SOLANO COUNTY BOARD OF EDUCATION · 2020-05-06 · SOLANO COUNTY BOARD OF EDUCATION . Regular Meeting . Wednesday, May 13, 2020 . 6:00 PM. This meeting is being held pursuant to Executive

SOLANO COUNTY BOARD OF EDUCATION Regular Meeting

Wednesday, May 13, 2020 6:00 PM

This meeting is being held pursuant to Executive Orders N-29-20 issued by

California Governor Gavin Newsom on March 17, 2020, and N-35- 20 issued March 21, 2020. There will not be a physical location for this meeting.

Members of the public may attend remotely by Zoom Webinar format or telephone. The meeting will be recorded.

• Zoom link: https://solanocoe.zoom.us/j/94487931899 Webinar ID: 944 8793 1899

• Telephone: (669) 900-9128

Public Comments may be submitted prior to or during the meeting using the link below or by visiting SCOE’s website.

Comments are limited to 2500 characters

https://www.solanocoe.net/county-board www.solanocoe.net

Solano County Board of Education May 13, 2020 Regular Session

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SOLANO COUNTY BOARD OF EDUCATION

Regular Session Wednesday, May 13, 2020

6:00 PM

AGENDA

I. CALL TO ORDER IN OPEN SESSION AND PLEDGE OF ALLEGIANCE TO THE FLAG

American Flag.jpg II. ROLL CALL

Peggy Cohen-Thompson, President (Trustee Area 7) Michelle Coleman, Vice President (Trustee Area 1) Elease Cheek (Trustee Area 5) Dana Dean (Trustee Area 3) Ginger Dunne (Trustee Area 6) Teresa Lavell (Trustee Area 4) Amy Sharp (Trustee Area 2) Lisette Estrella-Henderson, Secretary

III. APPROVAL AND ADOPTION OF AGENDA (ROLL CALL VOTE)


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This meeting is being held pursuant to Executive Orders N-29-20 issued by California Governor Gavin Newsom on March 17, 2020, and N-35-20 issued March 21, 2020. There will not be a physical location for this meeting. Members of the public may attend remotely by Zoom Webinar format or telephone. The meeting will be recorded.

• Zoom link: https://solanocoe.zoom.us/j/94487931899 (Webinar ID: 944 8793 1899) • Telephone: (669) 900-9128

Public Comments on agenda items, or matters within the Board’s jurisdiction that are not on the agenda, may be submitted prior to or during the meeting using the link below or visiting SCOE’s website.

https://www.solanocoe.net/county-board www.solanocoe.net

The Solano County Office of Education (SCOE) does not discriminate against persons with disabilities. Persons with disabilities who wish to view this meeting and require assistance to do so should contact the Chief Assistant to the County Superintendent at (707) 399-4402 at least 48 hours in advance of the meeting to make reasonable arrangements to ensure accessibility. Language translation services and American Sign Language (ASL) interpreters will be provided with a minimum notice of three business days prior to the meeting. Non-confidential materials related to an item on this agenda that were submitted to the Board after distribution of the agenda packet are available for public inspection on SCOE’s website (www.solanocoe.net).

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IV. CONSENT ITEMS All matters listed under the Consent Items are considered to be routine and will be enacted by the Board in one motion. There will be no discussion on these items prior to the time the Board votes on the motion unless members of the Board, staff, or the public request specific items to be removed from Consent Items for discussion and individual consideration for action. (ROLL CALL VOTE)

IV.a Resolution -- National Asian/Pacific American Heritage Month

Proposed Resolution No. B19-20-29 recognizes May as National Asian/Pacific American Heritage Month and honors generations of Americans from Asian and Pacific Islander descent who have enriched our Nation’s history and contributed to its success. ACTION: Adopt Resolution No. B19-20-29. Res B19-20-29 - Nat Asian Amer Heritage Mo.pdf

IV.b Resolution -- National Foster Care Month

Proposed Resolution No. B19-20-30 recognizes May as National Foster Care Month. ACTION: Adopt Resolution No. B19-20-30. Res B19-20-30 - Natl Foster Care Mo.pdf

IV.c Resolution -- Classified School Employee Week

Proposed Resolution No. B19-20-31 supports the designation of May 17-23, 2020, as Classified School Employee Week. ACTION: Adopt Resolution No. B19-20-31. Res B19-20-31 - Classified School Emp Wk.pdf

IV.d Resolution -- National School Nurse Day

Proposed Resolution No. B19-20-32 recognizes May 6, 2020, as National School Nurse Day. ACTION: Adopt Resolution No. B19-20-32. Res B19-20-32 - Nat School Nurse Day.pdf

IV.e Resolution -- California Day of the Teacher

Proposed Resolution No. B19-20-33 supports the designation of May 13, 2020, as California Day of the Teacher. Action: Adopt Resolution No. B19-20-33. Res B19-20-33 - CA Day of the Teacher.pdf

IV.f Resolution -- Anniversary of Brown v. Board of Education of Topeka

Proposed Resolution No. B19-20-34 recognizes May 17, 2020, as the 66th anniversary of the U.S. Supreme Court’s decision that effectively denied the legal basis for segregation and forever changed race relations in our nation. ACTION: Adopt Resolution No. B19-20-34. Res B19-20-34 - Anniv Brown vs Brd of Ed of Topeka.pdf


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IV.g Resolution – Board Member Absence The Board will consider the following proposed resolutions regarding excusing and compensating Board Members for absences in accordance with Education Code section 1090(d) and Board Policy 9250(I). • Resolution No. B19-20-35 -- Trustee Cohen-Thompson (02/19/20 County Committee

meeting) Res B19-20-35 - Brd Mbr Absence-PCT.pdf • Resolution No. B19-20-36 -- Trustee Coleman (02/24/20 County Committee meeting)

Res B19-20-36 - Brd Mbr Absence-MC1.pdf • Resolution No. B19-20-37 -- Trustee Coleman (03/11/20 Regular Board meeting)

Res B19-20-37 - Brd Mbr Absence-MC2.pdf • Resolution No. B19-20-38 -- Trustee Dunne (03/11/20 Regular Board meeting)

Res B19-20-38 - Brd Mbr Absence-GD.pdf ACTION: Adopt Resolution Nos. B19-20-35, B19-20-36, B19-20-37, and B19-20-38.

IV.h 2019-20 Budget Revisions November through January

Budget revisions from November 2019 to January 2020 that exceed $25,000 are presented for Board approval. The revisions to the various Funds adjust revenues and expenditures for restricted programs and County Office of Education Programs. ACTION: Adopt the budget revisions. 2020-04 Combined Budget Revisions Report.pdf

IV.i Acceptance of Donations and Gifts

Donations and gifts received are listed on the attachment. ACTION: Accept the donations and gifts received, and request that the Superintendent write letters of appreciation to the donors. Donations - May 2020.pdf

IV.j Approval and Adoption of Minutes

ACTION: Consider adopting the minutes of the regular meeting of March 11, 2020.

IV.k Approval and Adoption of Past Minutes

ACTION: Per the Board’s request, consider adopting the minutes of the February 2019 regular meeting, April 2019 special meetings, and February 2020 regular and special meetings.

V. COMMENTS FROM THE COMMUNITY

The County Board of Education is aware of the importance of providing an opportunity for community members to address the Board regarding matters within the Board’s jurisdiction that are not on the agenda. Those wishing to speak are asked to submit a Request to Comment form using the following link before the first speaker is called upon. Comments will be read in accordance with the instructions at the top of the agenda and in the order in which they are received. Commenters are requested to identify themselves by name.

https://www.solanocoe.net/county-board VI. CORRESPONDENCE


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VII. SUPERINTENDENT'S REPORT

VII.a SCOE Teacher of the Year Recognition Staff will introduce the winner of SCOE's Teacher of the Year Recognition Program who will be recognized by the Board and County Superintendent.

VII.b Facilities Needs

Staff will give a presentation regarding the needs for additional space that would be met through a lease. 2020-03-16 Needs for Additional Meeting-Conferencing Space.pdf

VII.c Quarterly Report on Williams Uniform Complaints

As part of the Williams Uniform Complaint Procedures, school districts and SCOE are each required to report quarterly summary data regarding the nature and resolution of all complaints. The Board will receive a report on the number of complaints by general subject area as well as the number of resolved and unresolved complaints for SCOE’s Juvenile Court and Community School (JCCS) and Juvenile Detention Facility (JDF) programs. No complaints were filed with these programs during the time period of January 1 – March 30, 2020.

Quarterly Report on Williams Uniform Co signed.pdf

VII.d Charter School Update Staff will provide a charter school update. ELITE - 2nd Interim Revision - 04102020.pdf Distance Learning Plan 2020 (002).docx ELITE Charter Reporting schedule 4-23-20.pdf

VII.e State Budget Update

Staff will give an update regarding changes to the Governor's January budget proposal.

VII.f Local Control and Accountability Plan (LCAP) Update Staff will provide an update on the LCAP development process. LCAP Progress Report May 13 2020-Revised.pptx 2020 Local Control and Accountability Plan (Annual Update) 2020 Local Control and Accountability Plan Draft

VII.g COVID-19 Pandemic Response Update Superintendent Estrella-Henderson will share program highlights.

VII.h Human Resources Report

Staff will report on routine personnel matters. New Hires to Board 4-28-2020.pdf

VII.i Meetings/Special Dates

Due to existing shelter-at-home orders, many upcoming meetings, events, and special dates have been cancelled or postponed. Updates will be forwarded as they are received.


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VII.j Temporary Certificates Temporary certificates approved by the County Superintendent are attached. TCC Report 2020 3 24 to 2020 4 27.pdf TCC Report 2020 2 19 to 2020 3 23.pdf

VIII. AGENDA ITEMS REMOVED FROM CONSENT ITEMS

Upon request by a Board Member, staff member, or a member of the public, matters removed from the Consent Items will be discussed and given individual consideration for action. (ROLL CALL VOTE)

IX. BOARD DISCUSSION

IX.a Board Member Requests In accordance with Board Policy 9250, Board members may request to represent the Board in an education-related activity and specify the desired level of support necessary for the activity. Actual and necessary expenses incurred while discharging these official duties will be paid from the County School Service Fund as permitted by law and SCOE’s travel policies. Requests will be placed on a future agenda for action.

IX.b Suggestions on Future Board Agenda Items

Board members may suggest future topics to be coordinated by the County Superintendent and presented by SCOE staff or external presenters.

IX.c Board Member Activity Reports

Board members may give a brief report on their recent activities including visits to SCOE program sites or attendance at educational conferences and workshops.

X. ADJOURNMENT OF MEETING


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SOLANO COUNTY BOARD OF EDUCATION Solano County, California

RESOLUTION NO. B19-20-29 NATIONAL ASIAN/PACIFIC AMERICAN HERITAGE MONTH

WHEREAS, California is home to approximately 749,000 public school students of Asian or Pacific Islander descent in kindergarten through grade twelve, with over 8,400 of these K-12 students and more than 1,400 community college students residing in Solano County; and WHEREAS, these students, whose ancestors came to America with hope of a better life, reflect the great tapestry of cultures and customs of the more than 30 countries that comprise the continent of Asia and the Pacific Islands of Melanesia, Micronesia, and Polynesia, each with its own unique history, traditions, food, and languages; and WHEREAS, Asian/Pacific American Heritage Month is celebrated annually at the local, state, and national levels to honor the many achievements of Asian Americans, Native Hawaiians, and Pacific Islanders and their contributions toward building and strengthening our great country; and WHEREAS, the United States Congress, by Public Law 102-450, as amended, designated the month of May as Asian/Pacific American Heritage Month, to commemorate the immigration of the first Japanese to the United States on May 7, 1843, and to mark the anniversary of the completion of the transcontinental railroad on May 10, 1869, which the majority of the workers who laid the tracks were Chinese immigrants who endured harassment, violence, hardships, adverse working conditions, and discrimination; and WHEREAS, the theme of this year’s Asian/Pacific American Heritage Month is “Unite Our Nation by Empowering Equality,” which is the culmination of the 2017-2020 “Unite” series and focuses on diversity, inclusion, and leadership to advance the Asian/Pacific American community. NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education does hereby recognize the month of May as National Asian/Pacific American Heritage Month and encourages students and all citizens to reflect on the experiences and celebrate the achievements of Asian Americans, Native Hawaiians, and Pacific Islanders, remembering how they have helped define our nation’s history since the arrival of the first Asian and Pacific Islander immigrants over 175 years ago; find opportunities to develop pride in their own identity and heritage; seek the common humanity underlying all people by understanding, respecting, and accepting the uniqueness and traditions of diverse groups of people; and broaden their knowledge by participating in appropriate multicultural activities that increase their human understanding. PASSED AND ADOPTED this 13th day of May 2020, by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:

CERTIFICATION I, Lisette Estrella-Henderson, Secretary to the Solano County Board of Education, Solano County, California, do hereby certify that the foregoing is a full, true, and correct copy of a resolution adopted by said Board at a regular meeting thereof held on the above stated date, which resolution is on file in the office of said Board.

Secretary's Signature Date

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RESOLUTION NO. B19-20-30 NATIONAL FOSTER CARE MONTH

WHEREAS, over 440,000 children and youth in the United States live in foster care, and they are among society’s most vulnerable, often having been abused and/or neglected, with tens of thousands of them aging-out of care each year when they turn 18 years old; and

WHEREAS, just over 59,000 foster children and youth live in California, and Solano County is home to nearly 258 school-age children and youth in foster care; and

WHEREAS, the Solano County Office of Education’s (SCOE) Educational Services Department provides much-needed support to at-risk students in a variety of settings and is focused on improving these students’ well-being and education outcomes; and

WHEREAS, since only about half of the children in foster care complete high school by the age of 18, and less than 3% graduate college, SCOE’s Foster Youth Services programs exist to mitigate the trauma experienced by students in foster care and enable them to succeed academically and fulfill their infinite potential; and

WHEREAS, in order to be their best selves, young people need an atmosphere in which they can live safely, be healthy, and thrive; therefore, organizations nationwide have declared May as Foster Care Month to increase awareness of the urgent needs of children and youth in foster care and pay tribute to those dedicated foster parents who open their hearts and homes to offer a caring family environment; and

WHEREAS, SCOE demonstrates its commitment to improving the educational outcomes of children and youth in foster care by supporting National Foster Care Month events throughout Solano County during the month of May.

NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education, hereby acknowledges the month of May as National Foster Care Month and requests that elected officials in the County of Solano and all of its citizens recognize the unique needs of children and youth in foster care, and increase both an awareness of this issue as well as their commitment to helping these young people succeed.

PASSED AND ADOPTED this 13th day of May 2020, by the Solano County Board of Education, Solano County, California, by the following vote:

AYES: NOES: ABSTAIN: ABSENT:

CERTIFICATION I, Lisette Estrella-Henderson, Secretary to the Solano County Board of Education, Solano County, California, do hereby certify that the foregoing is a full, true, and correct copy of a resolution adopted by said Board at a regular meeting thereof held on the above-stated date, which resolution is on file in the office of said Board.

_____________________________________________ Secretary's Signature Date

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RESOLUTION NO. B19-20-31 CLASSIFIED SCHOOL EMPLOYEE WEEK

WHEREAS, the education of our youth is imperative to our school districts, county, state, nation, and world, and our public school system depends on classified school employees to connect with and care about students, foster a safe environment, reach out to advance learning, and be its backbone, often under challenging circumstances; and WHEREAS, California’s public schools employ approximately 262,000 classified staff positions with Solano County’s public schools employing close to 2,475 classified staff who provide efficient, effective support and ancillary services, which are essential to facilitating excellent teaching, sound administration, and high achievement by students; and WHEREAS, since the passage of California Senate Bill 1552 in 1986, the third week in May has been designated to honor the significant contributions of classified school employees and recognize the valuable services that classified professionals provide to our students, schools, and the Solano County Office of Education, many of whom work directly with our children, staff, parents, volunteers, vendors, business partners, and community members, and are responsible for the general well-being of our students, thus contributing to the establishment and promotion of an effective instructional environment and creating a positive perception of their institutions as well as the public school system; and WHEREAS, classified employees are the heartbeat of our schools, ensure the smooth operation of our organization, and serve as important and trusted ambassadors for our schools and programs while working as paraprofessionals; library aides; clerical, financial, technology, and office support staff; cafeteria and other nutrition-related workers; school transportation staff; and custodial, maintenance, facilities, and operations workers, all serving an integral role in providing for the welfare and safety of our students; and WHEREAS, from classroom to playground, cafeteria to business office, from boarding the school bus until heading home at the end of the day, classified employees are integral to public education as they touch every aspect of a student’s educational experience and make a difference in their lives by helping them learn vital skills, ensuring their care and safety, and conducting smooth daily operations. NOW, THEREFORE, BE IT RESOLVED that the Solano County Board of Education hereby honors the hard work, contributions, and dedication of these everyday heroes and encourages students, parents, and all citizens to give classified professionals the appreciation they deserve for adding value to our students’ lives and our communities each day and for the caring, committed, and vital work they perform as they go above and beyond, while often going unnoticed, and the Board joins the California Legislature in recognizing the week of May 17-23, 2020, as Classified School Employee Week. PASSED AND ADOPTED this 13th day of May 2020 by the Solano County Board of Education, Solano County, California, by the following vote:

AYES: NOES: ABSTAIN: ABSENT:



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RESOLUTION NO. B19-20-32 NATIONAL SCHOOL NURSE DAY

WHEREAS, our children are our most valuable resource, and investing in the physical, mental, social, and emotional well-being of our children is paramount to their growth and development and directly affects their educational progress and the future of our community, state, nation, and world; and WHEREAS, California Credentialed School Nurses are dedicated healthcare professionals and members of the educational team who understand the link between health and learning as they work in collaboration with families, schools, and communities to develop and promote comprehensive healthcare programs for our children and strengthen and facilitate the educational process through maintenance and promotion of the health status of our students, including our nation’s most medically fragile children with complex and life-threatening health problems that require care in school; and WHEREAS, in addition to providing for the immediate health needs of students, nurses working in elementary and secondary schools continually promote healthy lifestyles, provide diligent care for disease control, supply health and safety education to students and staff, and act as liaisons between the school community, parents, and healthcare providers on behalf of children’s health; and WHEREAS, schools with a full-time school nurse have about half the illness- or injury-related early releases, and improved attendance means healthy students in the classroom ready to learn, leads to better performance and productivity, contributes to reduced drop-out rates, saves time for other school administrators and staff who would have to spend time addressing the health concerns of students, and improves the general health of staff; and WHEREAS, since 1972, National School Nurse Day has been set aside to honor our nation’s nearly 96,000 school nurses and establish a better understanding of their function in the educational setting, with this year’s theme, “School Nurses: Supporting Students in Times of Crisis,” reflective of the significant role school nurses have in their schools including preparing for and responding to emergencies, modeling health and resiliency, removing barriers to learning, helping students meet new challenges, working to support education, making referrals to community resources, and advancing student health and, ultimately, academic outcomes, because healthy children learn better, and the school nurse is often the only health professional some students see on regular basis NOW, THEREFORE, BE IT RESOLVED that the Solano County Board of Education recognizes May 6, 2020, as "National School Nurse Day"; acknowledges the efforts of skilled school nurses to meet the daily needs of students by improving the effective delivery of healthcare in our schools; celebrates the accomplishments and contributions of school nurses to the health of our children; commends them for their commitment toward optimal wellness for all students; and urges all students and citizens to participate in observances that express appreciation for school nurses today and throughout the year. PASSED AND ADOPTED this 13th day of May 2020 by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:



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RESOLUTION NO. B19-20-33 CALIFORNIA DAY OF THE TEACHER

WHEREAS, an educated citizenry serves as the foundation of democracy, and teachers have the important task of helping today’s students become tomorrow’s leaders by opening their minds to knowledge, ideas, and dreams; encouraging and inspiring students to work to the best of their abilities; and laying the foundation for developing good citizens in our nation’s future workforce; and WHEREAS, few other professions touch as many lives with such a lasting effect, for, along with academic instruction, teachers provide students with valuable guidance, support, and encouragement and fill many roles as listeners, role models, motivators, mentors, advocates, inventors, problem solvers, explorers, idealists, dreamers, debaters, negotiators, adventurers, and mediators; and WHEREAS, California Education Code section 37222 sets aside the second Wednesday in May as the Day of the Teacher, and we pay tribute to the difficult, yet rewarding, work of our dedicated teachers, with California’s approximately 307,000 public school teachers being among the best educated and most credentialed instructors in the country, about 3,000 of whom teach in Solano County; and WHEREAS, California owes much of its success to its public schools, colleges, and universities, which are the cornerstones of strong communities and produce the scientists, technicians, engineers, and educated workforce needed to maintain a strong economy, and it is our teachers who are deeply committed to the success of every student and use their many extraordinary skills to reach students in unique and different ways to ensure learning continues even during times of local, national, or global crisis; and WHEREAS, the best teachers provide the resources and opportunities students need to succeed and ensure they have the skills necessary for a bright, productive future; understand their students’ strengths and weaknesses and offer diverse approaches, for the quality of all students’ educational experiences depends significantly upon the quality of their teachers, because our teachers continue to influence us long after our school days are only memories; and WHEREAS, this year marks the 157th anniversary of the California Teachers Association (CTA) and the 38th anniversary of California’s Day of the Teacher with this year’s relevant theme, “Inspiring Generations, One Student at a Time,” to highlight the many California K-14 educators who have been providing the quality public education our students deserve for generations and making a lasting difference in the lives of California students. NOW, THEREFORE, BE IT RESOLVED that the Solano County Board of Education recognizes May 13, 2020, as "California Day of the Teacher" and understands that excellence in our state and county begins with our teachers, for good teaching grows in value and pays dividends far beyond the classroom. All citizens are encouraged to participate in observances that express their appreciation to teachers and the teaching profession and to honor our teachers whose instructional excellence in our public schools bring inventive practices and creativity into classrooms every day and produce the scholars and thinkers who lead California, the 5th largest economy in the world. PASSED AND ADOPTED this 13th day of May 2020 by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:



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RESOLUTION NO. B19-20-34 ANNIVERSARY OF BROWN V. BOARD OF EDUCATION OF TOPEKA

WHEREAS, quality education is essential to an informed citizenry and the foundation of our democratic society, and, when provided in a universal setting, enriches the learning experience; and

WHEREAS, access to quality education is the gateway to opportunity, our nation’s promise to all, and a fundamental goal under our form of government for every citizen regardless of race, religion, ethnic background, or economic circumstance; and

WHEREAS, May 17th marks the 66th anniversary of Brown v. Board of Education of Topeka, the 1954 unanimous landmark decision of the U.S. Supreme Court that “separate educational facilities are inherently unequal” and called for equity in public education; and

WHEREAS, the Brown v. Board of Education decision declared the discriminatory nature of, and denied the legal basis for, racial segregation in Kansas and 20 other states, forever changing race relations in the United States and providing the foundation for dramatic educational reform and improvement in communities and districts making it a priority for all students to have a high-quality education and opportunities for success; and

WHEREAS, Article 1, Section 28(c) of the Constitution gives all students, teachers, and staff the right to safe, secure, and peaceful schools, and considerable progress has been made since 1954; however, issues affecting their physical and psychological safety must continue to be proactively addressed and sustained for achievement and success by all students, teachers, and staff to be fully realized; and

WHEREAS, Education Code sections 233 and 233.5 formally embody the promise of Brown v. Board of Education and mandate proactive instruction of students on encouraging morals, manners, and citizenship while discouraging discrimination and hate crimes.

NOW, THEREFORE, BE IT RESOLVED that the Solano County Board of Education commemorates the anniversary of Brown v. Board of Education of Topeka and encourages schools, students, families, and local communities to remember, reflect, reconcile, and participate in strategies and activities that promote the principles of equity, justice, and character by practicing understanding and communication.

PASSED AND ADOPTED this 13th day of May 2020 by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:


Secretary's Signature Date 13


RESOLUTION NO. B19-20-35 EXCUSE BOARD MEMBER ABSENCE – PEGGY COHEN-THOMPSON

COUNTY COMMITTEE ON SCHOOL DISTRICT ORGANIZATION PUBLIC HEARING FEBRUARY 19, 2020

WHEREAS, the Solano County Board of Education has adopted Board Policy 9250 providing for the remuneration, reimbursement, and other benefits for Board members; and

WHEREAS, California Education Code (EC) section 1090, and Board Policy 9250, gives the Board authority, by resolution duly adopted and included within its minutes, to pay a Board member for a missed meeting when the reason for the absence meets the terms stated in §1090(d).

NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education affirms that PEGGY COHEN-THOMPSON (AREA 7) was absent from the COUNTY COMMITTEE ON SCHOOL DISTRICT ORGANIZATION PUBLIC HEARING on WEDNESDAY, FEBRUARY 19, 2020, for the following reason:

At the time of the meeting, the absent Board member was performing services elsewhere on behalf of the Board and with the Board’s prior consent.

At the time of the meeting, the absent Board member was ill or on jury duty.

X The Board member’s absence was due to a hardship* deemed acceptable by the Board as follows: PERSONAL BUSINESS (CONFLICTING COMMISSION MEETING)

. (* Hardship is defined the same as “personal necessity” authorized for employees of the

Solano County Office of Education such as appearance in court, religious holiday, death or serious illness/injury of immediate family member, personal emergency/accident, or personal business.)

BE IT FURTHER RESOLVED, that this Board does hereby declare that the absence of Trustee COHEN-THOMPSON on FEBRUARY 19, 2020, was of a nature to warrant full payment for that meeting.




14


RESOLUTION NO. B19-20-36 EXCUSE BOARD MEMBER ABSENCE – MICHELLE COLEMAN

COUNTY COMMITTEE ON SCHOOL DISTRICT ORGANIZATION PUBLIC HEARING FEBRUARY 24, 2020



NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education affirms that MICHELLE COLEMAN (AREA 1) was absent from the COUNTY COMMITTEE ON SCHOOL DISTRICT ORGANIZATION PUBLIC HEARING on MONDAY, FEBRUARY 24, 2020, for the following reason:



X The Board member’s absence was due to a hardship* deemed acceptable by the Board as follows: HARDSHIP/PERSONAL NECESSITY (SERIOUS ILLNESS/INJURY

OF IMMEDIATE FAMILY MEMBER) . (* Hardship is defined the same as “personal necessity” authorized for employees of the


BE IT FURTHER RESOLVED, that this Board does hereby declare that the absence of Trustee COLEMAN on FEBRUARY 24, 2020, was of a nature to warrant full payment for that meeting.




15


RESOLUTION NO. B19-20-37 EXCUSE BOARD MEMBER ABSENCE – MICHELLE COLEMAN

REGULAR BOARD MEETING MARCH 11, 2020



NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education affirms that MICHELLE COLEMAN (AREA 1) was absent from the REGULAR BOARD MEETING on WEDNESDAY, MARCH 11, 2020, for the following reason:






BE IT FURTHER RESOLVED, that this Board does hereby declare that the absence of Trustee COLEMAN on MARCH 11, 2020, was of a nature to warrant full payment for that meeting.




16


RESOLUTION NO. B19-20-38 EXCUSE BOARD MEMBER ABSENCE – GINGER DUNNE

REGULAR BOARD MEETING MARCH 11, 2020



NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education affirms that GINGER DUNNE (AREA 6) was absent from the REGULAR BOARD MEETING on WEDNESDAY, MARCH 11, 2020, for the following reason:






BE IT FURTHER RESOLVED, that this Board does hereby declare that the absence of Trustee DUNNE on MARCH 11, 2020, was of a nature to warrant full payment for that meeting.




17

INSTRUCTIONS ON HOW TO READ THE BUDGET REVISION REPORT

i

The budget revision entries are grouped by Fund and whether they are restricted or unrestricted. Restricted/Unrestricted meaning the column they fall under in the Standard Account Code Structure (SACS) budget document. See the picture below of a snapshot from the summary page of a SACS budget document.

The information regarding Fund and restricted/unrestricted are located within double solid bars on the report. This is what it looks like when the report starts a new Fund grouping.

At the top of each page you will see the grouping of Restricted/Unrestricted as reflected in the picture below.

Both groupings will be enclosed by a solid bar on top and bottom of the grouping.

Each grouping has a sum of the total net transactions that exceed $25,000. The grouping for the budget type of restricted/unrestricted looks as follows.

The grouping for the Fund looks as follows.

18


ii

Each budget revision is made up of two parts. A header section and a detail section.

Each budget revision is separated by a dashed line.

The header information of each budget entry is the same for all the detail entries related to the header. The header information indicates:

1. The date of the transaction. 2. The transaction number (which is there so that we know how to find the entry for research if a

member of the Board has a question about an entry). 3. Notes regarding the transaction. The notes are often truncated because the financial system

has a limit on the number of characters that can be included in the notes field.

The notes in the header section explains the reason for all the detail entries of that one entry.

19


iii

The detail section of a budget transfer has the following information:

1. Resource (RS) code of the SACS. The Resource code is used to classify revenues and resulting expenditures in accordance with restrictions or special reporting requirements placed on either of these aspects of Local Education Agency (LEA) financial activities by law or regulation. If a Resource is within the 0000 to 1999 range it is an unrestricted resource. If a Resource is within the 2000 to 9999 range it is a restricted resource.

a. Note: An unrestricted resource does not mean the revenues can be spent on anything and everything. It mainly means there are no reporting requirements for the revenues that require separate tracking. For example, regardless of whether a Resource revenue is restricted or unrestricted, those resources may not be used to purchase drinking alcohol, or to purchase the home furniture of a private citizen, etc...

