redwood coast montessori board of directors 1611 peninsula ... filecoast montessori school 1611...

Redwood Coast Montessori Board of Directors 1611 Peninsula Drive, Arcata, CA 95521 (Building A)

REGULAR MEETING June 12, 2019 7:00 p.m.

AGENDA

A. CALL TO ORDER OF OPEN SESSION

B. OPEN SESSION: 7:00 P.M. LOCATION: REDWOOD COAST MONTESSORI, BUILDING A

C. PUBLIC COMMENT The public is invited to make announcements or comment on information to the Board that is relevant to the scope of authority of Redwood Coast Montessori. The Board may uniformly impose a time limit of 3 minutes to individual presentations to assure every subject is heard. By public law, the Board cannot take action on items not on the agenda.

D. GENERAL FUNCTION-CONSENT ITEMS– Approval w/ Single Motion: Action

Items listed under the Consent Agenda are considered to be routine and are acted on by the Board in one motion. There is no discussion of these items before the Board vote unless a member of the Board, staff, or public requests specific items be discussed and/or removed from the Consent Agenda. It is understood that the Administration recommends approval on all Consent Items.

1. Approval of Draft Minutes of May 8, 2019 Regular Meeting

E. BUSINESS AND FINANCE 1. Approval of 2019-20 budget 2. Approval of 2019-20 LCAP 3. Approval of 2019-20 ESSA LCAP Addendum 4. Approval of 2019-20 LCAP Parent’s budget 5. 2019-20 Con App: Approve with all associated data collections and

reporting requirements

Action Action Action Action Action

F. SCHOOL FUNCTIONS 1. HAF Consulting Grant 2. Hiring update 3. Friends of RCM update

Information Information Information

G. Staff and Directors Reports

1. Staff Report 2. Director Reports

H. FUTURE AGENDA ITEMS

Discussion of future agenda items

Information Information

ADJOURNMENT Action

NOTICE: Any writing, not exempt from public disclosure under Government Code Section 6253.5, 6254, 6254.3, 6254. 7, 6254.15, 6254.16, OR 6254.22, which is distributed to all or a majority of the members of the governing board by any person in connection with a matter subject to discussion or consideration at an open meeting of the board is available for public inspection at the Redwood Coast Montessori School 1611 Peninsula Drive, Arcata, CA 95521. In compliance with Government Code section 54954.2(a) Redwood Coast Montessoir will, on request make agendas available in appropriate alternative formats to persons with a disability, as required by Section 202 of the Americans with Disabilities Act of 1990 (42 U.S.C. Sec. 12132), and the federal rules and regulations adopted in implementation thereof. Individuals who need this agenda in an alternative format or who need a disability-related modification or accommodation in order to participate in the meeting should contact Redwood Coast Montessori at 707-832-4194.

Budget 2000 Comparative Report

Report Cover SheetGeneral SettingsReport Name Budget 2000 Comparative ReportPrinted 6/3/2019 9:41:34 AMDistrict 02Logon twestFiscal Year 2019

OptionsSummary Report YESShow Beginning And Ending Balance YESSummary Report Section ObjectSummary Level 4Print Amount Non-Zero AmountsPage Break group 2Print Inconsistency Message NOPrint Inconsistencies Only NOFlatten Data NOPrint Write-In Lines NONumber Of Models 4Model 1 Report Title 19Model 1 Source BudgetModel 1 Description 19 2018-19 WorkingModel 2 Report Title 20Model 2 Source BudgetModel 2 Description 20 BUDGET ADOPTIONModel 3 Report Title 21Model 3 Source BudgetModel 3 Description 21 MYP1 20-21Model 4 Report Title 22Model 4 Source BudgetModel 4 Description 22 MYP2 21-22

Selected FieldsModel 1 - Budget AmtModel 2 - Budget AmtModel 3 - Budget AmtModel 4 - Budget Amt

Sorting

Grouping

Fu, Rs, Rev/Exp

Filters(Fund = 10)

HUMBOLDT COUNTY OFFICE OF EDUCATIONBudget 2000 Comparative Report

District 02 ArcataRCM WORKING AND ADOPTED PLUS TWO

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Summary By Object 19 20 21 22Budget Amt Budget Amt Budget Amt Budget Amt

10 REDWOOD COAST MONTESSORI9791 PROJECTED BEGINNING BALANCE FOR 10 391,522.02 371,195.02 279,068.02 330,411.02

0001 SUPPLEMENTAL/CONCENTRATION9791 PROJECTED BEGINNING BALANCE FOR 0001 0.00 0.00 0.00 0.00

Revenue:8000-89998980 CONTRIB FROM UNRSTRCTD REV -82,727.00 -103,381.00 -103,381.00 -103,381.008984 CONTRIBUTION>LCFF 82,727.00 103,381.00 103,381.00 103,381.00

SubTotal: Revenue:8000-8999 0.00 0.00 0.00 0.00

SubTotal: 0001 0.00 0.00 0.00 0.009798 BUDGET YEAR ENDING BALANCE FOR 0001 0.00 0.00 0.00 0.00



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10 REDWOOD COAST MONTESSORI(Continued...)

0013 CHARTER SCHOOLS9791 PROJECTED BEGINNING BALANCE FOR 0013 331,362.88 343,341.88 267,022.88 318,365.88

Revenue:8000-89998011 REVENUE LIMIT ST AID-CURR YR 949,214.00 1,083,723.00 1,252,807.00 1,400,427.008096 TRANSFERS>CHARTERS IN LIEU TAX 258,661.00 258,661.00 258,661.00 258,661.008550 MANDATED COST REIMBURSEMENTS 23,002.00 2,013.00 2,013.00 2,013.008590 ALL OTHER STATE REVENUES 34.00 34.00 34.00 34.008660 INTEREST 4,000.00 4,000.00 4,000.00 4,000.008699 ALL OTHER LOCAL REVENUES 77,117.00 26,117.00 26,117.00 26,117.008980 CONTRIB FROM UNRSTRCTD REV 59,032.00 61,706.00 58,836.00 55,877.008982 CONTRIBUTION > TITLE I 826.00 451.00 -148.00 -763.008984 CONTRIBUTION>LCFF -82,727.00 -103,381.00 -103,381.00 -103,381.008989 CONTRIBUTION > SPECIAL ED -64,803.00 -37,326.00 -39,638.00 -41,099.00

SubTotal: Revenue:8000-8999 1,224,356.00 1,295,998.00 1,459,301.00 1,601,886.00

Expense:1000-79991100 TEACHERS SALARIES - REGULAR 442,037.00 510,282.00 521,934.00 533,879.001102 MUSIC TEACHER 19,110.00 19,396.00 19,881.00 20,378.001132 COACHES AND SPECIAL ADVISORS 1,000.001140 TEACHER SALARY - SUBSTITUTES 5,000.00 5,000.00 5,000.00 5,000.001150 TEACHER SALARY - OTHER PAY 7,000.00 7,000.00 7,000.00 7,000.001303 PRINCIPAL 53,797.00 80,986.00 82,366.00 83,779.002100 CLASS INSTR AIDE SAL-REGULAR 71,232.00 55,570.00 56,661.00 57,840.002160 COACHES & ADVISORS 500.00 500.00 500.00 500.002214 CUSTODIAN 12,276.00 12,276.00 12,462.00 12,648.002304 BUSINESS MANAGER 25,028.00 24,368.00 24,734.00 25,353.002403 CLERICAL TECHNICIAN 9,882.00 9,882.00 10,028.00 10,179.002920 OTHER CLASS SALARIES-HOURLY 26,349.00 24,847.00 25,219.00 25,851.003101 STRS - CERTIFICATED 85,959.00 103,988.00 115,158.00 115,713.003202 PERS - CLASSIFIED 18,491.00 21,256.00 24,617.00 26,534.003312 SOCIAL SECURITY-CLASSIFIED 9,015.00 7,907.00 8,039.00 8,211.003331 MEDICARE-CERTIFICATED 7,664.00 9,039.00 9,232.00 9,434.003332 MEDICARE-CLASSIFIED 2,118.00 1,854.00 1,885.00 1,925.003411 HEALTH & WELFARE BENEFTS-CRT 205,697.00 266,097.00 266,097.00 266,097.003412 HEALTH & WELFARE BENEFTS-CLS 4,496.00 4,691.00 4,691.00 4,647.003501 ST UNEMPLOYMENT INS-CERTIF 274.00 322.00 329.00 334.00



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10 REDWOOD COAST MONTESSORI0013 CHARTER SCHOOLS

Expense:1000-7999(Continued...)

3502 ST UNEMPLOYMENT INS-CLASSIFD 81.00 70.00 71.00 71.003601 WORKER'S COMP-CERTIFICATED 9,877.00 12,213.00 12,480.00 12,750.003602 WORKER'S COMP-CLASSIFIED 2,723.00 2,502.00 2,545.00 2,600.004310 MATERIALS & SUPPLIES 7,270.00 7,270.00 7,270.00 7,270.004351 OFFICE SUPPLIES 1,100.00 1,100.00 1,100.00 1,100.004374 CUSTODIAL SUPPLIES 1,000.00 1,000.00 1,000.00 1,000.004400 EQUIPMENT 1,500.00 1,500.00 1,500.00 1,500.005210 TRAVEL & CONFERENCES 1,500.00 1,500.00 1,500.00 1,500.005300 DUES & MEMBERSHIPS 1,000.00 1,000.00 1,000.00 1,000.005450 OTHER INSURANCE 5,688.00 5,688.00 5,688.00 5,688.005512 PROPANE 4,400.00 4,400.00 4,620.00 4,851.005520 ELECTRICITY SERVICES 5,500.00 5,500.00 5,775.00 6,064.005560 WASTE DISPOSAL 2,200.00 2,200.00 2,310.00 2,426.005612 RENTALS AND LEASES-BUILDINGS 21,486.00 22,389.00 22,644.00 22,905.005623 RENTALS AND LEASES-EQUIPMENT 4,000.00 4,000.00 4,000.00 4,000.005637 MAINTENANCE AGREEMENTS 2,200.00 2,200.00 2,200.00 2,200.005716 OTHER INTERPROGRAM SERVICES -21,176.00 -30,400.00 -32,870.00 -34,770.005800 CONTRACTED SERVICES 24,220.00 24,220.00 24,220.00 24,220.005804 SECURITY SYSTEM 300.00 300.00 300.00 300.005805 PRINTING SERV-OUTSIDE VENDOR 50.00 50.00 50.00 50.005819 OTHER INTER-LEA CONTRACTS 75,329.00 85,156.00 92,074.00 97,397.005823 LEGAL FEES 100.00 100.00 100.00 100.005831 ADVERTISEMENT 250.00 250.00 250.00 250.005881 OTHER CHARGES/FEES 750.00 750.00 750.00 750.005909 TELEPHONE/COMMUNICATIONS 7,300.00 7,300.00 7,300.00 7,300.007330 INDIRECT COSTS INTERPROGRAM -7,250.00 -7,250.00 -7,250.00 -7,250.007438 DEBT SERVICE-INTEREST 4,056.00 2,050.00 1,500.00 953.007439 OTHER DEBT SERVICE PRINCIPAL 49,998.00 49,998.00 49,998.00 49,998.00

