(LCAP) Template and Annual Update Accountability Plan€¦ · Montessori FGWS continues to add...

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

French Gulch-Whiskeytown Elementary School District

Contact Name and Title

Moira Casey Superintendent/Principal

Email and Phone

[email protected] (530) 359-2151

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

Established in 1854, the current dedicated staff of French Gulch-Whiskeytown School strives to maintain the resourcefulness, passion and commitment of our pioneer founders. French Gulch-Whiskeytown School (FGWS) is guided by the principles of a child-centered environment focused on developing capable, creative, resilient and respectful learners. We have shifted to a Montessori instructional approach, enabling us to better meet the individualized learning needs of our students. The school takes pride in providing an active, vibrant and engaging learning atmosphere both academically and socially. It remains our focus and goal to guide all students entrusted in our care toward meeting their full potentials as scholars and citizens. We continue to upgrade our technology systems, hardware and technological resources to broaden and differentiate the learning opportunities available to our students. We provide project-based learning opportunities driven by student interest to deepen knowledge bases in all academic areas. Hand in hand with a strong academic core, we continue to promote a school environment that has a focused emphasis on stewardship for both our school family and the physical setting in which we

https://www.caschooldashboard.org/reports/45699976050322/2018

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reside. Positive regard for one another as members of the same learning community coupled with thoughtful consumption and recycling of resources are hallmarks of French Gulch-Whiskeytown School. Our demographics include:70.1% low income, 0% foster youth and 0% English Learners. While a number of our students have significantly high adverse childhood experiences (ACES) scores due to family situations and dynamics, we seek to build resilience student by student.The staff continues to learn more about trauma induced issues with children and best practices that are trauma based informed. As we embrace the shift to the evolving state standards, we strive to equip our students to be lifelong learners who are ready, skilled and confident to contribute to a constantly changing global society.

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

One of the key focus points of the FGWS LCAP is to provide students in our rural community opportunities that most would not have access to were it not offered by the school. This includes music instruction that provides not only classroom vocal experience but the chance to learn to play an instrument. Students may choose the recorder, guitar, ukulele, drums, keyboard or tackle several instruments. They are exposed to different genres of music and guided in beginning composition and improvisation. Younger students are also taught movement/ dance. Additional arts instruction is provided in a weekly ceramics program. Field trips to attend professional, community theater and local high school productions is part of this component of our LCAP. LCAP funds the IA (industrial arts) program provided weekly for students in grades 5-8. The very nature of the program requires students to utilize application of real world math and science concepts to design and build a variety of projects using both hand and power tools. Continual academic growth of all students is a bit problematic to report out. Because of the very small student population at FGWS, the school is unable to report data by grade level due to considerations of privacy. Some grade levels at the school only contain 1 or 2 students. In addition, the turn over rate from year to year also makes current school wide student progress over time difficult to report out since the population continues to shift. For example, due to 8th grade graduation or enrollment in different districts, half of the students tested in 2016, were not in attendance this following academic year. The same is true of the 2017 and most likely will be reflected in 2018-19 as well. That being said, we can report that of the 18 students tested on the CAASSP in 2017, all but 17 students made gains over the previous year's performance in ELA and 16 did in Math. Some of the gains were significant, others more modest but the trend of continuous progress is encouraging. That is our ultimate is goal. Success in meeting that goal continues to be confirmed in local measures such as Aimsweb and AR Star. Because of the small sample size of FGWS, progress needs to be viewed student by student. Under the current state report out of testing results, no child can drop in state testing without it being reflected as a school wide drop. Examination of individual student progress, however, paints a different picture. Although for state priority reporting purpose "student engagement" is based strictly on attendance, which continues to be problematic with a few students, student and parental feedback continues to give the fine arts/music and Industrial Arts (IA) components of our LCAP extremely high marks. One student, upon realizing that the Veterans Day holiday fell on Friday a year ago commented to

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the IA teacher that he thought it would fall on Monday. "It can't be on Friday, that's YOUR DAY! This is the worst holiday timing ever!" Attendance does increase with our older students on Fridays because of our IA and ceramics programs. Wednesday is our music day, another higher attendance day. This year students received not only classroom vocal music and movement instruction but opportunities for musical instrument instruction that included recorder, keyboard, guitar, ukulele and drums.This instruction would most likely not be available to most of FGWS students due to parental inability to pay for private lessons coupled with inaccessibility to private instruction. Technology is another area of LCAP focus. Hardware is updated in both of our classrooms yearly. Students, even our younger ones, are using computer technology to delve into areas of interest in greater depth as well as create multi media presentations. We continue to seek out online based programs that will assist in differentiating instruction for each student based on their individual needs and interests. Although connectivity continues to be problematic at times due to our rural setting, it has greatly improved since our BIIG Grant installed a new internet provider system. The school continues to acquire more and more Montessori materials to support our Montessori pedagogy in the classrooms. Many of the materials support and supplement concepts that are being rolled out in the new frameworks for social studies and science. Classroom libraries continue to grow. Upper grade additions are often based on student requests. Our after school program, Project SHARE, continues to growth and evolve into a true extended day program. It is a wonderful balance of academics, art and creative activities and free choice.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress Because of the very small student population at French Gulch, it is difficult to report out trends and make it meaningful. The sample size is just too small and there is a need to protect privacy of individual students. Of 18 students who participated in state testing last spring, 17 showed growth in ELA and 16 showed growth in Math. Some showed truly significant gains. Others modest but positive growth. Two students backslid but that was predicted before the results were returned. Those particular students were experiencing a difficult time emotionally leading up to the testing period and their teachers anticipated less than sterling results on their testing. Investment in the testing experience clearly was not demonstrated at the time. Although the state reported out a school wide drop in math performance, our individual analysis indicated as a group the school improved. With such a small sample size, there is no room for a single student to drop in performance without it being reflected in a school wide drop. Individual analysis of student performance is the only true way to view results. Continual progress toward proficiency is definitely being made. As a school we have a long way to go but progress is definitely being made when the results are analyzed individually comparing growth between testing years.

