LCFF Budget Overview for Parents€¦ · Based on the Fall 2018 Dashboard release for California's accountability system, we are proud of the following successes in the Stanislaus

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LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Stanislaus Union School District

CDS Code: 50 71282 0000000

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

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

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Stanislaus Union School District expects to receive in

the coming year from all sources. The total revenue projected for Stanislaus Union School District is $42,705,404, of which $36,035,670 is Local Control Funding Formula (LCFF), $1,205,667 is other state funds, $3,843,720 is local funds, and $1,620,347 is federal funds. Of the $36,035,670 in LCFF Funds, $6,455,567 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

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

This chart provides a quick summary of how much Stanislaus Union School District plans to spend for

2019-20. It shows how much of the total is tied to planned actions and services in the LCAP. Stanislaus Union School District plans to spend $44,136,606 for the 2019-20 school year. Of that amount, $6,489,916 is tied to actions/services in the LCAP and $37,646,690 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following: Only expenditures used with Supplemental and Concentration funding are included in the LCAP. All other State, Local, and Federal expenditures are not included.

Increased or Improved Services for High Needs Students in 2019-20 In 2019-20, Stanislaus Union School District is projecting it will receive $6,455,567 based on the enrollment of foster youth, English learner, and low-income students. Stanislaus Union School District must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Stanislaus Union School District plans to spend $6,489,916 on actions to meet this requirement. The additional improved services described in the LCAP include the following: Additional services include volunteer staff time for after school events such as Science Saturday, Active Shooter Training Day, etc

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LCFF Budget Overview for Parents

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

This chart compares what Stanislaus Union School District budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what Stanislaus

Union School District estimates it has spent on actions and services that contribute to increasing or improving services for high needs students in the current year.

In 2018-19, Stanislaus Union School District's LCAP budgeted $5,693,156 for planned actions to increase or improve services for high needs students. Stanislaus Union School District estimates that it will actually spend $5,693,156 for actions to increase or improve services for high needs students in 2018-19.

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Stanislaus Union School District

Contact Name and Title

Shannon Sanford Superintendent

Email and Phone

[email protected] 209-529-9546

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

Stanislaus Union School District is a kindergarten through eighth grade located in northwest Modesto. The district has five elementary schools serving students in kindergarten through sixth grade Agnes Baptist, Chrysler, Eisenhut, Mary Lou Dieterich, Stanislaus and one junior high Prescott serving seventh and eighth grade students. The district is comprised of approximately 3650 students and 365 staff members. The district transitioned to a new Superintendent February 1, 2019. The general make up of the student population is listed below. Ethnic breakdown: Caucasian 22% Hispanic 51% Other 27% Primary language: English 63% Spanish 24% Other 12% Unduplicated (low income/ English Learners/ Foster Youth): Free, Reduced Meal Program qualification is 63% Foster Youth 0.03% English Learners 25% English Learners that speak Spanish 70% Reclassified English Proficient students 10% Students with disabilities 8.4%

https://www.caschooldashboard.org/reports/50712820000000/2018

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Parents with a college degree 25%

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

Working closely with stakeholders throughout the district, three goals have been identified for focus within the next three years: Goal 1: High-quality academics and staff - SUSD will provide a guaranteed and viable curriculum using daily effective instruction and monitoring, including opportunities for a broad course of study, interventions, and enrichment by highly qualified teachers to ensure each student, and all subgroups, demonstrate success with the full implementation of Common Core academic content standards. Goal 2: Broad family and community supports - SUSD will expand opportunities to increase parental involvement, collaboration, and partnerships with families and the larger community to support the district initiatives. Goal 3: Positive and productive students, supports, and learning environments: - SUSD will provide education and supports to promote character traits and a healthy lifestyle necessary for students' academic and social success by maintaining proactive measures that include safe and welcoming campuses that promote a positive and productive learning environment, strong attendance, meaningful relationships, and shared accountability. Through analysis of our state and local data and input from staff and stakeholders, we identified our focus areas to be addressed to achieve our district goals. Based on this process, the actions and services in the LCAP fell into the following areas of influence: 1. Improving connections and achievement in the classroom, 2. Supporting parents and students in becoming partners with our schools and our programs, 3. Supporting students emotionally and academically outside of classroom and/or the school day when they struggle.

Review of Performance

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Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress Based on the Fall 2018 Dashboard release for California's accountability system, we are proud of the following successes in the Stanislaus Union School District (SUSD): Chronic Absenteeism Indicator All groups have declined district wide: Overall declined -2.3% English Learners declined -2.8% Homeless declined -1.0% Socio Economically Disadvantaged significantly declined -3.4% Students with Disabilities significantly declined -7.1% African Americans significantly declined 6.7% White declined -1.5% Suspension Indicator All groups have declined district wide: Overall declined -0.9% English Learners declined -.07% Homeless declined -1.8% Socio Economically Disadvantaged declined -1.4% Students with Disabilities significantly declined -3.2% African American significantly declined -4.3% White declined -0.9% English Language Arts Achievement Indicator Achievement has increased or maintained in 6 out of 7 groups district wide: Overall Increased +3.8% English Learners maintained -2.1% Homeless maintained +1.8% Socio Economically Disadvantaged increased +10.3% Students with Disabilities increased +8.0% White increased +6.9% Math Achievement Indicator Achievement has increased or maintained in 4 out of 7 groups district wide: Overall maintained +2.5% Homeless increased +13.3% Socio Economically Disadvantaged increased +6.7% White increased +5.2% Basic Conditions at School Indicator Availability of textbooks, adequate facilities, and correctly assigned teachers are all standards that have been met.

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Implementation of State Academic Standards Indicator We administered a self-reflection tool to certificated staff and administrators. In all areas, support with implementation of state standards and professional development have been met. Parent Engagement Indicator Parent perception of engagement (input seeking and promotion of participation) is high based on local survey data. On a scale from 1 to 5, with 5 being Strongly Agree and 1 being Strongly Disagree, parents averaged 4.4 for the school/district seeking parent input for decision making and 4.1 for the school/district promoting parent participation in school programs. School Climate Indicator We administered the California Healthy Kids Survey to grades 5 and 7. Students expressed that they feel safe at school and that they believe they are learning in positive classroom environments. We saw an increase in the areas of School Engagement and Supports. Fifth Grade increased in feeling safe at school and maintained at Seventh Grade.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs There were no state or local performance indicators for which overall performance was in the "Red" performance category or where we received a "Not Met" or "Not Met for Two or More Years" rating. However, district wide overall math performance indicator was orange. Based on the Fall 2018 Dashboard release for California's accountability system, we find the following needs in the Stanislaus Union School District (SUSD): Suspension Indicator Suspensions increased +3.5% at Mary Lou Dieterich for white students and at Stanislaus for Students with Disabilities by +5.9%. We plan on equalizing student success through PBIS implementation at all schools through the LCAP. This year was the first year of full implementation across schools. Next year, all schools will

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continue implementing PBIS to some degree and we will maintain counseling support through the Center for Human Services. English Language Arts Achievement Indicator Achievement has decreased in 1 out of 7 groups district wide: African Americans declined -11.9% Out of 3514 total students in the district, 179 are African American which is 5% of the district total. Declining Language Arts Achievement on Specific School Sites: Agnes Baptist Homeless declined significantly -49.6% low category Out of 649 students in the school, 68 are Homeless which is 10% of the school total. Students with Disabilities declined significantly -16.3% low category Out of 649 students in the school, 51 are Students with Disabilities, which is 8% of the school total. Chrysler English Learners -7.2% low category Eisenhut African Americans -12.2% very low category (red) Out of 563 total students in the school, 41 are African American which is 7% of the school total. English Learners -10.7% low category Homeless -8.3% low category Out of 563 total students in the school, 74 are Homeless which is 13% of the school total. Mary Lou Dieterich English Learners -4.1% low category African Americans -22.2 low category Out of 587 total students in the school, 33 are African American which is 6% of the school total. Stanislaus Students with Disabilities maintained but are very low category (red) Out of 360 total students in the school, 25 are Students with Disabilities, which is 7% of the school total. African Americans declined significantly -20.1 Out of 360 total students in the school, 14 are African Americans which is 4% of the school total. Prescott Students with Disabilities -5.4 very low category (red) Out of 707 total students in the school. 68 are Students with Disabilities, which is 10% of the school total. African Americans declined significantly -53.7 very low category (red) Out of 707 total students in the school, 38 are African American, which is 5% of the school total. Steps we are taking to address these areas include maintaining library programs, hiring highly qualified teachers, continued purchase of CCSS curriculum and supplemental materials, maintaining technology support staff, instructional coaching, continued interventions, academic advising, paraprofessionals, and AVID (Goal 1), maintain strong parent communication through district bilingual liaison and community liaison at Eisenhut (Goal 2), and creation of a Cultural Proficiency Committee with ongoing work along with the hiring of a Vice Principal at Chrysler, and a shared Program Coordinator at Agnes Baptist and Eisenhut (Goal 3).

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Math Achievement Indicator Achievement has decreased in 2 out of 7 groups district wide: English Learners declined -3.2% African Americans declined -14.2% Out of 3514 total students in the district, 179 are African American which is 5% of the district total. Students with disabilities are very low (red) in math achievement. Out of 3514 students in the district, 297 are Students with Disabilities, which is 8% of the district total. Declining Math Achievement on Specific School Sites Agnes Baptist Homeless declined significantly -32.6 low category Out of 649 students in the school, 68 are Homeless which is 10% of the school total. Chrysler English Learners -3.9 low category White -5.6 low category Eisenhut African Americans declined significantly -38.3 very low category (red) Out of 563 total students in the school, 41 are African American which is 7% of the school total. English Learners -14% low category Stanislaus Students with Disabilities -14.9 low category Out of 360 total students in the school, 25 are Students with Disabilities, which is 7% of the school total. African Americans -28.7 low category Out of 360 total students in the school, 14 are African Americans which is 4% of the school total. Prescott Students with Disabilities declined significantly -37% very low category (red) Out of 707 total students in the school. 68 are Students with Disabilities, which is 10% of the school total. African Americans declined significantly -55.7% very low category (red) Out of 360 total students in the school, 14 are African Americans which is 4% of the school total. Steps we are taking to address these areas include hiring highly qualified teachers, continued purchase of CCSS curriculum and supplemental materials, maintaining technology support staff, instructional coaching, continued interventions, academic advising, paraprofessionals, and AVID (Goal 1), maintain strong parent communication through district bilingual liaison and community liaison at Eisenhut (Goal 2), and creation of a Cultural Proficiency Committee with ongoing work along with the hiring of a Vice principal at Chrysler (Goal 3). Research is overwhelming that instructor effectiveness is the key to improving outcomes for all students, so the SUSD LCAP invests heavily in instructional coaching in content and culturally relevant pedagogy to improve academic outcomes for all students (Goal 1). We also continue to invest in targeted support and intervention programs to meet the instructional needs of at-risk students at all grade levels (LCAP Goal 1). Our support for Chrysler school in the way of a Vice Principal and a Program Coordinator for Agnes Baptist and Eisenhut as well as the work we are

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embarking on in the way of Cultural Proficiency (Goal 3) will also target these areas with greatest need for improvement.

Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps Based on the 2018 Fall Dashboard Report: District wide results- Chronic Absenteeism Two or more races were orange compared to green overall Suspension Rate Asian, Foster Youth, Pacific Islander were orange compared to green overall Specific School Sites- Chronic Absenteeism Indicator: Chrysler Two or more races were red compared to yellow overall Suspension Indicator: Agnes Baptist English Learners were orange compared to green overall Chrysler African Americans were orange compared to green overall Eisenhut English Learners were orange compared to green overall African Americans were orange compared to green overall Stanislaus Students with Disabilities were orange compared to green overall We are taking the following actions in order to address this performance gap: Teacher induction program, instructional coaching, intervention programs, academic advising, paraprofessionals,

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Independent Study program, AVID at Prescott Junior High (Goal 1); PBIS implementation, Student Assistant Specialist Services through the Center for Human Services, Cultural Proficiency Committee, and Vice Principal at Chrysler Elementary School (Goal 3). English Language Arts Indicator: Agnes Baptist Homeless were orange compared to green overall Socio Economically Disadvantaged were orange compared to green overall Students with Disabilities were orange compared to green overall Eisenhut African Americans were red compared to yellow overall Stanislaus Students with Disabilities were red compared to yellow overall Prescott Students with Disabilities were red compared to green overall African Americans were red compared to green overall Homeless were orange compared to green overall Math Indicator: Mary Lou Dieterich African Americans were orange compared to green overall Stanislaus Students with Disabilities were orange compared to green overall African Americans were orange compared to green overall Steps we are taking to address these areas include hiring highly qualified teachers, continued purchase of CCSS curriculum and supplemental materials, maintaining technology support staff, instructional coaching, continued interventions, academic advising, paraprofessionals, and AVID (Goal 1), maintain strong parent communication through district bilingual liaison and community liaison at Eisenhut (Goal 2), and creation of a Cultural Proficiency Committee with ongoing work along with the hiring of a Vice principal at Chrysler (Goal 3).

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

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

SUSD has no schools identified for Comprehensive Support and Improvement

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

SUSD has no school identified for Comprehensive Support and Improvement.

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

SUSD has no schools identified for Comprehensive Support and Improvement.

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Annual Update LCAP Year Reviewed: 2018-19

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

Goal 1 High-quality academics and staff: SUSD will provide a guaranteed and viable curriculum using daily effective instruction and monitoring, including opportunities for a broad course of study, interventions, and enrichment by highly qualified teachers to ensure each student, and all subgroups, demonstrate success with the full implementation of Common Core academic content standards. This goal addresses state priorities 1, 2, 4, and 7.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator Priority 1: Local Indicator: Basic Conditions at School Priority 2: Local Indicator: Implementation of State Academic Standards Priority 4: State Indicators: Academic Indicator, English Learner Indicator Priority 7: Metrics: Notes from committee meetings, teacher trainings, student success meetings, and IEP meetings. We are not a high school district, therefore high school metrics do not apply.

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers: Met. SUSD will use the CDE SARC template to provide evidence to the governing board to provide a performance level of "Met" on the Dashboard. Priority 2: Implementation of State Academic Standards (Local Indicator) Met. SUSD measured its progress implementing the state academic standards using Option 2 and reported results to the governing board to provide a performance level of "Met" on the Dashboard. a. 100% of students had sufficient CCSS instructional materials and access to CCSS standards. b. 100% of teachers were highly qualified.

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Expected Actual

18-19 Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD will use the CDE SARC template to provide evidence to the governing board and provide a performance level of "Met" on the Dashboard. Priority 2: Implementation of State Academic Standards (Local Indicator) - SUSD will annually measure its progress implementing the state academic standards using Option 2 and will report results to the governing board and provide a performance level of "Met" on the Dashboard. 100% of students will have sufficient CCSS instructional materials and access to CCSS standards. 100% of teachers will be highly qualified. 100% of English Learners will receive instruction of CCSS and the ELD standard for purposes of gaining academic content knowledge and English language proficiency. Priority 4: Academic Indicator and English Learner Indicator (State Indicators) - SUSD will make progress on the Dashboard over 17-18. Progress is defined as moving closer to a 3 in status and increasing in change. English Learner Progress Indicator : There will be a transition from the CELDT to the ELPAC during the 17-18 school year, so new baselines will need to be set to indicate goals for the percentage of ELs who make progress toward English proficiency and the EL reclassification rate. API is 815 and is currently frozen. Priority 7: 100% of TK - 8 students will receive instruction in social studies, science, music, digital citizenship, and digital literacy. 100% of unduplicated pupils and individuals with exceptional needs will be targeted then provided programs and services developed specifically for them through curriculum committee, student success committee, and IEP team processes leading to teacher training and implementation. We are not a high school district, therefore high school metrics do not apply.

c. 100% of English Learners received instruction of CCSS and the ELD standard for purposes of gaining academic content knowledge and English language proficiency. Priority 4: Academic Indicator and English Learner Indicator (State Indicators) a. Academic Indicator ELA - Overall increased by +3.8% b. Academic Indicator Math - Overall maintained +2.5% There has been a transition from the CELDT to the ELPAC during the 17-18 school year, so new baselines will need to be set to indicate goals for the percentage of ELs who make progress toward English proficiency and the EL reclassification rate. The baseline was set in the 18-19 school year for the district overall at 39.6%. The CDE no longer provides data regarding less than 5 year and 5 years or more cohort. API is 815 and currently frozen. Priority 7: a. 100% of TK - 8 students received instruction in social studies, science and digital citizenship. 100% of TK-6 students receive music instruction with music being optional for 7/8. b. 100% of unduplicated pupils and individuals with exceptional needs were targeted then provided programs and services developed specifically for them through curriculum committee, student success committee, and IEP team processes leading to teacher training and implementation. We are not a high school district, therefore high school metrics do not apply.

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Expected Actual

Baseline Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. This local indicator was Met (Reported to Governing Board February 9, 2017). Priority 2: Implementation of State Academic Standards (Local Indicator) - This local indicator was Met (Reported to Governing Board June 15, 2017). 100% of students have sufficient CCSS instructional materials and access to CCSS standards. 100% of teachers are highly qualified. 100% of English Learners receive instruction of CCSS and the ELD standard for purposes of gaining academic content knowledge and English language proficiency. Priority 4: Academic Indicator and English Learner Indicator (State Indicators) Academic Indicator ELA - Yellow Status: Low 13.2 points below level 3 Change: Increased +8 points Academic Indicator Math - Yellow Status: Low 36.1 points below level 3 Change: Maintained +1.2 points English Learner Progress Indicator - Green Status: Medium 73.3% Change: Increased +5.6% 59.9% of English learner pupils made progress toward English Proficiency as measured by the CELDT. In the less than 5 years cohort, 27.4% of English Learner students attained the English Proficient Level for reclassification. In the 5 years or more cohort, 57.1% of English learner students attained the English Proficient Level for reclassification. API is 815 and is currently frozen. Priority 7: 100% of TK - 8 students receive instruction in social studies, science, music, and digital citizenship.

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Expected Actual

100% of unduplicated pupils and individuals with exceptional needs were targeted then provided programs and services developed specifically for them through curriculum committee, student success committee, and IEP team processes leading to teacher training and implementation. We are not a high school district, therefore high school metrics do not apply.

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

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Maintain library program, materials, services in order to serve unduplicated populations.

Maintained library program, materials, services in order to serve unduplicated populations.

Multi Media Technicians (librarians) - salaries and benefits LCFF $218,724

Multi Media Technicians (librarians) - salaries and benefits LCFF $221,466

Five Year library materials refresh plan - materials and supplies LCFF $50,000

Five Year library materials refresh plan - materials and supplies LCFF $41,896

Action 2





Hire new highly qualified teachers with expertise in serving English Learners and students with disabilities and train them in teaching integrated and designated ELD and explicit direct instruction with a focus on English Learners and students with disabilities.

Hired new highly qualified teachers with expertise in serving English Learners and trained them in teaching integrated and designated ELD and explicit direct instruction with a focus on English Learners

New teachers - salaries and benefits LCFF $852,617

New teachers - salaries and benefits LCFF $1,299,465

Classroom set-up for new teachers - furniture and technology - Materials and Supplies LCFF $125,000

Classroom set-up for new teachers - furniture and technology - Materials and Supplies LCFF $25,651

Action 3

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Maintain music program

Maintained music program Music program needs - materials and supplies LCFF $40,000

Music program needs - materials and supplies LCFF $32,998

Music teachers and substitutes - salaries and benefits LCFF $328,258

Music teachers and substitutes - salaries and benefits LCFF $357,106

Music program transportation LCFF $7,500

Music program transportation LCFF $13,544

Action 4





Continue purchase of CCSS curriculum and supplies and focus on materials containing alternative curriculum for students with disabilities and specific curriculum for English Learners, especially newcomers and emerging English Learners, and production copier to support needs of unduplicated population

Continued purchase of CCSS Curriculum and Supplies and production copier to support needs of unduplicated population

State Standard Materials and Supplies LCFF $200,000

State Standard Materials and Supplies LCFF $174,672

STEM materials and supplies LCFF $10,000

STEM materials and supplies LCFF $4,907

Production copier maintenance agreement LCFF $50,000

Production copier maintenance agreement LCFF $50,000

Action 5





Maintain strong technology staff support at schools and add on one technician to more effectively assist English Learners and low income youth, while building on device inventory for students and refreshing outdated technology for organizational and instructional technology use.

Maintained strong technology staff support at schools while building on device inventory for students and refreshing outdated technology for organizational and instructional technology use.

Technology support staff members - salaries and benefits LCFF $386,026

Technology support staff members - salaries and benefits LCFF $387,014

Continue one to many digital device initiative - devices - materials and supplies LCFF $180,000

Continued one to many digital device initiative - devices - materials and supplies LCFF $141,619

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Professional Development for implementation - Travel, Conference, substitues LCFF $18,000

Professional Development for implementation - Travel, Conference, substitutes LCFF $228

5 Year Technology Plan for replacement technology - materials and supplies LCFF $342,275

5 Year Technology Plan for replacement technology LCFF $342,275

Action 6





Continue teacher Induction program support. Three Teachers on Special Assignment/Instructional Coaches who support teachers in meeting the needs of unduplicated students, with a focus on providing support and PD regarding English Learners and English Learner development.

