Contact: Local Control and Accountability Plan and Annual ...docs.placercoe.k12.ca.us/studentservices/District LCAPs/NESD V6 Approved.pdf · The Local Control and Accountability Plan

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§ 15497.5. Local Control and Accountability Plan and Annual Update Template.

Introduction:

LEA: Newcastle Elementary Contact: Denny Rush, , [email protected], (916) 259-2832 LCAP Year: 2016-2019

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

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

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

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

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

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

mailto:[email protected]

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

A. Conditions of Learning:

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

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

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

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

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

B. Pupil Outcomes:

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

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

C. Engagement:

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

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

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

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Section 1: Stakeholder Engagement

Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52055(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

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

Guiding Questions:

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01, community members, local bargaining units, LEA personnel, county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders, community organizations representing English learners, and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

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

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

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

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

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

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

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Involvement Process Impact on LCAP Parents, staff and committees participated in the annual review process. Parents and staff participated in the district-wide survey. In addition, this year students were surveyed for connectedness, safety and engagement that allowed us to change the nature of the staff survey in some areas. Additional input on topics identified as concerns was taken through, specific LCAP goal discussions in District Advisory meetings, the NES School Site Council meetings and PTC meetings. Although not a significant subgroup, EL (English Learner) parents were again invited to discuss concerns their specific concerns. Representatives of bargaining units and parent groups are invited to sit on and make recommendations to budget through committee meetings and attendance at local Board meetings. The District administration also uses the monthly District Advisory Meetings (DAC) as mentioned above, to discuss District and school site issues. The DAC was recently reconfigured to be inclusive of all subgroups with a minimum of two representatives from each of the schools are members of the DAC and the meeting agendas and minutes are posted via a link from the District web site. DAC members solicit additional information from their respective parent groups and recommendations from the DAC are also shared with the administrative team. As in the prior year, the DAC was responsible for giving input on all the surveys, and analyzing the results to be incorporated into this plan. The site administrators also work with their respective staff and school site groups to solicit input regarding budget, program, site safety and student support. Although there is still not a subgroup of Homeless/Foster Youth, Racial/Ethnic or EL, an NESD administrator serves as a liaison to the Placer County Office of Education. This year we continued a position of EL coordinator and that person coordinate services and support EL at the NES/NCS site and participates in the County EL Committee meetings. In addition District administration or designees continue to participate in county C & I meetings. Information from these meetings is taken back to the individual sites to support student programs and student needs in each of the categories. Those identified needs are also incorporated into this plan.

This plan was revised as a result of the input and comments received from community members, parents, students and staff. The information was shared at school sites, stakeholder groups and DAC meetings, cabinet and District Board meetings. Input and information was also gathered via district-wide survey data, student survey data and early CAASSP data. The collective data provided direction into areas for improvement.

Annual Update: October, November, December 2015, January 2016, February 2016 Cabinet meetings: (Including the Superintendent, site directors/principals Director of Fiscal Services). Reviewed implementation of CCCSS (California Common Core State Standards) and identified opportunities for stakeholder involvement.

Annual Update: LCAP for 2016-17 from the input process of the DAC, parent surveys, student surveys, staff surveys, site administrators, school sites and public hearing include the addition of :

1. Continued parent and staff education in the area of program use

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October, November, December 2015, January 2016, February 2016 DAC (District Advisory Meetings) Reviewed role of committee and need for their representation of school site stakeholders, trained on LCAP/Budget components, and LCAP input, developed parent/community stakeholder survey and timelines and student survey and timelines. Reviewed site safety goals, LCAP goals achieved, and concerns regarding student engagement. he need for full involvement in LCAP process. Identified Stakeholder groups. Designed opportunities and set timelines for stakeholder involvement

January, February, March, April 2016: Surveyed and collected data from parent/community and staff on each of the 8 priority areas. Surveys and collected data from 5th & 8th grade students on engagement, safety, health and wellness were taken. Staff began collecting discipline data. February 29 2016 Community Town Hall Meeting on 'Safe Routes to School' March, April 2016 Cabinet: Reviewed LCAP goal areas, analyzed data from surveys, created themes of improvement/focus for further input by stakeholders, analyzed district-wide benchmark assessments to gather data on student and subgroup performance at each grade level. Refined Discipline continuum for Board approval, refined staff development needs for CCCSS implementation and textbook adoptions. Discussed CAASPP assessments. March, April 2016 DAC: Reviewed LCAP goals and identified areas of progress and areas of continued focus, analyzed data from surveys sorted by school sites, analyzed additional data created by LCAP parent input event, suggested new focus areas for LCAP including student engagement and safety, bullying, and communication, reviewed section 1 draft of LCAP and made suggestions which are incorporated above.

Regular Board Meeting May 11, 2016: Public Hearing to take input on LCAP draft. Revisions were made to LCAP based upon public hearing. Special input form was approved and posted with updated Draft LCAP to website. The superintendent will respond in writing to all input received. (Input is recorded on a spread sheet to be shared with DAC and district leadership). May 16 and 23, 2016 Cabinet and DAC: Review and refine learning goals in final draft of LCAP to be reviewed at each site by PTO's, School Site Councils. May 2016: Principals/Directors have School Site Councils (NES)/Governance Councils review draft of LCAP. Solicit additional input from councils and bargaining units. A Second Special Public Hearing was scheduled was scheduled to receive additional input based upon input and revisions from various groups from first Public Hearing, and posting to the website. June 22 2016 Meeting of the Board of Trustees to formally approve LCAP and 2016-17 budget along with multi-year projections

for Schoology and other tools to enhance parent communication and increase parent access to student performance. 2. The continued focus on parent education on the new District’s new data analysis system for formative and summative assessments and ability to monitor individual, grade level and school wide benchmark achievement progress over the Common Core Standards over time. 3. The need for continued professional learning on using the new assessment data to improve student learning and drive instruction in the classroom. 4. The continued implementation of school site programs on bullying, student safety, and wellness. 5. The continuation of goals encouraging walking and riding to the bus to school to reduce traffic at the school sites. 6. The continued focus on internet access for students at home. 7. The continued focus on internet safety. 8. The continued focus on visual and performing arts as a vehicle for student learning 9. The need for expanded Spanish language instruction in the 6th, 7th, and 8th grades. 10. The need for expanded exploratory programs in the 6th, 7th, and 8th grades. 11. Actions involving more training and emphasis were added in the area of school safety, school discipline, bullying and development of school connections. Activities including after school homework will continue for Goals 2, 3, and 4.

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

Instructions:

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

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

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

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

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

Goal: Describe the goal.

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

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

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

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

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

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

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

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

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

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

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

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

Guiding Questions:

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school climate)?

4) What are the LEA’s goal(s) to address any locally-identified priorities?

5) How have the unique needs of individual 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 Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?

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

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

9) What information was considered/reviewed for individual school sites?

10) What information was considered/reviewed for subgroups identified in Education Code section 52052?

11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific 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?

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GOAL: Goal 1: Focus on CCCSS, 21st Century and Career Ready Skills implementation strategies. Provide instruction which will challenge/meet the needs of all students, raise the levels of student performance through specifically designed interventions, enrichment, and differentiated classroom instruction, and provide ongoing parent education to support student l e a r n i n g .

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

COE only: 9 10 Local: Specify

Identified Need:

Base upon input from staff and parents from recent surveys, El input and student data analysis we need to: 1) Fully implement the CCCSS District wide in Language Arts, Mathematics, Science and History. 2) Raise student achievement levels based on data from District-wide assessment system in which the average % of students scoring in both CCCSS reading/language arts and math was 50% or below, although school sites varied by grade level. 3) increase EL reclassification rate to insure that students are reclassified as proficient within 3 years of entering the program 4) Train all staff to competent/knowledgeable in differentiation, assessment, technological instructional strategies and technology integration. 5) Insure that all classroom teachers and support personnel are highly qualified (HQT) and that there continues to be complete compliance with The Williams Act in all areas. Based upon recent surveys with parents and staff, students need more instruction in STEM and to be offered more enrichment and support opportunities to grow to their full potential. In order to prepare students for College and Career readiness and ensure the successful achievement of CCCSS, NESD (Newcastle Elementary School District) needs to: 1) Expand, enrich and enhance student intervention, enrichment opportunities for all students before, during and after school for all grade levels and in all content areas, 2) Differentiate and provide additional enrichment, resources and learning opportunities for identified GATE students. 3) Differentiate lessons for student learning to provide for students not meeting basic grade level and skill requirements for CCCSS. 4) Educate parents to support student learning in the core areas of CCCSS, College and Career Readiness and the use of technology. METRIC(S) TO MEASURE PROGRESS 2015 CAASPP Students not Economically Disadvantaged ELA 67% met or exceeded 2015 CAASPP Students Economically Disadvantaged ELA 50% met or exceeded 2015 CAASPP Students not Economically Disadvantaged Math 63% met or exceeded 2015 CAASPP Students Economically Disadvantaged Math 33% met or exceeded 2016 SEL K-3 (K-711) (1st-772) (2nd-840) (3rd-863) ELA Base Data 2016 CELDT (2)Early Intermediate (1)Intermediate (2)Early Advanced (0) Advanced 2016 STAR Read* (TK-N/A) (K-N/A) (1-37) (2-76) (3-72) (4-64 ) (5-63) (6-55) (7-29) (8-62) 2016 STAR Math* (TK- N/A) (K- N/A) (1-60) (2-72) (3-69) (4-60) (5-75) (6-59) (7-55) (8-89) 8th gr Grad Rate 74% Williams Quarterly Reports-Compliant, Attendance 96.% Suspensions 12 Expulsions 0 Accident Reports 9 *% At or above grade level standard

Additional indicators: student observations, report cards or Schoology progress indicators, parent, student and staff surveys, teacher observations and evaluations, EL Reclassification r a t e s .

Goal Applies to: Schools: All Applicable Pupil Subgroups: All

LCAP Year 1: 2016-17 Expected

Annual Measurable

Relevant 21st Century standards will continue to be embedded in all instructional units with Common Core Standards used to guide instruction, as measured by classroom observations and a 3% increase of students meeting grade level proficiency in CAASPP scores.

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Implementation of state board of education adopted academic content and performance standards for all students including EL students, as measured by a 3% increase of students meeting grade level proficiency in CAASPP scores. State Metrics: Statewide Assessments

As a result of teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, CCCSS implementation and smaller student/staff ratios for remediation and enrichment students will show increased engagement in the learning, as measured by classroom observations, a 70% or higher positive response on staff professional development survey and a 3% increase of students meeting grade level proficiency in CAASPP scores establishing a baseline this year. State Metrics: Statewide Assessments, Other indicators of pupil performance required areas of study Custom Metrics: Professional Development

A full and complete instructional program will be offered (Ed Codes 51210 & 51220); All teachers will be classified as Highly Qualified Teachers (HQTs); Teacher evaluations will demonstrate progress toward proficiency in Challenge 21 standards, implementation of the CCCSS, differentiation, assessment and technology integration. All students will have access to a broad course of study including the CCCSS aligned instructional materials related support/enrichment materials and digital curriculum. As a result of these actions the District will see, quarterly reports will continue to show full Williams compliance for HQT staff, materials and facilities.