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Student surveys indicated that students 3-8 generally feel safe at FGWS. The results were a bit skewed when the 3-4 students were filling out the survey. They were doing so as a group with the questions read to them. When the question, "do you feel safe at school" was posed, one child said "No way! This place is haunted by a ghost- for reals!" There actually is a legend of a woman who haunts the school grounds at night but most of the students are unaware of the legend. One 4th grader knew about it and all in his group marked that they never felt safe! This was not the case with the older students. Almost all of the students felt they had at least one adult at school that they could go to if they had an issue and most felt safe at school. This was an improvement over last year. Older students continue to feel either neutral or negatively about being "excited" by instruction although on comments they indicated their interest in having more arts, Industrial Arts and more hands on science instruction. This year the 5-8th group participated in numerous outdoor education activities with the Western Wildlife Conservation group and Whiskeytown National Recreation Area. They raised salmon in the classroom and then released them in a local creek. Interest in this project was quite high but not reflected in the student survey. The survey will be revised next year to hopefully draw out more specific evaluation of classroom activities. Only two parents returned surveys regarding state priorities. Both were generally pleased with the facility and instructional program. Neither really wrote comments to further explain or elaborate on any survey items. Once more they listed the Industrial Arts and arts program as well as technology as the top three areas to continue pursuing for next year. FGWS continues to add Montessori materials to each classroom, allowing greater expansion of Montessori pedagogy practices in each classroom. With the acquisition of greater selections of classroom and library books, student reading continues on an upward swing. Additionally, the acquisition of newly adopted ELA anthologies for literature and writing will add to that positive trajectory in reading. Students have attended several performing arts productions this year including Cascade Christmas, the Enterprise Starship Variety Hour, the Northstate Symphony and a production of Oliver. The VAPA program at school has included a ceramics component that has even extended into Project SHARE, our afterschool extended day program. Older students continue to learn woodworking skills on Fridays, creating a number of impressive hands on wood projects. Project SHARE has been very well attended this year and LCAP's contribution to the offset the deficit in its operation makes a huge difference. Although families have been asked to contribute $200 a year to assist in SHARE operating costs few have done so. The program provides a rich extended day opportunity for students within a safe, creative environment. Science in the classroom has definitely been more on hands this year. The lower elementary program acquired several science materials that allow students greater opportunity to explore concepts outside of a text book. In December, teachers completed participation in a NGSS grant, Project ESTEEM, through Cal State Chico. The lower elementary classroom received several gardening grants and are learning about native plants and pollinators. The entire staff, certificated and classified, attended a training on Trauma Based Best Practices before school started. One attended the Help for Billy workshop in the spring which also promotes an understanding of trauma based issues and best practices. Certificated and classified staff

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attended the Schools that Succeed Conference. Two certificated staff attended the California Rural Ed Network workshop in Sacramento. Zero suspension and expulsion rates were maintained. The overall school attendance rate did improve as the chronic absenteeism rates declined. A summer 2017 building project brought the school up to ADA compliance including a restroom that is handicapped accessible. Additionally, administrative and business offices were added to the front of the school providing visual site into the parking lot and foot traffic through the front entrance.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs Due to the small size of our school population resulting in privacy issues, we do not show an overall performance category of red or orange. However, we show "very low" in English language arts and "low" in mathematics. Therefore, we still need focus on the following: Math: math fact fluency, computation, reasoning, and application English language arts: reading fluency, comprehension and writing across the curriculum. Paraphrasing and summarizing are writing skills that need particularly focus and development. Continued use of programs which assist to differentiate and individualize ELA and math skill development such as Smarty Ants, Imagine Learning and ALEK. To support this it is important to add to and update computer hardware. This year due to ongoing health issues with our writing coach, a "writing workshop" component to our curriculum did not receive the implementation we budgeted for but it is still viewed as a critical need. New ELA text books which specifically target reading and writing skills will help but a dedicated instructional time with small groups of students at a time is still desired. A writing coach position is still needed. After school tutoring, while viewed as a need, did not work out with a system that tracked progress on an ongoing basis yielding reliable data that could be used to evaluate effectiveness. It was decided to drop the program early on in the school year. After further discussion, it was determined that an additional instructional aide in the upper elementary classroom would most likely be more effective approach to meeting the individual needs of students. Acquisition of more Montessori materials in all curricular areas is necessary to support the district's shift to Montessori pedagogy and instruction. VAPA instruction has been linked to academic gains. Having specialists providing VAPA instruction on a regular basis assures that FGWS students will have a more well rounded course offering similar to that available to students at larger school sites.

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Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps There were no student groups that performed two or more levels below the "all student" performance. It should be noted, however, that the "all student" performance represents a skewed analysis of the data since the sample size does not allow for meaningful comparisons. During the last testing cycle, the performance of 2 students definitely skewed the results of 18 students in an "all student" comparison. These are inherent issues when the sample size is so small. Meaningful analysis has to be focused on individual performance.

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

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

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

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Annual Update LCAP Year Reviewed: 2018-19

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

Goal 1 Goal #1: FGWS will continue alignment of Montessori instruction and student learning to the California State Standards with an emphasis in writing across the curriculum.

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 1: Local Indicator/Teacher credential

18-19 Maintain 100% Highly Qualified certificated staff. Title II & REAP funds are used to maintain credentialed staff in the upper elementary program.

Baseline Maintain 100% Highly Qualified certificated staff

Metric/Indicator Priority 1: Local Indicator/ Instructional materials

18-19 100% of students will have access to instructional materials as measured Williams Quarterly reports

Baseline

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Expected Actual

100% of students will have access to instructional materials as measured Williams Quarterly reports

Metric/Indicator Priority 1: Local Indicator/ Facilities in good repair

18-19 100% of facilities are in good repair as indicated by the Facilities Inspection Tool

Baseline 100% of facilities are in good repair as indicated by the Facilities Inspection Tool

Metric/Indicator Priority 2: Local Indicator/Implementation of State Standards/ELD

18-19 100% of all students will have access to a broad course of study as evidenced by written and posted classroom course of study and schedule

Baseline 100% of all students had access to a broad course of study as evidenced by written and posted classroom course of study and schedule

Metric/Indicator Priority 1: Local Indicator/ Instructional materials

18-19 New Montessori classroom materials-included but not limited to STEM materials

Baseline Acquisition of new Montessori classroom materials

Metric/Indicator Priority 8: Local Metric/Other student outcomes (Local Assessments, Interims, MAPs, etc.)

