Las Flores High School - egusd.net · Las Flores High School Local Control Accountability Plan (LCAP) 2020 - 2021 Principal: (Signature): County-District-School (CDS) Code: 34673143430352

10/7/2020 Local Control Accountability Plan (LCAP) 2020 - 2021 - Las Flores High School AS

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Las Flores High School

Local Control Accountability Plan (LCAP) 2020 - 2021

Principal: (Signature): County-District-School (CDS) Code: 34673143430352

Elk Grove Unified School District Elk Grove, California

Approved by the Elk Grove Unified School District Board of Education on

*Meets E.C. 64001 Requirements for a Single Plan for Student Achievement



Goal SettingState PrioritiesConditions of Learning:

Priority 1 - Compliance with Williams criteria - instructional materials, teacher assignments and credentials, facilitiesPriority 2 - Implementation of SBE adopted academic content standards, including programs and services for ELs to access the Common Coreand ELD standardsPriority 7 - Access, including for subgroups, to a broad course of study

Pupil Outcomes:Priority 4 - Pupil Achievement - statewide assessments, API, completion of A-G requirements, CTE sequences and AP courses, EL progresstoward proficiency, college preparation (EAP)Priority 8 - Pupil outcomes in specified subject areas

Engagement:Priority 3 - Parental involvementPriority 5 - Pupil engagement - attendance, dropout and graduation ratesPriority 6 - School climate - suspension and expulsion rates, etc.

Strategic GoalsGoal 1: High-Quality Classroom Instruction and Curriculum

All students will have access to standards aligned curriculum and receive high quality instruction to promote college, career, and lifereadiness and eliminate the achievement gap.

Goal 2: Assessment, Data Analysis, & ActionAll students will benefit from instruction guided by assessment results (formative, interim and summative) and continuous programmaticevaluation.

Goal 3: WellnessAll students will have an equitable opportunity to learn in a culturally responsive, physically/ and emotionally healthy and safe environment.

Goal 4: Family and Community EngagementAll students will benefit from programs and services designed to inform and involve family and community partners.

Stakeholder EngagementInvolvement Process for LCAP and Annual Update

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

School Site Council - 9/19/2019, 12/05/2019, 2/19/2020, 4/25/2020Staff Meetings - 9/18/2019, 12/4/2019, 2/19/2020, 4/25/2020Back To School Night - 9/25/2019ELAC Meeting 12/05/2019, 4/25/2020

LCAP Metrics data was reviewed with stakeholder in developing the plan, including site data specific related to:

Progress Toward English ProficiencyAttendance and AbsencesDropouts and GraduationDiscipline data including suspensions and expulsionsSchool Connectedness and ClimateFamily and Community EngagementCAASPPCalifornia Healthy Kids Survey

Impact of LCAP and Annual Update

How did these consultations affect the LCAP for the upcoming year?

The School Site Council, and staff reviewed input from all stakeholders. They synthesized the input to include the following site priorities in theLCAP:1. Provide multiple learning opportunities for all students.2. Increase Family and Community involvement.3. Increase opportunities for academic support to enable all student to engage in rigorous instruction to prepare them for college and careeroptions.4. Improve our college/career focus and provide opportunities for students to develop plans and personal goals for life after High School5. Create opportunities in the classroom and beyond to make learning relevant and engaging.6. Provide academic and non-academic support for students, to help them be successful.

Resource Inequities



Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable.

Please provide a description.

Goals, Actions, and Progress IndicatorsDistrict Strategic Goal 1:All students will have access to standards aligned curriculum and receivehigh quality instruction to promote college, career, and life readiness andeliminate the achievement gap.

District Needs and Metrics 1:Students need high quality classroom instructionand curriculum as measured by:

A-G CompletionAccess to Courses (Honors, AP/IB, CTE)AP/IB ExamsCAASPPContent Standards ImplementationCTE Sequence CompletionEAPOther (Site-based/local assessment)Progress toward English ProficiencyRedesignationTeacher Assignment

Jump To: District Goal 1 | District Goal 2 | District Goal 3 | District Goal 4 | Justification | Certification

Site Goal 1.1

Improve Students CAASPP math results from 92% standards not met to 85%.Increase grad Rates from 63.5% to 70%

Metric: CAASPP

Actions/Services 1.1.1

Principally Targeted Student Group

• All

Specific Actions to Meet Expected Outcome What is the Research Confirming this is anEffective Practice?

How will you Measure the Effectiveness of theActions/Services?

