WUHSD Page 1 of 4
LCFF Budget Overview for Parents
Local Educational Agency (LEA) Name: Whittier Union High School District
CDS Code: 1965128
Local Control and Accountability Plan (LCAP) Year: 2019-20
LEA contact information: Matt Frajio, (562) 698-8121 ext. 1196, [email protected]
School districts receive funding from different sources: state funds under the Local Control Funding
Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of
funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based
on the enrollment of high needs students (foster youth, English learners, and low-income students).
Budget Overview for the 2019-20 LCAP Year
All federal funds,
$8,252,920 , 5% Projected Revenue by Fund Source
LCFF Base grant, $105,934,218 , 64%
Local funds/transfers in, $6,742,238 , 4%
Total LCFF funds,
$130,004,500 , 79%
All other state funds, $20, 616,024 , 12%
LCFF supplemental & concentration grants ,
$24,070,282 , 15%
This chart shows the total general purpose revenue Whittier Union High School District expects to receive
in the coming year from all sources
The total revenue projected for Whittier Union High School District is $165,615,682, of which
$130,004,500 is Local Control Funding Formula (LCFF), $20,616,024 is other state funds, $6,742,238 is
local funds/transfers in, and $8,252,920 is federal funds. Of the $130,004,500 in LCFF Funds,
$24,070,282 is generated based on the enrollment of high needs students (foster youth, English learner,
and low-income students).
The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school
districts must work with parents, educators, students, and the community to develop a Local Control and
Accountability Plan (LCAP) that shows how they will use these funds to serve students.
WUHSD Page 2 of 4
LCFF Budget Overview for Parents
In 2019-20, Whittier Union High School District is projecting it will receive $24,070,282 based on the enrollment of foster youth, English learner, and low-income students. Whittier Union High School District must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Whittier Union High School District plans to spend $24,070,282 on actions to meet this requirement.
WUHSD Page 3 of 4
LCFF Budget Overview for ParentsUpdate on Increased or Improved Services for High Needs Students in 2018-19
This chart compares what Whittier Union High School District budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what
Whittier Union High School District estimates it has spent on actions and services that contribute to increasing or improving services for high needs students in the current year
In 2018-19, Whittier Union High School District's LCAP budgeted $23,024,812 for planned actions to increase or improve services for high needs students. Whittier Union High School District estimates that it will actually spend $23,793,148 for actions to increase or improve services for high needs students in 2018-19.
$23,793,148
$23,024,812
$ 0 $ 5,000,000 $ 10,000,000 $ 15,000,000 $ 20,000,000 $ 25,000,000
Current Year Expenditures: Increased or Improved Services for High Needs Students
Total Budgeted Expenditures for High NeedsStudents in the LCAP
Estimated Actual Expenditures for HighNeeds Students in LCAP
WUHSD Page 4 of 4
LCAP Year (select from 2017-18, 2018-19, 2019-20)
2019-20
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)
LCFF Evaluation Rubrics: 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 Contact Name and Title Email and Phone
Whittier Union HighMatthew Frajio
Director
(562) 242-8208 1196
LCAP Year (select from 2017-18, 2018-19, 2019-20)
2019-20
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)
LCFF Evaluation Rubrics: 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 Contact Name and Title Email and Phone
Whittier Union HighMatthew Frajio
Director
(562) 242-8208 1196
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2017-20 Plan Summary
The StoryDescribe the students and community and how the LEA serves them.
Whit t ier Union High School Dist r ict is a high-achieving school dist r ict that does Whatever I t Takes t o ensure
student achievem ent and well- being, while suppor t ing teachers as they im plem ent r igorous program s. We
foster a culture of collaborat ion, inclusiveness, and support , set t ing a foundat ion for t he ongoing success of
our students – from the f irst day they step onto our cam puses unt il t he last day when they walk across our
schools’ stages as graduates.
Whit t ier Union serves m ore than 11,000 high school students at f ive award-winning com prehensive high
schools, a m odel cont inuat ion school, an independent student school, and a t ransit ion program . Each year,
we welcom e close to 3,000 freshm an who will spend the next 720 days of t heir high school exper ience
learning from our t alented teachers and staff. I n t hat t im e, we take them from being teens who are j ust
beginning to spread their wings to m ature adult s who are ready to take on the wor ld in college, t he m ilit ary,
and careers – fueling their f lam es of growth so they can f ly t o t he heights in reaching their potent ial.
Through a network of support s and intervent ions designed to m eet each student ’s unique academ ic, social,
and em ot ional needs, staff care for all 11,400 teens. Our student populat ion consist s of 9.4% English Learner
(EL) students and 71.4% receive subsidized lunches, with our LCFF Unduplicated count at 72.7% . The
m ajor it y of our students (89% ) ident ify as Hispanic Lat ino, with 7% White, 1.2% Asian and 1% Afr ican
Am er ican.
Near ly 96% of students are graduat ing from our com prehensive high schools in four years, and, for t hose
students who need m ore t im e and support in alt ernat ive school, 93% are graduat ing in f ive years; students
in grades 10 – 12 have m aintained the highest On-Target for Graduat ion Rates in Dist r ict history; near ly 97%
of seniors are on- t rack to graduate; and, m ore than 90% of graduates enroll in two- or four- year colleges.
These achievem ents would not be possible without our suppor t ive Board of Trustees and dedicated team of
educators who work v igorously t o provide a wor ld- class educat ion to our students, providing the m ost
t ransform at ive 720- day exper ience possible t o each and every student .
LCAP HighlightsIdentify and briefly summarize the key features of this year's LCAP.
Working closely with stakeholders throughout the dist r ict , four goals have been ident if ied for focus within the
upcom ing years. These goals are aligned with other im provem ent effor t s within the dist r ict , including the
Board's Measurable Targets, WASC Cr iter ia, and the Pr incipals’ Annual Review so that all effor t s will be
focused in the sam e direct ion and there will be coherent understanding and act iv it y throughout the dist r ict .
GOAL 1 - Organiza t ion: Schools will be staffed with an increasing percentage of qualif ied teachers and
adm inist rators who m ake enlightened educat ional decisions based on data and effect ively im plem ent , suppor t
and assess act iv it ies that focus on all students achieving high standards, ensur ing that the Dist r ict ’s m ission,
v ision, beliefs, goals & obj ect ives and m easurable t argets are rev iewed annually and serve t o guide t he
operat ion of t he Dist r ict t o m eet t he needs of students. (Act ions and Serv ices, page 9 2 )
GOAL 2 – Cur r icu lum and I nst ruct ion: All students exper ience high-qualit y inst ruct ion that engages their
interest while providing a r igorous, relevant and coordinated curr iculum that suppor t s the achievem ent of t he
State Content Standards. ( Act ions and Serv ices, page 1 2 5 )
GOAL 3 – Assessm ent a nd Account a bilit y : Provide inst ruct ion that ut ilizes inter im and quarter ly
com m on assessm ents that result in the shar ing of student data and the ident if icat ion of best pract ices so that
students learn challenging content and student per form ance is increased. (Act ions and Serv ices, page 1 6 1 )
GOAL 4 - School Cult ure and Suppor t for Persona l and Academ ic Grow t h: Prov ide a com prehensive
system of suppor t serv ices to facilit ate student success, both academ ically and personally. (Act ions and
Serv ices, page 1 7 9 )
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Review of Performance
Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, 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
The Graduation Rate, whose per form ance level was green for all students on the Fall 2018 Dashboard,
cont inues to be the shining star of per form ance at WUHSD, and the area of greatest progress for our
alternat ive educat ion students. Although it was blue for all students last year, t his year it includes all
alt ernat ive DASS students. We are proud of our alternat ive students, and the fact t hat t hey have the
persistence and resilience to stay through their f if t h year to graduate, if needed. While this m ay change the
“ color” on the Dashboard from blue to green, with the actual percentage lower ing from 97% down to 92%
when the students from the cont inuat ion and independent student school are averaged into the four- year
cohort , t he f inal outcom e is the sam e. I n fact , without the alternat ive schools included, the com prehensive
graduat ion rate rem ained at the sam e high rate of 97.3% . With all of the challenges facing today’s youth, a
four- year m andate is not reasonable for all 3,000 graduates.
According to the Dashboard, which recalculates last year ’s data, with alternat ive schools included, WUHSD
Graduation Rate increased 1.8% overall. There are not any groups that are red or orange, with only two groups
that are yellow (English Learners and Students with Disabilit ies) . Five groups are green (Asian, Foster Youth,
Hispanic, Socio-Econ Disadvantaged, and White) with one group blue (hom eless) . This high graduat ion rate
for all st udents, regardless of t he challenges, has been due to m any years of hard work by all st aff m em bers
and the Whatever it Takes init iat ive. Addit ionally, t here are fewer subgroups on each of t he school's
Dashboards who are any color other t han blue or green - - an im provem ent over last year.
A wide var iet y of st rategies in t he classroom , depar tm ents, schools, and the dist r ict focus on m aking sure
that students pass coursework and stay on t rack for graduat ion and A-G com plet ion. Every sem est er
On-Target for Graduat ion Rates are com puted, with directed intervent ions put into place, including students
placed into sum m er school as soon as they slip behind. Ear ly m onitor ing of t he on- target rate, which
cont inues t o r ise each year, has prov ided school sit es with an indicator of any grade levels in need of
at tent ion. Disaggregat ing the on- target rates by student groups also provides even m ore inform at ion of
areas to celebrate and areas in need of at tent ion. This is also done with D/ F rates on Mid-Quarter and
Quarter grading per iods between sem ester grading per iods. Ut ilizing these tools enables suppor t s and
intervent ions to be put in place before t ranscr ipts im pact students’ futures.
Referring to the LCFF Evaluation Rubrics, 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
Whit t ier Union is proud to say that t here are no Red or Orange indicators in any per form ance categor ies for
overall per form ance; nor is t here a "not m et " or a "not m et for two or m ore year" rat ing on any local
indicators. Cont inued hard work over m any years has y ielded t hese result s. There are always areas t hat are
in need of im provem ent , w it h Academ ic Achievem ent ( both ELA & Math) , College Career I ndicator, and
Suspension Rate are all in yellow on the LCFF Rubr ic. Upon deeper analysis, alt hough EL Progress did not get
a color t his year, t he cont inued suppor t of English Learners is an ongoing challenge across all of t he school
sit es. Current steps in addressing these areas with t he greatest need for im provem ent include:
Educat ing all stakeholders on the indicators and everyone's cr it ical im portance on helping
students succeed (direct ly or indirect ly, including accuracy of repor t ing and recording data in SI S)
1.
I m por tance of look ing deeper into areas of greater need, digging deeper into data, acquir ing
m ore data repor t s
2.
Cont inue to acquire data throughout the intervent ion(s) to assess depth of im plem entat ion and
effect iveness of act ions
3.
Change aspects of t he intervent ion based on feedback from the data throughout t he intervent ion4.
Cont inue to repor t successes and challenges to stakeholders t o gain suppor t network5.
Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the "all student" performance.
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What steps is the LEA planning to take to address these performance gaps?
Performance Gaps
ELA and Math SBAC had per form ance gaps for both English Learners ( 335 students) and Foster Youth (19
students) , with the general student group in yellow and the student subgroups in red. Addit ionally, on the ELA
SBAC, students with disabilit ies (243 students) were also red.
For ELA and Math SBAC, Foster Youth are in the red with 19 students. Upon deep review, we discovered that
there were f if t een (15) foster youth that had been with us since near the beginning of school in October. We
are unable to ident ify t he other four students, f inally realizing they possibly could have becom e foster youth
som e t im e dur ing the year after leaving our dist r ict and enrolling in another dist r ict . I n this case, we are not
only f ight ing the bat t le of the unknown, but the bat t le of sm all num bers, with each student carry ing the
weight of near ly 7% of the ent ire group. Thus, regardless of status being lower than all students, t he
volat ilit y of change cannot be understated.
Perform ance on the ELA and Math SBAC is an area of focus for all st udents, as is t he overall achievem ent of
English Learners and students with disabilit ies. For ELA and Math SBAC, each school has analyzed the issues
and developed im provem ent plans schoolwide. This is not sim ply an ELA and Math issue – it is a lit eracy and
num eracy challenge that every t eacher and suppor t staff m em ber suppor t s. We cont inue to increase the
r igor and alignm ent within the classroom , while providing classroom , depar tm ent , and schoolwide
intervent ions top ensure students have the t im e and suppor t necessary to m aster and apply the requisit e
standards. Cont inued ref lect ion and suppor t is prov ided through Best Pract ices, Sum m er Professional
Learning, Curr iculum Assessm ent Coaches, and other suppor t personnel t o ensure t hat Teaching and
Learning is t he put center stage and provided all of t he resources required for students’ success.
The per form ance level for all students on the suspension rate is yellow, with the Foster Youth (152 students)
as the only student group that is two levels below ( red) Asian are Blue; Filipino, Hom eless, and Afr ican
Am er ican, and Two or m ore Races are Green; Socioeconom ic Disadvantaged, Hispanic, and White students
are Yellow (along with all students) ; and, Students with Disabilit ies and English Learners are Orange. The
only group whose suspension rate increased are whit es who are at t he m edium level ( orange per form ance
level) . English Learners and Students with Disabilit ies m aintained from the prev ious year ; however, their
suspension rate was high, so the result ing per form ance level was orange. As such, t his analysis was
under taken by each school sit e at t he LCAP Taskforce with addit ional act ions are planned by each for t he
upcom ing school year to ensure that at tent ion is paid to each group; e.g., walking with students to help them
calm down. Unfor tunately, t here appears to be a surge of students vaping on all of our sit es. We are
searching for an effect ive alt ernat ive to suspension that will curb the use of m ar ij uana and other cont rolled
substances in the vape, but as of yet have not found it . Restorat ive pract ices are being im plem ented at sit es,
but again, t hese com e into the picture after t he fact and are not prevent ing the vaping from occurr ing in the
first place. Over 90% of suspensions and all of our expulsions are t he result of drugs. We plan on exam ining
the suspension rates at m onthly Council Meet ings (Super intendents and pr incipals) in order t o engage in
regular discussions of what is work ing and brainstorm possible solut ions to the issues. We will address
suspension rates with the sam e level of inform at ion and interest as we have done with at tendance rates for
the past decades; t hus, result ing in decreased suspension rates in the future.
There is one area not recognized as a student group on the Dashboard where Whit t ier Union has not iced a
per form ance gap and is direct ing at tent ion at Best Pract ices, Sum m er Professional Learning, and other
arenas, in a ref lect ive m anner as we analyze data in observance of our pract ice. This is t he gender gap, wit h
fem ales oft en outper form ing m ales. Often the obj ect ive t est scores are sim ilar, but there is a gap in the f inal
course grade. This is an area of exam inat ion t his year, so as to propose intervent ion in t he upcom ing year.
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.
One school, Front ie r Cont inua t ion H igh School, has been ident if ied for CSI because of
their 59.1% Graduat ion Rate. Front ier is a Dashboard Alternat ive School Status (DASS) school, with the
requirem ent of 67% graduat ion rate t o prevent schools from being in t he CSI category. DASS schools have
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t he sam e end product of t he Dashboard with dif ferent requirem ents for m eet ing each indicator, given the
t ransient nature of the student populat ions that at tend alternat ive schools.
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.
The dist r ict prov ided the data for a com prehensive needs assessm ent t o ident ify t he root causes for t he low
graduat ion rate, t hen engaged in the process with them . This process reinforced what was stated in the
ear lier sect ion regarding progress; we are proud of our students who have the persistence and resilience to
cont inue to pursue their diplom a in their f if t h and sixth year of high school. These students, t ypically our
at - r isk EL, SED, and/ or foster students, have been our focus in WUHSD, even before the incept ion of t he
LCAP.
After t he dist r ict provided the requisite data and engaged in the needs assessm ent with Front ier, the following
findings em erged. Current ly, Front ier needs a 7% Graduat ion Rate increase to ex it Com prehensive Suppor t
and I m provem ent status (or at least a 67% Graduat ion Rate) . Dur ing the Needs Analysis of Front ier High
School, t he following inform at ion was discovered about the 2017/ 18 school year :
Under DASS, t here were 1 0 0 Graduates, with 1 6 4 seniors used in t he DASS calculat ion for t he
Dashboard. Alt hough there were actually 115 Graduates dur ing the year, 15 of the students did not
m eet t he cr it er ia, specif ically t he cutoff dates required by DASS. 3 4 Seniors who would have counted as
Front ier Graduates returned m id- year t o graduate from their Com prehensive High School, w it h 7
t ransferr ing to Sierra Vista I ndependent Study School t o graduate. I f t hose 41 students had rem ained at
Front ier, along with the 15 students who m issed the requisite ninety days by less than two weeks, then
Front ier would have had a Graduat ion Rate of 7 1 % , t hus surpassing the required 67% and Front ier High
School would not have been placed into CSI . Whit t ier Union st rongly support s Front ier High School in
prom ot ing a student - centered philosophy that allows students to work towards their personal goal –
whether it is graduat ing from their school of choice or concurrent ly work ing full- t im e to help support
their fam ily. Each student has their own unique story and circum stance, with different needs that dr ive
their m ot ivat ions and it is at schools like Front ier where personalizat ion can occur on an indiv idual level.
Upon dist r ict analyses of t he root causes, som e possible " f ixes" for t he graduat ion rate issue arose; including,
using a different system at the cont inuat ion high school that does not change students' grade levels unt il t hey
get t he requisit e credit s for each year, som ething that WUHSD has never done before. To do so in order t o
keep Dashboard Alt ernat ive School Status ( DASS) schools out of CSI / TSI / ATSI would sim ply be one of t he
m any gam es that schools can play and would negat ively im pact other system s in the dist r ict , including test ing
and EL redesignat ion. WUHSD is not interested in playing those gam es and will stand f irst behind their
students, support ing their cont inual clim b towards graduat ion. Students have always com e first before any
accountabilit y system . The pr im ary reason that students were referred to Front ier was that t hey were behind
in credit s and Front ier also allows f if t h and six th year seniors to stay at t he school, provided they cont inue to
be product ive. All of t hese students cont inued to be labeled as grade 12, som e for two or t hree years. This
has a negat ive im pact on DASS accountabilit y as the system current ly ident if ies students to be classif ied as
“ seniors” in the denom inator for the graduat ion calculat ion.
Despite f laws in m ethodology, t he needs analysis ident if ied a couple factors that could assist in increasing the
num ber of graduates com ing out of Front ier, regardless of which school’s stage they actually walk across.
These factors have been included in t he CSI plan, and with suppor t of t he dist r ict and LCAP, will be
im plem ented in t he upcom ing school year. Cont inued support t o increase product iv it y so that m ore students
get on- t rack to graduate was seen to be one area that could possibly increase the focus on the graduat ion
rate in order to fur ther increase the overall rate. One st rategy that has begun to see posit ive result s t hat can
be fur ther ref ined has been the use of t he cohor t m odel for new students so they feel m ore connected to t he
school and a car ing adult , as the research indicates. This ev idence-based intervent ion allows the students to
m ake connect ions with t he staff and one another in a safe and secure environm ent . This has led to increased
product iv it y, fewer absences, and st ronger engagem ent with school from the new students. As Front ier has
new enrollm ents m onthly, t his cohort m odel creates a “ buffer zone” that allows students to learn m ore rapidly
about t heir new school, how to earn credit s in a new system , and where to access resources on cam pus. This
t ranslates into quicker assim ilat ion into the new system and, for m any of t hose students who decide to stay
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at Front ier, graduat ion.
Another possible need for Front ier students is access to online credit - recovery. There is t he on-sit e after-
school/ before- school lab available for students t o use for m aking up credit s. The Dist r ict has prov ided
CyberHigh for credit recovery ; however, t he level of som e of t he courses does not m eet t he needs of som e
students. Addit ionally, m any of t he students are in need of par t ial credit s and the abilit y t o enroll in par t ial
credit s t hrough CyberHigh is som ewhat cum bersom e. The m ot ivat ional factor alone for students as t hey are
able to see their par t ial credit s disappear from their t ranscr ipt s as their credit s t owards graduat ion increase
would lead to increased t im e spent in the lab outside of class t im e, result ing in increased product iv it y and
higher graduat ion rates. With this need ident if ied, the Dist r ict will work with Front ier and Sierra Vista to
ident ify a m ore appropr iate online credit recovery program that is easy for students t o enroll in and access
and that can be used by both schools, as they are both located on the sam e physical plant .
