was used to begin a Computer Science (coding and robotics) program at each elementary school and the middle school. A classified lead was hired to coordinate the program and provide instruction. Robotics kits and laptops were purchased for each team.


5. Auxiliary hours for GATE teachers (1705) (changed this to a classified position)


LCFF S&C




Grades: All


Grades: All



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1. Athletic Director (support release of 4 periods to coordinate K-12 athletic articulation) (1801)





LCFF S &C


2. 48,523 Supp & Services



5, 10,000 Services

Provided actions and services as described


1. Athletic Director (support release of 4 periods to coordinate K-12 athletic articulation) (1801)




5. Prof Dev. for Athletic Dept. (1805) (used this for equipment/travel additions)

LCFF S &C




4. 36,000 Salary, Benefits, Supplies & Registration

5, 10,000 Services


Grades: All


Grades: All



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Provide additional services to Adult Education to ensure students earn their high school diploma

6. Provide additional auxiliary teacher hours to work with students who most recently exited high school without a diploma (1806)

LCFF S & C


This item was changed due to the change in the CAHSEE law. The funds were used to hire a clerk.

Provide additional services to Adult Education to ensure students earn their high school diploma

6. Provide additional auxiliary teacher hours to work with students who most recently exited high school without a diploma (1806)

LCFF S & C


Scope of service: Adult School

Grades: All

Scope of service: Adult School

Grades: Adult



What changes in actions, servivces, and expenditures As a result of reviewing goals and progress, the following changes were made for the 2016-17 school year: A) 3

Reading Intervention Specialists will be added to continue to address early literacy in grades K-2 to ensure students are helped at the earliest point in their education, B) 3 elementary counselors will be funded through LCAP as a result of a federal grant ending. The counselors made a tremendous impact on student behavior and addressing social-emotional needs of students and all stakeholders agreed that continuing to provide support in the elementary schools was critical. C) The funds that were allocated to provide additional support in Adult School were no longer needed as a result of the suspension of CAHSEE. Instead, the funds were used to fund a clerk at the Family Education Center when the lack of clerical support was identified. This position will continue to be funded in 2016-17. Also, the Facilities action and services were moved to Goal 3. Some minor adjustments to funding were made based on the 2015-16 expenditures. The safe drop off zone cost increased based on actual current cost for paving.

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LCAP:Build human capacity by investing in training, coaching, and setting expectations for students, parents, staff and the Board to support student achievement.

Related State and/or Local Priorities: X 1 X 2 X 3 _4 _5 _6 _7 _8 Local:


Grades: All

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• Increase the number of COJUSD teachers who meet district, state and federal “highly qualified” criteria to reach 100%.

• Increase the number of teachers who demonstrate the ability to provide rigorous high quality instruction to all students, aligned to the new State Standards as evidenced by an increase in CAASPP results by 3% annually.

• Increase the number of parents who participate in school-home partnerships and engage in learning to support student achievement by 10% annually.


100% of new teachers were provided support during the 2014-15 school year, either through BTSA or coaching support. We had 3 teachers without full credentials as a result of the growing teacher shortage as compared to "0" teachers in 2013-14.

Professional learning and ongoing coaching support were provided to 100% of teachers. Two full days of professional learning were added to both the classified and certificated work calendar. 2016 CAASPP data will show whether or not the professional learning and support impacted student CAASPP test results.

4,021 parents attended parent trainings in 2014-15 as compared to 998 parents in 2013-14, exceeded the goal of 10%

LCAP Year: 2015-16





1. Continue BTSA (2101)

2. Continue BTSA Support Providers (2102)

LCFF S&C

1. 40,000 Salary & Ben.

2. 20,000 Services

Services provided as planned. Sites with new teachers were provided with BTSA support. All new teachers were assigned a Support provider which were paid stipends.


1. Continue BTSA (2101)

2. Continue BTSA Support Providers (2102)

LCFF S&C

1. 40,000 Salary & Ben.