Provide Release days for math team toupdate curriculum for all math courses

Provide release time for Math Team to createsupport materials for ISP teacher use in mathinstruction.

Develop site policy on pathway and courseofferings to ensure proper adherence tograduation requirements

Jacobs, H. H. (1997). Mapping the bigpicture: Integrating curriculum andassessment K-12. Alexandria, VA: Associationfor Supervision and Curriculum Development. Curriculum Mapping in Higher Education: AVehicle for CollaborationUchiyama, K.P. & Radin, J.L. Innov High Educ(2009) 33: 271.Through the use of curriculum mapping,eleven faculty members in a western stateuniversity Teacher Licensure program alignedand revised the teacher education curriculumacross a sequence of courses. An increase incollaboration and collegiality among facultyemerged as an unintended outcome as aresult of participation in the project.

Completion and implementation of Math I andMath II curriculum by Fall 2019

Completion and site wide implementation ofMath I, Math II and applied math commonassessments.

Measure teacher use of supplementalmaterials through regular walk throughs.

10 % improvement on CAASPP math testresults

20 % improvement Site Based assessmentresults

Updated course catalog

Funding Source Amount Description of Use

Supplemental/Concentration (7201/0000) $5000 Certificated Salaries Edit Delete



• All • Black or African American • Hispanic or Latino





Provide training time for staff to becomefamiliar with IXL Math to enhance studentperformance in targeted strands at all levelsof math.

Provide materials for staff use to improveMath delivery and instructional practices todecrease the number of D's and F's

One learning strategy that can beimplemented throughout the curriculum thatcan help students succeed in mathematics isthe use of technology in the pedagogy of theclassroom.A Literature Review: The Effect ofImplementing Technology in a High SchoolMathematics ClassroomDaniel Murphy

Number of teachers utilizing IXL Math onlinetools as based on classroom walkthroughs andmonitoring students in Math Lab study hall

Improvement on Student assessment results

Improvement in CAASPP scores across theboard and especially among targeted subgroups



Supplemental/Concentration (7201/0000) $1500 Materials/Supplies/Equipment Edit Delete

Site Goal 1.2

Increase ELA proficiency across all content areasImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not met

Metric: CAASPP



• All



Provide release time for ELA team to updateCurriculum maps for all English Courses.

Purchase and Provide supplemental curricularmaterials such as assorted high interestreading materials in a range of lexile levels toincrease literacy and to support common coreELA Standards and Study Sync lessons

Such purchases would be in accordance withBP/AR 6161.1 in that no more than 15 copiesof instructional materials (which may includedigital) may be purchased without Boardadoption.

Jacobs, H. H. (1997). Mapping the bigpicture: Integrating curriculum andassessment K-12. Alexandria, VA: Associationfor Supervision and Curriculum Development. Curriculum Mapping in Higher Education: AVehicle for CollaborationUchiyama, K.P. & Radin, J.L. Innov High Educ(2009) 33: 271.Through the use of curriculum mapping,eleven faculty members in a western stateuniversity Teacher Licensure program alignedand revised the teacher education curriculumacross a sequence of courses. An increase incollaboration and collegiality among facultyemerged as an unintended outcome as aresult of participation in the project.

Improved CAASPP results

Site Based assessment results

Increased use of supplemental materials

Completion and implementation of a minimumof 2 grade levels of Curriculum maps by Fall2019

Completion and implementation of 2 additionalgrade levels of curriculum maps by spring of2020



Supplemental/Concentration (7201/0000) $1800 Classified Salaries Edit Delete



• All • EL



Support teachers in use of Study Syncthrough Release days and in house trainingon Embedded EL support lessons in Study

Zoch, M., Myers, J. & Myers, J. (2017).Teachers’ Engagement with New Literacies asSupport for Implementing Technology in the

Number of teachers utilizing Embedded ELStudy Sync online tools



Sync.

Training and release time for Study Syncwould ultimately benefit EL students byproviding Professional Learning to teachers inthe areas of scaffolding and differentiatingCCSS aligned lessons to meet the needs of allLearners. Teachers would benefit from timeallotted to explore and modify suggestedlessons in the Access Pathway of Study Sync.These lesson plans were created with ELstudents in mind and offer suggestions forboth Designated and Integrated ELDinstruction.