18-19 Continuous individual student growth in ELA and math as measured by AIMSweb: CBM and MAZE and AR STAR

Baseline All students show continuous individual student growth in ELA and math as measured by AIMSweb: CBM and MAZE and AR STAR

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Expected Actual

Metric/Indicator Priority 4: State Indicator/Academic Indicator/Grades 3-8 mathematics SBAC results

18-19 All students will show growth in Math as measured by Smarter Balanced Assessment

Baseline All students will show growth in Math as measured by Smarter Balanced Assessment

Metric/Indicator Priority 4: State Indicator/Academic Indicator/Grades 3-8 ELA SBAC results

18-19 All students will show growth in English language arts as measured by Smarter Balanced Assessment

Baseline All students will show growth in English language arts as measured by Smarter Balanced Assessment

Metric/Indicator Priority 8: Local Metric/Other student outcomes (Reach Higher Shasta K-3 reading, Reach Higher Shasta K-2 math, iReady, local benchmarks, PSAT 8-9, SBAC interims, STAR reading assessment, DIBELS Plus, etc.)

18-19 100% 8th graders will participate in 8-9 PSAT assessment

Baseline 100% 8th graders will participate in 8-9 PSAT assessment


18-19 100% of students will have Montessori Compass accounts in place in order for teachers to track their progress in alignment of Montessori and state standards across curricular areas

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Expected Actual

Baseline This will start next year. No baseline at this time because internet connection was unreliable.

Metric/Indicator Priority 4: State Indicator/Academic Indicator/English Language Progress Indicator

18-19 NOTE: Because there are no English Learners with the FGWSD, the following metrics do not apply: EL Progress toward English Proficiency (ELPAC) and EL

Baseline NOTE: Because there are no English Learners with the FGWSD, the following metrics do not apply: EL Progress toward English Proficiency (CELDT) and EL

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 Professional Development training based on staff identified need in addition to Montessori assistant training July 2018

3 Teachers and Paraprofessionals SCOE summer training/other Object Code: 5210 Resource 0000 / Supp & Concentration $3200

Action 2 Subscription to Montessori Compass (online data collection) Students will have: regular teacher-student conferences based on their progress as recorded in Montessori Compass and other data sources

$18/student x 25 Object Code: 4310 Resource: 1100 $450

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Action 3 Students will have: access to upgraded technology hardware in both classroom: 2 computers/tablets to be added to both lower and upper elementary classrooms Smart Board for lower elementary classroom

Computers Object Code: 4410 Resource: 0000 $3200

Smart Board for lower elementary classroom Object Code: 4410 Resource 0000 / Supp & Concentration 4500.00

Action 4 Students will have: the benefit of individualized and small group instruction in writing with certificated instructor 1 day a week (grades 3-8) writing portfolios be maintained demonstrating writing progress over time

Writing Coach Total: $11268 (.20 FTE) = $10880 benefits= $388 Object Code 1110 & 3000 Resource 0000 / Supp & Concentration $11,268

Action 5 Students will have: access to differentiated instructional online programs in ELA/Math: Imagine Learning Total: $900 6 usage subscriptions @ $150 ea. Smarty Ants subscriptions: 10 at $25/each $250

Imagine Learning Subscription Object Code: 4310 Resource 0000 / Supp & Concentration $1450

Smarty Ants Subscription Object Code: 4310 Resource 0000 / Supp & Concentration $260

ALEKS Subscriptions Object Code: 4310 Resource 0000 / Supp & Concentration $315

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ALEKS subscriptions 4 @ $200/each

Action 6 Students will have: access to new leveled trade books in classroom libraries and the school library

New leveled trade books Object Code: 4210 Resource 0000 / Supp & Concentration $1100

Action 7 Students will have: access to new Montessori classroom materials related to but not limited to STEM content

Montessori Instructional Materials Object Code: 4310 Resource: 1100 $2100

Action 8 100% of all students will have access to a broad course of study as evidenced by written and posted classroom course of study and schedule

No cost

Action 9 Classrooms will have ELA materials aligned to state/Montessori standards grades 7-8

ELA Books & Materials / Obj 4110 Object Code: 4210 Resource: 0000 $3500

Action 10

PSAT Assessment Object Code: 5000 - 5999 Resource: 0000 $70

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Action 11 Staff training as needed through SCOE small school co-op services

Cost covered in co-op service fee

Action 12 Maintain Highly Qualified certificated staff.

Title II funding spent on upper elementary certificated staff. Object Code 1110 & 3000 $1034.00

Salary/benefits not covered by Title II (above) are flexed into the REAP program. Any remaining balance is paid from the general fund. Object Code 1110 & 3000 $14,487.00

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

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

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

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

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Goal 2 Goal #2: FGWS will provide a safe, nurturing learning environment that promotes Montessori pedagogy and practices while providing differentiated support for each student. Parents will have the opportunity to engage in programs so that they can be active participants in student learning.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) 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 3: Local Indicator/Parent Involvement/Local Evaluation Tool

18-19 Parent/Family Education Events 2-3/year

Baseline Parent/Family Education Events topics TBA yearly

Metric/Indicator Priority 3: Local Indicator/Parent Involvement/Local Evaluation Tool

18-19 All parents are given the opportunity to participate in LCAP Advisory Board meetings and other decision making opportunities.

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Expected Actual

Baseline All parents were given the opportunity to participate in Site Council meetings and other decision making opportunities.