2. Goal (GO) code of the SACS. The Goal code defines and objective or a set of objectives for the LEA. As an example, Instructional Goals are 1000-6999. The Goal code applies primarily to the expenditure accounts, but it may be used with revenue accounts.

3. Function (FN) code of the SACS. The Function code represents a general operational area in an LEA and groups together related activities. The Function describes the activities or services performed to accomplish a set of objectives or goal. For example, to provide the appropriate atmosphere or learning, LEAs transport students to school, teach students, feed students, and provide health services. Each of these activities is a Function.

4. Object (OB) code of the SACS. The Object code classifies expenditures according to the types of items purchased or services obtained. It classifies revenues by the general source and type of revenue. It also classifies balance sheet accounts as assets, liabilities, or fund balance.

5. The amount of the revision for the indicated combination of Fund (from the top of the grouping) RS-GO-FN-OB.

6. The percent this revision is of the Adopted the budget that was adopted at the beginning of the fiscal year by Fund, Restricted/Unrestricted, Object.

7. A description of the Object Code per the SACS. These descriptions are from the financial system and are often truncated to fit within the character limits of financial system description fields.

20


iv

If a detail line of a budget revision adjusts the fund balance the Revision and Object Description fields will be BLUE. The Object will be 97** and more than likely there will be no GO and FN as GO and FN is not required/allowed to be used with balance sheet Objects.

If a detail line of a budget revision does not adjust the fund balance the Revision and Object Description fields will be GREEN.

See the picture below of an example of an entry that has one line adjusting the fund balance and another entry that does not adjust the fund balance.

Note: Entries made to the 9790 Object code will always show as a 100% adjustment to the Adopted Budget. That is because the financial system doesn’t create a budget for fund balance accounts. Instead of creating an error by trying to divide a number by zero, the % change is reflected as a 100% adjustment by default.

21

Solano County Office of Education Budget Revision ReportFor the Months Starting Nov and Ending Jan of Fiscal Year 2020

Fund: 01 County School Service Fund

Budget Type: Restricted

Date Trans # Notes Regarding Transaction

Revision

11/4/2019 BR20‐00114 105‐1722 1st INT BUD REV TUITION

Object DescriptionRS GO FN OB % of Adopted Bud

‐87,365.00 ALL OTHER LOCAL REVENUE6500 5001 0000 8699 1.7625%


Revision

11/4/2019 BR20‐00115 1721 1ST INT SCH125‐144


101,893.00 MEDICAL‐CLASSIFIED6500 5750 1110 3402 4.5091%

‐217,978.00 CLASSIFIED INSTRUCTION6500 5750 1110 2100 4.2111%

‐25,847.00 STATE TEACHERS RETIREMENT SYS6500 5750 1110 3101 1.3189%

‐167,907.00 CERTIFICATED TEACHERS6500 5750 1110 1100 3.4455%


‐27,928.00 MEDICAL‐CLASSIFIED6500 5730 1110 3402 1.2359%


‐53,919.00 PUBLIC EMPLOYEES RETIR SYS6500 5750 1110 3202 2.6143%



25,237.00 FICA/SSI ‐ CLASSIFIED6500 5750 1110 3302 2.9458%

83,910.00 PUBLIC EMPLOYEES RETIR SYS6500 5750 1110 3202 4.0685%

55,619.00 STATE TEACHERS RETIREMENT SYS6500 5750 1110 3101 2.8381%

424,959.00 CLASSIFIED INSTRUCTION6500 5750 1110 2100 8.2098%

325,259.00 CERTIFICATED TEACHERS6500 5750 1110 1100 6.6745%





Revision

11/4/2019 BR20‐00116 1721 1ST INT SCH125‐144













‐25,237.00 FICA/SSI ‐ CLASSIFIED6500 5750 1110 3302 2.9458%

Page 1 of 10 This color = Does adjust fund balanceThis color = Does not adjust fund balance

Note: UNASSIGND/UNAPPRTD/UNR = Unassigned/Unappropriated fund balance

22










Revision

11/4/2019 BR20‐00117 1721 1ST INT SCH125‐144







25,237.00 FICA/SSI ‐ CLASSIFIED6500 5750 1110 3302 2.9458%














Revision

11/4/2019 BR20‐00118 1st INT 1721 SCH 101‐123& 706



104,040.00 PROF./CONSULTING SRVCS6500 5001 3143 5800 5.1602%


45,642.00 OTHER CLASSIFIED SALAR6500 5750 3141 2900 1.5241%









23




Revision

11/4/2019 BR20‐00119 CORR BUDG TRANS 1ST INT 1728 71730


‐98,260.00 AB602 DISTRIBUTION TO6500 5001 0000 8992 0.6210%


Revision

11/4/2019 BR20‐00120 CORR BUDG TRANS 1ST INT 1728 &1730


98,260.00 AB602 DISTRIBUTION TO6500 5001 0000 8992 0.6210%


Revision

11/6/2019 BR20‐00122 INCR MHSA BUDGET


734,152.00 ALL OTHER LOCAL REVENUE9640 0000 0000 8699 14.8108%

49,150.00 EQUIPMENT $500 ‐ $49,9999640 7150 2100 4400 40.8596%


62,119.00 TRANSFER OF INDIRECT COSTS9640 7150 7210 7310 2.2865%

30,000.00 SUBAGREEMENTS FOR SERV9640 7150 2100 5100 2.7205%



Revision

11/7/2019 BR20‐00125 ALIGN AT FIRST INTERIM


31,952.00 ALL OTHER FEDERAL REVE3410 0000 0000 8290 1.3539%


Revision

11/8/2019 BR20‐00128 P1 TAXES


1,444,078.00 PROPERTY TAXES TRANSFE6500 5001 0000 8097 30.9024%

‐1,444,078.00 AB602 DISTRIBUTION TO6500 5001 0000 8992 9.1271%


Revision

11/14/2019 BR20‐00134 CORR BUDG TRANS 1ST INT 1728 &1730




Revision

11/14/2019 BR20‐00135 1st INT ADJUST IMPACT AID REV


‐85,000.00 CONTRIBUTE FROM UNRSTR6500 5001 0000 8980 0.5372%




24




Revision

11/14/2019 BR20‐00139 CORR CODE & ALLOC AMT FOR YR 2 OF GRANT




‐31,352.00 CLASS SUPRVSRS' & ADMI9030 4900 4100 2300 4.9221%

‐40,000.00 OTHER CLASSIFIED SALAR9030 4900 4100 2900 1.3357%

‐118,543.00 PROF./CONSULTING SRVCS9030 4900 4100 5800 5.8795%


Revision

11/14/2019 BR20‐00140 ESTABLISH SWP BUDGET





Revision

11/14/2019 BR20‐00147 CLEAR TUPE M PROP 99 BDT ALLOCATION SPENT IN YR 2


‐244,750.00 ALL OTHER STATE REVENU6690 9999 0000 8590 11.3783%

‐43,030.00 TRANSFER OF INDIRECT COSTS6690 4900 7210 7310 1.5839%


‐150,209.00 MATERIALS & SUPPLIES6690 4900 4900 4300 23.4570%




Revision

11/15/2019 BR20‐00148 ADJ CARRYOVER


45,405.00 ALL OTHER STATE REVENU6685 9999 0000 8590 2.1109%


Revision

11/15/2019 BR20‐00149 SMART TV PURCHASES


‐53,000.00 UNASSIGND/UNAPPRTD/UNR5640 9790 100.0000%

53,000.00 TECHNOLOGY EQUIPMENT5640 5750 1110 4405 44.0602%


Revision

11/18/2019 BR20‐00153 REALIGN TO GRANT ALLOCATION


‐208,407.00 MATERIALS & SUPPLIES6695 4900 4900 4300 32.5453%







25




Revision

11/18/2019 BR20‐00155 CORR 6685 CARRYOVER




Revision

11/18/2019 BR20‐00156 FIRST INTERIM



38,000.00 CLASS SUPRVSRS' & ADMI6685 8600 2100 2300 5.9659%


Revision





Revision

11/18/2019 BR20‐00159 FIRST INTERIM REVISIONS


‐31,952.00 ALL OTHER FEDERAL REVE3410 0000 0000 8290 1.3539%


Revision

11/19/2019 BR20‐00167 1ST INTERIM REVISIONS


31,000.00 SOFTWARE SUPPORT & SUBSCRIP3025 3800 1000 5806 1.5375%



Revision

11/21/2019 BR20‐00172 ESTABLISH HEWLETT BUDGET





Revision






Revision



38,000.00 CLASS SUPRVSRS' & ADMI6685 8600 2100 2300 5.9659%




26




Revision

11/22/2019 BR20‐00184 EATON PO20‐00235 9500 TO 9550







Revision

1/28/2020 BR20‐00245 EHCY ADJ TO REVISED AWARD




Revision

1/29/2020 BR20‐00246 1730 VALLEJO DHH FR 3 TO 5 STUDENTS



178,000.00 AB602 DISTRIBUTION TO6500 5001 0000 8992 1.1250%


Total Net Restricted ‐159,757.00

Budget Type: Unrestricted


Revision

11/6/2019 BR20‐00122 INCR MHSA BUDGET




Revision

11/8/2019 BR20‐00128 P1 TAXES


89,920.00 ED REVENUE AUGMENT FUN0000 0000 0000 8045 0.7788%

2,270,997.00 COMMUNITY REDEVELOPMEN0000 0000 0000 8047 19.6691%

517,814.00 SECURED TAX ROLLS0000 0000 0000 8041 4.4848%

‐1,444,078.00 PROPERTY TAXES TRANSFE0000 0000 0000 8097 12.5072%


Revision

11/14/2019 BR20‐00141 1ST INT OFFSET FOR 8980


85,000.00 CONTRIBUTE FROM UNRSTR0000 0000 0000 8980 6.3863%



27




Revision

11/14/2019 BR20‐00144 1ST INT OFFSET FOR 8980


‐85,000.00 CONTRIBUTE FROM UNRSTR0000 0000 0000 8980 6.3863%


Revision

11/14/2019 BR20‐00145 1ST INT OFFSET


‐85,000.00 MAINT & OPER (PUB LAW0000 5750 0000 8110 38.6364%

85,000.00 CONTRIBUTE FROM UNRSTR0000 0000 0000 8980 6.3863%


Revision

11/14/2019 BR20‐00147 CLEAR TUPE M PROP 99 BDT ALLOCATION SPENT IN YR 2




Revision

11/18/2019 BR20‐00154 6695‐418 OFFSETS




Revision

11/19/2019 BR20‐00167 1ST INTERIM REVISIONS


214,569.00 UNASSIGND/UNAPPRTD/UNR0000 9790 100.0000%

‐33,341.00 CLERICAL, TECH. & OFFI0000 0000 7200 2400 1.7124%

‐47,344.00 CERT SUPRVSRS' & ADMIN0000 0000 7200 1300 2.5405%

‐35,016.00 CERT SUPRVSRS' & ADMIN0000 8600 2100 1300 1.8790%

‐47,828.00 INSURANCE0000 0000 7200 5400 30.2460%


Revision

11/20/2019 BR20‐00170 CHARTER OVERSIGHT ELITE


52,093.00 INTERAGENCY SVCS BETWE0000 0000 0000 8677 2.3123%


Revision

11/21/2019 BR20‐00176 BALANCE ACCOUNTS




Revision

11/21/2019 BR20‐00177 BALANCE ACCOUNTS





28



Total Net Unrestricted 1,562,299.00

1,402,542.00Total Net for Fund: 01 County School Service Fund



29


Fund: 04 Special Education Local Area Plan



Revision

11/13/2019 BR20‐00132 BR FOR INCREASE IN NPS COSTS


2,029,346.00 SUBAGREEMENTS FOR SERV6504 5750 1180 5100 34.5803%

2,029,346.00 TUITION6504 5001 0000 8710 44.5184%


Revision

11/18/2019 BR20‐00152 FIRST INTERIM REVISIONS




Revision

11/21/2019 BR20‐00171 BR FOR MAA REVENUE





Revision

1/10/2020 BR20‐00217 BR FOR CHILD HAVEN



‐200,000.00 UNASSIGND/UNAPPRTD/UNR6512 9790 100.0000%

Total Net Restricted 4,166,461.00

4,166,461.00Total Net for Fund: 04 Special Education Local Area Plan



30


Fund: 11 Adult Education Fund



Revision

11/7/2019 BR20‐00124 ESTABLISH CARRYOVER FR VUSD FOR CONSORTIUM





Revision

12/11/2019 BR20‐00198 BDGT ADULT EDUCATION GRANT



40,674.00 CERT SUPRVSRS' & ADMIN6391 4630 2100 1300 100.0000%


Revision

1/27/2020 BR20‐00240 CORR RESOURCE FR 9845 TO 6391






Total Net Restricted 309,578.00

309,578.00Total Net for Fund: 11 Adult Education Fund



31

Donations to Solano County Office of Education – May 2020

1

Description/Purpose Recipient Program Donor Estimated Value

(declared by donor) Monetary Donation for C‐STEM Camps Educational Services Soroptimist International of Central

Solano County Fairfield, CA

$14,500.00

Monetary Donation for GIRL/GIRL+ (Girls in Robotics Leadership) Camps

GIRL + Camp Valero Benicia Refinery Benicia, CA

$ 5,000.00

Six (6) $10 Gift Certificates for Solano County Science and Engineering Fair

Solano County Science and Engineering Fair

The Book Worm Educational Supplies Vallejo, CA

$ 60.00

Two (2) $25 Gift Cards for Solano County Science and Engineering Fair


Costco Wholesale $ 50.00

Monetary Donation for Solano County Science and Engineering Fair


Julia May (DKG) Napa, CA

$ 30.00

Science Kits for Solano County Science and Engineering Fair


Lakeshore Learning Materials San Bruno, CA

$ 200.00

One (1) $40 Gift Card for Solano County Science and Engineering Fair


The Napa Deli Fairfield, CA

$ 40.00

In Kind Contribution/Volunteering for Solano County Science and Engineering Fair


Nenita Mendoza Vallejo, CA

$ 50.00

One (1) $30 Gift Card for Solano County Science and Engineering Fair


Safeway Cordelia Fairfield, CA

$ 30.00

32

Donations to Solano County Office of Education – May 2020, Cont’d……

2

Description/Purpose Recipient Program Donor Estimated Value

(declared by donor) Monetary Donation for 2020 Transition Fair Workforce Development National Autism Resources, Inc.

Benicia, CA $ 100.00

Monetary Donation for 2020 Transition Fair Workforce Development North Bay Regional Center Napa, CA

$ 35.00

Monetary Donation for 2020 Transition Fair Workforce Development State Council on Developmental Disabilities Vallejo, CA

$ 10.00

Monetary and Non‐Cash Donation for Work‐Ready Celebration

Work‐Ready Certification Travis Credit Union Vacaville, CA

$ 1,500.00

TOTALS: Cash Non-Cash Monthly $20,645.00 $ 960.00 Year-to-Date $ 36,865.00 $ 9,410.00

Prior Year $ 12,630.00 $ 7,822.50

33

Conference –MeetingNeeds for more conferencing and meeting space 34

What has changed?

1. Solano County Office of Education services have grown since the COE main office building was built.• AB 2756 – Expanded Fiscal Oversight• Expanding of Educational Services Team (added responsibilities and supporting districts)• More responsibilities regarding Differentiated Assistance

2. With growth there is a need for more conference/meeting space.• Received more grants• Expanding partnerships with county mental health• More of a leadership role regionally and statewide 35

Current Realities

1. Current rooms are booked sometimes a year or two in advance.• Makes it very challenging to secure a conference room for meetings that come up during

the year.

2. We have meetings where we must split staff into separate meetings on separate days because of room capacity restrictions.

3. Some reserved meetings get displaced due to large events hosted by SCOE.

4. Our partners often have trouble booking our rooms for trainings.

36

What is to be gained?

1. The need for additional space is responsive to district, SELPA, and partner agency needs.

2. Allow districts to come together for more effective professional development reducing the need to repeat professional development multiple times to multiple audiences. For example:a) Large meetings regarding LCAP related needsb) Curriculum networks and professional learningc) Differentiated Assistance support and professional learningd) PBIS trainingse) SELPA trainings, meetings and professional learningf) Etc.

3. Allows best practices to be shared across multiple districts, region and statewide.37

What is to be gained? (continued)

4. Would allow us to host more regional and statewide meetings.

5. We commonly get requests to partner and host large regional and statewide meetings that we cannot currently accommodate. For example:

a) Equity Summit we hosted this year could have been hosted in our facilities instead of at a hotel.

b) Early learning summit could have been hosted here as well.

6. Larger space and break out rooms.

38

The Bigger Picture

1. Being able to bring more people into Solano County for such meetings would result in increased economic activity in the county.

2. Would help Solano be on the map and be a regional and statewide hub.

39

Finally

It helps us fulfill our role of bringing people together, making connections, and hosting county, regional and statewide meetings and professional learning.

40

Next Steps

41

Questions?

42

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45

Charter School Name:(continued)

CDS #:Charter Approving Entity:

County:Charter #:

Fiscal Year:

This charter school uses the following basis of accounting:X Accrual Basis (Applicable Capital Assets / Interest on Long-Term Debt / Long-Term Liabilities objects are 6900, 7438, 9400-9499, and 9660-9669)

Modified Accrual Basis (Applicable Capital Outlay / Debt Service objects are 6100-6170, 6200-6500, 7438, and 7439)

Description Object Code Unrestricted Restricted Total Unrestricted Restricted Total Unrestricted Restricted TotalA. REVENUES

1. LCFF Sources State Aid - Current Year 8011 3,255,964.46 - 3,255,964.46 1,857,554.00 - 1,857,554.00 2,999,033.75 - 2,999,033.75 Education Protection Account State Aid - Current Year 8012 85,108.10 - 85,108.10 44,265.00 - 44,265.00 81,264.19 - 81,264.19 State Aid - Prior Years 8019 - - - - - - - - -

Transfers to Charter Schools in Lieu of Property Taxes 8096 975,432.44 - 975,432.44 557,344.00 - 557,344.00 931,377.05 - 931,377.05 Other LCFF Transfers 8091, 8097 - - - Total, LCFFSources 4,316,505.00 - 4,316,505.00 2,459,163.00 - 2,459,163.00 4,011,675.00 - 4,011,675.00

2. Federal Revenues

Every Student Succeeds Act (Title I - V) 8290 - 158,945.00 158,945.00 - 43,526.00 43,526.00 - 138,610.00 138,610.00 Special Education - Federal 8181, 8182 - - - - - - - - - Child Nutrition - Federal 8220 - 227,458.04 227,458.04 - - - - 77,760.00 77,760.00 Donated Food Commodities 8221 - - - Other Federal Revenues 8110, 8260-8299 - - - - - - - - - Total, Federal Revenues - 386,403.04 386,403.04 - 43,526.00 43,526.00 - 216,370.00 216,370.00

3. Other State Revenues

Special Education - State StateRevSE - 231,068.49 231,068.49 - - - - 220,632.29 220,632.29 All Other State Revenues StateRevAO 88,086.88 13,210.98 101,297.86 - - - 84,108.44 13,210.98 97,319.42 Total, Other State Revenues 88,086.88 244,279.47 332,366.35 - - - 84,108.44 233,843.27 317,951.71

4. Other Local Revenues

All Other Local Revenues LocalRevAO 66,659.21 - 66,659.21 58,452.80 - 58,452.80 71,659.21 - 71,659.21 Total, Local Revenues 66,659.21 - 66,659.21 58,452.80 - 58,452.80 71,659.21 - 71,659.21

5. TOTAL REVENUES 4,471,251.09 630,682.51 5,101,933.60 2,517,615.80 43,526.00 2,561,141.80 4,167,442.65 450,213.27 4,617,655.91

B. EXPENDITURES

1. Certificated Salaries Certificated Teachers' Salaries 1100 1,155,941.27 124,648.35 1,280,589.62 641,244.34 38,352.40 679,596.74 1,120,720.01 73,806.09 1,194,526.10 Certificated Pupil Support Salaries 1200 56,950.00 - 56,950.00 34,545.94 - 34,545.94 56,950.00 - 56,950.00 Certificated Supervisors' and Administrators' Salaries 1300 180,666.67 - 180,666.67 137,666.65 - 137,666.65 225,790.32 - 225,790.32 Other Certificated Salaries 1900 - - - - - - - - - Total, Certificated Salaries 1,393,557.93 124,648.35 1,518,206.29 813,456.93 38,352.40 851,809.33 1,403,460.33 73,806.09 1,477,266.43

2. Non-certificated Salaries

Non-certificated Instructional Aides' Salaries 2100 88,103.51 - 88,103.51 62,543.19 - 62,543.19 104,804.11 28,591.00 133,395.11 Non-certificated Support Salaries 2200 124,051.60 - 124,051.60 96,970.73 - 96,970.73 113,706.95 - 113,706.95 Non-certificated Supervisors' and Administrators' Sal. 2300 - - - - - - - - - Clerical and Office Salaries 2400 83,542.13 - 83,542.13 75,426.04 2,599.18 78,025.22 79,296.13 4,246.00 83,542.13 Other Non-certificated Salaries 2900 - 124,511.00 124,511.00 4,222.00 59,151.39 63,373.39 12,622.86 75,422.10 88,044.96

1st Interim Budget Actuals thru 01/31 2nd Interim Budget

48-10488-0139030Solano County Office of EducationSolano20342019/20

CHARTER SCHOOL INTERIM FINANCIAL REPORT - ALTERNATIVE FORM

Second Interim Report - Detail

ELITE Public Schools

46

Total, Non-certificated Salaries 295,697.24 124,511.00 420,208.24 239,161.96 61,750.57 300,912.53 310,430.06 108,259.10 418,689.16

3. Employee Benefits STRS 3101-3102 173,890.40 807.01 174,697.41 82,930.53 400.00 83,330.53 179,041.55 807.01 179,848.56 PERS 3201-3202 - - - - - - - - - OASDI / Medicare / Alternative 3301-3302 66,180.04 18,768.09 84,948.13 43,756.75 5,500.00 49,256.75 66,521.78 13,310.57 79,832.35 Health and Welfare Benefits 3401-3402 187,416.67 26,541.67 213,958.33 155,219.56 7,000.00 162,219.56 190,937.50 20,854.17 211,791.67 Unemployment Insurance 3501-3502 15,448.38 1,842.75 17,291.13 503.81 - 503.81 16,281.38 1,842.75 18,124.13 Workers' Compensation Insurance 3601-3602 29,561.97 4,360.29 33,922.25 6,606.20 - 6,606.20 30,067.39 3,111.84 33,179.22 OPEB, Allocated 3701-3702 - - - - - - - - - OPEB, Active Employees 3751-3752 - - - - - - - - - Other Employee Benefits 3901-3902 - - - - - - - - - Total, Employee Benefits 472,497.45 52,319.81 524,817.26 289,016.85 12,900.00 301,916.85 482,849.60 39,926.33 522,775.93

4. Books and Supplies

Approved Textbooks and Core Curricula Materials 4100 287,791.43 12,634.57 300,426.00 276,341.88 - 276,341.88 281,080.80 27,799.20 308,880.00 Books and Other Reference Materials 4200 - - - 1,500.00 - 1,500.00 1,500.00 - 1,500.00 Materials and Supplies 4300 250,394.52 - 250,394.52 91,522.25 - 91,522.25 140,092.03 - 140,092.03 Noncapitalized Equipment 4400 166,428.19 - 166,428.19 63,327.79 - 63,327.79 77,584.19 - 77,584.19 Food 4700 10,744.73 256,512.39 267,257.12 - 92,787.85 92,787.85 - 129,600.00 129,600.00 Total, Books and Supplies 715,358.87 269,146.97 984,505.84 432,691.92 92,787.85 525,479.77 500,257.02 157,399.20 657,656.22

5. Services and Other Operating Expenditures

Subagreements for Services 5100 - - - - - - - - - Travel and Conferences 5200 7,674.81 - 7,674.81 - - - - - - Dues and Memberships 5300 4,588.50 - 4,588.50 6,250.00 - 6,250.00 6,500.00 - 6,500.00 Insurance 5400 35,742.00 - 35,742.00 20,265.27 - 20,265.27 31,968.00 - 31,968.00 Operations and Housekeeping Services 5500 213,324.00 - 213,324.00 84,270.76 - 84,270.76 211,696.00 - 211,696.00 Rentals, Leases, Repairs, and Noncap. Improvements 5600 952,729.00 - 952,729.00 757,856.58 - 757,856.58 918,624.00 - 918,624.00 Transfers of Direct Costs 5700-5799 - - - Professional/Consulting Services and Operating Expend. 5800 474,796.42 113,000.00 587,796.42 470,757.46 19,308.99 490,066.45 472,787.61 126,000.00 598,787.61 Communications 5900 12,279.69 - 12,279.69 740.15 - 740.15 2,853.25 - 2,853.25 Total, Services and Other Operating Expenditures 1,701,134.41 113,000.00 1,814,134.41 1,340,140.22 19,308.99 1,359,449.21 1,644,428.86 126,000.00 1,770,428.86

6. Capital Outlay (Objects 6100-6170, 6200-6500 for modified accrual basis only)

Land and Land Improvements 6100-6170 - - - - - - - - - Buildings and Improvements of Buildings 6200 - - - - - - - - - Books and Media for New School Libraries or Major Expansion of School Libraries 6300 - - - - - - - - - Equipment 6400 - - - - - - - - - Equipment Replacement 6500 - - - - - - - - - Depreciation Expense (for accrual basis only) 6900 - - - - - - - - -

Total, Capital Outlay - - - - - - - - -

7. Other Outgo Tuition to Other Schools 7110-7143 - - -

Transfers of Pass-through Revenues to Other LEAs 7211-7213 - - - Transfers of Apportionments to Other LEAs - Spec. Ed. 7221-7223SE - - - Transfers of Apportionments to Other LEAs - All Other 7221-7223AO - - - All Other Transfers 7281-7299 - - - - - - - - - Transfers of Indirect Costs 7300-7399 - - - - - - - - - Debt Service: Interest 7438 - - - - - - - - - Principal (for modified accrual basis only) 7439 - - - - - - - - - Total, Other Outgo - - - - - - - - -

8. TOTAL EXPENDITURES 4,578,245.91 683,626.13 5,261,872.04 3,114,467.88 225,099.81 3,339,567.69 4,341,425.87 505,390.73 4,846,816.59

C. EXCESS (DEFICIENCY) OF REVENUES OVER EXPEND.

BEFORE OTHER FINANCING SOURCES AND USES (A5-B8) (106,994.83) (52,943.61) (159,938.44) (596,852.08) (181,573.81) (778,425.89) (173,983.22) (55,177.46) (229,160.68)

D. OTHER FINANCING SOURCES / USES 1. Other Sources 8930-8979 - - - 47

2. Less: Other Uses 7630-7699 - - - 3. Contributions Between Unrestricted and Restricted Accounts

(must net to zero) 8980-8999 (52,943.61) 52,943.61 - - (55,177.46) 55,177.46 - 4. TOTAL OTHER FINANCING SOURCES / USES (52,943.61) 52,943.61 - - - - (55,177.46) 55,177.46 -

E. NET INCREASE (DECREASE) IN FUND BALANCE (C + D4) (159,938.44) (0.00) (159,938.44) (596,852.08) (181,573.81) (778,425.89) (229,160.68) 0.00 (229,160.68)

F. FUND BALANCE, RESERVES

1. Beginning Fund Balancea. As of July 1 9791 - - - - - - - - -

b. Adjustments to Beginning Balance 9793, 9795 - - - - - - - - - c. Adjusted Beginning Balance - - - - - - - - -

2. Ending Fund Balance, June 30 (E + F.1.c.) (159,938.44) (0.00) (159,938.44) (596,852.08) (181,573.81) (778,425.89) (229,160.68) 0.00 (229,160.68)

Components of Ending Fund Balance : a. Nonspendable

Revolving Cash (equals object 9130) 9711 - - - Stores (equals object 9320) 9712 - - - Prepaid Expenditures (equals object 9330) 9713 - - - All Others 9719 - - -

b Restricted 9740 - (181,573.81) (181,573.81) 0.00 0.00 c. Committed

Stabilization Arrangements 9750 - - - Other Commitments 9760 - - -

d. AssignedOther Assignments 9780 - - -

e Unassigned/UnappropriatedReserve for Economic Uncertainities 9789 263,093.60 263,093.60 - - - Unassigned/Unappropriated Amount 9790 (423,032.04) (0.00) (423,032.04) (596,852.08) - (596,852.08) (229,160.68) - (229,160.68)

48

(continued)

1st Interim Actuals thru 2nd Interim $ Difference % Change

Description Object Code Budget (X) 01/31 (Y) Budget (Z) (Z) vs. (X) (Z) vs. (X)A. REVENUES

1. LCFF/Revenue Limit Sources State Aid - Current Year 8011 3,255,964.46 1,857,554.00 2,999,033.75 (256,930.70) -7.89%Education Protection Account State Aid - Current Year 8012 85,108.10 44,265.00 81,264.19 (3,843.91) -4.52%State Aid - Prior Years 8019 - - - -

Transfers to Charter Schools Funding in Lieu of Property Taxes 8096 975,432.44 557,344.00 931,377.05 (44,055.39) -4.52% Other LCFF Transfers 8091, 8097 - - - - Total, LCFF Sources 4,316,505.00 2,459,163.00 4,011,675.00 (304,830.00) -7.06%