English/Language ArtsClassroom. Contemporary Issues inTechnology and Teacher Education, 17(1)

Student assessment results

ELA CAASPP results

Number of students accessing Study Sync



Site Goal 1.3

Provide resources for students and teachers to enhance student achievement and the use of a dynamic range of technology and curricularmaterials to reach all students.Improve CAASPP ELA scores from 43% Standards Not Met to 38% Standards not metImprove Students CAASPP math results from 92% standards not met to 85%.Increase grad Rates from 63.5% to 70%

Metric: CAASPP



• All • Asian • EL • Hispanic or Latino • R-FEP



Provide opportunities for teachers to attendprofessional development opportunities toinclude:

Core content workshops/seminarsTechnology implementationworkshops/seminarsProfessional organizationworkshops/seminarsMaterials for Book StudyELL instruction workshops

Improve instruction, Student Achievement,and course completion rates

"effective professional development asstructured professional learning that resultsin changes in teacher practices andimprovements in student learning outcomes."Linda Darling Hammond

Examine the following metrics and analyzechanges student performance, teacherpractices and student engagement. Scheduleregular meetings to examine data (datadays).Determine the cause of the changes.

Grades & creditsClassroom observations will focus oninstructional practicesGraduation numbers and rateGrades and Credit accumulationCAASPP scoresDistrict and site assessments


Supplemental/Concentration (7201/0000) $3000 Contracts/Services Edit Delete



• All

Specific Actions to Meet Expected Outcome What is the Research Confirming this is an How will you Measure the Effectiveness of the



Effective Practice? Actions/Services?

Instructional materials to provide a widerange of experiences for the students. Examples to include:

Additional science and physics suppliesTechnology hardware such as LEDprojectors, document projectors, etc..Software &/or online programs forenrichment and support in ELA and/orMathGraphing Calculators

Purchase VAPA instructional supplies(forexample)

Sheet musicVisual Arts suppliesPerforming arts sound recordingand mixing equipmentreplace or repair damaged musicalinstruments

Such purchases would be in accordance withBP/AR 6161.1 in that no more than 15 copiesof instructional materials (which may includedigital) may be purchased without Boardadoption.

Provide professional development andassociated training to facilitate effective useof technology to ensure ALL studentsacademic needs are being met.

Professional development in teacherpreparation for using technology in theirclassrooms is important. Many teachers donot receive adequate training in integratingtechnology into classroom practice.Effects of Teachers Perceptions andTechnology Training on the Implementationof Technology in the Classroom, KimberleyHarris


Graduation numbers and rateGrades and Credit accumulationCAASPPDistrict and site assessment



Student Fees (2312/0000) $2400 Materials/Supplies/Equipment Edit Delete




• All



Provide for a staff member tomonitor/identify students who qualify forGATEProvide enrichment opportunities for studentswho show the potential to achieve at a levelsubstantially beyond the rest of their peergroup. Purchase supplemental materialsand/or provide a means to participate inenrichment activities and/or competitions.

"The results of this study showed the effectsof enrichment programs on improving theacademic achievement of gifted and talentedstudents."Mahmoud Suhail, Journal for the Education ofthe Young Scientist and Giftedness 2014,Volume 2, Issue 2, 22-27

Improved student achievement among GATEstudents

Number of students tested


GATE (7105/0000) $2350 Materials/Supplies/Equipment Edit Delete

Student Fees (2312/0000) $1000 Certificated Salaries Edit Delete





• Foster Youth



Identify Foster youth upon enrollment,develop an academic and Independent LivingPlan for each foster youth. Providecontinued academic and social emotionalsupport with the Counselor and ensure thatstudents are aware of resources available tothem and to improve credit earning rate andgrad rate.

Increasing college access for youth aging outof foster care: Evaluation of a summer campprogram for foster youth transitioning fromhigh school to college Rosalind Kirk,Angelique Day

Chlidren and Youth Services Review Volume33, Issue 7July 2011, Pages 1173-1180 it was demonstrated that a campus basedlearning program for transitioning foster youthcan help contribute toward a perceivedincrease in knowledge and information aboutcollege life, funding and admissionsprocedures.

Stuart Foundation. (2013). At greater risk:California foster youth and the path from highschool to college. Retrieved from:http://www.stuartfoundation.org/docs/default-documentlibrary/at-greater-risk-california-foster-youth-and-the-path-from-high-school-tocollege.pdf?sfvrsn=6 Berkeley’s Center for Social ServicesResearch and Institute for Evidence-BasedChange study results point to the overarchingimportance of providing foster youth with thesupport they need to complete high school aswell as enroll and succeed in college at thesame rates as other students.