State Metrics: (Williams Reports)

There will be an increase in the opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS and 21st Century Skills. Students will continue to benefit from the incorporation music instruction TK-8th grade. TK-8 will have access to Visual and Performing Arts and a foreign language. G.A.T.E. identified students, El students, and students with special needs and identified disabilities will receive instruction that is differentiated, as appropriate to meet their needs, as measured by classroom observations and a 3% increase of students meeting grade level proficiency in CAASPP scores and a .25% increase in attendance.

State Metrics: Attendance Rates, Other Local Measures Including Surveys Custom Metrics: Technology Proficiency

Parents and students will receive tutorial supports and parent education opportunities including parenting classes and regional opportunities to support student learning. As a result of this effort we will see an increase of 3% increase of students meeting grade level proficiency in CAASPP scores, a .25% increase in attendance, and a 70% or higher approval rate on a parent survey in the area of parent

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outreach and support. State Metrics: Statewide Assessments, Attendance Rates, Efforts to seek parent input, Promotion of parental participation

Actions/Services Scope of

Pupils to be served within identified scope of service

Budgeted Expenditures

Pilot, adopt, purchase and provide resources to support fully CCCS aligned Language Arts materials in grades TK-8 with professional development. Allocation of funds to obtain CCSS aligned ELA instructional materials including technology devices, web based subscriptions and support resources as defined by CCSS and curriculum and adopted technology purchased for TK-8 students and staff.

All for this Goal

x ALL Professional development for certificated and support staff to take place during 2016-2017 year - $2500.00 Funding Sources: LCFF Base (0000) - $2500.00 Purchase Instructional materials, technology, web based subscriptions and support resources. - $16000.00 Funding Sources: LCFF Base (0000) - $16000.00

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

Provide staff development, personnel, resources and materials for the development of CCCSS and 21st Century Skills aligned classroom instruction and enrichment and exploratory opportunities to support student learning.

All for this Goal

x ALL CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff


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Development

Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities - $3500.00 Funding Sources: LCFF Base (0000) - $3500.00 Instructional equipment, supplies, learning environment - $4000.00 Funding Sources: LCFF Base (0000) - $4000.00 Staff classrooms with HQT teachers - $650000.00 Funding Sources: LCFF Base (0000) - $650000.00

Maintain an instructional program that provides differentiation, GATE, Special Education and provides students below proficient quality, data driven intervention support, targeting EL, low income and Foster Youth.

All for this Goal

ALL Adequate staff and professional development Includes Special education aide and designated

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

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RSP time -

$17000.00 Funding Sources: IDEA (3310) - $17000.00 CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities - $20300.00 Funding Sources: LCFF Supplemental (0000) - $20300.00

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

All for this Goal

x ALL Parent Education Training - $500.00 Funding Sources: LCFF Base (0000) - $500.00


EL Master Plan review and revisions to guide the District in All for this ALL Staff and Parent

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implementation of strategies to raise EL proficiencies through designated and integrated instruction.

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

Education - $400.00 Funding Sources: LCFF Supplemental (0000) - $400.00

LCAP Year 2: 2017-18 Expected Annual

Measurable Outcomes:


Implementation of state board of education adopted academic content and performance standards for all students including EL students, as measured by a 3% increase of students meeting grade level proficiency in CAASPP scores.

As a result of teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, CCCSS implementation and smaller student/staff ratios for remediation and enrichment students will show increased engagement in the learning, as measured by classroom observations, a 70% or higher positive response on staff professional development survey and a 3% increase of students meeting grade level proficiency in CAASPP scores. State Metrics: Statewide Assessments, Other indicators of pupil performance required areas of study Custom Metrics: Professional Development


Custom Metrics: Professional Development There will be an increase in the opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS and 21st Century Skills. Students will continue to benefit from the incorporation music instruction TK-8th grade. TK-8 will have access to Visual and Performing Arts and a foreign language. G.A.T.E. identified students, El students, and students with special needs and identified disabilities will receive instruction that is differentiated, as appropriate to meet their needs, as measured by classroom observations and a 3% increase of students meeting grade level proficiency in CAASPP scores and a .25% increase in attendance.

State Metrics: Statewide Assessments, Attendance Rates, Other Local Measures Including Surveys Custom Metrics: Technology Proficiency

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Parents and students will receive tutorial supports and parent education opportunities including parenting classes and regional opportunities to support student learning. As a result of this effort we will see an increase of 3% increase of students meeting grade level proficiency in CAASPP scores, a .25% increase in attendance, and a 70% or higher approval rate on a parent survey in the area of parent outreach and support. State Metrics: Statewide Assessments, Attendance Rates, Efforts to seek parent input, Promotion of parental participation




Fully implement CCCS aligned ELA adoption and materials in grades TK-8 with professional development. Allocation of funds to CCSS aligned ELA instructional materials and professional development including technology devices, web based subscriptions and support resources as defined by CCSS and curriculum and adopted technology purchased for TK-8 students and staff.

All for this Goal

x ALL Purchase Instructional materials, technology, web based subscriptions and support resources. - $9000.00 Funding Sources: LCFF Base (0000) - $9000.00 Professional development for certificated and support staff to take place during 2017-2018 year - $800.00 Funding Sources: LCFF Base (0000) - $800.00



All for this Goal

x ALL CCCSS Coordinator as a part of the Director of Educational

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

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Other Subgroups:(Specify) Programs,

Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities - $10400.00 Funding Sources: Title I Basic (3010) - $10400.00 Instructional equipment, supplies, learning environment - $3300.00 Funding Sources: LCFF Base (0000) - $3300.00 Staff classrooms with HQT teachers - $664300.00 Funding Sources: LCFF Base (0000) - $664300.00

Maintain an instructional program that provides differentiation, GATE, Special Education and provides

All for this Goal

ALL CCCSS Coordinator as a

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students below proficient quality, data driven intervention support, targeting EL, low income and Foster Youth.

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

part of the Director of Educational

x Other Subgroups:(Specify) Students with Disability Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities - $10500.00 Funding Sources: Title I Basic (3010) - $10500.00 Adequate staff and professional development Includes Special education aide and designated RSP time - $18000.00 Funding Sources: IDEA (3310) - $18000.00

Inclusion of parents as partners in the CCCSS implementation All for this x ALL Parent Education plan through ongoing parent education meetings and Goal Training - $200.00 OR:

Low Income pupils English Learners trainings at each school site and at a district level with a focus Funding Sources: on Language Arts and technology. LCFF Base (0000)

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Foster Youth Redesignated fluent English proficient

Other Subgroups:(Specify) - $200.00

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

All for this Goal

ALL Staff and Parent Education - $500.00 Funding Sources: LCFF Supplemental (0000) - $500.00

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




Implementation of state board of education adopted academic content and performance standards for all students including EL students, as measured by a 3% increase of students meeting grade level proficiency in CAASPP scores. State Metrics: Statewide Assessments

As a result of teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, CCCSS implementation and smaller student/staff ratios for remediation and enrichment students will show increased engagement in the learning, as measured by classroom observations, a 70% or higher positive response on staff professional development survey and a 3% increase of students meeting grade level proficiency in CAASPP scores. State Metrics: Statewide Assessments, Other indicators of pupil performance required areas of study Custom Metrics: Professional Development


Custom Metrics: Professional Development There will be an increase in the opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS and 21st Century Skills. Students will continue to benefit from the incorporation music instruction TK-8th grade. TK-8 will have access to Visual and Performing Arts and a foreign language. G.A.T.E. identified students, El students, and students with special needs and identified disabilities will receive instruction that is differentiated,

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as appropriate to meet their needs, as measured by classroom observations and a 3% increase of students meeting grade level proficiency in CAASPP scores and a .25% increase in attendance.

State Metrics: Attendance Rates, Other Local Measures Including Surveys Custom Metrics: Technology Proficiency

Parents and students will receive tutorial supports and parent education opportunities including parenting classes and regional opportunities to support student learning. As a result of this effort we will see an increase of 3% increase of students meeting grade level proficiency in CAASPP scores, a .25% increase in attendance, and a 70% or higher approval rate on a parent survey in the area of parent outreach and support. State Metrics: Statewide Assessments, Attendance Rates, Efforts to seek parent input, Promotion of parental participation




Pilot, adopt, purchase and provide resources to support fully CCCS aligned NGSS materials in grades TK-8 with professional development. Allocation of funds to obtain CCSS aligned ELA instructional materials including technology devices, web based subscriptions and support resources as defined by CCSS and curriculum and adopted technology purchased for TK-8 students and staff.

All for this Goal

x ALL Purchase Instructional materials, technology, web based subscriptions and support resources. - $9000.00 Funding Sources: LCFF Base (0000) - $9000.00 Professional development for certificated and support staff to take place during 2018-2019 year - $800.00 Funding Sources: LCFF Base (0000) - $800.00


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All for this Goal

CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities - $10600.00 Funding Sources: Title I Basic (3010) - $10600.00 Instructional equipment, supplies, learning environment - $3500.00 Funding Sources: LCFF Base (0000) - $3500.00 Staff classrooms with HQT teachers - $678914.00 Funding Sources:

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LCFF Base (0000)

- $678914.00

Maintain an instructional program that provides differentiation, GATE, Special Education and provides students below proficient quality, data driven intervention support, targeting EL, low income and Foster Youth.

All for this Goal

ALL CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities - $10600.00 Funding Sources: Title I Basic (3010) - $10600.00 Adequate staff and professional development Includes Special education aide and designated RSP time - $18500.00 Funding Sources: IDEA (3310) - $18500.00

OR: x Low Income pupils x English Learners x Foster Youth Redesignated fluent English proficient x Other Subgroups:(Specify) Students with Disability

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

All for this Goal

x ALL Parent Education Training - $300.00 Funding Sources: LCFF Base (0000) - $300.00


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

All for this Goal

ALL Staff and Parent Education - $1100.00 Funding Sources: LCFF Supplemental (0000) - $1100.00


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

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GOAL: GOAL 2: Enhance access, knowledge, expertise, instructional integration, communication and regular utilization of technology resources for all students and staff in conjunction with CCCSS instruction and 21 Century instructional practices.

