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§15497.5.LocalControlandAccountabilityPlanandAnnualUpdateTemplate.

Introduction:

LEA:NorrisElementarySchoolDistrict

Contact(Name,Title,Email,PhoneNumber):KellyMiller,Superintendent,[email protected],(661)387-7000LCAPYear:2016-2017

LocalControlandAccountabilityPlanandAnnualUpdateTemplate

TheLocalControlandAccountabilityPlan(LCAP)andAnnualUpdateTemplateshallbeusedtoprovidedetailsregardinglocaleducationalagencies’(LEAs)actionsandexpenditurestosupportpupiloutcomesandoverallperformancepursuanttoEducationCodesections52060,52066,47605,47605.5,and47606.5.TheLCAPandAnnualUpdateTemplatemustbecompletedbyallLEAseachyear.

Forschooldistricts,pursuanttoEducationCodesection52060,theLCAPmustdescribe,fortheschooldistrictandeachschoolwithinthedistrict,goalsandspecificactionstoachievethosegoalsforallpupilsandeachsubgroupofpupilsidentifiedinEducationCodesection52052,includingpupilswithdisabilities,foreachofthestateprioritiesandanylocallyidentifiedpriorities.

Forcountyofficesofeducation,pursuanttoEducationCodesection52066,theLCAPmustdescribe,foreachcountyofficeofeducation-operatedschoolandprogram,goalsandspecificactionstoachievethosegoalsforallpupilsandeachsubgroupofpupilsidentifiedinEducationCodesection52052,includingpupilswithdisabilities,whoarefundedthroughthecountyofficeofeducationLocalControlFundingFormulaasidentifiedinEducationCodesection2574(pupilsattendingjuvenilecourtschools,onprobationorparole,ormandatorilyexpelled) foreachofthestateprioritiesandanylocallyidentifiedpriorities.SchooldistrictsandcountyofficesofeducationmayadditionallycoordinateanddescribeintheirLCAPsservicesprovidedtopupilsfundedbyaschooldistrictbutattendingcounty-operatedschoolsandprograms,includingspecialeducationprograms.

Charterschools,pursuanttoEducationCodesections47605,47605.5,and47606.5,mustdescribegoalsandspecificactionstoachievethosegoalsforallpupilsandeachsubgroupofpupilsidentifiedinEducationCodesection52052,includingpupilswithdisabilities,foreachofthestateprioritiesasapplicableandanylocallyidentifiedpriorities.Forcharterschools,theinclusionanddescriptionofgoalsforstateprioritiesintheLCAPmaybemodifiedtomeetthegradelevelsservedandthenatureoftheprogramsprovided,includingmodificationstoreflectonlythestatutoryrequirementsexplicitlyapplicabletocharterschoolsintheEducationCode.

TheLCAPisintendedtobeacomprehensiveplanningtool.Accordingly,indevelopinggoals,specificactions,andexpenditures,LEAsshouldcarefullyconsiderhowtoreflecttheservicesandrelatedexpensesfortheirbasicinstructionalprograminrelationshiptothestatepriorities.LEAsmayreferenceanddescribeactionsandexpendituresinotherplansandfundedbyavarietyofotherfundsourceswhendetailinggoals,actions,andexpendituresrelatedtothestateandlocalpriorities.LCAPsmustbeconsistentwithschoolplanssubmittedpursuanttoEducationCode

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section64001.TheinformationcontainedintheLCAP,orannualupdate,maybesupplementedbyinformationcontainedinotherplans(includingtheLEAplanpursuanttoSection1112ofSubpart1ofPartAofTitleIofPublicLaw107-110)thatareincorporatedorreferencedasrelevantinthisdocument.

Foreachsectionofthetemplate,LEAsshallcomplywithinstructionsandshouldusetheguidingquestionsasprompts(butnotlimits)forcompletingtheinformationasrequiredbystatute.Guidingquestionsdonotrequireseparatenarrativeresponses.However,thenarrativeresponseandgoalsandactionsshoulddemonstrateeachguidingquestionwasconsideredduringthedevelopmentoftheplan.DatareferencedintheLCAPmustbeconsistentwiththeschoolaccountabilityreportcardwhereappropriate.LEAsmayresizepagesorattachadditionalpagesasnecessarytofacilitatecompletionoftheLCAP.

StatePriorities

ThestateprioritieslistedinEducationCodesections52060and52066canbecategorizedasspecifiedbelowforplanningpurposes,however,schooldistrictsandcountyofficesofeducationmustaddresseachofthestateprioritiesintheirLCAP.CharterschoolsmustaddresstheprioritiesinEducationCodesection52060(d)thatapplytothegradelevelsserved,orthenatureoftheprogramoperated,bythecharterschool.

A.ConditionsofLearning:

Basic:degreetowhichteachersareappropriatelyassignedpursuanttoEducationCodesection44258.9,andfullycredentialedinthesubjectareasandforthepupilstheyareteaching;pupilshaveaccesstostandards-alignedinstructionalmaterialspursuanttoEducationCodesection60119;andschoolfacilitiesaremaintainedingoodrepairpursuanttoEducationCodesection17002(d).(Priority1)

Implementation of State Standards: implementation of academic content and performance standards and English language developmentstandardsadoptedbythestateboardforallpupils,includingEnglishlearners.(Priority2)

Courseaccess:pupilenrollmentinabroadcourseofstudythatincludesallofthesubjectareasdescribedinEducationCodesection51210andsubdivisions(a)to(i),inclusive,ofSection51220,asapplicable.(Priority7)

Expelledpupils(forcountyofficesofeducationonly):coordinationofinstructionofexpelledpupilspursuanttoEducationCodesection48926.(Priority9)

Fosteryouth(forcountyofficesofeducationonly):coordinationofservices,includingworkingwiththecountychildwelfareagencytoshareinformation,respondingtotheneedsofthejuvenilecourtsystem,andensuringtransferofhealthandeducationrecords.(Priority10)

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B.PupilOutcomes:

Pupilachievement:performanceonstandardizedtests,scoreonAcademicPerformanceIndex,shareofpupilsthatarecollegeandcareerready,shareofEnglishlearnersthatbecomeEnglishproficient,Englishlearnerreclassificationrate,shareofpupilsthatpassAdvancedPlacementexamswith3orhigher,shareofpupilsdeterminedpreparedforcollegebytheEarlyAssessmentProgram.(Priority4)

Otherpupiloutcomes:pupiloutcomesinthesubjectareasdescribedinEducationCodesection51210andsubdivisions(a)to(i),inclusive,ofEducationCodesection51220,asapplicable.(Priority8)

C.Engagement:

Parentalinvolvement:effortstoseekparentinputindecisionmakingatthedistrictandeachschoolsite,promotionofparentparticipationinprogramsforunduplicatedpupilsandspecialneedsubgroups.(Priority3)

Pupilengagement:schoolattendancerates,chronicabsenteeismrates,middleschooldropoutrates,highschooldropoutrates,highschoolgraduationsrates.(Priority5)

Schoolclimate:pupilsuspensionrates,pupilexpulsionrates,otherlocalmeasuresincludingsurveysofpupils,parentsandteachersonthesenseofsafetyandschoolconnectedness.(Priority6)

Section1:StakeholderEngagement

Meaningfulengagementofparents,pupils,andotherstakeholders,includingthoserepresentingthesubgroupsidentifiedinEducationCodesection52052,iscriticaltotheLCAPandbudgetprocess.EducationCodesections52060(g),52062and52063specifytheminimumrequirementsforschooldistricts;EducationCodesections52066(g),52068and52069specifytheminimumrequirementsforcountyofficesofeducation,andEducationCodesection47606.5specifiestheminimumrequirementsforcharterschools.Inaddition,EducationCodesection48985specifiestherequirementsfortranslationofdocuments.

Instructions:Describetheprocessusedtoconsultwithparents,pupils,schoolpersonnel,localbargainingunitsasapplicable,andthecommunityandhowthisconsultationcontributedtodevelopmentoftheLCAPorannualupdate.NotethattheLEA’sgoals,actions,servicesandexpendituresrelatedtothestatepriorityofparentalinvolvementaretobedescribedseparatelyinSection2.Intheannualupdateboxes,describethestakeholderinvolvementprocessforthereview,anddescribeitsimpacton,thedevelopmentoftheannualupdatetoLCAPgoals,actions,services,andexpenditures.

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GuidingQuestions:

1) Howhaveapplicablestakeholders(e.g.,parentsandpupils,includingparentsofunduplicatedpupilsandunduplicatedpupilsidentifiedinEducationCodesection42238.01;communitymembers;localbargainingunits;LEApersonnel;countychildwelfareagencies,;countyofficeofeducationfosteryouthservicesprograms,court-appointedspecialadvocates,andotherfosteryouthstakeholders;communityorganizationsrepresentingEnglishlearners;andothersasappropriate)beenengagedandinvolvedindeveloping,reviewing,andsupportingimplementationoftheLCAP?

2) HowhavestakeholdersbeenincludedintheLEA’sprocessinatimelymannertoallowforengagementinthedevelopmentoftheLCAP?3) Whatinformation(e.g.,quantitativeandqualitativedata/metrics)wasmadeavailabletostakeholdersrelatedtothestateprioritiesand

usedbytheLEAtoinformtheLCAPgoalsettingprocess?Howwastheinformationmadeavailable?4) Whatchanges,ifany,weremadeintheLCAPpriortoadoptionasaresultofwrittencommentsorotherfeedbackreceivedbytheLEA

throughanyoftheLEA’sengagementprocesses?5) WhatspecificactionsweretakentomeetstatutoryrequirementsforstakeholderengagementpursuanttoEducationCodesections

52062,52068,and47606.5,includingengagementwithrepresentativesofparentsandguardiansofpupilsidentifiedinEducationCodesection42238.01?

6) Whatspecificactionsweretakentoconsultwithpupilstomeettherequirements5CCR15495(a)?7) Howhasstakeholderinvolvementbeencontinuedandsupported?Howhastheinvolvementofthesestakeholderssupportedimproved

outcomesforpupils,includingunduplicatedpupils,relatedtothestatepriorities?

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InvolvementProcess ImpactonLCAPDecember8,2015(NorrisElementary),November12,2015,February18&March31,2016(NorrisMiddleSchool),January11&May9,2016(OliveDriveElementary),January28,March3&May26,2016(VeteransElementary),October19,2015,January25&February29,2016(BimatElementary):MetwithSchoolSiteCouncils.October6&December1,2015,February2,April9&May17,2016:MetwithAdministrativeCouncil,whichconsistsofallprincipals,deans,directors,districtadministrators,andsuperintendent.

Providedschoolsite-specificprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:ThecouncilsareverypleasedwiththestudenttodeviceratiofortechnologyandappreciatesthatthedistricthasbeenwillingtomatchwhatthePTCspurchasetohelplowerthatratio.Theyarealsoconfidentinthebenchmarkdata.AsuggestionwasmadethatthedecreaseinattendanceatBacktoSchoolNightmayhavebeenasaresultofthedatechange.ParentsaskedquestionsabouttheLearningCentermodelandhowstudentsareselectedtoparticipate.Inquiriesweremadeaboutspecificcostsrelatedtoparticulargoalsandwantedtoknowhowoftentheyareupdated(quarterly).Amorespecificbreakdownofcostscanbeaddressedonanasrequestedbasis.Chronicabsenteeismandsuspensionrateswerediscussedalongwithwaysinwhichthosenumberscanbelowered(earlyintervention,conflictresolution,etc.).Councilswerecuriousastohowtheirsitescomparedtootherschools;progressreportsforeachsitearelocatedontheirwebsites.DiscussedthebenefitsofanewlanguageartsadoptionandhowImagineLearningandiPadsforELstudentssupportlearningforthesestudents.Providedprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:Appreciatestayinginformedregardinghowmoniesarebeingallocatedandhowtheprogramsdirectlyimpactstudents.Sitesfeeltheyareamuchbiggerpartoftheprocessthisyearallowingthemtomakemoreinformeddecisionsfortheircampuses.