Another support from the Dist r ict is a “ counter” f ield that has been placed on each student record within the
Student I nform at ion System to ident ify how m any consecut ive days a student has been enrolled at Front ier
High School. This assist s staff in determ ining if t he student will m eet the DASS cr it er ia and be in the DASS
pool of students or not so that calculat ions can be done throughout the year to m onitor progress towards the
goal, as students graduate cont inually form FHS. While this does not discern who gets serv ices, it does assist
in progress m onitor ing overall.
To ensure that all possible act ions are being taken by the sit e, Front ier will send out t eam s of two to three
teachers to v isit other cont inuat ion high schools who have high graduat ion rates. These team s will spend one
day at t he sit e, explor ing all of t he program s, serv ices, and incent ives that t he school ut ilizes to encourage
students to focus on their studies and graduate from high school.
An analysis of t he dist r ict and school budgets, personnel, and m ater ials discovered that Front ier did not have
a Data Lead; whereas, t he com prehensive high schools and t ransit ion sit e did have one. This was a resource
inequit y that will be resolved out of LCAP supplem ental funds. Funding Data Lead hours for Front ier High
School each m onth, j ust as they do for other sit es, will ensure that the effect iveness of t he intervent ions is
m onitored and adj ustm ents can be m ade to ensure effect ive im plem entat ion. Current ly, Front ier does not
have a Data Lead to assist in t he disaggregat ion and analysis of t heir data.
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.
Front ier is located on the sam e physical plant as the Dist r ict Off ice, which allows easy check-ups on the
im plem entat ion of t he CSI Plan. Longitudinal data on all indicators will be collected by the Data Lead so it can
be analyzed by school sit e adm inist rat ion and dist r ict Ed Serv ices. Discussions with students and staff
regarding their percept ions on both the credit - recovery program s and the im pact of t he cohor t m odel for new
students adds depth to the outcom e data. Addit ionally, Front ier ’s Data Lead (a teacher with addit ional hours)
will assist in the collect ion of data throughout the year, including collect ing data on grads quarter ly throughout
t he year, both DASS and non-DASS grads, t hen com par ing them to past year ’s graduate num bers, helps to
benchm ark progress in t he 2019/ 20 school year.
The am ount of credit t hat is recovered, t he course it is recovered in, t he star t / end dates, and the num ber of
students that recovered the credit w ill be collected for CyberHigh and for t he new system , after it is
im plem ented. While br inging in m ore credit recovery opt ions is always a bit dangerous, we have developed a
docum ent t o prevent potent ial use and abuse of online credit recovery t o safeguard the use and ensure the
integr it y of WUHSD credit s and grades, including the use of Dist r ict Com m on Assessm ents as the f inal before
the student receives credit .
After each term (quar ter) , t he average product iv it y of new students who were placed into cohor t s and have
been at Front ier for at least four m onths will be com pared to the sam e num ber of students’ average
product iv it y of t hose who have been at Front ier and were not placed in a cohor t when they entered the
school. The product iv it y would be com pared by ut ilizing the num ber of credit s per t erm . Another m easure of
t he effect iveness of t he cohor t m odel is behavior. Referrals and suspensions will be collected on the students
who were in t he cohor t and com pared to t he com parat ive sam ple group.
At t he end of year, a rev iew of t he data by dist r ict Ed Serv ices will be conducted to evaluate the effect iveness
6
of the im plem entat ion of t he intervent ions and determ ine if t here should be m ore focus placed upon thepract ices and processes at Front ier High School.
7
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
ORGANIZATION Vision, Resources, Leadership and Staff
Schools will be staffed with an increasing percentage of qualified teachers and administrators who make enlightened educational decisions based on
data and effectively implement, support and assess activities that focus on all students achieving high standards, ensuring that the Districts
mission, vision, beliefs, goals & objectives and measurable targets are reviewed annually and serve to guide the operation of the District to meet the
needs of students.
In order for students to achieve at high levels, we believe the following must be in place:
A highly-qualified staff facilitates achievement of the academic standards and the schoolwide learning outcomes through a system of
preparation, induction, and ongoing professional development.
Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student
learning needs.
All students have equal access to the schools entire program
The human, material, physical, and financial resources are utilized effectively to support students in accomplishing the academic standards
and the schoolwide learning outcomes.
The school is a safe, clean, and orderly place that nurtures learning and provides a focus on continuous school improvement.
Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision,
mission, the schoolwide learner outcomes, and the district LCAP
State and/or Local Priorities Addressed by this goal:
State Priorities: 1. Basic; 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 7. Course access; 8. Other pupil
outcomes
Local Priorities:
Annual Measurable Outcomes
Expected Actual
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
ORGANIZATION Vision, Resources, Leadership and Staff
Schools will be staffed with an increasing percentage of qualified teachers and administrators who make enlightened educational decisions based on
data and effectively implement, support and assess activities that focus on all students achieving high standards, ensuring that the Districts
mission, vision, beliefs, goals & objectives and measurable targets are reviewed annually and serve to guide the operation of the District to meet the
needs of students.
In order for students to achieve at high levels, we believe the following must be in place:
A highly-qualified staff facilitates achievement of the academic standards and the schoolwide learning outcomes through a system of
preparation, induction, and ongoing professional development.
Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student
learning needs.
All students have equal access to the schools entire program
The human, material, physical, and financial resources are utilized effectively to support students in accomplishing the academic standards
and the schoolwide learning outcomes.
The school is a safe, clean, and orderly place that nurtures learning and provides a focus on continuous school improvement.
Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision,
mission, the schoolwide learner outcomes, and the district LCAP
State and/or Local Priorities Addressed by this goal:
State Priorities: 1. Basic; 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 7. Course access; 8. Other pupil
outcomes
Local Priorities:
Annual Measurable Outcomes
Expected Actual
8
Priority 1: Basic Conditions at
School: SARC Reports
2018-19
99.8% Average on all indicators
on Facility Inspection Reports
from all 7 sites
0% Teacher Misassigned
Access to Textbooks in All Core
Courses
All 3 Targets Met
Average Percentage Score of Conditions on
Williams Facilities Inspection Tool
2 0 1 7 2 0 1 8
California HS 99.47% 99.52%
La Serna HS 99.84% 100%
Pioneer HS 99.74% 99.79%
Santa Fe HS 100% 100%
Whit t ier HS 99.84% 99.87%
Sier ra Educat ion Center( Fr on t ier HS &
Sier r a Vist a HS)
100% 100%
W UHSD 9 9 .8 2 % 9 9 .8 6 %
Note: 2 schools are situated on Sierra Education Center: Frontier &
Sierra Vista
0% Misassigned Teachers
100% access to textbooks in all core classes
9
Priority 2: Implementation of
State Standards
2018-19
Reflection Survey Completed
and Report of Progress to the
Board
Teacher Professional Learning:
Average Days per Teacher
(Target: 5 days per year)
Professional Learning:
Percentage of Teachers by
School Participating in Summer
and District Best Practices
(Target: 75% Comprehensive;
50% Alt Ed)
All 3 Targets Met
The Reflection Survey on the implementation of academic state
standards was originally given to Course Leads at Summer Professional
Learning, then discussed with other Teacher Leadership Groups, as well
as with Administrative Groups, to ensure common understanding and
input from a wide variety of stakeholders. Following the original survey,
the annual administration and follow-up falls to a more select District
Committee who oversees extensive Professional Learning in the summer
and throughout the year for all content areas, including the structured
content professional learning and collaborative groups at the teachers
request. This collaborative professional learning has led to a relatively
high rating for many content areas. Transition to the Common Core
began in the summer of 2010 -- the same time SBE was adopting the
standards for ELA and math, with the content frameworks used as a
source for ongoing, embedded professional learning. Utilizing new
standards and content frameworks within our collaborative groups allows
for this new content to be processed by our teachers and seamlessly
woven into assessments and activities that they develop themselves,
allowing not only for full implementation but also sustainability. The
results are summarized below:
In regards to progress in providing professional learning for
teaching to the recently adopted academic standards, English
identified full implementation; whereas, Mathematics, Social
Science, ELD, and Science identified as initial implementation
In regards to making instructional materials that are aligned to the
standards available in all classrooms where the subject is taught,
English, Math, Social Science, and Science identified as full
implementation; whereas, ELD identified as initial implementation.
In regards to progress in implementing policies or programs to
support staff in identifying areas where they can improve in
delivering standards-based instruction, World Language identified
as full implementation and sustainability; Physical Education and
Visual and Performing Arts identified as full implementation; and,
Career Technical Education and Health Education Content
Standards identified as initial implementation.
In regards to the success of engaging in activities of identifying
the professional learning needs of groups of teachers, identifying
the professional learning needs of individual teachers, and
10
providing support for teachers on standards they have not
mastered, school administrators averaged a 4, or full
implementation.
Continuing work in all areas should see increases across the board as the
Reflection Survey is used each year to measure increased growth.
Professional Learning: Average Days per Teacher throughout Year
Target: 5 days
2016-17 2017-18
Summer Year Total Summer Year Total
CHS 4.59 3.08 7.67 3.91 4.54 8.54
LS 5.71 4.86 10.57 3.71 6.11 9.82
PHS 4.83 5.01 9.84 4.01 5.98 9.99
SF 4.18 2.91 7.09 3.27 3.87 7.14
WHS 3.97 5.19 9.16 3.78 8.02 11.8
FHS 1.60 3.25 4.85 1.83 7.27 9.1
SV 1.85 .93 2.78 1.54 2.31 3.85
Trans 4.22 1.58 5.80 5.75 .58 6.33
WUHSD 4.51 3.96 8.47 3.66 5.44 9.10
Professional Learning:
11
Priority 7: Course Access 2018-19
Maintain sections in Master
Schedule at a minimum of
4.5 sections per student to
ensure access to broad
selection of courses
Percentage of Teachers Participating in Best Practices
Target: 75% (Alt Ed 50%)
2016-17 2017-18
CHS 84% 98%
LS 87% 99%
PHS 79% 97%
SF 78% 99%
WHS 77% 95%
FHS 65% 94%
SV 75% 91%
Trans 75% 100%
WUHSD 80% 99%
Met
Average Sections per Student in WUHSD Master Schedules
2014-15 2015-16 2016-17 2017-18 2018-19
4.7 5.7 4.9 4.9 4.9
12
Priority 4: Academic Achievement
- Academic Indicator Grade 11
SBAC (DF3)
2018-19
SBAC DF3 Targets:
ELA: 20 points above level 3
Math: 40 points below level 3
Priority 4: Academic Achievement:
English Learner Progress
2018-19
ELPI Target on hold - Focus on
Reclassification. Target: 8.5%
Priority 5: Student Engagement:
Graduation Rate
2018-19
Graduation Rates: Maintain
95.5% or higher at
Comprehensive High
Schools
DASS Schools: Maintain
67% or higher at DASS
Schools
ELA & Math Targets Not Met
ELA: 12.7 points above level 3 (declined 7.5 points from
2017/18) Yellow on Dashboard
MATH: 65.5 points below level 3 (improved 4.3 points
from 2017/18, but did not meet target) Yellow on
Dashboard
Met with increase in Redesignation
Without an ELPI this year and the introduction of a new assessment
(ELPAC), we focused on redesignation of English Learners using ELPAC,
grades, parent consultation, and common assessment scores: 11.6%(up from 7.5% in 2017/18)
Green on Dashboard.
All five comprehensive high schools met the target.
Four-Year Cohort Graduation RatesSchool Target: 96%(Source: DataQuest)
2016-17 2017-18
CA State 86.6% 87.2%
LA County 84.8% 85.1%
WUHSD 88.8% 90.2%
Cal 96.5% 97.9%
LS 98.1% 97.5%
PHS 95.4% 96.7%
13
SF 96.1% 96.4%
WHS 93.8% 97.0%
DASS Graduation Rates: Targets not met
Frontier HS 59.1% (with more detailed explanation in CSI section)
Sierra Vista HS 64.4%
(Independent Study)
14
Priority 5: Student Engagement:
Chronic Absenteeism
2018-19
2017/18 CORE Chronic Absentee
Rate: 11% This is an increase from
10.0% in 16/17 and 7.0% in 15/16
with the same measures.
Chronic Absenteeism Rates
CORE Data 15/16 16/17 17/18
Districtwide 7% 10% 11%
African
American4% 16% 11%
Asian 1% 4% 5%
ELs (+4 years
RFEP)7% 10% 11%
Filipino 5% 7% 2%
Foster 10% 12% 21%
Hispanic 7% 11% 11%
Homeless 10% 15% 16%
SocioEconomic
Dis.8% 13% 12%
Students w/Dis 15% 17% 16%
White 7% 12% 14%
We have been monitoring Chronic
Absenteeism for the past three
years through the CORE Data
Collaborative. With the calculation
differing solely in the number of
requisite days of enrollment (State
calculation has no minimum, while
DataQuest states 12.2%, down from 13.1% for Chronic
Absenteeism; whereas, CORE indicates that WUHSD is 11.7%
(noting the indicators are becoming more alike in how they
calculate with the State's new method).
Additionally, other than the two small student groups of Filipino (124
students) and Asian (133 students), all of the other student groups and
overall decreased last year, while the County and State rates increased
in their Chronic Absenteeism rate.
Met
DataQuest:
Chronic Abs Rate
Ethnicity 16/17 17/18
African American 14.5% 11.3%
Asian 5.3% 6.5%
Filipino 2.5% 5.8%
Hispanic or La no 12.9% 12.1%
White 15.8% 14.7%
All 13.0% 12.2%
County 15.1% 15.5%
State 15.4% 15.6%
15
CORE has a minimum student
enrollment of 45 days, removing
some of the errors that can come
from a student who is enrolled 10
days, then dropped after a 1 day
absence being considered as a
chronic absentee).
13.1% is the District Chronic
Absenteeism Rate for 2016/17
according to CDE DataQuest, which
only has one year of data,, with
subgroups making up more than 1%
of the district listed below
Ethnicity EnrollmentChronic
Abs Rate
African
American120 15.80%
Asian 133 5.30%
Filipino 127 2.40%
Hispanic or
Latino11,156 13.00%
White 1,018 16.10%
All 12,685 13.10%
16
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.
Action 1
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Base level of Staffing
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Base level of staffing provided the
guaranteed level of educational
services to students in WUHSD
$51,421,225 - LCFF -
1000-1999 Certificated
Salaries - Base certificated
personnel (Note: 31:1
Teacher Staffing ratio from
Base)
$20,024,926 - LCFF -
2000-2999 Classified
Salaries
$21,860,008 - LCFF -
3000-3999 Employee
Benefits
$51,468,292 - LCFF -
1000-1999 Certificated
Salaries
$20,274,200 - LCFF -
2000-2999 Classified
Salaries
$22,066,223 - LCFF -
3000-3999 Employee
Benefits
Action 2
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Maintain academic and career
counseling services to ensure
students are placed in appropriate
and most rigorous coursework in
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Counselors provided students with
academic, career, and socio-
emotional support throughout high
school as students are placed into
$2,553,305 - LCFF -
1000-1999 Certificated
Salaries
$481,421 - LCFF -
3000-3999 Employee
Benefits
$2,537,878 - LCFF -
1000-1999 Certificated
Salaries
$633,252 - LCFF -
3000-3999 Employee
Benefits
17
preparation for college and career,
ensuring students are directed, not
invited, to stretch to maximum
heights.
most rigorous course of study and
demonstrate success through higher
on-target and A-G rates.
Action 3
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Continue to reduce class sizes and
increase Course Access by
increasing staffing by additional .5
students per FTE (equivalent of
6 FTEs)
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Maintained lowered staffing ratio
(decreased by .5 students per FTE
four years ago). This has resulted in
slightly smaller class sizes, but more
importantly, increased course
access.
$531,794 - LCFF -
1000-1999 Certificated
Salaries
$186,160 - LCFF -
3000-3999 Employee
Benefits
$503,621 - LCFF -
1000-1999 Certificated
Salaries
$175,943 - LCFF -
3000-3999 Employee
Benefits
Action 4
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
$150,000 - Federal
Revenues - Title II -
1000-1999 Certificated
Salaries - Presenters,
Stipends, Subs
$33,000 - Federal
Revenues - Title II -
3000-3999 Employee
$382,562 - Federal
Revenues - Title II -
1000-1999 Certificated
Salaries
$168,542 - Federal
Revenues - Title II -
3000-3999 Employee
Benefits
18
Location: All Schools
Teacher Professional Learning in
Summer and Best
Practices (CCSS, NGSS, ELD,
integration of technology with
content standards and assessment
applications) Course Lead +1 from
each site attend content weeks in
summer for ELA, Math, Science, SS,
and World Language then share
professional learning with teachers
on their site teams. Sub time
throughout the school year to
continue to implement summer
professional learning and attend
Best Practices after administration of
common assessments.
Location: All Schools
Teacher Professional Learning
focused of preparing WUHSD
teachers to form strong teams that
improve the learning of English
Learners, lower socio-economic and
foster students so they have
increased opportunities during and
after high school. Best Practices
throughout the year continued to
reinforce the summer learning,
creating and modifying assessments
and sharing resources to support
both teachers and students.
Benefits
$400,000 - LCFF -
1000-1999 Certificated
Salaries
$105,688 - LCFF -
3000-3999 Employee
Benefits
$83,090 - LCFF -
4000-4999 Books and
Supplies - Support
materials and copies,
lunch, & water (~$30 per
day per person)
$13,588 - LCFF -
2000-2999 Classified
Salaries - IDC
$484,417 - LCFF -
1000-1999 Certificated
Salaries
$126,645 - LCFF -
3000-3999 Employee
Benefits
$125,621 - LCFF -
4000-4999 Books and
Supplies
$16,541 - LCFF -
2000-2999 Classified
Salaries
Action 5
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Location: All Schools
Provide the BTSA (Beginning Teacher
Support and Assessment) Induction
Program for beginning teachers, and
Peer Assistance Support System
(PASS) Program for teachers as
needed
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served:
Location: All Schools
Ten new teachers were provided
induction support, with four
expected to complete the induction
experience in June 2019. There
were not any teachers in Peer
Assistance Support.
$72,011 - LCFF -
1000-1999 Certificated
Salaries
$13,523 - LCFF -
3000-3999 Employee
Benefits
$8,222 - LCFF - 4000-4999
Books and Supplies
$6,500 - LCFF - 5000-5999
Services and Other
Operating Expenses -
Professional Learning and
Conferences
$72,011 - LCFF -
1000-1999 Certificated
Salaries
$28,648 - LCFF -
3000-3999 Employee
Benefits
$5,964 - LCFF - 4000-4999
Books and Supplies
$7,642 - LCFF - 5000-5999
Services and Other
Operating Expenses
19
Action 6
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
NBPTS Application Process
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
There were not any new NBPTS
applicants this year; however, two
teachers are in the process of
completing their application, but will
not complete it until next year. Next
year we should have quite a few
applicants involved in the process
who need to renew their
certification.
$23,240 - Federal
Revenues - Title II -
5000-5999 Services and
Other Operating Expenses -
NBPTS Application and
Program Support Costs
$11,674 - Federal
Revenues - Title II -
1000-1999 Certificated
Salaries - Certificated sub
costs for teachers to be
released to observe and
work together on application
$900 - Federal Revenues -
Title II - 3000-3999
Employee Benefits - Sub
Benefits
$7,840 - Federal Revenues
- Title II - 5000-5999
Services and Other
Operating Expenses
$1,842 - Federal Revenues
- Title II - 1000-1999
Certificated Salaries
$194 - Federal Revenues -
Title II - 3000-3999
Employee Benefits
Action 7
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Professional Clear Administrator
Induction Program for administrators
through WUHSD local program
(under ACSA's umbrella) includes
stipend for coach consultant, annual
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
There were four new candidates in
this two-year long program, along
with four "graduates" from the
program in 2018.
$14,000 - Federal
Revenues - Title II -
5000-5999 Services and
Other Operating Expenses -
Certificated coach stipend
$4,500 - Federal Revenues
- Title II - 5000-5999
Services and Other
Operating Expenses -
Support of Candidates in
Program
$2,000 - Federal Revenues
- Title II - 4000-4999 Books
$14,000 - Federal
Revenues - Title II -
5000-5999 Services and
Other Operating Expenses
$3,000 - Federal Revenues
- Title II - 5000-5999
Services and Other
Operating Expenses
$1,850 - Federal Revenues
- Title II - 4000-4999 Books
and Supplies
$2,885 - Federal Revenues
- Title II - 5000-5999
20
upkeep of (two) coaches
certification through network
professional learning, annual
candidate enrollments, and local
professional learning for candidates.
and Supplies
$3,000 - Federal Revenues
- Title II - 5000-5999
Services and Other
Operating Expenses
Services and Other
Operating Expenses
Action 8
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Leadership Development for Course
Leads, Department Chairs, and
Administrators on mentoring and
coaching certificated staff and
training to support effective teaching
and learning, particularly for the
underachieving students and
subgroups
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Coaching meeting and leadership
development materials were
developed and utilized at several
meetings throughout WUHSD to
support effective teaching and
learning.