Continued teacher Induction program support through a coordinator who also coordinates EL Programs; Teacher on Special Assignment, Instructional Coach, to particularly support teachers in meeting the educational needs of their unduplicated students

$0

3 Instructional Coaches - Salary and Benefits LCFF $373,958

Instructional Coach - Salary and Benefits LCFF $384,391

Action 7





Continue interventions: After school intervention programs to support unduplicated students at MLD and ST; Early Intervention program (Jump Start Kindergarten) with a focus on serving and supporting students in unduplicated population

Continued interventions: After school intervention programs to support unduplicated students at MLD and ST; Early Intervention program (Jump Start Kindergarten) with a focus on serving and supporting students in unduplicated population

Intervention and Jump Start teachers - salary and benefits LCFF $32,976

Intervention and Jump Start teachers - salary and benefits LCFF $23,593

Paraprofessionals for Intervention and Jump Start - salary and benefits LCFF $4,352

Paraprofessionals for Intervention and Jump Start - salary and benefits LCFF $5,581

Intervention and Jump Start materials and supplies LCFF $42,672

Intervention and Jump Start materials and supplies LCFF $3,517

Action 8

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Continue academic advising of junior high students with a focus on unduplicated students.

Continued academic advising of junior high students with a focus on unduplicated students

Academic advising - salaries and benefits LCFF $123,298

Academic advising - salaries and benefits LCFF $126,749

Action 9





Maintain instructional aides who principally support students in unduplicated population

Maintained instructional aides who principally support students in unduplicated population.

Bilingual paraprofessionals- salaries and benefits LCFF $297,409

Bilingual paraprofessionals - salaries and benefits LCFF $290,281

Kindergarten Paraprofessionals - salaries and benefits LCFF $243,607

Kindergarten Paraprofessionals - salaries and benefits LCFF $246,471

General Paraprofessionals- salaries and benefits LCFF $157,881

General Paraprofessionals- salaries and benefits LCFF $149,857

Action 10





Participation in content area student events - Science Olympiad, History Day, Math Blast, and Spelling Bee, with a focus on supporting unduplicated student participation

Participated in content area student events - Science Olympiad, Math Blast, and History Day

Registration for event - Services LCFF $3,000

Registration for events- Services LCFF $2,185

Materials and supplies LCFF $5,000


Teacher salary and benefits for State History Day travel/housing LCFF $597

Teacher salary and benefits for History Day LCFF $829

Action 11





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Maintain Independent Study Program

Maintained Independent Study Program

Independent Study Program teacher salaries and benefits LCFF $115,774

Independent Study Program teachers salaries and benefits LCFF $121,948

Action 12





We are discontinuing this Action based on input from Stakeholders.

Action 13





Fund AVID (Advancement Via Individual Determination) programming at Prescott Junior High


Contract for participation – services LCFF $4,000

Contract for participation - services LCFF $4,434


Materials and Supplies LCFF $406

Transportation - Field Trip LCFF $780

Training for AVID Teachers LCFF $1,793

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

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Actions/services were effective in provision of a guaranteed and viable curriculum using daily effective instruction and monitoring, including opportunities for a broad course of study, interventions, and enrichment by highly qualified teachers to ensure each student,

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and all student groups, demonstrate success with the full implementation of Common Core academic content standards. The overall effectiveness can be seen when analyzing Dashboard data. English Language Arts Achievement Indicator Achievement has increased or maintained in 6 out of 7 groups district wide: Overall Increased +3.8% English Learners maintained -2.1% Homeless maintained +1.8% Socio Economically Disadvantaged increased +10.3% Students with Disabilities increased +8.0% White increased +6.9% Math Achievement Indicator Achievement has increased or maintained in 4 out of 7 groups district wide: Overall maintained +2.5% Homeless increased +13.3% Socio Economically Disadvantaged increased +6.7% White increased +5.2% Basic Conditions at School Indicator: Availability of textbooks, adequate facilities, and correctly assigned teachers were all areas that were met and reported to the Board. Implementation of State Academic Standards Indicator: This school year, we systematically administered the self-reflection tool to certificated staff and administrators. In all areas, our teacher perceptions of support with implementation of state standards and professional development support increased from the previous year. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Significant change is measured by 20% or more increase between budgeted expenditures and estimate actual expenditures. The following meet that criteria: Action 2 Salaries had a 52.41% increase due to increase in teachers and negotiations Action 3 Transportation costs for the music program increased by 80.59?% due to additional buses needed for transport Action 4 STEM materials and supply costs decreased by 50.93% due to reused/recycled prior year materials

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Action 5 One to one device costs decrease by 21.32% due to additional devices being covered through a refresh plan Professional development costs decreased by 98.73% due to most of the development was done internally with out additional costs Action 7 After School Intervention teacher costs decreased by 28.45% due to decreased teacher participation After School Intervention para costs increased by 28.24% due to increased para participation Materials and supply costs decreased by 91.76% due to reused/recycled prior year materials Action 10 Registration for event costs decreased by 27.17% due to a decrease in participation in Math Blast Materials and supply costs decreased by 69.38% due to reused/recycled prior year materials History Day salary and benefits increased by 38.86% due to an increase in site participants that required additional teachers Action 13 Materials and supply costs decreased by 59.40% due to reused/recycled prior year materials Transportation costs increased by 100.00% due to added field trip for students Training costs increased by 100.00% due to added training for teachers

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. There are no changes to this goal, expected outcomes or metrics. As listed in Action 5, all sites will have technology support, but one site tech who resigned will not be replaced. Action 7 will now include all sites not just Mary Lou Dieterich and Stanislaus.

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Goal 2 Broad family and community supports: SUSD will expand opportunities to increase parental involvement, collaboration, and partnerships with families and the larger community to support the district initiatives. This goal addresses state priority 3.


State Priorities: X Priority 3: Parental Involvement (Engagement) Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator Priority 3: Local Indicator: Parent Engagement based on annual parent survey

18-19 Priority 3: Parent Engagement (Local Indicator) - SUSD will annually measure its progress engaging parents using Survey Option 1 and will report results to the governing board and provide a performance level of "Met" on the Dashboard. In Option 1, we report the extent to which parent survey respondents will favorably report that their school and district adequately seek input from parents and guardians in decision making committees and adequately promote participation in school programs. Average rating of parent responses will be maintained or increase.

Baseline Priority 3: Parent Engagement (Local Indicator) -This local indicator is Met (Reported to Governing Board May 18, 2017). All schools administered parent surveys in English and Spanish to parents spring of 2017. Parent engagement questions were rated on an increasing scale of 1 to 5, 5 indicating ALWAYS and 4 indicating ALMOST ALWAYS. Below are parent response averages across the district K-8.

Priority 3: Parent Engagement (Local Indicator) - SUSD measured its progress engaging parents using Survey Option 1 and reported results to the governing board and provided a performance level of "Met" on the Dashboard. In Option 1, we reported the extent (scale of 1-5, average school survey responses) which parent survey respondents will favorably report that their school and district adequately seek input from parents and guardians in decision making committees and adequately promote participation in school programs. Below are 17-18 responses. My school adequately seeks input from parents and guardians in decision making committees: Decreased from 4.3 to 4.1 The district adequately seeks input from parents and guardians in decision making committees: Maintained 4.0 My school adequately promotes parent participation in school programs: Increased from 4.3 to 4.4 My district adequately promotes parent participation in school programs: Increased from 4.0 to 4.1

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Expected Actual

The school adequately seeks input from parents and guardians in decision making committees – 4.2 The district adequately seeks input from parents and guardians in decision making committees – 4.0 My school adequately promotes participation in school programs. – 4.3 My district adequately promotes participation in school programs. – 4.2 SUSD chose to personalize each site survey based on feedback from site SSC and ELAC and district DELAC, LCAP Advisory, and Title I Parent Involvement Committees. ALL site surveys included the four items listed above. This information was presented to the SUSD governing board on May 16, 2017.






Establish parent educational programs, communication, and support focusing on families of English Learners

Established parent educational programs, communication, and support focusing on families of English Learners

District bilingual liaison - salary and benefits LCFF $74,561

District bilingual liaison - salary and benefits LCFF $65,491

Rosetta Stone Software for increased parent involvement LCFF $10,125

Rosetta Stone LCFF $10,125

Community Liaison at Eisenhut - salaries and benefits LCFF $12,406

Community Liaison at Eisenhut - salaries and benefits LCFF $12,382

Action 2





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Continue to communicate with families regularly regarding school and district learning opportunities and events

Continued to communicate with families regularly regarding school and district learning opportunities and events

Website service LCFF $6,000 Website Service LCFF $9,650

Administrative Assistant - salary and benefits LCFF $86,624

Administrative Assistant - salary and benefits LCFF $93,225

Science Saturday materials and supplies LCFF $5,000

Science Saturday materials and supplies LCFF 0

Custodial staffing- salaries and benefits LCFF $1,485

Custodial staffing- salaries and benefits LCFF 0

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. All actions/services were fully implemented in order to achieve the articulated goal with the exception of the Science Saturday due to low attendance in the previous year.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The actions/services effectively provided opportunities to increase parental involvement, collaboration, and partnerships with families and the larger community to support the district initiatives, as measured by the local indicator of parent engagement as well as parent participation in school and district activities. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Significant change is measured by 20% or more increase between budgeted expenditures and estimate actual expenditures. The following meet that criteria: Action 2 Website costs increased by 60.83% due to change in vendor with one time set up costs Science Saturday costs decreased by 100% due to the event did not occur Custodial staffing costs for Science Saturday decreased due to the event did not occur

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Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. There were no changes to this goal, expected outcomes, metrics.

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Goal 3 Positive and productive students, supports, and learning environments: SUSD will provide education and supports to promote character traits and a healthy lifestyle necessary for students' academic and social success by maintaining proactive measures that include safe and welcoming campuses that promote a positive and productive learning environment, strong attendance, meaningful relationships, and shared accountability. This goal addresses state priorities 1, 5, 6, and 8.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator Priority 1: Local indicator: Basic Conditions at School Priority 5: State Indicator: Chronic Absence Indicator Priority 6: State Indicator: Suspension Rate Indicator Priority 8: Physical Fitness Test Report for students in grades 5 and 7 We are not a high school district, so high school metrics do not apply.

18-19

Priority 1: Basic Conditions at School (Local Indicator) Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD used the CDE SARC template to provide evidence to the governing board and provided a performance level of "Met" on the Dashboard. Priority 5: Chronic Absence Indicator (State Indicator) The goal was that SUSD would make progress on the Dashboard over the Fall 2017 release however there was no baseline established. The baseline used was current District attendance percentage was 96.02% and District Chronic Absenteeism Percentage was 11.5%. The Fall 2018 release provides a baseline of Overall 9.1% which was declined by -2.3%. Prescott Junior High maintained a 0% dropout rate. Priority 6: Suspension rate Indicator (State Indicator) Overall suspension rate was 2.8% which is a decrease of -0.9%

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Expected Actual

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD will use the CDE SARC template to provide evidence to the governing board and provide a performance level of "Met" on the Dashboard. Priority 5: Chronic Absence Indicator (State Indicator) - SUSD will make progress on the Dashboard over 17-18. District attendance percentage will be lower than 95.33% or the 17-18 rate, whichever is lower; District Chronic Absenteeism Percentage will be lower than 12.83% or the 17-18 rate, whichever is lower. Prescott Junior High will maintain a 0% dropout rate. Priority 6: Suspension rate Indicator (State Indicator) - SUSD will make progress on the Dashboard over 17-18. Progress is defined as moving toward a higher level color on the 5 X 5 table. Suspension Indicator - Yellow toward Green Priority 6 School Climate (Local Indicator) - CHKS will be administered and student reports of school connectedness and feelings of safety will be maintained or increase. There will be a pupil expulsion rate of 0%. Priority 8: The percentage of students in the Healthy Fitness Zone for the 2018-2019 Physical Fitness Test for grades 7 and 5 will be equal to or higher than the 2017-2018 scores: Aerobic Capacity: 71.31%; 51.7% Body Composition: 61.16%; 58.94% Abdominal Strength: 79.50%; 59.21% Trunk Strength: 78.27%; 74.07% Upper Body Strength: 81.34%; 63.4% Flexibility: 73.89%; 42.49% We are not a high school district, therefore high school metrics do not apply.