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February10&April13,2016:Thedistrictreportedandupdatedboardmembersandparentsofthestakeholderengagementsessions.October19,2015,January26&April18,2016:MetwithJointLaborGroup,whichconsistsofclassifiedstaffmembersrepresentingMaintenanceandTransportation,ExtendedDaycare,LibraryAides,Secretaries,TechnologyStaff,CSEAPresident,AdministratorofBusinessandPersonnel,andSuperintendent.October15&November19,2015,January21&April21,2016:Metwithcertificatedstaffgroup,whichconsistsofonerepresentativefromeachcampus,AdministratorofBusinessandPersonnel,andSuperintendent.

Providedprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:Boardmembersappreciatedtheprogressupdateandhadpositivefeedbackregardingtheeffortstoincreaseparentandcommunityengagement.Providedprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:FeltitwasvaluabletobeincludedinboththeIntruderandCANRAtrainings.Someothershavehaduniqueopportunitiestoparticipateintrainings(i.e.wheelchairtraining,CPI)thathelpthembetterperformtheirduties.Inaddition,theyfeeltransportationaideshaveplayedavaluableroleinmaintainingstudentsafetyonthebuses.HavingaTransportationManagerhashelpedwithcommunicationandefficiencyinMOT.Technologystafffeelstheyaremoreabletoprovidesupporttoteachersandsitesduetoincreaseintechhours.Providedprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:CommitteememberscommunicatedthattheexpansionofHomeworkClubhasbeenhelpfulinmeetingtheneedsofmorestudents.Studentscontinuetoenjoytheeducationalfieldtripsandtheyareagreatwaytoreinforcelearningbeyondtheclassroom.Teachersfeelthefocusofprofessionaldevelopmenthasbeeneffectiveinsupportingtheimplementationofthetargetplan.Havingalowerratioofstudentstotechnologydeviceshasalleviatedsomeoftheschedulingissuesandtheylookforwardtoseeingthisratiocontinuetodecrease,therefore,increasingopportunitiesfortechnologyuse.

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January26,February10&March2,2016:MetwithDistrictAdvisoryCommittee,whichconsistsofaparentfromeachschoolsite,aclassifiedstaffmember,acertificatedstaffmember,DirectorofSchoolSupportServices,andAdministratorofCurriculum&Instruction.November30,2015(NorrisElementary),January25,March7&May2,2016(OliveDriveElementary),December8,2015,January12,March7&April4,2016(VeteransElementary),January25,February22,March7&April6,2016(NorrisMiddleSchool),January4,February3,March7&May2,2016(BimatElementary):Principalsmetwiththeircertificatedstaff.

Increasingthenumberofbehaviorsupportaidesthroughoutthedistrictplaysacriticalroleinmanagingdisciplineissuesoneachcampus.Providedprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:Committeememberswerecuriousastohowthecurriculumadoptionprocesswasprogressingandweadvisedthatwewouldbewaitinganotheryeartoadoptinordertomakeamoreinformeddecision.MembersproposedthatthedistrictconsidermatchingPTCsoniPadpurchasingforanotheryeartolowerthestudenttodeviceratiomorequickly.Suggestionsweremadetofurtherincreaseparentandcommunityinvolvement(i.e.moreparentnights,advertisingviamultipleavenues,robo-calls).Noquestionswereposedthatrequiredawrittenresponsefromthesuperintendent.Providedschoolsite-specificprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.Input:Appreciativeofmeetingclasssizereductiontargetsandthatmaintainingsmallerclasssizescontinuestobeapriorityforthedistrict.Teacherslovethattheycontinuetobeabletogooneducationalfieldtripstosupportthestandardsbeingtaughtintheclassroom.HomeworkClubonelementarycampusescontinuestobewellattendedandisvitalforstudentsneedingadditionalsupport.Somethoughtitwouldbeagoodideatoofferotherafterschooloptionssuchasenrichmentclassesorclubs.Benchmarkswerediscussedatlength.Staffwantstomakethedatamoremeaningfulbyfurtheranalyzingitandusingittoguideinstructionaldecisions.Somebenchmarksneedtobemodifiedtobemoreinformative.Theyalsowanttoknowhowtheyperformonbenchmarkscomparedtootherschoolsites.NeededmoreclarificationonwhatconstitutesanunduplicatedstudentandhowthatrelatestoLCAPfunding.

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January13&May9,2016(NorrisElementary),January25&May11,2016(BimatElementary),January26&May13,2016(VeteransElementary):MetwithELACcommitteeatrequired(basedonELpopulation)campuses,whichconsistsofELparents,teachers,principal,andDirectorofSchoolSupportServices.December7,2015(NorrisElementary),December2,2015,January6,February10,March2&April6,2016(OliveDriveElementary),September10&December8,2015,January12&April12,2016(VeteransElementary),December9,2015,January6,April6&May4,2016(BimatElementary),December8,2015,January12&March8,2016(NorrisMiddleSchool):PrincipalsmetwiththeParentTeacherClub.

StaffmembersalsowantedclarificationonhowstudentsgetreclassifiedasfluentEnglishproficient.Theygaveinputonhowtogetmoreparentstoattendschoolfunctions(i.e.robo-calls,studentincentives,individualcommunicationbetweenschoolandhome).Providedsite-specificprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:ParentswereappreciativeoftheImagineLearningProgramandfeelthereportsgivevaluableinformationonhowtheirstudentisprogressing.TheyalsoaskedforclarificationonhowEnglishlearnersarereclassifiedasfluentEnglishproficient.Noquestionswereposedthatrequiredawrittenresponsefromthesuperintendent.Providedschoolsite-specificprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:Parentshadmanysuggestionsforhowtoincreaseparentandcommunityinvolvementinschoolactivities.Thesewillbeputintoeffectnextyeartohelpwithparticipationrates.SomeparentswouldliketoseeintermediategradesmoreinvolvedwithAcceleratedReader.Theyalsowantedtobeinformedofwordsperminutetobeconsideredfluentineachgradelevel.ParentswantedmoreinformationonhowthenewLearningCenteraidesarebeingutilizedtoservemorestudentsonthelargercampuses.Pleasedthatstudentshavemoreaccesstotechnologythaninpreviousyears.Atonecampus,parentsexpressedconcernover3rdgradetestscoresbeinglowerincomparisontoothergradelevels.Itwasexplainedthatalotofnewcontentisintroducedinthirdgradeinadditiontothenewtestingformatcouldbecontributing.ClarifieddefinitionofunduplicatedpupilsandhowtheyrelatetoLCAP

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April11&April25,2016(OliveDriveElementary),May11,2016(NorrisElementary),May6,2016(BimatElementary),March17,2016(VeteransElementary),November18,2015&May10,2016(NorrisMiddleSchool):PrincipalsmetwithAssociatedStudentBodiesJune8,2016:ThedistrictpresentedadraftofitsLocalControlAccountabilityPlan(LCAP)ataregularlyscheduledschoolboardmeeting,providingmeeting’sagenda,asrequired.June9,2016:ThedistrictpresentedtheLCAPforboardapprovalataspecialscheduledmeetingoftheschoolboard.

spending.Providedschoolsite-specificprogressreports,whichoutlinedexpendituresandprogresstowardsmakinggoalswiththeintenttoseekinputfromstakeholdersandinformthemofprogressthusfar.InputthatisreflectedintheactionstepsoftheLCAP3-yearplan:Elementarystudentsstatedtheyenjoybeingchallengedbythecommoncorestandards.Theylikebeingexposedtodifferentwaystosolvemathproblemsandbeingabletoexplaintotheirpeershowtheygotananswer.Theysaidthebenchmarksallowthemtoshowwhattheyhavelearnedbutthatsomeofthemaretoolong.StudentsalsoreallyenjoyhavingmoreaccesstotheiPadsandappreciatebeingabletogoonfieldtrips.Middleschoolstudentsdiscussedusingapeerreview/conflictresolutionprogramtohelplowersuspensionrates.Theyalsobrainstormedwaystogettheirparentsmoreinvolvedinschool.Baseduponstakeholderinput,thedistrictconfirmedtheLCAP.Theschoolboardapprovedtheplan.

AnnualUpdate:Districtpersonnelmetwithallstakeholdergroupsonthedateslistedabove.Progressreportsincludingavarietyofdatawaspresentedtostakeholdergroups.Thespecificdataprovidedincludesbenchmarkscores,statetestingscores,fluencyscores,LASLinksscores,studenttodeviceratios,attendancerates,chronicabsenteeismrates,dropoutrates,suspensionrates,expulsionrates,parentparticipationrates,andparentsurveyresults.Followingthereports,inputwasgatheredfromstakeholderswhichwasthenutilizedtocreate/modifythegoalsforthe2016-17LCAP.

AnnualUpdate:Allstakeholdersagreedon2016-17goals.Refertotheaboveinformationforspecificinputfromparticularstakeholdergroups.Inputthatresultedinchangesthisschoolyear(2016-16):BothteachersandadminfeltthattheELAcurriculumadoptionwasbeingrushed,soitwasdecidedthatselectteacherswouldperformpilotsduringthe2016-17schoolyearandanewcurriculumwouldbeadoptedin2017-18.Classifiedstaffinour

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technologydepartmentfelttheyneededmoretimetopreparedevicesforakeyboardingprogramandteacherswantedmoretimetopilotanddecidewhichprogramwasmostappropriate,sothepurchaseofasubscriptionforakeyboardingtrainingprogramwaspostponeduntil2016-17.Thereclassificationofourcomputertechnicianandhiringofanadditional5.5-hourtechweremodifiedduetotheresignationofourtechnologydirector;instead,thedatasystemspecialistwaspromotedtoDirectorofTechnologyandthe5.5-hourpositionwasincreasedtoan8-hour.AlthoughthedistricthadoriginallyintendedtopurchasemoreiPadsalongwithLanguageDevelopmentSoftwareforourELstudents,itwasdeterminedthatbecauseofourlowstudenttodeviceratio,thereweresufficientdevicestoaccommodatetheELsandthatnoadditionalsoftwarewasnecessary.

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Section2:Goals,Actions,Expenditures,andProgressIndicatorsInstructions:

AllLEAsmustcompletetheLCAPandAnnualUpdateTemplateeachyear.TheLCAPisathree-yearplanfortheupcomingschoolyearandthetwoyearsthatfollow.Inthisway,theprogramandgoalscontainedintheLCAPalignwiththetermofaschooldistrictandcountyofficeofeducationbudgetandmultiyearbudgetprojections.TheAnnualUpdatesectionofthetemplatereviewsprogressmadeforeachstatedgoalintheschoolyearthatiscomingtoaclose,assessestheeffectivenessofactionsandservicesprovided,anddescribesthechangesmadeintheLCAPforthenextthreeyearsthatarebasedonthisreviewandassessment.

