LCAP Year: 2016-17 Local Control and Accountability Plan ... Amended LCAP 2016-17 9 … · Local...

LBUSD, LCAP 2016-2017

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

Introduction:

LEA: Los Banos Unified School District Contact: Paul J. Enos, Asst. Superintendent, [email protected], (209) 826-3801

LCAP Year: 2016-17

Local Control and Accountability Plan and Annual Update Template

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

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

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

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

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

mailto:[email protected]


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

State Priorities

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

A. Conditions of Learning:

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

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

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

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

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

B. Pupil Outcomes:

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


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

C. Engagement:

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

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

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

Section 1: Stakeholder Engagement

Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code

section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements

for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and

Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the

requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the

community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and

expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes,

describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals,

actions, services, and expenditures.

Guiding Questions:

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified

in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies,; county

office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community

organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and

supporting implementation of the LCAP?

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


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3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and

used by the LEA to inform the LCAP goal setting process? How was the information made available?

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

through any of the LEA’s engagement processes?

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections

52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code

section 42238.01?

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

7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved

outcomes for pupils, including unduplicated pupils, related to the state priorities?

Involvement Process Impact on LCAP

August 11, 2015 LCAP PD presentation to PHS Staff August 27, 2015 LCFF/LCAP presentation to HME ELAC Secondary Articulation Committee met on the following dates to plan, develop and access curriculum offerings along with counseling services: 9/2, 10 7, 11/4, 12/2/2015, 1/6, 3/2, 4/6 and 5/4/2016 September 23, 2015 LCFF/LCAP presentation to PHS SSC September 29, 2015 LCFF/LCAP presentation to HME SSC October 13, 2015 LCFF/LCAP presentation to WUES Parent Club October 15, 2015 LCFF/LCAP budget presentation to PHS SSC October 26, 2015 LCFF/LCAP budget presentation to PHS Leadership Team October 28, 2015 LCFF/LCAP presentation to WUES ELAC/SSC November 3, 2015 LCFF/LCAP presentation to HME ELAC November 6, 2015 Needs Assessment/AMAO’s w/ CE SSC/ELAC November 10, 2015 LCFF/LCAP presentation to SLHS SSC November 12, 2015 SPSA/LCAP presentation to HME Staff November 16, 2015 LCFF/LCAP presentation to CE SSC/ELAC/DELAC November 17, 2015 LCFF/LCAP presentation to HME SSC November 19, 2015 LCFF/LCAP presentation to RME SSC

The use of ALEKS (math intervention/support program) was agreed upon and added to the 2016-17 LCAP.


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December 1, 2015 SPSA/LCAP presentation to MSE SSC/ELAC December 10, 2015 First Interim Report of LCFF/LCAP budget presented to the Board at the regular meeting. LBTA and the District met to plan professional development and debrief after each of the presentations on the following days: 8/20, 11/16/2015, 2/19 and 4/22/2016. January 14, 2016 Update of 2015-16 LCAP was presented to the Board at the regular meeting. March 1, 2016 LCFF/LCAP presentation to LBJH, LBHS and PHS ELAC/DELAC March 2, 2016 Spring Counselors Meeting March 10, 2016 Second Interim Report of LCFF/LCAP budget presented to the Board at the regular meeting. May 2, 2016 LCFF/LCAP presentation to LBHS ASB May 3, 2016 LCFF/LCAP presentation to PHS ASB May 12, 2016 Current draft of LCAP was reviewed and shared with the Board at the regular meeting for feedback, questions and comments. May 18, 2016 Community Meeting was held to discuss the current draft of the 2016-17 LCAP. The goals and major activities were shared and explained. Attendees were asked for input and any questions they had were addressed. June 1, 2016 Notice to public of the opportunity to submit written comments regarding the specific actions and expenditures proposed in the plan. LCAP made available to the District Advisory Committee and the

From earlier stakeholder meetings to evaluate needs in the District the Board approved the hiring of an ELD and Family Services Coordinator. The use of the Naviance counseling software was determined and added to the 2016-17 LCAP


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public. June 9, 2016 Public Hearing to solicit recommendations and comments from the public. Superintendent will respond in writing to any comments. June 16, 2016 Board adoption of LCAP; notation of any comments received during the written comment period to which the Superintendent responded. Annual Update: District Administrative Staff met on the following dates to plan, develop and review information pertaining to the LCAP: August 3, September 7, October 5, November 2, December 7, 2015 January 4, March 7, April 4, May 2, June 6, 2016 District Advisory Committee (DAC) met on the following days: September 15, November 17, 2015 January 19, March 15, 2016

Annual Update: These meeting were held to involve both the business and education staff in the development of the LCAP budget. DAC approved the continuance of the 6 LCAP Goals for 2016-17.

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

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

Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer

pursuant to Education Code section 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and


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for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each

subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions

an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update

to include a review of progress towards the goals and describe any changes to the goals.

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and

local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and

input requested from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, pupil advisory

groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions

described in other plans that are being undertaken to meet the goal.

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

fields as necessary.

Goal: Describe the goal:

When completing the goal tables, include goals for all pupils and specific goals for school sites and specific subgroups, including pupils

with disabilities, both at the LEA level and, where applicable, at the school site level. The LEA may identify which school sites and

subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not

applicable to a specific subgroup or school site.

Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the

applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any

additional local priorities; however, one goal may address multiple priorities.

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

identify the need(s).

Schools: Identify the school sites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of

schools, or specify grade spans (e.g., all high schools or grades K-5).

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

for all pupils.


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Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using,

at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected

measurable outcomes for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and at the school site level.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must

address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives

for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs

must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control

Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Action/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may

describe a group of services that are implemented to achieve the identified goal.

Scope of Service: Describe the scope of each action/service by identifying the school sites covered. LEAs may indicate “all” for all schools,

specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration

funds are used to support the action/service, the LEA must identify if the scope of service is district wide, school wide, countywide, or charter

wide.

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of

service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

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

Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions,

including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure.

Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and

47606.5.

Guiding Questions:

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

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

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


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engagement, and school climate)?

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

5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual

school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth

school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section

52052 that are different from the LEA’s goals for all pupils?

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

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

local priority?