Foster Youth Grad RatesFoster youth Credit earning report




• All



Provide materials for Art classes

Visual Art Supplies - $1200

pens, pencils, erasers,acrylic and oil based paintsencaustic waxtapeAssorted Gluepaint brushesX-acto kniveswater color paperepoxy resin

Ceramics supplies - $400

Ceramic Glazes Glazeceramics accessories (wheels toolsshapers, etc.…)

Instruments - $400

KalimbaRepairs and Maintenance ofinstruments

The Every Student Succeeds Act (ESSA)considers arts and music to be essentialcomponents of “a well-rounded education” Review of Evidence: Arts Education Researchthrough the Lens of the Every StudentSucceeds Act


Grades & creditsSite assessmentsClassroom observationsGraduation rateCAASPP



Electronic equipment - $ 600

Guitar pedalAudio engineering equipment


Visual & Performing Arts (VAPA)(7450/0000) $2600 Materials/Supplies/Equipment Edit Delete

Site Goal 1.4

Improve Access to ELA curriculum for English Language LearnersIncrease ELA proficiency across all content areasImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not met

Metric: CAASPP



• EL



Provide training and professionaldevelopment opportunities to maximize useof Ebedded EL Core Curriculum within studysync

Provide funds for EL Coordinator to monitorEL student performanceProvide funds for ELPAC testing in order toprovide timely administration of ELPAC initialand summative assessments

"effective professional development asstructured professional learning that resultsin changes in teacher practices andimprovements in student learning outcomes."Linda Darling Hammond

Redesignation RatesCAASPPStudent placement in appropriate classes


EL Supplemental (7250/0000) $750 Materials/Supplies/Equipment Edit Delete

EL Supplemental (7250/0000) $1000 Certificated Salaries Edit Delete

Site Goal 1.5

Increase opportunities for students to connect to college and career optionsIncrease grad Rates from 56% to 65%

Metric: Other (Site-based/local assessment)



• All



Create an effective program to maximizeFAFSA submission and completion among12th grade students

College application assistance significantlyincreases college enrollment and placementKeeping College Options Open: A Field

A-G completion rate

Change in number of graduates



Provide Filed trips and college visitexperiences

Experiment to Help All High School SeniorsThrough the College Application ProcessPhilip Oreopoulos

Number of students completing FAFSAapplications

Number of scholarships awarded to Las FloresStudents



District Strategic Goal 2:All students will benefit from instruction guided by assessment results(formative, interim and summative) and continuous programmaticevaluation.

District Needs and Metrics 2:Students need high quality programs and servicesdriven by assessment, data analysis, and action asmeasured by:

Assessment SystemData and Program EvaluationOther (Site-based/local assessment)


Site Goal 2.1

Develop a site based data collection system to monitor Student progressIncrease ELA proficiency across all content areasImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not metImprove Students CAASPP math results from 92% standards not met to 85%.

Metric: Assessment System



• All

Specific Actions to Meet ExpectedOutcome

What is the Research Confirming this is an Effective Practice? How will you Measure theEffectiveness of theActions/Services?

1. Teachers will utilize Illuminate asa data disaggregation tools(softwarehelps to aggregate and disaggregatedata at the question, student andclass level) and will have accessto GradeCam, TurnItIn for additionaldata analysis...and adjust/supportprovide intervention/acceleration as aresult of the data...2. Professional Development forIlluminate will be incorporated intothe PD plan.

Kerri A. Kerr , Julie A. Marsh , Gina Schuyler Ikemoto , Hilary Darilek ,and Heather Barney , "Strategies to Promote Data Use for InstructionalImprovement: Actions, Outcomes, and Lessons from Three UrbanDistricts," American Journal of Education 112, no. 4 (August 2006): 496-520.

Utilize the followinginformation to monitorteacher use ofassessment and howthat assessment changestheir practice andsupports studentachievement

Classroomwalkthroughs toobserve teachersuse ofassessmentsNumber ofteachers utilizingtechnology toanalyze studentperformanceObserve changesin teacher use offormativeassessmentTeacher data daysto examineassessment dataand discussinstructionalpractices,interventions,etc...



Wouldn't there also bea measure of whatthey do with thatanalysis?