Charterschoolsmayadjustthetablebelowtoalignwiththetermofthecharterschool’sbudgetthatissubmittedtotheschool’sauthorizerpursuanttoEducationCodesection47604.33.Forschooldistricts,EducationCodesections52060and52061,forcountyofficesofeducation,EducationCodesections52066and52067,andforcharterschools,EducationCodesection47606.5require(s)theLCAPtoincludeadescriptionoftheannualgoals,forallpupilsandeachsubgroupofpupils,tobeachievedforeachstatepriorityasdefinedin5CCR15495(i)andanylocalpriorities;adescriptionofthespecificactionsanLEAwilltaketomeettheidentifiedgoals;adescriptionoftheexpendituresrequiredtoimplementthespecificactions;andanannualupdatetoincludeareviewofprogresstowardsthegoalsanddescribeanychangestothegoals.TofacilitatealignmentbetweentheLCAPandschoolplans,theLCAPshallidentifyandincorporateschool-specificgoalsrelatedtothestateandlocalprioritiesfromtheschoolplanssubmittedpursuanttoEducationCodesection64001.Furthermore,theLCAPshouldbesharedwith,andinputrequestedfrom,schoolsite-leveladvisorygroups,asapplicable(e.g.,schoolsitecouncils,EnglishLearnerAdvisoryCouncils,pupiladvisorygroups,etc.)tofacilitatealignmentbetweenschool-siteanddistrict-levelgoalsandactions.AnLEAmayincorporateorreferenceactionsdescribedinotherplansthatarebeingundertakentomeetthegoal.

Usingthefollowinginstructionsandguidingquestions,completeagoaltable(seebelow)foreachoftheLEA’sgoals.Duplicateandexpandthefieldsasnecessary.

Goal:Describethegoal:

Whencompletingthegoaltables,includegoalsforallpupilsandspecificgoalsforschoolsitesandspecificsubgroups,includingpupilswithdisabilities,bothattheLEAleveland,whereapplicable,attheschoolsitelevel.TheLEAmayidentifywhichschoolsitesand

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subgroupshavethesamegoals,andgroupanddescribethosegoalstogether.TheLEAmayalsoindicatethosegoalsthatarenotapplicabletoaspecificsubgrouporschoolsite.

RelatedStateand/orLocalPriorities:Identifythestateand/orlocalprioritiesaddressedbythegoalbyplacingacheckmarknexttotheapplicablepriorityorpriorities.TheLCAPmustincludegoalsthataddresseachofthestatepriorities,asdefinedin5CCR15495(i),andanyadditionallocalpriorities;however,onegoalmayaddressmultiplepriorities.

IdentifiedNeed:Describetheneed(s)identifiedbytheLEAthatthisgoaladdresses,includingadescriptionofthesupportingdatausedtoidentifytheneed(s).

Schools:Identifytheschoolsitestowhichthegoalapplies.LEAsmayindicate“all”forallschools,specifyanindividualschoolorasubsetofschools,orspecifygradespans(e.g.,allhighschoolsorgradesK-5).

ApplicablePupilSubgroups:IdentifythepupilsubgroupsasdefinedinEducationCodesection52052towhichthegoalapplies,orindicate“all”forallpupils.

ExpectedAnnualMeasurableOutcomes:ForeachLCAPyear,identifyanddescribespecificexpectedmeasurableoutcomesforallpupilsusing,atminimum,theapplicablerequiredmetricsfortherelatedstatepriorities.Whereapplicable,includedescriptionsofspecificexpectedmeasurableoutcomesforschoolsitesandspecificsubgroups,includingpupilswithdisabilities,bothattheLEAlevelandattheschoolsitelevel.

Themetricsusedtodescribetheexpectedmeasurableoutcomesmaybequantitativeorqualitative,althoughthegoaltablesmustaddressallrequiredmetricsforeverystatepriorityineachLCAPyear.TherequiredmetricsarethespecifiedmeasuresandobjectivesforeachstatepriorityassetforthinEducationCodesections52060(d)and52066(d).Forthepupilengagementprioritymetrics,LEAsmustcalculatetheratesspecifiedinEducationCodesections52060(d)(5)(B),(C),(D)and(E)asdescribedintheLocalControlAccountabilityPlanandAnnualUpdateTemplateAppendix,sections(a)through(d).

Action/Services:ForeachLCAPyear,identifyallannualactionstobeperformedandservicesprovidedtomeetthedescribedgoal.Actionsmaydescribeagroupofservicesthatareimplementedtoachievetheidentifiedgoal.

ScopeofService:Describethescopeofeachaction/servicebyidentifyingtheschoolsitescovered.LEAsmayindicate“all”forallschools,specifyanindividualschoolorasubsetofschools,orspecifygradespans(e.g.,allhighschoolsorgradesK-5).Ifsupplementalandconcentrationfundsareusedtosupporttheaction/service,theLEAmustidentifyifthescopeofserviceisdistrictwide,schoolwide,countywide,orcharterwide.

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Pupilstobeservedwithinidentifiedscopeofservice:Foreachaction/service,identifythepupilstobeservedwithintheidentifiedscopeofservice.Iftheactiontobeperformedortheservicetobeprovidedisforallpupils,placeacheckmarknextto“ALL.”

Foreachactionand/orservicetobeprovidedabovewhatisbeingprovidedforallpupils,placeacheckmarknexttotheapplicableunduplicatedpupilsubgroup(s)and/orotherpupilsubgroup(s)thatwillbenefitfromtheadditionalaction,and/orwillreceivetheadditionalservice.Identify,asapplicable,additionalactionsandservicesforunduplicatedpupilsubgroup(s)asdefinedinEducationCodesection42238.01,pupilsredesignatedfluentEnglishproficient,and/orpupilssubgroup(s)asdefinedinEducationCodesection52052.

BudgetedExpenditures:Foreachaction/service,listanddescribebudgetedexpendituresforeachschoolyeartoimplementtheseactions,includingwherethoseexpenditurescanbefoundintheLEA’sbudget.TheLEAmustreferenceallfundsourcesforeachproposedexpenditure.ExpendituresmustbeclassifiedusingtheCaliforniaSchoolAccountingManualasrequiredbyEducationCodesections52061,52067,and47606.5.

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GuidingQuestions:1) WhataretheLEA’sgoal(s)toaddressstateprioritiesrelatedto“ConditionsofLearning”?2) WhataretheLEA’sgoal(s)toaddressstateprioritiesrelatedto“PupilOutcomes”?3) WhataretheLEA’sgoal(s)toaddressstateprioritiesrelatedtoparentandpupil“Engagement”(e.g.,parentinvolvement,pupil

engagement,andschoolclimate)?4) WhataretheLEA’sgoal(s)toaddressanylocally-identifiedpriorities?5) Howhavetheuniqueneedsofindividualschoolsitesbeenevaluatedtoinformthedevelopmentofmeaningfuldistrictand/orindividual

schoolsitegoals(e.g.,inputfromsiteleveladvisorygroups,staff,parents,community,pupils;reviewofschoollevelplans;in-depthschoolleveldataanalysis,etc.)?

6) WhataretheuniquegoalsforunduplicatedpupilsasdefinedinEducationCodesections42238.01andsubgroupsasdefinedinsection52052thataredifferentfromtheLEA’sgoalsforallpupils?

7) WhatarethespecificexpectedmeasurableoutcomesassociatedwitheachofthegoalsannuallyandoverthetermoftheLCAP?8) Whatinformation(e.g.,quantitativeandqualitativedata/metrics)wasconsidered/reviewedtodevelopgoalstoaddresseachstateor

localpriority?9) Whatinformationwasconsidered/reviewedforindividualschoolsites?10)Whatinformationwasconsidered/reviewedforsubgroupsidentifiedinEducationCodesection52052?11)Whatactions/serviceswillbeprovidedtoallpupils,tosubgroupsofpupilsidentifiedpursuanttoEducationCodesection52052,to

specificschoolsites,toEnglishlearners,tolow-incomepupils,and/ortofosteryouthtoachievegoalsidentifiedintheLCAP?12)Howdotheseactions/serviceslinktoidentifiedgoalsandexpectedmeasurableoutcomes?13)Whatexpendituressupportchangestoactions/servicesasaresultofthegoalidentified?Wherecantheseexpendituresbefoundinthe

LEA’sbudget?

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GOAL: 2016-17 Goal 1: All students will have access to rigorous instruction provided by highly effective teachers and supported by strong servant leaders with appropriate resources in a safe learning environment.

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

COE only: 9__ 10__ Local: Specify _Tenets 1, 3, 4, 5 & 6____

Identified Need:

Teachers appropriately assigned based on qualifications and credential (Priority 1) Ongoing professional development program to keep teachers up-to-date with most current pedagogy practices. (Priority 1) K – 3rd grade 22.8:1 ratio. (Priority 1) District Librarian (Priority 1) Part-time administrator/teacher to support special day classes at Bimat Elementary (Priority 1) BTSA Program for New Teachers (Priority 1) Campuses to receive a good rating or above on annual inspection; All schools have received good or above for 2015-16 (Priority 1) Increase attendance rate; Current rate is 96.3%; Middle School Dropout Rate is 0% (Priority 5) Lower chronic absenteeism rate; Current rate is 6.4% (Priority 5) Lower chronic absenteeism rate of unduplicated pupils; Current rate is 9.4% (Priority 5) Ongoing professional development (PD) programs regarding positive behavior (Priority 6) PBIS program fully implemented (Priority 6) Lower the suspension rate; Current projected rate is 2.5% (Elementary) & 7% (Middle School) (Priority 6) Lower the expulsion rate; Current projected rate is 0.08% (Priority 6) Lower the suspension rate of unduplicated pupils; Current projected rate is 6.8% (Elementary) & 3.9% (Middle School) (Priority 6) Lower the expulsion rate of unduplicated pupils; Current projected rate is 0.06% (Priority 6) High participation rates in Too Good for Drugs, Teen Health, Project Alert Programs (Priority 6) 76% of students feel safe on our campuses as measured by Healthy Kids Survey (Priority 6)

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Transportation aides on special education buses (Priority 6) Transportation manager to facilitate bus safety (Priority 6)

Goal Applies to: Schools: All K-8 Schools Applicable Pupil Subgroups: All students, EL Students, Low Income Students

LCAP Year 1: 2016-17

Expected Annual Measurable Outcomes:

*0% Teacher Misassignment Rate (Priority 1) *100% of students will have required textbooks (Priority 1) *Good or above overall facility rating (Priority 1)

100% of new teachers to be complete BTSA program in 2 years (Priority 1) 10 Professional Development and Coaching Opportunities throughout the year (Priority 1) Class Size Reduction Targets: (Priority 1) K-3: 24:1 *96.5% Attendance Rate (Priority 5) *6.2% Chronic Absenteeism Rate (Priority 5) * Unduplicated Pupils: 9% Chronic Absenteeism (Priority 5) *<1% Middle School Dropout Rate (Priority 5) *The following metrics are not applicable to our LEA: (Priority 5) - High School Dropout Rate - High School Graduation Rate *6% Suspension Rate (Middle School)/2.3% Suspension (Elementary) (Priority 6) *Unduplicated Pupils: 3.5% Suspension Rate (Middle School)/6.5% (Elementary) (Priority 6) *<1% Expulsion Rate (Priority 6)

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*Unduplicated Pupils: <1% Expulsion Rate (Priority 6) All staff will participate in one PD for PBIS (Priority 6)

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

Hire a full time dean to provide additional administrative support at our larger elementary campuses. Duties will include attending IEPs for special education students as well as monitoring attendance and addressing discipline of our unduplicated pupils.