2. Federal Revenues

Every Student Succeeds Act (Title I-V) 8290 158,945.00 43,526.00 138,610.00 (20,335.00) -12.79%Special Education - Federal 8181, 8182 - - - - Child Nutrition - Federal 8220 227,458.04 - 77,760.00 (149,698.04) -65.81%Donated Food Commodities 8221 - - - - Other Federal Revenues 8110, 8260-8299 - - - - Total, Federal Revenues 386,403.04 43,526.00 216,370.00 (170,033.04) -44.00%


Special Education - State StateRevSE 231,068.49 - 220,632.29 (10,436.20) -4.52%All Other State Revenues StateRevAO 101,297.86 - 97,319.42 (3,978.44) -3.93% Total, Other State Revenues 332,366.35 - 317,951.71 (14,414.65) -4.34%


All Other Local Revenues LocalRevAO 66,659.21 58,452.80 71,659.21 5,000.00 7.50% Total, Local Revenues 66,659.21 58,452.80 71,659.21 5,000.00 7.50%

5. TOTAL REVENUES 5,101,933.60 2,561,141.80 4,617,655.91 (484,277.69) -9.49%

Increase, (Decrease)

CDS #: 48-10488-0139030Charter Approving Entity: Solano County Office of Educa

County: SolanoCharter #: 2034

Fiscal Year: 2019/20

2nd Interim vs. 1st Interim

CHARTER SCHOOL INTERIM FINANCIAL REPORT - ALTERNATIVE FORM

Second Interim Report - Summary

Charter School Name: ELITE Public Schools

49

B. EXPENDITURES 1. Certificated Salaries

Certificated Teachers' Salaries 1100 1,280,589.62 679,596.74 1,194,526.10 (86,063.52) -6.72%Certificated Pupil Support Salaries 1200 56,950.00 34,545.94 56,950.00 - 0.00%Certificated Supervisors' and Administrators' Salaries 1300 180,666.67 137,666.65 225,790.32 45,123.66 24.98%Other Certificated Salaries 1900 - - - - Total, Certificated Salaries 1,518,206.29 851,809.33 1,477,266.43 (40,939.86) -2.70%


Non-certificated Instructional Aides' Salaries 2100 88,103.51 62,543.19 133,395.11 45,291.60 51.41%Non-certificated Support Salaries 2200 124,051.60 96,970.73 113,706.95 (10,344.65) -8.34%Non-certificated Supervisors' and Administrators' Sal. 2300 - - - - Clerical and Office Salaries 2400 83,542.13 78,025.22 83,542.13 - 0.00%Other Non-certificated Salaries 2900 124,511.00 63,373.39 88,044.96 (36,466.04) -29.29% Total, Non-certificated Salaries 420,208.24 300,912.53 418,689.16 (1,519.09) -0.36%

3. Employee Benefits STRS 3101-3102 174,697.41 83,330.53 179,848.56 5,151.15 2.95%PERS 3201-3202 - - - - OASDI / Medicare / Alternative 3301-3302 84,948.13 49,256.75 79,832.35 (5,115.78) -6.02%Health and Welfare Benefits 3401-3402 213,958.33 162,219.56 211,791.67 (2,166.67) -1.01%Unemployment Insurance 3501-3502 17,291.13 503.81 18,124.13 833.00 4.82%Workers' Compensation Insurance 3601-3602 33,922.25 6,606.20 33,179.22 (743.03) -2.19%OPEB, Allocated 3701-3702 - - - - OPEB, Active Employees 3751-3752 - - - - Other Employee Benefits 3901-3902 - - - - Total, Employee Benefits 524,817.26 301,916.85 522,775.93 (2,041.33) -0.39%


Approved Textbooks and Core Curricula Materials 4100 300,426.00 276,341.88 308,880.00 8,454.00 2.81%Books and Other Reference Materials 4200 - 1,500.00 1,500.00 1,500.00 NewMaterials and Supplies 4300 250,394.52 91,522.25 140,092.03 (110,302.49) -44.05%Noncapitalized Equipment 4400 166,428.19 63,327.79 77,584.19 (88,844.00) -53.38%Food 4700 267,257.12 92,787.85 129,600.00 (137,657.12) -51.51% Total, Books and Supplies 984,505.84 525,479.77 657,656.22 (326,849.61) -33.20%

5. Services and Other Operating Expenditures Subagreements for Services 5100 - - - - Travel and Conferences 5200 7,674.81 - - (7,674.81) (100%)Dues and Memberships 5300 4,588.50 6,250.00 6,500.00 1,911.50 41.66%Insurance 5400 35,742.00 20,265.27 31,968.00 (3,774.00) -10.56%Operations and Housekeeping Services 5500 213,324.00 84,270.76 211,696.00 (1,628.00) -0.76%Rentals, Leases, Repairs, and Noncap. Improvements 5600 952,729.00 757,856.58 918,624.00 (34,105.00) -3.58%Transfers of Direct Costs 5700-5799 - - - - Professional/Consulting Services and Operating Expend. 5800 587,796.42 490,066.45 598,787.61 10,991.20 1.87%Communications 5900 12,279.69 740.15 2,853.25 (9,426.44) -76.76% 50

Total, Services and Other Operating Expenditures 1,814,134.41 1,359,449.21 1,770,428.86 (43,705.55) -2.41%

6. Capital Outlay (Objects 6100-6170, 6200-6500 modified accrual basis only) Land and Land Improvements 6100-6170 - - - - Buildings and Improvements of Buildings 6200 - - - - Books and Media for New School Libraries or Major Expansion of School Libraries 6300 - - - - Equipment 6400 - - - - Equipment Replacement 6500 - - - - Depreciation Expense (for accrual basis only) 6900 - - - -

Total, Capital Outlay - - - -

7. Other Outgo Tuition to Other Schools 7110-7143 - - - -

Transfers of Pass-through Revenues to Other LEAs 7211-7213 - - - - Transfers of Apportionments to Other LEAs - Spec. Ed. 7221-7223SE - - - - Transfers of Apportionments to Other LEAs - All Other 7221-7223AO - - - - All Other Transfers 7281-7299 - - - - Transfers of Indirect Costs 7300-7399 - - - - Debt Service: Interest 7438 - - - - Principal (for modified accrual basis only) 7439 - - - - Total, Other Outgo - - - -

8. TOTAL EXPENDITURES 5,261,872.04 3,339,567.69 4,846,816.59 (415,055.45) -7.89%


BEFORE OTHER FINANCING SOURCES AND USES (A5-B8) (159,938.44) (778,425.89) (229,160.68) (69,222.24) 43.28%

D. OTHER FINANCING SOURCES / USES 1. Other Sources 8930-8979 - - - - 2. Less: Other Uses 7630-7699 - - - - 3. Contributions Between Unrestricted and Restricted Accounts

(must net to zero) 8980-8999 - - - - 4. TOTAL OTHER FINANCING SOURCES / USES - - - -

E. NET INCREASE (DECREASE) IN FUND BALANCE (C + D4) (159,938.44) (778,425.89) (229,160.68) (69,222.24) 43.28%


1. Beginning Fund Balancea. As of July 1 9791 - - - -

b. Adjustments/Restatements 9793, 9795 - - - - c. Adjusted Beginning Fund Balance - - -

2. Ending Fund Balance, June 30 (E + F.1.c.) (159,938.44) (778,425.89) (229,160.68) 51

Components of Ending Fund Balance : a. Nonspendable

Revolving Cash (equals object 9130) 9711 - - - - Stores (equals object 9320) 9712 - - - - Prepaid Expenditures (equals object 9330) 9713 - - - - All Others 9719 - - - -

b. Restricted 9740 - (181,573.81) 0.00 0.00 Newc Committed

Stabilization Arrangements 9750 - - - - Other Commitments 9760 - - - -

d AssignedOther Assignments 9780 - - - -

e. Unassigned/UnappropriatedReserve for Economic Uncertainties 9789 - - - (20,752.77) -7.89%Unassigned/Unappropriated Amount 9790 (159,938.44) (596,852.08) (229,160.68) (48,469.47) 11.46%

52

(continued)

This charter school uses the following basis of accounting:X Accrual Basis (Applicable Capital Assets / Interest on Long-Term Debt / Long-Term Liabilities objects are 6900, 7438, 9400-9499, and 9660-9669)

Modified Accrual Basis (Applicable Capital Outlay / Debt Service objects are 6100-6170, 6200-6500, 7438, and 7439)

Totals for Totals for Description Object Code Unrestricted Restricted Total 2020/21 2021/22

A. REVENUES 1. LCFF/Revenue Limit Sources

State Aid - Current Year 8011 2,999,033.75 0.00 2,999,033.75 5,591,183.17 7,609,548.68Education Protection Account State Aid - Current Year 8012 81,264.19 0.00 81,264.19 132,934.96 173,706.44State Aid - Prior Years 8019 0.00 0.00 0.00 0.00 0.00Transfers to Charter Schools in Lieu of Property Taxes 8096 931,377.05 0.00 931,377.05 1,523,580.87 1,990,866.88 Other LCFF Transfers 8091, 8097 0.00 0.00 0.00 Total, LCFF Sources 4,011,675.00 0.00 4,011,675.00 7,247,699.00 9,774,122.00

2. Federal Revenues

Every Student Succeeds Act (Title I - V) 8290 0.00 138,610.00 138,610.00 227,420.00 296,725.00Special Education - Federal 8181, 8182 0.00 0.00 0.00 65,500.00 93,750.00Child Nutrition - Federal 8220 0.00 77,760.00 77,760.00 391,541.64 506,953.42Donated Food Commodities 8221 0.00 0.00 0.00Other Federal Revenues 8110, 8260-8299 0.00 0.00 0.00 0.00 0.00 Total, Federal Revenues 0.00 216,370.00 216,370.00 684,461.64 897,428.42


Special Education - State StateRevSE 0.00 220,632.29 220,632.29 360,918.42 471,612.98All Other State Revenues StateRevAO 84,108.44 13,210.98 97,319.42 167,720.43 226,419.89 Total, Other State Revenues 84,108.44 233,843.27 317,951.71 528,638.85 698,032.88


All Other Local Revenues LocalRevAO 71,659.21 0.00 71,659.21 24,373.37 31,557.72

Charter #: 2034Fiscal Year: 2019/20

FY 2019/20

CDS #: 48-10488-0139030Charter Approving Entity: Solano County Office of Educati

County: Solano

CHARTER SCHOOL MULTI-YEAR PROJECTION - ALTERNATIVE FORM

Second Interim Report - MYP

Charter School Name: ELITE Public Schools

53

Total, Local Revenues 71,659.21 0.00 71,659.21 24,373.37 31,557.72

5. TOTAL REVENUES 4,167,442.65 450,213.27 4,617,655.91 8,485,172.85 11,401,141.02

B. EXPENDITURES 1. Certificated Salaries

Certificated Teachers' Salaries 1100 1,120,720.01 73,806.09 1,194,526.10 1,920,300.22 2,570,327.68Certificated Pupil Support Salaries 1200 56,950.00 0.00 56,950.00 58,089.00 173,694.78Certificated Supervisors' and Administrators' Salaries 1300 225,790.32 0.00 225,790.32 522,000.00 636,480.00Other Certificated Salaries 1900 0.00 0.00 0.00 0.00 0.00 Total, Certificated Salaries 1,403,460.33 73,806.09 1,477,266.43 2,500,389.22 3,380,502.46


Non-certificated Instructional Aides' Salaries 2100 104,804.11 28,591.00 133,395.11 155,206.91 212,932.05Non-certificated Support Salaries 2200 113,706.95 0.00 113,706.95 267,001.93 428,401.97Non-certificated Supervisors' and Administrators' Sal. 2300 0.00 0.00 0.00 0.00 0.00Clerical and Office Salaries 2400 79,296.13 4,246.00 83,542.13 184,807.68 282,139.83Other Non-certificated Salaries 2900 12,622.86 75,422.10 88,044.96 127,001.22 129,541.24 Total, Non-certificated Salaries 310,430.06 108,259.10 418,689.16 734,017.74 1,053,015.10


3. Employee Benefits STRS 3101-3102 179,041.55 807.01 179,848.56 366,872.73 518,358.02PERS 3201-3202 0.00 0.00 0.00 72,935.10 155,482.58OASDI / Medicare / Alternative 3301-3302 66,521.78 13,310.57 79,832.35 123,811.97 161,604.99Health and Welfare Benefits 3401-3402 190,937.50 20,854.17 211,791.67 375,570.00 564,829.20Unemployment Insurance 3501-3502 16,281.38 1,842.75 18,124.13 17,227.00 23,989.00Workers' Compensation Insurance 3601-3602 30,067.39 3,111.84 33,179.22 56,602.12 77,586.56OPEB, Allocated 3701-3702 0.00 0.00 0.00 0.00 0.00OPEB, Active Employees 3751-3752 0.00 0.00 0.00 0.00 0.00Other Employee Benefits 3901-3902 0.00 0.00 0.00 0.00 0.00 Total, Employee Benefits 482,849.60 39,926.33 522,775.93 1,013,018.93 1,501,850.35


Approved Textbooks and Core Curricula Materials 4100 281,080.80 27,799.20 308,880.00 206,250.00 277,301.75Books and Other Reference Materials 4200 1,500.00 0.00 1,500.00 0.00 0.00Materials and Supplies 4300 140,092.03 0.00 140,092.03 346,063.53 471,731.71Noncapitalized Equipment 4400 77,584.19 0.00 77,584.19 232,912.44 175,171.17Food 4700 0.00 129,600.00 129,600.00 468,849.87 621,756.67 Total, Books and Supplies 500,257.02 157,399.20 657,656.22 1,254,075.84 1,545,961.30

5. Services and Other Operating Expenditures

Subagreements for Services 5100 0.00 0.00 0.00 0.00 0.00Travel and Conferences 5200 0.00 0.00 0.00 12,681.36 18,101.08Dues and Memberships 5300 6,500.00 0.00 6,500.00 7,338.75 9,866.90

FY 2019/20

54

Insurance 5400 31,968.00 0.00 31,968.00 57,165.00 76,857.96Operations and Housekeeping Services 5500 211,696.00 0.00 211,696.00 178,230.00 238,968.61Rentals, Leases, Repairs, and Noncap. Improvements 5600 918,624.00 0.00 918,624.00 993,545.00 1,065,633.30Transfers of Direct Costs 5700-5799 0.00 0.00 0.00Professional/Consulting Services and Operating Expend. 5800 472,787.61 126,000.00 598,787.61 1,042,598.05 1,054,286.87Communications 5900 2,853.25 0.00 2,853.25 20,290.18 28,961.72 Total, Services and Other Operating Expenditures 1,644,428.86 126,000.00 1,770,428.86 2,311,848.34 2,492,676.44

6. Capital Outlay (Obj. 6100-6170, 6200-6500 for mod. accr. basis only)

Land and Land Improvements 6100-6170 0.00 0.00 0.00 0.00 0.00Buildings and Improvements of Buildings 6200 0.00 0.00 0.00 0.00 0.00Books and Media for New School Libraries or Major Expansion of School Libraries 6300 0.00 0.00 0.00 0.00 0.00Equipment 6400 0.00 0.00 0.00 0.00 0.00Equipment Replacement 6500 0.00 0.00 0.00 0.00 0.00Depreciation Expense (for accrual basis only) 6900 0.00 0.00 0.00 0.00 0.00

Total, Capital Outlay 0.00 0.00 0.00 0.00 0.00

7. Other Outgo Tuition to Other Schools 7110-7143 0.00 0.00 0.00

Transfers of Pass-through Revenues to Other LEAs 7211-7213 0.00 0.00 0.00Transfers of Apportionments to Other LEAs - Spec. Ed. 7221-7223SE 0.00 0.00 0.00Transfers of Apportionments to Other LEAs - All Other 7221-7223AO 0.00 0.00 0.00All Other Transfers 7280-7299 0.00 0.00 0.00 0.00 0.00Transfers of Indirect Costs 7300-7399 0.00 0.00 0.00 0.00 0.00Debt Service: Interest 7438 0.00 0.00 0.00 4,282.00 1,702.00 Principal (for modified accrual basis only) 7439 0.00 0.00 0.00 0.00 0.00 Total, Other Outgo 0.00 0.00 0.00 4,282.00 1,702.00

8. TOTAL EXPENDITURES 4,341,425.87 505,390.73 4,846,816.59 7,817,632.07 9,975,707.66


BEFORE OTHER FINANCING SOURCES AND USES (A5-B8) (173,983.22) (55,177.46) (229,160.68) 667,540.78 1,425,433.36


D. OTHER FINANCING SOURCES / USES 1. Other Sources 8930-8979 0.00 0.00 0.002. Less: Other Uses 7630-7699 0.00 0.00 0.003. Contributions Between Unrestricted and Restricted Accounts

(must net to zero) 8980-8999 (55,177.46) 55,177.46 0.00 4. TOTAL OTHER FINANCING SOURCES / USES (55,177.46) 55,177.46 0.00 0.00 0.00

E. NET INCREASE (DECREASE) IN FUND BALANCE (C + D4) (229,160.68) 0.00 (229,160.68) 667,540.78 1,425,433.36

FY 2019/20

55


1. Beginning Fund Balancea. As of July 1 9791 0.00 0.00 0.00 (229,160.68) 438,380.10

b. Adjustments to Beginning Balance 9793, 9795 0.00 0.00 0.00c. Adjusted Beginning Balance 0.00 0.00 0.00 (229,160.68) 438,380.10

2. Ending Fund Balance, June 30 (E + F.1.c.) (229,160.68) 0.00 (229,160.68) 438,380.10 1,863,813.46

Components of Ending Fund Balance: a. Nonspendable

Revolving Cash (equals object 9130) 9711 0.00 0.00 0.00Stores (equals object 9320) 9712 0.00 0.00 0.00Prepaid Expenditures (equals object 9330) 9713 0.00 0.00 0.00All Others 9719 0.00 0.00 0.00

b. Restricted 9740 0.00 0.00 0.00c. Committed

Stabilization Arrangements 9750 0.00 0.00 0.00Other Commitments 9760 0.00 0.00 0.00

d AssignedOther Assignments 9780 0.00 0.00 0.00

e. Unassigned/UnappropriatedReserve for Economic Uncertainties 9789 0.00 0.00 0.00 312,705.28 399,028.31Unassigned/Unappropriated Amount 9790 (229,160.68) 0.00 (229,160.68) 125,674.82 1,464,785.16

56

1

ELITE PUBLIC SCHOOLSDISTANCE LEARNING PLAN3/1/2020

OVERVIEW

1. Project Background and Description

Because of the sudden need for social-distancing brought on by the threat of Corona Virus spread, ELITE had the need to put in place an immediate plan for implementation of Distance Learning. The school was closed March 13, 2020. The 2019/20 school year ends May 28, 2020, and it is likely that school will not reopen until the 2020/2021 school year.

2. Project Scope

The ELITE Learning Continues (Distance Learning) project is designed to ensure that all ELITE scholars continue to make progress toward meeting California State (Common Core) Standards Because of the newness of the school, the one-on-one computer program has yet to be developed, therefore, the project is created to be accessible to students who do have access to technology and students who have minimal access, potentially only through a cell phone. To make our program accessible, teacher create paper packets and distribution days are posted. Parents, guardians and relatives come in to pick up packets which are designed to keep scholars working for a three-week period. Once packets are completed, scholars return packets and pick up additional work. Scholars who have access to WI-FI and devices can participate in the learning through Google Classroom, where they are able to download and upload assignments accordingly. Scholars can also access daily Zoom sessions with their teachers to get the assistance they need to complete packets. Lastly, scholars can participate in Curriculum based learning sessions, designed and monitored by their teachers. As we move forward, we have found that some scholars do not have a level of access that allows them to properly engage in learning through technology so we are purchasing devices for home use to be checked out based on need. We will be implementing this part of our program as of Monday, April 20, 2020.

Special Education Considerations

Because certain aspects of our Special Education program were already being held virtually, the transition to Distance Learning has been a little smoother than the transition for our General Education students. All Special Education students received work packets that were the same as those given to General Education students. As time progressed, and it became apparent that students were going to be out of school longer than the initial two weeks, the IEP team, which continued to meet during the transition, in addition to conducting annual and triennial evaluations, began to conduct IEP waivers for all identified students. The IEP team has now begun to conduct all services, including, academic, speech and language, an counseling services virtually. Where necessary, students will be provided with a computer for home use so they can access services identified in their IEP.

3. High-Level Requirements

To ensure that we successfully provide access to our Learning Continues (Distance Learning) Program we need:

57

2

The new system must include the following:

Packet production process – My Legacy Matters

Packet distribution process – honoring social distancing

One on one computer inventory – possibly to include current class computer inventory

One on one computer distribution process

Staff accountability process for working at home

Staff professional development and buy in

Regular communication with families through Class Dojo, website, Constant Contact and School Messenger

Board engagement, support and input – meetings held virtually

4. Deliverables

Student Progress Reports

Student Report Cards – possible Pass and Fail grades

5. Affected Parties

All ELITE Stakeholders: Students, staff, parents, and community members

6. Affected Business Processes or Systems

Success will impact student retention and recruitment rates

7. Specific Exclusions from Scope

Project will be improved upon as it is implemented and will impact future efforts toward student learning throughtechnology

8. Implementation Plan

President/CEO manages packet production/distribution/pick-up process

President/CEO manages middle school Professional Learning Community

Deputy CEO manages elementary Professional Learning Community

President CEO and Deputy CEO secure funds for and implement One on One Computer Program

58

3

9. High-Level Timeline/Schedule

Learning Continues (Distance Learning) Program will last from March 16, 2020 – May 27, 2020 ( pending board approval for closure and plan)

APPROVAL AND AUTHORITY TO PROCEED

We approve the project as described above, and authorize the team to proceed.

Name Title Date

Danny Jefferson Chair – ELITE Board of Directors

Dr. Juanilta Reynolds Treasurer – ELITE Board of Directors

Approved By Date Approved By Date

59

MOU Schedule Solano County Office of Education Page | 1 Rev. April 23, 2020

All information and documents listed below are to be submitted to Solano County Office of Education by the Due Date shown and/or the timeline indicated. Some information and documents must be updated within ten (10) business days of the date any changes are approved, unless noted otherwise in the far-right column. SCOE will provide written notice and a reasonable timeline according to the MOU for response to any additional requirements and/or changes to the following list.

ITEM DESCRIPTION DUE DATE WEBSITE POSTING

(S is Should or M is Must)

WITHIN TEN (10)

BUSINESS DAYS

ACADEMIC PROGRAM Academic Calendar Calendar of academic year showing

holidays, staff development days, recess periods, etc.

July 1 Website 7-8-19

M √

Accreditation Documentation of current status of WASC accreditation (high school only)

July 1, 2020 M

A-G Approved Courses Documentation of current status of A-G course(s) approval process (high school only)

July 1, 2020 S

Curriculum Scope and sequence for all subjects taught in grades served; to be provided as grades are added; per Assembly Bill 1861, 1868, and 2601 Charter Schools are required to provide sexual health education to students in grades 7-12 that includes human trafficking, use of social media and sharing photos and materials

August 1 Rvcd 11-4-19 Core

S √

Instructional Minutes/Daily Bell Schedule

Current time in which students are participating in an approved course, curriculum, or educationally related activity under the direction of a teacher

July 1 Same as petition

S √

LCAP Final Local Control and Accountability Plan, using state template (to be submitted with budget)

July 1 – CDE template Rcvd 6-30-19

M

Performance Review Report

Charter school shall present a performance review to the County Office of Education Board of Trustees that includes educational program, data regarding students enrolled, student group(s) data, student discipline, etc.

March 1, 2020

SARC State mandated School Accountability Report Card

February 1, 2020- CDE template

M

60




WITHIN TEN (10)

BUSINESS DAYS

SELPA Verification Letter of verification of good standing in a Special Education Local Planning Area (SELPA)

July 1 Rcvd 5-14-19

State Assessment Results from statewide assessments

August 15, 2020

ADMINISTRATION Certification of Employee Screening

Certification that all (new) employees have been subject to criminal background check (FBI and DOJ) and tuberculosis screening

September 15

√

Comprehensive School Safety Plan

Per Assembly Bill 1747 and Ed. Code Sec. 32281, charter schools have the obligation to have a comprehensive school safety plan in place

August 30 (new charter) and updated March 1 thereafter

S √

Employee Handbook Personnel policy(s) or documentation provided to all employees regarding terms of employment; including mandated child abuse reporting, non-discrimination, sexual harassment, and complaint procedures

August 15 Rcv’d 9-3-19 Questions emailed on 9-10-19

S √

Mandated Reporter Training

Per Assembly Bill 1432 and Ed. Code Sec. 44691, charter schools must provide annual training to their employees in child abuse detection and mandated reporting obligations under the Child Abuse and Neglect Reporting Act

August 30 Rvd 1-29-2020

Mandated Suicide Prevention Training

Per Assembly Bill 2246 charter schools must provide annual training to their employees in suicide prevention

August 1 √

Proof of Insurance Certificate of insurance in the amounts required by the MOU; Solano County Office of Education as additional insured

July 1 Rvc’d 9-9-19 from insurance co.

√

Risk Management Plan Adopt a resolution with administrative rules and regulations regarding policies and practices to prevent and address reasonably foreseeable risks and incidents occurrences. Bi-annual risk management audit Bi-annual risk management audit

July 1 August 12 November 1 April 1

S √

Staff Roster List of current teachers, aides, coaches and other student service personnel with current assignments

August 15 Rcv’d 9-3-19

S √

61




WITHIN TEN (10)

BUSINESS DAYS

Student Information System and Record Retention

Provide evidence of SIS in place and procedures for creating, storing, securing, and using student academic, attendance, and discipline records

August 15 Rcv’d 9-3-19 Powerschool

√

STRS/PERS Reporting Contract with Solano County Office of Education for STRS and/or PERS reporting

July 1 Rvcd 5-8-19

√

STRS/PERS Reporting Agreement with STRS and/ PERS for reporting

July 1 STRS 9-19

√

Teacher Credentials and Staffing

Provide staffing data and assignments of classified and certificated staff

August 15 Asked for clearance and credential status prior to employment on 9-10-19 Verified 11-4-19

√

ADMISSION AND ENROLLMENT Application/Registration Forms

Current printed, downloadable or on-line forms to apply for admission and documents required to complete enrollment

July 1 Online verified 7-1-19

M √

Enrollment Projections Enrollment projects for next year June 1 Rcvd 5-28-19

√

Notices to Parents/Guardians

Copies of all mandated notices to parents and guardians (examples: Title 1, English Learners, special education, etc.)

August 15 Rcvd 11-4-19

M √

Student/Family Handbook

Material provided to students and families regarding school policies, procedures and expectations; including attendance, discipline, parent volunteers, etc.

August 15 Editing for back to school night Rcvd 11-4-19

M √

ADOPTED BOARD POLICIES – attorney working on policies as of 9-2-19 Admission/Enrollment Policy

Procedures for admission and enrollment of students in the school, including assurances of non-discrimination

January 31 M √

Bullying and Cyberbullying Policy

Policies and procedures for preventing acts of bullying, including cyberbullying per Assembly Bill 2291

December 31

S √

Complaint and/or Internal Dispute Resolution Policy

Including procedures and forms; must include Uniform Complaint Procedure; may include other forms and systems established by the school


M √

Conflict of Interest Policy

Conflict policy compliant with Charter and Fair Political Practices Act

January 1 M √ 62




WITHIN TEN (10)

BUSINESS DAYS

English Learner Policy Procedures to ensure compliance with legal requirements, including identification, placement and reclassification

August 1 √

Fiscal Management, Control Policy and Payroll Policy

Internal fiscal control policies and procedures meeting GAAP, including procedures for receipt and disbursement of funds, reconciliation of accounts, contracting, budget preparation, payroll, etc.


√

Health and Safety Policy(s)

Covering student health and wellness practices and safety procedures

July 1 √

Personnel Policy(s) Policies and procedures terms of employment, complaint procedures, compensation, performance appraisal, etc.