SubTotal: Expense:1000-7999 -1,212,377.00 -1,372,317.00 -1,407,958.00 -1,431,525.00

SubTotal: 0013 11,979.00 -76,319.00 51,343.00 170,361.009798 BUDGET YEAR ENDING BALANCE FOR 0013 343,341.88 267,022.88 318,365.88 488,726.88



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1100 STATE LOTTERY REVENUE9791 PROJECTED BEGINNING BALANCE FOR 1100 20,628.03 10,181.03 10,181.03 10,181.03

Revenue:8000-89998560 STATE LOTTERY REVENUE 22,499.00 23,858.00 23,858.00 23,858.00

SubTotal: Revenue:8000-8999 22,499.00 23,858.00 23,858.00 23,858.00

Expense:1000-79994110 TEXTBOOKS 3,726.00 3,726.00 3,726.00 3,726.004310 MATERIALS & SUPPLIES 17,000.00 7,912.00 7,912.00 7,912.005210 TRAVEL & CONFERENCES 1,620.00 1,620.00 1,620.00 1,620.005800 CONTRACTED SERVICES 8,000.00 8,000.00 8,000.00 8,000.005812 LIBRARY CONTRACT 2,600.00 2,600.00 2,600.00 2,600.00

SubTotal: Expense:1000-7999 -32,946.00 -23,858.00 -23,858.00 -23,858.00

SubTotal: 1100 -10,447.00 0.00 0.00 0.009798 BUDGET YEAR ENDING BALANCE FOR 1100 10,181.03 10,181.03 10,181.03 10,181.03



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1400 EDUCATION PROTECTION ACCOUNT9791 PROJECTED BEGINNING BALANCE FOR 1400 0.00 0.00 0.00 0.00

Revenue:8000-89998012 REVENUE LIMIT-EPA 28,694.00 30,400.00 32,870.00 34,770.00


Expense:1000-79995716 OTHER INTERPROGRAM SERVICES 28,694.00 30,400.00 32,870.00 34,770.00





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3010 TITLE I-BASIC GRANTS-LOW INC9791 PROJECTED BEGINNING BALANCE FOR 3010 0.00 0.00 0.00 0.00

Revenue:8000-89998290 ALL OTHER FEDERAL REVENUES 14,421.00 14,421.00 14,421.00 14,421.008982 CONTRIBUTION > TITLE I -826.00 -451.00 148.00 763.00


Expense:1000-79991100 TEACHERS SALARIES - REGULAR 22,825.00 23,167.00 23,746.00 24,340.003331 MEDICARE-CERTIFICATED 331.00 336.00 345.00 353.003501 ST UNEMPLOYMENT INS-CERTIF 12.00 12.00 12.00 13.003601 WORKER'S COMP-CERTIFICATED 427.00 455.00 466.00 478.005716 OTHER INTERPROGRAM SERVICES -10,000.00 -10,000.00 -10,000.00 -10,000.00





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4035 TITLE II TEACHER QUALITY9791 PROJECTED BEGINNING BALANCE FOR 4035 0.00 0.00 0.00 0.00

Revenue:8000-89998290 ALL OTHER FEDERAL REVENUES 2,541.00 2,541.00 2,541.00 2,541.00


Expense:1000-79995210 TRAVEL & CONFERENCES 2,541.00 2,541.00 2,541.00 2,541.00





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4127 TITLE IV A STUDENT SUPPORT9791 PROJECTED BEGINNING BALANCE FOR 4127 0.00 0.00 0.00 0.00



Expense:1000-79995716 OTHER INTERPROGRAM SERVICES 10,000.00 10,000.00 10,000.00 10,000.00





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4610 CHARTER SCHOOLS GRANTS9791 PROJECTED BEGINNING BALANCE FOR 4610 0.00 0.00 0.00 0.00

Revenue:8000-89998290 ALL OTHER FEDERAL REVENUES 60,000.00

SubTotal: Revenue:8000-8999 60,000.00 0.00 0.00 0.00

Expense:1000-79994310 MATERIALS & SUPPLIES 37,500.004400 EQUIPMENT 4,000.005210 TRAVEL & CONFERENCES 5,000.005800 CONTRACTED SERVICES 2,500.006400 EQUIPMENT 11,000.00

SubTotal: Expense:1000-7999 -60,000.00 0.00 0.00 0.00




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5310 CHILD NUTRITION-SCHOOL PROGRAM9791 PROJECTED BEGINNING BALANCE FOR 5310 0.00 0.00 0.00 0.00

Revenue:8000-89998221 NATIONAL LUNCH PROGRAM 15,458.00 15,458.00 15,458.00 15,458.008520 CHILD NUTRITION 1,060.00 1,060.00 1,060.00 1,060.008634 FOOD SERVICES SALES 11,075.00 11,075.00 11,075.00 11,075.008980 CONTRIB FROM UNRSTRCTD REV 23,394.00 23,947.00 24,540.00 25,111.00


Expense:1000-79992210 FOOD SERVICE PERSONNEL 25,923.00 26,144.00 26,449.00 26,843.003202 PERS - CLASSIFIED 1,620.00 1,905.00 2,180.00 2,335.003312 SOCIAL SECURITY-CLASSIFIED 556.00 570.00 573.00 582.003332 MEDICARE-CLASSIFIED 376.00 380.00 384.00 390.003502 ST UNEMPLOYMENT INS-CLASSIFD 14.00 14.00 14.00 14.003602 WORKER'S COMP-CLASSIFIED 485.00 514.00 520.00 527.004310 MATERIALS & SUPPLIES 700.00 700.00 700.00 700.004396 FOOD SERVICE SUPPLIES 2,500.00 2,500.00 2,500.00 2,500.004400 EQUIPMENT 1,100.00 1,100.00 1,100.00 1,100.004710 FOOD 15,238.00 15,238.00 15,238.00 15,238.005201 EMPLOYEE MILEAGE 1,000.00 1,000.00 1,000.00 1,000.005210 TRAVEL & CONFERENCES 110.00 110.00 110.00 110.005635 REPAIRS-EQUIPMENT 115.00 115.00 115.00 115.005800 CONTRACTED SERVICES 750.00 750.00 750.00 750.005884 LICENSE, PERMIT, USE FEE, TX 500.00 500.00 500.00 500.00





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5820 RURAL EDUCTN ACHIEVEMENT PRGM9791 PROJECTED BEGINNING BALANCE FOR 5820 0.00 0.00 0.00 0.00



Expense:1000-79992100 CLASS INSTR AIDE SAL-REGULAR 14,284.00 15,758.00 15,998.00 16,391.003202 PERS - CLASSIFIED 2,580.003312 SOCIAL SECURITY-CLASSIFIED 886.00 977.00 992.00 1,017.003332 MEDICARE-CLASSIFIED 208.00 229.00 232.00 238.003502 ST UNEMPLOYMENT INS-CLASSIFD 8.00 8.00 8.00 9.003602 WORKER'S COMP-CLASSIFIED 267.00 309.00 314.00 322.004310 MATERIALS & SUPPLIES 5,353.00 6,305.00 6,042.00 5,609.005210 TRAVEL & CONFERENCES 7,698.00 7,698.00 7,698.00 7,698.005800 CONTRACTED SERVICES 1,500.00 1,500.00 1,500.00 1,500.005811 CO-OP CONTRACT 1,288.00 1,288.00 1,288.00 1,288.00





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6030 CHARTER SCHL FACILITIES LEASE9791 PROJECTED BEGINNING BALANCE FOR 6030 0.00 0.00 0.00 0.00

Revenue:8000-89998590 ALL OTHER STATE REVENUES 76,413.00 86,640.00 87,405.00 88,188.008595 ALL OTHER STATE REV-PRIOR YR 6,805.008980 CONTRIB FROM UNRSTRCTD REV -6,805.00


Expense:1000-79995612 RENTALS AND LEASES-BUILDINGS 83,931.00 86,640.00 87,405.00 88,188.005716 OTHER INTERPROGRAM SERVICES -7,518.00





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6230 CLEAN ENERGY JOBS (PROP 39)9791 PROJECTED BEGINNING BALANCE FOR 6230 25,041.92 -0.08 -0.08 -0.08

Revenue:8000-89998590 ALL OTHER STATE REVENUES 56,140.00


Expense:1000-79995800 CONTRACTED SERVICES 81,182.00


SubTotal: 6230 -25,042.00 0.00 0.00 0.009798 BUDGET YEAR ENDING BALANCE FOR 6230 -0.08 -0.08 -0.08 -0.08



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6300 LOTTERY - INSTRL MATERIALS9791 PROJECTED BEGINNING BALANCE FOR 6300 2,765.96 1,863.96 1,863.96 1,863.96

Revenue:8000-89998560 STATE LOTTERY REVENUE 7,897.00 8,374.00 8,374.00 8,374.00


Expense:1000-79994110 TEXTBOOKS 5,299.00 4,874.00 4,874.00 4,874.004310 MATERIALS & SUPPLIES 3,500.00 3,500.00 3,500.00 3,500.00


SubTotal: 6300 -902.00 0.00 0.00 0.009798 BUDGET YEAR ENDING BALANCE FOR 6300 1,863.96 1,863.96 1,863.96 1,863.96



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6500 SPECIAL EDUCATION9791 PROJECTED BEGINNING BALANCE FOR 6500 0.00 0.00 0.00 0.00