LEA-wide _x_ALL LCFF Base $91,005 Supplemental $19,130 Certificated Salaries & Benefits

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

Provide comprehensive professional development for teachers and administrators so they can better address the academic and social needs of unduplicated pupils.

LEA-wide _x_ALL LCFF Base $49,578 Supplemental $10,422 Certificated Training/Materials


Continue to provide curriculum coaches to model and instruct teachers in grades K-8. Add two more coaching positions, one at Veterans and one at Norris Elementary for a total of 12 coaches district-wide. Coaches will work with teachers on strategies to improve instruction for EL and special education students.



Continue to work toward targets for class size reduction (add necessary positions based on growth). Smaller class sizes will provide more opportunity for small group and targeted instruction for unduplicated pupils.



Maintain District Librarian position to provide supplemental resources that are both academically and culturally diverse.



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Maintain a .5 full time equivalent administrator/teacher for Bimat Elementary to support special day class students.

LEA-wide __ALL LCFF Base $42,288 Supplemental $8,890 Certificated Salaries & Benefits

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Special Education Students_

Provide 2 years of BTSA support that will enable new teachers to clear their credential and to guide them as they implement instructional strategies to target their unduplicated pupils.


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

Hire a Health Assistant to provide support for the District Nurse in order to better serve our low income, special education, and foster youth students.

LEA-wide __ALL LCFF Base $12,395 Supplemental $2,605 Classified Salaries & Benefits

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Special Education Students__

Ensure that every student has the required textbooks (replace lost/damaged).

LEA-wide _x_ALL LCFF Base $4,132 Supplemental $868 Materials - Textbooks


Continue to provide ongoing training for the PBIS program on all campuses to reduce chronic absenteeism, suspension and expulsion rates for all students while specifically targeting unduplicated pupils.

LEA-wide _x_ALL LCFF Base $2,479 Supplemental $521 Training/ Outside Services


Hire a Data Entry Clerk to maintain our student information system, CALPADS, and other technology programs in order to better monitor attendance and chronic absenteeism of our unduplicated pupils.

LEA-wide _x_ALL LCFF Base $21,163 Supplemental $4,449 Classified Salaries & Benefits


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Maintain/train classified employees including but not limited to EL, behavior support, and special education instructional aides in order to better serve our EL and special education students.

LEA-wide _x_ALL LCFF Base $48,612 Supplemental $10,219 Classified Salaries & Benefits, Training/Materials


Purchase a subscription to an attendance-monitoring program to more quickly address truancy concerns of unduplicated pupils.

LEA-wide _x_ALL LCFF Base $16,526 Supplemental $3,474 Technology Software


Offer a STEAM Summer Camp at Veterans Elementary to provide enrichment opportunities for all students giving priority to unduplicated pupils.

LEA-wide _x_ALL LCFF Base $2,892 Supplemental $608 Certificated Salaries & Benefits & Materials


Maintain additional hours of counseling/behavior aide support to all campuses in order to better serve our unduplicated pupils.



Maintain transportation aides to monitor special education student safety on the bus


OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Special Education_________

Maintain a Transportation Manager to facilitate bus safety and efficiency



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100% of new teachers to be complete BTSA program in 2 years (Priority 1) 10 Professional Development and Coaching Opportunities throughout the year (Priority 1) Class Size Reduction Targets: (Priority 1) K-3: 24:1 *96.5% Attendance Rate (Priority 5) *6% Chronic Absenteeism Rate (Priority 5) * Unduplicated Pupils: 8.5% Chronic Absenteeism (Priority 5) *<1% Middle School Dropout Rate (Priority 5) *The following metrics are not applicable to our LEA: (Priority 5) - High School Dropout Rate - High School Graduation Rate *5.5% Suspension Rate on Middle School Campus/2.1% Suspension Rate on Elementary Campuses (Priority 6) *Unduplicated Pupils: 3.2% Suspension Rate (Middle School)/6.2% (Elementary) (Priority 6) *<1% Expulsion Rate (Priority 6) *Unduplicated Pupils: <1% Expulsion Rate (Priority 6) All staff will participate in one PD for PBIS (Priority 6)

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Maintain a full time dean to provide additional administrative support at our larger elementary campuses. Duties include attending IEPs for special education students as well as monitoring attendance and addressing discipline of our unduplicated pupils.






Continue to provide curriculum coaches to model and instruct teachers in grades K-8. Maintain the two additional coaching positions, one at Veterans and one at Norris Elementary for a total of 12 coaches district-wide. Coaches work with teachers on strategies to improve instruction for EL and special education students.




LEA-wide _x_ALL LCFF Base $1,014,822 Supplemental $213,330 Certificated Salaries & Benefits








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Maintain a Health Assistant to provide support for the District Nurse in order to better serve our low income, special education, and foster youth students.


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







Maintain a Data Entry Clerk to maintain our student information system, CALPADS, and other technology programs in order to better monitor attendance and chronic absenteeism of our unduplicated pupils.






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Maintain subscription for an attendance-monitoring program to more quickly address truancy concerns of unduplicated pupils.



Offer a STEAM Summer Camp at all four elementary campuses to provide enrichment opportunities for all students giving priority to unduplicated pupils.

LEA-wide _x_ALL LCFF Base $14,460 Supplemental $3,040 Certificated Salaries & Benefits & Materials














100% of new teachers to be complete BTSA program in 2 years (Priority 1)

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10 Professional Development and Coaching Opportunities throughout the year (Priority 1) Class Size Reduction Targets: (Priority 1) K-3: 24:1 *96.5% Attendance Rate (Priority 5) *5.8% Chronic Absenteeism Rate (Priority 5) * Unduplicated Pupils: 8% Chronic Absenteeism (Priority 5) *<1% Middle School Dropout Rate (Priority 5) *The following metrics are not applicable to our LEA: (Priority 5) - High School Dropout Rate - High School Graduation Rate *5% Suspension Rate on Middle School Campus/2% Suspension Rate on Elementary Campuses (Priority 6) *Unduplicated Pupils: 3% Suspension Rate (Middle School)/6% (Elementary) (Priority 6) *<1% Expulsion Rate (Priority 6) *Unduplicated Pupils: <1% Expulsion Rate (Priority 6) All staff will participate in one PD for PBIS (Priority 6)




Maintain a full time dean to provide additional administrative support at our larger elementary campuses. Duties include attending IEPs for special education students as well as monitoring attendance and addressing discipline of our unduplicated pupils.



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Continue to provide curriculum coaches to model and instruct teachers in grades K-8. Maintain the two additional coaching positions, one at Veterans and one at Norris Elementary for a total of 12 coaches district-wide. Coaches work with teachers on strategies to improve instruction for EL and special education students.




LEA-wide _x_ALL LCFF Base $1,019,714 Supplemental $245,283 Certificated Salaries & Benefits











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Maintain a Health Assistant to provide support for the District Nurse in order to better serve our low income, special education, and foster youth students.


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







Maintain a Data Entry Clerk to maintain our student information system, CALPADS, and other technology programs in order to better monitor attendance and chronic absenteeism of our unduplicated pupils.






Maintain subscription for an attendance-monitoring program to more quickly address truancy concerns of unduplicated pupils.



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Offer a STEAM Summer Camp at all four elementary campuses to provide enrichment opportunities for all students giving priority to unduplicated pupils.

LEA-wide _x_ALL LCFF Base $14,107 Supplemental $3,393 Certificated Salaries & Benefits & Materials











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GOAL: 2016-17 Goal 2: All students will achieve academic proficiency through effective classroom based interventions and integration of technology to support full access to the common core state standards, rigorous instruction and socio-emotional supports.

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

COE only: 9__ 10__ Local: Specify ___Tenets 1, 2, 5 & 6____

Identified Need:

68% of students are passing our Common Core State Standard (CCSS) aligned district benchmark (Priority 2) K-8 Language Arts Curriculum including new ELA/ELD standards. Our current curriculum is not aligned to Common Core. (Priority 2) Non-fiction reference materials (Priority 2) Rigorous Curriculum Design (RCD) LA units aligned to Common Core State Standards (CCSS) implemented in each classroom (Priority 2) 78% of 1st - 6th grade students are scoring at or above grade level on the tri-annual district reading screening. (Priority 4) Maintain percentage of 1st and 2nd grade students being served in the Learning Center. 22% of students currently being served. (Priority 4) Lower ratio of students to technology devices. Currently, we have a 2.7:1 ratio of students to devices. (Priority 4) A keyboarding /technology training program. One was piloted from 2014-16. (Priority 4) We currently have one Counselor (at our middle school campus) (Priority 4) Professional Development à release time (substitute costs) for grade level teachers (Priority 4) Provide a variety of elective choices to 7th and 8th grade students (Priority 7) Improve percentage of EL students being reclassified each year; Current rate is 26% (Priority 8) Improve EL student performance on the LAS Links Assessment (Priority 8) 2015-16 Growth TK-1st: 7% 2nd-3rd: 4% 4th-5th: 2.5% 6th-8th: 6.5%

Goal Applies to: Schools: All K-8 Schools Applicable Pupil Subgroups: All Students, K-8 English Learners

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*70% of all students (including English Learners) will pass our CCSS aligned district benchmark in math and language arts. (Priority 2) *Administrators monitor implementation of RCD units (ELA – 75% of instructional time) with walk-throughs and informal and formal observations; facilitate discussion at grade level collaboration and staff meetings. (Priority 2) *Maintain current services for English Learners: professional development for teachers and EL aides targeting best instructional strategies for ELs, Imagine Learning Program, 30 minutes of daily ELD instruction (Priority 2) *All state academic content standards and performance standards will be implemented in all classrooms based on lesson plans, observations, and classwork. (Priority 2) *All students will Meet or Exceed Standards (Level 3 or Above) in ELA and Math on CAASPP assessments; All students will score Proficient or Advanced (Level 3 or Above) in Science on CAASPP assessments. (Priority 4) *District API score will be 865 (based on 2013 API data) *District API growth will be +5 (based on 2013 API data) * 9% of 7th & 8th grade students completing a CTE Course Sequence 79% of 1st – 6th grade students are scoring at or above grade level on the tri-annual district reading screening. (Priority 4) Serve a minimum of 20% of 1st and 2nd grade student population in the Learning Center at every elementary site with priority participation to unduplicated students. (Priority 4) A 2.5:1 ratio of student to devices. (Priority 4) *All students, including unduplicated students and individuals with exceptional needs, will be provided a broad course of study including the subjects areas described in Sections 51210 and 51220(a) to (i) in the CA Ed. Code. (Priority 7) Special education teachers participate in periodic professional development over the course of the year to improve the services being provided to individuals with exceptional needs through both the RSP and SDC programs. (Priority 7) Maintain a keyboarding /technology training program. (Priority 7) Maintain 11 elective choices for our 7th & 8th grade students. (Priority 7)

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*The following metrics are not applicable to our LEA: - Percent Completing UC/CSU Required Courses - Percent in Cohort Attaining English Proficient Level (AMAO 2<5 Years) - Percent in Cohort Attaining English Proficient Level (AMAO 2>=5 Years) - Percent AP Exam Score of 3 or Higher - EAP ELA College Ready Rate - EAP Math College Ready Rate 27% of EL students will be reclassified as Fluent English Proficient (Priority 8) Students will show overall positive growth on the LAS Links Assessment (Priority 8)

TK-1st: 8% 2nd-3rd: 5% 4th-5th: 5% 6th-8th: 7%




Maintain additional staff to equalize student-to-adult ratio in the Learning Center in order to serve a higher percentage of unduplicated pupils.