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

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

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

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

12) How do these actions/services link to identified goals and expected measurable outcomes?

13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the

LEA’s budget?

GOAL: 1. Promote the educational success of all students in reading and mathematics by

closing the achievement gap and using best practices to attain proficiency or better.

Related State and/or Local Priorities:

1_X_ 2_X_ 3__ 4_X_ 5__ 6__ 7__ 8__

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : Students below grade level in math and reading.

Goal Applies to: Schools: All district schools

Applicable Pupil Subgroups: English Learner, Low Income, Re-designated English Learner, Foster Youth, Students with Disabilities

LCAP Year 1: 2016-17


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Expected Annual Measurable Outcomes:

Increase reading levels of students serviced by ISI’s (Guided Reading levels) by 50% Increase reading levels of students serviced through Read 180/System 44 (SRI) by 50% Increase math proficiency levels of students serviced through Math 180 and ALEKS (program metrics) by 20% Increase the proficiency for all students and subgroups on CAASPP tests in ELA and Math compared to the previous year’s baseline metrics by 5% Increase EL students’ academic and language proficiency (AMAOs) and redesignation rates to meet target level 100% teacher implementation of the CCSS through the RCD Units 100% of students will have access to CCSS aligned materials

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

Continue to fund the 8 full-time and 5 part-time Intervention Support Instructors (ISI) to address 1-3 students reading below grade level and to increase the reading level of 70% of their caseload.

1-3 __ALL $976,010 LCFF S/C $194,767 LCFF S/C

OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient _X_Other Subgroups - Specify)___SWD____

Continue with iRead program at 8 elementary sites to support struggling readers in TK-2 and to increase the reading level of 70% of their caseload.

TK-2 __ALL $75,000 LCFF S/C


Continue with Math 180 and add ALEKS math support classes for students identified as struggling or below grade level in math to increase the math levels of 70% of the students serviced.

7-12 __ALL $50,000 LCFF S/C


Purchase “Go Math” supplemental instructional materials along with applicable teacher training.

K-8 __ALL

$200,000 LCFF S/C


Purchase additional textbooks as needed for the core academic subjects (math, science, history and English language arts).

7-12 _X_ALL

$125,000 BASE


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OR: __Low Income pupils ___English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)_______

After school math intervention for targeted students (includes hourly teacher/tutor cost and transportation).

7-12 __ALL

$35,000 LCFF S/C


RCD Unit revision (including trainers, sub costs and teacher compensation for spring/summer work).

K-12

_X_ALL

$156,885 BASE


Hire an EL and Family Services Coordinator and Licensed Clinical Social Worker (LCSW).

K-12

__ALL ------------------------------------------------------------------------------------ - OR: _X__Low Income pupils __X___ English Learners __X_Foster Youth __X_Redesignated Fluent English Proficient __X_Other Subgroups-Specify____________

$172,394 LCFF S/C $109,296 LCFF S/C








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1-3

__ALL $1,005,290 LCFF S/C $200,610 LCFF S/C




OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups - Specify)___SWD____

Continue with Math 180 and ALEKS math support classes for students identified as struggling or below grade level in math to increase the math levels of 75% of the students serviced.

7-12 __ALL $50,000 LCFF S/C


Purchase “Go Math” supplemental instructional materials along with applicable teacher training to reach 100% implementation of the program.

K-8 __ALL $200,000 LCFF S/C



7-12 _X_ALL $125,000 BASE

OR: _ _Low Income pupils _ __English Learners _ _Foster Youth _ _ Redesignated fluent English proficient __Other Subgroups - Specify)___ ____

After school math intervention for targeted students (includes hourly teacher/tutor cost and transportation) to increase completion of grade level/a-g courses with a grade of “C” or higher by 50%.

7-12 __ALL $35,000 LCFF S/C


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RCD Unit revision (including trainers, sub costs and teacher compensation for spring/summer work) with 100% implementation of the revised units.

K-12

_X_ALL

$159,432 BASE


Continue to fund the EL and Family Services Coordinator and Licensed Clinical Social Worker (LCSW).

K-12 __ALL ----------------------------------------------------------------------------------- OR: _ X_Low Income pupils _X __English Learners _ X_Foster Youth _ _X Redesignated fluent English proficient _X_Other Subgroups - Specify)__SWD_ ____

$177,566 LCFF S/C $112,575 LCFF S/C


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Budgeted Expenditure

s


1-3 __ALL $1,045,502 LCFF S/C $206,628 LCFF S/C





Continue with Math 180 and ALEKS math support classes for students identified as struggling or below grade level in math to increase the math levels of 80% of the students serviced.

9-12 __ALL $50,000 LCFF S/C



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After school math intervention for targeted students (includes hourly teacher/tutor cost and transportation) to increase completion of grade level/a-g courses with a grade of “C” or higher by 55%

7-12 __ALL $40,000 LCFF S/C


RCD Unit revision (including trainers, sub costs and teacher compensation for spring/summer work) with 100% implementation of the revised units.

K-12 _X_ALL $179,929 BASE



7-12 X_ALL

$125,000 BASE

Continue to fund the EL and Family Services Coordinator and Licensed Clinical Social Worker (LCSW).

K-12 _ALL ------------------------------------------------------------------------------------ OR: _X _Low Income pupils _X __English Learners _ X_Foster Youth _ X_ Redesignated fluent English proficient _X_Other Subgroups - Specify)_SWD__ ____

$184,669 LCFF S/C $117,078 LCFF S/C

GOAL:

2. Assure all students have access to a broad curriculum that ensures they graduate from high school having completed a clear pathway of A-G requirements and ready to enter a four-year university or have completed a vocational pathway and are ready to enter a technical school or the workforce.


1__ 2__ 3__ 4_X_ 5_X_ 6__ 7_X 8_X_

COE only: 9__ 10__ Local : Specify _____________________

Identified Need : Goal of 45% A-G Not all sites have 1 to 1 device access for grades 3-12





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Increase percentage of students that are scheduled into a-g courses to 80% and increase percentage of students completing the a-g requirements at the end of 12th grade to 45%. Maintain percentage of students completing our CTE pathways at 95% or higher. An increased percentage of students that have access to 1 to 1 device access. Increase high school graduation cohort rate to 90% and lower cohort dropout rate to 6%. Increase 8th grade cohort completion rate by 1% and decrease cohort dropout rate by .5% Increase the percentage of students that pass the AP exams with a 3 or higher by 2% Increase the percentage of students that are ready/conditionally ready on the EAP by 2%




s Hire 1 additional Counselor at Creekside JH while continuing to fund the 2 additional Counselors hired in 2014-15 (1 at LBHS and 1 at LBJH) to meet increased a-g completion goal of 45%.