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


Identified Need:

IDENTIFIED NEED(S) Based upon staff and parent surveys and student performance scores. There is still a need to: 1) Increase technological instruction and access, district wide, to technology tools and resources to fully implement the CCCSS, 21st Century learning, and CAASPP system/District benchmark assessments; 2) Upgrade the Infrastructure and Broadband access/speed to support increased electronic devices; 3) Give universal access to a broad course of study for all students; 4) Train and support all staff on the use of current and future technology tools and technology integration strategies to support all learners and expand home/school communication; 5) Provide parents 24/7 access to student resources, progress and academic achievement and to improve and expand IT support to students and staff. METRIC(S) USED TO MEASURE PROGRESS 2015 CAASPP Students not Economically Disadvantaged ELA 67% met or exceeded 2015 CAASPP Students Economically Disadvantaged ELA 50% met or exceeded 2015 CAASPP Students not Economically Disadvantaged Math 63% met or exceeded 2015 CAASPP Students Economically Disadvantaged Math 33% met or exceeded 2016 SEL K-3 (K-711) (1st-772) (2nd-840) (3rd-863) ELA Base Data 2016 CELDT (2)Early Intermediate (1)Intermediate (2)Early Advanced (0) Advanced 2016 STAR Read* (TK-N/A) (K-N/A) (1-37) (2-76) (3-72) (4-64 ) (5-63) (6-55) (7-29) (8-62) 2016 STAR Math* (TK- N/A) (K- N/A) (1-60) (2-72) (3-69) (4-60) (5-75) (6-59) (7-55) (8-89) 8th gr Grad Rate 74% Williams Quarterly Reports-Compliant, Attendance 96% Suspensions 12 Accident Reports 9 *% At or above grade level standard

Additional indicators: 1) Annual progress monitoring of Board approved 2016-2019 District Technology Plan implementation as defined in the plan; 2) Annual surveys on staff use, access, skill level and comfort level with instructional technology tools and lessons through CTAP, or another identified assessment tool; 3) Annual parent survey on technology tools, home/school communication and student access; 4) Annual/biannual teacher observations and use of District benchmark trimester assessments for student achievement and CAASPP 5) CAASPP technology readiness tool; 6) CAASPP scores.




All students will continue to have direct access to reliable connections to and through the NESD network via a variety of instructional devices with minimal downtime as measured by work orders-Baseline to be developed.. Programs and systems will be updated as necessary and within a week of identified need as measured by work orders. The current 109 1:1 devices will be increased by 10 devices resulting in 1-1 iPad/tablet/Chromebook access to program and curriculum in 2-8th grade and 2:1 access in K-1st grade.

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State Metrics: Facilities maintained in good repair Custom Metrics: Technology Proficiency

All students will continue to have universal access to a broad course of study in 21st Century curriculum ensuring College and Career readiness, as measured by classroom observations and a 3% increase of students meeting grade level proficiency in CAASPP scores. State Metrics: Statewide Assessments

Student scores on web-based District Star assessments will increase by an average of 3% for all students including subgroups. All teachers will continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student projects, and instructional activities.

State Metrics: Statewide Assessments, Other Local Measures Including Surveys Custom Metrics: Technology Proficiency

There will continue to be improved parent access to student achievement, progress, and student learning via the District LMS as measured by survey results and an increase of at least 1% parents who are satisfied with communication. State Metrics: Other Local Measures Including Surveys, Promotion of parental participation Custom Metrics: Technology Proficiency




Provide ongoing funding for Professional Development in technology with focuses on Google Apps, Schoology, District LMS's, iPad Apps and the resources needed for full implementation of the District Technology Plan 2016-2019.

All for this Goal

x ALL Provide high level staff development for district technology, certificated and support staff to support classroom teachers, parents and support staff including Google Apps and Schoology - $1000.00 Funding Sources:


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LCFF Base (0000)

- $1000.00 Allocate funds to support professional development for student assessment with CAASP and Smarter Balance formative assessments and newly identified district CCCSS aligned assessment program - $750.00 Funding Sources: LCFF Base (0000) - $750.00

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

All for this Goal

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


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resources - $1000.00 Funding Sources: LCFF Supplemental (0000) - $1000.00 For students identified as low income, fund and provide appropriate technological resources and equipment and access at home and at school to ensure their success with the achievement of the CCCSS - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00 Allocate funds to provide access to families and staff to targeted digital assessments - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00 Allocate funds for staff

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development to

support targeted instruction and assessments using digital curriculum - $1500.00 Funding Sources: LCFF Supplemental (0000) - $1500.00

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

All for this Goal

ALL Allocate funding to provide parent education and trainings for parents of low income students, EL students and Foster Youth in technology use to extend learning beyond the classroom. - $300.00 Funding Sources: LCFF Supplemental (0000) - $300.00




All students will continue to have direct access to reliable connections to and through the NESD network via a variety of instructional devices with minimal downtime as measured by work orders. Programs and systems will be updated as necessary and within a week of identified need as measured by work orders. The current 19 1:1 devices will be increased by 10 devices resulting in 1-1 iPad/tablet/Chromebook access to program and curriculum in 1st-8th grade and 2:1 access in Kindergarten. State Metrics: Facilities maintained in good repair Custom Metrics: Professional Development, Technology Proficiency

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All students will continue to have universal access to a broad course of study in 21st Century curriculum ensuring College and Career readiness, as measured by classroom observations and a 3% increase of students meeting grade level proficiency in CAASPP scores.

Student scores on web-based District Star assessments will increase by an average of 3% for all students including subgroups. All teachers will continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student projects, and instructional activities. State Metrics: Other Local Measures Including Surveys Custom Metrics: Technology Proficiency






All for this Goal

x ALL Provide high level staff development for district technology, certificated and support staff to support classroom teachers, parents and support staff including Google Apps and Schoology - $1000.00 Funding Sources: LCFF Base (0000) - $1000.00


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Allocate funds to

support professional development for student assessment with CAASP and Smarter Balance formative assessments and newly identified district CCCSS aligned assessment program - $750.00 Funding Sources: LCFF Base (0000) - $750.00


All for this Goal

ALL Allocate funding for the purchase and/or provision of technological devices for student use outside of the school day, connectivity to the home for Low Income students without adequate access, and other appropriate resources - $1000.00 Funding Sources: LCFF


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Supplemental (0000) - $1000.00 For students identified as low income, fund and provide appropriate technological resources and equipment and access at home and at school to ensure their success with the achievement of the CCCSS - $3000.00 Funding Sources: LCFF Supplemental (0000) - $3000.00 Allocate funds to provide access to families and staff to targeted digital assessments - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00 Allocate funds for staff development to support targeted instruction and assessments

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using

digital curriculum - $1500.00 Funding Sources: LCFF Supplemental (0000) - $1500.00


All for this Goal





All students will continue to have direct access to reliable connections to and through the NESD network via a variety of instructional devices with minimal downtime as measured by work orders. Programs and systems will be updated as necessary and within a week of identified need as measured by work orders. The current 129 1:1 devices will be increased by 10 devices resulting in 1-1 iPad/tablet/Chromebook access to program and curriculum in K-8th grade. State Metrics: Facilities maintained in good repair Custom Metrics: Professional Development, Technology Proficiency

All students will continue to have universal access to a broad course of study in 21st Century curriculum ensuring College and Career readiness, as measured by classroom observations and a 3% increase of students meeting grade level proficiency in CAASPP scores. State Metrics: Statewide Assessments

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Student scores on web-based District Star assessments will increase by an average of 3% for all students including subgroups. All teachers will continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student projects, and instructional activities. State Metrics: Other Local Measures Including Surveys Custom Metrics: Technology Proficiency






All for this Goal

x ALL Provide high level staff development for district technology, certificated and support staff to support classroom teachers, parents and support staff including Google Apps and Schoology - $1100.00 Funding Sources: LCFF Base (0000) - $1100.00 Allocate funds to support


Page 34

professional

development for student assessment with CAASP and Smarter Balance formative assessments and newly identified district CCCSS aligned assessment program - $750.00 Funding Sources: LCFF Base (0000) - $750.00


All for this Goal

ALL Allocate funds to provide access to families and staff to targeted digital assessments - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00 Allocate funds for staff development to support targeted instruction and assessment suing digital curriculum -


Page 35

$1500.00 Funding Sources: LCFF Supplemental (0000) - $1500.00 Allocate funding for the purchase and/or provision of technological devices for student use outside of the school day, connectivity to the home for Low Income students without adequate access, and other appropriate resources - $1100.00 Funding Sources: LCFF Supplemental (0000) - $1100.00 For students identified as low income, fund and provide appropriate technological resources and equipment and access at home and at school to ensure their success with the

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achievement of

the CCCSS - $3100.00 Funding Sources: LCFF Supplemental (0000) - $3100.00


All for this Goal




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GOAL: Goal 3: Improved safety and emergency response strategies and systems. Overall increased support, maintenance and updates for District facilities and services to provide attractive, clean, safe and inviting places for students, staff and community. Increased support for a socially and emotionally safe and secure learning environment, free from physical, emotional and digital harassment.

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


Identified Need:

Based upon parent, staff and student surveys, there is a need for: 1) Enhanced/expanded and improved current District facilities, operations and support services to insure safety and appropriate levels of support for students and staff; 2) Fully implement a no-tolerance policy for bullying and harassment at all grade levels; 3) Safe routes to and from school need to be developed. 4) Increased bus ridership to provide for timeliness of arrival and departures and student safety while entering and exiting school grounds. METRIC(S) USED TO MEASURE PROGRESS 1) F.I.T. (Facilities Inspection tool) report- Exemplary rating; 2) Aeries and SWISS data regarding student discipline, attendance; 3) General data regarding bus ridership, community complaints; 4) Maintenance and building repairs, number and timelines for fixes through work orders ); 5) Input from local agencies on safe school plans; 6) Parent, student and staff climate surveys; 7) Emergency and Safe School Plans; METRIC(S) TO MEASURE PROGRESS 2015 CAASPP Students not Economically Disadvantaged ELA 67% met or exceeded 2015 CAASPP Students Economically Disadvantaged ELA 50% met or exceeded 2015 CAASPP Students not Economically Disadvantaged Math 63% met or exceeded 2015 CAASPP Students Economically Disadvantaged Math 33% met or exceeded 2016 SEL K-3 (K-711) (1st-772) (2nd-840) (3rd-863) ELA Base Data 2016 CELDT (2)Early Intermediate (1)Intermediate (2)Early Advanced (0) Advanced 2016 STAR Read* (TK-N/A) (K-N/A) (1-37) (2-76) (3-72) (4-64 ) (5-63) (6-55) (7-29) (8-62) 2016 STAR Math* (TK- N/A) (K- N/A) (1-60) (2-72) (3-69) (4-60) (5-75) (6-59) (7-55) (8-89) 8th gr Grad Rate 74% Williams Quarterly Reports-Compliant, Attendance 96% Suspensions 12 Expulsions 0 Accident Reports 9 *% At or above grade level standard




Continued enhanced safe environment through the ongoing update and execution of the Comprehensive School Site Safety Plan and Emergency Procedures Manual, which identifies procedures requiring the participation of students, service groups, employees and community members. NES student safety and overall student attendance will continue to be enhanced through increased bus ridership provided by NESD and alternative locations for drop off and pick up. Bus ridership will increase from 10-20 resulting in a 50% as measured by bus ridership counts and increase and a 25% increase in attendance as measured by daily attendance counts State Metrics: Attendance Rates, Other Local Measures Including Surveys Custom Metrics: Student Safety