LEA-Wide _x_ALL LCFF Base $24,790 Supplemental $5,211 Classified Salaries & Benefits


Maintain after school assistance in grades 1st – 6th to two days a week giving priority to unduplicated pupils.

LEA-Wide _x_ALL LCFF Base $11,406 (Certificated) $4,590 (Classified) Supplemental $2,784 (Certificated) $1,120 (Classified) Salaries & Benefits


Fund field trips that support the CCSS to enhance the educational experience for unduplicated pupils.

LEA-Wide _x_ALL LCFF Base $31,813 (Class. Sal/Ben) $13,634 (Outside Srvcs) Supplemental $6,687 (Class. Sal/Ben) $2,866 (Outside Srvcs)


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Maintain additional library support to equalize services in order to provide support to a higher percentage of unduplicated pupils.



Lower the ratio of students-to-devices so unduplicated pupils have more access to resources and support in the educational environment.

LEA-Wide _x_ALL LCFF Base $206,575 Supplemental $43,425 Technology Equipment


Implement a keyboarding/technology training program to make learning through technology more accessible to unduplicated pupils.

LEA-Wide _x_ALL LCFF Base $18,179 Supplemental $3,821 Technology Software


Maintain additional hours of tech support to support all of our campuses. Maintain hours from increasing 5.5-hour technology position to 8 hours. Additional hours necessary to support increase in devices and providing support to teachers who are using technology to enhance instruction for unduplicated pupils.



Maintain current level of electives for our 7th and 8th grade students so unduplicated pupils have more choice to enhance their learning experience.

LEA-Wide _x_ALL LCFF Base $120,880 Supplemental $25,411 Certificated Salaries & Benefits


Provide release time for teachers to attend professional development (substitute costs) so they can better address the academic and social needs of unduplicated pupils.



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Review, select and purchase curriculum aligned to CCSS with ELD standards (ELA 2017-18); purchase supplemental CCSS aligned math and ELA resources with EL support/strategies and tiered intervention.

LEA-wide _x_ALL LCFF Base $578,410 Supplemental $121,590 Instructional Materials


Maintain EL aides to support instruction and EL students LEA-wide __ALL LCFF Supplemental $141,096 Classified Salaries & Benefits

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

Maintain Imagine Learning Program LEA-wide __ALL LCFF Supplemental $19,135 Technology Software


Provide 30 minutes of EL instruction per day LEA-wide __ALL LCFF

Supplemental $423,834 Certificated Salaries & Benefits


Monitor student performance on CELDT and Las Links

LEA-wide __ALL No Cost OR:

__Low Income pupils _x_English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Provide professional development – New ELA/ELD Standards LEA-wide __ALL LCFF

Supplemental $500 Certificated Training/Materials


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*72% of all students (including English Learners) will pass our CCSS aligned district benchmark in math and language arts. (Priority 2) *Administrators monitor implementation of RCD units (ELA – 75% of instructional time) with walk-throughs and informal and formal observations; facilitate discussion at grade level collaboration and staff meetings. (Priority 2) *Maintain current services for English Learners: professional development for teachers and EL aides targeting best instructional strategies for ELs, Imagine Learning Program, 30 minutes of daily ELD instruction (Priority 2) *All state academic content standards and performance standards will be implemented in all classrooms based on lesson plans, observations, and classwork. (Priority 2) *All students will Meet or Exceed Standards (Level 3 or Above) in ELA and Math on CAASPP assessments; All students will score Proficient or Advanced (Level 3 or Above) in Science on CAASPP assessments. (Priority 4) *District API score will be 870 (based on 2013 API data) *District API growth will be +5 (based on 2013 API data) * 9% of 7th & 8th grade students completing a CTE Course Sequence 80% of 1st – 6th grade students are scoring at or above grade level on the tri-annual district reading screening. (Priority 4) Serve a minimum of 20% of 1st and 2nd grade student population in the Learning Center at every elementary site with priority participation to unduplicated students. (Priority 4) A 2:1 ratio of student to devices. (Priority 4) *All students, including unduplicated students and individuals with exceptional needs, will be provided a broad course of study including the subjects areas described in Sections 51210 and 51220(a) to (i) in the CA Ed. Code. (Priority 7) Special education teachers participate in periodic professional development over the course of the year to improve the services being provided to individuals with exceptional needs through both the RSP and SDC programs. (Priority 7) Maintain a keyboarding /technology training program. (Priority 4) Maintain 11 elective choices for our 7th & 8th grade students. (Priority 7)

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*The following metrics are not applicable to our LEA: - Percent Completing UC/CSU Required Courses - Percent in Cohort Attaining English Proficient Level (AMAO 2<5 Years) - Percent in Cohort Attaining English Proficient Level (AMAO 2>=5 Years) - Percent AP Exam Score of 3 or Higher - EAP ELA College Ready Rate - EAP Math College Ready Rate 28% of EL students will be reclassified as Fluent English Proficient (Priority 8)

Students will show overall positive growth on the LAS Links Assessment (Priority 8) TK-1st: 9% 2nd-3rd: 6% 4th-5th: 6% 6th-8th: 8%













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Maintain a keyboarding/technology training program to make learning through technology more accessible to unduplicated pupils.












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Provide 30 minutes of EL instruction per day LEA-wide __ALL LCFF Supplemental $436,549 Certificated Salaries & Benefits





Provide professional development – New ELA/ELD Standards LEA-wide __ALL LCFF Supplemental $500 Certificated Training/Materials


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*75% of all students (including English Learners) will pass our CCSS aligned district benchmark in math and language arts. (Priority 2) *Administrators monitor implementation of RCD units (ELA – 75% of instructional time) with walk-throughs and informal and formal observations; facilitate discussion at grade level collaboration and staff meetings. (Priority 2) *Maintain current services for English Learners: professional development for teachers and EL aides targeting best instructional strategies for ELs, Imagine Learning Program, 30 minutes of daily ELD instruction (Priority 2) *All state academic content standards and performance standards will be implemented in all classrooms based on lesson plans, observations, and classwork. (Priority 2) *All students will Meet or Exceed Standards (Level 3 or Above) in ELA and Math on CAASPP assessments; All students will score Proficient or Advanced (Level 3 or Above) in Science on CAASPP assessments. (Priority 4) *District API score will be 870 (based on 2013 API data) *District API growth will be +5 (based on 2013 API data) * 9% of 7th & 8th grade students completing a CTE Course Sequence 81% of 1st – 6th grade students are scoring at or above grade level on the tri-annual district reading screening. (Priority 4) Serve a minimum of 20% of 1st and 2nd grade student population in the Learning Center at every elementary site with priority participation to unduplicated students. (Priority 4) A 1.5:1 ratio of student to devices. (Priority 4) *All students, including unduplicated students and individuals with exceptional needs, will be provided a broad course of study including the subjects areas described in Sections 51210 and 51220(a) to (i) in the CA Ed. Code. (Priority 7) Special education teachers will participate in periodic professional development over the course of the year to improve the services being provided to individuals with exceptional needs through both the RSP and SDC programs. (Priority 7) Maintain a keyboarding /technology training program. (Priority 4) Maintain 11 elective choices for our 7th & 8th grade students. (Priority 7)

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*The following metrics are not applicable to our LEA: - Percent Completing UC/CSU Required Courses - Percent in Cohort Attaining English Proficient Level (AMAO 2<5 Years) - Percent in Cohort Attaining English Proficient Level (AMAO 2>=5 Years) - Percent AP Exam Score of 3 or Higher - EAP ELA College Ready Rate - EAP Math College Ready Rate 29% of EL students will be reclassified as Fluent English Proficient (Priority 8)














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Maintain a keyboarding/technology training program to make learning through technology more accessible to unduplicated pupils.












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Provide 30 minutes of EL instruction per day LEA-wide __ALL LCFF Supplemental $449,645 Certificated Salaries & Benefits





Provide professional development – New ELA/ELD Standards LEA-wide __ALL LCFF Supplemental $500 Certificated Training/Materials


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GOAL: 2016-17 Goal 3: To significantly increase parent and community engagement to inspire them to be actively involved in preparing their students to be College and Career Ready and to reduce chronic absenteeism.

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

COE only: 9__ 10__ Local: Specify _Tenets 2, 3 & 6_______

Identified Need:

90% of parents feel the district values parents & guardians as important partners in their child’s education (Priority 3) 87% of parents feel they are part of the planning, implementation and evaluation of instructional materials (Priority 3) 65% of parents feel the district provides the resources and training needed to strengthen student learning at home (Priority 3) 78% of parents attend Back-to-School Night (Priority 3) 91% of parents attend Parent Teacher Conferences (Priority 3) 83% of parents attend Kindergarten Orientation (Priority 3) 32% of parents of EL students attend ELAC meetings 2 times per year at Veterans, Norris Elementary, and Bimat (Priority 3)

Goal Applies to: Schools: All K-8 Schools Applicable Pupil Subgroups: All Students



*Seek Parent Input via Parent Survey: (Priority 3) - 92% of parents will feel the district values parents & guardians as important partners in their child’s education - 89% of parents will feel they are part of the planning, implementation and evaluation of instructional materials - 67% of parents & guardians will feel the district provides the resources and training needed to strengthen student learning at home *Promote Parental Participation (Priority 3) - 80% of parents will attend Back-to-School Night - 93% of parents will attend Parent Teacher Conferences - 85% of parents will attend Kindergarten Orientation - 35% of parents of EL students will attend ELAC meetings 2 times per year at Veterans, Norris Elementary, and Bimat Parents, including parents of unduplicated students and students with exceptional needs, are encouraged to participate in decision-making by completing surveys, attending district meetings and participation on various committees. (Priority 3) Parents are invited to participate through newsletters, mailings, phone calls… (Priority 3)

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Parents of unduplicated students and students with exceptional needs are also encouraged to be classroom volunteers, to attend events such as Back to School Night and Open House. (Priority 3) Parent education nights are provided with priority to parents of unduplicated students and students with exceptional needs. (Priority 3)




Provide opportunities for parents to be involved and give their input on instructional materials

LEA-wide _x_ALL No Cost OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Invite parents to be classroom volunteers LEA-wide _x_ALL No Cost OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Provide resources and educational nights for parents with an emphasis on parents of unduplicated pupils to help them better support their students at home.

LEA-wide _x_ALL LCFF Base $2,479 Supplemental $521 Presentation Materials


Promote and inform parents regarding Back-to-School Night, Kindergarten Orientation and Parent Teacher Conferences


Offer Parent Portal (on-line grading system) for parents to check child’s progress and to maintain consistent communication with parents of unduplicated pupils in order to quickly target and address areas of need/concern.