$4,800 - LCFF - 1000-1999
Certificated Salaries
$909 - LCFF - 3000-3999
Employee Benefits
$500 - LCFF - 4000-4999
Books and Supplies
$2,000 - LCFF - 1000-1999
Certificated Salaries
$923 - LCFF
$568 - LCFF - 4000-4999
Books and Supplies
Action 9
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
$82,834 - LCFF -
1000-1999 Certificated
Salaries
$21,537 - LCFF -
$84,904 - LCFF -
1000-1999 Certificated
Salaries
$23,916 - LCFF -
21
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Data Leads at six sites (10
hours/month) to collect and display
data on the services provided to
targeted students (EL, foster, SED) in
order to provide decision makers
with information on the
effectiveness of those services
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
The availability of a teacher with
extra hours and training at each site
to pull data in a timely manner for the
analysis of interventions assisted in
making decisions regarding current
and future services for EL, foster, &
SED students.
3000-3999 Employee
Benefits
2000-2999 Classified
Salaries
Action 10
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: LEA-wide
Location: All Schools
Join consortia with other partner
school districts to provide services
and workshops to parents of English
Learner Parents to engage them in
the educational process of child and
assist them in understanding the high
school and post-secondary
requirements.
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: LEA-wide
Location: All Schools
Workshops for EL parents engaged
them in educational process and
with the community of learners.
$4,000 - LCFF - 5000-5999
Services and Other
Operating Expenses -
Contracting with local
provider of workshops for
English Learner parents in
the community; Cost
shared with three of partner
elementary school districts
$4,000 - LCFF - 5000-5999
Services and Other
Operating Expenses
22
Action 11
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Community Liaison to help develop
relationships and encourage
participation with stakeholders who
normally would not participate in
the LCAP process
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Community Liaison developed
relationships with stakeholders
throughout the community,
including local merchants, parents,
and students
$30,000 - LCFF -
5000-5999 Services and
Other Operating Expenses
$29,500 - LCFF -
5000-5999 Services and
Other Operating Expenses
Action 12
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Professional Learning for Classified
personnel to ensure that students
are supported at the highest level
possible both in and out of the
classroom. Workshops may include
professional learning and
support for personnel in the area of
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Instructional aides for special
education had professional learning
workshops covering two days on
topics that assisted them in
supporting students in the
classroom. There was two days of
$150,000 - Federal
Revenues - Title II -
2000-2999 Classified
Salaries
$40,000 - Federal
Revenues - Title II -
3000-3999 Employee
Benefits
$141,321 - LCFF -
2000-2999 Classified
Salaries
$43,215 - LCFF -
3000-3999 Employee
Benefits
23
behavior management, technology,
food service regulations,
communication, safety and security,
and other areas that ensure the best
possible performance and
environment for staff and students.
"Pool School" for M&O personnel
who cared for the pools on each of
the sites. Food service personnel
learned about caring for food
products with care to keep them
safe tor consumption.
Analysis
Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including
performance data from the LCFF Evaluation Rubrics, as applicable.
Describe the overall implementation of the actions/services to achieve the articulated goal.
All of the actions and services were implemented as planned; however,neither Leadership Development (Goal 1.8) nor National
Board Certification (Goal 1.6) was implemented to the degree they had been in the past due to annual circumstances. This is likely
to change in upcoming years. Professional learning was slightly stronger than originally projected. The organizational structure is
in place and supportive of student learning in WUHSD. Professional learning helps lay the foundation for the organizational
knowledge required to keep the structure in place, regardless of changes in leadership or staff. Each site evaluates their local
needs, then comes together three times a year at the district for the LCAP Taskforces. At these events, there are Teachers,
Counselors, Support Personnel, and Admin for each school site that discuss student needs based on data. Review of plan
implementation and any challenges are reviewed, with potential solutions explored. The use of Google docs maintains an ongoing
record that can be referred to back at the site, as well as at the new Taskforce. Site improvements goals reinforce district
improvement goals in a coherent system that supports the District's mission and vision.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
District practices and expectations guarantee that WUHSD places highly-qualified staff in all classrooms. In order to ensure that all
students learn at maximum levels, teachers are required to have their CLAD and are assigned to teach courses according to their
credential. Teachers attended an average of 9.1 days of professional learning, up from 8.47 days in the previous year.
Additionally, 99% of WUHSD teachers participated in some type of professional learning in the past year. This also is a dramatic
increase from the previous year where only 80% of teachers participated in professional learning.
Support in WUHSD courses includes standards-based instructional materials available for students in the classroom, at home, and
online. Each student attends school in a clean and safe learning environment that has annual formal inspections of over 1,460
24
areas. Facilitates continue to be rated as excellent on all sites, with an average of 99.86% on the district evaluation form, and all
sites scoring over 99.74%.These inspections were used to complete the SARC. In order to receive such high scores on the
annual inspections, school personnel continually inspect and maintain their school site to a high standard of excellence,
immediately responding to any report of needed attention.
All students have access to courses that will open up many opportunities to them in their future, despite what they may desire at
the moment. There are very few courses that are not A-G approved for students to take in WUHSD. District philosophy is to place
students in the most rigorous coursework and provide additional support to make them successful, not to lower expectations.
Mindset changes have accompanied the expansion of A-G coursework, with the Native Speaker Spanish courses being replaced
by Spanish Honors courses, making transcripts and GPAs more desirable for those with Spanish was a home language.
There are also a multitude of measures that are utilized in Whittier Union to ensure that all students have access to, and are
enrolled in, a broad course of study. These include a variety of reports and pivot tables that are sent to the sites eight times each
year at the end of each grading term. Reports are often longitudinal; e.g., percentage of students scheduled in A-G coursework,
students success rate (courses above a C), and percentage of students on-target for graduation rate. Accompanying these
summary and disaggregated reports are pivot tables that drill down to the program, grade level, subgroup, and actual student(s)
so that intervention and support can be provided to the student before semester grades are posted on the transcript and the
student finds themselves behind. All of the Pivot Tables have slicers for grade level, gender, ethnicity, special education, language
proficiency, foster or homeless status, socioeconomic disadvantaged; along with all of the course characteristics, including
department, A-G course, etc. The slicers assist in digging deeper into the data to uncover situations before they become issues,
ensuring that no student falls through the cracks. Finally, a teacher at each school site serves in the extra duty role (10 hours per
month) of Data Lead to assist administration in the collection and analysis of the of data to ensure students success.
Principals turn in their Annual Reports every October that contain longitudinal data on all of the Boards Measurable Targets, all of
which are included in the LCAP (many of which are also State-mandated indicators). The Annual Report has the same goals as
the LCAP followed by three questions:
What was your schools plan to address these targets?1.
What were your schools results in meeting these targets? (populated with longitudinal data)2.
What are your schools plans for improvement?3.
Principals do not complete these reports alone they involve their leadership teams, teachers, and other stakeholders to ensure that
many voices are heard in the planning of continual improvement based on data. This is just one piece of information that helps the
different stakeholders on the summer retreats, staff, parents, and community members, fully understand what is important in
Whittier Union. The completed Annual Report is the basis for the Principals evaluation.
25
Organizationally, with a strong focus on continual school improvement and the use of the WASC criteria as the basis for the
Boards Measurable Targets, the LCAP Goals, and the Principals Annual Report, there is a clear and coherent focus within the
District. Everyone continues to row in the same direction with their focus on improving the well-being of our students.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
The primary difference between budgeted and actual comes in personnel costs due to salary increases of approximately 2.5%
for both certificated and classified, with another STRS/PERS increases of 2%
When the LCFF budget was adjusted, additional supplemental and concentration funds were placed into our budget to use for
appropriate certificated salaries for unduplicated students (primarily due to the 2.5% increased cost in this area). This funding
came from the changing budget projections received, so the total amount of LCFF supplemental and concentration funds allocated
for 2018/19 in WUHSD was $23,793,148 ($768,336 more than indicated on the 2018/19 LCAP).
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as
applicable. Identify where those changes can be found in the LCAP.
There will be a slight decrease in expenditures for Professional Learning for Classified out of LCFF S/C in the upcoming year due
to the State grant that was received for $109,856. Professional Learning will still continue, in fact, the cost will increase as
WUHSD now has assumed transportation under it's wing; whereas, before it was a consortium among WUHSD and the five
partner elementary districts (Goal 1.12; pg. 122).
Frontier HS will hire one of their teachers teachers to do extra hours (3 hours/month or maximum of 30 hours.year) in order to
serve as their Data Lead out of LCFF S/C. Frontier did not have a Data Lead in the past like the comprehensive high schools and
the Transition Program; however, they are now in CSI for graduation rate and with the DASS parameters and ongoing reporting
throughout the year, additional data collection will be necessary to inform programmatic decisions (Goal 1.9, 118).
26
Goal 2
CURRICULUM & INSTRUCTION
All students experience high-quality instruction that engages their interest while providing a rigorous, relevant and coordinated curriculum that
supports the achievement of the State Content Standards.
In order for students to achieve at high levels, we believe the following must be in place.
All students are engaged in challenging learning experiences in the classroom that effectively help them learn the academic standards
assessed on state and national assessments that prepare them for college and career after high school
All teachers will use a variety of strategies and resources, including technology and experiences beyond the textbook that actively engage
students, emphasize higher order thinking skills, and help them succeed at high academic levels.
Teachers continue to develop personally and professionally, regularly articulating with teachers from partner middle schools and local
colleges, reviewing the success of the graduates to learn about their own program and others, while also using educational research to
strengthen the current instructional program so all students achieve at higher levels
State and/or Local Priorities Addressed by this goal:
State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 8. Other pupil outcomes
Local Priorities:
Annual Measurable Outcomes
Expected Actual
27
Priority 2:
Implementation of
State Standards
2018-19
Reflection Survey
Completed and
Report of
Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional
Learning:
Percentage of
Teachers by School
Participating in
Summer and District
Best Practices
(Target: 75%
Comprehensive;
50% Alt Ed)
Met: Description of Reflection Survey Recorded on in Goal 1 (and on the Dashboard with Report
of Progress to the Board)
Met: Professional Learning
Professional Learning: Average Days per Teacher throughout YearTarget : 5 days
2 0 1 6 - 1 7 2 0 1 7 - 1 8
Summer Year Tot al Summer Year Tot al
CHS 4 . 59 3 . 08 7 .6 7 3 . 91 4 . 54 8 .5 4
LS 5 . 71 4 . 86 1 0 .5 7 3 . 71 6 . 11 9 .8 2
PHS 4 . 83 5 . 01 9 .8 4 4 . 01 5 . 98 9 .9 9
SF 4 . 18 2 . 91 7 .0 9 3 . 27 3 . 87 7 .1 4
WHS 3.97 5.19 9 .1 6 3 . 78 8 . 02 1 1 .8
FHS 1 . 60 3 . 25 4 .8 5 1 . 83 7 . 27 9 .1
SV 1 . 85 . 93 2 .7 8 1 . 54 2 . 31 3 .8 5
Trans 4 . 22 1 . 58 5 .8 0 5 . 75 . 58 6 .3 3
W UH SD 4 .5 1 3 .9 6 8 .4 7 3 .6 6 5 .4 4 9 .1 0
Pr ofe ssiona l Le a r n ing:Pe r ce nt a ge of Te a che r s Pa r t icipa t ing in Be st Pr a ct ice s
Target : 75% ( Alt Ed 50% )
28
Priority 4: Academic
Achievement -
Academic Indicator
Grade 11 SBAC (DF3)
2018-19
SBAC DF3:
ELA: 20 points
above level 3
Math: 40 points
below level 3
Priority 4: Academic
Achievement: English
Learner Progress
2018-19
ELPI Target on hold -
Focus on
Reclassification.
Target: 8.5%
2 0 1 6 - 1 7 2 0 1 7 - 1 8
CHS 84% 98%
LS 87% 99%
PHS 79% 97%
SF 78% 99%
WHS 77% 95%
FHS 65% 94%
SV 75% 91%
Trans 75% 100%
W UHSD 80% 99%
Not Met: ELA
Not Met: Math
ELA: 12.7 points above level 3 (declined 7.5 points from 2017/18)
MATH: 65.5 points below level 3 (improved 4.3 points from 2017/18)
Yellow on Dashboard
Target Met: Without an ELPI this year and the introduction of a new assessment (ELPAC), we
focused on redesignation: 11.6% (up from 7.5% in 2017/18)
29
Priority 5: Student
Engagement:
Graduation Rate
2018-19
Graduation Rates:
Maintain 95.5% or
higher at
Comprehensive
High Schools
DASS Schools:
Maintain 67% or
higher at DASS
Schools
Priority 5: Student
Engagement: Chronic
Absenteeism
2018-19
Chronic
Absenteeism
Target: Decrease
1% overall to
12.1% based on
CDE DataQuest
All five comprehensive high schools met the target.
Four-Year Cohort Graduation RatesSchool Target: 96%(Source: DataQuest)
2016-17 2017-18
CA State 86.6% 87.2%
LA County 84.8% 85.1%
WUHSD 88.8% 90.2%
Cal 96.5% 97.9%
LS 98.1% 97.5%
PHS 95.4% 96.7%
SF 96.1% 96.4%
WHS 93.8% 97.0%
DASS Graduation Rates:
Targets not met
Frontier HS 59.1% (with more detailed explanation in CSI section)
Sierra Vista HS 64.4%
(Independent Study)
DataQuest states 12.2%, down from 13.1% for Chronic Absenteeism; whereas,
CORE indicates that WUHSD is 11.7% (noting the indicators are becoming more alike
in how they calculate with the State's new method).
Additionally, other than the two small student groups of Filipino (124 students) and Asian (133
students), all of the other student groups and overall decreased last year, while the County and
State rates increased in their Chronic Absenteeism rate.
Target Met
DataQuest:
30
Priority 8:
College/Career
Indicator
2018-19
CCI Prepared: Increase
2% per year
Class of 2017: 51.6%
Prepared
AP Pass Rate 2018-19
AP Pass Rate
Target: 42%
Chronic Abs Rate
Ethnicity 16/17 17/18
African American 14.5% 11.3%
Asian 5.3% 6.5%
Filipino 2.5% 5.8%
Hispanic or La no 12.9% 12.1%
White 15.8% 14.7%
All 13.1% 12.2%
County 15.1% 15.5%
State 15.4% 15.6%
Nearly Met (shy.5%)
Overall Yellow on Dashboard
Class of 2018: 53.1% Prepared
Met: 42% passing with a 3 or higher on the 4,493 tests taken
31
AP Participation Rate:
Percentage of Unique
Students Taking at
least One Test
2018-19
Target for
Percentage of
Students Taking at
least one AP
Class in School
Year: 20%
Target for
Percentage of AP
Students Taking at
least one Test in
School Year: 75%
Met Both Targets
Percentage of Unique Students Taking at Least One AP Classes in
School Year
2 0 1 2 - 1 3 2 0 1 3 - 1 4 2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8
CHS 8% 11% 17% 19% 27% 22%
LS 18% 17% 19% 22% 30% 25%
PHS 9% 11% 14% 10% 26% 26%
SF 9% 10% 18% 20% 26% 25%
WHS 16% 21% 23% 23% 26% 25%
W UHSD 1 2 % 1 4 % 1 8 % 2 0 % 2 7 % 2 1 %
Percentage of AP Students who Take at least
One Test during School Year
2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8
CHS 78% 72% 71% 70%
LS 97% 93% 91% 86%
PHS 94% 93% 81% 79%
SF 84% 81% 80% 84%
WHS 63% 75% 77% 70%
32
A-G Rate 2018-19
UC/CSU A-G Rate
Target: 53.5%
D/F Rates Sem 1 2018-19
D/F Rate Sem 1
Target: 10.6%
D/F Rates Sem 2 2018-19
D/F Rate Sem
2 Target: 11.9%
On-Target for
Graduation Rate Sem
1
2018-19
On-Target Rate for
Graduation
Semester 1
Target: 94%
On-Target for
Graduation Rate Sem
2
2018-19
On-Target Rate for
Graduation
Semester
2 Target: 94%
EL Reclassification
Rate
2018-19
EL
Reclassification Rate
Target: 9.5%
W UHSD 8 3 % 8 2 % 8 1 % 7 8 %
UC/CSU A-G Rate Target Met: 55.3%
D/F Rate Sem 1 Target Not Met: 11.5%
D/F Rate Sem 2 Target Met: 11.2%
On-Target Rate for Graduation Semester 1 Target Not Met: 93.1%
On-Target Rate for Graduation Semester 2 Target Met: 94.6%
EL Reclassification Rate Target Met: Without an ELPI this year and the introduction of
a new assessment (ELPAC), we focused on reclasification: 11.6% (up from 7.5% in
2017/18)
33
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.
Action 1
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Textbooks & Instructional Materials
for base school program (Lottery
funds for IMRFP)
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Textbook adoption for advanced
math courses, novels for ELA,
binding of current selected
texts, and preparation for Social
Studies, which will occur in in the
2019/20 school year
$600,000 - Other State
Revenues - 4000-4999
Books and Supplies
$318,324 - Other State
Revenues - 4000-4999
Books and Supplies
Action 2
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Technological Teacher Support Tools
for teachers to maintain student and
textbook records (e.g., SEIS Special
Ed System or Destiny Textbook
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
Technology purchased included SEIS
(Special ed system) and Destiny
(textbook manager) -- supported
learning in the classroom
$28,200 - LCFF -
5000-5999 Services and
Other Operating Expenses
$28,413 - LCFF -
5000-5999 Services and
Other Operating Expenses
34
Manager)
Action 3
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
With summer school assistance from
Mt SAC, decrease Summer School
sections paid for by WUHSD.
Currently, WUHSD provides smaller
sections for Targeted Students (EL,
foster, SED) at all sites to ensure
that academic proficiency and credit
attainment are at expected levels.
Summer School staffing decreased
due to certificated Admin Intern from
Mt SAC (TOSA) and one classified
support at each comp high school.
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Each site had 2-6 smaller classes for
EL, foster, or SED students funded
through LCFF to provide
individualized attention and learning
support. The majority of the cost of
summer school was still paid for by
Mt SAC (over $600,000). Nearly 95%
of students entered school in August
2018, on-target to graduate based
on credits. Before summer school,
only 92.2% of students were
on-target to graduate. Thanks to
summer school, over 200 students
got back on track, with another
4,024 students earning credits they
needed for graduation in specific
content areas. WUHSD schools had
robust summer school programs,
with students provided opportunities
to take courses in all content areas.
If a student's home school did not
$100,000 - LCFF -
1000-1999 Certificated
Salaries
$85,000 - LCFF -
2000-2999 Classified
Salaries
$33,000 - LCFF -
3000-3999 Employee
Benefits
$189,231 - LCFF -
1000-1999 Certificated
Salaries
$64,294 - LCFF -
2000-2999 Classified
Salaries
$8,129 - LCFF - 3000-3999
Employee Benefits
35
offer a specific course, they were
able to attend school at another
campus. Rio Hondo and ROP also
offered courses on WUHSD schools
in the summer, also.
Action 4
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
After-School Courses to support
targeted students in credit recovery
along with parallel support to ensure
success the first time in course
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Sites used after-school courses in
different ways to meet the needs of
their students in mastering content
the first time taking a course. Some
started the course mid-way through
the first semester, while others
began courses at the start of each
semester.
$73,142 - LCFF -
1000-1999 Certificated
Salaries
$13,166 - LCFF -
3000-3999 Employee
Benefits
$86,000 - LCFF -
5000-5999 Services and
Other Operating Expenses
$94,574 - LCFF -
1000-1999 Certificated
Salaries
$23,398 - LCFF -
3000-3999 Employee
Benefits
$98,684 - LCFF -
5000-5999 Services and
Other Operating Expenses
Action 5
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
$3,417,213 - LCFF -
1000-1999 Certificated
Salaries
$744,978 - LCFF -
$3,798,613 - LCFF -
1000-1999 Certificated
Salaries
$951,357 - LCFF -
36
Students to be Served: Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Additional sections at each site
provide credit recovery and parallel
academic courses, along with socio-
emotional support to students,
ensure students, particularly SED
students, do not fall behind in
credits. Guided Study comprises
some of the sections for the
low-income at-risk students at all
sites. Guided Study are sections of
support programs during and beyond
the freshman year that provide
continued intensive support and
monitoring to students through
interpersonal engagement,
instruction in organizational skills and
time management, and daily
homework checks. Connecting with
all of the teachers that each student
has throughout the day to ensure
that they are on-track provides a
solid foundation for students ninth
grade year. We have found that
these Guided Study sections eases
the transition for the high-risk
low-income students, lowers the
dropout rates, connects students to
school, results in students wanting
to come to school, thus improving the
attendance rates so students can
learn. (128 additional support
Students to be Served: Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Between 21 and 63 sections (4.2 -
12.6 FTE) were added at the
different sites to support students
at-risk of not mastering course
content and passing their classes.