Revenue:8000-89998792 TRANS OF APPORTION FROM COE 46,893.00 77,681.00 77,681.00 77,681.008989 CONTRIBUTION > SPECIAL ED 64,803.00 37,326.00 39,638.00 41,099.00


Expense:1000-79991104 SPECIAL ED TEACHER 51,329.00 52,100.00 53,402.00 54,738.003101 STRS - CERTIFICATED 8,357.00 8,701.00 9,667.00 9,744.003331 MEDICARE-CERTIFICATED 745.00 757.00 776.00 795.003411 HEALTH & WELFARE BENEFTS-CRT 30,946.00 32,779.00 32,779.00 32,779.003501 ST UNEMPLOYMENT INS-CERTIF 27.00 27.00 27.00 29.003601 WORKER'S COMP-CERTIFICATED 960.00 1,022.00 1,047.00 1,074.004310 MATERIALS & SUPPLIES 500.00 500.00 500.00 500.005852 PERSONAL SERVICE 10,400.00 10,400.00 10,400.00 10,400.007142 OTH TUITN, EXCESS CSTS> COE 1,182.00 1,471.00 1,471.00 1,471.007330 INDIRECT COSTS INTERPROGRAM 7,250.00 7,250.00 7,250.00 7,250.00





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7311 CLASSIFIED EE PROF DEVELOPMENT9791 PROJECTED BEGINNING BALANCE FOR 7311 0.00 0.00 0.00 0.00



Expense:1000-79995210 TRAVEL & CONFERENCES 1,373.00





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7510 LOW-PERFORMING STUDENTS BLOCK9791 PROJECTED BEGINNING BALANCE FOR 7510 0.00 15,808.00 0.00 0.00



Expense:1000-79995888 OTHER OPERATING EXPENSE 15,808.00

SubTotal: Expense:1000-7999 0.00 -15,808.00 0.00 0.00

SubTotal: 7510 15,808.00 -15,808.00 0.00 0.009798 BUDGET YEAR ENDING BALANCE FOR 7510 15,808.00 0.00 0.00 0.00



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7690 STRS ON-BEHALF PENSION CONTRIB9791 PROJECTED BEGINNING BALANCE FOR 7690 0.00 0.00 0.00 0.00

Revenue:8000-89998590 ALL OTHER STATE REVENUES 43,748.00 43,748.00 43,748.00 43,748.00


Expense:1000-79993101 STRS - CERTIFICATED 43,748.00 43,748.00 43,748.00 43,748.00





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9032 CALFRESH GRANT-COUNTY OF HUMB9791 PROJECTED BEGINNING BALANCE FOR 9032 11,723.23 0.23 0.23 0.23

Revenue:8000-89998699 ALL OTHER LOCAL REVENUES 89,045.00 89,045.00 89,045.00 89,045.008980 CONTRIB FROM UNRSTRCTD REV 7,106.00 17,728.00 20,005.00 22,393.00


Expense:1000-79992308 DIRECTOR 35,714.00 36,452.00 36,993.00 38,002.002407 ASSISTANT 10,071.00 6,588.00 6,685.00 6,855.002902 RECREATION WORKER 6,729.00 6,833.00 6,936.00 7,050.003202 PERS - CLASSIFIED 8,455.00 9,158.00 10,579.00 11,462.003312 SOCIAL SECURITY-CLASSIFIED 3,259.00 3,093.00 3,140.00 3,220.003332 MEDICARE-CLASSIFIED 763.00 725.00 736.00 755.003412 HEALTH & WELFARE BENEFTS-CLS 16,252.00 17,299.00 17,299.00 17,343.003502 ST UNEMPLOYMENT INS-CLASSIFD 29.00 27.00 27.00 27.003602 WORKER'S COMP-CLASSIFIED 984.00 980.00 995.00 1,019.004310 MATERIALS & SUPPLIES 9,989.00 9,989.00 9,989.00 9,989.005201 EMPLOYEE MILEAGE 1,200.00 1,200.00 1,200.00 1,200.005210 TRAVEL & CONFERENCES 60.00 60.00 60.00 60.005512 PROPANE 849.00 849.00 891.00 936.005612 RENTALS AND LEASES-BUILDINGS 6,491.00 6,491.00 6,491.00 6,491.005800 CONTRACTED SERVICES 6,350.00 6,350.00 6,350.00 6,350.005909 TELEPHONE/COMMUNICATIONS 679.00 679.00 679.00 679.00


SubTotal: 9032 -11,723.00 0.00 0.00 0.009798 BUDGET YEAR ENDING BALANCE FOR 9032 0.23 0.23 0.23 0.23

SubTotal: 10 -20,327.00 -92,127.00 51,343.00 170,361.009798 BUDGET YEAR ENDING BALANCE FOR 10 371,195.02 279,068.02 330,411.02 500,772.02

Charter Charter Charter Charter Charter Charter Charter Charter Charter Fund Fund Fund Fund Fund Fund Fund Fund Fund

Unrestricted Restricted Total Unrestricted Restricted Total Unrestricted Restricted Total--------------------------------------------------- ---------------------------------------------- -------------------------------------------

A. REVENUES LCFF Apportionment $ 1,372,784 $ 0 $ 1,372,784 $ 1,544,338 $ 0 $ 1,544,338 $ 1,693,858 $ 0 $ 1,693,858 Federal Sources 0 76,492 76,492 0 76,492 76,492 0 76,492 76,492 Other State Sources 25,905 139,822 165,727 25,905 140,587 166,492 25,905 141,370 167,275 Other Local Sources 30,117 177,801 207,918 30,117 177,801 207,918 30,117 177,801 207,918

--------------------------------------------------- ---------------------------------------------- -------------------------------------------Total Revenue 1,428,806 394,115 1,822,921 1,600,360 394,880 1,995,240 1,749,880 395,663 2,145,543

B. EXPENDITURES Certificated Salaries 622,664 75,267 697,931 636,181 77,148 713,329 650,036 79,078 729,114 Classified Salaries 127,443 91,775 219,218 129,604 93,061 222,665 132,371 95,141 227,512 Employee Benefits 429,939 124,025 553,964 445,144 126,860 572,004 448,316 128,273 576,589 Supplies 22,508 44,706 67,214 22,508 44,443 66,951 22,508 44,010 66,518 Services & Other Operating 179,223 143,979 323,202 187,001 128,978 315,979 193,221 129,806 323,027 Capital Outlay 0 0 0 0 0 0 0 0 0 Other Outgo 52,048 1,471 53,519 51,498 1,471 52,969 50,951 1,471 52,422 Support Costs (7,250) 7,250 0 (7,250) 7,250 0 (7,250) 7,250 0

--------------------------------------------------- ---------------------------------------------- -------------------------------------------Total Expenditures 1,426,575 488,473 1,915,048 1,464,686 479,211 1,943,897 1,490,153 485,029 1,975,182

--------------------------------------------------- ---------------------------------------------- -------------------------------------------C. EXCESS REVENUES (EXPENDITURES) 2,231 (94,358) (92,127) 135,674 (84,331) 51,343 259,727 (89,366) 170,361D. OTHER FINANCING SOURCES/USES Interfund Transfers In 0 0 0 0 0 0 0 0 0 Interfund Transfers Out 0 0 0 0 0 0 0 0 0 Other Sources 0 0 0 0 0 0 0 0 0 Other Uses 0 0 0 0 0 0 0 0 0 Contributions (78,550) 78,550 0 (84,331) 84,331 0 (89,366) 89,366 0

--------------------------------------------------- ---------------------------------------------- -------------------------------------------Total Other Sources (Uses) (78,550) 78,550 0 (84,331) 84,331 0 (89,366) 89,366 0

--------------------------------------------------- ---------------------------------------------- -------------------------------------------E. FUND BALANCE INCREASE (DECREASE) (76,319) (15,808) (92,127) 51,343 0 51,343 170,361 0 170,361F. ADJUSTED BEGINNING BALANCE 353,523 17,672 371,195 277,204 1,864 279,068 328,547 1,864 330,411

--------------------------------------------------- ---------------------------------------------- -------------------------------------------G. ENDING BALANCE $ 277,204 $ 1,864 $ 279,068 $ 328,547 $ 1,864 $ 330,411 $ 498,908 $ 1,864 $ 500,772

=================================================== ============================================== ===========================================5% State Recommended Minimum $ 95,752 $ 97,195 $ 98,759

REDWOOD COAST MONTESSORI

ADOPTED WORKING BUDGET ADOPTED MULTI-YEAR PROJECTIONFISCAL YEAR 2019-20 FISCAL YEAR 2020-21 FISCAL YEAR 2021-22

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Redwood Coast Montessori

Contact Name and Title

Bryan Little Director

Email and Phone

[email protected] 707-832-4194

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

Redwood Coast Montessori began as an independent charter school during the fall of 2013 with sixty students in grades K--7th. Throughout the evolution of Redwood Coast Montessori, one consistent characteristic, which has triggered growth in capacity and services, is the support of parents and students for the dedicated teachers and for the traditional Montessori method used at RCM.

https://www.caschooldashboard.org/reports/12626790127266/2018

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Based on the Montessori method, students at RCM are offered a rich curriculum that truly values the child and the natural development of the whole child. Redwood Coast Montessori classrooms are designed based on the Montessori approach of a carefully “prepared environment” that is filled with beautiful, long lasting materials that are engaging, age appropriate and pedagogically designed as self--correcting learning tools. Students spend long uninterrupted academic time following their own passions as they work their way through the curriculum. The curriculum is integrated throughout all grade levels and all subject matter in such a way that it allows for mastery of concepts at an individual pace that is appropriate for each student. Redwood Coast Montessori students thrive within this traditional Montessori environment as they are guided by dedicated loving teachers who value the individual needs of the student and emphasize the responsibility each student has to self, community, and environment. With the continued success of Redwood Coast Montessori, and increased demand for expanding grade and enrollment opportunities, the RCM community has grown to include grades TK - 12th. With the inclusion of high school grades and expansion of the adolescent program, RCM has expanded and refined it's inclusion of Project Based Learning as an integral part of our traditional Montessori curriculum. Redwood Coast Montessori constantly strives to meet the individual needs of each student using traditional Montessori pedagogy and 21st Century resources.