LEA-wide _x_ALL LCFF Base $4,132 Supplemental $868 Technology Software


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Provide opportunities to serve/ participate in parent teacher club, school site council, ELAC’s and DLAC’s




*Seek Parent Input via Parent Survey: (Priority 3) - 93% of parents will feel the district values parents & guardians as important partners in their child’s education - 90% of parents will feel they are part of the planning, implementation and evaluation of instructional materials - 70% of parents & guardians will feel the district provides the resources and training needed to strengthen student learning at home *Promote Parental Participation (Priority 3) - 82% of parents will attend Back-to-School Night - 95% of parents will attend Parent Teacher Conferences - 87% of parents will attend Kindergarten Orientation - 38% of parents of EL students will attend ELAC meetings 2 times per year at Veterans, Norris Elementary, and Bimat Parents, including parents of unduplicated students and students with exceptional needs, are encouraged to participate in decision-making by completing surveys, attending district meetings and participation on various committees. (Priority 3) Parents are invited to participate through newsletters, mailings, phone calls… (Priority 3) Parents of unduplicated students and students with exceptional needs are also encouraged to be classroom volunteers, to attend events such as Back to School Night and Open House. (Priority 3) Parent education nights are provided with priority to parents of unduplicated students and students with exceptional needs. (Priority 3)






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*Seek Parent Input via Parent Survey: (Priority 3) - 95% of parents feel the district values parents & guardians as important partners in their child’s education - 92% of parents feel they are part of the planning, implementation and evaluation of instructional materials - 72% of parents & guardians feel the district provides the resources and training needed to strengthen student learning at home

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*Promote Parental Participation (Priority 3) - 84% of parents attend Back-to-School Night - 96% of parents attend Parent Teacher Conferences - 89% of parents attend Kindergarten Orientation - 40% of parents of EL students will attend ELAC meetings 2 times per year at Veterans, Norris Elementary, and Bimat Parents, including parents of unduplicated students and students with exceptional needs, are encouraged to participate in decision-making by completing surveys, attending district meetings and participation on various committees. (Priority 3) Parents are invited to participate through newsletters, mailings, phone calls… (Priority 3) Parents of unduplicated students and students with exceptional needs are also encouraged to be classroom volunteers, to attend events such as Back to School Night and Open House. (Priority 3) Parent education nights are provided with priority to parents of unduplicated students and students with exceptional needs. (Priority 3)










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Annual Update

AnnualUpdateInstructions:ForeachgoalintheprioryearLCAP,reviewtheprogresstowardtheexpectedannualoutcome(s)basedon,ataminimum,therequiredmetricspursuanttoEducationCodesections52060and52066.Thereviewmustincludeanassessmentoftheeffectivenessofthespecificactions.DescribeanychangestotheactionsorgoalstheLEAwilltakeasaresultofthereviewandassessment.Inaddition,reviewtheapplicabilityofeachgoalintheLCAP.

GuidingQuestions:

1) Howhavetheactions/servicesaddressedtheneedsofallpupilsanddidtheprovisionsofthoseservicesresultinthedesiredoutcomes?2) Howhavetheactions/servicesaddressedtheneedsofallsubgroupsofpupilsidentifiedpursuanttoEducationCodesection52052,

including,butnotlimitedto,Englishlearners,low-incomepupils,andfosteryouth;anddidtheprovisionofthoseactions/servicesresultinthedesiredoutcomes?

3) Howhavetheactions/servicesaddressedtheidentifiedneedsandgoalsofspecificschoolsitesandweretheseactions/serviceseffectiveinachievingthedesiredoutcomes?

4) Whatinformation(e.g.,quantitativeandqualitativedata/metrics)wasexaminedtoreviewprogresstowardgoalsintheannualupdate?5) Whatprogresshasbeenachievedtowardthegoalandexpectedmeasurableoutcome(s)?Howeffectiveweretheactionsandservicesin

makingprogresstowardthegoal?Whatchangestogoals,actions,services,andexpendituresarebeingmadeintheLCAPasaresultofthereviewofprogressandassessmentoftheeffectivenessoftheactionsandservices?

6) Whatdifferencesaretherebetweenbudgetedexpendituresandestimatedactualannualexpenditures?Whatwerethereasonsforanydifferences?

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

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Original GOAL from prior year

LCAP:

Goal 1: Implement Common Core State Standards and improve technology to maintain high levels of student achievement and prepare students for 21st century learning.

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

COE only: 9__ 10__ Local: Specify _Tenets 2 & 6________

Goal Applies to: Schools: All K-8 Schools Applicable Pupil Subgroups: All students

Expected Annual

Measurable Outcomes:

*70% of all students (including English Learners) will pass our CCSS aligned district benchmark in math and language arts. (Priority 2) *Administrators monitor implementation of RCD units (ELA – 75% of instructional time, Math – 50% of instructional time) with walk-throughs and informal and formal observations; facilitate discussion at grade level collaboration and staff meetings. (Priority 2) *All students will score Proficient or Advanced (Level 3 or Above) in ELA, Math, Science, and History/Social Science on the CAASPP assessments. (Priority 4) *District API score will be 860 (based on 2013 API data) *District API growth will be +5 (based on 2013 API data) *14% of English Learner students will be reclassified as fluent English proficient. (Priority 4) 75 % of 1st – 6th grade students are scoring at or above grade level on the tri-annual district reading screening. (Priority 4) Serve a minimum of 20% of 1st and 2nd grade student population in the Learning Center at every elementary site (Priority 4) A 3:1 ratio of student to devices. (Priority 4) Institute a keyboarding /technology training program. (Priority 4) Maintain 11 elective choices for our 7th & 8th grade students.

Actual Annual


*68% of all students (including English Learners) passed our CCSS aligned district benchmark in math and language arts. (Priority 2) *Administrators monitored implementation of RCD units (ELA – 75% of instructional time, Math – 50% of instructional time) with walk-throughs and informal and formal observations; facilitate discussion at grade level collaboration and staff meetings. (Priority 2) *Maintained current services for English Learners: professional development for teachers and EL aides targeting best instructional strategies for ELs, Imagine Learning Program, 30 minutes of daily ELD instruction (Priority 2) *All state academic content standards and performance standards are implemented in all classrooms based on lesson plans, classroom observations, and classwork. (Priority 2) *56% of students met/exceeded standards in ELA and 50% of students met/exceeded standards in math on the 2014-15 SBAC; 79% of 5th graders & 73% of 8th graders scored proficient or advanced on the 2014-15 CST for Science (Priority 4) *District API score was 860 (based on 2013 API data) *District API growth was +5 (based on 2013 API data) *26% of English Learner students reclassified as fluent English proficient. (Priority 4) * 9% of 7th & 8th grade students completed a CTE Course Sequence

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(Priority 7) *The following priority 4 metrics are not applicable to our LEA: - Percent Completing UC/CSU Required Courses - Percent Completing a CTE Course Sequence - Percent in Cohort Attaining English Proficient Level (AMAO 2<5 Years) - Percent in Cohort Attaining English Proficient Level

(AMAO 2>=5 Years) - Percent AP Exam Score of 3 or Higher - EAP ELA College Ready Rate - EAP Math College Ready Rate

78 % of 1st – 6th grade students scored at or above grade level on the tri-annual district reading screening. (Priority 4) Served 22% of 1st and 2nd grade student population in the Learning Center at every elementary site (Priority 4) 30% of students participating in Learning Center are unduplicated students. (Priority 4) Lowered the ratio of students to devices to 2.7:1. (Priority 4) Continued piloting a keyboarding /technology training program. (Priority 4) *All students, including unduplicated students and individuals with exceptional needs are provided a broad course of study including the subject areas described in Sections 51210 and 51220(a) to (i) in the CA Ed. Code. (Priority 7) Special education teachers participated in periodic professional development over the course of the year to improve the services being provided to individuals with exceptional needs through both the RSP and SDC programs. (Priority 7) Maintained 11 elective choices for our 7th & 8th grade students. (Priority 7) *The following priority 4 metrics are not applicable to our LEA: - Percent Completing UC/CSU Required Courses - Percent in Cohort Attaining English Proficient Level (AMAO 2<5 Years) - Percent in Cohort Attaining English Proficient Level (AMAO 2>=5 Years) - Percent AP Exam Score of 3 or Higher - EAP ELA College Ready Rate - EAP Math College Ready Rate

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LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services


Estimated Actual Annual Expenditures

Maintain additional staff to equalize student-to-adult ratio in the Learning Center

LCFF Base $24,063 Supplemental $5,937 Classified

Maintained additional staff to equalize student-to-adult ratio in the Learning Center in order to serve a higher percentage of unduplicated pupils.


Scope of service: LEA-wide


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


Review, select and purchase curriculum aligned to CCSS with ELD standards (ELA 2016-17); purchase additional CCSS aligned math curriculum with EL support/strategies

LCFF Base $545,428 Supplemental $134,572 Instructional Materials

Reviewed and conducted partial pilots of curriculum aligned to CCSS with ELD standards (ELA 2016-17)

LCFF Base $2,501 Supplemental $617 Training & Instructional Materials Sub Costs (Cert.)





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Increase after school assistance in grades 1st – 6th to two days a week.

LCFF Base $11,382 (Certificated) $4,580 (Classified) Supplemental $2,808 (Certificated) $1,130 (Classified)

Increased after school assistance in grades 1st – 6th to two days a week giving priority to unduplicated pupils.

LCFF Base $11,382 (Certificated) $4,580 (Classified) Supplemental $2,808 (Certificated) $1,130 (Classified)





Fund field trips that support the CCSS

LCFF Base $40,105 Supplemental $9,895 Classified/ Outside Services

Funded field trips that support the CCSS (Murray Farms, CALM, Wind Wolves Preserve, Fresno Zoo, California Science Center, Ronald Reagan Presidential Library) to enhance the educational experience for unduplicated pupils.

LCFF Base $38,078 Supplemental $9,395 Classified/ Outside Services





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Maintain additional library support to equalize services. LCFF Base $17,646 Supplemental $4,354 Classified

Maintained additional library support to equalize services in order to provide support to a higher percentage of unduplicated pupils.






Lower ratio of students to devices

LCFF Base $116,304 Supplemental $28,696 Technology Equipment

Lowered ratio of students to devices to 2.7:1 so unduplicated pupils have more access to resources and support in the educational environment.

LCFF Base $116,305 Supplemental $28,695 Technology Equipment





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Implement a keyboarding/technology training program LCFF Base $16,042 Supplemental $3,958 Technology Software

Continued trialing various keyboarding/technology training programs and decided on one to implement in the 2016-17 school year to make learning through technology more accessible for unduplicated pupils.

No Cost





Maintain additional hours of tech support to all of our campuses LCFF Base $24,063 Supplemental $5,937 Classified

Maintained additional hours of tech support to all of our campuses, and increased a 5.5-hour computer technician to an 8-hour computer technician beginning in April.




_x_ALL _x_ALL



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Reclassify the 8-hour computer technician to a data system specialist.


Reclassified the 8-hour computer technician to a data system specialist through December after which it once again became a computer technician position.






Maintain current level of electives for our 7th and 8th grade students

LCFF Base $110,875 Supplemental $27,356 Certificated

Maintained current level of electives for our 7th and 8th grade students so unduplicated pupils have more choice to enhance their learning experience.