Improvement ofstudentachievement onsite basedassessments



Site Goal 2.2

Teachers will use data to inform instruction regarding targeted sub-groupsCollection of data from common assessments to determine student needs

Metric: Assessment System



• All • Black or African American • Hispanic or Latino • Low Income



Provide release time for Content teachers todevelop common formative, interim, andsummative assessments utilizing datacollected on site

"Assessment should be deliberately designedto improve and educate student performance,not merely to audit it as most currentassessments do."Educative Assessment. DesigningAssessments To Inform and Improve StudentPerformance.Wiggins, Grant

Number of teachers utilizing site basedcommon assessments





• All



Provide training and appropriate time forteachers to collect and review performancedata from targeted sub-groups to determinebest practices.

Teachers' use of Curriculum basedmeasurements produced significant gains instudent achievement when used inconjunction with the use of systematic data-based decision making and skills analysisfeedback.Stecker, P. M., Fuchs, L. S. and Fuchs, D.(2005), Using Curriculum-BasedMeasurement to Improve StudentAchievement: Review of Research.

Number of teachers utilizing site based dataLesson plansCAASPP Data







• All

Specific Actions to Meet ExpectedOutcome

What is the Research Confirming this is an Effective Practice? How will you Measure theEffectiveness of theActions/Services?

1. PLC's and content teams willconduct common data analysis ofa formative assessmentcycle (including Target Group -African American/black andHispanic data) minimally twice ina cycle and planinstruction/modificationsaccordingly.2. CAASPP components andinterim assessments will beincorporated into content areaclasses

Kerri A. Kerr , Julie A. Marsh , Gina Schuyler Ikemoto , Hilary Darilek ,and Heather Barney , "Strategies to Promote Data Use for InstructionalImprovement: Actions, Outcomes, and Lessons from Three UrbanDistricts," American Journal of Education 112, no. 4 (August 2006): 496-520.

Student Surveys createdClassroom observationsDisaggregated student resultsStudent grades and creditsearned



District Strategic Goal 3:All students will have an equitable opportunity to learn in a culturallyresponsive, physically/ and emotionally healthy and safe environment.

District Needs and Metrics 3:Students need a safe and engaging academic,social-emotional, and physical school environmentas measured by:

Cohort GraduationExpulsionHS DropoutMS DropoutOther (Site-based/local assessment)School ClimateSocial Emotional LearningSuspension


Site Goal 3.1

PBIS Tier II implementationDecrease the chronic absenteeism rate by 10% (from 41% to 37%)Increase grad Rates from 63.5% to 70%

Metric: School Climate



• All





Provide opportunities for professionaldevelopment to enhance PBISImplementation at Las Flores High School

Full implementation of Tier II PBIS

AttendanceMTSS

Contract PBIS consulting services for in depthProfessional Development program

Provide curriculum for PBIS support

Attendance, behavior, and academicoutcomes are important indicators of schooleffectiveness and long-term studentoutcomes. Multi-tiered systems ofsupport (MTSS), such as School-WidePositive Behavior Interventions andSupports (SWPBIS), have emerged aspotentially effective frameworks foraddressing student needs and improvingstudent outcomes.Jennifer Freeman, PhD, Journal of PositiveBehavior Interventions

Examine the following metrics and analyzechanges student performance, teacherpractices and student engagement.Schedule quarterly meetings to examine data(data days).Determine the cause of thechanges.Grades & creditsPBIS Team MembershipAttendance ratesPBIS DataSchool Climate Survey DataCurriculum implementationTFI surveysPIC data


PBIS (7440/7510) $1000 Materials/Supplies/Equipment Edit Delete




• All



Provide materials and other supplies such assignage, activities, MTSS implementation,etc to enhance student participation in PBISat Las Flores as well as to improve overallstudent attendance rates.

Attendance, behavior, and academicoutcomes are important indicators of schooleffectiveness and long-term studentoutcomes. Multi-tiered systems ofsupport (MTSS), such as School-WidePositive Behavior Interventions andSupports (SWPBIS), have emerged aspotentially effective frameworks foraddressing student needs and improvingstudent outcomes.Jennifer Freeman, PhD, Journal of PositiveBehavior Interventions

Student survey informationCHKS survey informationSchool Climate Survey InformationDecrease in Chronically truant students





• All



Work with site, district and communityresources to increase attendance. Monitorand follow up with students and parents.Implement PBIS and other pro-activeprograms to promote the importance ofstudent attendance, course completion , andcredit earning rate.