7-12 __ALL $391,078 LCFF S/C


Purchase additional student technology devices for targeted grade levels and subject areas.

K-12 __ALL $770,000 LCFF S/C $330,000


Purchase additional textbooks for a-g and AP courses.

7-12 _X_ALL $100,000 BASE


Expand use of a learning management system (LMS) to work towards goal of 50% use in these grade levels for math and ELA.

3-12 _X_ALL

$185,000 BASE



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Continue to fund 2 fulltime Technology Coaches and 23 stipend Site Technology Coaches to support teachers with implementation of technology (including PD for Coaches).

K-12

_X_ALL

$372,888 BASE

OR: _ _Low Income pupils _ __English Learners _ _Foster Youth _ _Redesignated fluent English proficient __Other Subgroups - Specify)___ ____

Pay Advanced Placement (AP) teachers on time sheets for work needed to grade summer assignments.

9-12 _X_All __________________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)_______

$25,000 BASE



Increase percentage of students that are scheduled into a-g courses to 83% and increase percentage of students completing the a-g requirements at the end of 12th grade to 46%. Maintain percentage of students completing our CTE pathways at 95% or higher. An increased percentage of students that have access to one-to-one device access. Increase high school graduation cohort rate to 91% and lower cohort dropout rate to 5%. Increase 8th grade cohort completion rate by 1% and decrease cohort dropout rate by .5% Increase the percentage of students that pass the AP exams with a 3 or higher by 2% Increase the percentage of students that are ready/conditionally ready on the EAP by 2%




s Continue to fund existing Counseling staff and hire an additional Counselor to be shared by San Luis High School and Crossroads Alternative Education School.

7-12

__ALL $406,721 LCFF S/C



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Purchase additional student technology devices for targeted grade levels and subject areas with an emphasis towards reaching 100% in math and ELA.

3 -12

__ALL

$770,000 LCFF S/C $330,000 BASE


Purchase additional textbooks for regular, a-g and AP courses.

7-12 _X_ALL $100,000 BASE



3-12 _X_ALL

$185,000 BASE

OR: _ _Low Income pupils ___English Learners _ _Foster Youth _ _Redesignated fluent English proficient __Other Subgroups - Specify)___ ____

Continue to fund 2 fulltime Technology Coaches and stipend site Technology Coaches (including PD for Coaches) to increase instructional use of technology (keeping logs/records of one-on-one coaching, group coaching and trainings).

K-12

_X_ALL

$383,475 BASE


Pay AP teachers on time sheets for work needed to grade summer assignments.

9-12 _X__All __________________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)____ ___

$25,000 BASE


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Increase percentage of students that are scheduled into a-g courses to 84% and increase percentage of students completing the a-g requirements at the end of 12th grade to 47%. Maintain percentage of students completing our CTE pathways at 95% or higher. An increased percentage of students that have access to one-to-one device access. Increase high school graduation cohort rate to 92% and lower cohort dropout rate to 4%. Increase 8th grade cohort completion rate by 1% and decrease cohort dropout rate by .5% Increase the percentage of students that pass the AP exams with a 3 or higher by 2% Increase the percentage of students that are ready/conditionally ready on the EAP by 2%




s

Continue to fund existing Counseling staff to allow Counselors to meet with 100% of the students to meet a-g scheduling and completion goals.

7-12

__ALL $422,990 LCFF S/C


Purchase additional student technology devices for targeted grade levels and subject areas and Principals will monitor the use in the classroom through monthly walkthroughs and normal visitations.

K-12 __ALL $770,000 LCFF S/C $330,000 BASE


Purchase additional textbooks for regular, a-g and AP courses with a goal of increasing the pass rate on the AP exam in each subject are by 3% over the previous year.

7-12 _X_ALL $100,000 BASE



3-12 __ALL

$200,000 BASE



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GOAL: 3. Create and sustain inspirational learning environments that are safe, drug-free

and conducive to learning.


1__ 2__ 3__ 4__ 5_X_ 6 _X_7__ 8_X_

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : In order to strive for maximum attendance and student success, we want students that feel safe and comfortable at school.





Increase overall attendance in the District to 95% Decrease truancy rate by .5% Increase enrollment in elective courses to 85% Decrease average class size at TK, K and 1st grade. Decrease suspension and expulsion rates to 5.5% and .003% respectively. Increase the percentage of students that say they feel “safe and connected” at school by 5% based on the yearly student survey.




Continue to fund 2 fulltime Technology Coaches and stipend site Technology Coaches (including PD for Coaches).

K-12 _X_ALL

$398,014 BASE


Pay AP teachers on time sheets for work needed to grade summer assignments.

9-12

_X__All __________________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)___ ___

$25,000 BASE


21

Continue to pay the salary of the Culinary Arts instructor and purchase necessary supplies and materials to increase this pathway based on enrollment and course offerings.

PHS 9-12 _X_ALL $86,229 BASE

OR: _ _Low Income pupils _ __English Learners _ _Foster Youth _ _Redesignated fluent English proficient __Other Subgroups - Specify)_______

Continue to fund the sections of electives added in prior LCAP years and add 2 more sections for 2016-17.

7-12 _X_ALL $87,317 BASE


Continue to fund the TK, K and 1st grade classrooms added in prior LCAP years and add 3 additional classrooms working toward the class size goal of 24:1.

K-1

_X_ALL $653,189 BASE


Continue to fund additional security staff hired in prior LCAP years and purchase needed additional equipment such as radios, etc.

7-12 _X_ALL

$47,458 BASE

OR: _ _Low Income pupils ___English Learners _ _Foster Youth _ _Redesignated fluent English proficient __Other Subgroups - Specify)___ ____

Provide Positive Behavior Intervention System (PBIS) training at additional targeted sites.