Metric/Indicator Priority 7: Local Metric/Programs/services developed and provided to unduplicated pupils

18-19 All students have access to After School Program, including unduplicated students and exceptional needs

Baseline All students have access to After School Program, including unduplicated students and exceptional needs


18-19 All students have access to VAPA and music

Baseline All students had access to VAPA and music

Metric/Indicator Priority 5: Local Metric/Student Engagement/School attendance rates

18-19 Increase school attendance by .5%

Baseline 91.5% school attendance

Metric/Indicator Priority 5: State Indicator/Student Engagement/Chronic absenteeism rates

18-19 Decrease by 2% chronic absenteeism rate

Baseline 26% chronic absenteeism rate

Metric/Indicator Priority 5: Local Metric/Middle school dropout rate

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Expected Actual

18-19 Maintain 0% middle school drop out rate

Baseline Maintain 0% middle school drop out rate

Metric/Indicator Priority 6: State Indicator/Student Suspension Indicator

18-19 Maintain 0% suspension rate

Baseline Maintain 0% suspension rate

Metric/Indicator Priority 6: Local Metric/Expulsion rate

18-19 Maintain 0% expulsion rate

Baseline Maintain 0% expulsion rate

Metric/Indicator Priority 6: Local Indicator/Local tool for school climate

18-19 60% of parents will complete a climate survey

Baseline 37% of parents completed a climate survey

Metric/Indicator Priority 1: Local Indicator/ Facilities in good repair

18-19 100% facilities in good repair as measured by the Facilities Inspection Tools

Baseline 100% facilities in good repair as measured by the Facilities Inspection Tools

Metric/Indicator Priority 5: State Indicator/Student Engagement/High School Graduation Rate Indicator

18-19 NOTE: Because FGWS is a K-8 District the following state metrics do not apply: A-G, AP Pass rate, EAP, high school drop out rates and high school graduation rates

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Expected Actual

Baseline NOTE: Because FGWS is a K-8 District the following state metrics do not apply: A-G, AP Pass rate, EAP, high school drop out rates and high school graduation rates

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 Students will have access 1 day a week to an integrated Industrial Arts (IA) project based program to learn real life application of science and math skills.

Classroom Supplies for Industrial Arts Object Code: 4310 Resource 0000 / Supp & Concentration $2050

Action 2 2-3 scheduled parent / family education nights

Materials for parent education/family events Object Code: 4310 Resource 0000 / Supp & Concentration $500

Action 3

Facility repairs as needed Resource: 0000 $ as needed

Action 4 Summer learning bridge Parents will have summer access to school resources during summer learning bridge hours Attendance logs to verify use

Summer Learning Bridge Certificated Sal/Ben Object Code 1115 & 3000 Resource 0000 / Supp & Concentration $1133

Summer Learning Bridge Library Staff / Resource management Sal/Ben Object Code 2215 & 3000

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Resource 0000 / Supp & Concentration $1035

Action 5 After school tutoring and resource program

0

Action 6 VAPA - Visual Arts Teacher and Instructional Materials

VAPA Teacher (.20 FTE) Sal/Ben Object Code 1110 & 3000 Resource 0000 / Supp & Concentration $11,268

VAPA Instructional materials Object Code: 4310 Resource 0000 / Supp & Concentration $1100

VAPA Field Trips Object Code: 5000 - 5999 Resource 0000 / Supp & Concentration $700

Action 7 Music Teachers and music instructional materials

Music Instruction Certificated and Benefits Object Code 1110 & 3000 Resource 0000 / Supp & Concentration $7768

Music instructional materials Object Code: 4310 Resource 0000 / Supp & Concentration $200

Action 8 FGWS will contribute $2550 toward operating expenses for Project SHARE

Project SHARE Contribution Object Code: 5000 - 5999 Resource: 0000 $2550

Action 9

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Maintain Instructional Aide in lower elementary program. Add Instructional Aide to upper grade program to assist implementation/differentiation of state standards.

Maintain Instructional Aide in lower elementary program. Object Code 2110 & 3000 Resource 0000 / Supp & Concentration $8,517.00

Add Instructional Aide in upper elementary program. Object Code 2110 & 3000 Resource 0000 / Supp & Concentration $10,012





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Goal 3


State Priorities: Local Priorities:

Annual Measurable Outcomes

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


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Goal 4




Expected Actual

18-19

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

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Goal 5






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Goal 6






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Goal 7






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Goal 8






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Goal 9






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Goal 10






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Stakeholder Engagement

LCAP Year: 2019-20

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

Input was gathered during meetings and on going communications with parents, community members, teachers, classified staff, students and Board members. Stakeholders input meetings: Parent Surveys: In February 2018, parents were asked to rate the school's performance touching on all eight state priorities. Comments were encouraged. Parents were also asked to prioritize the LCAP actions for 2017-18 based on what they felt was most valuable and should be carried over into next year's plan. VAPA instruction, technology and the Industrial Arts program were once again the top three areas cited. Unfortunately, despite numerous requests to return the surveys only two were submitted. It was suggested that next year the surveys be distributed at a Parent/Family event to ensure greater representation and input. LCAP Advisory Board met the second Monday of each month. Student and Parent Surveys from last year were utilized this year although may be revised for next year. Results of the surveys were presented at the March 2018 board of trustees meeting. Students were encouraged to make comments on their surveys and asked to be realistic in their ideas. Obviously a bid for a daily 2 hour recess is not going to fly! Their surveys did have numerous comments. Some were rather thoughtful, others very "middle schoolish." Results of the surveys were discussed in depth at various meetings with the staff and the board helping to prioritize actions for 2018-19. The LCAP advisory board also worked on revising the Safe School Plan. Teachers: weekly Monday staffing covered a variety of topics but centered around student academic progress and how best to assist struggling students. Due to the unforeseen health concerns of our Writing Coach and VAPA instructor (the same person), several of our LCAP actions were not executed as intended. The absence of this individual highlighted how much she did above and beyond her LCAP assigned duties. Despite her absence, students did receive VAPA experiences in the classroom but not with the regular frequency or scope and sequence of instruction that our LCAP action brought to that curricular area previously. Our VAPA instructor was able to give a few lessons in the late spring. Additionally, one of the instructional aides has continued with a ceramics program on Fridays that has yielded amazing works of art. Our Project SHARE liaison continues to offer opportunities for art exploration and creativity in the after school program.