Is School-Wide Positive Behavior Support AnEvidence-Based Practice? Robert H. Horner,George Sugai and Timothy Lewis; April, 2015

Attendance dataChronic absenteeism ratesStudent, staff and parent surveysCHKS data







• All



Implement positive behavior practices,including PBIS and Restorative Practices.Provide professional development for staff tosupport all students, with an emphasis onthose students at risk of not graduating ontime. Work with site, district, and communityresources to support students. Areas ofsupport include physical and mental health,social-emotional support, and lack of accessto resources. Funds may be used forpromotional items connected to program,including banners, student recognition andprinted materials

Is School-Wide Positive Behavior Support AnEvidence-Based Practice? Robert H. Horner,George Sugai and Timothy Lewis; April, 2015

Student, staff and parent surveysCHKS dataPBIS dataDisaggregated behavior/discipline dataReferrals to other resourcesAgendas and rosters from ProfessionalDevelopment sessionsClassroom observationsStudent results: grades, credits earned,progress toward academic goals



Site Goal 3.2

Increase College and Career planning awareness at Las Flores High SchoolLas Flores will increase the number of students completing CCGI lessonsIncrease grad Rates from 63.5% to 70%

Metric: Other (Site-based/local assessment)



• All • Foster Youth



Create a College/Career center on campusand provide appropriate materials to set up.

Enhance College/Career center on campusand provide appropriate materials.

Create a pathway to college plan for eachstudent to encourage highschool graduation and eventual enrollmentinto college

Post- and follow-up testing suggest thatparticipation in a career explorationprogram/class resulted in increased careerdecision-making self-efficacy, vocational skillsself-efficacy, and short-term gains in outcomeexpectations. Participants enrolled in thecareer education class in the first quarter weremore likely to change career plans than werethose in the control condition. Ellen McWhirter

Stuart Foundation. (2013). At greater risk:California foster youth and the path from highschool to college. Retrieved from:http://www.stuartfoundation.org/docs/default-documentlibrary/at-greater-risk-california-foster-youth-and-the-path-from-high-school-tocollege.pdf?sfvrsn=6 Berkeley’s Center for Social ServicesResearch and Institute for Evidence-BasedChange study results point to the overarching

a-g Completion

Increased CTE participation

College enrollment rate

College application rates

Improved Graduation Rates



importance of providing foster youth with thesupport they need to complete high school aswell as enroll and succeed in college at thesame rates as other students.


Supplemental/Concentration (7201/0000) $1000 Classified Salaries Edit Delete




• All • Black or African American • Foster Youth • Hispanic or Latino • Low Income



Provide opportunities for students to attendcollege and/or career workshops, careerfairs, field trips, or other activities.Provide information on college entrancerequirements

Center for Poverty and Research, U.C. Davis

Increasing College Access and Success forLow Income Students

Increasing college access for youth aging outof foster care: Evaluation of a summer campprogram for foster youth transitioning fromhigh school to college Rosalind Kirk,Angelique DayChildren and Youth Services Review Volume33, Issue 7, July 2011, Pages 1173-1180 it was demonstrated that a campus basedlearning program for transitioning fosteryouth can help contribute toward a perceivedincrease in knowledge and information aboutcollege life, funding and admissionsprocedures.

a-g CompletionIncreased CTE participationCollege enrollment rateCollege application ratesImproved graduation rates



Student Fees (2312/0000) $1600 Materials/Supplies/Equipment Edit Delete

Site Goal 3.3

Increase the number of students who are actively engaged in classes (school Climate)Decrease the chronic absenteeism rate by 10% (from 41% to 37%)Increase the number of students who feel emotionally supported by teachers at Las Flores

Metric: School Climate



• All



Provide training and Professionaldevelopment on MTSS and teacherintervention strategies

Provide training and purchase materialsnecessary to implement student peer

"Improving educator effectiveness and schoolfunctioning in regard to MTSS requirescontinuous attention to practice selection,implementation fidelity, and progressmonitoring."Jennifer Freeman, George Sugai, Brandi

Quantity of Teacher MTSS referrals Student and site culture surveysStudent participation in peer groups andcommittees



support efforts. Simonsen & Susannah Everett (2017) MTSSCoaching: Bridging Knowing to Doing, TheoryInto Practice, 56:1, 29-37,



District Strategic Goal 4:All students will benefit from programs and services designed to inform andinvolve family and community partners.