2. 20,000 Services

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Scope of service: Sites with new teachers

Grades: All

Scope of service: Sites with new teachers

Grades: All



Provide training to classified staff to ensure well-maintained, safe facilities.

3. Professional Development (2103)

LCFF S&C

3. 40,000 Salary, Ben. & Prof. Services

An additional 15 hours of professional learning were provided to all teachers. The equivalent of 2 days of a classified's work day and administrators as well. Everyone engaged in professional learning to improve student outcomes and/or improve productivity,

A portion of the projected Professional Development for Teachers was moved and covered by another program.

Provide training to classified staff to ensure well-maintained, safe facilities.

3. Professional Development (2103)

LCFF S&C

3. 260,221 Salary, Ben. & Prof. Services


Grades: All


Grades: All

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1. Maintain Academic Coaches (2201)

2. Pre-school instructional coach (2202)

LCFF S&C



Academic Coaches provided support to all students and staff throughout the distirct. We had hoped to secure a coach for pre-school, but were not able to find a qualified candidate. Instead we used our Early Literacy Coaches to provide support and we used the funding to expand summer school intervention.

1. Maintain Academic Coaches (2201)

2. Pre-school instructional coach (2202) (Not provided due to lack of qualified candidate)

LCFF S&C




Grades: All


Grades: All



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Provide federal programs department staff to coordinate SES, English Learner, and parent education programs to improve student learning


LCFF S&C


We continue to provide federal programs department staff to coordinate SES, English Learner, and parent education programs to improve student learning


LCFF S&C



Grades: All


Grades: All



Provide opportunities for meaningful parent education and training to equip parents to engage in informed decision-making, including parents of English learners, parents of unduplicated pupils, parents of students with disabilities, and GATE parents

1. Maintain Parent Education program staff (2301)

2. Provide Parent education materials (2302)

3. Support Family Education Center Family Literacy Project (2303)

LCFF S&C



3. 40,000 Services

We continue to provide opportunities for meaningful parent education and training to equip parents to engage in informed decisionmaking, including parents of English learners, parents of unduplicated pupils, parents of students with disabilities, and GATE parents

1. Maintain Parent Education program staff (2301)

2. Provide Parent education materials (2302)

3. Support Family Education Center Family Literacy Project (2303)

LCFF S&C



3. 0 Services

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Grades: All


Grades: All



What changes in actions, servivces, and expenditures As a result of reviewing actions, services, expenditures, and results, there are no changes in this goal. However,

the pre-school instructional coach was not filled due to a lack of qualified candidates. For the 2016-17 school year, this particular action was eliminated and the funding transferred to expand summer school intervention.


LCAP:Create efficient and effective systems that are innovative, accountable and proactive

Related State and/or Local Priorities: X 1 _2 _3 _4 X 5 X 6 _7 _8 Local:


Grades: All


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The district will improve the capacity of the infrastructure as compared to previous years. The district will show evidence of annual replacements of outdated technology, upgraded services, new devices and or new software.


1-ASA Firewall (20GB) for all COJUSD

1-ASR1004 Router (20GB) for all COJUSD

Remaining funds were used on the following.

19 - Chromebook Carts

507 - Chromebooks

50 – APC UPS Systems throughout COJUSD

90 – iPad Cases

10 – 19” LCD Monitors (OHS)

1 – 24” LCD Monitor (OHS)

LCAP Year: 2015-16




Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees access to effective technology to support the District’s goals.

1. Maintain Tech Support (3101)


3. Provide Technology Site Allocations (3103)

LCFF S&C

1. 202,061



We continue to provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees access to effective technology to support the District's goals. All services and expeditures were made as planned.

1. Maintain Tech Support (3101)


3. Provide Technology Site Allocations (3103)

LCFF S&C

1. 192,908 Salaries & Benefits

2. 459,067 Capital Outlay (Used Prior Year Targeted Funds to Increase)


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Grades: All


Grades: All



Provide adequate facilities as per Williams Settlement and the district facilities Master Plan.