K-12

___All

OR: _X__Low Income pupils _X__English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$20,000 LCFF S/C


22

Partially fund a middle school teacher at Valley

Community School to service our LBUSD students

assigned to that site.

6-8 _X__All

OR:

_ __Low Income pupils ____English Learners

_ __Foster Youth ____Redesignated fluent English proficient

_ __Other Subgroups – Specify)_______

$38,782

LCFF S/C



Increase overall attendance in the District to 95.5% Decrease truancy rate by .5% Increase enrollment in elective courses to 87% Decrease average class size at TK – 2nd grade. Decrease suspension and expulsion rates to 5.0% and .0025% respectively. Increase the percentage of students that say they feel “safe and connected” at school by 5% based on the yearly student survey.





PHS 9-12 _X_ALL $88,216 BASE


Continue to fund current elective courses and add 2 additional courses at indentified site(s).

7-12 _X_ALL $90,810 BASE


Add 3 additional grade level classrooms (per class size reduction funding) to work toward the goal of 24:1.

K-2 _X_ALL $905,425 BASE


Continue to fund current security staff and purchase needed additional equipment.

7-12 _X_ALL $48,582 BASE


23



K-12 ___All

OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$20,000 LCFF S/C

Partially fund a middle school teacher at Valley Community School to service our LBUSD students assigned to that site.

6-8 _X__All

OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)____ ___

$39,945 LCFF S/C



Increase overall attendance in the District to 96% Decrease truancy rate by .5% Increase enrollment in elective courses to 85% Decrease average class size at TK – 3rd grade. Decrease suspension and expulsion rates to 4.5% and .0028% respectively. Increase the percentage of students that say they feel “safe and connected” at school by 5% based on the yearly student survey.





PHS 9-12

_X_ALL $95,945 BASE


Continue to fund current elective courses.

7-12

_X_ALL

$94,442 BASE


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Continue to fund the TK – 2nd grade classrooms added in prior LCAP years and add additional grade level classrooms (per class size reduction funding) to working toward the goal of 24:1.

K-3 _X_ALL $941,642 BASE


Continue to fund current security staff and purchase needed additional equipment.

7-12 _X_ALL

$50,125 BASE



K-12 ___All

OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$20,000 LCFF S/C


6-8 _X__All OR: ___Low Income pupils ____English Learners ___Foster Youth ____Redesignated fluent English proficient ___Other Subgroups – Specify)_______

$41,543 LCFF S/C

GOAL: 4. Develop a comprehensive plan to build and maintain needed facilities using

state and local funds while keeping sufficient reserves to insure fiscal stability.


1_X_ 2__ 3__ 4__ 5__ 6__ 7__ 8__

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : Facilities needed to house 7th and 8th grade students.




25



Plan for additional classroom space at K-6 and 9-12 grade levels. Increase FIT scores for district facilities to a level of “good”.




Open new Creekside Jr. High in August of 2016. 7-8 _X_ALL $25,293,735 (to be paid incrementally by August, 2016)


Monitor and report to community on the District’s facilities needs for grades K-12.

K-12 _X_ALL $0


Payment for MSE COP and Creekside Jr. High COP.

K-8 _X_ALL $748,835 BASE $708,738 BASE

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Hire 1 additional bus driver.

K-12 _X_ALL $51,500 BASE

_X_All __________________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)_______

LCAP Year 2:

2017-18



26


Scope of Service



Actions/Services Monitor and report to community on the District’s facilities needs for grades K-12.

K-12 _X_ALL $0

OR: __Low Income pupils ___English Learners _ Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)____ ___


K-8 _X_ALL $941,330 BASE $708,738 BASE


Continue to fund the additional bus driver hired in Year 1.

K-12 _X_ALL $53,560 BASE OR:

__Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________




Scope of Service



Actions/Services Monitor and report to community on the District’s facilities needs for grades K-12.

K-12

_X_ALL $0



K-8 _X_ALL $937,719 BASE $757,744 BASE

OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups - Specify)___SWD____

_X_ALL


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Continue to fund the additional bus driver hired in Year 1.

K-12 OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$55,702 BASE

GOAL: 5. Provide the best educational environment for students by employing and

retaining qualified staff prepared to implement CCSS instruction at highly effective levels.


1_X_ 2_X_ 3__ 4__ 5__ 6__ 7__ 8__

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : With staff turnover and enrollment growth our District needs to hire 15-20 teaching staff per year. With the opening of a new school in August of 2016, our District will need to hire additional Administrative and support staff.





Track and record the percentage of HQ teachers in the district. Track and record new staff hired each year along with staff that leave the District. Track and record professional development opportunities offered/presented to staff.




Consider district demographics, culture and instructional needs to establish hiring criteria to more effectively staff schools with personnel that are the “right fit” for the District.

K-12 __ALL $0


Continue to recruit, hire and train all support employees so that they are highly qualified. (including PD to increase teacher’s content knowledge in ELA/ELD, math and NGSS)

K-12

_X_ALL $35,000 BASE


Provide induction support for all first/second year K-12 _X_ALL $430,000


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teachers along with PIP/STSP. OR: __Low Income pupils ___English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)_______

BASE

Estimated negotiated labor agreement and increase cost of STRS.

K-12

_X_ALL

$1,168,544 BASE $707,557 BASE









K-12 __ALL $0



K-12 _X_ALL $35,000 BASE OR:

__Low Income pupils ___English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)_______

Provide induction support for all first/second year teachers along with PIP/STSP.

K-12

_X_ALL $442,900 BASE



K-12

_X_ALL

$1,203,600 BASE $707,556 BASE


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K-12

__ALL

$0 OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient _X_Other Subgroups - Specify)___SWD____


K-12 _X_ALL $35,000 BASE OR:


Provide induction support for all first/second year teachers along with PIP/STSP.

K-12 _X_ALL $460,616 BASE OR:



K-12

_X_ALL

$1,251,744 BASE $736,990 BASE


GOAL: 6. Maintain an effective communication system throughout the District and

community to inform on academic progress and to extend educational


1__ 2__ 3_X_ 4__ 5__ 6__ 7__ 8_X_


30

opportunities for students. COE only: 9__ 10__

Local : Specify _____________________

Identified Need : The District needs increased input from all stakeholders in the development of our LCAP. The District needs to increase ways for parents to engage meaningfully with their students’ schools.