Some of these supplemental section
supports were parallel classes,
some were Guided Study, and some
were smaller sections on dedicated
content to individualize instruction.
The result was a decrease in the D/F
rate for 1st semester from 11.5% in
17/18 to 11.2% in 18/19. On-Targets
rates for graduation continue to
increase, being the highest overall in
history of the district, and the
graduation rate continues to remain
above 95% at all comprehensive
high schools.
3000-3999 Employee
Benefits
3000-3999 Employee
Benefits
37
sections districtwide).
Action 6
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Provide additional sections
for SDAIE & ELD in order to support
EL students' success. This provides
parallel support classes as well as
lower class sizes in other
coursework so EL students get more
personalized and individual attention.
Parallel Academic English
Development (ALD) courses assist
English Learners in mastering English
language and gaining proficiency in
academic coursework, along with
gaining organizational skills. Some of
these sections will now be Guided
Study sections for EL students (LS)
(total EL support sections 127
district)
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
139 sections supporting EL students
mastering of English and success in
content courses were added to the
Master Schedules this year, including
Parallel Academic English
Development (ALD) courses that
assist English Learners with
previewing the vocabulary and
difficult content before learning it in
their mainstreamed courses, along
with support for organizational and
time management skills. The
one-on-one in these smaller support
classes resulting in other sites
modifying the structure and forming
EL Guided Study, which has led to
higher pass rates in academic core,
an increase of 9% in first semester
18/19. Additionally, the benefit of
smaller classes for EL students can
be seen in the EL reclassification
$3,196,596 - LCFF -
1000-1999 Certificated
Salaries
$703,404 - LCFF -
3000-3999 Employee
Benefits
$3,391,160 - LCFF -
1000-1999 Certificated
Salaries
$707,560 - LCFF -
3000-3999 Employee
Benefits
38
rate increase of 4.1%, up to 11.6%.
Action 7
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Schoolwide
Location: All Schools, Specific Schools:
Comprehensive High Schools
Ed Tech Support Leads foster
seamless integration of technology
with curriculum. Teachers at each
comprehensive high school have
release periods to assist their
colleagues one-on-one or to provide
workshops on technology that is to
be used in the classroom to further
understanding and engagement.
(total of 7 sections + hourly Trans)
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Schoolwide
Location: All Schools
Spreading their expertise through
period-by-period workshops,
one-on-one training, development
of video libraries, and other
innovative techniques, seven
teachers throughout the District
were released for one period out of
their schedule to accomplish the goal
of increasing the technological
literacy of their colleagues so as to
further engage students in learning.
The Ed Tech at Transitions was paid
hourly so as not to release her from
her teaching assignment.
$163,437 - LCFF -
1000-1999 Certificated
Salaries
$32,593 - LCFF -
3000-3999 Employee
Benefits
$6,000 - LCFF - 5000-5999
Services and Other
Operating Expenses
$136,856 - LCFF -
1000-1999 Certificated
Salaries
$31,985 - LCFF -
3000-3999 Employee
Benefits
$1,238 - LCFF - 5000-5999
Services and Other
Operating Expenses
Action 8
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as For Actions/Services included as $415,104 - LCFF -
2000-2999 Classified
$427,577 - LCFF -
2000-2999 Classified
39
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Comprehensive High Schools
Open Media Center until evening so
students can access technology,
resources, and tutoring services.
Staffed with a full-time computer lab
assistant to monitor media center
and provide computer assistance to
students.
Provide tutoring and targeted
academic assistance in the media
centers after school, using
certificated, classified, College and
High School Tutors to assist.
The full-time computer lab assistant
in the Media Center also monitors the
location of the tutoring in the
classrooms during the day using
College tutors, as well as the
location of the technology carts.
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Media Centers were open before
and after school at the
comprehensive high schools,
allowing students to study, print from
the computers, receive tutoring
assistance, and, at some sites,
attend a variety of workshops.
Participation is directed at some
sites, and has a direct impact on
improving classroom grades.
Salaries
$256,779 - LCFF -
1000-1999 Certificated
Salaries
$106,559 - LCFF -
2000-2999 Classified
Salaries
$152,118 - LCFF -
3000-3999 Employee
Benefits
Salaries
$204,683 - LCFF -
1000-1999 Certificated
Salaries
$101,021 - LCFF -
2000-2999 Classified
Salaries
$151,214 - LCFF -
3000-3999 Employee
Benefits
Action 9
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
$373,843 - LCFF -
4000-4999 Books and
Supplies
$98,406 - LCFF -
$203,488 - LCFF -
4000-4999 Books and
Supplies
$88,264 - LCFF -
40
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Technology: As courses and
assessments move to a more
technologically-based format,
students need to be well-versed in
the medium. The purchase of
technological devices and
accompanying carts/furniture will
ensure students have access to all
forms of content and that they are
fully prepared for college and
career, particularly those students
who do not have access to these
devices at home.
Technological services and
programs to engage students and
provide them with additional support
and access to the content (e.g.,
Turn-it-In, CA streaming
video, Artstor,and other
content providers). Pilot of an online
course provider for on-site credit
recovery program for at-risk
students (CyberHigh).
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
As schools and districts around us,
including some that feed into us, go
to a one-to-one model for
technology, we do not plan to do
that; however, sound pedagogy
uses technology as a tool to support
learning. As such, we are
approaching a 1:1 ratio, but the
devices remain on the sites, with
access to web-based services and
programs to be used with guidance
from staff.
Not only is technology continually
changing and needing to be
upgraded or replaced; the student
and teachers are continually
changing also. The continual battle of
teens using technology vs. using
technology to learn requires staff to
continually learn with the students.
The CyberHigh pilot was successful
this past year with comprehensive
high school students; however,
some alternative education students
struggled with some of the A-G
course levels in an online
environment. Guidelines were
developed with stakeholders from all
groups and it was deployed for
credit recovery for students
4000-4999 Books and
Supplies - Technology carts
for devices
$182,499 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Software services and aps
for devices to support
instruction
4000-4999 Books and
Supplies
$129,544 - LCFF -
5000-5999 Services and
Other Operating Expenses
41
throughout the district. The
stakeholder group agreed it
should only be used for credit
recovery within the district - not
original credit. In the upcoming year,
more credit deficient students will be
able to utilize the service. 92% of the
students who were credit deficient
and used CyberHigh were part of an
Unduplicated Student Group.
Action 10
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Support & Training of Academic
Mentors: Academic Mentors support
teachers in the classroom to ensure
targeted students master academic
content. Training is provided to
ensure that the Academic Mentors
acquire the appropriate
knowledge about the requisite skills
and demeanor needed to maximize
learning when supporting at-risk
students within the classroom. The
use of Academic Mentors has
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
The Academic Mentor program is
growing within the district. With
strong organization, training,
recruitment, and scholarship
opportunities for the mentors,
the successes continue to grow.
The design is for mentors to help
students academically within the
classroom; however, the mentors
end up becoming a strong emotional
support for many of the students.
Surveys and interviews noted that
$21,891 - LCFF -
1000-1999 Certificated
Salaries
$4,019 - LCFF - 3000-3999
Employee Benefits
$20,945 - LCFF -
1000-1999 Certificated
Salaries
42
proven to be highly effective, not
only from surveys of students
receiving help, but from a review of
academic grades and from several
Masters' Thesis studying the
program who found that positive
motivational and engagement results
on the part of the student, along with
academic gains.
the mentors were the "one person
the student could count one" through
a tumultuous time period in their life.
Schools share their practices with
one another, helping each other
grow stronger programs throughout
the district.
Action 11
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Outside Professional Development
for learning best instructional
practices when teaching targeted
students in all content areas
(including Visual and Performing Arts
and Physical Education).
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Conferences and other professional
learning opportunities included
CABE, Title III Accountability Institute,
ELA, Math, and Science content
workshops. All learning is shared
with colleagues back on the sites
and at the district.
$88,000 - LCFF -
5000-5999 Services and
Other Operating Expenses
$104,000 - LCFF -
1000-1999 Certificated
Salaries - Sub Costs
$10,560 - LCFF -
3000-3999 Employee
Benefits - Sub Benefits
$88,434 - LCFF -
5000-5999 Services and
Other Operating Expenses
$84,114 - LCFF -
1000-1999 Certificated
Salaries
$10,513 - LCFF -
3000-3999 Employee
Benefits
Action 12
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
43
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
College and Career Pathways: In
order to engage students in their
current educational pursuit and
prepare them for college and career,
interaction with potential careers is
done through a variety of methods
(e.g. Naviance, hands-on
experiences, or course sequences).
Support of struggling students in
these different exploratory
experiences varies from clerk
positions, additional tutoring,
assignments in Naviance.
including PSAT uploaded into
Naviance and/or Road trip Nation for
career exploration, all depending
upon the school site. CTE Pathways
are expanded on sites and with
support of ROP and clerks that
facilitate exploration and completion
of pathways.Additionally, the
UC Puente Program is supported on
three sites to expose under-
represented students to college-level
expectations, rigorous coursework,
along with college trips throughout
the state, with the goal of enrollment
in a four-year college upon
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Deeper implantation of Naviance as
as a tool of college and career
awareness is continuing at the sites
as they import the PSAT scores of all
ninth through eleventh grade
students from the Fall administration,
among other uses. Despite their
structure, sites ensure that all
students have a network of support
to facilitate exploration and support
for college and career,
including College and Career Clerks,
Tutors, and Academy Clerks. The UC
Puente Program on three sites (CHS,
WHS, & LS) continues to have higher
GPAs and on-target rates than the
general population each semester.
All comprehensive sites visit
colleges with students and parents
throughout the year to plant the seed
and make the impossible seem
possible. The 2nd Annual Foster
FAFSA Free-4-All was held in
December on a very rainy night --
and still had participants who not
only completed their FAFSA
and/or CHAFEE, but received
unexpected funding for their first
$15,300 - LCFF -
1000-1999 Certificated
Salaries - Tutoring,
Mentoring, Subs
$387,070 - LCFF -
2000-2999 Classified
Salaries
$143,647 - LCFF -
3000-3999 Employee
Benefits
$15,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Career Exploration
$15,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Puente
$18,000 - LCFF -
4000-4999 Books and
Supplies - Puente
$117,874 - LCFF -
1000-1999 Certificated
Salaries - Puente
Counselors
$30,646 - LCFF -
3000-3999 Employee
Benefits - Puente
Counselors (1/2 at WHS &
CHS)
$5,000 - LCFF - 4000-4999
Books and Supplies -
Foster/Homeless College
$8,121 - LCFF - 1000-1999
Certificated Salaries
(repeated expenditure)
$315,484 - LCFF -
2000-2999 Classified
Salaries
$121,341 - LCFF -
3000-3999 Employee
Benefits
$15,200 - LCFF -
5000-5999 Services and
Other Operating Expenses
$15,000 - LCFF -
5000-5999 Services and
Other Operating Expenses
$18,000 - LCFF -
4000-4999 Books and
Supplies
$113,844 - LCFF -
1000-1999 Certificated
Salaries
$31,521 - LCFF -
3000-3999 Employee
Benefits
$4,851 - LCFF - 4000-4999
Books and Supplies
44
graduation (CHS, LS, WHS). Finally,
expansion of the Foster FAFSAFree-for-All, which was quickly puttogether this past year to servesenior foster students to make surethey not only completed theirFAFSA, but also had access to all thefunds and services available tofoster students, including theTransition Social Worker who camewith news on additional funds theydid not have realize they couldreceive.
year out of high school from their
County Transition Social Worker,
who was able to bring miracles to
fruition for these students.
Action 13
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Visual and Performing
Arts Lead: Engage students with
school and the Visual and
Performing Arts Programs by
enhancing and aligning
current VAPA offerings and by
expanding support through a
new VAPA Lead position. Outreach to
the community will expand through
the development and maintenance of
a district VAPA website and
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
The VAPA Lead, and Art Teacher at
one of the sites, has one period
release to interact with the
community and the other sites as
she arranges art shows, develops
the web site, and supports the sites
as they attract more students into
the arts, thus engaging students
from unduplicated student groups
into the arts. Two VAPA courses
were also A-G approved in the past
$19,462 - LCFF -
1000-1999 Certificated
Salaries
$5,448 - LCFF - 3000-3999
Employee Benefits
$3,570 - LCFF - 4000-4999
Books and Supplies
$2,000 - LCFF - 5000-5999
Services and Other
Operating Expenses
$19,462 - LCFF -
1000-1999 Certificated
Salaries
$5,448 - LCFF - 3000-3999
Employee Benefits
$4,952 - LCFF - 4000-4999
Books and Supplies
$1,819 - LCFF - 5000-5999
Services and Other
Operating Expenses
45
articulation with middle schools and
community groups.
school year. A-G rates at
comprehensive high schools
continues to rise, hitting 61% last
year.
Action 14
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: Low Income
Location: Specific Schools: Transition
Career Life Skills Micro Enterprise
Equipment and curricular materials
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: Low Income
Scope of Service:
Location: Specific Schools: Transition
Life Skills Enterprise continued to be
supported by requisite equipment
$6,936 - LCFF - 4000-4999
Books and Supplies
$6,285 - LCFF - 4000-4999
Books and Supplies
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.
Actions and services were implemented in order to achieve the goal, Textbook adoptions for the year include advanced math
courses, with the main Social Science courses (World Civ, US History, Government, and Economics) doing a thorough study of
textbook options and then piloting a few possibilities so they can make a collaborative and reflective decision on textbooks to
adopt in the 2019/20 (to be in their classrooms for the 2020/21 school year).
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
Many metrics have declared the effectiveness of the actions listed above in reference to students experiencing high quality
instruction that engages their interests while providing them a rigorous, relevant, and standards-based curriculum, including
46
continually increasing A-G rates and On-Target for Graduation Rates, with the current rates being the highest rates ever. Also,
large numbers of students in Advanced Placement courses with an open access policy and consistent pass rates, despite
increasing numbers of students. The largest number of students in the District are in AP Spanish Language, with 466 students last
year (10.4% of testers), and 93% of the students passing the test, compared to the National average of 88% passing. The
majority of these students have a home language of Spanish, with many being Ever ELs.
Whittier Unions Board has expressed two fundamental beliefs regarding teaching and learning:
(1) All teachers can teach to high standards, given the right conditions and assistance. Assessments need to be common
so teams can deconstruct teaching and learning collectively with a more-brains-in-the-room approach; and,
(2) In a standards-based system, the goal is for all students to gain mastery. All students can achieve high standards,
given the requisite time and support; therefore, high expectations and early intervention are essential.
This requires actions for students to get back on track in relation to standards, course completion, and college preparedness.
WUHSD classrooms provide targeted support strategies, tailored interventions, and retesting; providing students with additional
opportunities to learn and demonstrate mastery. These proactive strategies provide hope to high-need students, keeping them
engaged with course content and with the school as a whole. After-school courses, Saturday workshops, smaller personalized
sections, and summer school courses provided WUHSD students opportunities to get "back on track" this past year, with the
highest on-target rate for 17/18 semester 2 and also 18/19 semester 1 -- it defies belief that the number just keeps rising.
Dependent upon developing instructional capacity, this system relies on teachers professional learning. In order to impact student
learning, teachers have to learn improved teaching practices and utilize them regularly in their classroom. To do this, Whittier Union
addresses three key areas of teachers learning and practice: content, process, and collective responsibility. In a content
component, teachers learn to develop high-quality assessments aligned with state standards and informed by past student
performance. Teachers learn what course-alike teams actually do, including a protocol for analyzing students assessment
results, the use of electronic tools, practical feedback strategies, and deeper knowledge of state standards. Rigor and high
expectations are infused throughout this learning, with adjustments made in practice to ensure greater student participation and
success in higher levels of coursework. Second, a process component where teachers learn how to work together as a
course-alike team and improve instruction, moving from individual impact concerns to integrated collegial efforts to achieve
synergistic impact. A broad base of teacher leaders develop highly effective course-alike teams engaged in professional learning,
resulting in the dynamic interchange of informed action between classroom practice and student assessment data. This team
collaboration supports the application of new content and strategies within the classroom. Relationships and trust are key.
Finally, a collective responsibility component focuses on why teachers need to use this team approach and the expected
47
outcomes of useincreased learning for all students, regardless of student demographics or the individual teacher. Developed
through the infusion of research with local data, teachers attitudes and commitment are strengthened through positive growth in
their own classroom or their peers. Students understand learning targets and what is required to reach them, making adjustments
as needed in their method of study. Student and teacher both accept responsibility for learning. Teachers self-efficacy increases,
changing the classroom contractmoving from I taught them, to a more student-centered focus, Did they learn it? Teachers believe
in the power of formative assessment and the power of course-alike teams to impact student learning engaging in this process is
relevant to their daily lives. This requisite triad of rigor, relationships, and relevance increases the readiness of all students to
successfully enter and complete college. It is this change in attitude that works together with the interventions above to make them
effective in raising the metrics -- all except for last year's SBAC scores which were a draw; however, this process, with
teachers taking responsibility for students' learning has been in place. Teachers, as a team, are examining the scores in
relationship to curriculum and instruction, then making the needed adjustments. The College/Career Indicator is another metric that
is not yet fully showing the work of both students, teachers, and counselors; however, in two years when the 2021 cohort
graduates, their hard work should shine. Students have been taking concurrent college courses; CTE pathways are more fully
articulated, with more students enrolled in those pathways; more AP courses have been added, including Computer Principles
which attracts a different group of students who were not previously enrolled in AP courses; and, with the team approach,
students' SBAC scores will increase.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
The primary difference between budgeted and actual comes in personnel costs due to salary increases of approximately 2.5%
for both certificated and classified, with another STRS/PERS increases of 2%
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as
applicable. Identify where those changes can be found in the LCAP.
There will be a decrease in the number of Ed Tech Leads next year as they have been so effective in bringing up the level of
teachers' technological literacy, there is not a need for as many at each site as there were when they were first implemented
(Goal 2,7; pg. 141).
With the adoption of Windows 10, there are specific computers that will not be able to run the software and will need to be
replaced by 2020, causing an increase in technology costs for the upcoming year (Goal 2.9, pg. 145).
48
Priority 1: Basic
Conditions at School:
SARC
2018-19
99.84% Average on
all indicators on
Facility Inspection
Reports from all 7
sites
0%
Teacher Misassigned
Access to Textbooks
in All Core Courses
Goal 3
ASSESSMENT AND ACCOUNTABILITY
Provide instruction that utilizes interim and quarterly common assessments that result in the sharing of student data and the identification of best
practices so that students learn challenging content and student performance is increased.
In order for students to achieve at high levels, we believe the following must be in place:
The school effectively uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student
performance data.
Teachers employ the use of formative and summative assessments, along with a variety of assessment strategies to evaluate student
learning. Students and teachers use these findings to provide feedback to students and to modify the teaching/learning process for the
enhancement of the educational progress of every student.
Each school uses an assessment and monitoring system to determine student progress toward achievement of the academic standards and
college/career readiness standards.
The assessment of student achievement in relation to standards drives the schools program, its regular evaluation and improvement, and the
allocation and usage of resources.
State and/or Local Priorities Addressed by this goal:
State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 8. Other pupil outcomes
Local Priorities:
Annual Measurable Outcomes
Expected Actual
Met
Average Percentage Score of Conditions on
Williams Facilities Inspection Tool
2 0 1 7 2 0 1 8
California HS 99.47% 99.52%
La Serna HS 99.84% 100%
Pioneer HS 99.74% 99.79%
49
Priority 4: Academic
Achievement: English
Learner Progress
2018-19
ELPI Target on hold -
Focus on
Reclassification.