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Classified: ongoing informal communication- we tried whole staff morning meetings before the start of the school day but it just did not work out as planned. Students come to school quite early and supervision of those students became problematic. We are still working on the communication piece. It was decided that next year (2018-19), the entire staff both classified and certificated will meet together on our minimum day Mondays, the first Monday of each month to discuss school issues as a united staff. Students: survey February 2018 Students 3rd-8th filled out a survey covering all 8 of the state priorities with room to write comments as well. Students had high praise for the IA and VAPA programs- anything that was hands on. Most indicated they felt the school provided a safe environment, teachers cared about them, rules for behavior were clear and understood and they knew where to turn if they had a problem. The 3rd graders this year proved to be a bit young in their understanding of the questions and how a survey worked. Next year the survey will probably be administered to 4th grade and up. A modified survey may be developed for the primary grades. Parents were asked for input throughout the year and invited to attend the monthly LCAP Advisory meetings. No members of the community ever showed up for these meeting. Notices went out in weekly newsletters which were handed out to students in addition to being posted at the school and the bulletin board outside of the local post office. LCAP monthly updates on progress were made to the public and Board of Trustees at monthly Board meetings: 2nd Monday of the month General LCAP information was linked through weekly parent newsletters which in turn were linked to the district website. Preliminary LCAP made available on June 5, 2018, written responses to concerns through June 12, 2018 Public Hearing at Board Meeting on June 11, 2018 Draft Plan revised to reflect public input June 13, 2018 Board Adoption of LCAP on June 14, 2018

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

Input from parents, teachers, classified, students, board of trustees and community members indicated that the LCAP goals identified and implemented during 2017-18 have had a positive effect. Ongoing technology upgrades have allowed more individualization of

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student instruction. Increased acquisition of Montessori based learning materials has enhanced the creation of classroom environments more in line with Montessori pedagogy. The IA program continues to provide older students with real world application of math and science using a hands on approach- something the older students referenced in their survey comments this year. More students than before are requesting instruction in playing musical instruments. The consolidation of the plan's goals from 5 to 2 for 2017-18 hopefully has made the document less cumbersome. 1. Goal 1:Goal #1: FGWS will continue alignment of Montessori instruction and student learning to the California State Standards with an emphasis in writing across the curriculum. 2. Goal 2: FGWS will provide a safe, nurturing learning environment that promotes Montessori pedagogy and practices while providing differentiated support for each student. Parents will have the opportunity to engage in programs so that they can be active participants in student learning. SCOE small schools co-op staff will work with teachers on more effective use of data to drive and individualize instruction. They will also provide training on effective use of technology in the classroom for both instruction and record keeping and best practices for working with students of childhood trauma. The entire staff met in August to attend a SCOE workshop through the smalls school co-op program on the effects of childhood trauma and use of some best practices when dealing with children with high ACEs scores. A mini version of this workshop was offered to parents later in the year but unfortunately on one parent was in attendance. Staff will receive further training in this area through an MTSS Grant that was received in Spring of 2018. The initial training will include 5 staff members attending the Love and Logic Educators Retreat in Breckenridge, CO June 25-27, 2018. The administrator attends the monthly small school co-op meetings and shares training opportunities and other information with the FGWS staff at weekly staff meetings.

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

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

Goal 1 Goal #1: FGWS will continue alignment of Montessori instruction and student learning to the California State Standards with an emphasis in writing across the curriculum.

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: Identified Need: The switch to a Montessori instructional approach needs to include a thorough understanding of the Montessori progression of skills tied to best Montessori instructional practices but also how that skill progression correlates to CA State Standards across the curriculum. Student writing to support conceptual understanding across the curriculum needs particular instructional focus. Staff/school needs: A. Teacher/staff training as needed: Montessori pedagogy, tech training, behavioral strategies, etc B. Subscriptions to Montessori Compass to align state and Montessori standards and as a student progress data base D. Updated classrooms computers/tablets - 2 per classroom E. Writing coach to work on grade level writing standards in small groups F. Acquisition of Montessori related instructional materials G. Update school and classroom book selections, particularly non fiction J. SBAC interim testing in grades 3-8 K. Adopted ELA anthology texts and TE for grades K-8

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Expected Annual Measurable Outcomes

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

Priority 1: Local Indicator/Teacher credential

Maintain 100% Highly Qualified certificated staff

Maintain 100% Highly Qualified certificated staff

Maintain 100% Highly Qualified certificated staff. Title II & REAP funds are used to maintain credentialed staff in the upper elementary program.

Maintain 100% Highly Qualified certificated staff. Title II & REAP funds are used to maintain credentialed staff in the upper elementary program.

Priority 1: Local Indicator/ Instructional materials





Priority 1: Local Indicator/ Facilities in good repair

100% of facilities are in good repair as indicated by the Facilities Inspection Tool




Priority 2: Local Indicator/Implementation of State Standards/ELD

100% of all students had access to a broad course of study as evidenced by written and posted classroom course of study and schedule

100% of all students will have access to a broad course of study as evidenced by written and posted classroom course of study and schedule



Priority 1: Local Indicator/ Instructional materials

Acquisition of new Montessori classroom materials

New Montessori classroom materials-emphasis on STEM materials

New Montessori classroom materials-included but not limited to STEM materials

New Montessori classroom materials-included but not limited to social studies materials

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Priority 8: Local Metric/Other student outcomes (Local Assessments, Interims, MAPs, etc.)

All students show continuous individual student growth in ELA and math as measured by AIMSweb: CBM and MAZE and AR STAR

Continuous individual student growth in ELA and math as measured by AIMSweb: CBM and MAZE and AR STAR



Priority 4: State Indicator/Academic Indicator/Grades 3-8 mathematics SBAC results

All students will show growth in Math as measured by Smarter Balanced Assessment




Priority 4: State Indicator/Academic Indicator/Grades 3-8 ELA SBAC results

All students will show growth in English language arts as measured by Smarter Balanced Assessment




Priority 8: Local Metric/Other student outcomes (Reach Higher Shasta K-3 reading, Reach Higher Shasta K-2 math, iReady, local benchmarks, PSAT 8-9, SBAC interims, STAR reading assessment, DIBELS Plus, etc.)