Agendas and sign-in sheets from requisite parent advisory, stakeholder meetings and Board Meetings (with a goal of increasing parent participation by 5%). 2% increase in parents satisfied on district/site parent surveys for section #5 “My child’s school is welcoming and encourages parent involvement and My child's school provides opportunities for me to get involved in my child's education.” Evidence of the District’s use of the internet and social media to communicate with the public




Maintain Site Councils, ELACs, DELAC and DAC with staff, parents and community representatives.

K-12 _X_ALL $0


Hold annual meetings to keep the Board and all stakeholders informed regarding student progress, facilities and budget in relationship to LCFF, LCAP and CCSS implementation (including site reports about extended education events).

K-12 _X_ALL $0


Collaborate with the City, Merced County Office of K-12 _X_ALL $0


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Education (MCOE) and other agencies to effectively share District resources and gain access to resources that other agencies can provide including extended education opportunities for students through services offered by out-of-district agencies.

OR __Low Income pupils ___English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)_______

Contract with Hanover Research to develop appropriate surveys for staff, students, and parents that gather data/information pertinent to the development of the LCAP.

K-12

_X_ALL

$84,000 BASE


The District will maintain and update monthly both the official web page and the District’s Facebook page.

K-12 _X__All __________________________________________________ OR: ___Low Income pupils ____English Learners ___Foster Youth ____Redesignated fluent English proficient ___Other Subgroups – Specify)_______

$0

The District will continue to maintain its parent phone communication system (Bb Connect) to

ensure timely and accurate communication between school and home.

K-12 _X__All __________________________________________________ OR: ___Low Income pupils ____English Learners ___Foster Youth ____Redesignated fluent English proficient ___Other Subgroups – Specify)_______

$30,000 BASE



32




Agendas and sign-in sheets from stakeholder meetings and Board Meetings (with a goal of increasing parent participation by 5%). 2% increase in parents satisfied on district/site parent surveys for section #5 “My child’s school is welcoming and encourages parent involvement and My child's school provides opportunities for me to get involved in my child's education.”




Maintain Site Councils, ELACs, DELAC and DAC with staff, parents and community representatives.

K-12 __ALL $0


Increase participation in annual meetings to keep the Board and all stakeholders informed regarding student progress, facilities and budget in relationship to LCFF, LCAP and CCSS implementation (including site reports about extended education events).

K-12 __ALL $0


Continue to collaborate with the City, Merced County Office of Education (MCOE) and other agencies to effectively share District resources and gain access to resources that other agencies can provide including extended education opportunities for students through services offered by out-of-district agencies.

K-12 __ALL $0


Use data from Hanover Research surveys for staff, students, and parents to inform decisions pertinent to the development of the LCAP.

K-12 __ALL

$84,000 BASE


33



K-12 ___All __________________________________________________ OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$0




$30,000 BASE



Agendas and sign-in sheets from stakeholder meetings and Board Meetings (with a goal of increasing parent participation by 5%). 2% increase in parents satisfied on district/site parent surveys for section #5 “My child’s school is welcoming and encourages parent involvement and My child's school provides opportunities for me to get involved in my child's education.”




Maintain Site Councils, ELACs, DELAC and DAC K-12 __ALL $0


34

with staff, parents and community representatives.

OR:

_X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient _X_Other Subgroups - Specify)___SWD____

Increase participation in annual meetings to keep the Board and all stakeholders informed regarding student progress, facilities and budget in relationship to LCFF, LCAP and CCSS implementation (including site reports about extended education events).

K-12 __ALL $0


Continue to collaborate with the City, Merced County Office of Education (MCOE) and other agencies to effectively share District resources and gain access to resources that other agencies can provide including extended education opportunities for students through services offered by out-of-district agencies.

K-12 __ALL $0


Use data from Hanover Research surveys for staff, students, and parents to inform decisions pertinent to the development of the LCAP.

K-12

__ALL

$84,000 BASE



35



$0




$30,000 BASE

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

Annual Update

Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a

minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the

effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In

addition, review the applicability of each goal in the LCAP.

Guiding Questions:

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

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052,

including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result

in the desired outcomes?


36

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

in achieving the desired outcomes?

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

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in

making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of

the review of progress and assessment of the effectiveness of the actions and services?

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

differences?

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

Original GOAL from prior year

LCAP:

1. Promote the educational success of all students in reading and mathematics by closing the achievement gap and using best practices to attain proficiency or better.


1_X_ 2_X_ 3__ 4_X_ 5__ 6__ 7__ 8__

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: All district schools Applicable Pupil Subgroups: English Learner, Low Income, Re-designated English Learner, Foster Youth, Students with Disabilities


37

Expected Annual

Measurable Outcomes:

Increased reading levels of students serviced by ISI’s (Guided Reading levels) Increased reading levels of students serviced through Read 180/System 44 (SRI) *Increased math proficiency levels of students serviced through Math 180 (program metrics) Establish baseline metric for proficiency for all students and subgroups on CAASPP tests in ELA and Math Increase EL students’ academic and language proficiency (AMAOs) and reclassification rates 100% teacher implementation of the CCSS through the RCD Units 100% of students will have access to CCSS aligned materials

Actual Annual

Measurable

Outcomes:

1st grade – students made an average gain of 8 levels and reached level 19 (16 is 1st grade level) 2nd grade - students made and average gain of 9 levels and reached level 14.5 (20 is 2nd grade level) In Read 180/System 44 we had 66% and 84% of the students respectively that showed lexile gains. *Math 180 was not taught this year at the comprehensive high schools The District has baseline data from the 2015 test that will be used to compare to the 2016 test data that will be available later this year. District AMAO #1 53.5% (2.8% increase) for EL growth on CELDT and AMAO #2 19.2 % (0.3% decrease) (less than 5 years cohort) and 44.6% (0.9% decrease) (5 years or more cohort) for English Learner English Language proficiency. For the 2015-16 school year the District reclassified 443 students K-12. That is a rate of 16.3% which is an increase from the 2014-15 rate of 13.7%. 100% of core teachers are using the RCD Units to teach the CCSS. 100% access for grades 3-11 in regular education classrooms and courses.