Target: 8.5%
Priority 4: Academic
Achievement -
Academic Indicator
Grade 11 SBAC (DF3)
2018-19
SBAC DF3:
ELA: 20 points
above level 3
Math: 40 points
below level 3
SBAC Participation
Rate
2018-19
SBAC
Participation Rate
Target: Maintain
above 96%
Santa Fe HS 100% 100%
Whit t ier HS 99.84% 99.87%
Sier ra Educat ion Center( Fr on t ier HS &
Sier r a Vist a HS)
100% 100%
W UHSD 9 9 .8 2 % 9 9 .8 6 %
Note: 2 schools are situated on Sierra Education Center: Frontier & Sierra Vista
0% Misassigned Teachers
100% access to textbooks in all core classes
Target Met: Without an ELPI this year and the introduction of a new assessment (ELPAC), we
focused on redesignation: 11.6% (up from 7.5% in 2017/18)
Not Met: ELA: 12.7 points above level 3 (declined 7.5 points from 2017/18)
Not Met: MATH: 65.5 points below level 3 (improved 4.3 points from
2017/18)
Yellow on Dashboard
SBAC Participation Rate Targets:
Not Met: ELA 95.8%
Not Met: MATH 95.4%
50
AP Participation Rate 2018-19
Target for
Percentage of
Students Taking at
least one AP
Class in School
Year: 20%
Target for
Percentage of AP
Students Taking at
least one Test in
School Year: 75%
Percentage of Unique Students Taking at Least One AP Classes in School
Year
2 0 1 2 - 1 3 2 0 1 3 - 1 4 2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8
CHS 8% 11% 17% 19% 27% 22%
LS 18% 17% 19% 22% 30% 25%
PHS 9% 11% 14% 10% 26% 26%
SF 9% 10% 18% 20% 26% 25%
WHS 16% 21% 23% 23% 26% 25%
W UHSD 1 2 % 1 4 % 1 8 % 2 0 % 2 7 % 2 1 %
Percentage of AP Students who Take at least
One Test during School Year
2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8
CHS 78% 72% 71% 70%
LS 97% 93% 91% 86%
PHS 94% 93% 81% 79%
SF 84% 81% 80% 84%
WHS 63% 75% 77% 70%
51
AP Pass Rate 2018-19
AP Pass Rate
Target: 42%
EAP College-Ready 2018-19
EAP College-Ready
Targets
ELA 30%;
Math 12%
D/F Rates Sem 1 2018-19
D/F Rates Sem 1
Targets: 10.6%
D/F Rates Sem 2 2018-19
D/F Rates Sem 2
Target: 11.9%
On-Target for
Graduation Sem 1
2018-19
On-Target for
Graduation
Semester 1
Target: 94%
W UHSD 8 3 % 8 2 % 8 1 % 7 8 %
Met: AP Participation and Test Taking
AP Pass Rate Target Met: 42% passing with a 3 or higher on the 4,493
tests taken
EAP College-Ready Targets
Not Met: ELA 22%
Not Met: MATH 8.0%
D/F Rates Sem 1 Targets Not Met: 11.5%
Met D/F Rates Sem 2 Target: 11.2%
On-Target for Graduation Semester 1 Target Not Met: 93.1%
52
On-Target for
Graduation Rate Sem
2
2018-19
On-Target for
Graduation
Semester
2 Target: 94%
SBAC ELA
Participation and
Proficiency Rates
2018-19
SBAC ELA
Participation Rate
Target: 96%
SBAC ELA Proficiency Rate
Target: 62%
SBAC MATH
Participation and
Proficiency Rate
2018-19
SBAC MATH
Participation Rate
Target: 96%
SBAC MATH
Proficiency Rate
Target: 29%
On-Target for Graduation Semester 2 Target Met: 94.6%
SBAC ELA Participation Rate Target Not Met: 95.8%
SBAC ELA Proficiency Rate Target Not Met:
ELA
2015 2016 2017 2018
WUHSD 61% 61% 62% 58%
SBAC Math Participation Rate Target Not Met: 95.4%
SBAC Math Proficiency Rate Target Met:
Math
2015 2016 2017 2018
26% 30% 28% 30%
53
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.
Action 1
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Common Assessments: Provide
interim and quarterly common
assessments that result in the
sharing of student data and the
identification of best practices in
order to improve the achievement of
all students, particularly the
underperforming students, ensuring
that they are college and career
ready when they graduate
from WUHSD. Utilize other sources of
data, research, and information to
inform the collaborative analysis of
common assessment results
and discussion of practice in order
to improve student learning.
Within WUHSD, we strongly believe
that collaboration is the reason for
students continued academic
growth, with change driven through
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
At least four district Common
Assessments were administered in
courses within the core content
areas of ELA, Math, Science, Social
Science, and World Language.
EADMS is still used for the
administration of the Common
Assessments; however, many of the
exams are now computer-based
instead of paper-and-pencil. There
are four site-based common
assessments in between the four
district assessments to identify gaps
in students' learning. Discussion of
students' results occur at
course-alike team meetings at the
site and the district following
assessments where teachers
discuss the assessments, share
best practices, and determine the
$134,640 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Services to facilitate
analysis of data (e.g.,
EADMS, Student Tracker, &
CORE Data Collaborative)
$6,000 - LCFF - 4000-4999
Books and Supplies -
Scanners, Supplies
$53,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Reprographics charges
$156,821 - LCFF -
5000-5999 Services and
Other Operating Expenses
$18,325 - LCFF -
4000-4999 Books and
Supplies
$68,210 - LCFF -
5000-5999 Services and
Other Operating Expenses
54
the use of common assessments as
a tool: a tool to define content
covered in certain period; a tool to
dive deep into student performance
and guide dialogue directed to
overcoming barriers to student
learning; and, a tool for the sharing
of best instructional and curricular
practices.Note: Production of District
Common Assessments occurs a
minimum of 4-9 times per year for all
core courses.
need for intervention.
Action 2
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Comprehensive High SChools
Intervention Specialist Release
Periods: The Intervention Specialist is
a teacher who has one release
period to analyze data and provide
support and information to personnel
on the site to ensure that students
are provided with time and support
to achieve academic success (Note:
Based on need, two sites have
added an additional period of
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Comprehensive High Schools
Each Intervention Specialist reviews
the different data on student
performance that is released
throughout the year (at least
quarterly, if not more often) and
identifies students in need of
additional support. Their time is also
spent arranging intervention
programs and communicating their
existence to teachers, students, and
$180,345 - LCFF -
1000-1999 Certificated
Salaries
$32,154 - LCFF -
3000-3999 Employee
Benefits
$173,248 - LCFF -
1000-1999 Certificated
Salaries
$48,216 - LCFF -
3000-3999 Employee
Benefits
55
Intervention Specialist) parents.
Action 3
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Facilitate collaboration and analysis
of common assessment data and the
development of interdependent
teams to support strong student
achievement for all students,
particularly the under-performing
students, ensuring that they are
college and career ready when they
graduate from WUHSD. This is done
through the Coordinator of
Curriculum and Assessment with
seven Coaches, who are teachers
with additional monthly hours, who
facilitate course-alike teams
throughout the year (subs in Goal 1)
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
The Curriculum Assessment
Coordinator and seven coaches
(extra hours for teachers) facilitate
collaboration of course-alike teams
as the teams analyze data and then
develop their own site course-alike
teams
$509,492 - LCFF -
1000-1999 Certificated
Salaries
$25,718 - LCFF -
3000-3999 Employee
Benefits
$68,830 - LCFF -
4000-4999 Books and
Supplies - Supplies, lunch,
and water for groups
coming into district
throughout the year
$543,491 - LCFF -
1000-1999 Certificated
Salaries
$61,241 - LCFF -
3000-3999 Employee
Benefits
$72,154 - LCFF -
4000-4999 Books and
Supplies
Action 4
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
56
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Course Leads: 115 Course Leads,
who, at each site, facilitate the
development of the course-alike
team; then, as a member of the
district team, contribute to the
development of assessments and
curriculum, ensuring that all students
groups are included in the analysis.
Course Leads provide opportunities
for their team to share best practices
for teaching that contribute to
improving student learning and
mastery of standards for all
students, working with teachers and
staff to identify students in need of
intervention, ensuring that all
students not only master the content,
but move on to the most rigorous
course of study and graduate on
time.
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
115 Course Leads across the district
(18 - 23 Course Leads per
Comprehensive High School; 2
Course Leads per Alt Ed HS; 5
District Course Leads in Content
Areas for Special Education) meet at
least three times per year to review
student performance on Common
Assessments, design future
assessments, share Best Practices
for teaching and learning, and
discuss intervention. This has been
one of the most effective and
consistent methods for increasing
student achievement in WUHSD
since 2004.
$286,560 - LCFF -
1000-1999 Certificated
Salaries
$44,107 - LCFF -
3000-3999 Employee
Benefits
$318,538 - LCFF -
1000-1999 Certificated
Salaries
$67,518 - LCFF -
3000-3999 Employee
Benefits
Action 5
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
$123,500 - LCFF -
5000-5999 Services and
Other Operating Expenses -
$140,289 - LCFF -
5000-5999 Services and
Other Operating Expenses
57
Students to be Served: Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Advanced Placement Testing:
Support low-income students in
taking as many AP tests as they are
prepared to take by promoting the
lower $5 test charge and covering
any balance due for AP tests with
district funds. Support these
students with additional materials
specifically designed to prepare for
AP tests where students lack the
background experiences that are
often capitalized upon on these
forms of standardized exams.
Students to be Served: Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Every student is encouraged to take,
and often times placed in, the most
rigorous course of study they can
master. The district removes cost
barriers for the AP tests for
Advanced Placement students, as all
students in these courses are
expected to take the exam. For
income-eligible students, each exam
costs $5. This past year, 1,665
income-eligible students took 3,076
AP exams with district assistance.
This is up from 1,309 student taking
2,786 AP exams the previous year --
356 more students experiencing AP
testing and discovering what college
would be like in their future.
College Board AP Test
Fees (Gap Only: State
Program in Back in Place)
$18,000 - LCFF -
4000-4999 Books and
Supplies - Support Materials
$26,842 - LCFF -
4000-4999 Books and
Supplies
Action 6
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools
College Readiness: Prepare all
students for the option of attending
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: All
Location: All Schools, Specific Grade
Spans: 9th - 11th
All ninth grade through eleventh
$90,780 - LCFF -
5000-5999 Services and
Other Operating Expenses -
College Board: PSAT
$0 - LCFF - 1000-1999
Certificated Salaries - Subs
$0 - LCFF - 4000-4999
Books and Supplies
$90,919 - LCFF -
5000-5999 Services and
Other Operating Expenses
$0 - LCFF - 1000-1999
Certificated Salaries
$0 - LCFF - 4000-4999
Books and Supplies
58
college after completing high school
by taking the PSAT in ninth, tenth, and
eleventh grade, particularly those
students who had not considered
college as an option in the past. In
order to prepare all students to
consider college as an option, we
will begin the conversations with
students focused on college early,
making it more likely that student may
actually attend college. By taking
the PSAT multiple times, the student's
SAT score is shown to be higher,
offering the student more options in
colleges.
grade students took the PSAT, This is
the third year that WUSHD has had
all three grades take the
assessment, with growth
demonstrated in all three grades.
Counselors and teachers have
prepared classroom presentations
using College Board tools to inform
students and for students to utilize to
improve their scores. Due to the
changes in the test, we are unable
to see individual changes when the
student takes the test multiple times
until the 2020/21 school year.
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.
The actions and services in Goal 3 were fully implemented, with AP Testing exceeding projections due to more low-income
students taking the test that originally expected. All ninth through eleventh grade students took the PSAT, with the anticipated
number of Course Leads and Curriculum Assessment Coaches leading the work throughout the District. Many of the paper-
an-pencil assessments have migrated over to online assessments; however, they are still being developed and deployed. SBAC
Participation Rates, along with other metrics are strong or growing, but the proficiency rate still needs work, whcih the
course-alike teams are addressing at the site and district level.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
One of the means for increasing content and pedagogical knowledge is through intensive teacher learning with the goal of
developing, or refining, learning expectations. After each district quarterly assessment, all the course leads from that course (plus
one other teacher in that course from their site) come together for the day to analyze assessment results and share strategies
that will strengthen learning and/or address any gaps, and share any research or practices that support the work they do on their
59
sites with their teams. Expected outcomes from these Best Practice days include lateral coordination of common expectations,
increased knowledge and use of strategies supporting high-need students, as well as providing a conduit to distribute common
knowledge throughout the district. Between the four district quarterly assessments, sites give four common site assessments and
conduct a process that mimics the district Best Practices with their site course-alike team. District Best Practices help to develop
Course Leads into leaders that can form strong teams out of their site colleagues so they can bring about increased student
achievement.
At District Best Practices, teachers may identify learning needs beyond the capacity of their course-alike team and request to
attend specialized workshops and conferences that address unique needs of special populations, including English Learners,
students with disabilities, and other high-need students. These workshops range from language development of students with
disabilities required for academic success, aligning English language development standards with content standards, and the
supportive use of digital tools. All specialized learning is designed to expand the knowledge base of course-alike teams, allowing
them to make the requisite instructional adjustments in order to close the achievement gap.
Summer Professional Learning includes one week devoted to each core content area. This time allows for a few nuggets of new
learning one of which is always strategies for increasing the achievement of English Learners in the classroom and then the
application of that new learning to the revision of common assessments and pacing guides. Teachers (course lead +1 from each
site) still review of data, refine common pacing guides and assessments, identify challenging topics, either due to language
fluency, processing difficulties, or gaps in background knowledge; and plan targeted strategies to address these issues, in
preparation for the upcoming school year. These teacher representatives then take the knowledge from these days to their
colleagues at their sites. One Special Education representative participates at each course table in both summer and Best
Practices who then not only modifies the district common assessment for students in self-contained learning handicapped
classrooms, but also discusses additional supports for mainstreamed students with other district teachers.
This practice of professional learning relies on increasing individual and organizational capacity through the use of course-alike
teams at both the district and site level. Collaboration based on student achievement and new concepts related to student learning
and well-being are essential resources for initiating this practice. During the year for Best Practices, substitutes are needed to
release teachers for the day; whereas, during the summer, teachers receive the daily professional development rate. In addition
to teachers, coaches are needed to facilitate the dialogue. A cadre of seven teacher-coaches facilitate the work with the
course-alike teams, earning additional hours for their work. All of the course-alike groups utilize California standards and
frameworks to guide the direction of their work; however, concepts found valuable to one content area are shared with another;
e.g., the use of inquiry in science has been applied in the other disciplines. Another support for this program is collaboration time
built into every schools schedule, allowing the activities and learning from the district course-alike team to be replicated on each
site for all teachers throughout the district.
60
Using the students results on common assessments to spark dialogue regarding support for students, re-testing, and spiraling of
questions has led to consistent growth in multiple measures, including on-target rate, graduation rates, GPAs, as well as
narrowing the gap between subgroups, including gender. Disaggregation of student results identifies concepts that students are
not mastering. Together, teachers break down the learning process to identify where and why the student is struggling, then
strategies are shared, discussed, and developed to meet the need. Resources are shared on the Districts Google Drive or Google
Classroom, allowing all teachers to both share and access resources.
The inclusion of ELD and Special Education teachers brings a multitude of perspectives and resources to the discussion. This
model not only addresses students academic needs, as described above, but also considers their socio-emotional, behavioral
needs, and language needs. All teachers begin to see themselves as teachers of language usage. English language development
is something that occurs in every discipline, with language-rich practices embedded within the content so that deeper
understanding and more sophisticated language use assists students in learning the language. Time is a valuable resource that is
treasured. Hope strategies are regularly discussed in regards to interventions, grading, and student engagement. When students
are engaged and learning, there is a sharp decline in behavioral issues. With a common curriculum and pacing, students
experiencing difficulties are more easily identified and referred to a network of student intervention programs.
All efforts strive to increase individual and organizational capacity. The capacity to facilitate change requires distributed leadership
where those with different roles and competencies work cooperatively around the common task of improvement. Teams exist
within and between schools, building a network of professionals who learn with and from one another, forming a strong
foundation of knowledge and support. Leadership development activities are included in Summer Professional Learning and Best
Practices; however, supplemental learning opportunities have been provided. Currently, one to two day meetings, often in the
summer, are provided to Course Leads and Department Chairs from all sites. Topics include handling difficult conversations,
overcoming resistance, building trust, highlighting best practices without highlighting poor performers, motivating peers, and team
development. The new roles and responsibilities within this model create a strong base of distributed leadership, leveraging
change through internal accountability systems that develop a collective responsibility for student learning rather than individual
autonomy. This model is the foundation for academic improvement and change.
With this professional learning model, the continued growth of teachers and administrators leads to increased knowledge and
consistent application of the curriculum across the district. Thus, the primary outcome of this model is the continued growth of
students through the collective monitoring of student progress, the sharing of best instructional and curricular practices, and the
focus on strategies that support all students, particularly those who are not meeting standards. With the 2004 district initiative of
doing Whatever it Takes to meet students needs still a guiding principle, the development of the LCAP based on the eight State
Priorities was simply an extension of our work. This work is clearly articulated within the LCAP, funded by both base and
supplemental funding. Experienced district staff coordinate professional learning in a cohesive manner, providing timely and
61
differentiated assistance and developing lateral networks of support between school sites; thus, raising expectations and support
simultaneously.
The continued growth of students and their vision of college is further pushed forward when all of the ninth, tenth, and eleventh
grade students take the PSAT. Not only has the PSAT been found to be considered one of the best ways to get students focused
on college as an option, but it has been found that each time a student takes the PSAT, the higher their SAT score is likely to be in
future years. The alignment of the PSAT and SAT scores, as well as the building on the longitudinal score has increased students'
understanding of their growth on this college assessment, but also what they need to do to improve. The free tools that
accompany their scores are used by students and staff to improve future scores and expand their opportunities to arenas and
universities they had never even considered.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
The primary difference between budgeted and actual comes in personnel costs due to salary increases of approximately 2.5%
for both certificated and classified, with another STRS/PERS increases of 2%. Additionally, more socioeconomic disadvantaged
students took the AP exam, contributed to the material differences between the budgeted and estimated expenditures.
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.
Additional hours were provided to a Spanish teacher to prepare materials for a couple of the Spanish Course Teams so that two
of the Curriculum Assessment Coaches did not miss additional days of class to facilitate the group. Facilitation has become in
great demand as more teacher teams have seen its value; however, we do try to guard against excessive class release time for
the Curriculum Assessment Coaches. In struggling to achieve that balance, there are a couple of the Spanish groups who
function very well together due to the longevity of those teachers in the Course Lead roles, and the actual personalities of those
Course Leads themselves, that they only needed extra preparation for the group that is typically done by the coach. One of the
members in the group was willing to do this preparation for their three meetings, so hourly compensation will be provided (Goal
3.3, pg. 168).
62
Priority 2: Implementation of
State Standards
2018-19
Reflection Survey Completed
and Report of Progress to the
Board
Teacher Professional Learning:
Average Days per Teacher
(Target: 5 days per year)
Professional Learning:
Percentage of Teachers by
School Participating in Summer
and District Best Practices
(Target: 75% Comprehensive;
50% Alt Ed)
Goal 4
SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH
Provide a comprehensive system of support services to facilitate student success, both academically and personally.
In order for students to achieve at high levels, we believe the following must be in place:
The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the
teaching/learning process.
The school is a safe, clean, and orderly place that nurtures learning and maintains a culture characterized by trust, professionalism, and high
expectations for all students.
All students have access to a system of personal and equitable support and intervention services, activities and opportunities at the school
and within the community to help ensure school, college, and career success.
The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic
standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
State and/or Local Priorities Addressed by this goal:
State Priorities: 2. Implementation of State Standards; 3. Parent involvement; 4. Pupil achievement; 5. Pupil engagement; 6. School climate; 8.
Other pupil outcomes
Local Priorities:
Annual Measurable Outcomes
Expected Actual
Met
The Reflection Survey on the implementation of academic state
standards was originally given to Course Leads at Summer Professional
Learning, then discussed with other Teacher Leadership Groups, as well
as with Administrative Groups, to ensure common understanding and
input from a wide variety of stakeholders. Following the original survey,
the annual administration and follow-up falls to a more select District
Committee who oversees extensive Professional Learning in the summer
and throughout the year for all content areas, including the structured
content professional learning and collaborative groups at the teachers
request. This collaborative professional learning has led to a relatively
high rating for many content areas. Transition to the Common Core
began in the summer of 2010 -- the same time SBE was adopting the
standards for ELA and math, with the content frameworks used as a
63
source for ongoing, embedded professional learning. Utilizing new
standards and content frameworks within our collaborative groups allows
for this new content to be processed by our teachers and seamlessly
woven into assessments and activities that they develop themselves,
allowing not only for full implementation but also sustainability. The
results are summarized below:
In regards to progress in providing professional learning for
teaching to the recently adopted academic standards, English
identified full implementation; whereas, Mathematics, Social
Science, ELD, and Science identified as initial implementation
In regards to making instructional materials that are aligned to the
standards available in all classrooms where the subject is taught,
English, Math, Social Science, and Science identified as full
implementation; whereas, ELD identified as initial implementation.