All students will continue to benefit from the positive discipline and implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site. Discipline data will show a decrease in referrals by 5% each trimester as

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measured by SWISS software. Baseline data will be collected at the end of the first trimester. There will be no increase in suspensions or expulsions as compared to the previous year. State Metrics: Pupil Suspension Rates, Pupil Expulsion Rates Custom Metrics: Student Safety

Facility operations, student support services, and campus safety will be enhanced through the work orders process as measured by a completion rate of 25% within one week of notation. There is no baseline data from previous years. State Metrics: Other Local Measures Including Surveys, Facilities maintained in good repair Custom Metrics: Student Safety

All students, parents, and staff will continue to benefit directly from improved and safe facilities with a reduction of 1% in accident reports. All parents, students and staff will continue to benefit directly from improved facilities as measured by a 70% or higher approval rate on a parent, student and staff surveys in the area of school facilities. State Metrics: Other Local Measures Including Surveys, Efforts to seek parent input, Facilities maintained in good repair Custom Metrics: Student Safety




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

All for this Goal

x ALL Additional Staff and Training - $2000.00 Funding Sources: LCFF Base (0000) - $2000.00


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

All for this Goal

x ALL Site Renovation and Safety Inspection - $3000.00 Funding Sources: LCFF Base (0000) - $3000.00 DPREP (Disaster Preparedness) Recommendations - $400.00 Funding Sources:


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LCFF Base (0000) -

$400.00

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

All for this Goal

x ALL Additional staff time and support staff (Safety Patrol, before and after school supervisors, Nature Trail officers etc.) - $900.00 Funding Sources: LCFF Base (0000) - $900.00 Incentives and Awards - $1000.00 Funding Sources: LCFF Base (0000) - $1000.00 Provide awards to families who demonstrate enhanced punctuality and attendance - $300.00 Funding Sources: LCFF Base (0000) - $300.00 Funds to continue to make Nature trail a viable option as


Page 40

LCFF Base (0000) -

$4000.00 Create additional stops at central locations to encourage bus ridership. - $17000.00 Funding Sources: LCFF Base (0000) - $17000.00

Ensure that all school safety needs are addressed though necessary facility/grounds improvements/renovations in the ADA Barrier Removal Plan.

All for this Goal

x ALL Provide matching funding to repair and/or replace field. (PTC and community group funding) - $5000.00 Funding Sources: LCFF Base (0000) - $5000.00 Provide funding to repair/replace carpeting in prioritized classrooms. - $10000.00 Funding Sources: LCFF Base (0000) - $10000.00


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

All for this Goal

ALL Provide funding for families to receive information and support in the


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language -

$1300.00 Funding Sources: LCFF Supplemental (0000) - $1300.00 Provide funding for parent education focused on school discipline, parent rights and policies relating - $600.00 Funding Sources: LCFF Supplemental (0000) - $600.00

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

All for this Goal

ALL Funding to increase/enhance communication to families of Foster Youth, English learners, and low income regarding transportation options to and from school - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00 Offer incentives to EL, Foster Youth and Low


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income Families

for participation in NESD home/school transportation - $800.00 Funding Sources: LCFF Supplemental (0000) - $800.00 Funding to support cost of bus passes and other transportation options for eligible Foster Youth, EL and low income - $2500.00 Funding Sources: LCFF Supplemental (0000) - $2500.00




All students will continue to benefit from the positive discipline and implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site. Discipline data will show a decrease in referrals by 5% each trimester as measured by SWISS software. Baseline data will be collected at the end of the first trimester. There will be no increase in suspensions or expulsions as compared to the previous year. State Metrics: Pupil Suspension Rates, Pupil Expulsion Rates

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Custom Metrics: Student Safety Facility operations, student support services, and campus safety will be enhanced through the work orders process as measured by a completion rate of 25% within one week of notation. State Metrics: Other Local Measures Including Surveys, Facilities maintained in good repair Custom Metrics: Student Safety






All for this Goal




All for this Goal

x ALL Site renovation and Safety Inspection - $5500.00 Funding Sources: LCFF Base (0000) - $5500.00 DREP (Disaster Preparedness) recommendations - $1200.00 Funding Sources: LCFF Base (0000) - $1200.00


Page 44


All for this Goal

x ALL Additional staff time and support staff (Safety Patrol, before and after school supervisors, Nature Trail officers etc.) - $2660.00 Funding Sources: LCFF Base (0000) - $2660.00 Incentives and Awards - $3000.00 Funding Sources: LCFF Base (0000) - $3000.00 Provide awards to families who demonstrate enhanced punctuality and attendance - $1000.00 Funding Sources: LCFF Base (0000) - $1000.00 Funds to continue to make Nature trail a viable option as a path to and from school - $10000.00 F di S


Page 45

stops at

central locations to encourage bus ridership. - $50000.00 Funding Sources: LCFF Base (0000) - $50000.00


All for this Goal

x ALL Provide funding to repair/replace carpeting in 200 wing. - $10000.00 Funding Sources: LCFF Base (0000) - $10000.00 Provide matching funding to repair and/or replace field. (PTC and community group funding) - $5000.00 Funding Sources: LCFF Base (0000) - $5000.00



All for this Goal

ALL Provide funding for families to receive information and support in the appropriate language - $1300.00 Funding Sources:


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Supplemental

(0000) - $1300.00 Provide funding for parent education focused on school discipline, parent rights and policies relating - $600.00 Funding Sources: LCFF Supplemental (0000) - $600.00


All for this Goal

ALL Funding to increase/enhance communication to families of Foster Youth, English learners, and low income regarding transportation options to and from school - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00 Funding to support cost of bus passes and other transportation options for eligible Foster

h d l


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income - $2100.00

Funding Sources: LCFF Supplemental (0000) - $2100.00 Offer incentives to EL, Foster Youth and Low income Families for participation in NESD home/school transportation - $800.00 Funding Sources: LCFF Supplemental (0000) $800 00 LCAP Year 3: 2018-19

Expected Annual Measurable Outcomes:


All students will continue to benefit from the positive discipline and implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site. Discipline data will show a decrease in referrals by 5% each trimester as measured by SWISS software. Baseline data will be collected at the end of the first trimester. There will be no increase in suspensions or expulsions as compared to the previous year. State Metrics: Pupil Suspension Rates, Pupil Expulsion Rates Custom Metrics: Student Safety

Facility operations, student support services, and campus safety will be enhanced through the work orders process as measured by a completion rate of 25% within one week of notation.

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State Metrics: Other Local Measures Including Surveys, Facilities maintained in good repair Custom Metrics: Student Safety






All for this Goal




All for this Goal

x ALL Site renovation and Safety Inspection - $5500.00 Funding Sources: LCFF Base (0000) - $5500.00 DREP (Disaster Preparedness) recommendations - $1200.00 Funding Sources: LCFF Base (0000) - $1200.00



All for this Goal

x ALL Additional staff time and support staff (Safety Patrol, before


Page 49

Other Subgroups: (Specify) and after school supervisors, Nature Trail officers etc.) - $2660.00 Funding Sources: LCFF Base (0000) - $2660.00 Incentives and Awards - $3000.00 Funding Sources: LCFF Base (0000) - $3000.00 Provide awards to families who demonstrate enhanced punctuality and attendance - $1000.00 Funding Sources: LCFF Base (0000) - $1000.00 Funds to continue to make Nature trail a viable option as a path to and from school - $10000.00 Funding Sources: LCFF Base (0000) - $10000.00 Create additional stops at central locations to encourage bus ridership. -

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$50000.00

Funding Sources: LCFF Base (0000) - $50000.00


All for this Goal

x ALL Provide funding to repair/replace carpeting in 200 wing. - $10000.00 Funding Sources: LCFF Base (0000) - $10000.00 Provide matching funding to repair and/or replace field. (PTC and community group funding) - $5000.00 Funding Sources: LCFF Base (0000) - $5000.00



All for this Goal

ALL Provide funding for families to receive information and support in the appropriate language - $1300.00 Funding Sources: LCFF Supplemental (0000) - $1300.00 Provide funding for parent


Page 51

focused on

school discipline, parent rights and policies relating - $600.00 Funding Sources: LCFF Supplemental (0000) - $600.00


All for this Goal

ALL Funding to increase/enhance communication to families of Foster Youth, English learners, and low income regarding transportation options to and from school - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00 Funding to support cost of bus passes and other transportation options for eligible Foster Youth, EL and low income - $2700.00 Funding Sources: LCFF


Page 52


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GOAL:

Goal 4: Enhanced student engagement, attendance, and achievement. Increased school connectivity, feelings of safety at school and overall physical/emotional wellness and resiliency for students.

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


Identified Need:

IDENTIFIED NEED(S) Based upon student and parent surveys: 1) Increase student engagement, attendance and achievement; 2) Focus on student wellness, resiliency and connectedness to school; 3) Increase feeling of safety to and from school, and while on the playgrounds and in classrooms; 4) Increase feeling of connectivity of families to the school community; 5) Increase student feelings of connectivity to school.

METRIC(S) USED TO MEASURE PROGRESS 1) Aeries and SWISS student attendance & discipline data; 3) student counseling reports; 4) student and parent input/survey data; 5) staff school climate survey data; 6) Healthy Kids survey (bi-annual); 7) 8th grade graduation rates; 8) School lunch/breakfast participation rates.