38

LCAP Year: 2015-16

Planned Actions/Services Actual Actions/Services

Budgeted

Expenditures

Estimated Actual Annual

Expenditures

Fund 8 full-time Intervention Support Instructors (ISI) and 5 part-time to address 1st-3rd grade students reading below grade level.

$885,350 $176,675

Program was implemented as planned. __ALL ____________________________________________ _X__Low Income pupils _X_ _English Learners _X__Foster Youth _X__Redesignated fluent English proficient ___Other Subgroups:____ ___

$920,764 LCFF S/C $183,742 LCFF S/C

Complete the upgrade of System 44 and Read 180 to Next Generation version.

$300,000

Program was implemented as planned. __ALL ____________________________________________ _X__Low Income pupils __X _English Learners _X__Foster Youth _X__Redesignated fluent English proficient ___Other Subgroups:____

$300,000 LCFF S/C

Implement needed sections of Math 180 at the 9-12 grade level for students identified as struggling or below grade level in math.

$10,000

The District was unable to hire enough math teachers at the 2 comprehensive high schools to fully implement the Math 180 support program. __ALL ____________________________________________ _X__Low Income pupils _X_ _English Learners __X_Foster Youth __X_Redesignated fluent English proficient ___Other Subgroups:____

$10,000 LCFF S/C

Implement iRead program at 8 elementary sites to support struggling readers in TK-2.

(including the purchase of 430 iPads needed to implement the program in the classroom)

$65,000 $325,000

The Program was implemented as planned.

$65,000 LCFF S/C $279,000 LCFF S/C


39

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL

OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient _X_Other Subgroups:___SWD___


Purchase “Go Math” supplemental instructional materials along with applicable teacher training.

$200,000

Needed texts were purchased for the core program (math, ELA, science and history). The Program was implemented as planned. __ALL ________________________________________________ ___Low Income pupils __ _English Learners ___Foster Youth ___Redesignated fluent English proficient ___Other Subgroups:____

$200,000 LCFF S/C

Purchase additional textbooks for Integrated Math I, II, III courses.

$96,000

The Program was implemented as planned. _X_ALL ________________________________________________ ___Low Income pupils __ _English Learners ___Foster Youth ___Redesignated fluent English proficient ___Other Subgroups:____

$117,000 BASE

After school math intervention for targeted students (includes hourly teacher/tutor cost and transportation).

$35,000


$18,550 BASE


40

RCD Unit revision (including trainers, sub costs and teacher compensation for spring/summer work).

$149,000


$162,000 BASE

Implement needed sections of Math 180 at the 9-12 grade level for students indentified as struggling or below grade level in math.

$10,000

The needed sections were not implemented because the District was unable to hire enough math teachers.

$10,000 BASE

Scope of service:

District-wide

Scope of service:

District-wide

_X_ALL _X_ALL

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


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

result of reviewing past progress and/or changes to goals?

We have added teachers to our RCD teams as others have left or resigned. For the 2015-16 school year we had 4 days of guided revision work for each of the grade level/department teams and plan to continue this work next year. The District was unable to hire enough math teachers at the 2 comprehensive high schools to fully implement the Math 180 support program. The program was used at the continuation (San Luis) high school. All teachers received 3 days of Kagan Cooperative Learning training during the 2015-16 school year.


41


LCAP:

2. Assure all students graduate from high school having completed a clear pathway of A-G requirements and ready to enter a four-year university or have completed a vocational pathway and are ready to enter a technical school or the workforce.


1__ 2__ 3__ 4_X_ 5__ 6__ 7__ 8_X_

COE only: 9__ 10__

Local: _______________________

Goal Applies to: Schools: All district schools. Applicable Pupil Subgroups: English Learner, Low Income, Re-designated English Learner, Foster Youth, Students with Disabilities

Expected Annual


% of 12th grade students that graduate a-g compliant. % of 12th grade CTE students that are completers in their chosen pathway. % of 12th grade cohort students that graduate. % of 12th grade cohort students that dropout.

Actual Annual


At the district’s two comprehensive high schools, the Class of 2015 was 42.4% a-g compliant (up from 40.8% in 2014). 100% of the 12th grade students in the Class of 2015 enrolled in a capstone course completed that pathway. The Class of 2014 had a 89.1% cohort graduation rate and a 6.9% cohort dropout rate. *data is still being collected for 2015

LCAP Year: 2015-16


Budgeted

Expenditures

Estimated Actual Annual Expenditures

Hire 1 Counselor at LBJH while continuing to fund the 2 additional Counselors hired in 2014-15 (1 at LBHS and 1 at LBJH) to meet the increased a-g completion goal of 45%.

$289,000

Continue funding of Counselors added @ LBJH, LBHS and PHS.

$289,732 LCFF S/C

Scope of service:

LBJH, LBHS, and PHS

Scope of service:

LBJH, LBHS, and PHS

__ALL _ _ALL


42



Purchase additional student technology devices for targeted grade levels and subject areas.

$275,000 Additional devices were purchased working towards a goal of 1 to 1 devices in grades 3-12.

$335,000 BASE

Scope of service:

Scope of service:

_X_ALL _X_ALL



Purchase additional textbooks for regular, a-g and AP courses. _______________________________________________

Scope of service: 7-12

_______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English

$400,000

Textbooks were purchased as needed. ______________________________________________

Scope of service: 7-12

_______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English

$489,738 BASE

Scope of service: Scope of service:


43

_X_All _____________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)_______


Hire 2 fulltime Technology Coaches and 23 stipend Site Technology Coaches to support teachers with the implementation of technology (including PD for Coaches). _______________________________________________

Scope of service: K-12

_______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient

$320,110

Coaches were hired and support was provided. ________________________________________________

Scope of Service: K-12

________________________________________________ _X_All ______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)_______

$296,910 BASE

Pay Advanced Placement (AP) teachers on time sheets for work needed to grade summer assignments. _______________________________________________

Scope of service: 9-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient

$25,000

Teachers who turned in time sheets were payed for their work. _______________________________________________

Scope of service: 9-12 ________________________________________________ _X_All ________________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)_______

$12,550 BASE


44



An additional Counselor will be added at Creekside Jr. High for next year to support their college and career education activities. We will be piloting 1 or 2 LMS products (in addition to Brain Honey) to provide options to staff with the intent of expanding the use of an LMS by teachers across the District.