District Needs and Metrics 4:Students need parent, family and communitystakeholders as direct partners in their education asmeasured by:

Attendance RateChronic Absentee RateFamily and Community EngagementInput in Decision MakingOther (Site-based/local assessment)Partnerships for Student OutcomeRelationships Between Staff and Families


Site Goal 4.1

Improve parent participation and engagement in all aspects at Las Flores High School to assist in improving attendance, credit earning, andgraduation rates.Increase the number of parents who feel connected to the school as measured by parent survey

Metric: Family and Community Engagement



• All



Provide opportunities to encourage parentengagement in their students high schoolcareerProvide refreshments at parent functionsWeekly welcome wagon Donuts for DadCoffee chats, etc...Back to school nightOpen House

Provide funding for parent engagementprogramsPathways to Success programParent university

Provide refreshments and materials for ELACmeetings to enhance parent involvement

"Schools would have to spend $1,000 moreper pupil to reap the same gains in studentachievement that an involved parent brings" Westmorland, H., Rosenberg, H. M., Lopez,E., & Weiss, H. (2009). Seeing is Believing:Promising Practices for How School DistrictsPromote Family Engagement. Issue Brief

"Trust between home and school creates acontext that supports student achievement"Goddard, Tschnanen-Moran, & Hoy. (2001). Amultilevel examination of the distribution andeffects of teacher trust in students andparents in urban elementary schools.Elementary School Journal, ElementarySchool Journal

Parent surveysSchool Climate surveysMeeting sign in SheetsNumber of community partnersCHKS Data


Family & Community Engagement (7415/0000) $1000 Materials/Supplies/Equipment Edit Delete

EL Supplemental (7250/0000) $548 Materials/Supplies/Equipment Edit Delete






• All

Specific Actions toMeet Expected

Outcome

What is the Research Confirming this is an Effective Practice? How will youMeasure the

Effectiveness of theActions/Services?

Provide materials toenhance parentcontact andcommunication, andinvolvement

College Careerplanning workshopsFAFSA WorkshopsHomework/tutoringworkshopsEtc..

An independent evaluation by SRI International of the initiative’s fourth year shows that studentsparticipating in Linked Learning are earning more credits, are more likely to be on track with thea–g credits required for graduation, and are reporting greater confidence in their life and careerskills than similar peers in traditional high school.http://irvine.org/images/stories/pdf/grantmaking/year4linkedlearningevaluationreportfeb2014.pdf College application assistance significantly increases college enrollment and placement KeepingCollege Options Open: A Field Experiment to Help All High School Seniors Through the CollegeApplication ProcessPhilip Oreopoulos

Parent participationas measured by1. Back to schoolnight2. student awardsprograms3. FAFSA Workshop4. College NightEtc...





• All • School-wide



Provide funds for planning andimplementation of a parent volunteer groupto participate in school activities such as fieldtrips, college and career days, and familyoutreach efforts.Provide materials and supplies for theplanning and implementation of parentvolunteer group.

"Schools would have to spend $1,000 moreper pupil to reap the same gains in studentachievement that an involved parent brings" Westmorland, H., Rosenberg, H. M., Lopez,E., & Weiss, H. (2009). Seeing is Believing:Promising Practices for How School DistrictsPromote Family Engagement. Issue Brief

Show improved participation as measured inparent surveys and Parent sign in sheets.



Site Goal 4.2

Increase the number of parents who actively participate in school functions and activitiesIncrease the number of Parent Vue users by 15% of enrolled students

Metric: Family and Community Engagement



• All



Provide training seminars for Parents and "Schools would have to spend $1,000 more Number of parents with Parent Vue accounts



students to learn how to use onlinecommunication tools

Implement "Pathways to Success" programfor parents and students.

Improve communication with familiesthrough the following means

NewslettersWebpageinstagramsurveysgoogle appsetc..

per pupil to reap the same gains in studentachievement that an involved parent brings" Westmorland, H., Rosenberg, H. M., Lopez,E., & Weiss, H. (2009). Seeing is Believing:Promising Practices for How School DistrictsPromote Family Engagement. Issue Brief

"Trust between home and school creates acontext that supports student achievement"Goddard, Tschnanen-Moran, & Hoy. (2001). Amultilevel examination of the distribution andeffects of teacher trust in students andparents in urban elementary schools.Elementary School Journal, ElementarySchool Journal

Number of students with Student Vue accountsand the number utilizing other onlinecommunication tools.Student credit recovery ratesSign in sheets at parent training meetings



Family & Community Engagement (7415/0000) $500 Certificated Salaries Edit Delete




• All



improve school/home communications usingSchool Messenger, school website, Facebookand other social Media.