2015 CAASPP Students not Economically Disadvantaged ELA 67% met or exceeded 2015 CAASPP Students Economically Disadvantaged ELA 50% met or exceeded 2015 CAASPP Students not Economically Disadvantaged Math 63% met or exceeded 2015 CAASPP Students Economically Disadvantaged Math 33% met or exceeded 2016 SEL K-3 (K-711) (1st-772) (2nd-840) (3rd-863) ELA Base Data 2016 CELDT (2)Early Intermediate (1)Intermediate (2)Early Advanced (0) Advanced 2016 STAR Read* (TK-N/A) (K-N/A) (1-37) (2-76) (3-72) (4-64 ) (5-63) (6-55) (7-29) (8-62) 2016 STAR Math* (TK- N/A) (K- N/A) (1-60) (2-72) (3-69) (4-60) (5-75) (6-59) (7-55) (8-89) 8th gr Grad Rate 74% Williams Quarterly Reports-Compliant, Attendance 96.% Suspensions 1 Expulsions 0 Drop Outs 0 Accident Reports 9 *% At or above grade level standard




Students will continue to demonstrate an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs as measured by no increase in suspensions, and Swiss referral reports no baseline data on Swiss reports is available at this time. State Metrics: Pupil Suspension Rates, Other Local Measures Including Surveys Custom Metrics: Student Safety, Promote Student Health

Students at NES will continue to experience a quality breakfast and lunch program focused on meeting the nutritional goals that are aligned with the district Wellness Policy ensuring that quality entrees and fresh fruits/vegetables are available daily as measured by site administrator observation. State Metrics: Other Local Measures Including Surveys Custom Metrics: Promote Student Health

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Students will continue to experience greater levels of support from increased access to school counseling services. As measured by an increase from 2.5 hours to 5.5 hours per week of counseling time. State Metrics: Attendance Rates Custom Metrics: Student Safety, Promote Student Health

Students will continue to demonstrate strong resiliency in making appropriate decisions through quality instruction in the above areas. Students will show their strong and positive connectivity to their schools through surveys conducted annually with an increase by 5% of students who feel connected. State Metrics: Other Local Measures Including Surveys Custom Metrics: Student Safety

Student attendance rates will increase by at least .25% as a result of high quality instruction, opportunities for learning and success, feelings of safety and the feeling of connectivity at school.. State Metrics: Attendance Rates Custom Metrics: Student Safety

Students will benefit from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, as measured by staff data sheets recording of date first contact and first day in class. State Metrics: Other Local Measures Including Surveys Custom Metrics: Professional Development

The comprehensive positive discipline plans will be revised to allow students to experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs including a 'no-tolerance' policy for bullying and harassment. Student feelings of safety will increase by 5% on the student survey. Establishing California Healthy Kids Survey base data this year. State Metrics: Other Local Measures Including Surveys Custom Metrics: Student Safety

The number of students exiting from Middle School (8th grade) eligible for graduation and promotion to high school will continue to increase from 74% to 85%. Custom Metrics: Middle School Graduation




Provide support services to families and students to ensure All for this x ALL Provide funding

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positive engagement and connectedness to school on a daily basis through increased counseling time, staff training, addition of after school activities in the area of VAPA, STEM and academic achievement.

Goal for adequate school counselor support for all students - $2000.00 Funding Sources: LCFF Base (0000) - $2000.00 Professional development in the areas of resiliency, bullying, health and wellness and connectedness - $500.00 Funding Sources: LCFF Base (0000) - $500.00 PBIS or other research - based student resiliency and positive choices support programs - $450.00 Funding Sources: LCFF Base (0000) - $450.00 Before and after school activities in the area of VAPA, STEM and academic achievement - $2000.00 Funding Sources:

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LCFF Base (0000)

- $2000.00

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

All for this Goal

ALL Personnel - $1750.00 Funding Sources: LCFF Supplemental (0000) - $1750.00

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

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

All for this Goal

ALL School Counselors Support - $10200.00 Funding Sources: LCFF Supplemental (0000) - $10200.00


Foster Youth, English Language Learner students, and students who are identified as Low Income will be given additional supports such as academic remediation transportation for after school programs and extracurricular activities and other research based positive intervention programs to ensure their connectedness to school.

All for this Goal

ALL After School Activities - $1200.00 Funding Sources: LCFF Supplemental (0000) - $1200.00 Behavior Interventions - $1200.00 Funding Sources: LCFF Supplemental (0000) - $1200.00 Teacher on Special Assignment -


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$24964.00

Funding Sources: LCFF Supplemental (0000) - $24964.00

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

All for this Goal

x ALL Student Staff Training - $2600.00 Funding Sources: LCFF Base (0000) - $2600.00 Provide Release time for discipline plan revisions and implementation - $500.00 Funding Sources: LCFF Base (0000)




Students will continue to demonstrate an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs as measured by no increase in suspensions, and a reduction of 1% in Swiss referral reports based on the previous year’s total number. State Metrics: Pupil Suspension Rates, Other Local Measures Including Surveys Custom Metrics: Student Safety, Promote Student Health


Students will continue to experience greater levels of support from increased access to school counseling services. As measured by an

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Increase from 5.5 hours to 7.0 hours per week of counseling time. State Metrics: Other Local Measures Including Surveys Custom Metrics: Student Safety, Promote Student Health



Students will benefit from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, as measured by staff data sheets recording date of first contact and first day in class. State Metrics: Other Local Measures Including Surveys Custom Metrics: Professional Development

The comprehensive positive discipline plans will be revised to allow students to experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs including a 'no-tolerance' policy for bullying and harassment. Student feelings of safety will increase by 5% on the student survey. State Metrics: Other Local Measures Including Surveys Custom Metrics: Student Safety

The number of students exiting from Middle School (8th grade) eligible for graduation and promotion to high school will continue to increase from 85% to 95%. Custom Metrics: Middle School Graduation




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

All for this Goal

x ALL Provide funding for adequate school counselor support for all


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and academic achievement. Other Subgroups:(Specify) students -

$7000.00 Funding Sources: LCFF Base (0000) - $7000.00 Professional development in the areas of resiliency, bullying, health and wellness and connectedness - $1500.00 Funding Sources: LCFF Base (0000) - $1500.00 PBIS or other research - based student resiliency and positive choices support programs - $1300.00 Funding Sources: LCFF Base (0000) - $1300.00 Before and after school activities in the area of VAPA, STEM and academic achievement - $5500.00 Funding Sources: LCFF Base (0000)

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Foster Youth will continue to be immediately enrolled in All for this ALL Personnel - NESD schools using trained personnel and additional counseling.

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

$1750.00 Funding Sources: LCFF Supplemental (0000) - $1750.00

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

All for this Goal




All for this Goal

ALL After School Activities - $1200.00 Funding Sources: LCFF Supplemental (0000) - $1200.00 Behavior Interventions - $1200.00 Funding Sources: LCFF Supplemental (0000) - $1200.00 Teacher on Special Assignment - $49078.00 Funding Sources: LCFF Supplemental


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(0000) -

$49078.00

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

All for this Goal

x ALL Student Staff Training - $2600.00 Funding Sources: LCFF Base (0000) - $2600.00 Provide Release time for discipline plan revisions and implementation - $500.00 Funding Sources: LCFF Base (0000)




Students will continue to demonstrate an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs as measured by no increase in suspensions, and a reduction of 1% in Swiss referral reports based on the previous year’s total number. State Metrics: Pupil Suspension Rates, Other Local Measures Including Surveys Custom Metrics: Student Safety, Promote Student Health


Students will continue to experience greater levels of support from increased access to school counseling services. As measured by an increase from 7.0 hours to 8.0 hours per week of counseling time State Metrics: Attendance Rates, Other Local Measures Including Surveys Custom Metrics: Student Safety, Promote Student Health

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Students will benefit from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, as measured by staff data sheets recording date of first contact and first day in class. State Metrics: Other Local Measures Including Surveys Custom Metrics: Professional Development

The comprehensive positive discipline plans will be revised to allow students to experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs including a 'no-tolerance' policy for bullying and harassment. Student feelings of safety will increase by 5% on the student survey. State Metrics: Other Local Measures Including Surveys Custom Metrics: Student Safety

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




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

All for this Goal

x ALL Provide funding for adequate school counselor support for all students - $7000.00 Funding Sources: LCFF Base (0000)


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- $7000.00

Professional development in the areas of resiliency, bullying, health and wellness and connectedness - $1500.00 Funding Sources: LCFF Base (0000) - $1500.00 PBIS or other research - based student resiliency and positive choices support programs - $1300.00 Funding Sources: LCFF Base (0000) - $1300.00 Before and after school activities in the area of VAPA, STEM and academic achievement - $5500.00 Funding Sources: LCFF Base (0000) $5500 00 Foster Youth will continue to be immediately enrolled in

NESD schools using trained personnel and additional counseling.

All for this Goal

ALL Personnel - $1750.00 Funding Sources:

OR: Low Income pupils English Learners

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x Foster Youth Redesignated fluent English proficient

Other Subgroups:(Specify) LCFF Supplemental (0000) - $1750.00

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

All for this Goal




All for this Goal

ALL After School Activities - $1200.00 Funding Sources: LCFF Supplemental (0000) - $1200.00 Behavior Interventions - $1200.00 Funding Sources: LCFF Supplemental (0000) - $1200.00 Teacher on Special Assigment - $52054.00 Funding Sources: LCFF Supplemental (0000) - $52054.00


Review, revise and implement the school-wide discipline All for this x ALL Student Staff

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system; provide both student and staff PBIS training to ensure a positive culture with consistent discipline free of bullying and harassment where all students feel safe and connected.

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

Training - $2600.00 Funding Sources: LCFF Base (0000) - $2600.00 Provide Release time for discipline plan revisions and implementation - $500.00 Funding Sources: LCFF Base (0000) - $500.00


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

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

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

3) How have the actions/services addressed the identified needs and goals of specific 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? Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

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Original GOAL from prior year

LCAP:

Goal 1. Focus on CCCSS and depth of knowledge strategies in all content areas to provide instruction which will challenge/meet the needs of all students to prepare them with 21st Century college and career ready skills. Raise the levels of student performance to a high level of proficiency in CCCSS and 21st Century learning through specifically designed interventions, enrichment, differentiated classroom instruction, project based and blended learning, and parent education for all students including VAPA 9Visual and Performing Arts) and foreign language.

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

COE only: 9 10

Local: Specify


Expected Annual


Relevant 21st Century standards will be imbedded in all instructional units with Common Core Standards used to guide instruction for thematic units and Formative & Summative Assessments will be aligned to CAASPP library and or Smarter Balance assessments by grade level.

Actual Annual Measurable Outcomes:

This goal is still in progress. Staff made progress toward the goal of embedding 21st Century in all instructional units with Common Core Standards being used to guide instruction for thematic units. Staff has made progress on Formative and Summative Assessments aligning to CAASPP library and/or Smarter Balanced Assessment.

Teacher/support staff will receive ongoing professional development in the CCCSS, project based instruction, blended learning, and technology integration along with teacher collaboration and grade level themed unit development.

Staff indicated more professional development is needed in this area. The required SBAC data to determine effectiveness of this goal will not be available until August.

Custom Metrics: Professional Development

Remediation and enrichment activities will have smaller student/staff ratios.

Staff received ongoing professional development in the CCCSS, technology integration, along with teacher

As a result of teacher/support staff participation in professional development and systematically designed training and support in technology integration, differentiated instruction, blended

collaboration and grade level themed unit development. Staff reported a need for continued professional development in this area.

learning, project based instruction, CCCSS implementation and smaller student/staff ratios for remediation and enrichment:

Staff was able to differentiate instruction in small group

Average student scores as measured by publisher and district settings during the Flex time period of the school day.

trimester benchmark assessments will increase by a minimum of 5% overall in reading/language arts and math as well as the number of students meeting the standard on all measures in Language Arts and Math will increase by 5% on district benchmark assessments.