100% 8th graders will participate in 8-9 PSAT assessment




Priority 8: Local Metric/Other student outcomes (Reach Higher Shasta K-3 reading, Reach Higher

This will start next year. No baseline at this time because internet connection was unreliable.

100% of students will have a Montessori Compass in place to track individual student progress aligning

100% of students will have Montessori Compass accounts in place in order for teachers to track their

100% of students will have Montessori Compass accounts in place in order for teachers to track their

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Shasta K-2 math, iReady, local benchmarks, PSAT 8-9, SBAC interims, STAR reading assessment, DIBELS Plus, etc.)

Montessori and state standards across curricular areas

progress in alignment of Montessori and state standards across curricular areas

progress in alignment of Montessori and state standards across curricular areas

Priority 4: State Indicator/Academic Indicator/English Language Progress Indicator

NOTE: Because there are no English Learners with the FGWSD, the following metrics do not apply: EL Progress toward English Proficiency (CELDT) and EL

NOTE: Because there are no English Learners with the FGWSD, the following metrics do not apply: EL Progress toward English Proficiency (CELDT) and EL

NOTE: Because there are no English Learners with the FGWSD, the following metrics do not apply: EL Progress toward English Proficiency (ELPAC) and EL

NOTE: Because there are no English Learners with the FGWSD, the following metrics do not apply: EL Progress toward English Proficiency (ELPAC) and EL

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

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

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

Specific Student Groups: staff training to benefit all students X All Schools Specific Grade Spans: K-8

OR

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

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


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

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


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X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Professional Development training based on staff identified need in addition to Montessori assistant training July 2017

Professional Development training based on staff identified need in addition to Montessori assistant training July 2018

Professional Development training based on staff identified need in addition to Montessori assistant training July 2019

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $3000 $3200 $3400 $3000 $3200 $3400 Source Resource 0000 / Supp &

Concentration Resource 0000 / Supp &


Concentration $3000 $3200 $3400 Budget Reference

Object Code: 5210 3 Teachers and Paraprofessional SCOE summer training/other

Object Code: 5210 3 Teachers and Paraprofessionals SCOE summer training/other

Object Code: 5210 3 Teachers and Paraprofessionals SCOE summer training/other

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


X All X All Schools Specific Grade Spans: K-8

OR








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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Subscription to Montessori Compass (online data collection) Students will have: regular teacher-student conferences based on their progress as recorded in Montessori Compass and other data sources

Subscription to Montessori Compass (online data collection) Students will have: regular teacher-student conferences based on their progress as recorded in Montessori Compass and other data sources

Subscription to Montessori Compass (online data collection) Students will have: regular teacher-student conferences based on their progress as recorded in Montessori Compass and other data sources

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $150 $450 $450 $150 $450 $450 Source Resource: 1100 Resource: 1100 Resource: 1100 $150 $450 $450 Budget Reference

Object Code: 4310 $6/student x 25






OR







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X Unchanged Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Students will have: access to upgraded technology hardware : 2 computers/tablets to be added to both lower and upper elementary classrooms

Students will have: access to upgraded technology hardware in both classroom: 2 computers/tablets to be added to both lower and upper elementary classrooms Smart Board for lower elementary classroom

Students will have: upgraded technology hardware in both classroom: 2 computers/tablets to be added to both lower and upper elementary classrooms


Object Code: 4410 Computers



Amount

4500.00 0

4500.00 0 Source

Resource 0000 / Supp &

Concentration

4500.00 0 Budget Reference

Object Code: 4410 Smart Board for lower elementary classroom



OR

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

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



X English Learners X Foster Youth X Low Income

X LEA-wide X All Schools Specific Grade Spans: 4-8




X Modified Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Students will have: the benefit of individualized and small group instruction in writing with certificated instructor 1 day a week (grades 4-8) writing portfolios will be maintained demonstrating writing progress over time

Students will have: the benefit of individualized and small group instruction in writing with certificated instructor 1 day a week (grades 3-8) writing portfolios be maintained demonstrating writing progress over time

Students will have: the benefit of individualized and small group instruction in writing with certificated instructor 1 day a week (grades 2-8) writing portfolios will be maintained demonstrating writing progress over time

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $10,734 $11,268 $11,268 $10,734 $11,268 $11,268 Source Resource 0000 / Supp &



Concentration $10,734 $11,268 $11,268 Budget Reference

Object Code 1110 & 3000 Writing Coach Total: $10734 (.20 FTE) = $10356 benefits= $378



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OR





X LEA-wide X All Schools Specific Grade Spans: TK-8




X Modified Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Students will have: access to differentiated instructional online programs in ELA/Math: Imagine Learning Total: $900 6 usage subscriptions @ $150 ea. Smarty Ants subscriptions: 10 at $25/each $250 ALEKS subscriptions 4 @ $200/each

Students will have: access to differentiated instructional online programs in ELA/Math: Imagine Learning Total: $900 6 usage subscriptions @ $150 ea. Smarty Ants subscriptions: 10 at $25/each $250 ALEKS subscriptions 4 @ $200/each

Students will have: access to differentiated instructional online programs in ELA/Math: Imagine Learning Total: $900 6 usage subscriptions @ $150 ea. Smarty Ants subscriptions: 10 at $25/each $250 ALEKS subscriptions 4 @ $200/each

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Object Code: 4310 Imagine Learning Subscription



Amount $250 $260 $270 $250 $260 $270 Source Resource 0000 / Supp &




Object Code: 4310 Smarty Ants Subscription







Object Code: 4310 ALEKS Subscriptions





Specific Grade Spans: TK-8

OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Students will have: access to new leveled trade books in classroom libraries and the school library

Students will have: access to new leveled trade books in classroom libraries and the school library

Students will have: access to new leveled trade books in classroom libraries and the school library





Object Code: 4210 New leveled trade books






OR




Actions/Services

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X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Students will have: access to new STEM related Montessori classroom materials

Students will have: access to new Montessori classroom materials related to but not limited to STEM content