Baseline Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. This local indicator is Met (Reported to Governing Board February 9, 2017).

Priority 6 School Climate (Local Indicator) Met on the Dashboard Student Perception of School Contentedness 2018-2019 5th grade 73% which is increased from 61% in 2016-2017 2018-2019 7th grade 72% which is increased from 63% in 2016-2017 Student Perception of Caring Adults 2018-2019 5th grade 74% which is increased from 61% in 2016-2017 2018-2019 7th grade 67% which is increased from 37% in 2016-2017 Student Perception of High Expectations 2018-2019 5th grade 86% which is increased from 63% in 2016-2017 2018-2019 7th grade 82% which is increased from 61% in 2016-2017 Student Perception of School Safety 2018-2019 5th grade 80% which is increased from 78% in 2016-2017 2018-2019 7th grade 71% which is maintained from 71% in 2016-2017 The Overall District 2017-2018 expulsion rate was 0%. Priority 8: 2017-2018 results in comparison to 2016-2017 results Aerobic Capacity: 52%% ; 51.7% (goal not met) Body Composition: 61.16% (goal not met); 58.94% (goal not met) Abdominal Strength: 79.5% (goal not met); 59.21% (goal met) Trunk Strength: 78.27% (goal not met); 74.07% (goal met) Upper Body Strength: 81.34% (goal not met); 63.4% (goal met) Flexibility: 73.89% (goal met); 42.49% (goal met) We are not a high school district, therefore high school metrics do not apply.

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Expected Actual

Priority 5: Chronic Absence Indicator (State Indicator) - This state indicator is not yet populated on the Dashboard. District attendance percentage: 95.33% By school: Agnes Baptist: 96.28% Chrysler: 94.06% Eisenhut: 95.33% Prescott: 95.25% Mary Lou Dietrich: 95.53% Stanislaus: 95.75% District Chronic Absenteeism Percentage: 12.83% By school: Agnes Baptist: 6.21% Chrysler: 18.75% Eisenhut: 12.62% Prescott: 14.25% Mary Lou Dietrich: 9.94% Stanislaus: 13.78% Prescott Junior High has a 0% dropout rate. Priority 6: Suspension rate Indicator (State Indicator) Suspension rate indicator: Yellow Status: High 4.5% Change: Declined -1.7% There is a pupil expulsion rate of 0%. School Climate (Local Indicator). This local indicator is Met (Reported to Governing Board May 18, 2017). School Connectedness - Agree or Strongly Agree responses I feel close to people at this school. Grade 5: 56%; Grade 7: 76% I am happy to be at this school. Grade 5: 84%; Grade 7: 81% I feel like I am part of this school. Grade 5: 73%; Grade 7: 71% Teachers at this school treat students fairly. Grade 5: 84%; Grade 7: 70% I feel safe in my school. Grade 5: 78%; Grade 7: 82%

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Expected Actual

Grade 5 Perceptions of Caring Adults and High Expectations - Most or All of the Time responses At school, teachers and other grown ups... ...care about me. 84% ...listen to me when I have something to say. 73% ...tell me when I do a good job. 78% ...believe that I can do a good job. 89% Student safety: Grade 5: 83% feel safe at school all or most of the time. Grade 7: 81% feel safe or very safe at school. Priority 8: The following data is the percentage of students in the Healthy Fitness Zone for the 2016-2017 Physical Fitness Test for grades 7 and 5: Aerobic Capacity: 72.32%; 53.44% Body Composition: 62.54%; 63.98% Abdominal Strength: 84.31%; 54.82% Trunk Strength: 78.87%; 73.98% Upper Body Strength: 82.69%; 62.14% Flexibility: 70.83%; 41.48% We are not a high school district, therefore high school metrics do not apply. This information was presented to the SUSD governing board on May 18, 2017.






Continue Five Year Deferred Maintenance Plan to support learning environments for unduplicated students

Continued Five Year Deferred Maintenance Plan to support learning environments for unduplicated students

Continued maintenance and upgrades to district facilities - Contribution to Deferred Maintenance Fund LCFF $317,258

Continued maintenance and upgrades to district facilities - Contribution to Deferred Maintenance Fund LCFF $317,258

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Action 2





Continue PBIS implementation to support unduplicated learners with special training to support students with disabilities, low income students, English learners, and foster youth

Continued PBIS implementation to support unduplicated learners

PBIS Implementation - Services LCFF $60,000

PBIS Implementation - Services LCFF $44,445

Materials and supplies LCFF

Substitute teachers for training attendance - salaries and benefits LCFF

Action 3





Maintain Student Assistant Specialist Services through Center for Human Services (counseling support)

Maintained Student Assistant Specialist Services through Center for Human Services (counseling support)

Student Assistant Specialist Services - Services LCFF $112,500

Student Assistant Specialist Services - Services LCFF $139,305

Action 4





Maintain physical education materials at all sites for P.E. standard implementation to promote health and fitness for unduplicated students

Maintained physical education materials at all sites for P.E. standard implementation to promote health and fitness for unduplicated students



Action 5





Continue Community Academic Summer Programs at school sites with an emphasis on serving unduplicated student populations

Continued Community Academic Summer Programs at school sites with an emphasis on serving unduplicated student populations

Summer Program - Salaries and Benefits LCFF $30,567

Summer Program - Salaries and Benefits LCFF $31,149


LCFF $5,000

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Action 6





Health Services - Health clerks, LVN - 3 FTE, additional RN

Maintained Health Services - Health clerks, LVN - 3 FTE. Added 1 RN.

LVN and RN - salaries and benefits LCFF $193,948

LVN and RN - salaries and benefits LCFF $189,030

Health clerks - salaries and benefits LCFF $49,011

Health clerks - salaries and benefits LCFF $49,547

Action 7





Continue athletic programs

Continued athletic programs Coaches and Referees - salaries and benefits for work and athletic stipends LCFF $36,000

Coaches and Referees - salaries and benefits for work and athletic stipends LCFF $36,659

Athletic travel - services LCFF $6,000

Athletic travel - services LCFF $6,578

Security - salaries and benefits LCFF $1,500

Security LCFF $998

Action 8





Administer CA Healthy Kids Survey

Administrated CA Healthy Kids Survey

CA Healthy Kids Survey - Services LCFF $500

CA Healthy Kids Survey - Services LCFF $910

Action 9





Continue to increase safety for students, particularly for low income students

Continued to increase safety for students, particularly for low income students

Zonar Student Transportation Tracking System - Materials and Supplies LCFF $2,500

Zonar Student Transportation Tracking System - Materials and Supplies LCFF $2,500

Yard supervision materials and supplies LCFF $3,000

Yard supervision materials and supplies LCFF $3,215

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Campus supervisor at Prescott JH - salaries and benefits LCFF $50,890

Campus supervisor at Prescott JH - salaries and benefits LCFF $47,099

Action 10





Cultural Proficiency Committee with ongoing learning and work in the area of unconscious bias and closing the achievement gap with a focus on low income students, English learners, and foster youth.


Salaries and benefits for substitute teachers LCFF $17,923

Salaries and Benefits for substitute teachers LCFF $8,402

Consultant contract - services LCFF $10,000

Consultant Contract - services LCFF $16,000

Action 11





Vice Principal to work at Chrysler Elementary School in order to support learning and safety goals at that school - Chrysler Elementary population is primarily an unduplicated population school.

Vice Principal worked at Chrysler Elementary School in order to support learning and safety goals at that school - Chrysler Elementary population is primarily an unduplicated population school.

Salary and benefits LCFF 140,951

Salary and Benefits LCFF $140,950

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

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Actions/services were effective in provide education and supports to promote character traits and a healthy lifestyle necessary for students' academic and social success by maintaining proactive measures that include safe and welcoming campuses that promote a positive and productive learning environment, strong attendance, meaningful relationships, and shared accountability. Progress is indicated with chronic absenteeism rates and suspension rates as well as school climate data from the CHKS which demonstrates student perception of positive and safe campuses as well as meaningful relationships. Chronic Absenteeism Indicator All groups have declined district wide: Overall declined -2.3% English Learners declined -2.8% Homeless declined -1.0% Socio Economically Disadvantaged significantly declined -3.4% Students with Disabilities significantly declined -7.1% African Americans significantly declined 6.7% White declined -1.5% Suspension Indicator All groups have declined district wide: Overall declined -0.9% English Learners declined -.07% Homeless declined -1.8% Socio Economically Disadvantaged declined -1.4% Students with Disabilities significantly declined -3.2% African American significantly declined -4.3% White declined -0.9% Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Significant change is measured by 20% or more increase between budgeted expenditures and estimate actual expenditures. The following meet that criteria: Action 2 PBIS implementation service costs decreased due to additional funding provided by a PBIS grant Action 3 Student Assistant Specialist services increased by 23.83% due to increased services needed at individual sites

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Action 7 Security costs decreased by 33.47% due to security being covered by volunteer staff Action 8 Survey service costs increased by 82% due to additional materials ordered Action 10 Substitute costs decreased by 53.12% due to services rescheduled during planned professional development days so substitutes were not needed Contract costs increased by 60% due to additional services provided

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. There were no changes made to this goal, expected outcomes, or actions and services to achieve this goal. The metrics for physical fitness goals will change to 70% mastery of skills for 5th graders and 75% mastery of skills for 7th graders. This was the last contracted year for the Cultural Proficiency Professional Development and the Cultural Proficiency Committee.

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Stakeholder Engagement

LCAP Year: 2019-20

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

Throughout the 2018-2019 school year, ongoing meetings have occurred with stakeholder groups to evaluate the impact of actions and services on students, families, and staff. Those groups include: District Management Team District Administration Team District English Learner Parent Advisory Committee District Visual and Performing Arts Committee District Wellness Committee Implementation of State Standards Certificated Survey Parent Engagement Survey Stanislaus Union Teachers' Association California School Employee's Association, Stanislaus Union Chapter The following stakeholder groups were consulted at all six sites: Site Title 1 Parent Involvement Committee Site English Learner Advisory Committee School Site Council Parent Teacher Clubs Local Climate Student Survey Prescott Student Leadership The Local Control Accountability Plan 2018-2019 Annual Update and 2019-21 Plan was posted to the Board of Trustees' meeting agendas in June 2019. A public hearing was conducted on June 13, 2019. The Board of Trustees adopted the Local Control Accountability Plan 2018-2019 Annual Update and 2019-2021 Plan as an action item during the regular Board meeting on June 20, 2019.