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

Goal 1: Conditions of Learning will include highly qualified teachers. 1. Anticipated need for three classroom teachers. 100% of teachers will be highly qualified. There will be no teacher misassignments. 2. Host a minimum of 8 school-wide staff collaboration in-service meetings. Host a min. of 8 teacher collaboration meetings Other staff training as needed. Include bi-annual first aid/CPR training. Include Positive Discipline discussion/training during at least 4 regular staff meetings. 3. Teachers will participate in a peer support and review program, including a minimum of two classroom observations and peer review sessions. 4. At least two teachers will be supported with targeted Montessori or PBL training. All teachers with preliminary credential will be supported with BTSA training. Teachers and staff will be encouraged to targeted trainings in and out of the area. Goal #2: Conditions of learning will include upgrade of school sites. 1. Arcata driveway will be upgraded including grading of existing surface and filling of all potholes. 2. Manila buildings will have exterior repaired and painted with one consistent field color and one trim color. 3. Secure a garden manager for the Manila garden. Goal #3:

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As the school continues to grow there is increased need for clear lines of communication between staff, parents, and community. 1. RCM staff will host one event designed to educated parents/guardians about Montessori philosophy and curriculum. 2. RCM will develop a school site council composed of staff, parents/guardians, and students. 3. RCM will host a minimum of five events designed to provide the school community with opportunities to connect with staff and other families. 4. RCM will involve parents/guardians in editing of the school weekly e-newsletter throughout the school year. 5. Provide resource referral and community support for all RCM families and other local families as needed. Goal #4: Improve student engagement. 1. Increase enrollment to include 11th grade. 2. Include a minimum of five different programs that promote student involvement and choice in their community and educational path. 3. RCM will continue to use the annual stakeholder survey and will provide students with a survey tool to provide increased student feedback about their educational experience. 4. Improve evidence-based services for the identified Low performing pupils to accelerate increases in academic achievement, and how the effectiveness of the services will be measured. 5. Increase ELA & math scores on CAASPP summative assessments by 5% overall. 6. Minimum of 0.75 : 1 ratio of computers to students in grades 3-11. One-to-one ratio of textbooks to students. 7. Provide "home-cooked" lunches for all students at both campuses. 8. Provide all SPED services as identified on all SPED IEPs.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

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Greatest Progress Based on a review of LCAP goals, stakeholder input, and self-assessment tools, there are several areas of success for Redwood Coast Montessori. Some of the areas of greatest accomplishment is with hiring of highly qualified teachers and staff. In part due to the outstanding reputation of RCM and the use of Montessori pedagogy, many highly qualified individuals seek employment with RCM. The new RCM employees along with our existing teachers and staff make up an outstanding community of dedicated and highly professional educators. RCM will work to retain RCM staff through a series of support and professional development strategies outlined in our 2019 LCAP. Significant progress was made with the development of the Parent Teacher Organization. The PTO was successfully converted into a non-profit corporation under section 501c3. This development has been supported by the establishment of a governing board, articles and incorporation, and approved bylaws. The success of this governing board will continue under the guidance of the board of directors. Redwood Coast Montessori successfully expanded to include the 10th grade. This included development on new curriculum and training of existing high school teachers and staff. The success and expansion of the high school program will be supported through hiring of additional highly qualified teachers and ongoing training to provide the skills to implement new curriculum.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs Redwood Coast Montessori did not have any performance areas that were in the “Red” or “Orange” rating. The one area that was in the “Yellow” was from the math CAASPP scores. This state indicator highlights the need to address how well RCM is preparing our students for the CAASPP assessments. Redwood Coast Montessori has already begun use of the interim assessments to help identify areas of need, particularly in the area of math instruction. This tool is easily accessible to teachers throughout the school year and can track student performance with the goal of targeting instruction based on the needs of the individual student.

Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps There were no LCFF Evaluation Rubrics that identified any state indicators for which performance for any student group was two or more performance levels below the “all student” performance. The main area of need, math, was fairly consistent across all student groups and is being addressed.

Comprehensive Support and Improvement

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

Redwood Coast Montessori is not a school needing comprehensive support and improvement (CSI).

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


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


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Annual Update LCAP Year Reviewed: 2018-19

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

Goal 1

State and/or Local Priorities addressed by this goal:

State Priorities: Local Priorities:

Annual Measurable Outcomes

Expected Actual Successfully hired highly qualified upper elementary teacher. No miss-

assignments. A minimum of two staff collaboration meetings were held each month throughout the school year (16 total for the year). All available prop. 39 funds were used to replace of one propane heaters with an electric heat pump. Staff continues to work with local land owners for establishing a permanent site for the Arcata campus.

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

A highly qualified upper elementary teacher was hired. Through support and mentoring

$56,745.44 2000-2999: Classified Personnel Salaries LCFF

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from senior staff, good progress was made with implementation of best practices.

Action 2

A minimum of sixteen staff collaboration meetings were held throughout the school year.

$15,608.74 1000-1999: Certificated Personnel Salaries LCFF

Action 3

One gas heater was replaced with an electric heat pump. All Prop. 39 funds were utilized successfully.

$15,000 5000-5999: Services And Other Operating Expenditures Prop 39

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The implementation of the actions/services was undertaken with careful planning to assure alignment of the outcome with RCM's mission and goals.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The actions/services were achieved with good success. All staff positions were filled and all staff meetings and trainings were successfully held. In addition all prop. 39 goals were achieved including the addition on electric heat pump.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. All expenditures were within the anticipated budget projections.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. The only significant change to this goal was one high school teaching position was vacated and will need to be filled with a highly qualified teacher for the 2019-20 school year. Staff meetings will continue, as described, during the 2019-20 school year. These actions/services can be found in the 2019-20 LCAP under goals #1 & #2.

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Goal 2




Expected Actual RCM hosted two additional parent/guardian meetings to highlight Redwood

Coast Montessori curriculum and the work accomplished by RCM students at the adolescent and high school levels. The PTO was successfully converted to a "sidecar" non-profit corporation. A Board of Directors was selected, bylaws were adopted and the corporation was listed with both the appropriate State and Federal agencies. RCM increased community partners through the addition of specific partnerships with Humboldt State University and through on-going collaboration with High Tech High.

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

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Two additional open house events were hosted at the Arcata campus to inform parents/guardians and members of the community about work accomplished by RCM students and about the overall approach of curriculum delivery and focus at Redwood Coast Montessori.


Action 2

Friends of Redwood Coast Montessori, a non-profit (501c3) was successfully established during the 2018-19 school year. Friends of RCM will work to support Redwood Coast Montessori and to fulfill the original mission of the PTO.

0.00 Not Applicable

Action 3

Redwood Coast Montessori established new partnerships with faculty at Humboldt State University. In addition RCM staff established an on-going partnership with High Tech High for the purpose of training and support in the area of Project Based Learning.


Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The implementation of the actions/services was undertaken with careful planning to assure alignment of the outcome with RCM's mission and goals.

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The actions/services were achieved with good success. Redwood Coast Montessori successfully reached out to community partners which benefited students through increased professional development training of teachers and through access to personal instruction from area specific professionals. With continued growth and development, RCM was able to host two open house events for parents/guardians and community members. In keeping up to speed with the growth of RCM, a new non-profit organization was created, Friends of Redwood Coast Montessori, to provide support to the expanding program. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. All expenditures were within the anticipated budget projections.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. There were no significant changes to the goal of maintaining and improving communication and connections with parents, students, and community. While two additional open house events were hosted at the Arcata campus there continues to be a strong interest in hosting additional parent meetings at the elementary level. Staff will continue to discuss how best to educate parents/guardians in the process of learning about Montessori philosophy and how to support their children in a Montessori environment. These actions/services can be found in the 2019-20 LCAP under goals #3.

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Goal 5




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

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal.

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

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

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

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Stakeholder Engagement

LCAP Year: 2019-20

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

Monthly staff meetings to review and update school priorities from September through June. Monthly teacher meetings to review and update academic and community priorities from September though June. March 11, 2019 - LCAP meeting held for all community stakeholders. March 13, 2019 - Presentation of LCAP annual update to RCM Board of Directors during monthly meeting. School director original goals and progress towards goals during first year of LCAP. March 19, 2019 - LCAP survey made available to RCM community. Results of survey gathered on an ongoing basis through April. June 12, 2019: Second Reading and Action for approval of the LCAP/Annual Update and approval of LCFF. March, 2019 - Presentation of LCAP annual update to RCM classified and certificated staff during monthly meeting. Surveys were made available to the entire community. Overall there was a high level of satisfaction in many key areas: 93% of respondents either agreed or strongly agreed that RCM ensures students receive instruction that is guided by academic content and performance standards and that RCM seeks input and encourages parental participation. Although there was strong support for the culture of RCM and the peace curriculum that is in place, there were some responses that reflected a desire for counseling opportunities for students. There was also interest in exploring opportunities for developing curriculum and offering staff training for inclusion and racial bias awareness. Respondents expressed a desire for increased communication between school and home and the need for more parent involvement.

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

The consultations gathered through stakeholder input helped to reform and refine the goals for the 2019-20 LCAP. Information provided on the State Dashboard roughly defined the areas of greatest need to be addressed on the LCAP. The main area that was identified from the Dashboard were math scores for all student based on the CAASPP results. Other areas that were identified through stakeholder input included the expressed desire for counseling opportunities for students. There was also interest in exploring opportunities for developing curriculum and offering staff training for inclusion and racial bias awareness. Respondents expressed a desire for increased communication between school and home and the need for more parent involvement.

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A strong effort was made to include all stakeholder input into the drafting of the LCAP goals and actions for the 2019-20 school year. The continued use of the school-wide survey has helped to highlight areas of greatest concern and an overall satisfaction with the mission of Redwood Coast Montessori.

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

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

Goal 1 Conditions of Learning will include highly qualified teachers.

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

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes)

Local Priorities: Basics: Teachers, Instructional Materials, Facilities Identified Need: 1. Hire and retain highly qualified teachers and staff. 2. Strengthen staff professional growth opportunities and ability to address academic and social/emotional needs of all students.

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Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

Percent of teachers that are highly qualified for their assigned position.

All teachers should be highly qualified with no teacher missasignments.

Anticipated vacancy for resource teacher. Hire two high school teachers. 100% of teachers will be highly qualified. There will be no teacher misassignments.

Anticipated vacancy for upper elementary teacher. 100% of teachers will be highly qualified. There will be no teacher misassignments.