Students will have: access to new Montessori classroom materials related to but not limited to social studies content


Object Code: 4310 Montessori Instructional Materials






OR




Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 100% of all students will have access to a broad course of study as evidenced by written and posted classroom course of study and schedule



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount No cost No cost No cost No cost No cost No cost No cost No cost No cost Action 9 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)



OR







X Unchanged Action X Modified Action X Modified Action

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

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Students/teachers will have: access to newly adopted ELA anthologies at grade levels K-8. Teachers will have Teacher Editions as resource tools

Classrooms will have ELA materials aligned to state/Montessori standards grades 7-8

Classrooms will have companion ELA materials aligned to state/Montessori standards


Object Code: 4210 ELA Books & Materials / Obj 4110

Object Code: 4210 ELA Books & Materials / Obj 4110

Object Code: 4110 ELA Books & Support Materials / Obj 4110



Specific Student Groups: 8-9 grade PSAT assessment X All Schools Specific Grade Spans: 8

OR







X New Action X Unchanged Action

X Unchanged Action X Unchanged Action


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8th graders: will participate in 8-9 PSAT assessment


Object Code: 5000 - 5999 PSAT Assessment





OR







X New Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Staff training as needed through SCOE small school co-op services

Staff training as needed through SCOE small school co-op services

Staff training as needed through SCOE small school co-op services

Budgeted Expenditures

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Year 2017-18 2018-19 2019-20 Amount

Cost covered in co-op service fee Cost covered in co-op service fee

Cost covered in co-op service fee Cost covered in co-op service fee

Cost covered in co-op service fee Cost covered in co-op service fee Action 12 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


Specific Grade Spans: Grades 5-8

OR




Actions/Services


Maintain Highly Qualified certificated staff.

Budgeted Expenditures Amount

$1034.00 $1034.00

$1034.00 $1034.00 Source

Resource 4035 Title II

$1034.00 $1034.00 Budget

Reference

Object Code 1110 & 3000 Title II funding spent on upper elementary certificated staff.

Object Code 1110 & 3000 Title II funding spent on upper elementary certificated staff.

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Amount

$14,487.00 $14,487.00

$14,487.00 $14,487.00 Source

Resource 5810 REAP

$14,487.00 $14,487.00 Budget Reference

Object Code 1110 & 3000 Salary/benefits not covered by Title II (above) are flexed into the REAP program. Any remaining balance is paid from the general fund.

Object Code 1110 & 3000 Salary/benefits not covered by Title II (above) are flexed into the REAP program. Any remaining balance is paid from the general fund.



OR




Actions/Services Budgeted Expenditures



OR




Actions/Services

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OR







OR





Action 17

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


OR







OR







OR

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OR





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

Goal 2 Goal #2: FGWS will provide a safe, nurturing learning environment that promotes Montessori pedagogy and practices while providing differentiated support for each student. Parents will have the opportunity to engage in programs so that they can be active participants in student learning. 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 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: Research indicates that without continued practice of academic skills over the summer break that many students lose as much as 2 months progress or more in reading and math skills. The physical isolation of the French Gulch Community inhibits student participation in summer enrichment/remediation programs such as those provided by Redding Parks and Recreation, Redding Public Library and Turtle Bay Exploration Park over the summer hiatus. This goal provides a bridge to mitigate the “summer learning gap.” FGWS has a number of students who have had attended several schools each year they have been in school. Some of these students need opportunities to "fill in the blanks." One on one or small group tutoring during the school year would help to mitigate this concern as well address the dynamics of the FGWS multiage classrooms which do not not always allow for the degree of reteaching opportunities for struggling students that may be needed. FGWS needs to maintain a reliable after school program.

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Research validates that parental involvement has a positive outcome in terms of student achievement. Another component of this goal offers parents opportunities to be actively involved in their students’ learning on an ongoing basis through educational programs designed to inform and increase their knowledge of grade level standards and expectations. The role of the arts in a well rounded curriculum is often cited in the literature. FGWS students live quite far from most private visual art and music instructors. It is a 40 mile round trip to the most basic of services (gas and groceries). Private lessons are beyond the financial and logistic means of most school families. Providing specialists to teach music and art to our students moves them beyond an occasional "holiday craft" or song to a more comprehensive fine arts curriculum. While student engagement is determined through "attendance" it is an observation that many students will not miss a fine arts instructional day or our upper grade Industrial Arts Friday- a real sign of student engagement!. Both programs need to have a budget for materials to support their instruction. Additionally, engagement is enhanced through differentiated instruction which is facilitated by employment of instructional aides in the classroom. School construction this summer will add an ADA compliant bathroom to the facility as well as code ADA compliant parking, access to the building and exterior classroom exits A. Summer Bridge to Learning Program B. After School Tutoring C. Parent Education D. After School Program E. One day a week VAPA instructor F. Weekly Music instruction G. Student exposure to live Fine Arts productions G. Maintain satisfactory FIT reports H. Increase ADA by .5% J. Budgets geared to instructional supplies for VAPA/Industrial Arts Programs Expected Annual Measurable Outcomes


Priority 3: Local Indicator/Parent Involvement/Local Evaluation Tool

Parent/Family Education Events topics TBA yearly

Parent/Family Education Events 2-3/year



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Priority 3: Local Indicator/Parent Involvement/Local Evaluation Tool

All parents were given the opportunity to participate in Site Council meetings and other decision making opportunities.

All parents are given the opportunity to participate in Site Council meetings and other decision making opportunities.

All parents are given the opportunity to participate in LCAP Advisory Board meetings and other decision making opportunities.

All parents are given the opportunity to participate in LCAP Advisory Board meetings and other decision making opportunities.

Priority 7: Local Metric/Programs/services developed and provided to unduplicated pupils

All students have access to After School Program, including unduplicated students and exceptional needs




Priority 8: Local Metric/Other student outcomes (Reach Higher Shasta K-3 reading, Reach Higher Shasta K-2 math, iReady, local benchmarks, PSAT 8-9, SBAC interims, STAR reading assessment, DIBELS Plus, etc.)