At this time, we do not have the required 2nd year CAASPP data to quantify a percentage of growth for the past year. The same is true for our District-wide assessments. Last year's CAASPP data demonstrated NESD scored above both the County and the State

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School-wide scores for all students and for individual subgroups on the API (or other designated state measure) will increase by a minimum of 1%. Scores will increase by a minimum of 1 % or an amount TBD on the CAASPP for all students and subgroups and will be based upon benchmark scores received in 2015

District and school API ( Or State common measure) will show an increase with a minimum of 1% or higher TBD based upon the new CAASPP scores for all students and for each subgroup. State Metrics: Statewide Assessments Custom Metrics: Professional Development

A full and complete instructional program will be offered (Ed Codes 51210 & 51220); All teachers will be classified as Highly Qualified Teachers (HQTs); Teacher evaluations will demonstrate progress toward proficiency in Challenge 21 standards, implementation of the CCCSS, differentiation, blended learning, project-based instruction, assessment and technology integration. State Metrics: Statewide Assessments, Base of teachers appropriately assigned and fully credentialed Custom Metrics: Professional Development

All students will have access to a broad course of study including the CCCS aligned instructional materials related support/enrichment materials and digital curriculum, Quarterly reports will continue to show full Williams compliance for HQT staff, materials and facilities.

There will be an increase in the opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS, 21st Century Skills and Challenge 21 Standards. State Metrics: A-G Or CTE completion

Students will benefit from the incorporation of instrumental music in grades 4-8 and classroom music as a part of the TK-5 core

average scores on CAASPP. Assessing our first year's District benchmark assessments we note the following gains: 3-8 Reading an increase of 95 scale score points overall. Reading K-2 an increase of 65 scale score points. Math 2-8 an increase of 44 scale score points.

No API established at this time.

State Metrics: Statewide Assessments Custom Metrics: Professional Development

A full and complete instructional program was offered (Ed Codes 51210 & 51220); All teachers except one are classified as Highly Qualified Teachers (HQTs); Teacher evaluations demonstrate progress toward proficiency in Challenge 21 standards, implementation of the CCCSS, differentiation, blended learning, project-based instruction, assessment and technology integrat ion.

State Metrics: Statewide Assessments, Base of teachers appropriately assigned and fully credentialed Custom Metrics: Professional Development

All students currently have access to a broad course of study including the CCCS aligned instructional materials related support/enrichment materials and digital curriculum, Quarterly reports show full Williams compliance for materials and facilities.

Staff continues to work on increasing in the opportunities for student enrichment, practice and remediation and access to high interest enrichment areas/exploratory activities that are in line with the CCCSS, 21st Century

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program to insure student access to Visual and Performing Arts. Middle Grades exploratory classes will continue to be enhanced to include VAPA skills and a foreign language.

K-5 Students will receive Sombrero Time in the classrooms via a trained certificated teacher. State Metrics: A-G Or CTE completion, Base of teachers appropriately assigned and fully credentialed

G.A.T.E. identified students, El students, and students with special needs and identified disabilities will receive instruction that is differentiated, as appropriate to meet their needs. State Metrics: EL Reclassification Rate, Base of teachers appropriately assigned and fully credentialed

Parents and students will receive tutorial supports and parent education opportunities including parenting classes and regional opportunities to support student learning.

All students exiting from Middle School (8th grade) will be eligible for graduation and promotion to high school. State Metrics: A-G Or CTE completion, Promotion of parental participation

Skills and Challenge 21 Standards.

Courses of study designed to prepare student with College and Career readiness skills have not yet been developed, but students are given access to virtual programs through a blended learning approach.

State Metrics: A-G or CTE completion

Students benefited from the incorporation of a classroom music as a part of the TK-8 core program. Middle Grades exploratory classes were enhanced to include VAPA skills and a foreign language. K-5 Students received Sombrero Time in the classrooms via a trained certificated teacher. Instrumental music was provided outside the school day.

State Metrics: A-G or CTE completion, Base of teachers appropriately assigned and fully credentialed

G.A.T.E. identified students, El students, and students with special needs and identified disabilities received instruction that was differentiated, as appropriate to meet their needs.

State Metrics: EL Reclassification Rate, Base of teachers appropriately assigned and fully credentialed

Parents and students received tutorial supports and parent education opportunities including parenting classes and regional opportunities to support student learning. Parents were provided “Love and Logic” training, Academic support nights, and “Technology/Internet Safety” training.

All students exiting from Middle School (8th grade) did not meet the eligibility for graduation and promotion to

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high school. State Metrics: A-G Or CTE completion, Promotion of parental participation

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

Budgeted Expenditures Estimated Actual Annual

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

CCCS Aligned Language Arts instructional materials, including technology devices,

This goal is still in progress. Staff has evaluated options for TK-8 CCCS aligned Language Arts materials and will be piloting programs in the 2016-2017 school year.

Included in Goal 1, Action 2 - $0.00 Professional

subscriptions and Base - $500.00 support resources for TK-5 students and staff. - $15000.00 Funding Sources: LCFF

Charter expenses previously reported in Fund 01 are now being reported in Fund 09

Base (0000) - $15000.00 Professional development for certificated and support staff - $1500.00 Funding Sources: LCFF Base (0000) - $1500.00

Scope of

All for this Goal Scope of

All for this Goal

x ALL x ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient


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Other Subgroups:(Specify)

Planned Actions/Services Actual Actions/Services Budgeted Expenditures Estimated

Actual Annual

Expenditures Adapt, refine and implement with fidelity, the CCSS Staff classrooms with CCCSS Coordinator as a part of the Director of

Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities Base 10,000

Fund instructional equipment, supplies, learning environment enhancements and/or replacements Base 10,000

Staff classrooms with HQT teachers Base 52,0000

Classrooms instructional strategies/methodologies including 21st HQT teachers. - were staffed Century skills, and provide staff development, $1562736.00 with HQT personnel and resources for support materials and Funding Sources: LCFF teachers-Base - access to state of-the-art instructional Base (0000) - $520000.00 resources/equipment to support $1562736.00 Director of student learning and achievement. CCCSS Coordinator as a Educational

part of the Director of Services-Base - Educational Programs, $10000.00 Instructional Instructional Technology and Staff equipment and Development Job supplies were description will fall purchased - under the Director of $10000.00 Educational Services which will encompass several of the goals and responsibilities. - $10000.00 Funding Sources: LCFF Base (0000) - $10000.00 Fund instructional equipment, supplies, learning environment enhancements and /or replacements - $10000.00 Funding Sources: LCFF Base (0000) - $10000.00

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Scope of


All for this Goal

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



Actual Annual

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

Release time for grade level articulation and collaboration with PUHSD and neighboring PK-8 district staff in staff development - $1500.00 Funding Sources: LCFF Base (0000) - $1500.00

Staff met regularly with the BEST team to ensure a clear understanding of Placer Union High School Districts incoming student expectation. Release time was provided for level articulation and collaboration with PUHSD and neighboring TK-8 district staff in staff development.


Staff was provided release time to collaborate and articulate with partners in learning- Supplemental - $500.00

Scope of


District-wide



Planned Actions/Services Actual Actions/Services

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Budgeted Expenditures Estimated

Actual Annual

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

Adequate staff and professional development Includes Special education aide and designated RSP time - $50000.00 Funding Sources: Other - $50000.00 CCCSS Coordinator as a part of the Director of Educational Programs, Instructional Technology and Staff Development Job description will fall under the Director of Educational Services which will encompass several of the goals and responsibilities for all and targeted students. - $10000.00 Funding Sources: Title I Basic (3010) - $10000.00

This goal is still in progress. Staff continues to work toward having G.A.T.E. identified students, El students, and students with special needs and identified disabilities received instruction that is appropriately differentiated, to meet their needs.


Additional support staff was hired including a part- time teacher and classified staff to support students not meeting grade level expectations and special education students.- Special Ed - $17000.00 Director of Educational Services-Title 1 - $10000.00

Scope of


All for this Goal



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Actual Annual

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

Professional Development - $1000.00 Funding Sources: LCFF Base (0000) - $1000.00 Materials/equipment to support enrichment/exploratory courses to be offered during the school day including the unique needs of GATE students. - $5000.00 Funding Sources: LCFF Supplemental (0000) - $5000.00 Personnel and programs for foreign language - $16000.00 Funding Sources: LCFF Base (0000) - $16000.00 Classroom and Instrumental music personnel - $20600.00 Funding Sources: LCFF

CCCSS and 21st Century Skills aligned enrichment and exploratory opportunities were developed to support student learning and their success in future college and career. Including computer coding STEM instruction, classroom and instrumental music, foreign language and necessary materials, programs and equipment were provided.


STEM Professional Development was provided to the STEM lead teacher.-Base - $300.00 Certificated staff stipend and activities- supplemental - $2000.00 Teacher and Rosetta Stone Software-Base - $6000.00 Certificated music teacher- Base - $7000.00

Scope of


All for this Goal

x ALL x ALL OR: Low Income pupils English Learners

OR: Low Income pupils English Learners

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

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


Actual Annual

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

Parent education training - $500.00 Funding Sources: LCFF Base (0000) - $500.00

Parents were included as partners as partners in the CCCSS implementation plan through ongoing parent education meetings and trainings at each school site and at a district level. Parents participated in PTO, Site Council, Science Night, Love and Logic training, Online safety training and more.


Parent notifications, child care for parent meeting, misc-Base - $500.00

Scope of


All for this Goal




Actual Annual

Expenditures Provide all students below proficient in grade level skills to be successful in the CCCSS aligned instruction,

Funding for support activities, materials,

Students below proficient in grade level in the CCCSS Funding for

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supplemental resources such as: technology resources, home based materials, tutorial services, web-based programs, adequate support staff for before school, after school and during the school day, FY transportation, to support their high level of achievement and acquisition of English language proficiencies especially targeting EL, Low income and Foster Youth

technology, equipment and personnel - $32233.00 Funding Sources: LCFF Supplemental (0000) - $32233.00 EL Coordinator and ELD teacher to provide direct support and instruction - $19221.00 Funding Sources: LCFF Supplemental (0000) - $19221.00 Differentiation Coach and staff development to support differentiation in the classroom (Part of the Director of Student Services/Staff Development) - $8584.00 Funding Sources: LCFF Supplemental

aligned instruction were given before and after-school supports technology resources, home based materials, tutorial services, and web-based programs, FY transportation was made available, to support a high level of achievement and acquisition of English language proficiencies especially targeting EL, Low income and Foster Youth. EL Coordinator and ELD teacher hired to support EL


activities, material, technology, equipment and personnel.- Supplemental - $17000.00 EL Coordinator and EL Teacher- Supplemental - $11000.00 Differentiation Coach- Supplemental - $4000.00

Scope of

School-wide Scope of

All for this Goal

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


Planned Actions/Services Actual Actions/Services

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Budgeted Expenditures Estimated

Actual Annual

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

Allocate funding to develop an EL Master plan for the

The EL coordinator began the process of developing an EL Master Plan for the District.

FuEnxdpsewndeirteures allocated to develop an EL

through designated and integrated instruction. $1000.00 Master plan for Funding Sources: LCFF the District and Supplemental (0000) - $1000.00


CEDLT testing/scoring professional development was attended.- Supplemental - $1000.00

Scope of


All for this Goal

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



Actual Annual

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

Staff and Parent education - $1000.00 Funding Sources: LCFF Supplemental (0000) - $1000.00

Staff attended Positive Behavior Intervention Support Training, Access Curriculum for ALL-ACA training, and Autism training. Students, parents, and staff attended Creating and Fostering a culture of excellence seminars.