August 15 Petition

√

Public Records Act Policy

Procedures to implement the California Public Records Act

January 1 √

Student Discipline Policy

Policies and procedures for student discipline, including behavior expectations, and for students with disabilities

September 1 Same as petition

M √

Student Free Speech Policy

Standards and procedures regarding student free expressions, consistent with applicable state and federal law


√

Student Grading/Promotion

Policies and procedures regarding student grading, placement of students by grade, promotion from one grade to the next, and retention in current grade; including samples of parent notifications

August 1 Petition

S √

Suicide Prevention Policy

Policy and procedures on suicide prevention for grades 7 – 12; including the needs of high-risk groups. Review a minimum of every FIVE (5) years per Assembly Bill 2246 and 2639


√

ATHLETICS Concussion Protocol Charter School shall comply with Ed. Code

Sec. 49475 by providing a Concussion and Head Injury Information Sheet/Form to any student athletic on a yearly basis

August 30 Included in annual notice to parents

S √

Emergency Plan Charter School is required to have a written emergency plan for cardiac arrest or other medical emergencies and an automated external defibrillator (AED) is available if offering interscholastic athletic program

July 1 √

63




WITHIN TEN (10)

BUSINESS DAYS

ATTENDANCE REPORTING – Due dates for reports are to CDE 20-Day Attendance Attendance report for new charter or

significantly expanding charter for first twenty (20) days of instruction

October 31 Had errors, explanation not sent in CDE rcvd 11-12-19

Annual Apportionment (P-annual)

Attendance report for annual attendance accounting period, in CDE format

February 20 Within three (3)

weeks Attendance Accounting Description of or instructions for

attendance accounting, including name of software used for tracking student attendance

August 1 Rcvd 9-3-19 Powerschool

√

CBEDS October 3 is information day for reporting October 31 First Principal Apportionment (P-1)

Attendance report for first attendance accounting period, in CDE format

February 20 Rvcd 1-13-2020

Within three (3)

weeks Monthly ADA Summary Electronic documentation of monthly ADA

summary 15th of each month

Rcvd 11-12-19 Rvcd 11-20-19

PENSEC Report Attendance report for new charter or significantly expanding charter

July 31 Rcv’d 7-9-19

Second Principal Apportionment (P-2)

Attendance report for second attendance accounting period, in CDE format

June 25 Rvcd revised 4-21-20

Within three (3)

weeks GOVERNANCE Articles of Incorporation As submitted to the state July 1 Petition not

signed copy √

Board Meeting Schedule

Dates, times, and locations for all regular meetings of the board for the fiscal year

July 1 – need locations

M √

Board Roster Names and email addresses of all board members, with end date for current term of service, officers, and committee assignments identified

July 1 M

Board Training Verification of annual Brown Act and Fair Political Practices Act training for board and leadership

August 30 Provided 6-10-19

Bylaws Latest version approved by the governing board (if updates from previous year)

August 30 No changes

In petition √

County-District-School (CDS) Code

Documentation of approved CDS code

Effective date of Charter

Rcvd 5-13-19

√

64




WITHIN TEN (10)

BUSINESS DAYS

Meeting Agendas Board and standing committee meeting agendas

At time of required posting (Brown Act)

M √

Meeting Minutes Approved minutes of board and standing committee meetings

Within 5 business days of approval

M √

501 (c)(3) Tax-Exempt Status

Letter from IRS confirming approval of tax exempt status

Effective date of charter Rcvd 10-3-19

√

FACILITIES Charter School Facility Grant Program

2019-20 – Senate Bill 740 https://csfaonline.treasurer.ca.gov/SBA/

June 3 Didn’t apply

Facility Inspections Charter School shall test sprinkler system, fire extinguishers, and fire alarms annually

August 1

Facilities Lease Agreement (s)

Lease, rental agreement, facilities use agreement or similar documentation of right to use school facilities

When signed Unsigned Rcvd 6/9/19

√

Fire Drills Ed. Code Sec. 32001 requires monthly fire drills in the elementary level, at least four (4) at the intermediate level, and not less than twice at the secondary level. Maintain written documentation and provide annually to SCOE

Monthly Starting in Nov. 2019 June 30

Safety Inspections Charter School is required to complete safety inspections three (3) times per school year. Bi-annual inspections by a certified third party must be performed. Maintain a logbook and provide annually to SCOE

Quarterly/bi-annually June 30

FINANCIAL REPORTING Accounting System Evidence of accounting system and/or

professional contracted with for this process

August 1 Rcvd email 6/18/19

Brian Holmes with

EdTec.com

√

Annual Audit Annual Independent financial audit December 15

S

Adopted Budget Board adopted budget for the fiscal year July 1 Rcvd 6-26-19

S Within four (4) weeks 65

https://csfaonline.treasurer.ca.gov/SBA/




WITHIN TEN (10)

BUSINESS DAYS

Consolidated App Requirement for Title funding Annual submission of certificates of assurance

March 31 – CARS app thru CDE

Board approved 6-

10-19

√

Solano County Treasurer and Auditor

Establish with County Treasurer to receive financial apportionments

July 1 Rcvd 6-14-19

Fiscal Solvency Report Charter School shall present to the County Office’s Board of Trustees on its fiscal solvency no less than two (2) times per school year. The report should include ADA, revenue, expenditures, NSLP, PCSGP, etc.

Bi-annually January 8, 2020

First Interim Report Report on first period revenues and expenditures and reflect changes through October 31

December 15 Rvcd 12-12-19

Independent Auditor Selection

Notification of independent auditors selected for annual audit

April 1 Rcvd 3-26-20

Oversight Fees Payment of invoice for oversight fees Monthly Invoicing set up with SCOE

Rcvd 6 mos of pymnts

Second Interim Report Report on second period of revenues and expenditures and reflect changes through January 31

March 15 Rcvd revised 4-17-20

Unaudited Actuals Report on prior year revenues and expenditures

September 15

REPORTS TO OTHER AGENCIES Reports to Other State and Federal Agencies

Copies of all repots or documents that the Charter School is required to submit to any public agency, including Annual Charter School Information Survey, claims for facilities reimbursement, etc.

When submitted to agency

√

ORGANIZATION Organization Chart Structure of organization from governing

board to classroom teacher, including Charter Management Organization, if applicable

July 1 √

School Contact Information

School contact information: school leader name, school phone, school fax, school leader emergency phone, leader email, school address, mailing address, office hours

July 1 M √

School Leadership Information

Roster of school leadership that includes phone number, addresses and emails for directors and officers

M Within thirty (30)

days

66

LCAP Progress Report

MAY 13, 2020

67

LCAP Status

Governor Newsom’s Executive Order has extended the timeline to submit the LCAP to CDE to December.

We have prepared the 2019-20 Annual Update and 2020-21 LCAP based on available data before the school closure.

This is not a final draft but is a substantial report to keep the Board informed of our progress in the development of the LCAP.

Tonight we are presenting the Annual Update section and in June we will present the LCAP draft which is based on these data and on the input provided during stakeholder engagement meetings. Both documents are included in your packet to give you ample time to review.

68

Goal 1: Increase Academic AchievementIndicator Baseline

Expected Outcome

Actual Outcome

SBAC ELA 6.68% 7.7% 5.56%

SBAC Math 0% 2% 0%

Renaissance Reading .5 grade equivalent growth 20% 29% 60%

Renaissance Reading 50 scaled-score points growth 21% 30% 60%

Renaissance Math .5 grade equivalent growth 18% 24% 57%

Renaissance Math .50 scaled-score points growth 14% 16% 43%

Graduation Rate 41.3% 51% 81%

Percentage of English Learners who make progress toward English proficiency

4% 10% 0%

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Goal 2 : Increase Transition Services

Indicator Baseline Expected Outcome

Actual Outcome

The percentage of students who report that the school involves them in the development, review and ongoing monitoring of the individual learning plans

56% 71% 67%

The percentage of students who report that the school prepares them for a successful transition to their next milestone

64% 79% 81%

The percentage of parents who report that the school prepares their student for a successful transition to their next milestone

45% 65% 76%

The percentage of parents who report that the school involves them in the development of their students' individual learning plan

52% 67% 100%

The percentage of students staying four or more days in JDF who are provided Transition Education Services

98% 99% 100%

The number of days between release from JDF and enrollment in their home school for all eligible students to minimize the number of absences.

4.7 days 3 days 5.2 days

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Goal 3 : Increase Career Readiness

Indicator Baseline Expected Outcome

Actual Outcome

Percentage of students exploring career options using California Career Zone, Road Trip Nation and Junior Achievement

100% 100% 100%

Percentage of all eligible students participating in job shadow/industry speaker activities with local employers/trainings

100% 100% 100%

Percentage of all students participating in financial literacy workshops covering budgeting, credit, savings, and investments

100% 100% 100%

The number of student testing for the California Food Handlers Certification in the Challenge program

100% 100% 100%

The percentage of students who report that the school effectively provides them with career readiness workshops as measured by the LCAP Student Survey

56% 65% 50%

The percentage of students who report that the career readiness instruction demonstrates a connection to real life as measured by the LCAP Student Survey

37% 46% 43%

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Goal 4 : Increase Social-Emotional SupportIndicator Baseline

Expected Outcome

Actual Outcome

Average daily attendance 67% 70% 60%

Chronic Absenteeism 68% 59%% 46.7

The suspension rate 31% 16% 11%

Students reporting on the California Health Kids Survey (CHKS) that they feel there is a teacher/adult who notices them when they are not there

55% 70% 70%

Students reporting on the CHKS that they feel safe at school 39% 54% 46%

Students reporting on the CHKS that there is a teacher or adult who really cares about them

47%% 62% 62%

Students reporting on the CHKS that they feel like they are a part of their school

39% 54% 38%

Students who on the LCAP Student Survey report that the school supports their social-emotional needs.

32% 47% 48%

Parents reporting on the LCAP Parent Survey that the school provides their child extra help when they are struggling socially or emotionally.

45% 60% 71%

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Goal 5 : Support to close the achievement gap for foster and homeless students

Indicator BaselineExpected Outcome

Actual Outcome

There will be an increase of four new members added to the membership of the Solano County Foster Youth Educational Planning Team.

64 68 69

There will be an increase in the number of trainings, professional development, and technical assistance opportunities for SCOE staff, foster and homeless youth liaisons, and partner agencies including CWS, related to our coordination of support and services for foster and homeless students.

15 20 29

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2019-20 LCAP Annual Update DRAFT

2019-20 Annual Update

LEA Name

Solano County Office of Education

Contact Name and Title

Amy Chavez Director - Student Services, Equity, and Support

Email and Phone

[email protected] 707-399-4840

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Annual Update for the 2019–20 Local Control and Accountability Plan Year Complete a copy of the following table for each of the local educational agency’s (LEA’s) goals from the prior year Local Control and Accountability Plan (LCAP). Duplicate the table as needed.

Goal 1

Improve the instructional outcomes for students.

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) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator Priority 2. Implementation of ELA, ELD, Math, and Next Generation Science Standards (NGSS)

19-20 100%

Baseline 100%

100% implementation. Goal Met

Metric/Indicator Priority 4. SBAC ELA (CAASPP) assessments

Results of CAASPP assessment for English language arts (2019) 5.56% of students met or exceeded standard Goal Not Met

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Expected Actual

19-20 10% over baseline

Baseline 6.98% based on 2016/17

Metric/Indicator Priority 4. SBAC Math (CAASPP) assessments


Baseline 0% based on 2016/17

Results of CAASPP assessment for math (2019) 0% of students met or exceeded standard Goal Not Met

Metric/Indicator Priority 8. Odysseyware credits earned


Baseline 37 credits average in 2016-17

Average credits earned to date (April 2020) was 37. Goal Not Met

Metric/Indicator Priority 8. Renaissance Learning- STAR Reading Assessment grade equivalent growth of 0.50 or greater for students enrolled for 90 days or more


Baseline 20% 2016/17 data

60% of students who attended for 90 days or more demonstrated a .50 or greater Grade Equivalent growth in ELA as measured by the Renaissance Learning STAR Reading Assessment (first semester data) Goal Met

Metric/Indicator Priority 8. Renaissance Learning- STAR Reading Assessment increase of 50 scaled scores points for students enrolled for 90 days or more

60% of students who were enrolled for 90 days or more demonstrated a 50 point or greater scaled score increase in ELA as measured by monthly Renaissance Learning STAR Reading Assessment (first semester data) Goal Met

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Expected Actual


Baseline 21% based on 2016/17 data

Metric/Indicator Priority 8. Renaissance Learning- STAR Math Assessment grade equivalent growth of 0.50 or greater



57% of students who attended for 90 days or more demonstrated a .50 or greater Grade Equivalent growth in Math as measured by the Renaissance Learning STAR Math Assessment (first semester data) Goal Met

Metric/Indicator Priority 8. Renaissance Learning- STAR Math Assessment scaled score increase of 50 scaled scores points



43% of students who were enrolled for 90 days or more demonstrated a 50 point or greater scaled score increase in Math as measured by monthly Renaissance Learning STAR Math Assessment (first semester data) Goal Met

Metric/Indicator Priority 8. The percentage of parents who on the LCAP Parent Input Survey report that their child receives extra help when he/she is struggling academically will increase by 15% over baseline.



GH Fairfield- = 70% GH Vaca-= 100% JDF= 83% SCOE = 76% Goal Met

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Expected Actual

Metric/Indicator Priority 8. The percentage of students who on the LCAP Student Survey report that they receive extra help when they are struggling academically will increase by 5% over baseline each year



GH Fairfield = 79% GH Vaca = 33% JDF = 43% SCOE = 57% Goal Not Met

Metric/Indicator Priority 1 Teachers of the district are appropriately assigned and fully credentialed in the subject areas and for the pupils they are teaching. Every pupil in the school district has sufficient access to standards/ aligned instructional materials. School facilities are maintained in good repair.

19-20 100%

Baseline 100%

100% of the teachers are appropriately assigned and fully credentialed in the subject areas and for the pupils they are teaching. 100% of students have sufficient access to standards/ aligned instructional materials. 100% of school facilities are maintained in good repair. Goal Met

Metric/Indicator Priority 4 The percentage of English Learners who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California (ELPAC)


Baseline 2017-18 baseline is 4% (ELPAC)

2019-20 results; 0%. Results may have limited statistical value as they only include 1 student. Goal Not Met

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Expected Actual

Metric/Indicator Priority 4. English Language Learners reclassification rate


Baseline 2016/17 Baseline is 0%

Results for 2019-20 was 0%. Results may have limited statistical value as they only include 1 student. Goal Not Met

Metric/Indicator Priority 2. Provide all JCCS staff, including teachers, paraprofessionals, and administrators, professional development and instructional coaching support as related to ongoing instructional program improvement and implementation of Common Core State Standards.

19-20 100%

Baseline 100% of all JCCS staff have received professional development related to the ongoing instructional program improvement based on 2016/17 data.

100% of all JCCS staff have received professional development related to the ongoing instructional program improvement Goal Met

Metric/Indicator Priority 7. Implement Project-Based Learning (PBL) activities in all JCCS programs.

19-20 Students will complete 4 PBL projects per school year.

Baseline Students will complete 1 PBL project during the 2017/18 school year.

Robotic project-learning activities implemented weekly. Goal Met

Metric/Indicator Priority 7. JCCS students will participate in virtual lab classes via the use of instructional technology.

19-20 Students will complete 3 virtual lab activities each semester.

No virtual lab sessions were held Goal Not Met

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Expected Actual

Baseline Students will complete 1 virtual lab activity during the 2017/18 school year.

Metric/Indicator Priorities 2, 4, 7. Modify walkthrough tool to to yield implementation percentage for each targeted EL strategy EL

19-20 TBD

Baseline Baseline implementation percentages to be established.

Selected strategies were implemented consistently in 3 out of 5 classes* * This measure was greatly affected by midyear staff changes. Increased implementation over time, as a result of ongoing coaching could not be observed due to the school closures.

Metric/Indicator Priority 7. The JCCS programs will provide a broad course of study that includes all the subject areas described in Section 51210 and Section 51220 (a) to (i) of the Education Code, as applicable, to support all students, including unduplicated pupils and individuals with exceptional needs, as evidenced by the data collected from the instructional program monitoring system.

19-20 100%

Baseline 100%

The JCCS programs provided a broad course of study that included all the subject areas described in Section 51210 and Section 51220 (a) to (i) of the Education Code, as applicable, to support all students, including unduplicated pupils and individuals with exceptional needs, as evidenced by the data collected from the instructional program monitoring system. Goal Met

Metric/Indicator Priority 7. 100% of all students will explore career options using California Career Zone, Road Trip Nation and Junior Achievement

19-20 N/A

Baseline 100%

100% of students explored career options using California Career Zone, Road Trip Nation and Junior Achievement Goal Met

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Expected Actual

Metric/Indicator Priority 7. Students with exceptional needs will have access to general education classes with appropriate services to support their success as measured by their IEP's.

19-20 100%

Baseline TBD in 2019-20

100% of students with exceptional needs had access to general education classes with appropriate services to support their success as measured by their IEP's. Goal Met

Metric/Indicator English learners will have access to the state standards and to ELD standards as measured by observations

19-20 100%

Baseline Not included in 2016-17

100% of English learners had access to the state standards and to ELD standards as measured by first semester observations Goal Met

Metric/Indicator Graduation rate


Baseline 2017 baseline was 41.3%

Graduation rate for SCOE was 81% with an increase of 39.7 percentage points. Goal Met

Metric/Indicator *Note: Academic Performance Index data is no longer available in the current year as it has been suspended. Priority 6b note: Middle and high school dropout rates and student expulsion rates are not applicable to the JCCS context. The Juvenile Court and Community Schools (JCCS) do not generate a dropout rated based on prescribed four-year cohort method since students generally do not remain enrolled for more than one year. Priority 6f note: Advanced Placement courses and exams are usually not part of our instruction, but are available for students who may be interested

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Expected Actual

in collaboration with their district of residence. Students typically placed in our Alternative Schools show credit recovery as their priority. Priority 4c note: The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or CTE sequences or programs of study that align with State Board-approved CTE standards and frameworks is not applicable in the JCCS context. Our experience has been that our students need to address credit deficiencies in basic requirements. ***** The Early Assessment Program results re embedded in the SBAC results for 11th grade ELA and Mathematics.

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

Action 1.1. Increase the implementation of the Universal Design for Learning (UDL) model by providing more intense professional development for all JCCS staff, including teachers, paraprofessionals, and administrators. Action 1.2. Increase the implementation of California Common Core State Standards (CCCSS) for English Language Arts (ELA)/ English Language Development (ELD), Mathematics, and New Generation Science Standards (NGSS) through targeted professional development, demonstrations, and coaching.

Action 1.1. Professional development was provided to support the implementation of the UDL model. Implementation is at the beginning stage and was affected by mid-year staff changes and school closures. Action 1.2. Professional development was provided by our Educational Services coaches in the area of English language arts and math. Implementation is at the beginning stage and was affected by mid-year staff changes and school closures. Action 1.3. Teachers and administrators were provided

1000-1999: Certificated Personnel Salaries Unrestricted General Fund $53,714

2000-2999: Classified Personnel Salaries Unrestricted General Fund $0

3000-3999: Employee Benefits Unrestricted General Fund $17,345

4000-4999: Books And Supplies Unrestricted General Fund $1,700

5000-5999: Services And Other Operating Expenditures

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Action 1.3. Improve instruction by providing teachers and administrators instructional coaching support for working effectively with English Learners (ELs), implementing language development standards, and supporting ELs' access to the core curriculum. Action 1.4. Improve instruction by increasing the implementation of Project-Based Learning in connection to the existing makerspace lab. Supported by a .25 FTE Technology Support Specialist. Action 1.5. Improve instruction and engagement among students by increasing the use of instructional technology and the use of Google apps at GHCS and JDF. Action 1.6. Improve instruction by systematically monitoring classroom activities and providing coaching using classroom data. Walkthrough observation instruments have been developed and are beginning to provide meaningful data for reflection and improvement. Action 1.7. Offer ELD instruction in an integrated way during core instructional time and at a designated time.

instructional coaching support for working effectively with English Learners (ELs), implementing language development standards, and supporting ELs' access to the core curriculum. Implementation is at the beginning stage and was affected by mid-year staff changes and school closures. Action 1.4. Students were provided with weekly robotics instruction and at the Golden Hills class in Fairfield had access to the makerspace lab. Action 1.5. Each students in all our programs was provided with Chromebooks. All staff have been trained on the Google classroom apps. Implementation is at the beginning stage and was affected by mid-year staff changes. Technical and security issues need to be addressed at JDF. Action 1.6. Classroom observations have been conducted in collaboration with Educational Services coaches during the first semester to monitor the implementation of evidence-based practices and feedback was provided to teachers following a continuous improvement model. Implementation was affected school closures. Action 1.7. ELD instruction was provided in an integrated way during core instructional time and at a designated time.

Unrestricted General Fund $23,095

5700-5799: Transfers Of Direct Costs Unrestricted General Fund $1,421

7000-7439: Other Outgo Unrestricted General Fund $9,484

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Action 1.8 Provide professional development and coaching on how to best work with ELLs. Action 1.9. Introduce an administrative position tasked to provide coaching to teachers and overall instructional guidance (funded through LCAP at .50 FTE) Action 1.10 Provide an intensive three-day institute during the summer for instructional assistants to develop their skills in providing academic support to the students as directed by the teachers.

Action 1.8. Professional development and coaching on how to best work with English learners was provided. Action 1.9. An administrative position tasked to provide coaching to teachers and overall instructional guidance was funded through LCAP at .50 FTE. Activity 1.10. Two full-days of professional development were provided to all instructional assistants focused on increasing skills in providing academic support to the students as directed by the teachers. A summer institute could not be provided due to contractual issues.

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 Local Control Funding Formula (LCFF) Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal.

Our teachers have continued the implementation of the California State Standards. The professional development our staff has received has targeted standard-based instruction in English language arts, English language development, and math. Professional development targeting Universal Design for Learning (UDL) has also been provided. ELD instruction has been at a designated time for ELD in addition to being integrated with subject matter.The Edgenuity online platform has been used by all students. Chromebooks have been introduced in all programs, but the implementation of the Google classroom apps has been slowed down by staff changes. The makerspace lab has created great opportunities for project-based learning together with weekly robotics instruction. Classroom observations have been conducted in collaboration with Educational Services coaches during the first semester to monitor the implementation of evidence-based practices and feedback was provided to teachers following a continuous improvement model. The 0.4 FTE administrator position was funded and contributed to the planning and coordination of professional development and

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especially supported the increased use of technology in the classroom. Two full-days of professional development were provided to all instructional assistants focused on increasing skills in providing academic support to the students as directed by the teachers. A summer institute, originally planned, could not be provided due to contractual issues.

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

Professional development has supported positive student outcomes on the Renaissance formative assessment measures. Our actions combined have also supported a substantial increase in the graduation rate. The increased use of classroom technology has created opportunities that have supported student engagement. The makerspace lab and the weekly robotics instruction have also greatly contributed to student engagement. The training on UDL was provided but will need to be intensified to reach full implementation. Staff changes also affected these efforts. In most classrooms we observed substantial differentiation although not yet at at a systematic planning level. Inconsistent results on the CAASPP assessments appear to be connected more to the student's entire educational history than to strategies that we are implementing, given the brief amount of time students attend our programs.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

There were no substantial differences.

Reflecting upon the progress of this goal and an analysis of the data provided in the California School Dashboard, describe the relationship of this goal and related metrics and actions with the development of new goals in the 2020–23 LCAP, as applicable.

The goal of increasing achievement continues to be very relevant for our students, who, in most cases, enter our programs demonstrating skill gaps and the need to recover credits toward graduation. In 2019 the College and Career Indicator showed 0% prepared. It is important to clarify that following: measures are approved as indicating college or career readiness:

• Career Technical Education Pathway Completion • Grade 11 Smarter Balanced Summative Assessments in ELA and mathematics • Advanced Placement Exams • International Baccalaureate Exams • College Credit Course (formerly called Dual Enrollment) • a–g Completion

• State Seal of Biliteracy

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• Military Science/Leadership

These measures have limited validity to evaluate the effectiveness of our programs as they assume multi-year stability at a comprehensive high school and a history of cumulative academic success. They also heavily relay on academic achievement as measured by cumulative assessments like the SBAC. Modifications to this indicator for alternative programs like our have been considered but not yet implemented. The metrics that we have selected to measure our progress are consistent with the California School Dashboard including addressing English learners' progress, achievement in English language arts and math, implementation of academic standards, parent and student perceptions of the effectiveness of our instructional program, achievement as measured by formative assessments. These metrics were selected to address state priorities related to implementation of state standards (Priority 2), pupil achievement (Priorities 4 and 8), course access (Priority 7), and basic condition of learning (Priority 1, connected to the implementation of the Williams Act). During 2019-20 we addressed several areas of professional development to address this goal. We asked our teachers to rethink their standard-based instruction, adjust and intensify ELD instruction, trained them in using Google apps for the classroom, and in implementing UDL strategies. For 2020--21 we want to largely maintain the same actions to with the goal of increasing consistent implementation as a result of more intensive instructional supervision and leadership. We started the school year with 50 percent new teachers and experienced further staff changes mid year. This turnover also greatly affected our consistent implementation of selected strategies. We are committed to maintaining our 100-percent appropriate teacher certification for our programs and to provide the necessary professional development and coaching to built capacity. The implementation of a UDL model continues to be a crucial element to our approach to supporting the different wide range of needs we find among our students, including students with disabilities, foster and homeless students, English learners, students from families with limited resources, and any student struggling with academic content. The use of instructional assistants designed to provide small group and individual supplemental instruction (funded through Title I) has not produced the results we expected. Starting with the 2020-21 school year we are planning to introduce a new support position to address the identified need to increase the skill level of support staff in both the academic and classroom management areas.

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Goal 2

Increase the Educational Transition Planning Services being provided to students.


State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 9: Expelled Pupils – COEs Only (Conditions of Learning)

Local Priorities:


Expected Actual

Metric/Indicator Priority 5. The percentage of students who report that the school involves them in the development, review and ongoing monitoring of the individual learning plans


Baseline 56% baseline 2016/17

67% of students reported that the school involves them in the development, review and ongoing monitoring of the individual learning plans. This was an increase of 11 percentage points, but did not reach the expected increase of 15 points. Goal Met

Metric/Indicator Priority 5. The percentage of students who report that the school prepares them for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other)

19-20

81% of the students reported that the school prepares them for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other) showing an increase of 17 percentage points over baseline. Goal Met 88





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Expected Actual

15% over baseline


Metric/Indicator Priority 3, 5. The percentage of parents who report that the school prepares their student for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other)


Baseline 45 % baseline 2016/17

76% of the parents responded that the school prepares their student for a successful transition to their next milestone. Goal Met.

Metric/Indicator Priority 3. The percentage of parents who report that the school involves them in the development of their students' individual learning plan



100% of responses indicated that the school involves them in the development of their students' individual learning plan. Goal Met.

Metric/Indicator Priority 5. The percentage of students staying four or more days in JDF who are provided Transition Education Services will increase by 1% over baseline as measured by Student Support Specialists' logs.

19-20 1% Over baseline


100% of eligible students receive transitional services. Goal Met.

Metric/Indicator Priority 5.

The average for the fall semester was 5.2 days.

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Expected Actual

The number of days between release from JDF and enrollment in their home school for all eligible students to minimize the number of absences.

19-20 Average of 3 days or less.

Baseline Baseline an average of 4.7 days.

Goal Not Met

Metric/Indicator Priority 3. The JCCS program will host four family related activities that promotes parental participation in programs for unduplicated pupils and students with exceptional needs and create opportunities for parents' input in decision making and governance.

19-20 4 events

Baseline 1 event held during the 2016/17 school year

One family related event was held during the fall semester. Second semester events were limited by school closures Goal Not Met

Metric/Indicator Priority 9. The annual review of the Countywide Plan for Expelled Students, with input from districts and community agencies, will be used as a tool to update the new three-year plan and to provide coordination in this area.

19-20 The plan will be reviewed by June 2020

Baseline The plan was last reviewed in August 2016

The Plan for Expelled Students was reviewed in January 2020 together with the participating districts. Goal Met


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Action 1.1. Improve services to expelled students by conducting an annual review and updating the Countywide Plan for Expelled Students, to adjust to changing needs as appropriate by June 2020. This is an aspect of our obligations as the County Office of Education under Priority 9. Action 1.2. The JCCS staff will increase its outreach to families by organizing informational events themed around student and family interests: Planning for transition to the comprehensive high school; student-led academic conferences. Action 1.3. Increase our support of student attendance by improving educational transition planning services for a smooth and fast transition. Action 1.4. Improve student outcome by having teachers, student, and support specialists meet three times per year to review and revise the student’s Individual Learning Plan as appropriate. This service brings together the expertise of teachers and of student support specialists contributing to a more comprehensive understanding of the student, not just from an academic perspective, but also from a social-emotional perspective.

Action 1.1. An annual review of the Countywide Plan for Expelled Students was completed with input from Solano County school districts and other relevant agencies, including Solano County probation. Action 1.2. The JCCS staff organized two informational events themed around student and family interests. Additional events related to supporting families during crisis were held via Zoom meetings during the Covid19-related school closures. Action 1.3. Educational transition planning services were reviewed and updated in collaboration with Probation and receiving school districts. Action 1.4. Teachers, students, and support specialists met quarterly to review and revise the student’s Individual Learning Plan as appropriate.

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Action 1.6 A full-time student support specialist will be funded through Title I and Probation's contribution at JDF and a full-time student support specialist at GHCS funded through LCAP.

Action 1.6 A full-time student support specialist was funded through Title I and Probation's contribution at JDF and a full-time student support specialist at GHCS funded through LCAP.


Services were implemented as expected. The full-time Student Support Specialist at JDF provided transition services for students who stayed four or more days. The provision of transition services is at the core of our model for JCCS programs. Some systemic barriers to transition were addressed during our regularly scheduled Student Services meetings, attended by representatives from all our districts. The Student Support Specialists have case managed students' progress in completing their Individual Learning Plans (ILPs) and prepared district staff to the students' reentry. We are tracking the number of days between release from JDF and enrollment in the home school for all students. Teachers and student support specialists have been meeting with the student at least three times per year to review and revise the student’s individual learning plan as appropriate. Student Support Specialists were funded through our LCAP funds, Title I, and a contribution from Probation. Through the Student Services network SCOE facilitated an annual review and update of the Countywide Plan for Expelled Students. Currently we have agreement with all the Solano County school districts to accept partial credits for courses initiated during students' stay at JDF. However, these credits are counted only to fulfill elective requirements as students need to re-enroll in those courses and start them over to satisfied those course requirements. An MOU with Probation was developed to offer students leaving JDF mid semester access to a bridge program that allows them to complete courses they had started at JDF through the end of the semester. This is only available for students with parental agreement. During 2018-19 there was one evening events held at GHCS and overall i attendance at our School Site Councils increased. The event was advertised with flyers through the students, via e-mail, texts, and phone calls. No events could be scheduled during the spring semester due to the school closures. During the school closures, support for families on dealing with crises was provided via Zoom meetings.