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

Stakeholder meeting and advisory meeting participant feedback was positive regarding the allocation of fiscal resources to support the actions and services being implemented in 2018-2019. From this feedback, very few changes have been suggested and made. Through discussions, it has become apparent to the district staff that articulation must take place about the base thresholds for services and items provided.

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

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

Goal 1 High-quality academics and staff: SUSD will provide a guaranteed and viable curriculum using daily effective instruction and monitoring, including opportunities for a broad course of study, interventions, and enrichment by highly qualified teachers to ensure each student, and all subgroups, demonstrate success with the full implementation of Common Core academic content standards. This goal addresses state priorities 1, 2, 4, and 7. State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning)

Local Priorities: Identified Need: NEEDS: The District must stay in compliance with Williams Act to ensure students have access to appropriately assigned teachers, standards based curriculum, and functional facilities to meet the needs of all students but with a special focus on our subgroup populations. Some of our schools are in areas of high crime, gangs, and poverty. Recruitment efforts for increasing diversity is needed. Highly qualified teachers are needed, with an emphasis on certification to serve English Learners, to keep class sizes low and avoid combination classes. (Priority 1) Materials and supplies, furniture, and technology are needed for newly hired teachers. (Priorities 1, 2) Multi Media technicians/librarians are needed to support low income and English learner access to books and digital books. (Priorities 2, 4)

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Library refresh budgets are needed in order to regularly update school libraries with quality literary and informational texts. (Priorities 2, 4) We will maintain three music teachers to serve all students TK-8, maintaining TK-6 classroom music on a trimester basis, elementary and junior high choir offerings, elementary and junior high band offerings, and junior high orchestra and guitar offerings. (Priorities 2, 7) Music program materials and supplies are needed. (Priorities 2, 7) Music program transportation is needed to rehearsals for concerts and music performances/events. (Priorities 2, 7) Textbooks and consumables are needed for CCSS instruction and all content areas along with a production copier to produce curriculum. (Priorities 1, 2, 4, 7) A technology refresh budget is needed to update school technology needs. (Priorities 1, 2, 4) Maintenance of five site technology technicians is needed in order to provide support with instructional technology to our schools. These support staff members are needed to assist both staff and students in the transition to digital learning and digital curriculum. (Priority 2) Three Teachers on Special Assignment, Instructional Coaches, are needed in order to provide support to teachers in implementation of state standard-aligned curriculum and content standards and meeting the needs of low income, English learner, and foster youth learners. (Priorities 2, 4, 7) An Induction Coordinator is needed in order to train newly hired teachers in implementation of state standard-aligned curriculum and meeting the needs of low income, English learner, and foster youth learners as well as meet state of California induction requirements. (Priorities 2, 4) We are increasing devices (iPads, laptop computers, chromebooks and carts) at each site so that every student has access to instructional technology - there is a need to continue the digital device initiative to purchase more devices. In addition, most of our curriculum choices include digital learning offerings. Our district has antiquated digital media that impedes our ability to deliver digital standards based curricula, which allows for increased access for our English Learners and low income students. (Priorities 1, 2, 4) One to many digital device initiative professional development for staff is needed so that they incorporate instructional technology with learning in an effective way (Priorities 2, 4) A Jump Start Kindergarten program is needed in order to bring in unduplicated pupils who are significantly behind in preparedness for academic Kindergarten programming and provide them with readiness skills for higher success in Kindergarten. (Priorities 2, 4)

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Independent Study program staff are needed in order to provide a location and staffing for learning for students not quite suited for the regular school and classroom environment or who are held in abeyance after a recommendation for expulsion. (Priorities 1, 2, 4) An Academic Advisor at Prescott Junior High is needed to help students make choices regarding coursework and achievement. (Priorities 2, 4) Site after school intervention programs at MLD and ST (schools who do not receive Title I SES funding) are needed in order to provide struggling learners an opportunity to receive support with mastery of grade level standards. (Priorities 2, 4) Kindergarten, general, and bilingual paraprofessionals are needed to support struggling learners and support teaching and learning toward mastery of content standards. (Priorities 2, 4, 7) STEM supplies are needed in order to implement NGSS and conduct professional development for teachers for classroom implementation. (Priorities 2, 4, 7) Student event registration and supplies are needed in order to encourage student participation in STEM and NGSS-related and history/social studies learning and events. (Priorities 2, 4, 7) Continue Additions/Eliminations from last year: *Additional support and services for students with disabilities through 1) hiring new highly qualified teachers with expertise in serving students with disabilities, 2) focusing on purchasing state standard materials and supplies including alternative curricula for students with disabilities. *Additional support through specific curriculum purchases for English Learners, especially newcomers and emerging English Learners. *One additional technology support staff member to support Stanislaus Elementary School. In the current model, site technicians are off their assigned campus on a rotational schedule to be at Stanislaus. *Eliminate the Teacher on Special Assignment Position that coordinated Induction and EL Programming. This teacher with expertise in supporting English Learners and Struggling Learners will serve as a Title I teacher at Chrysler Elementary School, continuing to coordinate Induction programming in a stipended capacity. *Fund all three Teachers on Special Assignment, Instructional Coach positions through LCAP. This allows for maximum use in areas of need across schools and student groups. These three coaches will all assist with EL Program Coordination. *Fund bilingual, Kindergarten, and general education paraprofessionals entirely from LCAP rather than from federal funding sources. This allows for maximum use in areas of need across schools and student groups. *Fund additional student events: the County Math Blast and the County Spelling Championship. *Fund AVID (Advancement Via Individual Determination) programming at Prescott Junior High, which creates a college mindset and prepares student for secondary level study habits, work habits, and notetaking.

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

Priority 1: Local Indicator: Basic Conditions at School Priority 2: Local Indicator: Implementation of State Academic Standards Priority 4: State Indicators: Academic Indicator, English Learner Indicator Priority 7: Metrics: Notes from committee meetings, teacher trainings, student success meetings, and IEP meetings. We are not a high school district, therefore high school metrics do not apply.

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. This local indicator was Met (Reported to Governing Board February 9, 2017). Priority 2: Implementation of State Academic Standards (Local Indicator) - This local indicator was Met (Reported to Governing Board June 15, 2017). 100% of students have sufficient CCSS instructional materials and access to CCSS standards. 100% of teachers are highly qualified. 100% of English Learners receive instruction of CCSS and the ELD standard for purposes of gaining academic content

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD will use the CDE SARC template to provide evidence to the governing board and provide a performance level of "Met" on the Dashboard. Priority 2: Implementation of State Academic Standards (Local Indicator) - SUSD will annually measure its progress implementing the state academic standards using Option 2 and will report results to the governing board and provide a performance level of "Met" on the Dashboard. 100% of students will have sufficient CCSS instructional materials and access to CCSS standards.

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD will use the CDE SARC template to provide evidence to the governing board and provide a performance level of "Met" on the Dashboard. Priority 2: Implementation of State Academic Standards (Local Indicator) - SUSD will annually measure its progress implementing the state academic standards using Option 2 and will report results to the governing board and provide a performance level of "Met" on the Dashboard. 100% of students will have sufficient CCSS instructional materials and access to CCSS standards.

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD will use the CDE SARC template to provide evidence to the governing board and provide a performance level of "Met" on the Dashboard. Priority 2: Implementation of State Academic Standards (Local Indicator) - SUSD will annually measure its progress implementing the state academic standards using Option 2 and will report results to the governing board and provide a performance level of "Met" on the Dashboard. a. 100% of students will have sufficient CCSS instructional materials and access to CCSS standards.

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

knowledge and English language proficiency. Priority 4: Academic Indicator and English Learner Indicator (State Indicators) Academic Indicator ELA - Yellow Status: Low 13.2 points below level 3 Change: Increased +8 points Academic Indicator Math - Yellow Status: Low 36.1 points below level 3 Change: Maintained +1.2 points English Learner Progress Indicator - Green Status: Medium 73.3% Change: Increased +5.6% 59.9% of English learner pupils made progress toward English Proficiency as measured by the CELDT. In the less than 5 years cohort, 27.4% of English Learner students

100% of teachers will be highly qualified. 100% of English Learners will receive instruction of CCSS and the ELD standard for purposes of gaining academic content knowledge and English language proficiency. Priority 4: Academic Indicator and English Learner Indicator (State Indicators) - SUSD will make progress on the Dashboard over 16-17. Progress is defined as moving toward a higher level color on the 5 X 5 table. Academic Indicator ELA - Yellow toward Green; increase "status" distance from a 3 to be less than 13.2 (Low) and/or have a "change" of increased or higher. Academic Indicator Math - Yellow toward Green; increase "status" distance from a 3 to be less than 36.1 (Low) and/or have a "change" of increased or higher.

100% of teachers will be highly qualified. 100% of English Learners will receive instruction of CCSS and the ELD standard for purposes of gaining academic content knowledge and English language proficiency. Priority 4: Academic Indicator and English Learner Indicator (State Indicators) - SUSD will make progress on the Dashboard over 17-18. Progress is defined as moving closer to a 3 in status and increasing in change. English Learner Progress Indicator : There will be a transition from the CELDT to the ELPAC during the 17-18 school year, so new baselines will need to be set to indicate goals for the percentage of ELs who make progress toward English proficiency and the EL reclassification rate.

b 100% of teachers will be highly qualified. c. 100% of English Learners will receive instruction of CCSS and the ELD standard for purposes of gaining academic content knowledge and English language proficiency. Priority 4: Academic Indicator and English Learner Indicator (State Indicators) - SUSD will make progress on the Dashboard over 18-19. Progress is defined as moving closer to a 3 in status and increasing in change. English Learner Progress Indicator: The percentage of EL reclassification rate will increase from from the 18-19 39.6% district overall baseline. API is 815 and is currently frozen. Priority 7:

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attained the English Proficient Level for reclassification. In the 5 years or more cohort, 57.1% of English learner students attained the English Proficient Level for reclassification. API is 815 and is currently frozen. Priority 7: 100% of TK - 8 students receive instruction in social studies, science, music, and digital citizenship. 100% of unduplicated pupils and individuals with exceptional needs were targeted then provided programs and services developed specifically for them through curriculum committee, student success committee, and IEP team processes leading to teacher training and implementation. We are not a high school district, therefore

English Learner Progress Indicator - Green toward Blue; increase "status" over Medium 73.3% and/or have a "change" of increased or higher. More than 59.9% of English learner pupils will make progress toward English Proficiency as measured by the CELDT. In the less than 5 years cohort, more than 27.4% of English Learner students will attain the English Proficient Level for reclassification. In the 5 years or more cohort, more than 57.1% of English learner students will attain the English Proficient Level for reclassification. There will be a transition from the CELDT to the ELPAC during the 17-18 school year, so new baselines will need to be set to indicate goals for the percentage of ELs who make progress toward English

API is 815 and is currently frozen. Priority 7: 100% of TK - 8 students will receive instruction in social studies, science, music, digital citizenship, and digital literacy. 100% of unduplicated pupils and individuals with exceptional needs will be targeted then provided programs and services developed specifically for them through curriculum committee, student success committee, and IEP team processes leading to teacher training and implementation. We are not a high school district, therefore high school metrics do not apply.

a. 100% of TK - 8 students will receive instruction in social studies, science, music, digital citizenship, and digital literacy. b. 100% of unduplicated pupils and individuals with exceptional needs will be targeted then provided programs and services developed specifically for them through curriculum committee, student success committee, and IEP team processes leading to teacher training and implementation. We are not a high school district, therefore high school metrics do not apply.