PBIS, ACA, Professional Development, and instructional aide training.-

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Supplemental - $400.00

Scope of


All for this Goal

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


What changes in actions, services, and expenditures will be made as a result of reviewing past progress

and/or changes to goals?

We will refine our original goals and define critical actions to address going forward.

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

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GOAL 2: Enhance, expand and enrich access, knowledge, expertise, instructional integration, communication and regular utilization of technology resources for all students and staff in conjunction with CCCSS instruction, 21st Century instructional practices and Challenge 21 Standards. Increase student, staff and family use of technology for instructional and communication purposes.

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



Expected Annual


All students will continue to have direct access to faster, more reliable connections to and through the NESD network via a variety of instructional devices with less or no down time as measured by work orders.


All students will continue to be supported with direct access to faster, more reliable connections to and through the NESD network via a variety of instructional devices with less or no down time as measured by work orders. Programs and systems will be updated as necessary and within a week of

Programs and systems will be updated as necessary and within a week of identified need as measured by School Dude.

identified need as measured by the work order process The number of devices will be continued at 1-1 iPad/tablet/Chromebook access to program and curriculum in 3-8th grade and 2-1 access in TK-2nd grade.

The number of devices will be increased allowing for 1-1

iPad/tablet/Chromebook access to program and curriculum in 3-8th grade and 2-1 access in K-2nd grade. All students will continue to have universal access to a broad

All students will continue to have universal access to a broad course of study in 21st Century curriculum ensuring College

course of study in 21st Century curriculum ensuring College and Career readiness.

and Career readiness. Custom Metrics: College & Career Readiness

All students will show increased success with assessments

via the website including CAASPP, Publisher Assessments, Smarter Balance and District benchmark assessments. There will be an increase of at least 1 % in the % of students meeting or exceeding the grade level standard

We were unable to assess this goal at this time. Site-wide CASSP data was not available at this time. New district-wide assessments were not implemented consistently.

on District benchmark assessments and the CAASPP results. State Metrics: Statewide Assessments

Student scores on web-based District assessments will

increase by an average of 5% for all students and subgroups. We were unable to assess the District-wide assessment goal

All teachers will continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student

at this time. Teachers continue to demonstrate progress toward proficiency in technology use and technology integration within the CCCS as measured by class observations, student projects, and instructional a c t i v i t i e s

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projects, and instructional activities. Custom Metrics: Technology Proficiency

There will continue to be improved parent access to student achievement, progress, and student learning via the District LMS as measured by survey results and an increase of at least 1% parents who are satisfied with communication. State Metrics: Other Local Measures Including Surveys, Promotion of parental participation

Parent access to student achievement, progress, and student learning via the District LMS as measured by survey results and an increase of at least 1% parents who are satisfied with communication increased by a minimum of 1%.

State Metrics: Other Local Measures Including Surveys, Promotion of parental participation



Estimated Actual Annual

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

Staff development and Training - $4750.00 Funding Sources: LCFF Base (0000) - $4750.00

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


Staff Development and Training-Base - $1600.00

Scope of


All for this Goal



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Planned Actions/Services Actual Actions/Services Budgeted

Expenditures Estimated Actual

Annual Expenditures

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

Equipment, supplies, tools, and programs - $39000.00 Funding Sources: LCFF Base (0000) - $39000.00

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


Equipment, supplies, tools (including replacement equipment) -Base - $13000.00

Scope of


All for this Goal





Annual Expenditures

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

Continue to Fund a site level IT technician for infrastructure repair, enhancement - $40000 00

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

Personnel - Supplemental - $13500.00

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Funding Sources:

LCFF Supplemental (0000) - $40000.00


Scope of


District-wide





Annual Expenditures

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

Fund a technology director (under the title of Director of

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

Classified support- Base - $3000.00

to provide training and ongoing support for Classroom and support staff


$8000.00 Funding Sources: LCFF Base (0000) - $8000.00

Scope of


All for this Goal

x ALL x ALL

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Annual Expenditures

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

Parent Education Training - $700.00 Funding Sources: LCFF Base (0000) - $700.00

Parents were included as partners in the use of Google Apps , LMS Schoology, CCCSS mathematics, LA and assessment implementations through ongoing meetings and trainings

Childcare, food, flyers, guest speakers at Back to School Night, SSC,

Safety Meeting, Curriculum Charter expenses previously reported in Fund 01 are now being reported in Fund 09

meetings-Base - $300.00

Scope of


All for this Goal





Annual Expenditures

To reduce the potential achievement gap, provide Equipment and In effort to reduce the potential achievement gap, the District provided support at home and at school to ensure trained staff and adequate access to technological support resources such as technology

technology and support at home and at school to ensure trained staff and adequate access to technological support resources such as technology devices, connectivity and resources for summer learning, and on-line assessments.

resources - $7000.00 Funding Sources: LCFF Supplemental

software- Supplemental - $2000.00 Certificated pupil support salary-

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(0000) - $7000.00

Staff development

devices, connectivity and resources for summer learning, and on-line assessments.


(targeted instruction and assessment using digital curriculum). -



Scope of


All for this Goal





Annual Expenditures

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

Parent Education - $700.00 Funding Sources: LCFF Supplemental (0000) - $700.00

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

childcare, flyers, food, and staff to provide training to parents - Supplemental - $400.00

Charter expenses previously reported in Fund 01 are

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now being reported in Fund 09

Scope of service:

School-wide Scope of service:

All for this Goal





For next school year, we will continue with the original goal but will define critical actions for unduplicated groups to focus on and address.


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Goal 3: Improved safety and emergency response strategies and systems. Overall increased support, maintenance and updates for District facilities and services to provide attractive, clean, safe and inviting places for students, staff and community. Increased support for a socially and emotionally safe and secure learning environment, free from physical, emotional and digital harassment.

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


Goal Applies to: Schools: Newcastle Elementary Applicable Pupil Subgroups: All

Expected Annual


Enhanced safe environment through the ongoing update and execution of the Comprehensive School Site Safety Plan and Emergency Procedures Manual which identifies procedures requiring the participation of students, service groups, employees and community members.


The Comprehensive School Site Safety Plan and Emergency Procedures Manual was updated with procedures requiring the participation of students, service groups, employees and community members. NES/NCS student safety was enhanced with increased bus ridership. Overall student attendance did not improve and continues to be an area of

Student safety and overall student attendance will continue focus. to be enhanced through increased bus ridership provided by NESD and alternative locations for drop off and pick up. Bus ridership will increase by 1%.

State Metrics: Attendance Rates Custom Metrics: Student Safety

After school and before school student wait time will decrease by 5 minutes with the implementation of recommendations from Walkability Study for drop off and

Wait time was not measurably improved. We cannot verify this outcome.

pick up.

All students will continue to benefit from the positive discipline and implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site. Discipline data will show a decrease in referrals by 5%. There will be no increase in the 0% expulsion rate. The numbers of suspensions will decrease by

This goal was not achieved, but with the continued implementation of the PBIS program there is an expectation of benefits from the implementation of the school-wide discipline plan including anti bullying and harassment policies maintained at each site.

at least 1. State Metrics: Pupil Suspension Rates, Pupil Expulsion Rates

State Metrics: Pupil Suspension Rates, Pupil Expulsion Rates

Enhanced facility operations and student support services

will be available through the District and School Dude will show a completion rate of 90% within one week of notation. Parents students, staff and community will continue to benefit from additional resources to support operations

This goal continues, even though, enhanced facility operations and student support services were achieved. The School Dude program was replaced with School Works software.

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throughout the district and facility improvements.

State Metrics: A-G Or CTE completion All students and staff will continue to benefit directly from improved and safe facilities with a reduction of 5% in accident reports. State Metrics: Promotion of parental participation, Facilities maintained in good repair

Parents’ students, staff and community did continue to benefit from additional resources to support operations throughout the district and facility improvements. Students and staff did benefit directly from improved and safe facilities, however there was not a reduction of 5% in accident reports. This outcome was not achieved and continues.

State Metrics: Facilities maintained in good repair




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

Additional staffing and training - $15000.00 Funding Sources: LCFF Base (0000) - $15000.00

Staff has been trained in mandated safety procedures. Additional staff has been hired to ensure student safety before and after school.


Staffing and training software- Base - $5000.00

Scope of


All for this Goal



Planned Actions/Services Actual Actions/Services Budgeted Estimated Actual

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Expenditures Annual

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

DPREP (disaster Preparedness) recommendations - $1200.00 Funding Sources: LCFF Base (0000) - $1200.00 Site renovation and Safety Inspection - $5500.00 Funding Sources: LCFF Base (0000) - $5500.00

Site comprehensive school safety plans and site facility assessments have been completed and will continue to be reviewed annually.


DPREP DTS software-Base - $400.00 Facilities evaluation plan software FIT and staff time-Base - $2000.00

Scope of


All for this Goal





Annual Expenditures

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

Partnership Release time - $500.00 Funding Sources: LCFF Base (0000) - $500.00

Partnerships with local agencies such as the Placer County Sheriff's Office, Placer County Fire, State Highway Patrol, and the Newcastle Community Association have been established.

Funding to support staff and student participation in community based activities support- Base - $170.00

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Charter expenses previously reported in Fund 01 are

now being reported in Fund 09

Scope of


All for this Goal





Annual Expenditures

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

Provide awards to families who demonstrate enhanced punctuality and

Awards, incentives, additional bus stops, have been added. Additional support staff have been hired to support decreasing traffic in and out of the school to promote improving attendance and punctuality.

Incentives and awards - $0.00 Additional staff time and support staff

out of the school, improving attendance and punctuality. attendance - $0.00 patrol, before and Additional staff after school time and support staff ( safety patrol, before and


supervisors, Nature Trail officers, etc.)-

after school Base - $2200.00 supervisors, Attendance Nature Trail incentives-Base - officers, etc) - $1000.00 $6600.00 Additional stops Funding Sources: at central LCFF Base (0000) - locations to $6600.00 encourage bus Incentives and ridership Base - awards - $3000.00 $6700.00 Funding Sources: Provide funds to LCFF Base (0000) - make Nature trail

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$3000.00

Additional stops at central locations to encourage bus ridership - $1000.00 Funding Sources: LCFF Base (0000) - $1000.00 Provide funds to make Nature trail a viable option as a path to and from school. - $10000.00 Funding Sources: LCFF Base (0000) - $10000 00

a viable option as a path to and from school.-Base - $3000.00

Scope of


All for this Goal





Annual Expenditures

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

ADA Barrier components plan is comprehensive and will be implemented over several years. - $10000.00

Some identified ADA barriers were removed. ADA Barrier Removal Plan Components. Plan is comprehensive and will be implemented over several years

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Funding Sources:

LCFF Base (0000) - $10000.00

Base - $10000.00

Scope of


All for this Goal





Annual Expenditures

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

Funding to repair/replace existing rotted eaves and seal

Plant Manager evaluates and corrects school safety needs through facility/grounds inspections and corrections. Fire alarm required being renovated which caused additional expense.

corrected safety issues and renovated fire alarm-Base -

$5000.00 Minimal Field Funding Sources: maintenance- LCFF Base (0000) - $5000.00 Matching


Base - $5000.00

field/irrigation renovations (PTC and community group funding) - $5000.00 Funding Sources: LCFF Base (0000) - $5000.00

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Scope of


All for this Goal

x ALL x ALL





Annual Expenditures

Ensure that Foster Youth, English Learners, Low Income students and their parents receive the necessary communication, services and information to ensure safety and instructional support in appropriate language including school discipline, parent rights, and policies relating to anti-bullying and harassment.