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We continue to see improvement in participation in governance among parents due to intensified efforts toward outreach. Survey results indicate that positive parent perceptions of some aspect of our programs significantly increased due to intensified efforts to communicate with families. The average number of days between release from and JDF and enrollment in school increased from 4.7 to 5.2. We attribute this result to the fact that an increasing number of students leaving JDF are placed in group homes outside of the county which often contributes to delays in enrollment. The two measures of the student's perception of the effectiveness of our program significantly increased with gains of 11 or more percentage points.


No significant differences.


The goal of supporting students' transition from court schools to their school of residence remains a very important one that we want to maintain for the 2020-21 LCAP. The goal is very relevant to supporting student attendance and dropout prevention. We plan to improve our services by working more closely with districts to be allowed to work directly with receiving schools' staff rather than just with district level administrators. We have started doing this during 2019-20 by establishing stronger communication with high school counselors at some of the districts and we will continue developing connections at all the receiving high schools in the county. The funding of two Student Support Specialists through LCAP, Title I, and Probation funds, will continue. This goal will also continue to address parent engagement by proving meaningful events for families designed to provide educationally relevant information, strengthen the relationship between parents and schools, and fostering parent leadership in advising our policies and practices. We will continue working with our school districts to support expelled students through monthly meetings and by revising our Plan for Expelled Students as needed.

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Goal 3

Increase career readiness services provided to students.


State Priorities: X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:


Expected Actual

Metric/Indicator Priority 8. Percentage of all students exploring career options using California Career Zone, Road Trip Nation and Junior Achievement

19-20 Maintain 100%

Baseline 100% baseline 2016-17

100% of students explored career options using California Career Zone, Road Trip Nation and Junior Achievement Goal Met

Metric/Indicator Priority 8. Percentage of all eligible students participating in job shadow/industry speaker activities with local employers/trainings

19-20 Maintain 100%


100% of all eligible students participated in job shadow/industry speaker activities with local employers during the fall semester. This service was affected by school closures due to the coronavirus. Goal Met

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Expected Actual

Metric/Indicator Priority 8. Percentage of all students participating in financial literacy workshops covering budgeting, credit, savings, and investments

19-20 Maintain 100%


100% of students participated in financial literacy workshops covering budgeting, credit, savings, and investments. Goal Met

Metric/Indicator Priority 8. Increase the number of student testing for the California Food Handlers Certification in the Challenge program

19-20 Increase 6% over baseline

Baseline 100% baseline 2016-17 at the Challenge program

100% of the students in the Challenge program completed the certification within the time span allowed by the school closures.

Metric/Indicator Priority 8. The percentage of students who report that the school effectively provides them with career readiness workshops as measured by the LCAP Student Survey



The percentage of students who reported that the school effectively provides them with career readiness workshops as measured by the LCAP Student Survey was 50% showing a 6 percentage point decrease from baseline. Goal Not Met

Metric/Indicator Priority 8. The percentage of students who report that the career readiness instruction demonstrates a connection to real life as measured by the LCAP Student Survey

The percentage of students who reported that the career readiness instruction demonstrates a connection to real life as measured by the LCAP Student Survey was 43%, with an increase of 6 percentage points over baseline. The new value did not meet the expected increase of 9 percentage points. Goal Not Met

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Expected Actual




Action 1





Action 1.1 Continue to expand career exploration instruction for students in Juvenile Court and Community Schools (JCCS) programs including California Career Zone, Road Trip Nation, and Junior Achievement. Action 1.2 Offer an Introduction to the Construction Trades course at JDF and GHCS to provide them with specific trade skills and pre-apprenticeship experience. The course is the result of a partnership between SCOE and Probation and is scheduled to start in July. Action 1.3. Continue to provide financial literacy instruction for students in JCCS programs including budgeting, credit, and savings and investments.

Action 1.1 All students attending our programs were provided career exploration instruction programs including California Career Zone, Road Trip Nation, and Junior Achievement, depending on the length of their stay. Action 1.2 We have been offering an Introduction to the Construction Trades course at JDF to provide eligible students with specific trade skills and pre-apprenticeship experience. The course is the result of a partnership between SCOE and Probation and is scheduled to start in July. We are currently working on equipping facilities to provide the same course at GHCS. Action 1.3. We continued to provide financial literacy instruction for students in JCCS programs with a curriculum including

1000-1999: Certificated Personnel Salaries Unrestricted General Fund $67,455

2000-2999: Classified Personnel Salaries Unrestricted General Fund $44,947


4000-4999: Books And Supplies Unrestricted General Fund $400




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Action 1.4. Continue to expand "Success in the Workplace" themed instruction for students in the JCCS including meeting deadlines, multitasking, adapting to change, goal setting, digital citizenship, and internet safety . Action 1.5. Revisit the work-ready certification to meet the requirements as part of the College/Career Indicator. A new Vocational Specialist will update the course in collaboration with our Workforce Development department. Action 1.6. In collaboration with the Workforce Development department, SCOE will support GHCS's students with work-based learning experiences. Action 1.7. Improve our support of students employment-related skills by employing a 0.8 full-time equivalent of a vocational specialist to support teachers in providing instruction on career-related skills, including the work-ready certification, and the safe food handling certification. The vocational specialist will also work with work-based learning opportunities.

budgeting, credit, and savings and investments. Action 1.4. We provided "Success in the Workplace" themed instruction for all students in the JCCS including meeting deadlines, multitasking, adapting to change, goal setting, digital citizenship, and internet safety. Action 1.5. We provided work-ready certification to all students staying at JDF for 90 days or longer. We are currently waiting for guidance for CDE on the requirements for this course to meet the College/Career Indicator requirements. Our Vocational Specialist will update the course in collaboration with our Workforce Development department as needed. Action 1.6. In collaboration with the Workforce Development department, SCOE has been working with the Workforce Development Board to provide GHCS students with work-based learning experiences. Action 1.7. We continued to fund a full-time Vocational Specialist to support teachers in providing instruction on career-related skills, including the work-ready certification, and the safe food handling certification. The vocational specialist will also work with work-based learning

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opportunities. Funded at 0.8 FTE through the LCAP and by Probation for 0.2 FTE.


Career exploration instruction has been provided as planned to students in Juvenile Court and Community Schools (JCCS) programs. California Career Zone, Road Trip Nation, and Junior Achievement remained fully implemented. Students also received financial literacy instruction including budgeting, credit, and savings and investments through weekly workshops and activities. All students received “Preparing for the Workplace” themed and technology integrated instruction. "Preparing for the Workplace" themed instruction prepares students to meet deadlines, adapting to change, goal setting, digital citizenship, and internet safety. Work-Ready and Food Handler Certifications training have remained 100% at the Challenge Academy. Consultation with the SCOE College and College and Career Department is ongoing as a means of improving our capacity to provide career readiness and project-based instruction. All eligible students attended trades fairs, field trips, had guest speakers, and attended a job fair at Solano Community College. Eligibility to participate in such events is based on guidelines to determine which students are ready for less structured activities like field trips. The stricter guidelines were developed to prevent behavior incidents. The Introduction to the Construction Trades course has been offered at JDF by a full-time teacher with Probation's financial support. The course has been offered to high-school students and to students who have already graduated. Consistent with the original design of the course, our intention is to offer the same course at the Golden Hills Community School once appropriate facilities are available.


All our students received instruction in career planning and participated in financial literacy workshops covering budgeting, credit, savings, and investments. The percentage of students who reported that the career readiness instruction demonstrates a connection to real life as measured by the LCAP Student Survey was 43%, with an increase of 6 percentage points over baseline. The new value did not meet the expected increase of 9 percentage points. The percentage of students who reported that the school effectively provides them with career readiness workshops was 50% showing a 6 percentage point decrease from baseline. In both cases, results were significantly affected by low positive responses among students in JDF. While all students received this type of instruction, due to high turnover, students in our JDF program, received it for a wide ranges of time spans resulting in uneven perceptions of the program. This factor seems to explain why our survey did not yield expected results. To support this explanation we want to emphasize that 100% of the students in the Challenge program (where students reside for 9 months) completed the Work-

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Ready and Safe Food Handling certifications within the time span allowed by the school closures. Future surveys will need to separate responses for students with long-term residency to better understand findings.


Slight differences between Budgeted Expenditures and Estimated Actual Expenditures were due to fluctuating costs.


Career readiness instruction is very relevant to our students and will continue to be one of our goals. Services will continue to be funded and we will adjust our work-ready certification program to comply with the requirements of the college/career readiness indicator on the California School Dashboard for alternative schools. SCOE has been working with the Workforce Development Board to provide GHCS students with work-based learning experiences. We are currently working with the local Workforce Development Board to streamline their enrollment process and to reach greater inclusiveness within their suitability standards. The Introduction to the Construction Trades course will continue to be funded in collaboration with Probation and plans are being made to adapt facilities at the community programs to offer the same course at those campuses.

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Goal 4

Increase social-emotional support services provided to students.


State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)

Local Priorities:


Expected Actual

Metric/Indicator Priorities 5, 6. Average daily attendance



The average daily attendance for the first semester 2019-20 was 60% Goal Not Met

Metric/Indicator Priority 6. The suspension rate for JCCS students will decrease by 15% from the baseline.

19-20 Decrease 15% from baseline


The suspension rate for the first semester 2019-20 is 11% Goal Met

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Expected Actual

Metric/Indicator Priority 5. The chronic absence rate will decrease by 9% from the baseline.

19-20 Decrease 9% from baseline


Chronic absenteeism for 2018-19 was 46.7%. Goal Met

Metric/Indicator Priority 6. The percentage of students who on the most recent California Health Kids Survey (CHKS) report that they feel there is a teacher or adult who notices them when they are not there.



The percentage of students who on the 2019-20 California Health Kids Survey (CHKS) reported that they feel there is a teacher or adult who notices them when they are not there was 70% with an increase of 15 percentage points over baseline. Goal Met

Metric/Indicator Priority 6. The percentage of students who on the most recent CHKS report that they feel safe at school.



The percentage of students who on the 2019-20 CHKS reported that they feel safe at school was 46% with an increase of 7 percentage points and did not meet the expected increase by 15 points. Goal Not Met

Metric/Indicator Priority 6 The percentage of students who on the most recent CHKS report that there is a teacher or adult who really cares about them.


The percentage of students who on the 2019-20 CHKS reported that there is a teacher or adult who really cares about them was 62% with an increase of 15 percentage points over the baseline. Goal Met

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Expected Actual


Metric/Indicator Priority 6. The percentage of students who on the most recent CHKS report that they feel like they are a part of their school.

19-20 Increase by 15% over baseline


The percentage of students who on the 2019-20 CHKS reported that they feel like they are a part of their school was 38% with a 1 percentage point decrease over baseline. Goal Not Met

Metric/Indicator Priority 6. The percentage of students who on the LCAP Student Survey report that the school supports their social-emotional needs.



The percentage of students who on the LCAP Student Survey reported that the school supports their social-emotional needs was 48% Goal Met

Metric/Indicator Priority 6. The percentage of parents who on the LCAP Parent Survey reports that the school provides their child extra help when they are struggling socially or emotionally.



The percentage of parents who on the LCAP Parent Survey reported that the school provides their child extra help when they are struggling socially or emotionally was 71%. Goal Met

Metric/Indicator Priority 5d Note: Middle and high school dropout rates are not applicable to the Juvenile Court and Community Schools context. The Juvenile Court and

N/A

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Expected Actual

Community Schools (JCCS) do not generate a dropout rated based on prescribed four-year cohort method since students generally do not remain enrolled for more than one year.

Metric/Indicator Priority 6b Note: The students referred to the JCCS have already been expelled or remanded to the Juvenile Detention Facility (JDF) program. They would not be expelled further

N/A


Action 1





Action 1.1. Provide support services to students at Community School with a focus on Trauma-Informed Care and Support. Action 1.2. The student support specialist at GHCS will provide emotional learning and social skills group facilitation. Action 1.3. Students who require more intensive counseling will be referred to an MFT from the Student and Program Support department. This 0.3 FTE professional will be funded through LCAP.

Action 1.1. Support services to students at Community School were provided by teaching staff, support staff, and administrators with a focus on Trauma-Informed Care and Support. Action 1.2. The student support specialist at GHCS provided weekly emotional learning and social skills group facilitation. Action 1.3. Students who required more intensive counseling received services from an MFT from the Student and Program Support department. This 0.3 FTE professional was funded through LCAP.

4000-4999: Books And Supplies Unrestricted General Fund $1,500


7000-7439: Other Outgo Unrestricted General Fund $488

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Action 1.4. Improve our ability to increase attendance at the Community School by increasing our accuracy in tracking absenteeism and intervening in a more timely fashion. The Student Support Specialist and probation officer will be tasked to regularly counsel students in this area and identify existing barriers. This is particularly important for low-income students and English learners who tend to have fewer resources to support their achievement when missing school. Action 1.5. Improve the school environment by providing professional development to all JCCS staff including administrators, teachers, paraprofessionals and student support specialists related to Trauma-Informed Care and Support and restorative practices. Funded by LCAP Action 1.6. Intensify the implementation of a school-wide Positive Behavior Intervention and Supports system aligned with the Multi-Tiered System of Supports (MTSS) model with a focus on restorative justice principles as an alternative to suspension. Action 1.7. Continue to implement a School Attendance Review Board with relevant community partners to address student attendance and behavioral issues.

Action 1.4. The Student Support Specialist and probation officer were tasked to regularly counsel students in this area and identify existing barriers. The accounting for attendance for distance learning students was also revised as errors were identified. Administrators and staff conducted home visits when possible for truant students. Action 1.5. Professional development was provided to all JCCS staff including administrators, teachers, paraprofessionals and student support specialists related to Trauma-Informed Care and Support and restorative practices through training and coaching. Action 1.6. The school-wide Positive Behavior Intervention and Supports system aligned with the Multi-Tiered System of Supports (MTSS) was implemented. However staff changes created barrier to full implementation. Action 1.7. A School Attendance Review Board with relevant community partners to address student attendance and behavioral issues was implemented in collaboration with the school

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Action 1.8. Offer the Parent Project program to our parents and community members in collaboration with Probation and Solano County Behavioral Services, designed to support especially homeless, expelled, foster youth, and students with exceptional needs. Action 1.9. We will improve communication between the school and families by sending a monthly letter to parents, describing what students are working on, advertising events and meetings, and providing educational information in English and Spanish. Action 1.10. Train teaching and support staff in mental health first aid. Action 1.11. Offer after-school enrichment activities for students such as dance instruction, music instruction, poetry workshops, etc. Action 1.12. Partner with the faith-based community to address issues related to equity and race for our students and families. Equity work will be supported and coordinated by our new Student

districts contracting with our community program. Action 1.8. Parent Project program was advertised for our parents in collaboration with Probation and Solano County Behavioral Services. However, no parent expressed an interest in participating. Action 1.9. A monthly letter to parents, describing what students were working on, advertising events and meetings, and providing educational information in English and Spanish was not provided by the program administrator. Action 1.10. Administrators, and student support specialists received training in mental health first aid. The unavailability of substitute teachers prevented our teachers from attending the training. Action 1.11. After-school enrichment activities for students such as dance instruction, music instruction, poetry workshops, were not offered due to limited interest among students. Action 1.12. SCOE started a Faith in Education Network with regular meetings and initiated contacts for organizations interested in

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Services administrator. Supported in part by LCAP funds (0.4 FTE)

supporting our programs. Further progress was prevented by the Covid-19 related school closures.


Student Support Specialists and staff have adopted healing approaches in response to childhood trauma experienced by the youth served in JCCS. Support for students in this area at JDF is primarily provided by Solano County Probation. The social-emotional support team also visited homes of truant students and students with social, emotional or mental health needs. Students who required more intensive counseling received services from an MFT from the Student and Program Support department. This 0.3 FTE professional was funded through LCAP. To improve attendance at the Community School we have have increased the accuracy of our absenteeism tracking system for distance learning and we have re-trained the administrators, teachers, and attendance clerk. The student support specialist has regularly counseled students about attendance and discussed existing barriers and possible solutions. This has been particularly important for low-income students who tend to have fewer resources to support their achievement when missing school. Our JCCS staff has received ongoing professional development related to trauma-informed care and support and JCCS schools have continued to implement and improve the Positive Behavior Intervention and Supports (PBIS) system with a focus on restorative justice principles as an alternative to suspension. On site training, coaching, and direct services for students have been provided to introduce restorative practices principles. The school also invited parents to student progress team meetings and has referred students to SARB as needed. The Program Administrator was unable to send a monthly newsletter to parents although this remains a goal for us. Information regarding activities was done through flyers, e-mail, phone calls, and texts as needed. Administrators, and student support specialists received training in mental health first aid as planned. SCOE started a Faith in Education Network with regular meetings as planned and initiated contacts for organizations interested in supporting our programs. Further progress was prevented by the Covid-19 related school closures and shelter at home orders.


The actions and services resulted in positive results in several areas. The suspension rate and chronic absenteeism decreased significantly in connection to trauma-responsive care and the increased implementation of restorative practices. On the other hand, daily attendance decrease primarily in our distance learning program. The distance learning option is being reconsidered for the next school year to determine needed adjustments.

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Positive responses on the 2019-2020 California Healthy Kids Survey (CHKS) increased on 3 out of 4 indicators. The percentage of students who on the 2019-20 California Health Kids Survey (CHKS) reported that they feel there is a teacher or adult who notices them when they are not there reached 70% with an increase of 15 percentage points over baseline. The percentage of students who reported that there is a teacher or adult who really cares about them increased to 62% with an increase of 15 percentage points over the baseline. The percentage of students who reported that they feel safe at school did not meet the expected increase, but increased to 46% with an increase of 7 percentage points. The percentage of students who reported that they feel like they are a part of their school was 38% with a 1 percentage point decrease over baseline. Negative responses on this item may reflect the relative isolation of the students attending through the distance learning program. As mentioned above, we are restructuring this model of delivery to increase its effectiveness. Positive results were also obtained on the LCAP survey. The percentage of students who reported that the school supports their social-emotional needs increased to 48% with an increase of 16 percentage points over baseline. The percentage of parents who reported that the school provides their child extra help when they are struggling socially or emotionally increased to 71% with an increase of 26 percentage points.


Differences between Budgeted Expenditures and Estimated Actual Expenditures were due to more limited parent engagement activities than planned. This will be addressed in the new plan.


This goal remains very relevant for our community programs as most of our students have experienced significant trauma in their lives and need social-emotional support. Our services also show positive results and need to be continued with even greater intensity. The funding of the student support specialist will continue as an essential element of our program. Our tiered approach to providing services in this area will be intensified at the Tier III level (students with the highest needs) with increased funding for the MFT position. Attendance and chronic absenteeism remain high and continue to be an area of intense need. To increase our services in this area we are planning to revise the job description of the position of Attendance Liaison to better address our needs. The 2021 LCAP will fund this position at .5 FTE.

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Goal 5

Close achievement gap for foster and homeless youth.


State Priorities: X Priority 10: Foster Youth – COEs Only (Conditions of Learning)

Local Priorities:


Expected Actual

Metric/Indicator Priority 10. There will be an increase of ten services provided by SCOE student wellness specialist who is co-located at Child Welfare Services (CWS).

19-20 Increase by ten services over baseline.

Baseline There were 149 services provided by the student wellness specialist.

As of July 1, 2019, 450 services have been provided by SCOE staff including services such as request for educational records, technical assistance, back packs with school supplies, identification of students eligible for FAFSA and facilitation of support, and linkage to school sites. The actual number of services exceeds the baseline by 301 Goal Met

Metric/Indicator Priority 10. There will be an increase of four new members added to the membership and communication of the Solano County Foster Youth Educational Planning Team. The baseline is 64 current members on the roster.

19-20 Increase by four new members and communication over baseline.

There are currently 69 members on the FYEPT outreach list. This exceeds the baseline by 5 members. Goal Met

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Expected Actual

Baseline There were 64 members on the Solano County Foster Youth Educational Planning Team.

Metric/Indicator Priority 10. There will be an increase in the number of trainings, professional development, and technical assistance opportunities for SCOE staff, foster and homeless youth liaisons, and partner agencies including CWS, related to our coordination of support and services for foster and homeless students.

19-20 Increase by five the number of trainings, professional development, and technical assistance opportunities

Baseline 15 trainings, professional development, and technical assistance opportunities

There were 29 unduplicated services provided to our community partners including district staff, Child Welfare Services, Court Appointed Special Advocates (CASA), Foster Youth Educational Planning Team Stakeholders (FYEPT), and Solano County Juvenile Detention Facility (JDF). Topics included trauma informed practices, Commercially Exploited Children and Youth (CSEC), Positive Behavior Intervention and Support (PBIS), Foster and homeless, FAFSA and financial aid, and Resilience. There was an increase of 14 services from the previous school year. Goal Met

Metric/Indicator Priority 10 Collaborate with Child Welfare Services on the development of a process to support district requests for verification of 19- digit code derived in CWS/CMS to support CALPADS verification. The 19 -digit code is a unique identifier assigned to each foster youth in the Child Welfare database, CWS/CMS.

19-20 N/A

Baseline N/A

SCOE and Child Welfare Services collaborated to support requests on districts on an as needed basis. Goal Met


Action 1

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Increase the number of services to support homeless and foster students provided by SCOE student wellness specialist who is co-located at Child Welfare Services. Services include but are not limited to the records request, school supplies, facilitation between districts and Child Welfare Services, and technical support.

Services were provided by a SCOE Student Wellness Specialist that was co-located at Child Welfare Services.

The cost for the action is included as part of our regular Foster Youth staff duties. 0 See below

Action 2





Increase membership and communication of the Solano County Foster Youth Educational Planning Team. Increased communication will be accomplished through outreach and increased membership efforts for the Solano County Foster Youth Educational Planning Team.

New members representing community based organizations and education were added to the roster.


Action 3





Increase the number of trainings, and professional development, and technical assistance opportunities for SCOE staff, foster and homeless youth liaisons, and partner agencies including Child Welfare Services, related to our coordination of support and

Trainings, professional development, and technical assistance have been provided to SCOE staff, foster and homeless liaisons, and partner agencies. Professional development included but was not limited to Commercially Sexually Exploited


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services for foster and homeless students. Topics will include graduation requirements (EC § 51225.1.), Trauma-Informed Practices, Resiliency, Commercially Sexually Exploited Children (CSEC), and McKinney-Vento Homeless Assistance Act. Professional development topics will be provided based on the needs and feedback of stakeholders related to foster youth and homeless youth. SCOE has hired a clinical supervisor with expertise in the area of CSEC. SCOE will be providing CSEC 101, as well as consulting with districts to address a continuum of care.

Children (CSEC), Trauma Informed Practices, and McKinney Vento- Homeless Assistance Act.

Action 4





Collaborate with Child Welfare Services on the development of a process to support district requests for verification of 19 digit code derived in CWS/CMS to support CALPADS verification. The 19 digit code is a unique identifier assigned to each foster youth in the Child Welfare database, CWS/CMS. The plan to address the issue included the identification of a point of contact at Child Welfare Services that will provide the code upon request. SCOE staff will facilitate communication between the

Child Welfare Services and SCOE partnered to provide the 19 digit code to districts when requested.

The cost for the action is included as part of our regular Foster Youth staff duties. 0

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districts and Child Welfare Services.


The overall implementation of the actions/services had a positive impact on Goal 5 ( Close the achievement gap for foster and homeless youth). Some of the areas of improvement included increased professional development opportunities for the professionals that support the academic and social emotional well being of foster and homeless students, continued support at Child Welfare Services including retrieval of educational records and technical assistance, and improved collaboration and support of the districts regarding the verification of the 19 digit code which is utilized to verify foster youth enrolled in the district.


Overall effectiveness can be measured in a variety of ways. For example, 72 total participants attended the Trauma Informed Practices professional development series. Participants represented a variety of community partners which included districts, Independent Study Programs, Solano County Library, Faith Based Community, childcare, and post- secondary institutions. Survey responses to the professional development indicate the influence of the actions/services to achieve the articulated goal. Responses from the participants of the professional development series included the following: "This workshop was filled with useful and practical tools to use immediately after our first training". "This workshop was so comprehensive and full of thought, love and prep". "Lots of great tips, interactive, fantastic group /content that can apply in both personal and professional life". The most helpful part of the workshop was "...understanding Trauma and ACES". When participants gain useful tools and a deeper understanding of trauma, the application of the concepts is likely to benefit foster and homeless students in the classroom and community. Also, the 450 services provided by SCOE at Child Welfare Services which included services such as request for educational records, technical assistance, back packs with school supplies, identification of students eligible for Free Application for Federal Student Aid (FAFSA) and facilitation of support, and linkage to school sites made a positive impact towards Goal 5. As a result of the services provided on behalf of students, educational records supported the enrollment process, school supplies supported the learning process, and 11 seniors completed the Free Application For Federal Student Aid (FAFSA). According to John Burton Advocates for Youth, "Nearly all foster youth report that they want to go to college, but only 8% will actually receive a 2-4- year degree by the age of 26". The identification of eligible students for the FAFSA and the linkage to support to complete the financial aid process provides the financial resources to enroll and participate in post secondary education.

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Lastly, effectiveness is indicated by survey responses from participants of professional developments on the topics of the McKinney-Vento Homeless Assistance Act, Foster Students and AB490, and Commercially Exploited Youth (CSEC) reported an increase in knowledge or significant increase in knowledge regarding the eligibility under the McKinney-Vento Homeless Assistance Act, Foster students and AB 490, common risk factors to CSEC youth and the ways that trauma impacts the education of a CSEC youth.


There were no material differences between Budgeted Expenditures and Estimated Actual Expenditures.


The goal remains significant to foster and homeless students within Solano County Community programs and across the county. National data on the populations indicate that there is a continued need to close the achievement gap. Previous actions/services have made a positive impact yet, there is room for improvement. Supporting foster and homeless students requires the development and capacity building of a system of support to address the multitude of needs related to trauma, abuse, and lack of basic needs. Continued focus on the implementation of actions/services such as professional development, trainings, technical assistance, and school based wellness sites are essential components to improving the outcomes for foster and homeless students.

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2019-20 LCAP Annual Update Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2019-20

Annual Update Budgeted


Actual

All Funding Sources

0.00 0.00

473,536.00 0.00

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

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Total Expenditures by Object Type

Object Type 2019-20



Actual

All Expenditure Types

0.00 0.00

121,169.00 0.00

156,808.00 0.00

105,731.00 0.00

4,400.00 0.00

35,685.00 0.00

7,674.00 0.00

42,069.00 0.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2019-20



Actual

All Expenditure Types All Funding Sources

0.00 0.00

121,169.00 0.00

156,808.00 0.00

105,731.00 0.00

4,400.00 0.00

35,685.00 0.00

7,674.00 0.00

42,069.00 0.00


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Total Expenditures by Goal

Goal 2019-20



Actual

Goal 1 106,759.00 0.00

Goal 2 181,759.00 0.00

Goal 3 179,530.00 0.00

Goal 4 5,488.00 0.00

Goal 5 0.00 0.00


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2020-21 Local Control Accountability Plan for Solano County Office of Education Page 1 of 70

Local Control Accountability Plan DRAFT The instructions for completing the Local Control and Accountability Plan (LCAP) follow the template.

Local Educational Agency (LEA) Name Contact Name and Title Email and Phone

Solano County Office of Education Amy Chavez Director - Student Services, Equity, and Support

[email protected] 707-399-4840

Plan Summary [2020-21]

General Information

A description of the LEA, its schools, and its students.

The Solano County Office of Education (SCOE) operates two alternative education programs: Golden Hills Community School (GHCS), and Solano County Juvenile Detention Facility (JDF). GHCS has one classroom in Vacaville and one in in Fairfield, serving students in grades 7-12 who have been expelled, have been placed by the Solano County Probation Department (Probation), or based on a recommendation from a Student Attendance Review Board (SARB). In addition to the classroom-based program GHCS also includes a distance learning program. Students at GHCS come from the Fairfield-Suisun Unified School District (FSUSD) and the Vacaville Unified School District (VUSD). Starting August 2019, the school is also serving a small number of students expelled by the Vallejo City Unified School District (VCUSD). Students in these programs generally stay for a period averaging one semester to a year. At C-BEDS data collection time, the school enrolled 48 students. The number of students enrolled increases during the school year as referrals come in. At the end of the 2019-20 school year the number of active students in the program was 64. The cumulative number of students served over the entire 2019-20 school year reached 119 students. The distance learning option relies on a blended instructional model where students attend twice a week and receive instruction online when not attending. During 2019-20, the distance learning program has served a total of 53 students with an average enrollment of about 25 students. The JDF program is offered in collaboration with Probation to high school students who are incarcerated. The cumulative number of students served per year at JDF has dramatically decreased in the last three years, due to increased diversion efforts, as shown below: 2016-17 327 2017-18 171 2018-19 189 2019-20 168 While the reduction of youth incarcerations is to be celebrated, the sharp decline in enrollment has created some challenges for cost-effectively serving students. Students reside in different pods that cannot be combined, resulting in very small class sizes. During 2019-20 we have served an overall daily average of approximately 22 students divided in three pods. The daily average remains stable throughout throughout the year at JDF.