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high school metrics do not apply.

proficiency and the EL reclassification rate. API is 815 and is currently frozen. Priority 7: 100% of TK - 8 students will receive instruction in social studies, science, music, and digital citizenship. 100% of unduplicated pupils and individuals with exceptional needs will be targeted then provided programs and services developed specifically for them through curriculum committee, student success committee, and IEP team processes leading to teacher training and implementation. We are not a high school district, therefore high school metrics do not apply.

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

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

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

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

OR

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

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


X English Learners X Foster Youth X Low Income

X LEA-wide X All Schools

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

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


X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain library program, materials, services in order to serve unduplicated populations.




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Year 2017-18 2018-19 2019-20 Amount $228,566 $218,724 $234,154 $228,566 $218,724 $234,154 Source LCFF LCFF LCFF $228,566 $218,724 $234,154 Budget Reference

Multi Media Technicians (librarians) - salaries and benefits



Amount $50,000 $50,000 $50,000 $50,000 $50,000 $50,000 Source LCFF LCFF LCFF $50,000 $50,000 $50,000 Budget Reference

Five Year library materials refresh plan - materials and supplies



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



OR




X English Learners X LEA-wide X All Schools




X Modified Action X Modified Action X Unchanged Action

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

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Hire new highly qualified teachers with expertise in serving English Learners and train them in teaching integrated and designated ELD and explicit direct instruction with a focus on English Learners.



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $981,735 $852,617 $928,503 $981,735 $852,617 $928,503 Source LCFF LCFF LCFF $981,735 $852,617 $928,503 Budget Reference

New teachers - salaries and benefits




Classroom set-up for new teachers - furniture and technology - Materials and Supplies



Amount $4,490 $4,490 Source Title III $4,490 Budget Reference

Substitute teachers for new teachers to be trained in ELD and EDI



X All X All Schools

OR

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





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain music program Maintain music program Maintain music program Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $35,000 $40,000 $60,000 $35,000 $40,000 $60,000 Source LCFF LCFF LCFF $35,000 $40,000 $60,000 Budget Reference

Music program needs - materials and supplies




Music teachers and substitutes - salaries and benefits




Music program transportation



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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue purchase of CCSS Curriculum and Supplies and production copier to support needs of unduplicated population




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State Standard Materials and Supplies




STEM materials and supplies




Production copier maintenance agreement





X All X All Schools

OR








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X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain strong technology staff support at schools while building on device inventory for students and refreshing outdated technology for organizational and instructional technology use.

Maintain strong technology staff support at schools and add on one technician to more effectively assist English Learners and low income youth, while building on device inventory for students and refreshing outdated technology for organizational and instructional technology use.

Maintain strong technology staff support at schools to effectively assist English Learners and low income youth, while building on device inventory for students and refreshing outdated technology for organizational and instructional technology use.


Technology support staff members - salaries and benefits




Continue one to many digital device initiative - devices - materials and supplies




Professional Development for implementation - Travel, Conference, substitues



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5 Year Technology Plan for replacement technology

5 Year Technology Plan for replacement technology - materials and supplies

5 Year Technology Plan for replacement technology - materials and supplies




OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue teacher Induction program support through a coordinator who also coordinates EL Programs; Teacher on Special Assignment, Instructional Coach, to particularly support teachers in meeting

Continue teacher Induction program support. Three Teachers on Special Assignment/Instructional Coaches who support teachers in meeting the needs of unduplicated students, with a focus on providing support and PD regarding

Continue teacher Induction program support. Three Teachers on Special Assignment/Instructional Coaches who support teachers in meeting the needs of unduplicated students, with a focus on providing support and PD regarding

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the educational needs of their unduplicated students

English Learners and English Learner development.

English Learners and English Learner development.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $123,019 $0 $0 $123,019 $0 $0 Source LCFF $123,019 $0 $0 Budget Reference

Induction and EL Coordinator - salary and benefits


Instructional Coach - Salary and Benefits

3 Instructional Coaches - Salary and Benefits

3 Instructional Coaches - Salary and Benefits



X All Specific Schools: Elementary schools

OR








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X Modified Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue interventions: After school intervention programs to support unduplicated students at MLD and ST; Early Intervention program (Jump Start Kindergarten) with a focus on serving and supporting students in unduplicated population

Continue interventions: After school intervention programs to support unduplicated students at MLD and ST; Early Intervention program (Jump Start Kindergarten) with a focus on serving and supporting students in unduplicated population

Continue interventions: After school intervention programs to support unduplicated students at all sites; Early Intervention program (Jump Start Kindergarten) with a focus on serving and supporting students in unduplicated population. Support at all schools for RTI during the school day.


Intervention and Jump Start teachers - salary and benefits




Paraprofessionals for Intervention and Jump Start - salary and benefits




Intervention and Jump Start materials and supplies



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Amount $655,929 $655,929 Source LCFF $655,929 Budget Reference

Teacher Salaries for support to RTI



X All Specific Schools: Prescott Junior High

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue academic advising of junior high students with a focus on unduplicated students.




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Academic advising - salaries and benefits






OR









X Modified Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain instructional aides who principally support students in unduplicated population




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Bilingual paraprofessionals - salaries and benefits

Bilingual paraprofessionals- salaries and benefits

Bilingual paraprofessionals- salaries and benefits


Kindergarten Paraprofessionals - salaries and benefits




General Paraprofessionals- salaries and benefits




Bilingual paraprofessionals - salaries and benefits




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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Participation in content area student events - Science Olympiad and History Day




Registration for event - Services




Materials and supplies



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Amount $500 $597 $1,481 $500 $597 $1,481 Source LCFF LCFF LCFF $500 $597 $1,481 Budget Reference

Teacher salary and benefits for History Day

Teacher salary and benefits for State History Day travel/housing

Teacher salary and benefits for State History Day travel/housing



X All Specific Grade Spans: Grades 5-8

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain Independent Study Program Maintain Independent Study Program Maintain Independent Study Program Budgeted Expenditures

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Independent Study Program teachers salaries and benefits

Independent Study Program teacher salaries and benefits

Independent Study Program teacher salaries and benefits

Amount 1000 1000 Source LCFF 1000 Budget Reference

Materials and Supplies for Independent Study Program




OR




X English Learners X LEA-wide X All Schools




X New Action X Modified Action X Unchanged Action

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

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Foster and monitor English Learner English language development and proficiency

We are discontinuing this Action based on input from Stakeholders.

This action was discontinued in 2018-2019.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $7,900 $7,900 Source Title III $7,900 Budget Reference

Ellevation software for monitoring and reclassification of ELs


Training for use of Ellevation for monitoring and reclassification of ELs - Services


Substitutes to release EL Advisory Committee members to conduct ELD Walkthrough observations - salaries and benefits


Materials and supplies for EL Reclassification Graduation Ceremony

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Travel and registration expenses for CABE conference attendance for EL program coordinator, assistant superintendent of curriculum and instruction, and ELA/ELD instructional coach - Services




OR





X Schoolwide Specific Schools: Prescott Junior High




X New Action X New Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services This action did not exist during the 17-18 school year.



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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $4,000 $3,500 0 $4,000 $3,500 Source LCFF LCFF 0 $4,000 $3,500 Budget Reference

Contract for participation – services

Contract for participation – services

Amount 0 $1,000 $4,418 0 $1,000 $4,418 Source LCFF LCFF 0 $1,000 $4,418 Budget Reference




Transportation for Field Trips


Professional Development for AVID Teachers and sub release

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

Goal 2 Broad family and community supports: SUSD will expand opportunities to increase parental involvement, collaboration, and partnerships with families and the larger community to support the district initiatives. This goal addresses state priority 3.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 3: Parental Involvement (Engagement) Local Priorities:

Identified Need: NEEDS (All Priority 3): Software is needed for non-English speaking parents to learn English, to support English Learner students. Math curriculum parent newsletters are needed to inform parents about upcoming math concepts. Bilingual community liaison at Eisenhut school is needed to be available to parents to answer questions and bring information to staff members. A Science Saturday family event materials and supplies are needed to provide a free, enriching day of learning to students and their families. An Administrative Assistant is needed to support family and community events such as Science Olympiad, Science Saturday, Art Show, Science Fair, and Summer programs. The School Loop website is needed for parent communication and involvement.

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

Priority 3: Local Indicator: Parent Engagement based on annual parent survey

Priority 3: Parent Engagement (Local Indicator) -This local indicator is Met (Reported to Governing Board May 18, 2017). All schools administered parent surveys in English and Spanish to parents spring of 2017. Parent engagement questions were rated on an increasing scale of 1 to 5, 5 indicating ALWAYS and 4 indicating ALMOST ALWAYS. Below are parent response averages across the district K-8. The school adequately seeks input from parents and guardians in decision making committees – 4.2 The district adequately seeks input from parents and guardians in decision making committees – 4.0 My school adequately promotes participation in school programs. – 4.3

Priority 3: Parent Engagement (Local Indicator) - SUSD will annually measure its progress engaging parents using Survey Option 1 and will report results to the governing board and provide a performance level of "Met" on the Dashboard. In Option 1, we report the extent to which parent survey respondents will favorably report that their school and district adequately seek input from parents and guardians in decision making committees and adequately promote participation in school programs. Average rating of parent responses will be maintained or increase.



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My district adequately promotes participation in school programs. – 4.2 SUSD chose to personalize each site survey based on feedback from site SSC and ELAC and district DELAC, LCAP Advisory, and Title I Parent Involvement Committees. ALL site surveys included the four items listed above. This information was presented to the SUSD governing board on May 16, 2017.