LCAP:

3. Create and sustain inspirational learning environments that are safe, drug-free and conducive to learning.


1__ 2__ 3__ 4_X_ 5_X_ 6__ 7__ 8__

COE only: 9__ 10__

Local: _______________________


Expected Annual


Track and record the number of classrooms and/or sections that have been added in the District that meet this goal. Track and record the sites that have had training and implemented PBIS. Track and record the number of security staff and/or security hours added at the sites.

Actual Annual


1 new section of Culinary Arts was added at PHS and 2 new computer offerings were implemented at LBHS. PBIS is in use at 3 sites and 1 site will be added next year. We continue to fund the current number of Security Staff and 2 School Resource Officers. We have also added 2 part Security Staff this year.

LCAP Year: 2015-16


Budgeted

Expenditures

Estimated Actual Annual

Expenditures


45


$137,000

Continue to fund Culinary Arts instructor and grow the program at Pacheco High School. _X_ALL ------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_______________________

$137,480 BASE

Continue to fund the 2 sections of electives added in 2014-15 and add 2 more sections for 2015-16.

$56,000

Continue to fund elective courses added in previous years and added 1 additional section in 2015-16.

$56,514 LCFF S/C

Scope of service:

LBJH, LBHS, PHS, SLHS

Scope of service:

LBJH, LBHS, PHS, SLHS

__ALL __ALL



Add 3 additional classrooms at the TK, K and 1st grade levels to work toward the class size goal of 24:1.

$400,000 Added 2 TK and 1K classroom to the District. $423,085 BASE

Scope of service:

TK-1

Scope of service:

TK-1 __ALL __ALL


46


$20,000 $45,900 $7,800


$20,000 BASE $35,338 BASE

Provide Positive Behavior Intervention System (PBIS) training at additional targeted sites. _____________________________________________

Scope of service: K-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English _ __Other Subgroups – Specify)_______

Hire additional security staff as needed and purchase needed additional equipment such as radios, etc.

3 sites have received PBIS training so far and more sites will be getting the training in the future. __All -------------------------------------------------------------------------------- OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

We continue to fund the additional Security positions added in 2014-15 and 2015-16.

Scope of service:

7-12

Scope of service:

7-12 __ALL __ALL


47


$35,180


$0


We did not have any students in that grade level to justify hiring a teacher.

Scope of service:

6-8

Scope of service:

6-8

_X_ALL _X_ALL






The install of hoods and stoves in the Culinary Arts classroom will be completed in the summer of 2016. We will continue with PBIS training for staff at sites where needed. We added computer science classes this year at LBHS and plan to expand the offerings for next year while developing a computer applications/design pathway.


48


LCAP:

4. Develop a comprehensive plan to build and maintain needed facilities using state and local funds while keeping sufficient reserves to insure fiscal stability.


1_X_ 2__ 3__ 4__ 5__ 6__ 7__ 8__

COE only: 9__ 10__

Local: _______________________


Expected Annual


Identify projected facility needs based on current and projected enrollment numbers Actual

Annual Measurable Outcomes:

Current District enrollment is 10,316 students. We only have 2-3 classrooms in K-6 for growth. With the opening of CJHS there is room for growth at 7-8. At the 9-12 level there is some room for growth at LBHS.

LCAP Year: 2015-16


Budgeted

Expenditures


Continue construction of new 7-8 junior high or 6-8 middle school.

$25,000,000

Construction on the new site will be complete in the summer of 2016.

$25,293,735 (to be paid incrementally by August, 2016) BASE

Scope of service:

7-8

Scope of service:

7-8

_X_ALL _X_ALL

OR: _ _Low Income pupils _ _English Learners _ _Foster Youth _ _Redesignated fluent English proficient _ _Other Subgroups:______



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Payment for MSE COP and the New Jr. High COP.

$940,826 $178,860

Payment made on both COP’s.

$940,826 BASE $178,860 BASE

Scope of service:

K-8

Scope of service:

K-8

_X_ALL _X_ALL



Monitor and report to community on the District’s facilities needs for grades K-12. _______________________________________________

Scope of service: K-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English

$0

Facilities and planning for growth were discussed and shared at several Board and stakeholder meetings. _______________________________________________


$0



The Board has developed a timeline to address other facility needs such as an addition to MSE, a new campus for SLHS, a classroom wing at PHS, field house at Loftin Stadium, turf football/softball project at PHS, a well at PHS, a new elementary school north of LBJH and a pool at LBHS. The MSE expansion will not be ready for the start of the 2016-17 school year as originally planned. The other projects will begin in 2016-17 or later.


5. Provide the best educational environment for students by employing and retaining qualified staff prepared to implement CCSS instruction at highly effective levels.


1__ 2__ 3__ 4__ 5_X_ 6_X_ 7_X_ 8__

COE only: 9__ 10__


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LCAP: Local: _______________________


Expected Annual



Actual Annual


The District has 412 (97.4%) highly qualified teachers currently employed. The District hired 35 new certificated staff so far this year. This year 2 certificated staff will be leaving the District while 6 are scheduled to retire. The District provided 3 days of Kagan Cooperative Learning Strategy trainings to all teachers and teachers could earn college credit if they chose to do so.

LCAP Year: 2014-15


Budgeted

Expenditures



$0 The District has increased its efforts to hire needed staff in a very competitive job market.

$0

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL




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Continue to recruit, hire and train all support employees so that they are highly qualified.

$9,500

The District held and attended 11 job fairs in 2016. Positions have been advertised in 3 local newspapers and 1 state publication. Positions have also been advertised on 4 online recruiting sites. The District has established recruiting contacts with 12 universities and county office of education.

$13,179 BASE

Scope of service:

District-wide

Scope of service:

District-wide

_X_ALL _X_ALL



Provide BTSA support for all first and second year teachers. _______________________________________________

Scope of service: K-12

_______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners

_ __Foster Youth ____Redesignated fluent English

$225,000

The support services were provided and the program is now known as Induction. _______________________________________________

Scope of service: K-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient _ __Other Subgroups – Specify)_______

$287,658


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Negotiated salary and increased cost of STRS. _______________________________________________

Scope of service: K-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient

$1,798,153

Increased salary and benefits cost for the 2015-16 school year. _______________________________________________

Scope of service: K-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English proficient

$1,798,153

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

reviewing past progress and/or changes to goals?