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http://www.doc-tracking.com/screenshots/20LCAP/Instructions/20LCAPInstructions.htm#PlanSummary

http://www.doc-tracking.com/screenshots/20LCAP/Instructions/20LCAPInstructions.htm#generalinformation


The majority of our students need credit recovery in addition to grade level instruction. The focus our program is to provide students with courses that will allow them to progress toward graduation. Students access elective courses through an online program. Both GHCS and JDF have received the Western Association of Schools and Colleges (WASC) accreditation. JDF's accreditation was renewed for six years in 2019 and GHCS' accreditation is due for a six year renewal in 2021. During 2019-20 our programs employed a total of six general education teachers, a Career Technical Education (CTE) teacher, four para-educators, and a resource specialist serving students with disabilities primarily within their general education classrooms. Special Education related services for GHCS students are provided by staff from the contracting districts. SCOE provides related services for students at JDF. Through LCAP funding, we have supported the social-emotional needs of foster, homeless, expelled, low income, and English learners (ELs) students by employing two student support specialist (SSSs). The SSSs works with students' emotional learning, anger management, and re-entry plans. An additional wellness specialist also provides more intensive counseling. At JDF we provide transition case management for students exiting JDF and returning to their school of residence. Mental health services ta JDF are provided by Probation. We have worked on making our program rich with college and career readiness services. Students at JDF are able to take college classes online and face-to-face through an agreement with Solano Community College. All our classrooms are visited by college counselors supporting students in their college planning and showing them how to fund a college education. Work-Ready! certification and Safe Food Handler certification are offered at both of our sites. At JDF in 2019-20 we have established an Introduction to the Construction Trades in partnership with Probation serving high school students and students who have graduated. We have also created a makerspace lab at GHCS that has supported project-based learning and we have offered weekly robotics instruction. All our students have access to individual Chromebooks for research and productivity. The ethnic background of the overall student population in our community and court programs combined is as follows: African American 40% Native American 1% Filipino 1% Latinos 39% Pacific Islander 1% White 17% Multi-race 1% These percentages show that our programs serve predominantly students of color (83%) and remind us of the persisting inequity in the educational and juvenile justice system. During the current school year, we have served one student classified as English learner. Approximately one third of our students qualify for special education services. Due to the school closures related to the covid-19 epidemic, all our programs switched to a distance learning delivery model in March 2020. The transition to distance learning was relatively easy as all our students use individually assigned Chromebooks. Students were able to take their laptops home. In addition, we provided hot-spot solutions for families who did not have internet connection. Distance learning instruction included teacher-student interactive work on the Edgenuity online platform, which covers our course of study, and instruction provided through the Google classroom platform.

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In addition to operating alternative education programs, SCOE works together with the six school districts in Solano County and Solano Community College to provide the following array of programs and services to meet the varying needs of our students (not included in our LCAP): · College and Career Readiness Education (CCR)/Workforce Development leadership, data collection, curriculum and instruction professional development, and differentiated assistance. · Educational and related services for students with moderate to severe disabilities infant through age 22. · Instructional support to students in district schools and SCOE programs who are deaf/hard-of-hearing. · Differentiated assistance to school districts in Comprehensive Support and Improvement status. · Coordination of services to homeless students and foster youth countywide. · Professional development in the core academic areas to local educators. This includes coaching for administrators in the areas of effective educational leadership skills. · Professional development for the implementation of Positive Behavior Interventions and Supports to over 70 schools. · Coordination and leadership for the implementation of the Multi-Tiered Systems of Support for selected districts. · Coordination among the Student Services departments for all our districts to support attendance, reduce absenteeism, and implement effective policies. · Fiscal oversight of the County’s six school district budgets.

Reflections: Successes

A description of successes and/or progress based on a review of the California School Dashboard (Dashboard) and local data.

Several indicators showed relative improvement among our students including reading and math skills as measured by the Renaissance program. Our graduation rate significantly increased to reach 81%. Chronic absenteeism also decreased, although it is still high. The suspension rate decreased significantly and is one piece of evidence showing a shift in discipline strategies as a result of the trauma-responsive and restorative practices professional development and coaching that we have provided. In the CTE programs all students participated in career exploration activities using the California Career Zone, Road Trip Nation, and the Career Choices curriculum. All students in the JDF Challenge Program earned the Work-Ready and Food Handler Certifications up to school closures. Students who received their high school diploma while at JDF have been able to enroll in online courses through Solano Community College. JDF school staff assists with the application and enrollment process as needed. The percentage of eligible students who received transition services reached 100%. In Collaboration with Probation we have established a pre-apprenticeship or the construction trades at JDF with a full-time CTE teacher serving high school students and graduates as well. We have also increased the use of instructional technology by providing each student at JDF with a Chromebook laptop. All the students in our program now have their individual laptop and teachers have been trained in using Google Classroom and have started using it for instruction. Our goal of introducing project-based learning has materialized with weekly robotic classes offered in connection to our makerspace lab.

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We have increased the number of trainings on ways to support foster and homeless youth and plan to continue the same level collaboration and services while increasing our outreach to new partners. With 100% of our students in the detention facility being unduplicated and about 60% of the students at the community program, we are confident that all these actions and successes have directly improved the circumstances for students from low-income families, foster youth, and English learners as they benefit from increased attendance, fewer suspensions and continued career readiness instruction. Our social-emotional supports at Golden Hills Community School (GHCS) have also increased and we are now providing a complete tiered approach that starts with mental health universal screening and includes social-emotional learning groups and individual counseling under clinical supervision. Students' and parents' perceptions of our effectiveness have also shown positive results with an increase in confidence in our programs on eight out of twelve indicators.

Reflections: Identified Need

A description of any areas that need significant improvement based on a review of Dashboard and local data, including any areas of low performance and significant performance gaps among student groups on Dashboard indicators, and any steps taken to address those areas.

Academic Achievement. Although many of our students perform better on the Renaissance assessments, the large majority of our students score in the “Standard Not Met" category for both English language arts and mathematics, indicating an ongoing need for improvement in these areas. The inconsistency in results may be due to differences in how close to classroom instruction each assessment is. The CAASPP assessments reflect more cumulative performance that we have little ability to affect given the limited time students remain in our programs. The Renaissance assessments, on the other hand, are more formative and better suited to reflect students' response to instruction. Nevertheless, our students' difficulties on the California Assessment of Student Performance and Progress (CAASPP) need to be addressed. Our plan includes services to improve instruction and better support student achievement including professional development in Universal Design for Learning (UDL), coaching on working with English Learners (ELs) and more intensive monitoring of student progress. In addition, regular classroom observations allow teachers and administrators to evaluate the implementation of evidence-based practices, especially those connected to increase student engagement. An increase in the use of project-based learning is also likely to result in increased engagement. In addition to a more intensive use of makerspace tools and robotic instruction, we plan to give students opportunities to engage in civic activism through an integrated approach to the curriculum that will focus their research on culturally relevant community issues. An increased use of the Google Classroom platform will also support engagement. English Language Learner Progress Historically, most of our English learners (ELs) demonstrate beginning skills in English academic proficiency and are likely to have been in schools in the United States for more than six years indicating that they are long-term ELs. During 2019-20 school year only one of our students was classified as EL. To support EL students we are providing English Language Development (ELD) instruction embedded in the core subjects and also as separate subject daily. We will continue to rely on professional development and coaching from our Educational Services Program Managers to support differentiation through the UDL model and other relevant evidence-based practices.

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Suspension Rate. While it decreased in 2018-19, the number of suspensions at GHCS still indicates a need to intensify behavioral interventions to minimize the occurrence of incidents and rely on an alternative to suspensions. Our site will continue coaching on implementing the PBIS to reduce the frequency and intensity of behavior incidents. We are also planning to intensify reliance on alternatives to suspensions, especially the use of restorative practices. Professional development in this area has been scheduled together with classroom demonstrations. Parent Participation Survey results indicate strong support for the schools' goals and services and attendance at School Site Council meetings has increased as a result of outreach efforts. At the same time, increased parent involvement is still an area of need as only a small percentage of parents attend meetings and events. The creation of a dedicated attendance liaison position will support family outreach during 2020-21. Unfortunately, family-centered events that had been planned for the spring 2020 could not be held due the school closures. Increased communication will also involve a regular newsletter in English and Spanish and events centered around students' demonstration and presentations. Career Readiness Our career readiness offerings, and especially the work ready certification program need ongoing updating. We will work with our Workforce Development department to guide the process. Also, a new vocational specialist started receiving referrals for out-of-school and system-impacted youth and will be working with the Solano Workforce Development Board to provide work-based learning opportunities for them. With real options for employment through the school program, students may also have a greater incentive to attend. Students' positive perceptions of the effectiveness of our career readiness instruction is around 50% and needs to increase. Results are partially due to the fact that many respondents, especially at JDF, remained in our program for a very limited time and had very limited exposure to our programs. In the future we are considering using separate surveys for students residing for 90 days or longer. Attendance While our chronic absenteeism rate has decreased, it is still high. Attendance continues to be a challenging area for our community program. We are considering different options to increase attendance, including the feasibility to provide transportation. Teachers, student support specialists, and administrators have reached out to the families of students with poor attendance via phone, text, and e-mail. Parents are invited to attend conferences home visits have been conducted together with our Probation officer and truancy has been addressed through the SARB process. To better support this efforts our LCAP will fund an attendance liaison who will work with families, districts of origin, and Probation to establish a more structured support-system to promote greater attendance and address barriers to attendance, moving away from a punitive approach toward a more supportive one. Social-Emotional Well-Being Social-emotional support continues to be highly needed among our students. Most of our students' lives are embedded in gangs culture and practices and most of them have experienced significant trauma. While most students report establishing supportive relationships with school personnel, many do not feel safe at school and feel disengaged from school life. While social-emotional learning instruction has been effective in supporting behavior improvements, we have identified the need to increase our clinical counseling and have decided to double the time for our Wellness Specialist to provide individual intensive services to a larger number of students.

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LCAP Highlights

A brief overview of the LCAP, including any key features that should be emphasized.

The SCOE’s current LCAP contains five goals in the areas of academic achievement, educational transition, career readiness, social-

emotional support, and coordination of countywide services forthe foster and homeless youth. Goal 1. Academic Achievement- The goal of improved academic achievement includes a primary focus on sharpening our implementation of the State Standards as well as increasing Project-Based Learning (PBL) opportunities and instructional technology for students. It also includes an emphasis on English Language Development (ELD) for our English Learners (ELs), and differentiated instruction for students with debilities. Annual measurable outcomes include standardized assessments, formative assessments, parent and student perceptions of the school's effectiveness in providing academic support, ELs' progress, program evaluation through classroom walkthroughs, credit earned data, and graduation rate. Goal 1 addresses the following State Priorities: 1. Basic Condition of Learning 2. State Standards 4. Pupil Achievement 7. Course Access 8. Other Pupil Outcomes The following services will support Goal 1: 1. Educational Services coaches will provide JCCS staff professional development related to supporting English learners, students with disabilities, and all students demonstrating academic difficulties, to increase capacity in differentiating instruction according to the Universal Design for Learning (UDL) model. 2. Improve instruction by designing and implementing project-based learning connected to the makerspace classroom and civic engagement topics to increase student engagement and provide more meaningful instruction and familiarity with resources for research. 3. Provide coaching to teachers to increase implementation of Google apps for the classroom 4. Improve instruction by formalizing a practice of walkthroughs, feedback, and systematic monitoring to support the implementation of instructional evidence-based practices.

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5. Offer ELD instruction in an integrated way during core instructional time and at a designated time. 6. Provide LEA-wide leadership to support coordinate professional development and coaching for all team members and monitor the implementation of services included in the LCAP. 7. Intensify the use of the makerspace lab and virtual labs to provide increased robotics and STEM instruction 8. In collaboration with our IT department, make internet access available to students at JDF for instructional research. 9. We will continue funding an instructional support position to provide assistance to students in need of additional support, including English learners and students with disabilities. 10. The student support specialists (SSSs) will provide monitoring and case management for all students to support them in completing their Individual Learning Plans and coordinating monthly conferences with teachers to identify individual needs. Goal 1 services will be supported in part by .25% FTE instructional technology specialist funded by SCOE, a .50% FTE administrator , and a .25 FTE of the Director for Innovative Programs funded through LCAP. The newly developed position of Positive Behavior and Academic Support Specialist Position will also support Goal 1 using Title I funding. Goal 2. Educational Transition- The goal of providing educational transitions services to students continues to be a focus due to the transient nature of the student population served in our programs. Services to support students as they transition between schools and programs is critical. Annual measurable outcomes for this goal include student and parent perceptions regarding Individual Learning Plans (ILPs), school effectiveness in preparing students for future transitions, the percentage of students receiving transition services, and the number of days between release from JDF and enrollment in school. Goal 2 addresses the following State Priorities: 3. Parental Involvement 5. Pupil Engagement 9. Expelled Pupils The following services will support Goal 2: 1. Improve services to expelled students by conducting an annual review and updating the Countywide Plan for Expelled Students, to adjust to changing needs as appropriate by June every year. 2. SCOE will increase its outreach to families by organizing bi-monthly opportunities for families and students to come to the school and engage in discussions about supporting their student's educational journey.

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3. The student support specialists will provide support for student attendance by providing transition services for students leaving our programs. Supported by Probation and Title I funds. 4. Improve student outcomes by having teachers, student, and support specialists meet monthly to review and revise the student’s Individual

Learning Plan as appropriate. 5. Teachers and administrators will maintain a log of all communications to parents to monitor outreach. 6. The student support specialist at JDF will work with individual districts to reconfirm ways to support students transitions as originally established when the position was created and to increase their ability for followup. To support these services, the LCAP proposes the funding of 1.0 FTE student support specialist. One additional SSS, dedicated to JDF, will be funded through Title I (.55 FTE), and through a contribution from Probation (.45 FTE). Goal 3. Career Readiness- The goal of ensuring each student is career and college ready continues to be a top priority. There is an increasing need to provide students with services that promote career readiness. Most of our students are interested in employment and college after graduation. Our students may have limited experience in going through the process of securing a job and and in accessing the resources available to them to reach their goals. Annual measurable outcomes for this goal include the percentage of students receiving career readiness instruction, the percentage of students participating in job shadowing, the percentage of students receiving financial literacy instruction, and student perceptions regarding the school's effectiveness in career readiness. With a new Introduction to the Construction Trades course being offered, we will also measure the number of students who complete it. Goal 3 addresses the following State Priority: 8. Other Pupil Outcomes The following services will support the goal: 1. Continue to provide career exploration instruction for students in including California Career Zone, Road Trip Nation, and Junior Achievement. 2. Offer an Introduction to the Construction Trades course at JDF and plan for expansion at GHCS to provide students with specific trade skills and pre-apprenticeship experience. The course is the result of a partnership between SCOE and Probation. 3. Continue to provide financial literacy instruction for all students including budgeting, credit, savings, and investments. 4. Provide Work-Ready and Safe Food Handler Certifications instruction. 5. Fund a Program Manager to provide GHCS's students with work-based learning experiences.

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6. Increase the number of field trips for students to visit university campuses, attend conferences, job training sites, and any other educationally relevant event or sites. 7. Explore the possibility to increase the face-to-face college courses in collaboration with Solano Community College for students in JDF and support dual enrollment options for all our students. 8. Evaluate the sustainability of the distance learning option for students in the community program by considering attendance rates and work completion. Our LCAP will fund the following positions to support these services :

• 0.8 FTE vocational specialist

• 0.2 FTE program manager Workforce Development • .25 FTE program manager College and Career Readiness

A CTE instructor for the pre-apprenticeship will be funded by Probation. Goal 4. Social-Emotional Support- The goal of providing the social and emotional support to students is an area of focus as many of the youth we serve have experienced trauma, school failure, involvement in the juvenile justice system and other barriers to success in school and the community. Annual outcome measures for this goal include average daily attendance, suspension rate, chronic absenteeism rate, student perceptions regarding attention from staff, feeling safe at school, feeling a sense of belonging at school, and receiving appropriate social-emotional support. Goal 4 addresses the following State Priorities: 5. Pupil Engagement 6. School Climate The following services support Goal 4: 1. Provide support services to students with a focus on trauma-responsive care. 2. The student support specialist at GHCS will provide emotional learning and social skills group facilitation 3. Students who require more intensive counseling will be referred to a clinical therapist from the Student and Program Support department. Such services are provided by Probation at JDF. 126


4. Improve our ability to increase attendance at the Community School by increasing our accuracy in tracking absenteeism and intensify interventions. The attendance liaison will provide case management for students who are chronically absent to improve attendance and support students and families. 5. Improve the school environment by providing professional development including administrators, teachers, paraprofessionals and student support specialists related to trauma-responsive and restorative practices. 6. Intensify the implementation of a school-wide Positive Behavior Intervention and Supports system aligned with the Multi-Tiered System of Supports (MTSS) model with a focus on restorative justice principles as an alternative to suspension. 7. Continue to implement a School Attendance Review Board with relevant school district partners to address student attendance. 8. Offer consultation and resources for parents on how to support their children's success in our programs. 9. Intensify communication between school and families by sending a monthly letter to parents, describing what students are working on, advertising events and meetings, and providing educational information in English and Spanish. 10. Continue to use a mental health screening for all GHCS students to determine their social-emotional support needs and plan for services accordingly. 11. Establish wellness centers at both GHCS sites and at JDF to provide students with a space conducive to mindfulness, relaxation, where restorative practices circles and other group meetings can be held. Funded through MHSA grants To support these services, the LCAP proposes the funding of 1.0 FTE student support specialist and a .6 FTE wellness specialist position will be funded through LCAP exclusively for Goal 4. One additional SSS, dedicated to JDF, will be funded through Title I (.55 FTE), and through a contribution from Probation (.45 FTE). These positions also support services in Goal 2. Goal 5. Close achievement gap for foster and homeless youth - This identified need was developed through a multi-phase process which included stakeholder feedback from the Foster Youth Educational Planning Team LCAP meeting, the collaborative feedback process of the district administrators in the development of the Solano County Plan for Homeless Youth, and the needs analysis completed with the Foster Youth Educational Planning Team to guide the development of the Foster Youth Services Coordinating Program. Outcome measures for this goal include increased services provide by SCOE's student wellness specialists, increased membership in the Solano County Foster Youth Educational Planning Team, and an increase in the number of trainings and technical assistance for foster and homeless youth liaisons, and partner agencies. As part of this goal, foster youth identification and database coding will be streamlined. Goal 5 will address the following State Priority: 10. Foster and Homeless Youth Actions for the goal will include:

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1. A SCOE staff will provide services that support the educational needs of foster youth. The staff will be co-located at Child Welfare Services. 2. SCOE will provide trainings, professional development, and technical assistance opportunities for SCOE staff, foster and homeless educational liaisons, districts, and partner agencies including Child Welfare Services (CWS), related to our coordination of support and services for foster and homeless students including mental health and trauma-informed practices. 3. SCOE will continue to engage and build on the current FYEPT membership. 4. SCOE will continue to grow and expand school based wellness sites and provide technical assistance to school sites.Wellness sites will have a focus on cultural competency and stigma reduction. 5. SCOE will develop a one page document with resources for transition age youth experiencing homelessness. These services will be provided by the SCOE foster and homeless youth coordinator, funded outside of the LCAP.

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Stakeholder Engagement

A summary of the stakeholder process and how the stakeholder engagement was considered before finalizing the LCAP.

The stakeholder engagement process began in mid-November of 2019. Ten stakeholder engagement meetings took place during the 2019-2020 school year. These included meetings with parents and students, as well as facilitated opportunities for all Solano County Office of Education (SCOE) staff and managers to provide input. We also consulted with the Solano County Office of Education's bargaining units' representatives including the Solano County Education Association, the California School Employees Association, Solano Chapter; and the Solano School Bus Drivers, Public Employees Union Local 1. We engaged in stakeholder input meetings with the Juvenile Detention Facility (JDF) School, Golden Hills Community School (GHCS), students, staff, parents, and noncustodial parents. We also met with the representatives from the Student Services Department of each school district in the context of the countywide Student Services Representatives Council. This council meets monthly to discuss issues related to child welfare and attendance and is also the body that develops and annually updates the Countywide Plan for Expelled Students. In addition, we met with the members of the Foster Youth Education Planning Team (FYEPT) which includes foster youth advocacy representatives from the following partner agencies: Solano County Juvenile Court System Solano County Department of Health and Social Services - Child Welfare Services Solano County Probation Department Solano County Public Defenders Office Solano County HELP Program Solano County Counsel Solano County Resource Family Association Local Education Agencies: Benicia Unified School District Dixon Unified School District Fairfield-Suisun Unified School District Travis Unified School District Vacaville Unified School District Vallejo City Unified School District Educational Partners: Solano Community College Community Partners: Travis Credit Union Court Appointed Special Advocates of Solano County Solano County Foster Parent Association First Place for Youth - Independent Living Skills Program

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Aldea Treatment Foster Care Mary’s Help Mile High Group Home Lilliput Foster A Dream Stahnke and Associates Solano County Department of Health and Social Services – Mental Health Division City of Vacaville Solano Children's Network John Burton Association Club Stride The following meetings were held throughout the stakeholder engagement process: Date/Time November 12, 2019 1:15 PM - 2:15 PM Golden Hills administrators, staff, students, and parent representatives November 19, 2019 1:30 PM - 2:30 PM SCOE Administrators, students, and JDF staff December 4, 2019 1:00 PM - 2:00 PM JDF administrators, SCOE staff, and Probation staff December 11, 2019 1:00 pm – 2:00 pm Golden Hills administrators and staff January 9, 2020 3:00 PM - 4:30 PM SCOE bargaining units representatives and SCOE staff January 16, 2020 1:15 PM - 2:15 PM Golden Hills administrators, staff, students, and parent representatives January 17, 2020 11:45 AM - 1:15 PM Foster Youth Education Planning Team February 20, 2020 1:15 AM - 2:15 PM Golden Hills administrators, staff, students, and parent representatives February 24, 2020 1:15 PM-3:15 PM Student Services administrators and SCOE staff March 26, 2020 5:00 PM – 6:00 PM Golden Hills administrators, staff, students, and parent representatives May 7, 2020 6:00 PM - 7:00 PM Golden Hills administrators, staff, students, and parent representatives First-semester updates and proposed goals and services were presented to the Board of Education during the March 11 meeting for input.

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A summary of the feedback provided by specific stakeholder groups.

The parents that participated in the stakeholder engagement process included parents of English learner students and foster youth. English-Spanish interpreting was available at all meetings. The stakeholder engagement process was conducted from November 2019 through March 2020. Six stakeholder engagement meetings specifically included students from each of our Juvenile Court and Community Schools (JCCS) instructional programs to provide them the opportunity to be actively engaged in and provide input during the stakeholder engagement process. SCOE administrators and teachers facilitated these meetings. At each of the stakeholder engagement meetings, we presented both qualitative and quantitative data relative to our results implementing the goals and actions outlined in the 2019-20 LCAP. The quantitative data were presented in visual displays to make it easier to understand for our stakeholders. We also had the staff implementing the actions use anecdotal and qualitative data to illustrate the results of our efforts in implementing the LCAP. The presentations included assessment results relative to student achievement. Based on the information presented, individuals present at the stakeholder engagement meetings had the opportunity to provide input relative to the current goals and actions and the extent to which they felt student needs were being adequately addressed. In addition to face-to-face stakeholder engagement meetings, JCCS parents, teachers, students, and Probation staff was invited to provide input into the development of the LCAP by way of a locally-developed survey. The survey was available in English and in Spanish. Input taken at the stakeholder engagement meetings, along with the data retrieved during the LCAP surveys, showed ideas and trends between the multiple groups in attendance. Providing more project-based learning lessons, opportunities for more student presentations and hands-on activities for students were at the top of the suggestions from all stakeholder meetings. Incorporating more technology into the classroom, and the use of virtual reality to extend learning experiences were suggestions by multiple stakeholder groups. Finally, offering multiple trade options within all of our programs was also an area that all stakeholders believed was a direction and area that we should support. During our consultation gatherings, we received rich input from our stakeholders and, through dialogue, we were able to identify areas that indicated shared priorities. This feedback allowed us to develop a plan that is responsive to the concerns and interests of our stakeholders. SCOE staff, students, parents, teachers, county office staff and community members helped us develop goals and services that focus on increasing student outcomes and on sharpening our strategies accordingly. Our consultation was positive and animated with a substantial discussion about the purpose of our programs and the student populations we serve. The priorities that received consensus among our stakeholders for the new school year are listed below. Parents expressed the following concerns/priorities: 1. Continued support with transition to high school and support at the receiving school. 2. Continued collaboration and support with high school transcript communication. 3. Increase the use of technology in the classroom 4. More opportunities for projects and research within the classroom

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Students identified the following priorities; 1. More field trips (if possible) 2. Implement project-based learning/research projects 3. Use of the MakerSpace, Robotics and STEM learning 4. More use of technology and digital learning 5. Specific to Evergreen Academy, students are requesting more access to the internet and research Staff identified the following priorities: 1. Support for students who are significantly below grade level 2. Increase communication with all receiving schools and stronger support at the receiving school 3. More professional development on project-based learning, universal design for learning and social-emotional support. 4. Field Trips - On-Site and Virtual School Site Councils 1. More training on building students social skills Bargaining Units

• More professional development on the use of technology, Google Classroom for community schools, project-based learning, universal design for learning and social-emotional support.

• Field Trips - On-Site and Virtual • Provide staff support with the implementation of a MakerSpace, and STEM learning

Input from the Board of Education included the following items: • Continue to provide and intensify a warm handshake for students transitioning from JDF • Examine the validity of the current goals and identified needs • Training teachers with coaching through Educational Services coaches • Emphasize inclusion and a push-in/co-teaching model for students with differential abilities • Evaluate the viability and sustainability of the Independent Study program. Review Independent Study concept and consider options

including a review of the contract with FSUSD • Increase the opportunity for face-to-face college classes at JDF in addition to online access

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• Measurable outcomes showing the use of Chromebooks

Foster Youth Education Planning Team (FYEPT) • Mental health training on a regular basis to ensure teachers and counselors (school staff) are using trauma-informed practices. • More mental health support (Making it available in a way that minimizes stigma) • More training for teachers when a student is identified as foster Re: Accommodations, rights, services • Exposing students to programs/trips Re: Careers, life skills, post-secondary

Student Services Administrators' Meeting • Training office staff about McKinney-Vento and residency • Resources that support transitional age youth experiencing homelessness (i.e. Behavioral Health)

A description of the aspects of the LCAP that were influenced by specific stakeholder input.

Following is a detailed discussion on how stakeholders' input shaped our plan. The priorities identified by parents all align with existing action areas, but, as a result of their input, we were able to realize that our implementation efforts needed to be improved. The transition to the school of residence is discussed in our Goal 2. We continue to work with the school administration and our staff together to improve the services of our student support specialist tasked with facilitating transitions. Consistent with the parents' request, our student support specialists will continue to meet with parents individually to share how transcripts and credits are accessed at the high school level. Increasing the use of technology aligns with our Goal 1. Each student in our community programs has a Chromebook. The use of Chromebooks has been effective in supporting the differentiation of students learning and credit recovery. In addition, we have purchased devices and implemented one to one online work for Evergreen Academy. Consistent with parental input, we want to increase opportunities for many opportunities for project-based learning and for research within the classroom. During 2019-20 we have provided robotics projects opportunities for students in the community programs. We plan to increase these opportunities to include projects that involve an integrated approach to the curriculum using the makerspace lab at Golden Hills and the opportunity for civic engagement projects. We will work with Probation to find ways to extend these opportunities for students at JDF. Students recommended an interest in more frequent field trips and we have included an action identifying the need to provide regular field trips to universities, trade training sites, and any other educationally relevant location. The plan also includes an increase in project-based learning, and an intensified use of the makerspace lab, robotics instruction, and STEM opportunities. Consistent with students' recommendations, technology use in the classroom will also increase to include the Google suite. For the Evergreen Academy, we will continue to work with our IT department to provide safe access to internet resources by the beginning of the 2020-21 school year. Staff recommended support for students who are struggling. Such input is reflected in our LCAP in different areas. First, we will provide professional development to our existing staff to work with students by providing scaffolding and support with content. We will set up a process through which relevant staff will meet and discuss possible interventions for a struggling student. Finally, we will intensify our training in Universal Design for Learning (UDL) and Project-Based Learning (PBL) which is designed to address the needs of different skill levels

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from lesson planning to execution. The continued need to increase communication with receiving school will be addressed by developing more consistent agreements for follow-up with receiving schools. Parent engagement continues to be a challenge so we plan to provide bi-monthly opportunities for families and students to come to the school and engage in discussion about supporting their student's educational journey. A workshop on transitions is one example of the events we intend to plan. We will also ask our administration and teaching staff to log their phone calls with parents to determine whether we are reaching all of them. Finally, the staff expressed an interest in additional training in the areas of trauma-informed responsiveness. Consistent with this recommendation, we included professional development in these areas to support our Goal 4. The recommendations of the Board of Education are also reflected in our plan. Transition services to support a warm handshake for students leaving JDF will continue to be implemented and will be intensified by reaching specific agreements with the receiving schools for planning and followup. We have evaluated our current goals based on historic and emerging needs and propose to continue with existing goals as they address the fundamental needs of our student population based on available data. Services have also been revised to intensify our efforts on specific areas, especially increasing the implementation of the plan. The plan also includes close collaboration with available SCOE instructional coaches to support our teachers' practices with a particular emphasis on supporting students with IEPs within an inclusive model involving co-teaching rather than pull-out services. We also included in our plan an action including stronger collaboration with Solano Community College to provide a face-to-face course for students at JDF, in addition to already available online courses. The Board's interest in evaluating the utilization of Chromebooks during instruction was also addressed by including a metric involving the average number of credits earned by students in our program. This metric is particularly sensitive to the use of online instruction use for credit recovery and to access elective courses. In addition, we have included training for teachers on the implementation of Google Apps for the classroom with the expectation that by January 2021 appropriate Google applications will be used in all classrooms to support instruction and student engagement. Finally, we have committed to the process of evaluating the sustainability of our distance learning program in supporting student productivity and attendance. The recommendations provided by the Foster Youth Education Planning Team (FYEPT) stakeholders were considered during the development of the plan. The recommendation of mental health training and trauma-informed practices was acknowledged in the development of the activity related to training, professional development, and technical assistance. Additionally, some trainings will reflect the feedback by incorporating legislation that addresses the rights of foster youth. The stakeholders also recommended increased mental health support and reduction of stigma. The inclusion of the stakeholder recommendation is evidenced in the plan to continue to grow and expand school-based wellness sites and provide technical assistance to school sites. Of utmost importance, wellness sites will reflect the focus on cultural competency and stigma reduction. The recommendations from the student services meeting were further considered during the development of the plan. SCOE will develop a one-page resource document to support transitional age youth experiencing homelessness.