X All X All Schools

OR

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

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








2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Establish parent educational programs, communication, and support focusing on families of English Learners




District bilingual liaison - salary and benefits




Rosetta Stone Software for increased parent involvement




Community Liaison at Eisenhut - salaries and benefits



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Travel and registration expenses for CABE conference attendance for district bilingual liaison



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue to communicate with families regularly regarding school and district learning opportunities and events




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Year 2017-18 2018-19 2019-20 Amount $1,000 $1,000 Source LCFF $1,000 Budget Reference

Math parent newsletters - copies - Services


School Loop website service

Website service

Website service


Administrative Assistant - salary and benefits




Science Saturday materials and supplies




Custodial staffing- salaries and benefits



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

Goal 3 Positive and productive students, supports, and learning environments: SUSD will provide education and supports to promote character traits and a healthy lifestyle necessary for students' academic and social success by maintaining proactive measures that include safe and welcoming campuses that promote a positive and productive learning environment, strong attendance, meaningful relationships, and shared accountability. This goal addresses state priorities 5, 6, and 8. State and/or Local Priorities addressed by this goal: State Priorities: X Priority 5: Pupil Engagement (Engagement)

X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: NEEDS: Student Assistant Specialist support for students (counseling) is needed in order to support our students in resolving personal, emotional, and social conflicts in order to focus on learning. (Priorities 5, 6) Summer Programs are needed to help students remain connected to their learning, to prevent "summer slide," to maintain school connectedness, and to promote interest in a variety of learning topics. (Priorities 5, 6) Nurses are needed to address significant student health issues. (Priority 5) Physical education supplies are needed to promote physical fitness, health, and pupil engagement. (Priorities 5 and 8) CA Healthy Kids Survey administration is needed to gather data on emotional, social, and physical risk factors affecting student learning. (Priorities 5, 6, 8)

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Health Clerks are needed in order to support addressing student health issues during the school day. (Priority 5) Zonar Transportation tracking system for bus riding students is needed in order to support bus rider student safety. (Priority 6) Yard supervision is needed in order to provide for close monitoring and student safety. (Priorities 5, 6) A Prescott campus supervisor is needed in order to provide for close monitoring and student safety. (Priorities 5, 6) Athletic programs (stipends, travel, coaches, referees) are needed in order to promote fitness and school connectedness. (Priorities 5, 6, 8) PBIS programs are needed in our schools in order to encourage appropriate behavioral choices and prevent progressive discipline, with special training to support students with disabilities, low income students, English learners, and foster youth. (Priorities 5, 6) A Cultural Proficiency Committee with ongoing learning and work in the area of unconscious bias and closing the achievement gap with a focus on low income students, English learners, and foster youth. A Vice Principal to work at Chrysler Elementary School in order to support learning and safety goals at that school - Chrysler Elementary population is primarily an unduplicated population school. Additional nursing support. Expected Annual Measurable Outcomes


Priority 1: Local indicator: Basic Conditions at School Priority 5: State Indicator: Chronic Absence Indicator Priority 6: State Indicator: Suspension Rate Indicator

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. This local indicator is Met (Reported to Governing Board February 9, 2017).

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD will use the CDE SARC template to provide evidence to the governing board and provide a performance

Priority 1: Basic Conditions at School (Local Indicator) - Availability of textbooks, adequate facilities, correctly assigned teachers. SUSD will use the CDE SARC template to provide evidence to the governing board and provide a performance

Priority 1 has been deleted here because it is already addressed in Goal 1. Priority 5: Chronic Absence Indicator (State Indicator) - SUSD will make progress on the Dashboard over 18-19. District attendance percentage will be

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Priority 8: Physical Fitness Test Report for students in grades 5 and 7 We are not a high school district, so high school metrics do not apply.

Priority 5: Chronic Absence Indicator (State Indicator) - This state indicator is not yet populated on the Dashboard. District attendance percentage: 95.33% By school: Agnes Baptist: 96.28% Chrysler: 94.06% Eisenhut: 95.33% Prescott: 95.25% Mary Lou Dietrich: 95.53% Stanislaus: 95.75% District Chronic Absenteeism Percentage: 12.83% By school: Agnes Baptist: 6.21% Chrysler: 18.75% Eisenhut: 12.62% Prescott: 14.25% Mary Lou Dietrich: 9.94% Stanislaus: 13.78% Prescott Junior High has a 0% dropout rate. Priority 6: Suspension rate Indicator (State Indicator)

level of "Met" on the Dashboard. Priority 5: Chronic Absence Indicator (State Indicator) - SUSD will make progress on the Dashboard over the fall 2017 release. District attendance percentage will be lower than 95.33%; District Chronic Absenteeism Percentage will be lower than 12.83%. Prescott Junior High will maintain a 0% dropout rate. Priority 6: Suspension rate Indicator (State Indicator) - SUSD will make progress on the Dashboard over 16-17. Progress is defined as moving toward a higher level color on the 5 X 5 table. Suspension Indicator - Yellow toward Green; decrease "status" of High 4.5% and/or have a "change" of declined -1.7% or lower.

level of "Met" on the Dashboard. Priority 5: Chronic Absence Indicator (State Indicator) - SUSD will make progress on the Dashboard over 17-18. District attendance percentage will be lower than 95.33% or the 17-18 rate, whichever is lower; District Chronic Absenteeism Percentage will be lower than 12.83% or the 17-18 rate, whichever is lower. Prescott Junior High will maintain a 0% dropout rate. Priority 6: Suspension rate Indicator (State Indicator) - SUSD will make progress on the Dashboard over 17-18. Progress is defined as moving toward a higher level color on the 5 X 5 table. Suspension Indicator - Yellow toward Green Priority 6 School Climate (Local Indicator) - CHKS

higher than 95.33% or the 18-19 rate, whichever is higher; District Chronic Absenteeism Percentage will be lower than 12.83% or the 18-19 rate, whichever is lower. Prescott Junior High will maintain a 0% dropout rate. Priority 6: Suspension rate Indicator (State Indicator) - SUSD will make progress on the Dashboard over 18-19. Progress is defined as moving toward a higher level color on the 5 X 5 table. Suspension Indicator - maintaining green status and making progress toward blue Priority 6 School Climate (Local Indicator) - CHKS will not be administered this school year. There will be a pupil expulsion rate of 0%. Priority 8:

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Suspension rate indicator: Yellow Status: High 4.5% Change: Declined -1.7% There is a pupil expulsion rate of 0%. School Climate (Local Indicator). This local indicator is Met (Reported to Governing Board May 18, 2017). School Connectedness - Agree or Strongly Agree responses I feel close to people at this school. Grade 5: 56%; Grade 7: 76% I am happy to be at this school. Grade 5: 84%; Grade 7: 81% I feel like I am part of this school. Grade 5: 73%; Grade 7: 71% Teachers at this school treat students fairly. Grade 5: 84%; Grade 7: 70% I feel safe in my school. Grade 5: 78%; Grade 7: 82%

Priority 6 School Climate (Local Indicator) - CHKS will not be administered this school year. There will be a pupil expulsion rate of 0%. Priority 8: The percentage of students in the Healthy Fitness Zone for the 2017-2018 Physical Fitness Test for grades 7 and 5 will be equal to or higher than: Aerobic Capacity: 72.32%; 53.44% Body Composition: 62.54%; 63.98% Abdominal Strength: 84.31%; 54.82% Trunk Strength: 78.87%; 73.98% Upper Body Strength: 82.69%; 62.14% Flexibility: 70.83%; 41.48% We are not a high school district, therefore high school metrics do not apply.

will be administered and student reports of school connectedness and feelings of safety will be maintained or increase. There will be a pupil expulsion rate of 0%. Priority 8: The percentage of students in the Healthy Fitness Zone for the 2018-2019 Physical Fitness Test for grades 7 and 5 will be equal to or higher than the 2017-2018 scores: Aerobic Capacity: 71.31%; 51.7% Body Composition: 61.16%; 58.94% Abdominal Strength: 79.50%; 59.21% Trunk Strength: 78.27%; 74.07% Upper Body Strength: 81.34%; 63.4% Flexibility: 73.89%; 42.49% We are not a high school district, therefore high school metrics do not apply.

The percentage of students in the Healthy Fitness Zone for the 2019-2020 Physical Fitness Test for grades 7 and 5 will be 70% in all areas for 5th graders and 75% in all areas for 7th graders. We are not a high school district, therefore high school metrics do not apply.

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Grade 5 Perceptions of Caring Adults and High Expectations - Most or All of the Time responses At school, teachers and other grown ups... ...care about me. 84% ...listen to me when I have something to say. 73% ...tell me when I do a good job. 78% ...believe that I can do a good job. 89% Student safety: Grade 5: 83% feel safe at school all or most of the time. Grade 7: 81% feel safe or very safe at school. Priority 8: The following data is the percentage of students in the Healthy Fitness Zone for the 2016-2017 Physical Fitness Test for grades 7 and 5: Aerobic Capacity: 72.32%; 53.44% Body Composition: 62.54%; 63.98%

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Abdominal Strength: 84.31%; 54.82% Trunk Strength: 78.87%; 73.98% Upper Body Strength: 82.69%; 62.14% Flexibility: 70.83%; 41.48% We are not a high school district, therefore high school metrics do not apply. This information was presented to the SUSD governing board on May 18, 2017.




X All X All Schools

OR





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue Five Year Deferred Maintenance Plan to support learning environments for unduplicated students




Continued maintenance and upgrades to district facilities - Contribution to Deferred Maintenance Fund






OR




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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue PBIS implementation to support unduplicated learners




PBIS Implementation - Services



Source LCFF LCFF Budget Reference



Source LCFF LCFF Budget Reference

Substitute teachers for training attendance - salaries and benefits

Substitute teachers for training attendance - salaries and benefits

Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain Student Assistant Specialist Services through Center for Human Services (counseling support)




Student Assistant Specialist Services - Services





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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain physical education materials at all sites for P.E. standard implementation to promote health and fitness for unduplicated students










OR

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X Schoolwide Specific Schools: Elementary schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue Community Academic Summer Programs at school sites with an emphasis on serving unduplicated student populations




Summer Program - Salaries and Benefits







Action 6

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


X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Health Services - Health clerks, LVN - 3 FTE

Health Services - Health clerks, LVN - 3 FTE, additional RN

Health Services - Health clerks, LVN - 3 FTE


LVN - salaries and benefits

LVN and RN - salaries and benefits

LVN and RN - salaries and benefits


Health clerks - salaries and benefits



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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue athletic programs Continue athletic programs Continue athletic programs Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $36,000 $36,000 $51,000 $36,000 $36,000 $51,000 Source LCFF LCFF LCFF $36,000 $36,000 $51,000 Budget Reference

Coaches and Referees - salaries and benefits for work and athletic stipends



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Athletic travel - services




Security

Security - salaries and benefits

Security - salaries and benefits



X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services (Year off from survey) Administer CA Healthy Kids Survey

Administer CA Healthy Kids Survey (Year off from survey) Administer CA Healthy Kids Survey


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Year 2017-18 2018-19 2019-20 Amount $500 $500 Source LCFF $500 Budget Reference

CA Healthy Kids Survey - Services




OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continue to increase safety for students, particularly for low income students




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Zonar Student Transportation Tracking System - Materials and Supplies




Yard supervision materials and supplies




Campus supervisor at Prescott JH - salaries and benefits






OR






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X New Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services This action did not exist in the 17-18 school year.


2018-2019 was the last contracted year for the Cultural Proficiency Professional Development and the Cultural Proficiency Committee.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $17,923 $17,923 Source LCFF $17,923 Budget Reference

Salaries and benefits for substitute teachers


Consultant contract - services




OR

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X Schoolwide Specific Schools: Chrysler Elementary School




X New Action X New Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services This action did not exist in the 17-18 school year.