The District has increased its focus and resources toward teacher recruitment as the job market has become more competitive.


LCAP:

6. Maintain an effective communication system throughout the District and community to inform on academic progress and to extend educational opportunities for students.


1__ 2__ 3_X_ 4__ 5__ 6__ 7__ 8__

COE only: 9__ 10__

Local: _______________________



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Expected Annual


Agendas and sign-in sheets from requisite parent advisory, stakeholder meetings and Board Meetings. 5% increase in parents satisfied on district/site parent surveys for section #5 “My child’s school is welcoming and encourages parent involvement and My child's school provides opportunities for me to get involved in my child's education.” Evidence of the District’s use of the internet and social media to communicate with the public

Actual Annual


These sign-in sheets are on file and the District has recorded at least 30 stakeholder meetings held throughout the year. For 2016, parents responded 72% and 78% to these 2 questions. That’s down by 4% and 2% from 2015. The District continues to maintain a parent phone communication system (Bb Connect), a web page and Facebook page to communicate with parents and the community. The Facebook page currently has 966 followers.

LCAP Year: 2015-16


Budgeted

Expenditures


Maintain Site Councils, ELAC’s, DELAC and DAC with staff, parents and community members.

$0

The District once again held all required stakeholder meetings and will focus on increasing parent participation in the future.

$0

Scope of service:

District-wide

Scope of service:

District-wide

_X_ALL _X_ALL




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Hold annual meetings to keep stakeholders informed regarding student progress, facilities, and budget in relationship to LCFF, LCAP and CCSS implementation (including site reports about extended education events).

$0 These topics and issues were shared and discussed at a wide variety of stakeholder meetings during the 2015-16 school year.

$0

Scope of service:

District-wide

Scope of service:

District-wide

_X_ALL _X_ALL



Collaborate with the City, MCOE and other agencies to effectively share District resources and gain access to resources that other agencies can provide including extended education opportunities for students through services offered by out-of-district agencies. _______________________________________________ Scope of service: K-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English

$0 Some discussion and collaboration has taken

place but not to the extent that we had planned. ________________________________________________


$0


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Contract with Hanover Research to develop appropriate surveys for staff, students and parents that gather data/information pertinent to the development of the LCAP. _______________________________________________

Scope of service: K-12 _______________________________________________ X_All _______________________________________________ OR: _ __Low Income pupils ____English Learners _ __Foster Youth ____Redesignated fluent English

$38,500

Yearly surveys are administered to those 3 groups of stake holders and the data gathered was used for LCAP planning. A second queue was added to do additional work for the District. _______________________________________________


$84,000



The initial survey of staff, parents and students was done in the spring of 2015. The second identical survey was done in the late winter of 2016. For whatever reason the number of participants in the 2016 survey was down significantly from 2015 by ½ for staff and students and 2/3 for parents. We will brainstorm some better strategies to get increased participation in the survey for 2017. Also, as there was little if any change in staff, policies and procedures from the 2015-16 school year to the 2016-17 school year so it is perplexing why we would get a decrease in satisfaction on the same of the survey questions? To be proactive, the results will be shared with the appropriate District Staff so they we can focus on improving in those areas that decreased. We contracted with Hanover Research to do our surveys and the surveys mentioned above are only a small part of the survey work they are doing for the District (so the cost listed includes the survey work that they are doing for an entire year not just these LCAP surveys).

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

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income,

foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).


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Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a

district wide, school wide, countywide, or charter wide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of

unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a district wide or school wide

manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the

district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $___23,043,062________________________

Los Banos Unified School District (LBUSD) has an unduplicated percentage of 80.54 (8 out of 10 students). LBUSD believes that a strong instructional program should be the entry point for supporting all students, especially at risk students. For this reason, Los Banos Unified has chosen to use the majority of its proportionate share of the total LCFF increase ($23,043,062) for the current LCAP year to strengthen core instructional programs. For the current LCAP year, Los Banos Unified is providing the following services district-wide: ELA Common Core RCD Units, Math Common Core RCD Units (including the use of Go Math for grades K-8 and after-school tutoring for grades 7-12), Math 180 (9-12), Summer School (which provides both a-g courses and remediation where necessary for 7-12), Instructional Support Instructors (1-3), iRead (K-2) and Academic Counselors (6-12) whereupon dollars will principally be directed towards targeted students of need and they will have priority for services. Specific professional development training and collaboration for teachers is offered and even embedded in the work calendar to support the instruction of the RCD Units in math and ELA along with the Go Math and Math 180 programs. In addition, more of our sites are receiving training in PBIS to ensure that we have an improved educational climate that fosters maximum learning opportunities for all students. To support the social and emotional health of Foster students, Low income youth and English Learners, school-wide resources will be primarily focused on reading, math and Counseling. The above mentioned budgeted expenses is the most effective use of funds because it provides the maximum number of academic and counseling supports for all students including our 3 main subgroups (EL, Low income, and Foster Youth).

B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the

services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster

youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided

for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met

using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the

services provided to all pupils.


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Currently, in the Los Banos USD, the increase in proportionality for English Learners, Low income and Foster Youth students is 31.07% for this LCAP year, 2016-17. In order to ensure equity, we recognize the need to

improve and expand services for our most at risk students. The following actions qualitatively ensure the district is going above and beyond the proportionality requirement for the District: additional Resource Teachers at 3 elementary (K-6) sites, additional technology devices, an ELD Coordinator position at the district level and a Bilingual Licensed Clinical Social Worker (LCSW) at the district level.

31.07 %

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01,

42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20

U.S.C. Section 6312.

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

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

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

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

June 30).

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

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

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


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(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of

first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

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

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

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school

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

(2) The total number of cohort members.

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

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the

academic year (July 1 – June 30).

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

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

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic

year (July 1 – June 30).

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

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

8-22-14 [California Department of Education]


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LCAP Year: 2016-17 Local Control and Accountability Plan ... Amended LCAP 2016-17 9 … · Local...

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