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Goals and Actions

Goal

Goal # Description

1 Improve the instructional outcomes for students.

An explanation of why the LEA has developed this goal.

The academic skills of the students continue to be an area of focus in both English Language Arts (ELA) and Math based on the California Assessment of Student Performance and Progress (CAASPP) and local assessments. Most students in the Juvenile Court and Community Schools (JCCS) programs are credit deficient and demonstrate academic skills below grade level. There is a continued need for credit recovery and academic support to help students close possible skills and knowledge gaps. There is also a need, identified by students and parents, to provide more engaging instruction and increase the use of instructional technology. Finally, there is a need to support the different strengths in our programs, including the success of EL students and students with exceptional needs. This goal and the action and services capture the need for continuous improvement in these areas and address each of the specific needs.

Measuring and Reporting Results

Metric Baseline Year 1 Outcome Year 2 Outcome Year 3 Outcome Desired Outcome for

2022–23

Priority 2 Implementation of ELA, ELD, Math, and Next Generation Science Standards (NGSS) as measured by walkthrough instruments

100% implementation 100% implementation

Priority 4 SBAC ELA (CAASPP) assessments

Golden Hills Community ELA - Percentage of Students with Standard

15% of students with Standard Met/Exceeded in both programs 135

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2022–23

Met/Exceeded 5.26% JDF - Evergreen Academy ELA - Percentage of Students with Standard Met/Exceeded 0.00%

Priority 4 SBAC Math (CAASPP) assessments

Golden Hills Community Math - Percentage of Students with Standard Met/Exceeded 0.00% JDF - Evergreen Academy Math - Percentage of Students with Standard Met/Exceeded 0.00%

10% of students with Standard Met/Exceeded in both programs

Priority 8 Credits earned. Average for students in the program for 90 days or more

37 credits 45 credits

Priority 8 Renaissance Learning-STAR

60% of students who attended for 90 days

70% of students attending for 90 days or more

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2022–23

Reading Assessment grade equivalent growth for students in the program for 90 days or more

or more demonstrated a .50 or greater Grade Equivalent growth in ELA as measured by the Renaissance Learning STAR Reading Assessment

Priority 8 Renaissance Learning-STAR Reading Assessment scaled score growth for students in the program for 90 days or more

60% of students who were enrolled for 90 days or more demonstrated a 50-point or greater scaled score increase in ELA as measured by monthly Renaissance Learning STAR Reading Assessment


Priority 8 Renaissance Learning-STAR Math Assessment grade equivalent growth for students in the program for 90 days or more

57% of students who attended for 90 days or more demonstrated a .50 or greater Grade Equivalent growth in Math as measured by the Renaissance Learning STAR Math Assessment


Priority 8 Renaissance Learning-STAR Math Assessment scaled

43% of students who were enrolled for 90 days or more demonstrated a 50-


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2022–23

score growth for students in the program for 90 days or more

point or greater scaled score increase in Math as measured by monthly Renaissance Learning STAR Math Assessment

Priority 8 The percentage of parents who on the LCAP Parent Input Survey report that their child receives extra help when he/she is struggling academically

76% 80%

Priority 8 The percentage of students who on the LCAP Student Survey report that they receive extra help when they are struggling academically

57% 65%

Priority 1 Teachers of the district are appropriately assigned and fully credentialed in the subject areas and for the pupils they are teaching.

100% 100%

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2022–23

Priority 1 Every pupil in the school district has sufficient access to standards/ aligned instructional materials.

100% 100%

Priority 1 School facilities are maintained in good repair.

100% 100%

Priority 4 The percentage of English Learners who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California (ELPAC)

0% 50%

Priority 4 English Language Learners reclassification rate

0% 50%

Priorities 2, 7 The JCCS programs will provide a broad course of study that includes all

The JCCS programs provided a broad course of study that included all the subject areas

The JCCS programs will provide a broad course of study that included all the subject areas

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2022–23

the subject areas described in Section 51210 and Section 51220 (a) to (i) of the Education Code, as applicable, to support all students, including unduplicated pupils and individuals with exceptional needs, as evidenced by the data collected from the instructional program monitoring system.

described in Section 51210 and Section 51220 (a) to (i) of the Education Code, as applicable, to support all students, including unduplicated pupils and individuals with exceptional needs, as evidenced by the data collected from the instructional program monitoring system.

described in Section 51210 and Section 51220 (a) to (i) of the Education Code, as applicable, to support all students, including unduplicated pupils and individuals with exceptional needs, as evidenced by the data collected from the instructional program monitoring system.

Priority 2, 7 Provide targeted professional development on instructional strategies designed to address state standards and support a range of skill levels in each classroom

100% of all JCCS staff have received professional development related to the ongoing instructional program improvement

100% of all JCCS staff will receive professional development related to the ongoing instructional program improvement

Priority 7 Students with exceptional needs will have access to general education classes with appropriate services to

100% of students with exceptional needs had access to general education classes with appropriate services to support their success as measured by their IEP's.

100% of students with exceptional needs will have access to general education classes with appropriate services to support their success as measured by their IEP's.

140



2022–23

support their success as measured by their IEP's.

Priorities 4, 7 English learners will have access to the State Standards and to ELD Standards as measured by the walkthrough instrument

100% of English learners had access to the state standards and to ELD standards as measured observations

100% of English learners will have access to the state standards and to ELD standards as measured observations

Priority 7 Technology learning devices to student ratio

1 to 1 1 to 1

Note: Priority 6b note: Middle and high school dropout rates and student expulsion rates are not applicable to the JCCS context. The JCCS do not generate a dropout rate based on prescribed four-year cohort method since students generally do not remain enrolled for more than one year. Priority 6f note: Advanced Placement

141



2022–23

courses and exams are usually not part of our instruction, but are available for students who may be interested in collaboration with their district of residence. Students typically placed in our Alternative Schools show credit recovery as their priority. Priority 4c note: The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or CTE sequences or programs of study that align with State Board approved CTE standards and frameworks is not applicable in the JCCS context. Our experience has been that our students need to address credit deficiencies in basic requirements. 142



2022–23

The Early Assessment Program results are embedded in the SBAC results for 11th grade ELA and Math.

Actions

Action # Title Description Total Funds Contributing

1 Targeted professional development

Educational Services coaches will provide JCCS staff, including teachers, paraprofessionals, and administrators, professional development related to supporting English learners, students with disabilities, and all students demonstrating academic difficulties, to increase capacity in differentiating instruction according to the Universal Design for Learning (UDL) model.

X X Yes

2 Project-based learning and research

Improve instruction by designing and implementing project-based learning and connected to the makerspace classroom and civic engagement topics to increase student engagement and provide more meaningful instruction and familiarity with resources for research.

X X Yes

3 Increased use of instructional technology

Provide coaching to teachers to implement the use of Google apps for the classroom.

X

X Yes

4 Implementation of evidence-based practices

Improve instruction by formalizing a practice of walkthroughs, feedback, and systematic monitoring to support the implementation of instructional evidence-based practices. Results of observations will be addressed at staff meetings to identify needed adjustments

X X No

5 Provide English language

Offer ELD instruction in an integrated way during core instructional time and at a designated time.

X X Yes

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development instruction

6 Provide instructional leadership

Provide LEA-wide leadership to support coordinate professional development and coaching for all team members and monitor the implementation of services included in the LCAP (funded through LCAP at .50 FTE)

X X Yes

7 Makerspace, robotics, and STEM instruction

Intensify the use of the makerspace lab and virtual labs to provide increased robotics and STEM instruction

X X

Yes

8 Access to internet for students in JDF

In collaboration with our IT department, we will make internet access available to students at JDF for instructional research starting with the 2020-21 school year.

X Yes

9 Instructional support for students needing additional assistance

We will continue funding an instructional support position to provide assistance to students in need of additional support, including English learners and students with disabilities.

X X Yes

10 Individual plans case management

The student support specialist will provide monitoring and case management for all students to support them in completing their Individual Learning Plans and coordinating monthly conferences with teachers to identify individual needs.

X X Yes

Goal Analysis [2020-21] An analysis of how this goal was carried out in the previous year. A description of any substantive differences in planned actions and actual implementation of these actions.

Analysis of the 2020-21 goals will occur during the 2021-22 update cycle.

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An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures.


An explanation of how effective the specific actions were in making progress toward the goal.


A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.


A report of the Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Expenditures Table.

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Goals and Actions

Goal

Goal # Description

2 Increase the Educational Transition Planning Services being provided to students.


There is a need to provide students with services that promote the development of a successful transition from the Juvenile Detention facility to their school of residence. Research shows that students are particularly vulnerable during this transition and are at risk of dropping out or experiencing feelings of disengagement without the support of protective factors.



2022–23

Priority 5. The percentage of students who report on the LCAP survey that the school involves them in the development, review and ongoing monitoring of the individual learning plans .

67% of students reported that the school involves them in the development, review and ongoing monitoring of the individual learning plans.

75%

Priority 5. The percentage of students who report on the LCAP survey that the school prepares them for a successful transition to their next milestone

81% of the students reported that the school prepares them for a successful transition to their next milestone (e.g. transition to high school of residence,

85%

146







2022–23

(e.g. transition to high school of residence, college, workplace, or other)

college, workplace, or other)

Priority 3, 5. The percentage of parents who report that the school prepares their student for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other).

76% of the parents responded that the school prepares their student for a successful transition to their next milestone.

80%

Priority 3. The percentage of parents who report that the school involves them in the development of their students' individual learning plan.

100% of responses indicated that the school involves them in the development of their students' individual learning plan.

100%

Priority 5. The percentage of students staying fifteen or more days in JDF who are provided transition education services as measured by student support specialists' logs.

100% of eligible students receive transitional services.

100%

147



2022–23

Priority 5. The number of days between release from JDF and enrollment in their home school for students transitioning to districts within Solano County.

The average for the fall semester was 5.2 days.

3 days

Priority 9. The annual review of the Countywide Plan for Expelled Students, with input from districts and community agencies.

The Plan for Expelled Students has been reviewed annually

Reviewed annually

Actions


1 Services for expelled students

Improve services to expelled students by conducting an annual review and updating the Countywide Plan for Expelled Students, to adjust to changing needs as appropriate by June every year.

X X No

2 Support family engagement

SCOE will increase its outreach to families by organizing bi-monthly opportunities for families and students to come to the school and engage in discussions about supporting their student's educational journey.

X Yes

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3 Provide transition services for JDF students

The student support specialist will provide support for student attendance by providing transition services for students leaving JDF. Supported by Probation and Title I funds.

X X Yes

4 Support student progress.

Improve student outcomes by having teachers, student, and support specialists meet monthly to review and revise the student’s Individual Learning Plan as appropriate.

X X No

5 Documenting parent outreach

Teachers and administrators will maintain a log of all communications to parents.

X X

No

6 Intensify transition services

The student support specialist at JDF will work with individual districts to reconfirm ways to support students transitions as originally established when the position was created and to increase their ability for followup.

X Yes







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150


Goals and Actions

Goal

Goal # Description

3 Increase career readiness services provided to students.


There is a need to provide students with services that promote career readiness. Most of our students are interested in employment and college after graduation. Our students may have limited experience in going through the process of securing a job and and in accessing the resources available to them in supporting their goals.



2022–23

Priority 8. 100% of students in our program for 90 days or longer will explore career options using California Career Zone, Road Trip Nation and Junior Achievement

100% of students staying for 90 days or more explored career options using California Career Zone, Road Trip Nation and Junior Achievement

100%

Priority 8. 100% of students in our programs for 90 days or longer will participate in job shadow/industry speaker activities with local employers

100% of students staying for 90 days or more participated in job shadow/industry speaker activities with local employers

100%

151







2022–23

Priority 8. 100% of students in our program for 90 days or longer will participate in financial literacy workshops covering budgeting, credit, savings, and investments

100% of students in our program for 90 days or longer participated in financial literacy workshops covering budgeting, credit, savings, and investments

100%

Priority 8. The percentage of student in JDF for 90 days or longer testing for the California Food Handlers Certification in the Challenge program

TBD 100%

Priority 8. The percentage of students in our programs for 90 days or longer who report on the LCAP survey that the school effectively provides them with career readiness

50% of the students reported that the school effectively provides them with career readiness workshops as measured by the LCAP Student Survey

70%

Priority 8. The percentage of students in our programs for 90 days or longer who report on the LCAP survey

43% of the students reported that the career readiness instruction demonstrates a connection to real life

60%

152



2022–23

that the career readiness instruction demonstrates a connection to real life

as measured by the LCAP Student Survey

Priority 8 The percentage of students in the Challenge program who received Work-Ready Certification

TBD

Priority 8 Student enrollment in the pre-apprenticeship course

15 students 30

Actions


1 Career exploration instruction

Continue to provide career exploration instruction for students in including California Career Zone, Road Trip Nation, and Junior Achievement.

X Yes

2 Offer a pre-apprenticeship course

Offer an Introduction to the Construction Trades course at JDF and plan for expansion at GHCS to provide students with specific trade skills and pre-apprenticeship experience. The course is the result of a partnership between SCOE and Probation.

X X No

3 Provide financial literacy instruction

Continue to provide financial literacy instruction for all students including budgeting, credit, savings, and investments.

X

Yes

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4 Work-Ready Certification

Provide Work-Ready and Safe Food Handler Certifications instruction.

X Yes

5 Work-based learning experience.

Fund a Program Manager to provide GHCS's students with work-based learning experiences.

X

Yes

6 Increase the number of educationally relevant field trips

We will increase the number of field trips for students to visit university campuses, attend conferences, job training sites, and any other educationally relevant event or sites.

X X No

7 Access to college classes

Explore the possibility to increase the face-to-face college courses in collaboration with Solano Community College for students in JDF and support dual enrollment options for all our students.

X X No

8 Distance learning option

Evaluate the sustainability of the distance learning option for students in the community program by considering attendance rates and work completion.

X X No







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155


Goals and Actions

Goal

Goal # Description

4 Increase social-emotional support services provided to students.


There is a need to provide students with services that promote social-emotional well-being and positive behavior. Many of our students have experienced trauma in their lives and are coping with considerable stress. Such factors and a history of negative encounters with school staff often affect their attendance and impair their motivation.



2022–23

Priorities 5, 6. The average daily attendance rate

The average daily attendance for the first semester 2019-20 was 60%

75%

Priority 6. The suspension rate

The suspension rate for the first semester 2019-20 is 11%

8%

Priority 5 Chronic absenteeism rate at GHCS

Chronic absenteeism for 2018-19 was 46.7%.

40%

Priority 6 The percentage of students who on the most recent California Health Kids Survey (CHKS) report that they feel there is a

70% of the of students reported on the 2019-20 California Health Kids Survey (CHKS) that they feel there is a teacher or adult who

80%

156







2022–23

teacher or adult who notices them when they are not there

notices them when they are not there

Priority 6 The percentage of students who on the most recent CHKS report that they feel safe at school

46% of the students reported on the 2019-20 CHKS that they feel safe at school

56%

Priority 6 The percentage of students who on the most recent CHKS report that there is a teacher or adult who really cares about them

62% of the students reported on the 2019-20 CHKS that there is a teacher or adult who really cares about them

70%

Priority 6. The percentage of students who on the most recent CHKS report that they feel like they are a part of their school

38% of the students reported on the 2019-20 CHKS that they feel like they are a part of their school

50%

Priority 6. The percentage of students who on the LCAP Student Survey report that the school supports their social-emotional needs

48% of the students reported on the LCAP Student Survey that the school supports their social-emotional needs

58%

157



2022–23

Priority 6. The percentage of parents who on the LCAP Parent Survey reports that the school provides their child extra help when they are struggling socially or emotionally

71% of the parents reported on the LCAP Parent Survey that the school provides their child extra help when they are struggling socially or emotionally

80%

Priority 5d Note: Middle and high school dropout rates are not applicable to the Juvenile Court and Community Schools (JCCS) context. The JCCS do not generate a dropout rated based on prescribed four-year cohort method since students generally do not remain enrolled for more than one year.

N.A.

Priority 6b Note: The students referred to the JCCS have already been expelled or remanded to the Juvenile Detention Facility (JDF) program. They

N.A.

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2022–23

would not be expelled further.

Actions


1 Trauma-informed care practices

Provide support services to students with a focus on trauma-responsive care.

X Yes

2 Social-emotional learning

The student support specialist at GHCS will provide emotional learning and social skills group facilitation. (Such services are provided by Probation staff at JDF)

X

Yes

3 Individual counseling Students who require more intensive counseling will be referred to an MFT from the Student and Program Support department. This 0.6 FTE professional will be funded through LCAP.

X Yes

4 Attendance Liaison in support of attendance

Improve our ability to increase attendance at the Community School by increasing our accuracy in tracking absenteeism and intensify interventions. The attendance liaison will provide case management for students who are chronically absent to improve attendance and support students and families.

X Yes

5 Trauma-responsive care and restorative practices

Improve the school environment by providing professional development including administrators, teachers, paraprofessionals and student support specialists related to trauma-responsive and restorative practices. Funded by LCAP.

X Yes

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6 Positive Behavior Interventions and Supports (PBIS)

Intensify the implementation of a school-wide Positive Behavior Intervention and Supports system aligned with the Multi-Tiered System of Supports (MTSS) model with a focus on restorative justice principles as an alternative to suspension.

X X No

7 School Attendance Review Board process

Continue to implement a School Attendance Review Board with relevant school district partners to address student attendance.

X X No

8 Supporting parents Offer consultation and resources for parents on how to support their children's success in our programs.

X

Yes

9 Communication with families

Intensify communication between school and families by sending a monthly letter to parents, describing what students are working on, advertising events and meetings, and providing educational information in English and Spanish.

X X No

10 Mental health screening

Continue to use a mental health screening for all GHCS students to determine their social-emotional support needs and plan for services accordingly.

11 Wellness Centers Establish wellness centers at both GHCS sites and at JDF to provide students with a space conducive to mindfulness, relaxation, where restorative practices circles and other group meetings can be held. Funded through MHSA grants



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Goals and Actions

Goal

Goal # Description

5 Close achievement gap for foster and homeless youth.


Solano County Office of Education has selected the goal to to support foster and homeless students that are at greater risk for dropping out of high school due to an array of factors such as lack of school stability, trauma, and significant mental health issues.



2022–23

Priority 10 The number of services that are provided by the SCOE staff who is co-located at Child Welfare Services.

225 services 225

Priority 10 The number of trainings, professional development, and technical assistance opportunities for SCOE staff, foster and homeless educational liaisons, and partner agencies including Child Welfare Services (CWS), related to our

14 20

162







2022–23

coordination of support and services for foster and homeless students.

Priority 10 The number of members of the Solano County Foster Youth Education Planning Team.

32 35

Priority 10 The number of school based wellness sites.

20 25

Actions


1 Service Provision A SCOE staff will provide services that support the educational needs of foster youth. The staff will be co-located at Child Welfare Services.

X Yes

2 Trainings, Professional Development, and Technical Assistance

SCOE will provide trainings, professional development, and technical assistance opportunities for SCOE staff, foster and homeless educational liaisons, districts, and partner agencies including Child Welfare Services (CWS), related to our coordination of support and services for foster and homeless students including mental health and trauma-informed practices.

X Yes

3 Membership of Foster Youth

SCOE will continue to engage and build on the current FYEPT membership.

X

Yes

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Education Planning Team (FYEPT)

4 Mental Health Support

SCOE will continue to grow and expand school based wellness sites and provide technical assistance to school sites.Wellness sites will have a focus on cultural competency and stigma reduction.

X Yes

5 Resources SCOE will develop a one page document with resources for transition age youth experiencing homelessness.

X

Yes










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Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students [2020-21]

Percentage to Increase or Improve Services Increased Apportionment based on the Enrollment of Foster Youth, English Learners, and Low-Income students

%

The Budgeted Expenditures for Actions identified as Contributing may be found in the Increased or Improved Services Expenditures Table.

Required Descriptions

For each action being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the goals for these students.

Many foster youth experience an array of challenges related to trauma, removal from from parents/caregivers, and frequent placement changes while in foster care. These factors contribute to poorer statewide outcomes than that of their peers, such as chronic absenteeism, suspensions and graduation rates. The consideration of factors were taken into account during the development of the actions for foster youth. The actions support a systems and capacity building approach which includes professional development and technical assistance, direct support to Child Welfare Services, and the expansion of school based wellness sites. Foster youth require a holistic approach to closing the achievement gap. The actions such as increased access to school based mental health services, professional development and technical assistance to those that support the population and educational support for social workers targets some of the specific needs of foster youth. Addressing the specific needs of the population is an effective strategy to meet the goal for foster youth.

A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.

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Instructions Plan Summary


Goals and Actions

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students

For additional questions or technical assistance related to the completion of the LCAP template, please contact the local COE, or the California Department of Education’s (CDE’s) Local Agency Systems Support Office by phone at 916-319-0809 or by email at [email protected].

Introduction and Instructions The Local Control Funding Formula (LCFF) requires LEAs to engage their local stakeholders in an annual planning process to evaluate their progress within eight state priority areas encompassing all statutory metrics (COEs have ten state priorities). LEAs document the results of this planning process in the Local Control and Accountability Plan (LCAP) using the template adopted by the State Board of Education.

The LCAP development process serves three distinct, but related functions:

• Comprehensive Strategic Planning: The process of developing and annually updating the LCAP supports comprehensive strategic planning (California Education Code [EC] 52064(e)(1)). Strategic planning that is comprehensive connects budgetary decisions to teaching and learning performance data. Local educational agencies (LEAs) should continually evaluate the hard choices they make about the use of limited resources to meet student and community needs to ensure opportunities and outcomes are improved for all students.

• Meaningful Stakeholder Engagement: The LCAP development process should result in an LCAP that reflects decisions made through meaningful stakeholder engagement (EC 52064(e)(1)). Local stakeholders possess valuable perspectives and insights about an LEA's programs and services. Effective strategic planning will incorporate these perspectives and insights in order to identify potential goals and actions to be included in the LCAP.

• Accountability and Compliance: The LCAP serves an important accountability function because aspects of the LCAP template require LEAs to show that they have complied with various requirements specified in the LCFF statutes and regulations, most notably:

o Demonstrating that LEAs are increasing or improving services for foster youth, English learners, and low-income students in proportion to the amount of additional funding those students generate under LCFF (EC 52064(b)(4-6)).

o Establishing goals, supported by actions and related expenditures, that address the statutory priority areas and statutory metrics (EC 52064(b)(1) & (2)).

o Annually reviewing and updating the LCAP to reflect progress toward the goals (EC 52064(b)(7)). 166

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The LCAP template, like each LEA’s final adopted LCAP, is a document, not a process. LEAs must use the template to memorialize the outcome of their LCAP development process, which should: (a) reflect comprehensive strategic planning (b) through meaningful engagement with stakeholders that (c) meets legal requirements, as reflected in the final adopted LCAP. The sections included within the LCAP template do not and cannot reflect the full development process, just as the LCAP template itself is not intended as a stakeholder engagement tool.

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 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.

The revised LCAP template for the 2020–21, 2021–22, and 2022–23 school years reflects statutory changes made through Assembly Bill 1840 (Committee on Budget), Chapter 243, Statutes of 2018. These statutory changes enhance transparency regarding expenditures on actions included in the LCAP, including actions that contribute to meeting the requirement to increase or improve services for foster youth, English learners, and low-income students, and to streamline the information presented within the LCAP to make adopted LCAPs more accessible for stakeholders and the public.

At its most basic, the adopted LCAP should attempt to distill not just what the LEA is doing, but also allow stakeholders to understand why, and whether those strategies are leading to improved opportunities and outcomes for students. LEAs are strongly encouraged to use language and a level of detail in their adopted LCAPs intended to be meaningful and accessible for the LEA’s diverse stakeholders and the broader public.

In developing and finalizing the LCAP for adoption, LEAs are encouraged to keep the following overarching frame at the forefront of the strategic planning and stakeholder engagement functions:

Given present performance across the state priorities and on indicators in the California School Dashboard, how is the LEA using its budgetary resources to respond to student and community needs, and address any performance gaps, including by meeting its obligation to increase or improve services for foster youth, English learners, and low-income students?

LEAs are encouraged to focus on a set of metrics or a set of actions that the LEA believes, based on input gathered from stakeholders, research, and experience, will have the biggest impact on behalf of its students.

These instructions address the requirements for each section of the LCAP, but may include information about effective practices when developing the LCAP and completing the LCAP itself. Additionally, information is included at the beginning of each section emphasizing the purpose that each section serves.

Plan Summary

Purpose 167


A well-developed Plan Summary section provides a meaningful context for the LCAP. This section provides information about an LEA’s community as well as relevant information about student needs and performance. In order to provide a meaningful context for the rest of the LCAP, the content of this section should be clearly and meaningfully related to the content included in the subsequent sections of the LCAP.

Requirements and Instructions

General Information – Briefly describe the students and community. For example, information about an LEA in terms of geography, enrollment, or employment, the number and size of specific schools, recent community challenges, and other such information as an LEA wishes to include can enable a reader to more fully understand an LEA’s LCAP.

Reflections: Successes – Based on a review of performance on the state indicators and local performance indicators included in the Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, and any 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 specific examples of how past increases or improvements in services for foster youth, English learners, and low-income students have led to improved performance for these students.

Reflections: Identified Need – Referring to the Dashboard, identify: (a) any state indicator for which overall performance was in the “Red” or “Orange” performance category or any local indicator where the LEA received a “Not Met” or “Not Met for Two or More Years” rating AND (b) 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 areas of low performance and performance gaps? Other needs may be identified using locally collected data including data collected to inform the self-reflection tools and reporting local indicators on the Dashboard.

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

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 has or will support 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.


Purpose

Significant and purposeful engagement of parents, students, educators, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Consistent with statute, such stakeholder

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engagement should support comprehensive strategic planning, accountability, and improvement across the state priorities and locally identified priorities (EC 52064(e)(1)). Stakeholder engagement is an ongoing, annual process.

This section is designed to reflect how stakeholder engagement influenced the decisions reflected in the adopted LCAP. The goal is to allow stakeholders that participated in the LCAP development process and the broader public understand how the LEA engaged stakeholders and the impact of that engagement. LEAs are encouraged to keep this goal in the forefront when completing this section.

Statute and regulations specify the stakeholder groups that school districts and COEs must consult when developing the LCAP: teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students. Before adopting the LCAP, school districts and COEs must share it with the Parent Advisory Committee and, if applicable, to its English Learner Parent Advisory Committee. The superintendent is required by statute to respond in writing to the comments received from these committees. School districts and COEs must also consult with the special education local plan area administrator(s) when developing the LCAP. Statute requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and students in developing the LCAP. The LCAP should also be shared with, and LEAs should request input from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between schoolsite and district-level goals and actions.

Information and resources that support effective stakeholder engagement, define student consultation, and provide the requirements for advisory group composition, can be found under Resources on the following web page of the CDE’s website: https://www.cde.ca.gov/re/lc/.


Below is an excerpt from the 2018–19 Guide for Annual Audits of K–12 Local Education Agencies and State Compliance Reporting, which is provided to highlight the legal requirements for stakeholder engagement in the LCAP development process:

Local Control and Accountability Plan: For county offices of education and school districts only, verify the LEA:

a) Presented the local control and accountability plan to the parent advisory committee in accordance with Education Code section 52062(a)(1) or 52068(a)(1), as appropriate.

b) If applicable, presented the local control and accountability plan to the English learner parent advisory committee, in accordance with Education Code section 52062(a)(2) or 52068(a)(2), as appropriate.

c) Notified members of the public of the opportunity to submit comments regarding specific actions and expenditures proposed to be included in the local control and accountability plan in accordance with Education Code section 52062(a)(3) or 52068(a)(3), as appropriate.

d) Held at least one public hearing in accordance with Education Code section 52062(b)(1) or 52068(b)(1), as appropriate.

e) Adopted the local control and accountability plan in a public meeting in accordance with Education Code section 52062(b)(2) or 52068(b)(2), as appropriate.

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https://www.cde.ca.gov/re/lc/


Prompt 1: “A summary of the stakeholder process and how the stakeholder engagement was considered before finalizing the LCAP.”

Describe the stakeholder engagement process used by the LEA to involve stakeholders in the development of the LCAP, including, at a minimum, describing how the LEA met its obligation to consult with all statutorily required stakeholder groups as applicable to the type of LEA. A sufficient response to this prompt must include general information about the timeline of the process and meetings or other engagement strategies with stakeholders. A response may also include information about an LEA’s philosophical approach to stakeholder engagement.

Prompt 2: “A summary of the feedback provided by specific stakeholder groups.”