Anticipated need for three classroom teachers. 100% of teachers will be highly qualified. There will be no teacher misassignments.

School-wide staff and teacher collaboration in- service meetings.

All staff need support throughout the school year including the need for regularly scheduled meetings to discuss important issues including: curriculum development, staff development, school climate, and student progress.

Host a minimum of 8 school-wide staff collaboration in-service meetings. Host a min. of 8 teacher collaboration meetings Other staff training as needed.

Host a minimum of 8 school-wide staff collaboration in-service meetings. Host a min. of 8 teacher collaboration meetings Other staff training as needed.

Host a minimum of 8 school-wide staff collaboration in-service meetings. Host a min. of 8 teacher collaboration meetings Other staff training as needed. Include bi-annual first aid/CPR training. Include Positive Discipline discussion/training during at least 4 regular staff meetings.

Implementation of teacher peer support program.

Identified need for more teacher support and performance reflection.

N/A N/A Teachers will participate in a peer support and review program, including a minimum of two classroom observations and peer review sessions.

Support professional development training, particularly in the areas

All staff should receive needed training and opportunities for professional

N/A N/A At least two teachers will be supported with targeted Montessori or PBL training. All

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

of Montessori and project based learning.

development including: BTSA, Montessori & PBL training.

teachers with preliminary credential will be supported with BTSA training. Teachers and staff will be encouraged to targeted trainings in and out of the area.

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

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

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

X All X All Schools

OR

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

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


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

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

Select from New, Modified, or Unchanged for 2018-19


X Modified Action X Modified Action X Modified Action

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

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Recruit and retain highly qualified teaching staff and promote implementation of best practices.

Recruit and retain highly qualified upper elementary teacher and promote implementation of best practices.

Recruit and retain highly qualified teachers and promote implementation of best practices.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 177,740 177,740 202,865 177,740 177,740 202,865 Source LCFF LCFF LCFF 177,740 177,740 202,865 Budget Reference

1000-1999: Certificated Personnel Salaries



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


X All X All Schools

OR








X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Host a minimum of 8 school-wide staff collaboration in-service meetings. Host a

Host a minimum of 8 school-wide staff collaboration in-service meetings. Host a

Host a minimum of 8 school-wide staff collaboration in-service meetings. Host a

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min. of 8 teacher collaboration meetings Other staff training as needed.

min. of 8 teacher collaboration meetings Other staff training as needed.

min. of 8 teacher collaboration meetings Other staff training as needed. Include bi-annual first aid/CPR training. Include Positive Discipline discussion/training during at least 4 regular staff meetings.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 15,608 56,745 202,865 15,608 56,745 202,865 Source LCFF LCFF LCFF 15,608 56,745 202,865 Budget Reference






X All X All Schools

OR








X New Action


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N/A N/A Teachers will participate in a peer support and review program, including a minimum of two classroom observations and peer review sessions.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0.00 0.00 202,865 0.00 0.00 202,865 Source LCFF 0.00 0.00 202,865 Budget Reference

Not Applicable

Not Applicable




X All X All Schools

OR








X New Action


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N/A N/A At least two teachers will be supported with targeted Montessori or PBL training. All teachers with preliminary credential will be supported with BTSA training. Teachers and staff will be encouraged to targeted trainings in and out of the area.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0.00 0.00 2,541 0.00 0.00 2,541 Source Title II 0.00 0.00 2,541 Budget Reference

Not Applicable

Not Applicable


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

Goal 2 Conditions of learning will include upgrade of school sites.


X Priority 2: State Standards (Conditions of Learning) X Priority 6: School Climate (Engagement)

Local Priorities: Basics: Teachers, Instructional Materials, Facilities Identified Need: Improve driveway at the Arcata campus is rough and needs resurfacing Exterior siding on Manila buildings needs repair and paint Garden areas in Manila would benefit from a garden manager Expected Annual Measurable Outcomes


Sufficient upgrade of Arcata driveway.

Existing driveway at Arcata campus is rough and needs grading.

N/A N/A Arcata driveway will be upgraded including grading of existing surface and filling of all potholes.

Complete exterior painting of Manila buildings.

Manila buildings are older and have not exterior siding repaired

N/A N/A Manila buildings will have exterior repaired and painted with one

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and painted in many years.

consistent field color and one trim color.

Secure a garden manager for the Manila garden.

Manila garden needs a consistent person to oversee the garden and to support students with garden projects.

N/A N/A Secure a garden manager for the Manila garden.




X All X All Schools

OR








X New Action


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N/A N/A Arcata driveway will be upgraded including grading of existing surface and filling of all potholes.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0.00 0.00 1,000 0.00 0.00 1,000 Source Donation 0.00 0.00 1,000 Budget Reference

Not Applicable

Not Applicable

5000-5999: Services And Other Operating Expenditures



X All X All Schools

OR








X New Action


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N/A N/A Manila buildings will have exterior repaired and painted with one consistent field color and one trim color.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0.00 0.00 0.00 0.00 0.00 0.00 Source Donation 0.00 0.00 0.00 Budget Reference

Not Applicable

Not Applicable

Not Applicable



X All X All Schools

OR








2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A N/A Secure a garden manager for the Manila

garden. Budgeted Expenditures

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Year 2017-18 2018-19 2019-20 Amount 0.00 0.00 0.00 0.00 0.00 0.00 Source Donation 0.00 0.00 0.00 Budget Reference

Not Applicable

Not Applicable

Not Applicable

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

Goal 3 Maintain and improve communication and connections with staff, parents, students, and community.


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

Local Priorities: Parent Engagement Local Climate Survey Identified Need: As the school continues to grow there is increased need for clear lines of communication between staff, parents, and community. Expected Annual Measurable Outcomes


Successful hosting of Montessori educational event for parents/guardians.

Parents/Guardians are interested in learning more about the Montessori method of education.

N/A N/A RCM staff will host one event designed to educated parents/guardians about Montessori philosophy and curriculum.

Successful development of school site council.

Redwood Coast Montessori needs to develop a site council composed of staff and

N/A N/A RCM will develop a school site council composed of staff, parents/guardians, and students.

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parents/guardians, and students.

Successful hosting of events designed to strengthen the school community.

RCM hosts specific annual events and utilizes tools for outreach to the school community.

N/A N/A RCM will host a minimum of five events designed to provide the school community with opportunities to connect with staff and other families.

Continued use of e-newsletter to facilitate communication between families, staff, and students.

RCM currently sends out a weekly e-newsletter designed to provide information about upcoming events and school announcements.

N/A N/A RCM will involve parents/guardians in editing of the school weekly e-newsletter throughout the school year.

Operation of Community Resource Center.

RCM hosts the Manila Community Resource Center.

N/A N/A Provide resource referral and community support for all RCM families and other local families as needed.




X All X All Schools

OR

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

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







X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A N/A RCM staff will host one event designed to

educated parents/guardians about Montessori philosophy and curriculum.


Not Applicable

Not Applicable




X All X All Schools

OR




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X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A N/A RCM will develop a school site council

composed of staff, parents/guardians, and students.


Not Applicable

Not Applicable

2000-2999: Classified Personnel Salaries



X All X All Schools

OR





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X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A N/A RCM will host a minimum of five events

including the following: Two parent conferences (Fall & Winter) Back to School Night (Fall) Peaceful Winter Concert, Family Welcome Picnic (Spring)


Not Applicable

Not Applicable




X All X All Schools

OR




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X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A N/A RCM will involve parents/guardians in

editing of the school weekly e-newsletter throughout the school year.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0.00 0.00 0.00 0.00 0.00 0.00 Source Other 0.00 0.00 0.00 Budget Reference

Not Applicable

Not Applicable

Not Applicable



X All X All Schools

OR





Actions/Services

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X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A N/A Provide resource referral and community

support for all RCM families and other local families as needed.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 106,773 106,773 Source Cal-Fresh Grant 106,773 Budget Reference


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

Goal 5

State and/or Local Priorities addressed by this goal: State Priorities: Local Priorities:

Identified Need: Expected Annual Measurable Outcomes

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


startcollapse Action 1

OR

Actions/Services Budgeted Expenditures

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

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

$103,381 8.14% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Approximately $103,381 will be allocated from LCFF supplemental funds charter--wide during the 2019--20 school year to address the needs of the targeted groups based on the unduplicated counts of low income, English learners and foster youth students. From these supplemental funds, $69,267 will be set aside to maintain or improve high academic standards through curriculum development and standards alignment. $34,114 will be allocated to maintain or improve parent, student and community involvement through the use of web--based and printed materials and outreach to parents and community. Maintain or improve high academic standards: Provide training for all new hires, particularly all teachers. Continue to use Positive Discipline strategies in all classrooms. Maintain or improve parent, student and community involvement: Include at least one additional parent open house to promote better understanding of Montessori materials and instruction. Provide written information about positive discipline and how to use at school and home. ------- ------- LCAP Year: 2018-19


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$82,727 7.88% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Approximately $82,727 were allocated from LCFF supplemental funds charter--wide during the 2018--19 school year to address the needs of the targeted groups based on the unduplicated counts of low income, English learners and foster youth students. From these supplemental funds, $54,599.82 was set aside to maintain or improve high academic standards through curriculum development and standards alignment. $27,299.91 was allocated to maintain or improve parent, student and community involvement through the use of web--based and printed materials and outreach to parents and community. Maintain or improve high academic standards: Hire literacy specialist to implement literacy program. Provide training for all new hires, particularly all teachers. Continue to use PD strategies in all classrooms. Maintain or improve parent, student and community involvement: Include at least one additional parent open house to promote better understanding of Montessori materials and instruction. Provide written information about positive discipline and how to use at school and home. ------- ------- LCAP Year: 2017-18


$79,312 7.23% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

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Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Approximately $79,312 were allocated from LCFF supplemental funds charter--wide during the 2017--18 school year to address the needs of the targeted groups based on the unduplicated counts of low income, English learners and foster youth students. From these supplemental funds, $35,249.78 was set aside to maintain or improve high academic standards through curriculum development and standards alignment. $26,437.33 was allocated to maintain or improve parent, student and community involvement through the use of web--based and printed materials and outreach to parents and community. An additional $17,624.89 was set aside to maintain or expand grade--level and course offerings, instruction, and staff training. Maintain or improve parent, student and community involvement: Include at least one additional parent open house to promote better understanding of Montessori materials and instruction. Provide written information about positive discipline and how to use at school and home. Maintain or expand grade--level and course offerings and instruction: ------- -------