In regards to progress in implementing policies or programs to
support staff in identifying areas where they can improve in
delivering standards-based instruction, World Language identified
as full implementation and sustainability; Physical Education and
Visual and Performing Arts identified as full implementation; and,
Career Technical Education and Health Education Content
Standards identified as initial implementation.
In regards to the success of engaging in activities of identifying
the professional learning needs of groups of teachers, identifying
the professional learning needs of individual teachers, and
providing support for teachers on standards they have not
mastered, school administrators averaged a 4, or full
implementation.
Continuing work in all areas should see increases across the board as the
Reflection Survey is used each year to measure increased growth.
Professional Learning: Average Days per Teacher throughout Year
Met Target: 5 days
2016-17 2017-18
Summer Year Total Summer Year Total
64
CHS 4.59 3.08 7.67 3.91 4.54 8.54
LS 5.71 4.86 10.57 3.71 6.11 9.82
PHS 4.83 5.01 9.84 4.01 5.98 9.99
SF 4.18 2.91 7.09 3.27 3.87 7.14
WHS 3.97 5.19 9.16 3.78 8.02 11.8
FHS 1.60 3.25 4.85 1.83 7.27 9.1
SV 1.85 .93 2.78 1.54 2.31 3.85
Trans 4.22 1.58 5.80 5.75 .58 6.33
WUHSD 4.51 3.96 8.47 3.66 5.44 9.10
Professional Learning:
Met Percentage of Teachers Participating in Best Practices
Met Target: 75% (Alt Ed 50%)
2016-17 2017-18
CHS 84% 98%
LS 87% 99%
PHS 79% 97%
SF 78% 99%
65
Priority 4: Academic Achievement
- Academic Indicator Grade 11
SBAC (DF3)
2018-19
SBAC DF3 Targets:
ELA: 20 points above level 3
Math: 30 points below level 3
Priority 4: Academic Achievement:
English Learner Progress
2018-19
ELPI Target on hold - Focus on
Reclassification. Target: 8.5%
Priority 3: Parent Engagement:
Survey of Parents Attending
Events
2018-19
Parent Engagement
Target: 200%
of WUHSD students' parents
attending an activity at school
WHS 77% 95%
FHS 65% 94%
SV 75% 91%
Trans 75% 100%
WUHSD 80% 99%
Not Met: ELA: 12.7 points above level 3 (declined 7.5
points from 2017/18)
Not Met: MATH: 65.5 points below level 3 (improved
4.3 points from 2017/18)
Yellow on Dashboard
Met: Without an ELPI this year and the introduction of a new
assessment (ELPAC), we focused on redesignation: 11.6% (up from
7.5% in 2017/18)
Target Not Met: 152% of WUHSD parents were involved in some
type of school activities (Duplicates allowed)
66
Priority 5: Student Engagement:
Graduation Rate
2018-19
Graduation Rates: Maintain
95.5% or higher at
Comprehensive High
Schools
DASS Schools: Maintain
67% or higher at DASS
Schools
Source: California Dashboard
Priority 5: Student Engagement:
Chronic Absenteeism
2018-19
Chronic Absenteeism
Target: Decrease 1% overall
to 12.1% based on CDE
DataQuest
All five comprehensive high schools met the target.
Four-Year Cohort Graduation RatesSchool Target: 96%(Source: DataQuest)
2016-17 2017-18
CA State 86.6% 87.2%
LA County 84.8% 85.1%
WUHSD 88.8% 90.2%
Cal 96.5% 97.9%
LS 98.1% 97.5%
PHS 95.4% 96.7%
SF 96.1% 96.4%
WHS 93.8% 97.0%
DASS Graduation Rates: Targets not met
Frontier HS 59.1% (with more detailed explanation in CSI section)
Sierra Vista HS 64.4%
(Independent Study)
DataQuest states 12.2%, down 1.1% from 13.1% for Chronic
Absenteeism; whereas, CORE indicates that WUHSD is 11.7%
(noting the indicators are becoming more alike in how they
calculate with the State's new method).
Additionally, other than the two small student groups of Filipino
(124 students) and Asian (133 students), all of the other
student groups and overall decreased last year, while the
County and State rates increased in their Chronic Absenteeism
rate.
Chronic Absenteeism Target Met
67
Priority 6: School Climate:
Suspension
2018-19
Suspension Rate Overall
Target: 3.9%
Source: DataQuest
DataQuest:Data:
Chronic Abs Rate
16/17 17/18
African American 14.5% 11.3%
Asian 5.3% 6.5%
Filipino 2.5% 5.8%
Hispanic or La no 12.9% 12.1%
White 15.8% 14.7%
All 13.0% 12.2%
County 15.1% 15.5%
State 15.4% 15.6%
Suspension Rate Target: Met
15/16 16/17 17/18
WUHSD 3.6% 3.7% 3.6%
African American 6.4% 8.6% 1.7%
Asian 1.6% 0.8% 0.8%
Filipino 0.0% 0.8% 1.4%
Hispanic 3.8% 3.8% 3.8%
White 2.6% 2.0% 3.1%
SocioEcon Dis 4.0% 4.3% 4.0%
EL 6.2% 6.0% 6.4%
SpEd 7.8% 8.3% 8.5%
68
Cohort Dropout Rate 2018-19
Cohort Dropout Rate
Overall Target: 5.4%
Student Attendance Rates (Comp
HS)
2018-19
Student Attendance Rate
Target (Comp HS): 96.5%
Expulsion Rates 2018-19
Expulsion Rate Overall
Target: .2%
Homeless 5.1% 4.5% 3.5%
State 5.0% 4.9% 4.7%
County 3.0% 3.0% 2.9%
Cohort Dropout Rate Overall Target Met: 3.7%
Cohort Dropout Percentage Rates
2015-16 2016-17 2017-18
WUHSD 5.6 5.0 3.7
EL 11.2 9.4 9.3
SocEcDis 6.4 5.6 4.2
Hispanic 5.8 5.2 3.6
White 5.1 3.7 4.2
CA State 10.3 9.1 9.6
LA County 11.0 9.6 9.8
Student Attendance Rate Target (Comp HS) Met: 96.5%
Expulsion Rate Overall Target Not Met: .3%
33 students were expelled. We missed the target by 4 students
Expulsions Percentage Rates
2015-16 2016-17 2017-18
WUHSD 0.2 0.2 0.27
69
On-Target for Graduation Rate
Sem 1
2018-19
On-Target for Graduation
Rate Semester 1 Target:
94%
On-Target for Graduation Rate
Sem 2
2018-19
On-Target for Graduation
Rate Semester 2 Target:
94%
Staff Morale/Student Opinion
Survey
2018-19
Staff/Student Survey
Targets:
100% Staff Participation
80% Student Participation
CA State 0.2 0.2 0.1
LA County 0.1 0.1 0.2
On-Target for Graduation Rate Semester 1 Target Not
Met: 93.1%
On-Target for Graduation Rate Semester 2 Target Met:
94.6%
Staff/Student Survey Targets Met:
100% Staff Participation
86% Student Participation
70
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.
Action 1
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
District Categorical Office assists all
of the sites in providing services to
English Learner students and their
families and providing professional
development to the staff to ensure
that all WUHSD personnel are able to
support the academic, social, and
emotional growth of students and
families whose first language is not
English. DELAC Meetings ensure
parents are actively involved in the
decision-making processes at
the district level, as well as serving
to provide a strong planning
committee for providing services for
the parents of other English
Learners throughout the district.
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Staff and services funded out of the
District Categorical Office provides
support to EL students, EL parents,
and teachers of EL students with the
goal of students mastering English
and course content.
$157,162 - LCFF -
1000-1999 Certificated
Salaries
$123,624 - LCFF -
2000-2999 Classified
Salaries
$89,211 - LCFF -
3000-3999 Employee
Benefits
$40,000 - LCFF -
4000-4999 Books and
Supplies
$70,000 - LCFF -
5000-5999 Services and
Other Operating Expenses
$178,215 - LCFF -
1000-1999 Certificated
Salaries
- LCFF - 2000-2999
Classified Salaries
- LCFF - 3000-3999
Employee Benefits
- LCFF - 4000-4999 Books
and Supplies
- LCFF - 5000-5999
Services and Other
Operating Expenses
Action 2
71
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
District English Learner Counselor: .5
Counselor Districtwide for EL
Students to promote Redesignation
and reach out to both student and
family. Counselor works with 9th
and 10th grade EL students at all of
the schools throughout the district.
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Redesignation rates increased from
7.5% in the previous year up to
11.6%, with the numbers remaining
highest in the ninth and tenth grade
where the District EL Counselor
supports students.
$57,914 - Federal
Revenues - Title III -
1000-1999 Certificated
Salaries
$23,195 - Federal
Revenues - Title III -
3000-3999 Employee
Benefits
$59,362 - Federal
Revenues - Title III -
1000-1999 Certificated
Salaries
$22,597 - Federal
Revenues - Title III -
3000-3999 Employee
Benefits
Action 3
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Fund Horizon's Office at each
comprehensive high school site with
Categorical Director, Assistant, and
Specialist to provide services to
English Learners and to facilitate
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Staff and services were funded out
of each sites' Horizons office to
support language acquisition of
English Learners and provide parent
education for their families.
$40,000 - LCFF -
1000-1999 Certificated
Salaries - subs
$522,762 - LCFF -
1000-1999 Certificated
Salaries
$1,207,664 - LCFF -
2000-2999 Classified
Salaries
$632,381 - LCFF -
3000-3999 Employee
Benefits
$25,000 - LCFF -
4000-4999 Books and
Supplies
$25,000 - LCFF -
$38,361 - LCFF -
1000-1999 Certificated
Salaries
$677,728 - LCFF -
1000-1999 Certificated
Salaries
$1,208,412 - LCFF -
2000-2999 Classified
Salaries
$612,548 - LCFF -
3000-3999 Employee
Benefits
$28,213 - LCFF -
4000-4999 Books and
Supplies
$37,728 - LCFF -
72
their progress. Services provided
out of this office for students and
families include college field trips and
parent workshops. Services
provided out of this office for staff
include professional development
and conferences to include their
proficiency in working with English
Learners. ELAC Meetings ensure
parents are actively involved in the
decision-making processes at the
school level, as well as serving to
provide a strong planning committee
for providing services for the
parents of other English Learners
throughout the school.
5000-5999 Services and
Other Operating Expenses
5000-5999 Services and
Other Operating Expenses
Action 4
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: Specific Student
Group(s): REFPs
Location: Specific Schools:
Comprehensive High Schools
Monitoring of RFEP students by
Horizons' Directors through the use of
targeted grade checks every five weeks
For Actions/Services not included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: Specific Student
Group(s): RFEPs
Location: Specific Schools:
Comprehensive High Schools
Horizon Directors will monitor
progress of RFEP students through
use of targeted grade checks and
data reports distributed every 8
weeks to ensure continued
success. RFEP continue to score
high on GPA, grade checks and
$5,730 - LCFF - 4000-4999
Books and Supplies
$3,842 - LCFF - 4000-4999
Books and Supplies
73
common assessments. In fact, RFEP
students often score higher than
English Only students on student
achievement measures.
Action 5
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: Foster Youth
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: Specific Schools:
Comprehensive High Schools
Foster Youth Counselor: .25
Targeted Counselor per site
addresses needs of Foster Youth,
monitoring and facilitating their
progress, ensuring that all of their
academic credits have been posted
to their transcript, coordinating all of
their social and emotional supports,
and ensuring that their needs are
met both in and out of school
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: Foster Youth
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: Specific Schools:
Comprehensive High Schools
Districtwide, 1.25 counselor FTE,
with .25 counselor at each
comprehensive high school to attend
to the unique needs to foster youth
$295,397 - LCFF -
1000-1999 Certificated
Salaries
$118,711 - LCFF -
3000-3999 Employee
Benefits
$218,642 - LCFF -
1000-1999 Certificated
Salaries
$89,217 - LCFF -
3000-3999 Employee
Benefits
Action 6
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
For Actions/Services included as
contributing to meeting Increased or
$295,397 - LCFF -
1000-1999 Certificated
$218,642 - LCFF -
1000-1999 Certificated
74
Improved Services Requirement
Students to be Served: Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: Specific Schools:
Comprehensive High Schools
Intervention Counselor: .25 Targeted
Counselor per site addresses needs
of Low Income youth, monitoring and
facilitating their progress, ensuring
that all of their academic credits
have been posted to their transcript,
coordinating all of their social and
emotional supports, and ensuring
that their needs are met both in and
out of school. Additional hours
provided at WHS (out of site
allocation) to provide additional
services to Guided Study Classes in
the afternoon.
Improved Services Requirement
Students to be Served: Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: Specific Schools:
Comprehensive High Schools
Districtwide, a total of 1.25 FTE
Counselor, plus additional hours for
WHS counselor, paid for the .25
Targeted Counselor at each
comprehensive high school to attend
to the unique needs of the low
income youth
Salaries
$118,150 - LCFF -
3000-3999 Employee
Benefits
Salaries
$89,217 - LCFF -
3000-3999 Employee
Benefits
Action 7
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: Specific Schools: Comp HS
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: Specific Schools: Comp HS
$155,000 - LCFF -
5000-5999 Services and
Other Operating Expenses
$168,214 - LCFF -
5000-5999 Services and
Other Operating Expenses
75
Transportation: Provide a bus for
English Learner students to attend
the Newcomer Program at
La Serna High School, regardless of
where students live in the district,
along with after-school buses for
students to attend tutoring programs
at each high school
Provided a bus for EL students to
attend LS. This allowed students to
get to school on time and eliminated
much of the tardiness previously
seen. Also provide transportation
home for students who stay for
tutoring at other comprehensive high
schools and have no other way
home.
Action 8
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Schoolwide
Location: Specific Schools: CHS, PHS,
WHS
Paid Student Mentors: Student
workers serve as Academic
Mentors in the classroom outside of
their school day or at Saturday
School to support academic success
of English Learner and SED
students. While normally students
receive credits on their transcript
when they serve as Academic
Mentors, a few serve as paid
Academic Mentors if they are able to
work select schedules where
needed to support English Learners
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Schoolwide
Location: Specific Schools: CHS, PHS,
WHS
While most student mentors work
during a class period, there are
some that come in on Saturday or
after school and are paid for those
hours.
$20,543 - LCFF -
2000-2999 Classified
Salaries
$5,136 - LCFF - 3000-3999
Employee Benefits
$18,241 - LCFF -
2000-2999 Classified
Salaries
$6,124 - LCFF - 3000-3999
Employee Benefits
76
Action 9
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Provide books & supplies to students
in need to support engagement in
coursework and academic success.
Support is available in different
locations on the different
comprehensive sites so that
students do not stand out in the
classroom. They can pick up
classroom supplies and other
materials before going to class.
Students can also obtain a college
textbook and attend a concurrent
college course on their HS site.
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Supplies support Targeted Students
in both high school and college
coursework. School supplies,
including paper, are available on
each site for students to pick up in
the office. Rio Hondo Community
College places 2 college courses on
each school site, including Sierra
Education Center for both alternative
education schools, every term - two
semesters and summer. These
courses are free to students and
WUHSD provides textbooks for
students to use in the courses.
Students earn college and high
school credit in the courses.
$164,300 - LCFF -
4000-4999 Books and
Supplies
$211,542 - LCFF -
4000-4999 Books and
Supplies
Action 10
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
For Actions/Services included as
contributing to meeting Increased or
$22,273 - LCFF -
1000-1999 Certificated
Salaries
$18,381 - LCFF -
1000-1999 Certificated
Salaries
77
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Field Experiences for EL, foster, and
SED students and their parents (e.g.,
college trips, cultural events)
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: All Schools
Cultural events, college trips, and
other trips that SED, foster,and EL
students typically do not get to take
were scheduled by schools to
increase the background knowledge
of students and expand their
horizons
$5,090 - LCFF - 3000-3999
Employee Benefits
$101,124 - LCFF -
5000-5999 Services and
Other Operating Expenses
$4,851 - LCFF - 3000-3999
Employee Benefits
$106,415 - LCFF -
5000-5999 Services and
Other Operating Expenses
Action 11
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Parent and Community Engagement:
Keep parents and community
informed of students and schools
progress and engaged in the
improvement process through media
releases and emails, survey, and
other forms of media
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Multiple means of communication,
translated into students' home
language, is continually sent to
parents and guardians through the
mail and digitally, in order to engage
parents with the educational
process.
$110,350 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Report Cards, SARC, SIS
$58,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Consultant to provide
media releases to
community regarding
LCFF. LCAP, and elicit
community engagement
with educational program
and processes
$8,500 - LCFF - 4000-4999
Books and Supplies -
Parent Empowerment
$116,241 - LCFF -
5000-5999 Services and
Other Operating Expenses
$59,568 - LCFF -
5000-5999 Services and
Other Operating Expenses
$11,318 - LCFF -
4000-4999 Books and
Supplies
78
communications. Consultant ensures
regular and
clear communication with
the community regarding LCFF
and LCAP, eliciting community
engagement with the educational
program and processes.
Engage parents through the use of
communication tools in their native
language to advise of attendance
and other administrative
announcements, as well as
communication from teaching staff
(LOOP, a web-based tool). The
Parent Portal into the Aeries, the
student information system, allows
parents to
check child's grades, attendance,
and other relevant information on a
daily basis. Report Cards go home
every five weeks in the mail and the
School Accountability Report Card
will be produced once each year
(both of which will be in English and
Spanish).
Parents asked for more interaction
time one the sits at the LCAP
Advisories and other parents
meetings, so Parent Empowerment
funds were planned on the sites for
parent activities throughout the
school year.
Action 12
79
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools: FHS
(District Program)
District Childcare Center: Provide
childcare services and parenting
support for teen parents to ensure
they not only graduate with a high
school diploma, but that they are
college and career ready. Located in
a central location, all students are
able to use the services provided by
the Center, then attend any of the
schools within the district.
Transportation is provided from the
student's home to the Center, then
from the Center to their school, to
ensure that the student remains in
the most rigorous course of
study while remaining A-G
eligible and continuing to take AP
courses, or staying enrolled in other
special programs that are found on
their comprehensive high school
site. The goals of the center are (1)
to ensure that students graduate
from high school; (2) that they do not
have another child while in high
school; and, (3) that they go on to
college or a career so they can
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools: District
Program (located at FHS)
Childcare Center provides free
childcare and transportation for teen
moms so they can graduate from
high school and break the cycle. The
Center served 89 students, 20 were
English Learners, 20 were
redesignated, and all were low
socioeconomic. Two of the students
were foster.
$153,740 - LCFF -
2000-2999 Classified
Salaries
$103,809 - LCFF -
3000-3999 Employee
Benefits
$43,596 - LCFF -
4000-4999 Books and
Supplies
$37,911 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Transportation for student
and their child to school
and daycare as they are
not allowed to ride
traditional school bus
$158,648 - LCFF -
2000-2999 Classified
Salaries
$106,452 - LCFF -
3000-3999 Employee
Benefits
$86,211 - LCFF -
4000-4999 Books and
Supplies
$94,215 - LCFF -
5000-5999 Services and
Other Operating Expenses
80
support their child. One hundred
percent of the participants of the
Center are included in the
Unduplicated Targeted Student
count. Community involvement at
holidays and throughout the year
cements relationships between the
teen parents and supportive adults,
proving that it takes a village to raise
a child.
Action 13
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Comprehensive High Schools
Proactive Student Identification:
Cumulative Records Review of
At-Risk Students when entering
district for 9th grade in order to
provide targeted support in a timely
and proactive manner
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Comprehensive High Schools
Teams at each site reviewed cums in
the summer to proactively intervene
with services and course placement
for ninth grade students coming into
the district. As a high school district,
all ninth grade students are new to
us. We have a limited time to get to
now all of their needs before they
enter into all of our schools. A
review of the cums helps prepare
our large high schools for the
personalization needed by some of
$22,707 - LCFF -
1000-1999 Certificated
Salaries
$4,108 - LCFF - 3000-3999
Employee Benefits
$21,843 - LCFF -
1000-1999 Certificated
Salaries
$3,958 - LCFF - 3000-3999
Employee Benefits
81
our higher risk students who may
shrink into the background if we did
not do our homework.