Describe and summarize the stakeholder feedback provided by specific stakeholders. A sufficient response to this prompt will indicate ideas, trends, or inputs that emerged from an analysis of the feedback received from stakeholders.

Prompt 3: “A description of the aspects of the LCAP that were influenced by specific stakeholder input.”

A sufficient response to this prompt will provide stakeholders and the public clear, specific information about how the stakeholder engagement process influenced the development of the LCAP. The response must describe aspects of the LCAP that were influenced by or developed in response to the stakeholder feedback described in response to Prompt 2. This may include a description of how the LEA prioritized stakeholder requests within the context of the budgetary resources available or otherwise prioritized areas of focus within the LCAP. For the purposes of this prompt, “aspects” of an LCAP that may have been influenced by stakeholder input can include, but are not necessarily limited to:

• Inclusion of a goal or decision to pursue a Focus Goal (as described below)

• Inclusion of metrics other than the statutorily required metrics

• Determination of the desired outcome on one or more metrics

• Inclusion of performance by one or more student groups in the Measuring and Reporting Results subsection

• Inclusion of action(s) or a group of actions

• Elimination of action(s) or group of actions

• Changes to the level of proposed expenditures for one or more actions

• Inclusion of action(s) as contributing to increased or improved services for unduplicated services

• Determination of effectiveness of the specific actions to achieve the goal

• Determination of material differences in expenditures

• Determination of changes made to a goal for the ensuing LCAP year based on the annual update process

• Determination of challenges or successes in the implementation of actions

Goals and Actions Purpose

Well-developed goals will clearly communicate to stakeholders what the LEA plans to accomplish, what the LEA plans to do in order to accomplish the goal, and how the LEA will know when it has accomplished the goal. A goal statement, associated metrics and expected outcomes, and the actions included in the goal should be in alignment. The explanation for why the LEA included a goal is an opportunity for

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LEAs to clearly communicate to stakeholders and the public why, among the various strengths and areas for improvement highlighted by performance data and strategies and actions that could be pursued, the LEA decided to pursue this goal, and the related metrics, expected outcomes, actions, and expenditures.

A well-developed goal can be focused on the performance relative to a metric or metrics for all students, a specific student group(s), narrowing performance gaps, or implementing programs or strategies expected to impact outcomes. LEAs should assess the performance of their student groups when developing goals and the related actions to achieve such goals.


LEAs should prioritize the goals, specific actions, and related expenditures included within the LCAP within one or more state priorities. LEAs should consider performance on the state and local indicators, including their locally collected and reported data for the local indicators that are included in the Dashboard in determining whether and how to prioritize its goals within the LCAP.

In order to support prioritization of goals, the LCAP template provides LEAs with the option of developing three different kinds of goals:

• Focus Goal: A Focus Goal is relatively more concentrated in scope and may focus on a fewer number of metrics to measure improvement. A Focus Goal statement will be time bound and make clear how the goal is to be measured.

• Broad Goal: A Broad Goal is relatively less concentrated in its scope and may focus on improving performance across a wide range of metrics.

• Maintenance of Progress Goal: A Maintenance of Progress Goal includes actions that may be ongoing without significant changes and allows an LEA to track performance on any metrics not addressed in the other goals of the LCAP.

At a minimum, the LCAP must address all LCFF priorities and associated metrics.

Focus Goal(s) Goal Description: The description provided for a Focus Goal must be specific, measurable, and time bound. An LEA develops a Focus Goal to address areas of need that may require or benefit from a more specific and data intensive approach. The Focus Goal can explicitly reference the metric(s) by which achievement of the goal will be measured and the time frame according to which the LEA expects to achieve the goal.

Explanation of why the LEA has developed this goal: Explain why the LEA has chosen to prioritize this goal. An explanation must be based on Dashboard data or other locally collected data. LEAs must describe how the LEA identified this goal for focused attention, including relevant consultation with stakeholders. LEAs are encouraged to promote transparency and understanding around the decision to pursue a focus goal.

Broad Goal Goal Description: Describe what the LEA plans to achieve through the actions included in the goal. The description of a broad goal will be clearly aligned with the expected measurable outcomes included for the goal. The goal description organizes the actions and expected outcomes in a cohesive and consistent manner. A goal description is specific enough to be measurable in either quantitative or qualitative terms. A broad goal is not as specific as a focus goal. While it is specific enough to be measurable, there are many different metrics for measuring progress toward the goal.

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Explanation of why the LEA has developed this goal: Explain why the LEA developed this goal and how the actions and metrics grouped together will help achieve the goal.

Maintenance of Progress Goal Goal Description: Describe how the LEA intends to maintain the progress made in the LCFF State Priorities not addressed by the other goals in the LCAP. Use this type of goal to address the state priorities and applicable metrics not addressed within the other goals in the LCAP. The state priorities and metrics to be addressed in this section are those for which the LEA, in consultation with stakeholders, has determined to maintain actions and monitor progress while focusing implementation efforts on the actions covered by other goals in the LCAP.

Explanation of why the LEA has developed this goal: Explain how the actions will sustain the progress exemplified by the related metrics.

Measuring and Reporting Results: For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes. LEAs are encouraged to identify metrics for specific student groups, as appropriate, including expected outcomes that would reflect narrowing of any existing performance gaps.

Include in the baseline column the most recent data associated with this metric available at the time of adoption of the LCAP for the first year of the three-year plan. LEAs may use data as reported on the 2019 Dashboard for the baseline of a metric only if that data represents the most recent available (e.g. high school graduation rate).

Using the most recent data available may involve reviewing data the LEA is preparing for submission to the California Longitudinal Pupil Achievement Data System (CALPADS) or data that the LEA has recently submitted to CALPADS. Because final 2019–20 outcomes on some metrics may not be computable at the time the 2020–23 LCAP is adopted (e.g. graduation rate, suspension rate), the most recent data available may include a point in time calculation taken each year on the same date for comparability purposes.

The baseline data shall remain unchanged throughout the three-year LCAP.

Complete the table as follows:

● Metric: Indicate how progress is being measured using a metric.

● Baseline: Enter the baseline when completing the LCAP for 2020–21. As described above, the baseline is the most recent data associated with a metric. Indicate the school year to which the data applies, consistent with the instructions above.

● Year 1 Outcome: When completing the LCAP for 2021–22, enter the most recent data available. Indicate the school year to which the data applies, consistent with the instructions above.

● Year 2 Outcome: When completing the LCAP for 2022–23, enter the most recent data available. Indicate the school year to which the data applies, consistent with the instructions above.

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● Year 3 Outcome: When completing the LCAP for 2023–24, enter the most recent data available. Indicate the school year to which the data applies, consistent with the instructions above. The 2023–24 LCAP will be the first year in the next three-year cycle. Completing this column will be part of the Annual Update for that year.

● Desired Outcome for 2022-23: When completing the first year of the LCAP, enter the desired outcome for the relevant metric the LEA expects to achieve by the end of the 2022–23 LCAP year.

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Timeline for completing the “Measuring and Reporting Results” part of the Goal.

Metric Baseline Year 1 Outcome Year 2 Outcome Year 3 Outcome

Desired Outcome

for Year 3

(2022-23)

Enter information

in this box when

completing the

LCAP for 2020–

21.

Enter information

in this box when

completing the

LCAP for 2020–

21.

Enter information

in this box when

completing the

LCAP for 2021–

22. Leave blank

until then.

Enter information

in this box when

completing the

LCAP for 2022–

23. Leave blank

until then.

Enter information

in this box when

completing the

LCAP for 2023–

24. Leave blank

until then.

Enter information

in this box when

completing the

LCAP for 2020–

21.

The metrics may be quantitative or qualitative; but at minimum, an LEA’s LCAP must include goals that are measured using all of the applicable metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. To the extent a state priority does not specify one or more metrics (e.g., implementation of state academic content and performance standards), the LEA must identify a metric to use within the LCAP. For these state priorities, LEAs are encouraged to use metrics based on or reported through the relevant self-reflection tool for local indicators within the Dashboard.

Actions: Enter the action number. Provide a short title for the action. This title will also appear in the expenditure tables. Provide a description of the action. Enter the total amount of expenditures associated with this action. Budgeted expenditures from specific fund sources will be provided in the summary expenditure tables. Indicate whether the action contributes to meeting the increase or improved services requirement as described in the Increased or Improved Services section using a “Y” for Yes or an “N” for No. (Note: for each such action offered on an LEA-wide or schoolwide basis, the LEA will need to provide additional information in the Increased or Improved Summary Section to address the requirements in California Code of Regulations, Title 5 [5 CCR] Section 15496(b) in the Increased or Improved Services Section of the LCAP).

Actions for English Learners: School districts, COEs, and charter schools that have a numerically significant English learner student subgroup must include specific actions in the LCAP related to, at a minimum, the language acquisition programs, as defined in EC Section 306, provided to students and professional development activities specific to English learners.

Actions for Foster Youth: School districts, COEs, and charter schools that have a numerically significant Foster Youth student subgroup are encouraged to include specific actions in the LCAP designed to meet needs specific to Foster Youth students.

Goal Analysis:

Enter the LCAP Year 174


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

● Describe the overall implementation of the actions to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process. This must include any instance where the LEA did not implement a planned action or implemented a planned action in a manner that differs substantively from how it was described in the adopted LCAP.

● Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures do not need to be addressed, and a dollar-for-dollar accounting is not required.

● Describe the effectiveness of the specific actions to achieve the articulated goal as measured by the LEA. In some cases, not all actions in a goal will be intended to improve performance on all of the metrics associated with the goal. When responding to this prompt, LEAs may assess the effectiveness of a single action or group of actions within the goal in the context of performance on a single metric or group of specific metrics within the goal that are applicable to the action(s). Grouping actions with metrics will allow for more robust analysis of whether the strategy the LEA is using to impact a specified set of metrics is working and increase transparency for stakeholders. LEAs are encouraged to use such an approach when goals include multiple actions and metrics that are not closely associated.

● Describe any changes made to this goal, expected outcomes, metrics, or actions to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard or other local data, as applicable.

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students Purpose

A well-written Increased or Improved Services section provides stakeholders with a comprehensive description, within a single dedicated section, of how an LEA plans to increase or improved services for its unduplicated students as compared to all students and how LEA-wide or schoolwide actions identified for this purpose meet regulatory requirements. Descriptions provided should include sufficient detail yet be sufficiently succinct to promote a broader understanding of stakeholders to facilitate their ability to provide input. An LEA’s description in this section must align with the actions included in the Goals and Actions section as contributing.


This section must be completed for each LCAP year.

When developing the LCAP in year 2 or year 3, copy the “Increased or Improved Services” section and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the relevant LCAP year. Retain all prior year sections for each of the three years within the LCAP.

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).

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Increased Apportionment based on the enrollment of Foster Youth, English Learners, and Low-Income Students: Specify the estimate of the amount of funds apportioned on the basis of the number and concentration of unduplicated pupils for the LCAP year.

Required Descriptions:

For each action being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the goals for these students.

For each action included in the Goals and Actions section as contributing to the increased or improved services requirement for unduplicated pupils and provided on an LEA-wide or schoolwide basis, the LEA must include an explanation consistent with 5 CCR Section 15496(b). For any such actions continued into the 2020–23 LCAP from the 2017–20 LCAP, the LEA must determine whether or not the action was effective as expected, and this determination must reflect evidence of outcome data or actual implementation to date.

Principally Directed and Effective: An LEA demonstrates how an action is principally directed towards and effective in meeting the LEA’s goals for unduplicated students when the LEA explains how:

● It considers the needs, conditions, or circumstances of its unduplicated pupils;

● The action, or aspect(s) of the action (including, for example, its design, content, methods, or location), is based on these considerations; and

● The action is intended to help achieve an expected measurable outcome of the associated goal.

As such, the response provided in this section may rely on a needs assessment of unduplicated students.

Conclusory statements that a service will help achieve an expected outcome for the goal, without an explicit connection or further explanation as to how, are not sufficient. Further, simply stating that an LEA has a high enrollment percentage of a specific student group or groups does not meet the increase or improve services standard because enrolling students is not the same as serving students.

For example, if an LEA determines that low-income students have a significantly lower attendance rate than the attendance rate for all students, it might justify LEA-wide or schoolwide actions to address this area of need in the following way:

After assessing the needs, conditions, and circumstances of our low-income students, we learned that the attendance rate of our low-income students is 7% lower than the attendance rate for all students. (Needs, Conditions, Circumstances [Principally Directed])

In order to address this condition of our low-income students, we will develop and implement a new attendance program that is designed to address some of the major causes of absenteeism, including lack of reliable transportation and food, as well as a school climate that does not emphasize the importance of attendance. Goal N, Actions X, Y, and Z provide additional transportation and nutritional resources as well as a districtwide educational campaign on the benefits of high attendance rates. (Contributing Action(s)) 176


These actions are being provided on an LEA-wide basis and we expect/hope that all students with less than a 100% attendance rate will benefit. However, because of the significantly lower attendance rate of low-income students, and because the actions meet needs most associated with the chronic stresses and experiences of a socio-economically disadvantaged status, we expect that the attendance rate for our low-income students will increase significantly more than the average attendance rate of all other students. (Measurable Outcomes [Effective In])

COEs and Charter Schools: Describe how actions included as contributing to meeting the increased or improved services requirement on an LEA-wide basis are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities as described above. In the case of COEs and Charter Schools, schoolwide and LEA-wide are considered to be synonymous.

For School Districts Only:

Actions Provided on an LEA-Wide Basis:

Unduplicated Percentage > 55%: For school districts with an unduplicated pupil percentage of 55% or more, describe how these actions are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities as described above.

Unduplicated Percentage < 55%: For school districts with an unduplicated pupil percentage of less than 55%, describe how these actions are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the actions 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.

Actions Provided on a Schoolwide Basis:

School Districts must identify in the description those actions 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 actions 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 actions are principally directed to and how the actions are the most effective use of the funds to meet its goals for foster youth, English learners, and low-income students in the state and any local priorities.

“A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.”

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 the 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. Services are increased or improved by those actions in the LCAP that are included in the Goals and Actions section as contributing to the increased or improved services requirement. This

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description must address how these action(s) are expected to result in the required proportional increase or improvement in services for unduplicated pupils as compared to the services the LEA provides to all students for the relevant LCAP year.

Expenditure Tables Complete the Data Entry table for each action in the LCAP. The information entered into this table will automatically populate the other Expenditure Tables. All information is entered into the Data Entry table. Do not enter data into the other tables.

The following expenditure tables are required to be included in the LCAP as adopted by the local governing board or governing body:

• Table 1: Actions

• Table 2: Total Expenditures

• Table 3: Contributing Expenditures

• Table 4: Annual Update Expenditures

The Data Entry table may be included in the LCAP as adopted by the local governing board or governing body, but is not required to be included.

In the Data Entry table, provide the following information for each action in the LCAP for the relevant LCAP year:

• Goal #: Enter the LCAP Goal number for the action.

• Action #: Enter the action’s number as indicated in the LCAP Goal.

• Action Title: Provide a title of the action.

• Student Group(s): Indicate the student group or groups who will be the primary beneficiary of the action by entering “All”, or by entering a specific student group or groups.

• Increased / Improved: Type “Yes” if the action is included as contributing to meeting the increased or improved services; OR, type “No” if the action is not included as contributing to meeting the increased or improved services.

• If “Yes” is entered into the Contributing column, then complete the following columns:

o Scope: The scope of an action may be LEA-wide (i.e. districtwide, countywide, or charterwide), schoolwide, or limited. An action that is LEA-wide in scope upgrades the entire educational program of the LEA. An action that is schoolwide in scope upgrades the entire educational program of a single school. An action that is limited in its scope is an action that serves only one or more unduplicated student groups.

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o Unduplicated Student Group(s): Regardless of scope, contributing actions serve one or more unduplicated student groups. Indicate one or more unduplicated student groups for whom services are being increased or improved as compared to what all students receive.

o Location: Identify the location where the action will be provided. If the action is provided to all schools within the LEA, the LEA must indicate “All Schools”. If the action is 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.

• Time Span: Enter “ongoing” if the action will be implemented for an indeterminate period of time. Otherwise, indicate the span of time for which the action will be implemented. For example, an LEA might enter “1 Year”, or “2 Years”, or “6 Months”.

• Personnel Expense: This column will be automatically calculated based on information provided in the following columns:

o Total Personnel: Enter the total amount of personnel expenditures utilized to implement this action.

o Total Non-Personnel: This amount will be automatically calculated.

• LCFF Funds: Enter the total amount of LCFF funds utilized to implement this action, if any. LCFF funds include all funds that make up an LEA’s total LCFF target (i.e. base grant, grade span adjustment, supplemental grant, concentration grant, Targeted Instructional Improvement Block Grant, and Home-To-School Transportation).

• Other State Funds: Enter the total amount of Other State Funds utilized to implement this action, if any.

• Local Funds: Enter the total amount of Local Funds utilized to implement this action, if any.

• Federal Funds: Enter the total amount of Federal Funds utilized to implement this action, if any.

• Total Funds: This amount is automatically calculated based on amounts entered in the previous four columns.

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Total Expenditures Table

Goal Action # Student Group(s) Title LCFF Funds Other State Funds Local Funds Federal Funds Total Funds

1 1 X English Learners

X Foster Youth

X Low Income

Targeted professional development


X Foster Youth

X Low Income

Project-based learning and research


X Foster Youth

X Low Income

Increased use of instructional technology

1 4 X All

X Students with Disabilities

Implementation of evidence-based practices


Provide English language development instruction


X Foster Youth

X Low Income

Provide instructional leadership


X Foster Youth

X Low Income

Makerspace, robotics, and STEM instruction


X Foster Youth

X Low Income

Access to internet for students in JDF


X Foster Youth

X Low Income

Instructional support for students needing additional assistance


X Foster Youth

X Low Income

Individual plans case management

2 1 X All


Services for expelled students

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X Foster Youth

X Low Income

Support family engagement


X Foster Youth

X Low Income

Provide transition services for JDF students

2 4 X All


Support student progress.

2 5 X All


Documenting parent outreach


X Foster Youth

X Low Income

Intensify transition services


X Foster Youth

X Low Income

Career exploration instruction

3 2 X All


Offer a pre-apprenticeship course


X Foster Youth

X Low Income

Provide financial literacy instruction


X Foster Youth

X Low Income

Work-Ready Certification


X Foster Youth

X Low Income

Work-based learning experience.

3 6 X All


Increase the number of educationally relevant field trips

3 7 X All


Access to college classes 181



3 8 X All


Distance learning option

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1 X English Learners

X Foster Youth

X Low Income

Trauma-informed care practices


X Foster Youth

X Low Income

Social-emotional learning


X Foster Youth

X Low Income

Individual counseling


X Foster Youth

X Low Income

Attendance Liaison in support of attendance


X Foster Youth

X Low Income

Trauma-responsive care and restorative practices

4 6 X All


Positive Behavior Interventions and Supports (PBIS)

4 7 X All


School Attendance Review Board process


X Foster Youth

X Low Income

Supporting parents

4 9 X All


Communication with families

4 10 Mental health screening

4 11 Wellness Centers

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1 X Foster Youth

Service Provision

5 2 X Foster Youth

Trainings, Professional Development, and Technical Assistance

182



5 3 X Foster Youth

Membership of Foster Youth Education Planning Team (FYEPT)

5 4 X Foster Youth

Mental Health Support

5 5 X Low Income

Resources

LCFF Funds Other State Funds Local Funds Federal Funds Total Funds

Totals: Total Personnel Total Non-personnel

Totals:

183


Contributing Expenditures Tables

Goal Action # Action Title Scope Unduplicated

Student Group(s) Location

LCFF Funds Total Funds

1 1 Targeted professional development

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

1 2 Project-based learning and research

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

1 3 Increased use of instructional technology

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

1 5 Provide English language development instruction

X LEA-wide

X Schoolwide

X English Learners

X All Schools

1 6 Provide instructional leadership

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

1 7 Makerspace, robotics, and STEM instruction

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

1 8 Access to internet for students in JDF

X Schoolwide

X English Learners

X Foster Youth

X Low Income

Specific Schools: JDF

All

1 9 Instructional support for students needing additional assistance

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

1 10 Individual plans case management

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

2 2 Support family engagement

X Schoolwide

X English Learners

X Foster Youth

X Low Income

Specific Schools: GHCS

184





2 3 Provide transition services for JDF students

X LEA-wide

X Schoolwide

X English Learners

X Foster Youth

X Low Income

X All Schools

2 6 Intensify transition services

X Schoolwide

X English Learners

X Foster Youth

X Low Income


3 1 Career exploration instruction

X LEA-wide

X English Learners

X Foster Youth

X Low Income

X All Schools

3 3 Provide financial literacy instruction

X LEA-wide

X English Learners

X Foster Youth

X Low Income

X All Schools

3 4 Work-Ready Certification

X Schoolwide

X English Learners

X Foster Youth

X Low Income


3 5 Work-based learning experience.

X Schoolwide

X English Learners

X Foster Youth

X Low Income


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1 Trauma-informed care practices

X Schoolwide

X English Learners

X Foster Youth

X Low Income

Specific Schools: Golden Hills Community School

4 2 Social-emotional learning

X Schoolwide

X English Learners

X Foster Youth

X Low Income

Specific Schools: Golden Hills Community School (GHCS)

4 3 Individual counseling X Schoolwide

X English Learners

X Foster Youth

X Low Income


4 4 Attendance Liaison in support of attendance

X Schoolwide

X English Learners

X Foster Youth

X Low Income


4 5 Trauma-responsive care and restorative practices

X Schoolwide

X English Learners

X Foster Youth

X Low Income


185





4 6 Positive Behavior Interventions and Supports (PBIS)


4 8 Supporting parents X LEA-wide

X English Learners

X Foster Youth

X Low Income

X All Schools

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1 Service Provision X LEA-wide

X Foster Youth

X All Schools

5 2 Trainings, Professional Development, and Technical Assistance

X LEA-wide

X Foster Youth

X All Schools

5 3 Membership of Foster Youth Education Planning Team (FYEPT)

X LEA-wide

X Foster Youth

X All Schools

5 4 Mental Health Support

X LEA-wide

X Foster Youth

X All Schools

5 5 Resources X LEA-wide

X Low Income

X All Schools

Totals by Type Total LCFF Funds Total Funds

Total: $0.00 $0.00

LEA-wide Total: $0.00 $0.00

Targeted Total: $0.00 $0.00

Schoolwide Total: $0.00 $0.00

186


Annual Update Table Year 1 [2020-21] Annual update of the 2020-21 goals will occur during the 2021-22 update cycle.

Last Year's Goal #

Last Year's Action #

Prior Action/Service Title Contributed to

Increased or Improved Services?

Last Year's Total Planned Expenditures

Total Estimated Actual Expenditures

Totals: Planned Expenditure Total Estimated Actual Total

Totals:

187

2/20/2020

Solano County Office of Education

Report to the Board of New Hires

Type Job Title Total

New Hire Paraeducator, Special Education 1

Teacher, Juvenile Court and Community School 1

Program Administrator, Educational Options 1

Program Administrator, Special Education 1

Promotion Director, Special Education 1

Teacher, Special Education 2

Youth Activities Specialist 1

Director, DBS 1

Bus Driver/Instructor 1

Current recruitment postings: www.edjoin.org/solanocoe

188

http://www.edjoin.org/solanocoe

Board Report of TCC IssuesCred95a

Registered between 03/24/2020 and 04/27/2020

Expires Registered

Renewal CodesSubjectsTC RequirementAuthorizations

Document #Term:Description

AssignOrgsSSN4Name

Title TC1 - Single Subject Teaching Credential

DIERKING, TODD E 04/14/2020 12/31/2020TCC-FSUSDNone

R20 ELA1 R1S CL: Clear PEX SSX

NELSON, DELBERT R 04/14/2020 12/31/2020TCC-VCUSD003

RC READ US

RSMC PRO

CPR

R1S P2: Preliminary PE

TAYLOR, JOHN D 04/15/2020 09/01/2020TCC-FSUSDNone

R20 ELA1 R1S CL: Clear MATX

Total Persons Listed for TC1: 3

Title TC2 - Multiple Subject Teaching Credential

MADONNA, JOSEPH A 04/14/2020 07/31/2020TCC-FSUSDNone

R20 R2B R2M CL: Clear GSX SS

Title TLA1 - General Education Limited Assignment Single Subject Teaching Permit

SWAIN, JAMIE 04/14/2020 09/30/2020TCC-FSUSDNone

R1S EM: Emergency WLEL

Total Persons Listed: 5

Selection Grouped by Credential Title / Sorted by Last Name, Filtered by (No Date Registered? = N, Starting Date Registered = 3/24/2020, Ending Date

Registered = 4/27/2020, SSN? = N, Page Break? = N, NotePad? = N) Page 1 of 1

Generated for PAUL DEAL (PDEAL), Apr 28 2020 8:50AMSolano County Office of Education

189



Expires Registered



AssignOrgsSSN4Name

Title SA12 - Crosscultural, Language and Academic Development Certificate

ROY, SAMANTHA E 03/16/2020 09/30/2020TCC-FSUSDNone

ELA1 CL: Clear

Title SC1A - Administrative Services Credential

HARLEY, MELLISSA C 03/03/2020 06/30/2020TCC-BUSD001

R86L R54A P5: Preliminary

Title SUBP - 30-Day Substitute Teaching Permit

BLAKE-HARRIS, COLLEEN 02/20/2020 06/30/2020TCC-VCUSDNone

P30 WV: Waiver

HOUSTON, ROBERT 03/05/2020 06/30/2020TCC-FSUSDNone

P30 P30 EM: Emergency

JUDY, KRISTINA 03/09/2020 03/31/2020TCC-TUSDNone


NAAS, FAROUK 02/27/2020 06/30/2020TCC-FSUSDNone


ONEDERA, LAURA A 02/21/2020 06/30/2020TCC-VCUSDNone


POINDEXTER, DONESHIA 02/25/2020 05/31/2020TCC-SCOE050

P30 P30B WV: Waiver

REID, KATELYN 03/16/2020 09/30/2020TCC-TUSDNone


SMITH, LEWIS J 03/10/2020 06/30/2020TCC-SCOENone


STEPHENS, BRITTANY 02/27/2020 06/30/2020TCC-FSUSDNone


Total Persons Listed for SUBP: 9



Generated for PAUL DEAL (PDEAL), Mar 24 2020 11:54AMSolano County Office of Education

190



Expires Registered



AssignOrgsSSN4Name

Title TC1 - Single Subject Teaching Credential

HARRIGAN, JAMESON R 02/27/2020 06/30/2020TCC-FSUSDNone

R20 R1S ELA1 CL: Clear ENGX SIFX

HINES, DIANA 03/05/2020 09/01/2020TCC-FSUSDNone

R20 ELA1 R1S CL: Clear ENGL

SOULSBY, KRISTEN L 03/05/2020 06/30/2020TCC-FSUSDNone

R20 R1S ELA1 CL: Clear PE


Title TC13 - Short-Term Staff Permit

ANDERSON, CHARLONDA Y 03/12/2020 06/30/2020TCC-VCUSD003

STP R2M ELAM ML: Multiple Subject w/EL TC10 GS

Title TC14 - Provisional Internship Permit

CHANG, EILEEN E 03/18/2020 05/01/2020TCC-VCUSD003

PIPF R3MM ELAE SE: Special Education TC10, TC11 and

TC12

MM

PATTON, KAYATTA 03/12/2020 06/30/2020TCC-FSUSDNone

PIPF R1S ELAS SL: Single Subject w/EL TC10 ENGL


Title TC2 - Multiple Subject Teaching Credential

CLAYTON, ALAINE L 02/24/2020 06/30/2020TCC-VUSD008

R2M ELAM P2: Preliminary GS

CODDA, RIO A 03/12/2020 06/30/2020TCC-VCUSD003

R20 R2M ELA1 CL: Clear GS

GREEN, JENNIFER L 02/28/2020 06/30/2020TCC-FSUSDNone

R20 R2M ELAM ELA1 CL: Clear GS




191



Expires Registered



AssignOrgsSSN4Name

Title TC2 - Multiple Subject Teaching Credential (continued)

HALLS, MARGUERITE M 03/13/2020 06/30/2020TCC-FSUSDNone

R20 R2M ELA1 CL: Clear GSX

HERNANDEZ, GICELA Y 03/12/2020 06/30/2020TCC-VCUSD003

R20 BASP R2M CL: Clear GSX

VANDE WEGE, AARON D 02/24/2020 06/30/2020TCC-FSUSDNone

PRO R2M ELA1 P5: Preliminary GS

WILLIAMS, ALESHA 03/16/2020 06/30/2020TCC-CALIBERNone

R2M ELA1 P5: Preliminary GS

YASONIA, ELAINE M 03/13/2020 06/30/2020TCC-FSUSDNone

R20 R2M CL: Clear GS SPTE


Title TC3H - Specialist Instruction Credential in Special Education

YASONIA, ELAINE M 03/13/2020 06/30/2020TCC-FSUSDNone

R20 R15P R3LH R3SH CL: Clear LH SH

Title TLA2 - General Education Limited Assignment Multiple Subject Teaching Permit

ROY, SAMANTHA E 03/16/2020 09/30/2020TCC-FSUSDNone

R2M EM: Emergency GS

Total Persons Listed: 25




192

Documents

SOLANO COUNTY BOARD OF EDUCATION · 2020-05-06 · SOLANO COUNTY BOARD OF EDUCATION . Regular Meeting . Wednesday, May 13, 2020 . 6:00 PM. This meeting is being held pursuant to Executive