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

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

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

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

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

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

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services

Planned Actions/Services

Demonstration of Increased or Improved Services for Unduplicated Students

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

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

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

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

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

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

mailto:[email protected]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

New/Modified/Unchanged:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

the academic year (July 1 – June 30).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 0.00 0.00 201,152.37 253,399.96 1,574,492.00 2,029,044.33 0.00 0.00 0.00 0.00 0.00 0.00 Cal-Fresh Grant 0.00 0.00 0.00 0.00 106,773.00 106,773.00 Donation 0.00 0.00 0.00 0.00 1,000.00 1,000.00 LCFF 0.00 0.00 193,348.00 234,485.00 1,231,589.00 1,659,422.00 Lottery Funds 0.00 0.00 0.00 0.00 33,732.00 33,732.00 Other 0.00 0.00 0.00 0.00 15,808.00 15,808.00 Special Education Funds 0.00 0.00 0.00 0.00 115,007.00 115,007.00 Title I 0.00 0.00 7,804.37 18,914.96 68,042.00 94,761.33 Title II 0.00 0.00 0.00 0.00 2,541.00 2,541.00

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

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Total Expenditures by Object Type

Object Type 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 0.00 0.00 201,152.37 253,399.96 1,574,492.00 2,029,044.33 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries 0.00 0.00 201,152.37 253,399.96 1,216,781.00 1,671,333.33 2000-2999: Classified Personnel Salaries 0.00 0.00 0.00 0.00 272,497.00 272,497.00 4000-4999: Books And Supplies 0.00 0.00 0.00 0.00 16,866.00 16,866.00 5000-5999: Services And Other Operating Expenditures

0.00 0.00 0.00 0.00 52,540.00 52,540.00

7000-7439: Other Outgo 0.00 0.00 0.00 0.00 15,808.00 15,808.00 Not Applicable 0.00 0.00 0.00 0.00 0.00 0.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

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

Total All Expenditure Types All Funding Sources 0.00 0.00 201,152.37 253,399.96 1,574,492.00 2,029,044.33 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries

LCFF 0.00 0.00 193,348.00 234,485.00 1,014,325.00 1,442,158.00


Lottery Funds 0.00 0.00 0.00 0.00 16,866.00 16,866.00


Special Education Funds 0.00 0.00 0.00 0.00 115,007.00 115,007.00


Title I 0.00 0.00 7,804.37 18,914.96 68,042.00 94,761.33


Title II 0.00 0.00 0.00 0.00 2,541.00 2,541.00


Cal-Fresh Grant 0.00 0.00 0.00 0.00 106,773.00 106,773.00


LCFF 0.00 0.00 0.00 0.00 165,724.00 165,724.00

4000-4999: Books And Supplies

Lottery Funds 0.00 0.00 0.00 0.00 16,866.00 16,866.00


Donation 0.00 0.00 0.00 0.00 1,000.00 1,000.00


LCFF 0.00 0.00 0.00 0.00 51,540.00 51,540.00

7000-7439: Other Outgo Other 0.00 0.00 0.00 0.00 15,808.00 15,808.00 Not Applicable 0.00 0.00 0.00 0.00 0.00 0.00 Not Applicable Donation 0.00 0.00 0.00 0.00 0.00 0.00 Not Applicable Other 0.00 0.00 0.00 0.00 0.00 0.00


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Total Expenditures by Goal

Goal 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 0.00 0.00 193,348.00 234,485.00 611,136.00 1,038,969.00

Goal 2 0.00 0.00 0.00 0.00 1,000.00 1,000.00

Goal 3 0.00 0.00 0.00 0.00 475,362.00 475,362.00

Goal 4 0.00 0.00 7,804.37 18,914.96 486,994.00 513,713.33 * Totals based on expenditure amounts in goal and annual update sections.

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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source

Funding Source 2018-19



Actual 2017-18 2018-19 2019-20

All Funding Sources

Local Control and Accountability Plan (LCAP) Every Student Succeeds Act (ESSA) Federal Addendum Template

LEA Name Redwood Coast Montessori

CDS Code: 12-62679-0137653

Link to the LCAP: (optional)

For which ESSA programs apply to your LEA? Choose From: X TITLE I, PART A

Improving Basic Programs Operated by State and Local Educational Agencies

X TITLE II, PART A Supporting Effective Instruction

X TITLE IV, PART A Student Support and Academic Enrichment Grants

(note: This list only includes ESSA programs with LEA plan requirements; not all ESSA programs.)

In the following pages, ONLY complete the sections for the corresponding programs.

Instructions The LCAP Federal Addendum is meant to supplement the LCAP to ensure that eligible LEAs have the opportunity to meet the Local Educational Agency (LEA) Plan provisions of the ESSA.

The LCAP Federal Addendum Template must be completed and submitted to the California Department of Education (CDE) to apply for ESSA funding. LEAs are encouraged to review the LCAP Federal Addendum annually with their LCAP, as ESSA funding should be considered in yearly strategic planning.

The LEA must address the Strategy and Alignment prompts provided on the following page.

Each provision for each program must be addressed, unless the provision is not applicable to the LEA.

In addressing these provisions, LEAs must provide a narrative that addresses the provision within the LCAP Federal Addendum Template.

Under State Priority Alignment, state priority numbers are provided to demonstrate where an ESSA provision aligns with state priorities. This is meant to assist LEAs in determining where ESSA provisions may already be addressed in the LEA’s LCAP, as it demonstrates the LEA’s efforts to support the state priorities.

The CDE emphasizes that the LCAP Federal Addendum should not drive LCAP development. ESSA funds are supplemental to state funds, just as the LCAP Federal Addendum supplements your LCAP. LEAs are encouraged to integrate their ESSA funds into their LCAP development as much as possible to promote strategic planning of all resources; however, this is not a requirement. In reviewing the LCAP Federal Addendum, staff will evaluate the LEA’s responses to the ESSA plan provisions. There is no standard length for the responses. LEAs will be asked to clarify insufficient responses during the review process.

California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. This LCAP Federal Addendum provides LEAs with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students.

The implementation of ESSA in California presents an opportunity for LEAs to innovate with their federally-funded programs and align them with the priority goals they are realizing under the state’s Local Control Funding Formula (LCFF).

LCFF provides LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The LCAP planning process supports continuous cycles of action, reflection, and improvement.

Please respond to the prompts below, and in the pages that follow, to describe the LEA’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs as described in the LEA’s LCAP.

Strategy Explain the LEA’s strategy for using federal funds to supplement and enhance local priorities or initiatives funded with state funds, as reflected in the LEA’s LCAP. This shall include describing the rationale/evidence for the selected use(s) of federal funds within the context of the LEA’s broader strategy reflected in the LCAP. Our goal is to continue to assist all students moving towards proficiency in reading and math as measured by DRA and easyCBM assessments, Smarter Balanced interim and summative scores, and other assessment instruments chosen by teachers. We have chosen to direct our federal funds towards continuing our Montessori approach to educating each child based on their individual needs. All students receive intervention support based on their individual needs. All Montessori curriculum is highly individualized and addresses the needs of each individual student. All classroom teachers participate in the effort as well as additional teachers and paraprofessionals. Title II funds supports professional development and training in assessments and intervention curricula. We have several years worth of data suggesting that our existing intervention programs are effective in helping students grow academically

Alignment Describe the efforts that the LEA will take to align use of federal funds with activities funded by state and local funds and, as applicable, across different federal grant programs. RCM addresses the needs of every student using Montessori curriculum and a Montessori approach to addressing the needs of the whole child. As outlined in goals 1 and 3 of our LCAP, addressing academic needs of the students is a central focus of our use of federal, state, and local funds. The LCAP describes the following actions that contribute to this: provide highly qualified teacher staff (LCAP goal 1, action 1), provide appropriate training and professional growth opportunities for staff (LCAP goal 1, action 2), and use of Positive Discipline strategies in all classrooms (LCAP goal 3, action 2), and .hire a literacy specialist to provide enriched literacy curriculum for students (LCAP goal 3, action 3).

ESSA Provisions Addressed Within the LCAP Within the LCAP an LEA is required to describe its goals, and the specific actions to achieve those goals, for each of the LCFF state priorities. In an approvable LCAP it will be apparent from the descriptions of the goals, actions, and services how an LEA is acting to address the following ESSA provisions through the aligned LCFF state priorities and/or the state accountability system. TITLE I, PART A Monitoring Student Progress Towards Meeting Challenging State Academic Standards

ESSA SECTION STATE PRIORITY ALIGNMENT

1112(b)(1) (A–D) 1, 2, 4, 7, 8 (as applicable) Describe how the LEA will monitor students’ progress in meeting the challenging state academic standards by:

(A) developing and implementing a well-rounded program of instruction to meet the academic needs of all students; (B) identifying students who may be at risk for academic failure; (C) providing additional educational assistance to individual students the LEA or school determines need help in

meeting the challenging State academic standards; and (D) identifying and implementing instructional and other strategies intended to strengthen academic programs and

improve school conditions for student learning.

Redwood Coast Montessori has a well established process for monitoring students' progress towards meeting academic standards. An essential component of Montessori education is careful observation of each individual student on a daily basis which included maintaining regular notes on the progress of each student. This information helps guide teachers to adapt the curriculum to the individual needs of each student. In addition to this proven method, RCM assess each student's reading abilities with the Developmental Reading Assessment (DRA) at least twice per year. Any student that is struggling or needs a little extra help with reading is provided services with the school reading specialist. In addition to assessing reading skills, students are given the easyCBM tool to assess math skills and progress towards meeting academic standards. For grades 3rd and above, students are given the CAASPP interim assessments to provide evidence-based decision making about instruction and to provide insight into whether any students need additional support. For those students that are struggling within the general education environment, RCM uses these assessment tools along with individualized instruction to assess the possible need for special education support services. If a child is identified through the child find process, RCM will engage with parents/guardians to determine the need for special education assessment and possible special education services. Overuse in Discipline Practices that Remove Students from the Classroom


1112(b)(11) 6 (as applicable) Describe how the LEA will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the student groups, as defined in Section 1111(c)(2). Redwood Coast Montessori takes a very proactive approach to supporting students with out the need for disciplinary practices. Through the use of Positive Discipline practices, all RCM staff work diligently to engage students in conversation when challenges arise. Through this process, the focus is always on resolving conflicts with the goal of communicating thoughts and feelings and developing a plan for future situations and how to avoid or mitigate future problems. In addition, all classroom teachers facility regular community meetings within the classroom to allow students the opportunity to address questions and concerns that may be taking place in their community. Providing students with a respected role in the process of monitoring behaviors, allows for a community that is very focused on peaceful conflict resolution and does not typically lead to disciplinary practices. Redwood Coast Montessori consistently has a "blue" performance record for suspensions.