Parent and student support funding - $2000.00 Funding Sources: LCFF Supplemental (0000) - $2000.00

Effort was made to ensure that Foster Youth, English Learners, Low Income students and their parents receive the necessary communication, services and information to ensure safety and instructional support in appropriate language including school discipline, parent rights, and policies relating to anti-bullying and harassment.


School messenger -Supplemental - $2000.00

Scope of


All for this Goal

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



Expenditures Estimated

Actual Annual

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Improve communication attendance, punctuality and Communication Transportation was provided to and from school for EL, Foster Youth and Low income.

ELDExtpeeacnhdeitru res access to courses and programs regarding transportation by providing transportation to and from school for EL, Foster Youth and Low income.

and incentives for transportation -

Supplemental - $2000.00 Bus-Supplemental

Funding Sources: - $1500.00 LCFF Supplemental (0000) - $2000.00 Bus passes -



Scope of


All for this Goal





We will continue to reach out to our non-English speaking families. Although not required we will promote an ELAC presence at the school sites to further engage these families.


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Goal 4: Enhanced student engagement, attendance, and achievement. Increased school connectivity, feelings of safety at school and overall physical/emotional wellness and resiliency for students.

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



Expected Annual


Students will demonstrate an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs.


Students demonstrated an increase in their active engagement and participation in wellness activities at each school site, and receive instruction in the areas of nutrition, physical education and social emotional health, character education and anti-bullying programs.

Students at NES/NCS will experience a quality breakfast and Custom Metrics: Student Safety, Promote Student Health lunch program focused on meeting the nutritional goals that are aligned with the district Wellness Policy ensuring that quality entrees and fresh fruits/vegetables are available daily.

Students at NES/NCS experienced an increase in the quality and freshness of the school breakfast and lunch program with fresh fruits and vegetables available daily.

Students will behave in a positive manner and discipline referrals will show a decrease by 5%. Custom Metrics: Promote Student Health

Students will experience greater levels of support from increased access to school counseling services.

Students behaved in a positive manner, but discipline referrals did not show a decrease by 5%. Students did

Students will demonstrate strong resiliency in making appropriate decisions through quality instruction in the

experience greater levels of support from increased access to school counseling services.

above areas. Students will show their strong and positive connectivity to their schools through surveys conducte d Custom Metrics: Student Safety annually with an increase by 5% of students who feel connected. Students are demonstrating an increase in resiliency in Student attendance rates will increase by at least .5% as a result of high quality instruction, opportunities for learning and success, feelings of safety and the feeling of connectivity at each school site.

making appropriate decisions through quality instruction in the above areas. Students are showing an increase in a strong and positive connectivity to their schools through surveys conducted annually with an increase of students who feel connected.

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Students will benefit from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, District -wide. Custom Metrics: Professional Development

The comprehensive positive discipline plans will be revised to allow students to experience greater levels of engagement and safety on school campuses as a result of unique programs at each school site designed to serve their needs including a 'no-tolerance' policy for bullying and harassment. Student feelings of safety will increase by 5% on the student survey.

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

State Metrics: Other Local Measures Including Surveys

Student attendance rates increased by at least .5% as a result of high quality instruction, opportunities for learning and success, feelings of safety and the feeling of connectivity at each school site.

State Metrics: Attendance Rates

Students benefited from the staff' training and use of all available resources and support services to ensure that students are registered as quickly as possible, enhancing immediate enrollment. Foster Youth will continue to be immediately enrolled, District-wide.

Custom Metrics: Professional Development

This outcome is in progress and part of the PBIS implementation plan.

State Metrics: Other Local Measures Including Surveys

Although not all students were eligible for promotion activities, all students exiting from Middle School (8th grade) will continue to be eligible for graduation and promotion to high school.

Custom Metrics: Middle School Graduation




Expenditures

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

School Counselor - $7000.00 Funding Sources: LCFF Base (0000) - $7000.00 Professional development in the area of resiliency, bullying, health and wellness and connectedness - $1400.00 Funding Sources: Other - $1400.00 PBIS or other research -based student resiliency and positive choices support programs - $1250.00 Funding Sources: Title I Program Improvement (3185) - $1250.00 Before and after school activities - $5000.00 Funding Sources: LCFF Base (0000) - $5000.00

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


School counselor- Base - $3000.00 CAPTAIN training- Special Ed - $500.00 PBIS training- Title 1 - $2250.00 Afterschool STEM, intervention,- Base - $2000.00

Scope of


All for this Goal

x ALL x ALL OR: OR:

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

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



Annual Expenditures

Foster Youth will continue to be immediately enrolled in Personnel - Provided training to staff to ensure Foster Youth will continue to be immediately enrolled in NESD schools using trained personnel and additional counseling.

Supplemental - NESD schools using trained personnel and additional counseling.

$1674.00 Funding Sources: LCFF Supplemental

$1700.00

(0000) - $1674.00


Scope of


All for this Goal

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

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



Annual Expenditures

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

School Counselor - $5100.00 Funding Sources:

English Learners and Low Income students received specially designed support services to further support


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school though additional school counselor time. LCFF

Supplemental (0000) - $5100.00

their connectedness to school and overall wellness at school though additional school counselor time.


Scope of


All for this Goal

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

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



Annual Expenditures

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

After School Activities - $1000.00 Funding Sources: LCFF Supplemental (0000) - $1000.00 Behavior Interventions - $1000.00 Funding Sources: LCFF Supplemental (0000) $1000 00

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

After school activities- Supplemental - $1000.00 Extracurricular activities- Supplemental - $750.00

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Scope of

School-wide0 Scope of

All for this Goal





Annual Expenditures

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

Student/staff training - $2600.00 Funding Sources: LCFF Base (0000) - $2600.00

The school-wide implementation of PBIS is a 3 year plan to provide both student and staff training to ensure a positive culture with consistent discipline free of bullying and harassment where all students feel safe and connected.


PBIS Student/staff training-Base - $900.00

Scope of


All for this Goal



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

We will continue to work toward connectedness to school with all students, but with intentional focus on our intermediate grade level students.

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Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

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

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

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

Total amount of Supplemental and Concentration grant funds calculated: $73,528.00

Newcastle Elementary School District is committed to the Vision and Core Values/belief it has set for students, staff and community. Although there is no District-wide use of supplemental funds, this LCAP provides a program for all students which supports being college and career ready by the time they exit from 8th grade. In order to ensure that all English learners, low income students and Foster Youth are provided with opportunities before school, during school and after school and after the school year to receive support and assistance to achieve at high levels, school site supports and services have been designed through the three-year LCAP.

These will continue to be refined through the LCAP revision process. Digital Summer school offerings are expanding, with digital tools and connectivity continuing to be provided, as needed to identify students. A variety of interactive digital resources will continue to be provided to support the individual needs of the EL, Foster Youth or Low Income students in achieving the Common Core and 21st Century Skills requirements. For Foster Youth, Low income, and EL students, school counselor time has been specifically increased and targeted, as a service to serve these students' unique needs. These increases for expenditures of unduplicated pupil expenditures are over and above the services for all students.

Funds for personnel, instructional material, technological supplies, equipment, and resources have been specifically included in the LCAP and designated to support the English language Learner, , low income student or foster youth. For the 2015-16 year funds spent on unduplicated pupils over and above services for all pupils at the time of this LCAP adoption which is in excess of what was designated as supplemental funding.

We did not use the funds in a district-wide, school-wide, countywide, or charter-wide manner as specified in 5 CCR 15496.

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

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

The Newcastle Elementary School District will continue to offer, ELD instruction via a BCLAD certificated teacher.. Time will be increased for these support services. In the past students were served in their regular programs via pull out work one to two times a week. This enhanced program, delivered by a highly trained certificated staff member and supported with additional classified classroom support staff on a daily basis, supports the students at a high level. In addition, the designation for 2016-2017, of a Common Core Coordinator along with a site level technology mentor and differentiation coach, under the title of Director of Student Services will support the efforts of staff, students and families to ensure that students receive the supports necessary for success. This District will be offering increased before and after school opportunities to support student achievement and has been designed with parent input through surveys and meetings. In addition, the District will offer opportunities for Low income, EL and Foster Youth to participate in 21st Century and Career/Tech Ed. enrichment activities after school and receive targeted academic tutorials.

These will continue to be refined through the LCAP revision process. Digital Summer school offerings are expanding, with digital tools and connectivity provided for the first time, as needed to identified students. A variety of interactive digital resources will be provided to support the individual needs of the EL, Foster Youth or Low Income students in achieving the Common Core and 21st Century Skills requirements. For Foster Youth, Low income, and EL students, school counselor time has been specifically increased and targeted as a service to serve these students' unique needs. These increases for expenditures of unduplicated pupil expenditures above what is on services for all students to exceed the required 6.94. In year 2017-18 and 2018-19 there are increases to services and resources before, during and after school and at home and therefore increases for expenditures to exceed the required % of expenditures for the unduplicated student count through 2018-19.

These will continue to be refined through the LCAP revision process. Digital Summer school offerings are expanding, with digital tools and connectivity provided for the first time, as needed to identified students. A variety of interactive digital resources will be provided for the first time to support the individual needs of the EL, Foster Youth or Low Income students in achieving the Common Core and 21st Century Skills requirements. For Foster Youth, Low income, and EL students, school counselor time has been specifically increased and targeted as a service to serve these students' unique needs. These increases for expenditures of unduplicated pupil expenditures above what is on services for all students is equal to $60,000 which exceeds the required 6.94% of $73,528. In year 2016-17. In 2017-18 there are increases to services and resources before, during and after school and at home and therefore increases for expenditures to for unduplicated student count.

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NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

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

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

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

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

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

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

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

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

(2) The total number of cohort members.

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

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

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

(2) The total number of cohort members.

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

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

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


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

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

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


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

8-22-14 [California Department of Education]

Documents

Contact: Local Control and Accountability Plan and Annual ...docs.placercoe.k12.ca.us/studentservices/District LCAPs/NESD V6 Approved.pdf · The Local Control and Accountability Plan