Scope of service: LEA-wide Scope of

service: LEA-wide _x_ALL

_x_ALL



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Purchase non-fiction reference materials for libraries. LCFF Base $4,011 Supplemental $989 Library Materials - Books

Purchased non-fiction reference materials for libraries to provide more variety for students and teachers in meeting the demands of the CCSS.

LCFF Base $837 Supplemental $207 Library Materials - Books





Provide release time for teachers to attend professional development (substitute costs).


Provided release time for teachers to attend professional development (substitute costs) so they can better address the academic and social needs of unduplicated pupils.






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

result of reviewing past progress and/or changes to goals?

Based on input from staff and stakeholders, we combined goals one and three as they both pertained to all students achieving proficiency in the Common Core State Standards and preparing students for 21st century learning. After beginning the process of reviewing the new common core aligned ELA materials, we felt it was prudent to spend a more extensive amount of time piloting the materials to ensure they were properly aligned to the CCSS and framework and included sufficient support for English Learners. For this reason, the majority of the 2015-16 budgeted expenditure will need to roll over to the 2016-17 school year. In regards to field trips, the cost was less than expected due to some trips not requiring entry fees. Although we

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intended to implement a keyboarding program district-wide, we did not feel we had adequate devices to accomplish that action during the 2015-16 school year. As we will lower our student to device ratio significantly for the 2016-17 school year, we felt it more appropriate to implement the keyboarding program at that time. Due to staffing changes in our technology department, positions were modified and hours were added to ensure we still had sufficient technology support.

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LCAP:

Goal 2: The district will maintain the standard of 100% Highly Qualified Teachers and Administrators and work towards targets for class size reduction.

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

COE only: 9__ 10__ Local: Specify _Tenets 3 & 6________

Goal Applies to: Schools: All K-8 Schools Applicable Pupil Subgroups: All Students, EL Students, Low Income Students

Expected Annual


*0% Teacher Misassignment Rate (Priority 1) *100% of students will have required textbooks (Priority 1) *Good or above overall facility rating (Priority 1) 100% of teachers to be highly qualified (Priority 1) 100% of new teachers to be complete BTSA program in 2 years (Priority 1) 8 Professional Development and Coaching Opportunities throughout the year (Priority 1) Class Size Reduction Targets: (Priority 1) K-3: 24:1 4-6: 28:1 7-8: 30:1

Actual Annual


*0.6% Teacher Misassignment Rate (Priority 1) *100% of students had required textbooks (Priority 1) *Good or above overall facility rating (Priority 1) 99.4%% of teachers highly qualified (Priority 1) 100% of new teachers completed BTSA program in 2 years (Priority 1) 9 Professional Development and Coaching Opportunities throughout the year (Priority 1) Class Sizes: (Priority 1) K-3: 22.8:1 4-6: 28:1 7-8: 29.1:1

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Hire teachers who are highly qualified No Cost Hired teachers who are highly qualified to ensure they could effectively support unduplicated pupils and special needs students in the classroom

No Cost





Provide comprehensive professional development for teachers and administrators


Provided comprehensive professional development for teachers and administrators so they can better address the academic and social needs of unduplicated pupils.






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Provide curriculum coaches to model and instruct teachers in grades K-8


Provided curriculum coaches to model and instruct teachers in grades K-8. Coaches worked with teachers on strategies to improve instruction for EL and special education students.






Work toward targets for class size reduction (add 2 positions) LCFF Base $686,305 Supplemental $169,330 Certificated

Worked toward targets for class size reduction (add 2 positions). Smaller class sizes provided more opportunity for small group and targeted instruction for unduplicated pupils.






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Hire District Librarian LCFF Base $77,371 Supplemental $19,090 Certificated

Hired District Librarian to provide supplemental resources that are both academically and culturally diverse.






Hire a .5 full time equivalent administrator/teacher for Bimat Elementary to support special day class students


Hired a .5 full time equivalent administrator/teacher for Bimat Elementary to support special day class students




__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Special Education Students

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Special Education Students

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Provide 2 years of BTSA support that will enable new teachers to clear their credential.


Provided 2 years of BTSA support that enabled new teachers to clear their credential and guided them as they implemented instructional strategies to target their unduplicated pupils.






Hire teachers with appropriate credential. No Cost Hired teachers with appropriate credential to ensure they could effectively support unduplicated pupils and special needs students in the classroom

No Cost





Ensure that every student has the required textbooks. No Cost Ensured that every student has the required textbooks. No Cost





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Maintain facilities. LCFF Base $423,386 Maintenance

Maintained facilities. LCFF Base $172,032 Maintenance







Based on input from staff and stakeholders, we combined goals two and four as they both pertained to providing an effective and safe learning environment for students. Several actions were added or modified for the new combined goal. A full-time dean will be hired for the 2016-17 school year so our two largest campuses with enrollments over 1,000 students will each have a full-time dean to further support unduplicated pupils. In addition, a coaching position was added at each of those campuses to provide more instructional support to teachers. Due to potential growth, three new teaching positions are being added to maintain class size reduction targets. A 4-hour health assistant position is also being added to support the district nurse in providing services for the increasing medical needs of our special education students. A 5.5-hour data entry clerk position will be added to maintain our student information system, attendance-monitoring program, and other technology programs, which will help monitor data for truancy and special programs. An attendance-monitoring program will be purchased to more efficiently track attendance and truancy data. One elementary campus will offer a STEAM summer camp for students who want enrichment opportunities in the fields of math and science. Expenditure discrepancies are explained as follows. Professional development expenditures were much lower than expected as we were able to utilize the county PD offerings, many of which were free of charge, in addition to providing training through our curriculum coaches. The BTSA program estimated actual expenditures came out much higher than the budgeted expenditures because we only accounted for the stipends paid to our district support providers and not for the county fees.

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LCAP:

Goal 3: Ensure English Learners acquire full proficiency in English as rapidly and effectively as possible.

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

COE only: 9__ 10__ Local: Specify _Tenets 1, 2, 5 & 6______

Goal Applies to: Schools: All K-8 Schools Applicable Pupil Subgroups: K-8 English Learners

Expected Annual


14% of EL students will be reclassified as Fluent English Proficient (Priority 8)


Actual Annual


26% of EL students reclassified as Fluent English Proficient (Priority 8)

Student growth on the LAS Links Assessment (Priority 8) TK-1st: 7% 2nd-3rd: 4% 4th-5th: 2.5% 6th-8th: 6.5%




Maintain EL aides to support instruction and EL students LCFF Supplemental $128,597 Classified

Maintained EL aides to support instruction and EL students LCFF Supplemental $133,579 Classified



__ALL __ALL OR: __Low Income pupils _x_English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)_______________________

OR: __Low Income pupils _x_English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)_______________________

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Maintain Imagine Learning Program LCFF Supplemental $19,135 Technology Software

Maintained Imagine Learning Program LCFF Supplemental $19,511 Technology Software





Provide 30 minutes of EL instruction per day LCFF Supplemental $327,325 Certificated

Provided 30 minutes of EL instruction per day LCFF Supplemental $385,193 Certificated






No Cost

Monitored student performance on CELDT and Las Links

No Cost





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Purchase additional i-Pads for EL students LCFF Supplemental $2,500 Technology Equipment

Existing iPads were repurposed to EL students No Cost





Purchase additional Language Development Software LCFF Supplemental $500 Technology Software

No additional Language Development Software was needed No Cost





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Provide professional development – New ELA/ELD Standards LCFF Supplemental $500 Certificated

Provided professional development – New ELA/ELD Standards LCFF Supplemental $50 Certificated







Based on input from staff and stakeholders, we combined goals one and three as they both pertained to all students achieving proficiency in the Common Core State Standards and preparing students for 21st century learning. As a result of our progress in moving toward one-to-one technology devices, the expenditures budgeted for both iPads for EL students and Language Development Software were not needed. These actions will be removed from the 2016-17 LCAP. Professional development for the new ELA/ELD standards was fulfilled by staff attending free trainings through the county office, resulting in minimal cost to the district.

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LCAP:

Goal 4: District will provide well-maintained facilities and learning environments that are safe, drug free, and conducive to learning.

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

COE only: 9__ 10__ Local: Specify _Tenets 1, 4, 5 & 6______

Goal Applies to: Schools: LEA-wide Applicable Pupil Subgroups: All Students

Expected Annual


*Good rating on annual inspections (Priority 1) *96.5% Attendance Rate (Priority 5) *7% Chronic Absenteeism Rate (Priority 5) * Unduplicated Pupils: 7% Chronic Absenteeism (Priority 5) *<1% Middle School Dropout Rate (Priority 5) *The following metrics are not applicable to our LEA: (Priority 5) - High School Dropout Rate - High School Graduation Rate *4.5% Suspension Rate (Middle School)/2% Suspension (Elementary) (Priority 6) *Unduplicated Pupils: 6% Suspension Rate (Middle School)/2.5% (Elementary) (Priority 6) *<1% Expulsion Rate (Priority 6) *Unduplicated Pupils: <1% Expulsion Rate (Priority 6) All staff will participate in one PD for PBIS (Priority 6)

Actual Annual


*Good rating on annual inspections (Priority 1) *96.3% Attendance Rate (Priority 5) *6.4% Chronic Absenteeism Rate (Priority 5) * Unduplicated Pupils: 9.4% Chronic Absenteeism (Priority 5) *<1% Middle School Dropout Rate (Priority 5) *The following metrics are not applicable to our LEA: (Priority 5) - High School Dropout Rate - High School Graduation Rate *7% Suspension Rate (Middle School)/2.5% Suspension (Elementary) (Priority 6) *Unduplicated Pupils: 3.9% Suspension Rate (Middle School)/6.8% (Elementary) (Priority 6) *<1% Expulsion Rate (Priority 6) *Unduplicated Pupils: <1% Expulsion Rate (Priority 6) All staff participated in one PD for PBIS (Priority 6)

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Provide ongoing training for the PBIS program on all campuses LCFF Base $2,406 Supplemental $594 Training/ Outside Services

Provided ongoing training for the PBIS program on all campuses to reduce chronic absenteeism, suspension and expulsion rates for all students while specifically targeting unduplicated pupils.

No Cost





Continue to provide drug, alcohol and tobacco free programs No Cost

Continued to provide drug, alcohol and tobacco free programs No Cost





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Maintain/modernize/build new facilities based on the district facilities master plan;

LCFF Base $423,386 Maintenance

Maintained/modernized/built new facilities based on the district facilities master plan;

LCFF Base $172,032 Maintenance





Maintain/train classified employees LCFF Base $47,188 Supplemental $11,643 Classified

Maintained/trained classified employees including but not limited to EL, behavior support, and special education instructional aides in order to better serve our EL and special education students.






Provide training for intruder on campus No Cost

Provided training for intruder on campus No Cost





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Facilitate district and school site safety committees No Cost

Facilitated district and school site safety committees No Cost





Maintain additional hours of counseling/behavior aide support to all campuses


Maintained additional hours of counseling/behavior aide support to all campuses in order to better serve our unduplicated pupils.