4. Additional custodian to maintain, clean and sanitize learning facilities (3104)


6. Provide additional Site Supplies for improvements (3106)

7. Equipment to Maintain PY LCAP fields & facilities (3107)

LCFF S&C


5. 165,000 Services

6. 61,517 Supplies


Funding was used as allocated to provide adequate facilities as per Williams Settlement and the district facilities Master Plan.

4. Additional custodian to maintain, clean and sanitize learning facilities (3104)


6. Provide additional Site Supplies for improvements (3106)

7. Equipment to Maintain PY LCAP fields & facilities (3107)

LCFF S&C


5. 165,000 Services

6. 42,670 Supplies



Grades: All


Grades: All

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Improve school facilities and support student health by providing adequate water resources (District Wellness Policy).

8. Install hydration station (3108)

LCFF S&C


Project completed as stated. We continue to upgrade school facilities and support student health by providing adequate water resources (District Wellness Policy).

8. Install hydration station (3108)

LCFF S&C



Grades: All


Grades: All





LCFF S&C


Personnel and services were provided as stated: Support the implementation of technology for learning and the collection and analysis of student achievement data.


LCFF S&C

1. 40,921 Salary & Benefits (Remainder funded out of Categoricals)

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Grades: All


Grades: All




2. Additional English learner clerk (3402)

LCFF S&C


This position was filled to expand support staff to enable English learners to achieve English proficiency (progress monitoring and reclassification) Services continue to be provided.

2. Additional English learner clerk (3402)

LCFF S&C



Grades: All


Grades: All



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Provide additional funding to enhance district/parent communication and engage parents in decision-making, including parents of unduplicated count students, and parents of students with exceptional needs.


LCFF S&C

1. 30,000 Services, other operating

Four newspapers were generated to enhance district/parent communication and engage parents in decision-making, including parents of unduplicated count students, and parents of students with exceptional needs. Newspapers were distributed by mail to parents and given to all staff as well as made available at each site.


LCFF S&C

1. 30,000 Services, other operating


Grades: All


Grades: All



What changes in actions, servivces, and expenditures All actions, services, and expenditures were made according to the goal and plan. No changes for the 2016-17

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Section 3: Use of Supplemental and Concentration Grant funds and ProportionalityA. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: 10365516

In 2016-17 the Targeted funds will be used district-wide as the unduplicated count is currently 96.77%. With the input of stakeholders, the District has determined the needs, goals and actions that will change the academic outcome of the students. The funds will improve and increase services in the areas of student achievement, Special Education, technology, parent education, staff development and instruction. Students will be provided with additional academic support through interventions in school, after school and during the summer. The services and interventions that will be provided for SED, ELL’s, SWD and foster youth will have an emphasis on reading, math and period data will be used to monitor the progress. The most effective use of these funds will be to provide services that will meet the District goals for the unduplicated pupils in the state priority areas while adding additional services as requested by stakeholders.

B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

33.08 %

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The District is projected to receive $31,331,319 in base funding and $ 10,365,516 in Supplemental & Concentration funds for the LCAP approval year of 2016-2017. The additional funds received for this year will be approximately 33.08% of the base LCFF funds. Areas of special needs have been determined by the District and stakeholders. The District is demonstrating meeting the proportionality requirement by the expenditures through actions listed in Section 2 for 2016-17, for the Supplemental and Concentration Grant funding for qualifying purposes as listed. The District will continue to make progress in supporting the child in all mental, physical and emotional needs.

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

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

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

(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.

(c) “High school dropout rate” shall be calculated as follows:

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

(2) The total number of cohort members.

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

(d) “High school graduation rate” shall be calculated as follows:

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(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

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

(e) “Suspension rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).


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

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).


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

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