Action 14
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Student Well-Being Program: 2 FTE
for Social Worker Counselors in
district to support students socio-
emotional growth and supervise
school social work interns serving
the mental health needs of students
throughout the district. Additionally,
professional development will be
continually provided for the crisis
team and other personnel throughout
the district to ensure that all students
are provided with a strong safety
net, regardless of the issues or
situations they may be facing. Threat
assessment, internal and external
through Dr. Tao, when needed, to
ensure a safe and secure
environment for learning.
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Fortunately, SWB has not been in
demand as much this year as in past
years due to a decrease in crises;
however, with over 11,000
teenagers, there are always critical
situations and trainings that keep the
2 Social Worker Counselors busy.
Knowing that students can't achieve
if they aren't of sound mind, this
program has been vital to our
students' success.
$306,602 - LCFF -
1000-1999 Certificated
Salaries
$99,716 - LCFF -
3000-3999 Employee
Benefits
$25,000 - LCFF -
4000-4999 Books and
Supplies
$15,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Software (Confidential
Social Worker Recording
Software)
$20,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Conferences and
Professional Learning
Experiences
$30,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
External Consultant Threat
Assessment
$15,000 - LCFF -
5000-5999 Services and
Other Operating Expenses -
Homeless Support
$336,217 - LCFF -
1000-1999 Certificated
Salaries
$97,965 - LCFF -
3000-3999 Employee
Benefits
$21,234 - LCFF -
4000-4999 Books and
Supplies
$18,000 - LCFF -
5000-5999 Services and
Other Operating Expenses
$18,941 - LCFF -
5000-5999 Services and
Other Operating Expenses
$21,254 - LCFF -
5000-5999 Services and
Other Operating Expenses
$3,918 - LCFF - 5000-5999
Services and Other
Operating Expenses
82
Action 15
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: LEA-wide
Location: All Schools
Maintain three school nurses to
better serve our students' health
needs
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
School nurses rotate to all of the
campuses on a designated schedule
to meet the needs of students, many
of whom normally do not have
access to medical services.
$230,116 - LCFF -
1000-1999 Certificated
Salaries
$99,786 - LCFF -
3000-3999 Employee
Benefits
$1,500 - LCFF - 4000-4999
Books and Supplies
$267,514 - LCFF -
1000-1999 Certificated
Salaries
$71,654 - LCFF -
3000-3999 Employee
Benefits
$3,201 - LCFF - 4000-4999
Books and Supplies
Action 16
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
504 Student Support: Ensure all
students receive all the support
required to demonstrate success on
rigorous coursework through the
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
The systematic implementation of
504 plans developed, reviewed, and
monitored by different groups of
people on each site has become
$1,000 - LCFF - 5000-5999
Services and Other
Operating Expenses
$1,000 - LCFF - 4000-4999
Books and Supplies
$0 - LCFF - 5000-5999
Services and Other
Operating Expenses
$238 - LCFF - 4000-4999
Books and Supplies
83
adequate provision and
implementation of 504 plans. Data
revealed that only the higher
socioeconomic parents were aware
of the options to support their
students that were available through
504 plans. A comprehensive needs
assessment, followed by training
and implementation of
recommendations.
somewhat institutionalized at this
point, with periodic reminders
throughout the year. Trainings may
be necessary occasionally in the
future so that stakeholders do not
forget their role in the system;
however, this year and next should
be free from organized training and
operate solely with simple and
periodic reminders.
Action 17
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
Implement research based
school-wide positive behavioral
support systems and restorative
justice programs aimed at
decreasing non-mandatory
suspension rates for identified
groups of students, lowering the
non-mandatory expulsion rate, and
increasing the percentage of
students indicating that they feel
safe and connected with their
school. Utilizing dogs to ensure that
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: All Schools
The exploration of a solution to
student behavior continues,
particularly in regards to students
vaping. With the policy of
suspending and transferring on the
first use of drugs or alcohol and a
suspended expulsion on the second
use, schools are searching for
preventative programs that promote
healthy choices before the first
offense occurs.
$6,000 - LCFF - 1000-1999
Certificated Salaries - subs
$540 - LCFF - 3000-3999
Employee Benefits - Sub
Benefits
$500 - LCFF - 4000-4999
Books and Supplies
$2,000 - LCFF - 5000-5999
Services and Other
Operating Expenses
$5,982 - LCFF - 1000-1999
Certificated Salaries
$581 - LCFF - 3000-3999
Employee Benefits
$488 - LCFF - 4000-4999
Books and Supplies
$566 - LCFF - 5000-5999
Services and Other
Operating Expenses
84
sites remain drug free, while
providing a multitude of services and
surveys to ensure that WUSHD
meets students' needs and provides
positive support for healthy choices
in their future.
Action 18
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Comprehensive High Schools
Freshman Support: (1) Link Crew is
a specialized program where junior
and senior student mentors meet
regularly with entering ninth grade
students. This mentor program
develops strong relationships
between incoming students and a
supportive student leader who
guides and supports the freshman,
ensuring a successful transition to
high school. (2) With student leaders
serving as guides, Freshman First
Day provides an opportunity for ninth
grade students to attend school and
meet their teachers. This special time
on the day before tenth through
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English
Learners, Foster Youth, Low Income
Scope of Service: LEA-wide
Location: Specific Schools:
Comprehensive High Schools
In order to ensure freshman are
connected to the school, freshman
support is done a little differently at
each site to match the local context;
however, the three basic tenets
were firmly evident at each
comprehensive site throughout the
district:
1. Link Crew
2. Freshman First Day
3. Academic Mentors
The focus on freshman continues to
be a hallmark of WUHSD, knowing
$64,512 - LCFF -
1000-1999 Certificated
Salaries
$15,300 - LCFF -
2000-2999 Classified
Salaries
$26,504 - LCFF -
3000-3999 Employee
Benefits
$26,000 - LCFF -
4000-4999 Books and
Supplies
$6,000 - LCFF - 5000-5999
Services and Other
Operating Expenses
$82,437 - LCFF -
1000-1999 Certificated
Salaries
$26,148 - LCFF -
2000-2999 Classified
Salaries
$27,415 - LCFF -
3000-3999 Employee
Benefits
$32,284 - LCFF -
4000-4999 Books and
Supplies
$14,328 - LCFF -
5000-5999 Services and
Other Operating Expenses
85
twelfth grade students begin
classes provides a welcoming and
personalized environment that
facilitates their transition to high
school. Each 9th grade student is
encouraged to sign up for at least
two co-curricular programs that will
connect them to the school beyond
the required academics (3)
Academic Mentors, or upper
classmen who have demonstrated
strong academic and personal
connections to students in need of
support, assist these students
throughout the year in their
classes.Two schools (WHS & CHS)
each added an additional period of
release for development of their
Academic Mentor Program.
that it is critical to connect with
students during their early time in the
district to ensure that the outcome of
their 720 days will be a success.
Action 19
Planned
Actions/Services
Actual
Actions/Services
Budgeted
Expenditures
Estimated Actual
Expenditures
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location: Specific Schools: SF
Attendance Caller to make sure
English Learner parents receive
news of absences in Spanish and
For Actions/Services included as
contributing to meeting Increased or
Improved Services Requirement
Students to be Served: English Learners
Scope of Service: Limited to
Unduplicated Student Group(s)
Location:
Additional hours provided at SF to
communicate with Spanish-speaking
parents (SF had the highest annual
$20,742 - LCFF -
2000-2999 Classified
Salaries
$7,052 - LCFF - 3000-3999
Employee Benefits
$22,642 - LCFF -
2000-2999 Classified
Salaries
$7,214 - LCFF - 3000-3999
Employee Benefits
86
are able to ask questions about their
child's education to a live person
attendance rate of any of the
comprehensive high schools at
97.29%)
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.
The majority of these actions facilitating academic and personal success of students were implemented fully. Sites' exploration of
the appropriate restorative justice programs and positive behavior programs is still continuing (Goal 1.17). This remains in the
exploratory/pilot stage as nothing has met the test for full implementation. The other actions and services work together, forming a
strong support net to ensure students to do not fall through the cracks.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
Continued quantitative and qualitative measures provide positive feedback to the district and school sites that the culture is
supportive of students' personal, social, and academic growth, and students enjoy coming to school. These metrics include the
diminishing dropout rates, with the 2017/18 cohort district rate dropping down to 3.7% (compared to the State rate of 9.6% and
the County rate of 9.8%) and the 2017/18 cohort graduation rate of 90.2% (compared to the State rate of 83.0% and the County
rate of 81.6%) [DataQuest]. Other quantitative data continues to rise and is also at the highest it has even been at, including
on-target for graduation rates, A-G rates, and attendance rates. Students feel school is a safe place to be, characterized by
trust and respect. The Student Opinion Survey is one source of qualitative data that is given to all WUHSD students. In that
survey, 81% of students feel that students are treated with respect by staff and 65% feel that students are treated with respect
by other students; 87% of students feel their school is a safe place to be; 94% of students knew and understood the discipline
rules at their high school; and, 86% of students knew which courses and how many credits they needed to earn in order to
graduate. Only 14% of students did not know how to use the school's tutoring service; however, depending upon the site, this
ranged from 5% of students up to 29% of students. The Student Opinion Survey has been given to WUHSD students since 1994,
with the results used by stakeholder groups at the schools to plan improvement efforts.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
The primary difference between budgeted and actual comes in personnel costs due to salary increases of approximately 2.5%
87
for both certificated and classified, with another STRS/PERS increases of 2%
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.
The actions and services in this Goal provide a strong support net for students throughout their potentially tumultuous high school
years. These have proven effective and, at this time, there has not been an identified need for additional services. These services
have been the central core to WUHSD's "Whatever it Takes" initiative that has been in place since 2004, supporting students
academic and socio-emotional needs.
88
Stakeholder Engagement
LCAP Year: 2019-20
Involvement Process for LCAP and Annual UpdateHow, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?
Engagement was elicited for the development and refinement of the LCAP Plan through the parent network at monthly parent
organization meetings, at faculty and staff meetings, with the District Student Advisory Committee and with WSEA and CSEA
leadership. A sampling of these meetings are described in more detail below to demonstrate how teachers, counselors,
principals, administrators, classified support staff, certificated and classified union representatives, students, parents, and
community members are all engaged in the LCAP development process.
Site Meetings include: LCAP, ELAC, SSC, PTSA, Student Congress, Staff Meetings, Teachers' Team Meetings, and
Leadership Meetings
District Meetings include: LCAP Taskforce, LCAP Advisory Committee, DELAC, Superintendent's Council, PTA Presidents
Meeting, Superintendent's Student Advisory Committee (in blue below)
The chart below shows the involvement of the different stakeholder groups at a variety of meetings:
Teachers Counselors PrincipalsAdmin
Classified Collec veBargaining Reps
Students Parents Community
Sit e LCAP Meet ings X X X X X X X X
E L A C X X X X
School Site Counci l X X X X X X
P T S A X X X X X
St udent Congress X X
St aff Meet ings X X X X X
Sit e Teachers' Team Meet ing X
Site Leadership Meet ings X X X X X
L C A P Task for ce X X X X X X
L C A P Adv isory Com m it t ee X X X X X X X X
89
D E L A C X X
Super int endent 's Council X X
PTA Pr esiden t s Meet ing X X
Super int endent 's St udent Adv isory X X
Meetings make use of:
Presentations and handouts of priorities and longitudinal WUHSD data on metrics that comprise state and local priorities
Data handouts on the change in student performance on the metrics, specifically graduation rates, on-target rates, D/F
rates, attendance rates, suspension and expulsion rates, AP participation and pass rates, and SBAC scores (with data
disaggregated)
Information and district data on the state priorities and the alignment to District Measurable Targets
Talking points distributed to district personnel to ensure consistent message to all stakeholders
Website to promote stakeholder engagement and to provide more information, including links to WestEd videos on LCFF and
LCAP
District Meetings: LCAP Taskforce: Wide representation of Teachers, Counselors, Classified Support, and Administrators
from every school comprise the team from each site that attended each of the three Taskforces, which were held this past
year on September 5, 2018; December 12, 2018; and, February 21, 2019. The teams met to review concepts of LCFF and
LCAP; review history, data and success rates of our instructional program and interventions; prepare and refine draft plans
to specifically serve “targeted students” at each unique site and review success of these plans once implemented, making
adjustments as needed. Full-day meetings were held in September, December, and February. This meeting took place one
week before the evening. LCAP Advisory Meeting.
District Meetings: LCAP Parent/Community Advisory – Through evening meetings, the parents, staff, students, and
community were informed about LCFF and LCAP, along with the implementation process of LCAP interventions and their
impact on student success at each site and districtwide. The purpose was to clarify, address questions, and seek input in
order to better address student needs. Tables were set up by school and conducted in both English and Spanish. LCAP
Advisory Meetings were held on September 18, 2018; December 12, 2018; and February 28, 2019. An extremely high number
of EL Parents attended the meetings (average of 36% of participants at three Advisory meetings were parents of EL
students). Deeper analysis of the sign-in sheets demonstrated that the average Advisory was comprised of a majority
(72%) of parents whose students were in the targeted group (EL, foster, SED). Following the evening LCAP Advisory
Meetings, the DELAC often meet, given the high number of EL Parents already in attendance.
1 June Board Meeting:LCAPpresented to the Board of Trustees for review (LCAPHearing) on June 11, 2019
st
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2 June Board Meeting:LCAP approved by the Board of Trustees on June 25, 2019
Strong support was voiced from all stakeholder groups. The LCAP was presented to DELAC on May 9, 2019. There were not
any comments or questions from DELAC,ELACs, LCAPTaskforce, the LCAP Advisory Council, or any other stakeholder group
presented to by the Superintendent or Deputy Superintendent; therefore, there was not a requirement for the Superintendent's
written reply. The Superintendent attended two DELACmeetings during the 2018/19 school year. The Superintendent also
consulted with the Director of WASCEP, our local SELPA, formally and informally throughout the year to ensure that there were
not any additional services that WUHSD could provide that would result in higher achievement for students with disabilities. The
final consultation date with the Director of the SELPA was on March 21, 2019. The Director of Special Education Services
attended all of the LCAP Taskforces and Advisories to ensure representation of the students with disabilities subgroup at all
planning sessions. On February 21, 2019 the superintendent presented the LCAP first to the Parent Committee. There were not
any questions; therefore the superintendent did not need to respond in writing to that committee. The LCAP had been presented
to these groups throughout the year, with their input incorporated into changes, so a continual discussion with stakeholders has
made this process more of a seamless cycle.
Impact on LCAP and Annual UpdateHow did these consultations impact the LCAP for the upcoming year?
This is our third year using Google docs to measure the rate of parent involvement based on their attendance at school events;
however, the results from the third year won't be in until after this report has been turned into the County. While parents may
attend school events and not be fully engaged with the educational process, this is a universal measure that can be collected
across the district at each site through the use of a basic Google Form that counts the number of parents and community
members at event, noting the type of event and whether the event was in English or Spanish. Based on this data, from
2016/17 to 201/18, parent participation went for 15,788 parent events, then up to 18,128. The third year results from
2018/19, will be calculated at the start of July. In order to make this number tangible, within the context of declining
enrollment, this means we have gone from an average of 1.30 parental visits per student in 2016/17 up to 1.52 parental
visits per student in 2017/18. Judging from mid-year results, it appears as if there will be a gain in parent visits in 2018/19
(using CBED numbers for students). This comparative data on parent visitation to our school sites can best be seen in the
chart below:
2016/17 2017/18
Total Parent Visits in Year 15,788 18,128
Average Parental Visits per Student 1.30 1.52
nd
91
While active and involved parents and community members are aware of LCFF and LCAP, recent surveys across the State
indicate that other community members are not necessarily aware of local control. Continued education of the broader
community continued throughout the past year and needs to continue in the upcoming years. The effective use of public
relations personnel to send out email blasts and other informative media on the basics of the funding, in general, and the WUHSD
LCAP, in particular, improved the knowledge base in the community and elicited new and stronger bonds from parents and
other community partners. While parents may not understand the details of funding, they do understand that they can
approach site and district administration with their needs and concerns. In the 2018/19 WUHSD Parent Survey, 91% of
parents stated they felt comfortable communicating with the administration/principal regarding concerns or questions.
The need for increased parent education was heard at the LCAP Taskforce, LCAP Advisory, and at other site and district
meetings throughout the year. This included more information on colleges earlier and for all grade levels. The results of this
input is reflected in continued funding allocated towards not only communicating with our stakeholders in this Plan (Goal
1.10, pp. 120) , but also through parent education, open houses, and parent involvement opportunities. One suggested
activity was parent support groups for parents of at-risk students, and possibly a resource list, so parents could support
one another and share strategies for helping students socially and academically (Goal 4.3, pp. 185).
While not wanting to get rid of their tutoring, parents recommended a change in tutoring times at one site, along with more
focused, subject-specific tutoring times at another site (Goal 2.8, 2.12, 4.3, pp. 144, 149, 185) Parents from one school
wanted another parallel class similar to the math parallel class that had been so successful, but this one focused on
acquiring skills for other content areas that students needed (Goal 2.4, pp. 134) Parents also expressed a strong desire that
wanted to make sure that the school continued to have academic mentors that were bilingual (Goal 2.10, pp. 147). The
parent expressed gratitude for how much this had helped their child, not only academically, but also to make them feel
comfortable within the classroom in a new school. In the Parent Survey, 90% of parents stated that the school provides
extra help when needed or required; i.e. tutoring or interventions.
Additionally, the Parent Survey supported some of the expenditures found in the LCAP; i.e., 81% of parents call their child
counselor whenever they needed assistance (Goal 1.2, pp. 132) and, 96% of parents believed that the school encourages
their child to attend school regularly (Goal 2.2, 4.19, 1.1; pp.131,223,100). This is supported by the Districtwide annual
attendance rate at comprehensive high schools of 96.22%, the highest in WUHSD history, and remarkably high for a high
school district.
92
Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEAs goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
Unchanged Goal
Goal 1
ORGANIZATION Vision, Resources, Leadership and Staff
Schools will be staffed with an increasing percentage of qualified teachers and administrators who make enlightened educational decisions based on
data and effectively implement, support and assess activities that focus on all students achieving high standards, ensuring that the Districts
mission, vision, beliefs, goals & objectives and measurable targets are reviewed annually and serve to guide the operation of the District to meet the
needs of students.
In order for students to achieve at high levels, we believe the following must be in place:
A highly-qualified staff facilitates achievement of the academic standards and the schoolwide learning outcomes through a system of
preparation, induction, and ongoing professional development.
Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student
learning needs.
All students have equal access to the schools entire program
The human, material, physical, and financial resources are utilized effectively to support students in accomplishing the academic standards
and the schoolwide learning outcomes.
The school is a safe, clean, and orderly place that nurtures learning and provides a focus on continuous school improvement.
Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision,
mission, the schoolwide learner outcomes, and the district LCAP
State and/or Local Priorities Addressed by this goal:
State Priorities: 1. Basic; 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 7. Course access; 8. Other pupil
outcomes
Local Priorities: Professional Learning: Average Days per Teacher per Year Professional Learning: Percentage of Teachers Participating in Best
Practices
Identified Need:
Organization of district and schools is a priority, with vision, resources, leadership, and staffing key to ensuring that students learn. Throughout the
continual improvement process and review of data, stakeholders found that this goal was important to the conditions of learning, pupil outcomes, and
93
student engagement. The use of local quantitative and qualitative data, the LCFF rubrics and the California Dashboard, as well as input from
stakeholders at Taskforce Meetings and Community Advisories, meetings found the following strengths and areas of need that confirmed the
decision to continue this goal. All of the annual measurable outcomes were met for the first goal in the past year except for the Academic Indicator
Grade 11 SBAC DF3 Target; however, in evaluating data on the LCFF rubric and Dashboard, Chronic Absenteeism and English Learner Progress also
appear to be an area of need along with continued growth on the Grade 11 SBAC exam. Maintenance or continued growth is desired on the other
measurable outcomes.
Areas of Strength
Basic Conditions at Schools: In regards to the School Accountability Report Card, school facilities averaged
99.86% on all indicators on the Facility Inspection Report; there were 0% of
teachers who were missasigned; and, 100% of students had access to textbooks in
all core courses
Implementation of State Standards Teacher professional learning, both in the summer and throughout the school year,
continues to be a strength of the district, with collaborative teams accepting
collective responsibility for student learning and sharing their best instructional
practices with one another in order to increase both individual and organizational
capacity throughout the district so all students gain. Teachers averaged 9.1 days
of Professional Learning throughout the 18/19 year, with 99% of teachers
participating in Best Practices (both exceeding WUHSD Target).