Hire transportation aides to monitor special education student safety on the bus


Hired transportation aides to monitor special education student safety on the bus




__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Special Education_______

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient _x_Other Subgroups:(Specify)_Special Education_______

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Hire a Transportation Manager to facilitate bus safety and efficiency


Hired a Transportation Manager to facilitate bus safety and efficiency








Based on input from staff and stakeholders, we combined goals two and four as they both pertained to providing an effective and safe learning environment for students. Several actions were added or modified for the new combined goal. A full-time dean will be hired for the 2016-17 school year so our two largest campuses with enrollments over 1,000 students will each have a full-time dean to further support unduplicated pupils. In addition, a coaching position was added at each of those campuses to provide more instructional support to teachers. Due to potential growth, three new teaching positions are being added to maintain class size reduction targets. A 4-hour health assistant position is also being added to support the district nurse in providing services for the increasing medical needs of our special education students. A 5.5-hour data entry clerk position will be added to maintain our student information system, attendance-monitoring program, and other technology programs, which will help monitor data for truancy and special programs. An attendance-monitoring program will be purchased to more efficiently track attendance and truancy data. One elementary campus will offer a STEAM summer camp for students who want enrichment opportunities in the fields of math and science. Expenditure discrepancies are explained as follows. PBIS expenditures came in much lower because we now provide all of our training through the district with previously trained staff. Maintaining and training of our classified staff is also most done using already trained district staff, so the expenditures were not as much as anticipated. Expenditures for the behavior support and transportation aides came in higher due to the success of the programs. Hours were increased and hourly rates went up as a result of the raised minimum wage. The cost of the transportation manager originally did not capture the cost of benefits.

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Original

GOAL from prior year

LCAP:

Goal 5: Increase parent involvement.

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

COE only: 9__ 10__ Local: Specify __Tenets 2, 3 & 6_____

Goal Applies to: Schools: All K-8 Schools Applicable Pupil Subgroups: All Students

Expected Annual


*Seek Parent Input via Parent Survey: (Priority 3) - 87% of parents feel the district values parents & guardians as important partners in their child’s education - 60% of parents feel they are part of the planning, implantation and evaluation of instructional materials - 60% of parents & guardians feel the district provides the resources and training needed to strengthen student learning at home *Promote Parental Participation (Priority 3) - 85% of parents attend Back-to-School Night - 95% of parents attend Parent Teacher Conferences - 85% of parents attend Kindergarten Orientation

Actual Annual


*Sought Parent Input via Parent Survey: (Priority 3) - 90% of parents feel the district values parents & guardians as important partners in their child’s education - 87% of parents feel they are part of the planning, implementation and evaluation of instructional materials - 65% of parents & guardians feel the district provides the resources and training needed to strengthen student learning at home *Promoted Parental Participation (Priority 3) - 78% of parents attend Back-to-School Night - 91% of parents attend Parent Teacher Conferences - 83% of parents attend Kindergarten Orientation





No Cost Provided opportunities for parents to be involved and give their input on instructional materials

No Cost





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Invite parents to be classroom volunteers None Invited parents to be classroom volunteers No Cost





Provide resources and educational nights for parents.

LCFF Base $2,406 Supplemental $594 Presentation Materials

Provided resources and educational nights for parents with an emphasis on parents of unduplicated pupils to help them better support their students at home.

LCFF Base $296 Supplemental $73 Presentation Materials






No Cost Promoted and informed parents regarding Back-to-School Night, Kindergarten Orientation and Parent Teacher Conferences

No Cost





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Offer Parent Portal (on-line grading system) for parents to check child’s progress.

LCFF Base $3,208 Supplemental $792 Technology Software

Offered Parent Portal (on-line grading system) for parents to check child’s progress and to maintain consistent communication with parents of unduplicated pupils in order to quickly target and address areas of need/concern.

LCFF Base $3,208 Supplemental $792 Technology Software






No Cost Provided opportunities to serve/ participate in parent teacher club, school site council, ELAC’s and DLAC’s

No Cost







This goal was reworded to include a more detailed explanation of its purpose. We also added parent participation in ELAC meetings as a measurable outcome for 2016-17. There is a discrepancy in the budgeted and estimated actual expenditures for parent education nights because several campuses used their own resources and staff to facilitate the activities.

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Section3:UseofSupplementalandConcentrationGrantfundsandProportionality

A. Intheboxbelow,identifytheamountoffundsintheLCAPyearcalculatedonthebasisofthenumberandconcentrationoflowincome,fosteryouth,andEnglishlearnerpupilsasdeterminedpursuantto5CCR15496(a)(5).DescribehowtheLEAisexpendingthesefundsintheLCAPyear.Includeadescriptionof,andjustificationfor,theuseofanyfundsinadistrictwide,schoolwide,countywide,orcharterwidemannerasspecifiedin5CCR15496.Forschooldistrictswithbelow55percentofenrollmentofunduplicatedpupilsinthedistrictorbelow40percentofenrollmentofunduplicatedpupilsataschoolsiteintheLCAPyear,whenusingsupplementalandconcentrationfundsinadistrictwideorschoolwidemanner,theschooldistrictmustadditionallydescribehowtheservicesprovidedarethemosteffectiveuseoffundstomeetthedistrict’sgoalsforunduplicatedpupilsinthestateandanylocalpriorityareas.(See5CCR15496(b)forguidance.)

TotalamountofSupplementalandConcentrationgrantfundscalculated: $959,0821. ThedistrictisexpendingitsLCFFsupplementalandconcentrationgrantfundsasdeterminedbythisdistrict’sgoalsanditsactionsfor

implementingthem,outlinedinSection2ofthisLCAP.2. District-wideandSchool-wideJustifications:• 30%ofstudentsattendingLearningCenterareunduplicatedpupils.StudentsqualifyforLearningCenterbasedonfluencyscoresand

teacherrecommendation,andthisserviceisprincipallydirectedfirsttowardourunduplicatedpupils.Withourlowpercentageofunduplicatedstudents,wecouldnotjustifyafulltimereadingspecialistand,therefore,offertheprogramtoallstudentswhoneedintervention.Afulltimepositionoffersmoreflexibilityinprovidingmultipleservicestoourunduplicatedpupils.Inherarticletitled“WhatResearchSaysAboutSmall-GroupInterventionforELLs,”TracyA.Huebnerstates,“ResearchshowsthatinstructioninthekeycomponentsofreadingidentifiedbytheNationalLiteracyPanel—phonemicawareness,phonics,fluency,vocabularyandtextcomprehension—hasclearbenefitsforELLsaswellasforotherstudents(August&Shanahan,2006).”

• Increasingourinstructionalcoachesfromtwotothreeonourlargecampuseswillallowformoreinstructionalsupportspecificallytargetingourunduplicatedstudents.

• AllschoolsintheNorrisDistricthavelessthan25%unduplicatedcount–lowincome,Englishlearnerandfosteryouth.Therefore,thedistrictdeterminedthatthemosteffectiveuseofthesupplementalgrantwouldbetoprovideinterventionservices(afterschoolassistanceprogram)tothesestudentsonaschool-widebasis.Thiswillallowmoreflexibleprogramscheduling,andmoreeffectiveuseofstaffingandinstructionalmaterials.30%ofstudentsattendingtheafterschoolassistanceprogramareunduplicatedpupils.Although

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thisprogramisprincipallydirectedtowardourunduplicatedpupils,duetothelownumberoftheseparticularstudentsatsomeofourcampuses,wefeltitwasimportanttoofferthisprogramtoallstudents.OurELstudentsreceive30minutesofELinstructionperdayinadditiontoparticipatingintheImagineLearningprogramandhavingaccesstoiPadsandlanguagedevelopmentsoftware.TheyalsoreceivepriorityinLearningCenterplacement.Ourdistrictreclassificationrateis13%.Thestatewidereclassificationrateis12%,andthecountyrateis12.6%.Incomparingourreclassificationratewiththatofthestateandcounty,itisanindicatorthatourprogramiseffective.Wefeltitwasimportantthatthisprogrambeavailableifneededbutnotmandatory.

• Chronicabsenteeismissomethingwewanttoreducedistrict-wide,however,itismoreprominentwithourunduplicatedpupilssowehaveaddedseveralactionstoaddressthisneed.WiththeadditionofaDataEntryClerktomaintainournewAttendanceMonitoringProgram,thedistrictwillbeabletomoreeffectivelytrackabsencesandtruancyofourunduplicatedpupils.Inaddition,byhiringanotherdeansoourlargercampusesbothhavefulltimedeans,theywillbeabletomonitorandcounselstudentsaswellascommunicatewithfamiliesintheirprimarylanguage.

• Classsizereductionwillalsobenefitourlowincome,Englishlearnerandfosteryouth.Thedistrictfeelsthatsmallerclasssizeswillbenefitthesestudentstremendouslyandisaneffectiveuseofthesupplementalgrant.

• InreviewingourCSTforsciencescores,wenoticedasignificantdiscrepancybetweenallstudents’andunduplicatedpupils’results.In5thgrade,21%fewerunduplicatedpupilsscoredproficientoradvancedcomparedtoallotherstudentsin5thgrade.Asawaytoprovideenrichmentandopportunitytothesestudentsintheareasofscienceandmath,wearegoingtoofferaSTEAM(Science,Technology,Engineering,Art,andMathematics)SummerCampgivingpriorityregistrationtounduplicatedpupils.

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B. Intheboxbelow,identifythepercentagebywhichservicesforunduplicatedpupilsmustbeincreasedorimprovedascomparedtotheservicesprovidedtoallpupilsintheLCAPyearascalculatedpursuantto5CCR15496(a).Consistentwiththerequirementsof5CCR15496,demonstratehowtheservicesprovidedintheLCAPyearforlowincomepupils,fosteryouth,andEnglishlearnersprovideforincreasedorimprovedservicesforthesepupilsinproportiontotheincreaseinfundingprovidedforsuchpupilsinthatyearascalculatedpursuantto5CCR15496(a)(7).AnLEAshalldescribehowtheproportionalitypercentageismetusingaquantitativeand/orqualitativedescriptionoftheincreasedand/orimprovedservicesforunduplicatedpupilsascomparedtotheservicesprovidedtoallpupils.

After School Assistance Program: In 2013-14, this program was only available to fourth through eighth grade students (54% of our population) at our middle school campus. In 2014-15, we expanded the program to include first through eighth grades (87% of our population), and it is offered at each elementary site as well as the middle school. In 2013-14, we did not keep data in relation to unduplicated pupils, however, with the expansion of the program for 2014-15, 30% of the students attending are unduplicated pupils. Learning Center Services: By adding additional staff to our Learning Center, we are able to serve a larger percentage of our unduplicated pupils. In 2013-14, we serviced 40% of unduplicated pupils while in 2014-15, we were able to service 46% of unduplicated pupils with the additional staffing, resulting in a 6% increase of unduplicated pupils serviced. Imagine Learning: In 2013-14, the Imagine Learning program was being fully implemented at Veterans Elementary. Seeing the benefits of the program, we expanded its usage to the other three elementary sites. Therefore, whereas in 2013-14, only 18% of our unduplicated pupils district-wide were utilizing the program, in 2014-15, 90% of our unduplicated pupils utilized the program. This is a 72% increase in unduplicated students participating in the Imagine Learning Program.

3.36 %

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01,

42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20

U.S.C. Section 6312.

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LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

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

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

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

June 30).

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

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

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

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

(2) The total number of cohort members.

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

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

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school

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

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(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).

(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).

(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).

(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).

8-22-14 [California Department of Education]

local control and accountability plan and annual … 1 of 79 15497.5. local control and...

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