Provide parent training on ParentVue

Fox, Brian D. The principal as an effectivecommunicator: Increasing parental andcommunity engagement through the use ofdigital communication and social media. Diss.NORTHWEST NAZARENE UNIVERSITY, 2016.Educational leaders have effective andefficient tools available to them in digitalcommunications and social media. Usingthese technologies, principals have the abilityto develop relationships and build trustamong parents and community and tell theirschool’s story in a way the traditional mediacannot.

Parent participation at school eventsParent participation in school activities such asschool site council, ELAC, student awardsassemblies.Increased traffic on school website andfacebook pageparent usage of Parent Vue




Site Goal 4.3

Increase the number of students who are actively engaged in classes (school Climate)Decrease the chronic absenteeism rate by 10% (from 41% to 37%)Increase the number of students who feel emotionally supported by teachers at Las Flores

Metric: Chronic Absentee Rate



• All





Develop intervention and support programsto address attendance, credit earning rate,and academic achievement. Provide suppliesand ,materials necessary to improve studentengagement. Provide opportunities toparticipate in site activities to build a positiveschool climate.

Provide time and materials for staff trainingin Mindset, Trauma informed instruction, andcooperative learning strategies.

"Student engagement and its relationshipwith early high school dropout"Isabelle Archambault

Attendance rateADA ApportionmentCredit recovery ratesSchool Climate






• All



Target services to decrease absenteeism anduse interventions and support services toaddress barriers to regular schoolattendance, and academic achievement.

Weekly attendance team meetings tomonitor attendance and determineinterventionsOngoing communication withparent/studentsHome VisitsCelebrate students with perfect andnear perfect attendanceHonor students earning 20 credits ormore

Achievement, especially in math, is verysensitive to attendance, and absence of eventwo weeks during one school year matters.Attendance also strongly affects standardizedtest scores and graduation and dropout rates.

Balfanz, R., & Byrnes, V. (2012). ChronicAbsenteeism: Summarizing What We KnowFrom Nationally Available Data. Baltimore:Johns Hopkins University Center for SocialOrganization of Schools.

Attendance rate-Truancy & Chronicabsence ratesCredits earned/quarterGraduation rateHealthy Kids SurveyParent Survey






Justification of School-Wide Use of FundsFor sites below 40 percent of enrollment of unduplicated pupils, when using supplemental and concentration (LCAP) funds in a school-widemanner, the site must additionally describe how the services provided are the most effective use of funds to meet the site's goals for unduplicatedpupils in the state priority areas. Include a description and justification for the use of any funds in a school-wide manner as described in Actions,Services, and Expenditures above.

N/A





Local Control Accountability Plan (LCAP)Year 2020 - 2021

IV. Funding

Las Flores High School - 538

Fund SourceMgmt. Code/DescriptionResc. Code/Description

FTE CarryOver Allocation Subtotal

EGUSD Strategic Goals

Balance1 -

Curriculumand

Instruction

2 -Assessment

3 -Wellness

4 - FamilyEngagement

2312 Education Fees0000 Unrestricted 0 $0 $5,000 $5,000 $3,400 $0 $1,600 $0 $0

7201 LCFF Supple/Conc 7 - 120000 Unrestricted 0 $0 $53,460 $53,460 $20,800 $6,000 $9,180 $17,480 $0

7250 EL Supplemental ProgramServices 7-120000 Unrestricted

0 $0 $2,298 $2,298 $1,750 $0 $0 $548 $0

7440 Positive Behavior IncentiveSupports7510 Low Performing StudentBlock

0 $0 $1,000 $1,000 $0 $0 $1,000 $0 $0

Total Funds Budgeted forStrategies to Meet the Goals

in the SPSA0 $0 $61,758 $61,758 $25,950 $6,000 $11,780 $18,028

Total Funds Provided to the School Through the ConsolidatedApplication TBD

Total Federal Funds Provided to the School from the LEA forCSI N/A

Subtotal of additional federal funds included for this school $0

Subtotal of state or local funds included for this school $61,758

Signatures: (Must sign in blue ink) Date

Benefits Calculator for Timesheets

Certificated

Classified

Staff Amount $

Benefits Amount $

Total $

Principal Alan Williams

School Site Council Chairperson Kristian Haro

EL Advisory Chairperson Sheetal Kaur

Documents

Las Flores High School - egusd.net · Las Flores High School Local Control Accountability Plan (LCAP) 2020 - 2021 Principal: (Signature): County-District-School (CDS) Code: 34673143430352