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 140,951 149,017 0 140,951 149,017 Source LCFF LCFF 0 140,951 149,017 Budget Reference

Salary and benefits

Salary and benefits

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

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

$6,455,567 22.12% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Based on staff and stakeholder feedback and research on effective practices, we are implementing additional LCAP Actions/Services to improve services for the low income, English learner, and foster youth. Some significant actions to improve services are: 1. Fully fund three instructional coaches whose primary responsibility is to support teachers in working with English learners and low income students - LEA-wide. See LCAP Goal 1 (pp. 48-49). 2. Hire new highly qualified teachers with expertise in serving English learners and expertise in serving students with disabilities - LEA-wide. See LCAP Goal 1 (pp. 42-43). 3. Fully fund instructional paraprofessionals, who principally support students in the unduplicated population - LEA-wide. See LCAP Goal 1 (pp. 51-53). 4. Continue purchase of CCSS curriculum and supplies and focus on materials containing alternative curriculum for students with disabilities and specific curriculum for English Learners, especially newcomers and emerging English Learner - LEA-wides. See LCAP Goal 1 (pp.45-46). 5. Add one technology support staff member so that every school site has a full time on-site technician to support English Learner learning - LEA-wide. See LCAP Goal 1 (pp. 46-48).

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6. Fund student participation in the county Math Blast and Spelling Bee, encouraging students in the unduplicated population to participate - LEA-wide. See LCAP Goal 1 (pp. 53-54). 7. Offer AVID (Advancement Via Individual Determination) programming at Prescott Junior High, encouraging our unduplicated population to pursue a college degree through college preparedness - Schoolwide at Prescott Junior High. See LCAP Goal 1 (pp. ). 8. Continue PBIS implementation with special training to support students with disabilities, low income students, English learners, and foster youth - LEA-wide. See LCAP Goal 3 (pp. 72-73). 9. Create a Cultural Proficiency Committee with ongoing learning and work in the area of unconscious bias and closing the achievement gap with a focus on low income students, English learners, and foster youth - LEA-wide. See LCAP Goal 3 (pp. 81-82). 10. Hire a Vice Principal to work at Chrysler Elementary School in order to support learning and safety goals at that school - Chrysler Elementary population is primarily an unduplicated population school - School-wide at Chrysler Elementary School. See LCAP Goal 3 (pp.82-83). ------- ------- LCAP Year: 2018-19



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Based on staff and stakeholder feedback and research on effective practices, we are implementing additional LCAP Actions/Services to improve services for the low income, English learner, and foster youth. Some significant actions to improve services are: 1. Fully fund three instructional coaches whose primary responsibility is to support teachers in working with English learners and low income students - LEA-wide. See LCAP Goal 1 (pp. 48-49). 2. Hire new highly qualified teachers with expertise in serving English learners and expertise in serving students with disabilities - LEA-wide. See LCAP Goal 1 (pp. 42-43). 3. Fully fund instructional paraprofessionals, who principally support students in the unduplicated population - LEA-wide. See LCAP Goal 1 (pp. 51-53). 4. Continue purchase of CCSS curriculum and supplies and focus on materials containing alternative curriculum for students with disabilities and specific curriculum for English Learners, especially newcomers and emerging English Learner - LEA-wides. See LCAP Goal 1 (pp.45-46). 5. Add one technology support staff member so that every school site has a full time on-site technician to support English Learner learning - LEA-wide. See LCAP Goal 1 (pp. 46-48). 6. Fund student participation in the county Math Blast and Spelling Bee, encouraging students in the unduplicated population to participate - LEA-wide. See LCAP Goal 1 (pp. 53-54). 7. Offer AVID (Advancement Via Individual Determination) programming at Prescott Junior High, encouraging our unduplicated population to pursue a college degree through college preparedness - Schoolwide at Prescott Junior High. See LCAP Goal 1 (pp. ). 8. Continue PBIS implementation with special training to support students with disabilities, low income students, English learners, and foster youth - LEA-wide. See LCAP Goal 3 (pp. 72-73). 9. Create a Cultural Proficiency Committee with ongoing learning and work in the area of unconscious bias and closing the achievement gap with a focus on low income students, English learners, and foster youth - LEA-wide. See LCAP Goal 3 (pp. 81-82). 10. Hire a Vice Principal to work at Chrysler Elementary School in order to support learning and safety goals at that school - Chrysler Elementary population is primarily an unduplicated population school - School-wide at Chrysler Elementary School. See LCAP Goal 3 (pp.82-83).

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------- -------

LCAP Year: 2017-18



SUSD's LCAP goals reflect the State’s eight priorities and the identified needs of all students, most specifically those deemed eligible. A focal point for SUSD's 2016-2017 LCAP was increasing access and opportunity for students as well as providing consistent and effective interventions and enrichments, specifically related to instructional technology, STEM, music, English Language Development, and English Language Arts. For the 2017-2018 year, the focus of SUSD's LCAP is on increasing resources at the site levels related to ELA and math interventions, ELD, STEM, technology, and social/counseling/health services to students. Additionally, resources related to supporting all students’ growth with CCSS, ELD Standards, and NGSS will be a focus, as well as parent involvement at high levels. Input and recommendations continued to emphasize the need for increasing eligible students’ engagement in rigorous coursework, emotional and physical health services, access to technology, and embedded, timely supports based on effective use of supplemental and concentrated fund expenditures:

• Currently, 69.8% of SUSD’s students are considered “eligible” as defined by the state’s unduplicated count. Subsequently, all SUSD students will have the opportunity to educationally benefit from increased and improved services as they related to meeting all students’ academic, social, and personal needs while continuing to target and provide for our most needy.

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• SUSD’s unduplicated count of eligible students exceeds the state’s 55% threshold; therefore, SUSD will use LCFF funds to support a combination of districtwide and site-specific initiatives that include targeted academic interventions and enrichment; staff collaboration time to monitor student achievement; increased technology to enhance student engagement and teacher instruction, while supporting CCSS and STEM; and professional development to support SUSD’s initiatives of Common Core implementation, PLC’s, Learning Center Model, response to intervention, and effective instructional norms.

• A total of $2,440,648 has been allocated directly to school sites as Eligible Student Service funds and Low Performing Student Support funds which will be used to continue employing support personnel to meet the needs of targeted subgroups as well as provide additional materials, resources, and other areas of support.

• Funds have been allocated in the district’s budget to support other LCAP goals related to student interventions and enrichments, teacher collaboration time and professional development, technology, and safety.

• Site Single Plans for Student Achievement will continue to align to SUSD’s LCAP, as well as to SUSD’s Title III plan in an effort to define, implement, and monitor programs and funding related to increasing student achievement, attendance, and overall academic/social success.

Services provided in SUSD’s LCAP will expand and strengthen academic and behavior supports for low income, foster youth, English learners, and students with disabilities. The increase in proportionality for low income, EL, and foster youth students is 19.95% over prior year spending, and this LCAP exceeds this percentage significantly. The following services and supports reflect this increase: Services & supports for our eligible students will include those combined resources that target their academic needs related to math, ELD/ELA, and technology, as well as those which increase student access to supplemental programs, services, and opportunities (e.g. technology, music, interventions, enrichment, extended learning time, etc.) in order to promote well-rounded students who are college & career ready. A Response to Intervention system based on the Professional Learning Community Model has been created and implemented over this past year to accommodate both the academic and behavioral needs of eligible students particularly in the area of math and ELA related to intervention and enrichment. This system includes timely interventions based on immediate weekly assessment, diagnosis and referral to supports that include quality first teaching, small group instruction, extended learning time, inclusion, and rotation as well as an improved student study team process. Also, online math and ELA screening programs were utilized district wide to monitor students’ academic growth in these areas. Math 180 at the Junior High Level and Read 180 at all levels supported student learning for struggling and below grade level learners. In 2017-2018, instructional coach and induction program coordination will continue to support teaching and learning for all teachers, with a focus on newer teachers. Increased services will continue to expand in order to provide additional medical and behavior supports to eligible students as well as to their families; these supports include Student Assistant Services, academic counseling, AVID Program, PBIS program, health clerk and LVN support. Increased prevention, especially for English Learners, low income pupils, and foster youth includes the Jump Start Kindergarten

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program. Our Independent Study program supports students who for some reason (emotional, behavioral, attendance issues) need an alternative learning program. Community academic summer programs support English Learners, low income pupils, and foster youth by providing open libraries and computer labs and coursework in both academic and artistic realms. We will increase services to English Learner students through strong parent involvement and communication by maintaining a community liaison, maintaining a full time district bilingual liaison, and keeping front office time for strong customer service. SUSD provides eligible students with opportunities to become more involved in extra-curricular and rigorous programs, which include access to technology, athletic programs, and music programs. More resources have been allocated in grades 4-8 in order to increase students’ engagement, program participation, and early music and athletic foundation. ------- -------

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

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

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

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

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

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

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services


Demonstration of Increased or Improved Services for Unduplicated Students

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

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

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

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

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

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

mailto:[email protected]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

New/Modified/Unchanged:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

the academic year (July 1 – June 30).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 5,453,673.00 5,693,156.00 4,773,859.00 5,453,673.00 6,489,916.00 16,717,448.00 0.00 0.00 0.00 0.00 0.00 0.00 LCFF 5,453,673.00 5,693,156.00 4,699,724.00 5,453,673.00 6,489,916.00 16,643,313.00 Title III 0.00 0.00 74,135.00 0.00 0.00 74,135.00

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

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Total Expenditures by Object Type

Object Type 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 5,453,673.00 5,693,156.00 4,773,859.00 5,453,673.00 6,489,916.00 16,717,448.00 5,453,673.00 5,693,156.00 4,773,859.00 5,453,673.00 6,489,916.00 16,717,448.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

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

Total All Expenditure Types All Funding Sources 5,453,673.00 5,693,156.00 4,773,859.00 5,453,673.00 6,489,916.00 16,717,448.00 0.00 0.00 0.00 0.00 0.00 0.00 LCFF 5,453,673.00 5,693,156.00 4,699,724.00 5,453,673.00 6,489,916.00 16,643,313.00 Title III 0.00 0.00 74,135.00 0.00 0.00 74,135.00


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Total Expenditures by Goal

Goal 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 4,213,924.00 4,457,187.00 3,881,010.00 4,213,924.00 5,085,405.00 13,180,339.00

Goal 2 196,201.00 190,873.00 144,126.00 196,201.00 210,882.00 551,209.00

Goal 3 1,043,548.00 1,045,096.00 748,723.00 1,043,548.00 1,193,629.00 2,985,900.00

Goal 4 0.00 0.00 0.00 0.00

Goal 5 0.00 0.00 0.00 0.00

Goal 6 0.00 0.00 0.00 0.00

Goal 7 0.00 0.00 0.00 0.00

Goal 8 0.00 0.00 0.00 0.00

Goal 9 0.00 0.00 0.00 0.00 * Totals based on expenditure amounts in goal and annual update sections.

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Expenditures Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

Documents

LCFF Budget Overview for Parents€¦ · Based on the Fall 2018 Dashboard release for California's accountability system, we are proud of the following successes in the Stanislaus