All students had access to VAPA and music

All students have access to VAPA and music



Priority 5: Local Metric/Student Engagement/School attendance rates

91.5% school attendance

Increase school attendance by .5%



Priority 5: State Indicator/Student Engagement/Chronic absenteeism rates

26% chronic absenteeism rate

Decrease by 6% chronic absenteeism rate



Priority 5: Local Metric/Middle school dropout rate

Maintain 0% middle school drop out rate




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Priority 6: State Indicator/Student Suspension Indicator

Maintain 0% suspension rate




Priority 6: Local Metric/Expulsion rate

Maintain 0% expulsion rate




Priority 6: Local Indicator/Local tool for school climate

37% of parents completed a climate survey

50% of parents will complete a climate survey



Priority 1: Local Indicator/ Facilities in good repair

100% facilities in good repair as measured by the Facilities Inspection Tools




Priority 5: State Indicator/Student Engagement/High School Graduation Rate Indicator

NOTE: Because FGWS is a K-8 District the following state metrics do not apply: A-G, AP Pass rate, EAP, high school drop out rates and high school graduation rates







OR




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X LEA-wide X All Schools Specific Grade Spans: Grades 5 - 8





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Students will have access 1 day a week to an integrated Industrial Arts (IA) project based program to learn real life application of science and math skills.

Students will have access 1 day a week to an integrated Industrial Arts (IA) project based program to learn real life application of science and math skills.

Students will have access 1 day a week to an integrated Industrial Arts (IA) project based program to learn real life application of science and math skills.





Object Code: 4310 Classroom Supplies for Industrial Arts





OR




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X Low Income X LEA-wide X All Schools Specific Grade Spans: 5-8





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2-3 scheduled parent / family education nights

2-3 scheduled parent / family education nights

2-3 scheduled parent / family education nights





Object Code: 4310 Materials for parent education/family events





X All X All Schools

OR




Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain facilities to meet FIT standards

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $ as needed $ as needed $ as needed $ as needed $ as needed $ as needed Source Resource: 0000 Resource: 0000 Resource: 0000 $ as needed $ as needed $ as needed Budget Reference

Facility repairs as needed





OR




X Low Income X LEA-wide X All Schools Specific Grade Spans: K-8




X Modified Action X Modified Action X Unchanged Action


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Plan for summer bridge program NOTE: This is a planning year because our facility is going to be under construction during summer 2017

Summer learning bridge Parents will have summer access to school resources during summer learning bridge hours Attendance logs to verify use

Summer learning bridge Parents will have summer access to school resources during summer learning bridge hours Attendance logs to verify use

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount No cost $1133 $1300 No cost $1133 $1300 Source



Concentration No cost $1133 $1300 Budget Reference

Object Code 1115 & 3000 Summer Learning Bridge Certificated Sal/Ben

Object Code 1115 & 3000 Summer Learing Bridge Certificated Sal/Ben

Amount No cost $1035 $1200 No cost $1035 $1200 Source



Concentration No cost $1035 $1200 Budget Reference

Object Code 2215 & 3000 Summer Learning Bridge Library Staff / Resource management Sal/Ben

Object Code 2215 & 3000 Summer Learning Bridge Library Staff / Resource management Sal/Ben



OR


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X LEA-wide X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services After school tutoring and resource program Logs to record effectiveness

After school tutoring and resource program After school tutoring and resource program

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $7934 0 0 $7934 0 0 Source Resource 0000 / Supp &

Concentration

$7934 0 0 Budget Reference

Object Code 1115 & 3000 After School Tutoring Certificated Sal/Ben (Total $7934 = $6720 + $1214)



OR

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X Unchanged Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services VAPA - Visual Arts Teacher and Instructional Materials

VAPA - Visual Arts Teacher and Instructional Materials

VAPA - Visual Arts Teacher and Instructional Materials

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $10,734 $11,268 $11,268 $10,734 $11,268 $11,268 Source Resource 0000 / Supp &



Concentration $10,734 $11,268 $11,268 Budget Reference

Object Code 1110 & 3000 VAPA Teacher (.20 FTE) Total $10,734 = $10,356 + $378

Object Code 1110 & 3000 VAPA Teacher (.20 FTE) Sal/Ben

Object Code 1110 & 3000 VAPA Teacher (.20 FTE) Sal/Ben





Object Code: 4310 VAPA Instructional materials



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Object Code: 5000 - 5999 VAPA Field Trips





OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Music Teachers and music instructional materials

Music Teachers and music instructional materials

Music Teachers and music instructional materials


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Year 2017-18 2018-19 2019-20 Amount $2746 $7768 $7768 $2746 $7768 $7768 Source Resource 0000 / Supp &




Object Code: 2110 & 3000 Music Instruction - Classified (Total $2746 = $2500 + 246)

Object Code 1110 & 3000 Music Instruction Certificated and Benefits

Object Code 1110 & 3000 Music Instruction Certificated and Benefits





Object Code: 4310 Music instructional materials





OR





X LEA-wide X All Schools Specific Grade Spans: K-8




X New Action X Unchanged Action X Unchanged Action


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FGWS will contribute $2500 toward operating expenses for Project SHARE




Object Code: 5000 - 5999 Project SHARE Contribution






OR




Actions/Services


Maintain Instructional Aide in lower elementary program. Add Instructional Aide to upper grade program to assist implementation/differentiation of state standards.

Maintain Instructional Aides in lower and upper elementary programs to assist in implementation/differentiation of state standards.


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Amount

$8,517.00 $9,000.00

$8,517.00 $9,000.00 Source



Concentration

$8,517.00 $9,000.00 Budget

Reference

Object Code 2110 & 3000 Maintain Instructional Aide in lower elementary program.

Object Code 2110 & 3000 Maintain Instructional Aide in lower elementary program.

Amount

$10,012 $10,500.00

$10,012 $10,500.00 Source



Concentration

$10,012 $10,500.00 Budget

Reference

Object Code 2110 & 3000 Add Instructional Aide in upper elementary program.

Object Code 2110 & 3000 Maintain Instructional Aide in upper elementary program.



OR







OR