Career Technical and Work-based Opportunities


1112(b)(12)(A–B) 2, 4, 7 (as applicable) If determined appropriate by the LEA, describe how such agency will support programs that coordinate and integrate:

(A) academic and career and technical education content through coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the State; and

(B) work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

Redwood Coast Montessori supports the integration of academic and career technical education through the use of a project based learning approach to the curriculum. RCM utilizes a project based learning approach at the high school and adolescent level that allows students the opportunity to pursue specific technical educational opportunities based on their academic and career interests. All of the projects that students engage in require the development of specific technical skills. Acquisition of these skills involves a combination of skill building classes and internships in the community.

TITLE II, PART A Title II, Part A Activities


2102(b)(2)(A) 1, 2, 4 (as applicable) Provide a description of the activities to be carried out by the LEA under this Section and how these activities will be aligned with challenging State academic standards. Redwood Coast Montessori supports teachers through a variety of strategies. All the teacher support practices that are outlined in the LCAP are ultimately designed to help the teachers address challenging State academic standards for all students based on their individual needs. Some of the specific support strategies outlined in the LCAP include: hosting staff collaboration and curriculum development meetings; setting up a peer support and review program, including a minimum of two classroom observations and peer review sessions; support for teachers to gain targeted Montessori and PBL training and BTSA training for any new teachers.

TITLE III, PART A Parent, Family, and Community Engagement


3116(b)(3) 3, 6 (as applicable) Describe how the eligible entity will promote parent, family, and community engagement in the education of English learners. N/A

ESSA Provisions Addressed in the Consolidated Application and Reporting System An LEA addresses the following ESSA provision as part of completing annual reporting through the Consolidated Application and Reporting System (CARS). TITLE I, PART A Poverty Criteria

ESSA SECTION(S) STATE PRIORITY ALIGNMENT

1112(b)(4) N/A Describe the poverty criteria that will be used to select school attendance areas under Section 1113. Not applicable. LEA is a charter school.

ESSA Provisions Not Addressed in the LCAP For the majority of LEAs the ESSA provisions on the following pages do not align with state priorities. Each provision for each program provided on the following pages must be addressed, unless the provision is not applicable to the LEA. In addressing these provisions, LEAs must provide a narrative that addresses the provision within this addendum. As previously stated, the CDE emphasizes that the LCAP Federal Addendum should not drive LCAP development. ESSA funds are supplemental to state funds, just as the LCAP Federal Addendum supplements your LCAP. LEAs are encouraged to integrate their ESSA funds into their LCAP development as much as possible to promote strategic planning of all resources; however, this is not a requirement. In reviewing the LCAP Federal Addendum, staff will evaluate the LEA’s responses to the ESSA plan provisions. There is no standard length for the responses. LEAs will be asked to clarify insufficient responses during the review process. TITLE I, PART A Educator Equity ESSA SECTION 1112(b)(2) Describe how the LEA will identify and address, as required under State plans as described in Section 1111(g)(1)(B), any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers. THIS ESSA PROVISION IS ADDRESSED BELOW: Redwood Coast Montessori has a review process for evaluating the progress of each individual student. This review process is monitored by teachers and administrators. One of the tools used is the summative CAASPP assessments that are delineated based on minority groups. Any disparities identified are evaluated by the entire teaching and administrative staff to determine the appropriate corrective actions/policies to put into place.

Parent and Family Engagement ESSA SECTIONS 1112(B)(3) AND 1112(B)(7) Describe how the LEA will carry out its responsibility under Section 1111(d). Describe the strategy the LEA will use to implement effective parent and family engagement under Section 1116. THIS ESSA PROVISION IS ADDRESSED BELOW:

RCM is a tight community of students, families, and staff. Families play an important role in our charter and educational program. Family and community members are encouraged to participate in our school in a wide variety of ways. Volunteers provide valuable assistance to our teachers; contribute to our school governance; organize events; give students a rich source of encouragement; and help build a warm, supporting community. Families are encouraged to contribute 30 hours of service to the school each year. ESSA Section 112(b)(3) – N/A since RCM is not receiving Comprehensive or Targeted Support and Improvement. ESSA Section 112(b)(7)

• RCM utilizes a weekly e-newsletter that communicates important school information to all members of our community.

• RCM has an active PTO that is comprised largely of parents and family members of our students. • RCM has a governing board made up of parents and community members. The Board determines important

policy issues and helps to guide our community. • Parents and guardians are provided information, through school events and our Student/Parent Handbook,

about key features of our Montessori approach to education and building a healthy community. • RCM provide support for parents to get involved whenever requested. For example, parents occasionally need

financial assistance to participate in school activities such as camping trips or field trips. • Once a year we collect feedback from parents and students via a school climate survey. The data is reviewed

by the school board and administrative staff on an annual basis.

Schoolwide Programs, Targeted Support Programs, and Programs for Neglected or Delinquent Children ESSA SECTIONS 1112(b)(5) and 1112(b)(9) Describe, in general, the nature of the programs to be conducted by the LEA’s schools under sections 1114 and 1115 and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children, and for neglected and delinquent children in community day school programs. Describe how teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, in schools operating a targeted assistance school program under Section 1115, will identify the eligible children most in need of services under this part. THIS ESSA PROVISION IS ADDRESSED BELOW: Eligible students are identified through the enrollment process which is carried out by administrators and specialized support personnel. Redwood Coast Montessori operates a family resource center with staff that are specifically trained in how to assist students and families that require targeted support programs or services. The school meets regularly with the parents/guardians of eligible students to assess their individual needs and to connect the families with the support services that will best benefit their children.

Homeless Children and Youth Services ESSA SECTION 1112(b)(6) Describe the services the LEA will provide homeless children and youths, including services provided with funds reserved under Section 1113(c)(3)(A), to support the enrollment, attendance, and success of homeless children and youths, in coordination with the services the LEA is providing under the McKinney-Vento Homeless Assistance Act (42 United States Code 11301 et seq.). THIS ESSA PROVISION IS ADDRESSED BELOW: Eligible students are identified through the enrollment process. The RCM School Board has adopted a Homeless Student Policy to provide for their needs. Briefly, that policy designates the Director of the Manila Community Resource Center as the district liaison for homeless students to ensure that homeless students have full and equal opportunity to enroll and succeed at RCM.

Student Transitions ESSA SECTIONS 1112(b)(8), 1112(b)(10), and 1112(b)(10) (A–B) Describe, if applicable, how the LEA will support, coordinate, and integrate services provided under this part with early childhood education programs at the LEA or individual school level, including plans for the transition of participants in such programs to local elementary school programs. Describe, if applicable, how the LEA will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:

(A) coordination with institutions of higher education, employers, and other local partners; and (B) increased student access to early college high school or dual or concurrent enrollment opportunities, or career

counseling to identify student interests and skills.

THIS ESSA PROVISION IS ADDRESSED BELOW: RCM provides guidance to our eighth grade students and parents regarding the transition from the adolescent program (grades 7&8) to high school including transition to RCM High. We have a transition IEP meeting for any students that qualify for special education services. RCM is developing transition and guidance services for students graduating from RCM High. Our first graduating class will be in 2021.

Additional Information Regarding Use of Funds Under this Part ESSA SECTION 1112(b)(13) (A–B) Provide any other information on how the LEA proposes to use funds to meet the purposes of this part, and that the LEA determines appropriate to provide, which may include how the LEA will:

(A) assist schools in identifying and serving gifted and talented students; and (B) assist schools in developing effective school library programs to provide students an opportunity to develop

digital literacy skills and improve academic achievement. THIS ESSA PROVISION IS ADDRESSED BELOW: We serve all students under a whole school coordinated model. We do not have a dedicated gifted and talented program. Students who are at or above grade level in reading and math receive interventions that challenge them to go beyond and enrich them academically. Typical for a Montessori program, students proceed at their own pace. Students who are advanced in math or language arts are provided curriculum and instruction appropriate for their level. Students in the high school program are encouraged to attend classes at College of the Redwoods. RCM has a reading specialist and librarian assigned to develop our school library. All students develop digital literacy skills in the context of their regular classroom.

TITLE I, PART D Description of Program ESSA SECTION 1423(1) Provide a description of the program to be assisted [by Title I, Part D]. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Formal Agreements ESSA SECTION 1423(2) Provide a description of formal agreements, regarding the program to be assisted, between the LEA and correctional facilities and alternative school programs serving children and youth involved with the juvenile justice system, including such facilities operated by the Secretary of the Interior and Indian tribes. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable. Comparable Education Program ESSA SECTION 1423(3) As appropriate, provide a description of how participating schools will coordinate with facilities working with delinquent children and youth to ensure that such children and youth are participating in an education program comparable to one operating in the local school such youth would attend. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Successful Transitions ESSA SECTION 1423(4) Provide a description of the program operated by participating schools to facilitate the successful transition of children and youth returning from correctional facilities and, as appropriate, the types of services that such schools will provide such children and youth and other at-risk children and youth. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Educational Needs ESSA SECTION 1423(5) Provide a description of the characteristics (including learning difficulties, substance abuse problems, and other special needs) of the children and youth who will be returning from correctional facilities and, as appropriate, other at-risk children and youth expected to be served by the program, and a description of how the school will coordinate existing educational programs to meet the unique educational needs of such children and youth.

THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Social, Health, and Other Services ESSA SECTION 1423(6) As appropriate, provide a description of how schools will coordinate with existing social, health, and other services to meet the needs of students returning from correctional facilities, at-risk children or youth, and other participating children or youth, including prenatal health care and nutrition services related to the health of the parent and the child or youth, parenting and child development classes, child care, targeted reentry and outreach programs, referrals to community resources, and scheduling flexibility. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Postsecondary and Workforce Partnerships ESSA SECTION 1423(7) As appropriate, provide a description of any partnerships with institutions of higher education or local businesses to facilitate postsecondary and workforce success for children and youth returning from correctional facilities, such as through participation in credit-bearing coursework while in secondary school, enrollment in postsecondary education, participation in career and technical education programming, and mentoring services for participating students. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Parent and Family Involvement ESSA SECTION 1423(8) Provide a description of formal agreements, regarding the program to be assisted, between the

(A) LEA; and (B) correctional facilities and alternative school programs serving children and youth involved with the juvenile justice

system, including such facilities operated by the Secretary of the Interior and Indian tribes. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable. Program Coordination ESSA SECTION 1423(9–10) Provide a description of how the program under this subpart will be coordinated with other Federal, State, and local programs, such as programs under title I of the Workforce Innovation and Opportunity Act and career and technical education programs serving at-risk children and youth. Include how the program will be coordinated with programs operated under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable.


Probation Officer Coordination ESSA SECTION 1423(11) As appropriate, provide a description of how schools will work with probation officers to assist in meeting the needs of children and youth returning from correctional facilities. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Individualized Education Program Awareness ESSA SECTION 1423(12) Provide a description of the efforts participating schools will make to ensure correctional facilities working with children and youth are aware of a child’s or youth’s existing individualized education program. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable. Alternative Placements ESSA SECTIONS 1423(13) As appropriate, provide a description of the steps participating schools will take to find alternative placements for children and youth interested in continuing their education but unable to participate in a traditional public school program. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

TITLE II, PART A Professional Growth and Improvement ESSA SECTION 2102(b)(2)(B) Provide a description of the LEA’s systems of professional growth and improvement, such as induction for teachers, principals, or other school leaders and opportunities for building the capacity of teachers and opportunities to develop meaningful teacher leadership. THIS ESSA PROVISION IS ADDRESSED BELOW: Title II funds are used to support the goals and objectives of RCM’s LCAP. Title II funds are used for new teacher induction programs, ELA and math training, Positive Discipline training, and Mindfulness. Prioritizing Funding ESSA SECTION 2102(b)(2)(C) Provide a description of how the LEA will prioritize funds to schools served by the agency that are implementing comprehensive support and improvement activities and targeted support and improvement activities under Section 1111(d) and have the highest percentage of children counted under Section 1124(c). THIS ESSA PROVISION IS ADDRESSED BELOW: Prioritizing Title II funds is based on the self-identified needs of our teaching staff. RCM works closely with the COE and the larger Montessori community to identify available trainings that support our LCAP goals and objectives. Once training opportunities are identified, RCM teaching staff prioritize those trainings that best support the needs of the students.

Data and Ongoing Consultation to Support Continuous Improvement ESSA SECTION 2102(b)(2)(D) Provide a description of how the LEA will use data and ongoing consultation described in Section 2102(b)(3) to continually update and improve activities supported under this part. THIS ESSA PROVISION IS ADDRESSED BELOW: Our teachers and school board review student academic growth data and teacher surveys annually to ensure that the professional development teachers are receiving translates into student academic success.

TITLE III, PART A Title III Professional Development ESSA SECTION 3115(c)(2) Describe how the eligible entity will provide effective professional development to classroom teachers, principals and other school leaders, administrators, and other school or community-based organizational personnel. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable. Enhanced Instructional Opportunities ESSA SECTIONS 3115(e)(1) and 3116 Describe how the eligible entity will provide enhanced instructional opportunities for immigrant children and youth. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

Title III Programs and Activities ESSA SECTIONS 3116(b)(1) Describe the effective programs and activities, including language instruction educational programs, proposed to be developed, implemented, and administered under the subgrant that will help English learners increase their English language proficiency and meet the challenging State academic standards. THIS ESSA PROVISION IS ADDRESSED BELOW: Not applicable.

English Proficiency and Academic Achievement ESSA SECTIONS 3116(b)(2)(A-B) Describe how the eligible entity will ensure that elementary schools and secondary schools receiving funds under Subpart 1 assist English learners in:

(C) achieving English proficiency based on the State’s English language proficiency assessment under Section 1111(b)(2)(G), consistent with the State’s long-term goals, as described in Section 1111(c)(4)(A)(ii); and

(D) meeting the challenging State academic standards.


TITLE IV, PART A Title IV, Part A Activities and Programs ESSA SECTION 4106(e)(1) Describe the activities and programming that the LEA, or consortium of such agencies, will carry out under Subpart 1, including a description of:

(A) any partnership with an institution of higher education, business, nonprofit organization, community-based organization, or other public or private entity with a demonstrated record of success in implementing activities under this subpart;

(B) if applicable, how funds will be used for activities related to supporting well-rounded education under Section 4107; (C) if applicable, how funds will be used for activities related to supporting safe and healthy students under Section

4108; (D) if applicable, how funds will be used for activities related to supporting the effective use of technology in schools

under Section 4109; and (E) the program objectives and intended outcomes for activities under Subpart 1, and how the LEA, or consortium of

such agencies, will periodically evaluate the effectiveness of the activities carried out under this section based on such objectives and outcomes.

THIS ESSA PROVISION IS ADDRESSED BELOW: Title IV funds are rolled into Title I to support our intervention program. The program objectives and outcomes are described above in the Strategy section. Parts A-D are not applicable. We evaluate the effectiveness of our intervention program by monitoring the academic progress of our at-risk students (those who are at least 1 grade level below their peers on State or local assessments) and ensuring that they are making academic growth, and if not, that there is a plan to either change the intervention strategy, add additional supports, or assess for special education. The school board, Administrator, and special education staff jointly participate in this annual evaluation effort.

2019-20 Local Control and Accountability Plan (LCAP) Budget Overview for Parents Input Form

Required Prompts(s) Response(s) Local Educational Agency (LEA) Name: Enter the LEA name

Redwood Coast Montessori

CDS Code: Enter the County District School (CDS) code for the LEA (14 digits)

12-62679-0137653

LEA Contact Information: Enter the name, phone number, and email of the LEA's contact

Bryan Little, Director

Coming LCAP Year: Enter the upcoming fiscal year for which the LCAP will be adopted using this format: 20XX-XX

2019-20

Current LCAP Year: Enter the current fiscal year for which the previous LCAP was adopted using this format: 20XX-XX

2018-19

*NOTE: The "High Needs Students" referred to in the tables below are Unduplicated Students for LCFF funding purposes. Projected General Fund Revenue for the 2019-20 LCAP Year Amount Total LCFF Funds Enter the total amount of LCFF funds the LEA estimates it will receive in the LCAP Year.

$1,372,784

LCFF Supplemental & Concentration Grants Enter the total amount of LCFF supplemental & concentration grants the LEA estimates it will receive

$103,381

All Other State Funds Enter the total amount of other state funds (excluding LCFF funds) the LEA estimates it will receive

$165,727

All Local Funds Enter the total amount of local funds and entitlements the LEA estimates it will receive

$207,918

All Federal Funds Enter the total amount of federal funds (including all Every Student Succeeds Act Title funds)

$76492

Total Projected Revenue There is no entry required as the total is calculated for you

$1,822,921

Total Budgeted Expenditures for the 2019-20 LCAP Year Amount Total Budgeted General Fund Expenditures Enter the total budgeted General Fund expenditures for the Coming LCAP year

$1,915,048

Total Budgeted Expenditures in LCAP Enter the total amount of budgeted expenditures included in the LCAP for the Coming LCAP Year

$1,915,048

Total Budgeted Expenditures for High Needs Students in LCAP Enter the total amount of budgeted expenditures for planned actions and services included in the LCAP for the Coming LCAP Year that contribute to increasing or improving services for unduplicated students

$103,381

Expenditures Not in the LCAP $0

Expenditures for High Needs Students in the 2018-19 LCAP Year Amount Total Budgeted Expenditures for High Needs Students in the LCAP Enter the total of the budgeted expenditures, from all fund sources, that are identified as contributing to the increased or improved services for unduplicated students included in the current LCAP year

$82,727

Estimated Actual Expenditures for High Needs Students in LCAP Enter the total of the estimated actual expenditures (from all fund sources) associated with the actions/services that are identified as contributing to increasing or improving services for unduplicated students as reflected in the Annual Update in the current LCAP year

$82,727

Funds for High Needs Students Amount 2019-20 Difference in Projected Funds and Budgeted Expenditures $0

2018-19 Difference in Budgeted and Actual Expenditures $0

Required Prompts(s) Response(s)

Briefly describe any of the General Fund Budget Expenditures for the LCAP year not included in the LCAP.

All general fund budget expenditures are included in the 2019-20 LCAP.

LCFF Budget Overview for Parents Local Educational Agency (LEA) Name: Redwood Coast Montessori

CDS Code: 12-62679-0137653

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

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

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Redwood Coast Montessori expects to receive in the

coming year from all sources. The total revenue projected for Redwood Coast Montessori is $1,822,921, of which $1,372,784 is Local Control Funding Formula (LCFF), $165,727 is other state funds, $207,918 is local funds, and $76492 is federal funds. Of the $1,372,784 in LCFF Funds, $103,381 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

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

This chart provides a quick summary of how much Redwood Coast Montessori plans to spend for 2019-

20. It shows how much of the total is tied to planned actions and services in the LCAP. Redwood Coast Montessori plans to spend $1,915,048 for the 2019-20 school year. Of that amount, $1,915,048 is tied to actions/services in the LCAP and $0 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following: All general fund budget expenditures are included in the 2019-20 LCAP.

Increased or Improved Services for High Needs Students in 2019-20 In 2019-20, Redwood Coast Montessori is projecting it will receive $103,381 based on the enrollment of foster youth, English learner, and low-income students. Redwood Coast Montessori must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Redwood Coast Montessori plans to spend $103,381 on actions to meet this requirement.

LCFF Budget Overview for Parents

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

This chart compares what Redwood Coast Montessori budgeted last year in the LCAP for actions and

services that contribute to increasing or improving services for high needs students with what Redwood Coast Montessori estimates it has spent on actions and services that contribute to increasing or improving

services for high needs students in the current year. In 2018-19, Redwood Coast Montessori's LCAP budgeted $82,727 for planned actions to increase or improve services for high needs students. Redwood Coast Montessori estimates that it will actually spend $82,727 for actions to increase or improve services for high needs students in 2018-19.

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