Course Access Sections were maintained in the Master Schedule at all sites, through strategic
scheduling and both site and district use of Targeted Funds for support classes of
English Learners and at-risk students (SED). The average sections per student
remained relatively the same at 4.9 sections per student at the comprehensive
high school.
Student Engagement: Graduation Rate The graduation rate was discussed in more depth in the Plan Summary as an area
of Greatest Progress, or strength, on the LCFF Rubric. It is green on the rubric,
with 92% of students graduating within four years (1.8% increase).
Areas of Need Target Met
94
Both of these areas are still considered areas of need, even though we met our target this year
Chronic Absenteeism Chronic Absenteeism decreased 1.1% in the past year, while both the County and
State numbers increased. While attendance remains exceptionally high, schools are
digging into the data to find the students who are not attending and the reason(s)
they are not at school. As a high school district, we do not receive a color for this
indicator, but value these results as students need to be present to learn.
English Learner Progress English Learner Progress did not receive a color on the Rubric due to the change to
the ELPAC assessment, and as such, we are just using the redesignation rate to
measure progress this year. As such, WUHSD increased 4.1%, from 7.5% to
11.6% in students who were reclassified as RFEP in the past year; however there
is still room for improvement hence, the focus of many of the services throughout
this plan.
Areas of Need Target Not Met
Grade 11 SBAC Exam As a high school, we received a color for the first time this year, with a yellow in
both ELA and Math for the SBAC results on the Grade 11 exam, but we do always
try to improve. In ELA, we declined 7.5 points and missed our target in DF3; Math
increased 4.5 points, but still missed our DF3 target. This corresponds to a 2%
increase in math proficiency in the past year compared to a 4% decrease in ELA.
We are diligently working hard in each area to ensure students are receiving the
first best instruction. We are still attempting to calibrate other assessments in
grades nine and ten to ensure that we are all are preparing appropriately for the
exam.
Expected Annual Measurable Outcomes
Metrics/Indicators Baseline 2017-18 2018-19 2019-20
Priority 1: Basic
Conditions at School:99.82% Average on
all indicators on
99.8% Average on all
indicators on Facility
99.8% Average on all
indicators on Facility
99.8% Average on all
indicators on Facility
95
SARC Reports Facility Inspection
Reports from all 7
sites
0% Teacher
Misassigned
Access to Textbooks
in All Core Courses
Inspection Reports
from all 7 sites
0% Teacher
Misassigned
Access to Textbooks
in All Core Courses
Inspection Reports from all 7
sites
0% Teacher Misassigned
Access to Textbooks in All
Core Courses
Inspection Reports
from all 7 sites
0% Teacher
Misassigned
Access to Textbooks
in All Core Courses
Priority 2:
Implementation of State
Standards
Reflection Survey
Completed and Report
of Progress to the
Board: Met
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year) 7.66 days
per year
Professional
Learning: Percentage
of Teachers by
School Participating in
Summer and District
Best Practices
(Target: 75%
Comprehensive; 50%
Alt Ed)
CHS 80%
LS 86%
PHS 76%
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of
Teachers by School
Participating in Summer
and District Best
Practices (Target:
75% Comprehensive;
50% Alt Ed)
Reflection Survey Completed
and Report of Progress to the
Board
Teacher Professional
Learning: Average Days per
Teacher (Target: 5 days per
year)
Professional Learning:
Percentage of Teachers by
School Participating in
Summer and District Best
Practices (Target: 75%
Comprehensive; 50% Alt Ed)
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of
Teachers by School
Participating in Summer
and District Best
Practices (Target:
75% Comprehensive;
50% Alt Ed)
96
SF 81%
WHS 76%
FHS 20%
SV 69%
Trans 70%
WUHSD 78%
Priority 7: Course
AccessMaintain sections in
Master Schedule at a
minimum of 4.5
sections per
student to ensure
access to broad
selection of courses
2016/17: 5.7 sections
per student
Maintain sections in
Master Schedule at a
minimum of 4.5
sections per
student to ensure
access to broad
selection of courses
Maintain sections in Master
Schedule at a minimum of
4.5 sections per student to
ensure access to broad
selection of courses
Maintain sections in
Master Schedule at a
minimum of 4.5
sections per
student to ensure
access to broad
selection of courses
Priority 4: Academic
Achievement -
Academic Indicator
Grade 11 SBAC (DF3)
ELA: 28 points
above level 3
Math: 50 points
below level 3
ELA: 35 points
above level 3
Math: 40 points
below level 3
ELA: 40 points above level
3
Math: 30 points below level
3
ELA: 45 points
above level 3
Math: 20 points
below level 3
Priority 4: Academic
Achievement: English
Learner ProgressName
RFEP + EL
ChangesName
RFEP + EL
ChangesName
RFEP + EL
Changes
Unable to determine
student's who went up a
level for EL Changes due
to the implementation of
97
WUHSD 76.2%
California
HS74.0%
La Serna HS 67.5%
Pioneer HS 85.9%
Santa Fe HS 74.4%
Whittier HS 78.0%
WUHSD 77.5%
California HS 74.5%
La Serna HS 68.0%
Pioneer HS 86.5%
Santa Fe HS 75.5%
Whittier HS 78.5%
WUHSD 78.0%
California HS 75.0%
La Serna HS 68.5%
Pioneer HS 87.0%
Santa Fe HS 76.0%
Whittier HS 79.0%
ELPAC (and elimination of
the CELDT). In this
transition year, we believe
that the district would
remain at the same level.
There were not any
significant changes in EL
pass rates on Common
Assessments or other
measures of proficiency,
including the distribution of
students in each ELPAC
level.
Level 4 32%
Level 3 33%
Level 2 20%
Level 1 16%
Priority 5: Student
Engagement:
Graduation Rate
Current WUHSD
rate: 95.5%
Source: California
Dashboard
Maintain 95.5% or
higher
Maintain 95.5% or higher Maintain 95.5% or
higher
Priority 5: Student
Engagement: Chronic
Absenteeism
10% 9% 2017/18 CORE Chronic Absentee
Rate: 11% This is an increase
from 10.0% in 16/17 and 7.0% in
15/16 with the same measures.
Chronic Absenteeism Rates
CORE Data 15/16 16/17 17/18
Districtwide 7% 10% 11%
African
American4% 16% 11%
Based on CORE
Data Systems,
2019/20 Target Rate
for Chronic
Absenteeism is
10%
98
Asian 1% 4% 5%
ELs (+4 years
RFEP)7% 10% 11%
Filipino 5% 7% 2%
Foster 10% 12% 21%
Hispanic 7% 11% 11%
Homeless 10% 15% 16%
SocioEconomic
Dis.8% 13% 12%
Students w/Dis 15% 17% 16%
White 7% 12% 14%
We have been monitoring Chronic
Absenteeism for the past three
years through the CORE Data
Collaborative. With the calculation
differing solely in the number of
requisite days of enrollment (State
calculation has no minimum, while
CORE has a minimum student
enrollment of 45 days, removing
some of the errors that can come
from a student who is enrolled 10
days, then dropped after a 1 day
absence being considered as a
chronic absentee).
13.1% is the District Chronic
Absenteeism Rate for 2016/17
according to CDE DataQuest,
which only has one year of data,,
with subgroups making up more
than 1% of the district listed below
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Ethnicity EnrollmentChronic
Abs Rate
African
American120 15.80%
Asian 133 5.30%
Filipino 127 2.40%
Hispanic or
Latino11,156 13.00%
White 1,018 16.10%
All 12,685 13.10%
100
Planned Actions / Services
Complete a copy of the following table for each of the LEAs Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
All All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Base level of Staffing Base level of Staffing Base level of Staffing
Budgeted Expenditures
2017-18 2018-19 2019-20
101
Amount $50,412,966 $51,421,225 $52,449,650
Source LCFF LCFF LCFF
Budget
Reference
1000-1999 Certificated Salaries;
Base certificated personnel (Note: 31:1
Teacher Staffing ratio from Base)
1000-1999 Certificated Salaries;
Base certificated personnel (Note: 31:1
Teacher Staffing ratio from Base)
1000-1999 Certificated Salaries;
Base certificated personnel (Note: 31:1
Teacher Staffing ratio from Base)
Amount $19,632,280 $20,024,926 $20,425,424
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $21,431,380 $21,860,008 $22,297,208
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
102
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Maintain academic and career counseling
services to ensure students are placed in
appropriate and most rigorous
coursework in preparation for college
and career, ensuring students are
directed, not invited, to stretch to
maximum heights.
Maintain academic and career counseling
services to ensure students are placed in
appropriate and most rigorous
coursework in preparation for college
and career, ensuring students are
directed, not invited, to stretch to
maximum heights.
Maintain academic and career counseling
services to ensure students are placed in
appropriate and most rigorous
coursework in preparation for college
and career, ensuring students are
directed, not invited, to stretch to
maximum heights.
103
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $3,189,399 $2,553,305 $2,629,351
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $809,439 $481,421 $502,374
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
104
Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Continue to reduce class sizes and
increase Course Access by increasing
staffing by additional .5 students per FTE
(equivalent of 6 FTEs)
Continue to reduce class sizes and
increase Course Access by increasing
staffing by additional .5 students per FTE
(equivalent of 6 FTEs)
Continue to reduce class sizes and
increase Course Access by increasing
staffing by additional .5 students per FTE
(equivalent of 6 FTEs)
Budgeted Expenditures
2017-18 2018-19 2019-20
105
Amount $521,367 $531,794 $547,747
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $182,510 $186,160 $189,883
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
106
Action 4
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Modified Action Modified Action
Teacher Professional Learning in Summer
and Best Practices (CCSS, NGSS, ELD,
integration of technology with content
standards and assessment applications)
Course Lead +1 from each site attend
content weeks in summer for ELA, Math,
Science, SS, and World Language then
share professional learning with
teachers on their site teams. Sub time
throughout the school year to continue to
Teacher Professional Learning in Summer
and Best Practices (CCSS, NGSS, ELD,
integration of technology with content
standards and assessment applications)
Course Lead +1 from each site attend
content weeks in summer for ELA, Math,
Science, SS, and World Language then
share professional learning with
teachers on their site teams. Sub time
throughout the school year to continue to
Teacher Professional Learning in Summer
and Best Practices (CCSS, NGSS, ELD,
integration of technology with content
standards and assessment applications)
Course Lead +1 from each site attend
content weeks in summer for ELA, Math,
Science, SS, and World Language then
share professional learning with
teachers on their site teams. Sub time
throughout the school year to continue to
107
implement summer professional learning
and attend Best Practices after
administration of common assessments.
implement summer professional learning
and attend Best Practices after
administration of common assessments.
implement summer professional learning
and attend Best Practices after
administration of common assessments.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $385,305 $150,000 $150,000
Source College Readiness Block Grant Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
1000-1999 Certificated Salaries;
Presenters, Stipends, Subs
1000-1999 Certificated Salaries;
Presenters, Stipends, Subs
1000-1999 Certificated Salaries;
Presenters, Stipends, Subs
Amount $0 $33,000 $33,000
Source Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $400,000 $400,000 $400,000
Source Federal Revenues - Title I LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $239,342 $105,688 $105,688
Source College Readiness Block Grant LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $81,461 $83,090 $84,752
Source College Readiness Block Grant LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Support materials and copies, lunch, &
water (~$30 per day per person)
4000-4999 Books and Supplies;
Support materials and copies, lunch, &
water (~$30 per day per person)
4000-4999 Books and Supplies;
Support materials and copies, lunch, &
water (~$30 per day per person)
108
Amount $12,135 $13,588 $13,588
Source College Readiness Block Grant LCFF LCFF
Budget
Reference
2000-2999 Classified Salaries;
IDC
2000-2999 Classified Salaries;
IDC
2000-2999 Classified Salaries;
IDC
Amount $0 $0 $96,216
Source Federal Revenues - Title IV
Budget
Reference 1000-1999 Certificated Salaries
Amount $0 $0 $24,609
Source Federal Revenues - Title IV
Budget
Reference 3000-3999 Employee Benefits
109
Action 5
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
English Learners, Foster Youth, Low Income All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Provide the BTSA (Beginning Teacher
Support and Assessment) Induction
Program for beginning teachers, and Peer
Assistance Support System (PASS)
Program for teachers as needed
Provide the BTSA (Beginning Teacher
Support and Assessment) Induction
Program for beginning teachers, and Peer
Assistance Support System (PASS)
Program for teachers as needed
Provide the BTSA (Beginning Teacher
Support and Assessment) Induction
Program for beginning teachers, and Peer
Assistance Support System (PASS)
Program for teachers as needed
Budgeted Expenditures
2017-18 2018-19 2019-20
110
Amount $60,011 $72,011 $73,051
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $13,573 $13,523 $13,523
Source Federal Revenues - Title II LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $17,865 $8,222 $8,222
Source College Readiness Block Grant LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $6,500 $6,500 $6,500
Source College Readiness Block Grant LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Professional Learning and Conferences
5000-5999 Services and Other Operating
Expenses;
Professional Learning and Conferences
5000-5999 Services and Other Operating
Expenses;
Professional Learning and Conferences
111
Action 6
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
All All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
National Board of Professional Teaching
Standards (NBPTS) Application Process
for current teachers -- payment for "box"
to apply and release days to complete the
application to be certified
National Board of Professional Teaching
Standards (NBPTS) Application Process
for current teachers -- payment for "box"
to apply and release days to complete the
application to be certified
National Board of Professional Teaching
Standards (NBPTS) Application Process
for current teachers -- payment for "box"
to apply and release days to complete the
application to be certified
Budgeted Expenditures
2017-18 2018-19 2019-20
112
Amount $23,240 $23,240 $23,240
Source LCFF Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
NBPTS Application and Program Support
Costs
5000-5999 Services and Other Operating
Expenses;
NBPTS Application and Program Support
Costs
5000-5999 Services and Other Operating
Expenses;
NBPTS Application and Program Support
Costs
Amount $11,445 $11,674 $11,907
Source LCFF Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
1000-1999 Certificated Salaries;
Certificated sub costs for teachers to be
released to observe and work together on
application
1000-1999 Certificated Salaries;
Certificated sub costs for teachers to be
released to observe and work together on
application
1000-1999 Certificated Salaries;
Certificated sub costs for teachers to be
released to observe and work together on
application
Amount $0 $900 $900
Source Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
3000-3999 Employee Benefits;
Sub Benefits
3000-3999 Employee Benefits;
Sub Benefits
113
Action 7
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
All All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Professional Clear Administrator Induction
Program for five administrators through
WUHSD local program (under
ACSA's umbrella) includes stipend for
coach consultant, annual upkeep of
(two) coaches certification through
network professional learning, (five)
annual candidate enrollments, and local
professional learning for candidates.
Professional Clear Administrator Induction
Program for administrators through
WUHSD local program (under
ACSA's umbrella) includes stipend for
coach consultant, annual upkeep of
(two) coaches certification through
network professional learning, annual
candidate enrollments, and local
professional learning for candidates.
Professional Clear Administrator Induction
Program for administrators
through WUHSD local program
(under ACSA's umbrella) includes stipend
for coach consultant, annual upkeep of
(two) coaches certification through
network professional learning, annual
candidate enrollments, and local
professional learning for candidates.
114
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $15,000 $14,000 $14,000
Source LCFF Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Certificated coach stipend
5000-5999 Services and Other Operating
Expenses;
Certificated coach stipend
5000-5999 Services and Other Operating
Expenses;
Certificated coach stipend
Amount $4,000 $4,500 $4,500
Source LCFF Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Support of Candidates in Program
5000-5999 Services and Other Operating
Expenses;
Support of Candidates in Program
5000-5999 Services and Other Operating
Expenses;
Support of Candidates in Program
Amount $7,300 $2,000 $2,000
Source LCFF Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
4000-4999 Books and Supplies;
Induction Supplies
4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $5,400 $3,000 $3,000
Source LCFF Federal Revenues - Title II Federal Revenues - Title II
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Professional Learning and Conferences
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
115
Action 8
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Leadership Development for Course
Leads, Department Chairs, and
Administrators on mentoring and
coaching certificated staff and training to
support effective teaching and learning,
particularly for the underachieving
students and subgroups
Leadership Development for Course
Leads, Department Chairs, and
Administrators on mentoring and
coaching certificated staff and training to
support effective teaching and learning,
particularly for the underachieving
students and subgroups
Leadership Development for Course
Leads, Department Chairs, and
Administrators on mentoring and
coaching certificated staff and training to
support effective teaching and learning,
particularly for the underachieving
students and subgroups
116
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $18,000 $4,800 $4,800
Source College Readiness Block Grant LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $5,000 $909 $909
Source College Readiness Block Grant LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $2,000 $500 $500
Source College Readiness Block Grant LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
117
Action 9
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Modified Action
Data Leads at six sites (10 hours/month)
to collect and display data on the
services provided to targeted students
(EL, foster, SED) in order to provide
decisionmakers with information on the
effectiveness of those services
Data Leads at six sites (10 hours/month)
to collect and display data on the
services provided to targeted students
(EL, foster, SED) in order to provide
decision makers with information on the
effectiveness of those services
Data Leads at six sites (10 hours/month)
to collect and display data on the
services provided to targeted students
(EL, foster, SED) in order to provide
decision makers with information on the
effectiveness of those services.
Additional Data Lead added for Frontier
HS to help disaggregate data and analyze
data to monitor progress regarding
118
graduation and CSI status.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $81,210 $82,834 $96,147
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $21,115 $21,537 $31,291
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
119
Action 10
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Modified Action
Join consortia with other partner school
districts to provide services and
workshops to parents of English Learner
Parents to engage them in the educational
process of child and assist them in
understanding the high school and
post-secondary requirements.
Join consortia with other partner school
districts to provide services and
workshops to parents of English Learner
Parents to engage them in the educational
process of child and assist them in
understanding the high school and
post-secondary requirements.
Join consortia with other partner school
districts to provide services and
workshops to parents of English Learner
Parents to engage them in the educational
process of child and assist them in
understanding the high school and
post-secondary requirements. Within the
consortia, suggestions heard from
parents will be forwarded; e.g. the need
for increased parent education, including
more information on colleges earlier in
120
their child's high school career.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $2,000 $4,000 $4,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Contracting with local provider of
workshops for English Learner parents in
the community; Cost shared with three of
partner elementary school districts
5000-5999 Services and Other Operating
Expenses;
Contracting with local provider of
workshops for English Learner parents in
the community; Cost shared with three of
partner elementary school districts
5000-5999 Services and Other Operating
Expenses;
Contracting with local provider of
workshops for English Learner parents in
the community; Cost shared with three of
partner elementary school districts
121
Action 11
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Community Liaison to help develop
relationships and encourage participation
with stakeholders who normally would
not participate in the LCAP process
Community Liaison to help develop
relationships and encourage participation
with stakeholders who normally would
not participate in the LCAP process
Community Liaison to help develop
relationships and encourage participation
with stakeholders who normally would
not participate in the LCAP process
Budgeted Expenditures
2017-18 2018-19 2019-20
122
Amount $40,000 $30,000 $30,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
123
Action 12
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
All All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
New Action Unchanged Action Modified Action
Professional Learning for Classified personnel
to ensure that students are supported
at the highest level possible both in and out of
the classroom. Workshops may include
professional learning and support for personnel
in the area of behavior management,
technology, food service regulations,
communication, safety and security, and other
areas that ensure the best possible
performance and environment for staff and
students.
Professional Learning for Classified
personnel to ensure that students are
supported at the highest level possible
both in and out of the
classroom. Workshops may include
professional learning and
support for personnel in the area of
behavior management, technology, food
service regulations, communication,
safety and security, and other areas that
ensure the best possible performance
Professional Learning for Classified
personnel to ensure that students are
supported at the highest level possible
both in and out of the
classroom. Workshops may include
professional learning and
support for personnel in the area of
behavior management, technology, food
service regulations, communication,
safety and security, and other areas that
ensure the best possible performance
124
and environment for staff and students. and environment for staff and students.
Due to additional funding through the
state's Classified Professional
Development Grant, there will be
increased opportunities for classified
personnel to enhance their learning and
skills in the upcoming year.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $150,000 $150,000 $100,000
Source Federal Revenues - Title II Federal Revenues - Title II LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $26,000 $40,000 $40,000
Source Federal Revenues - Title II Federal Revenues - Title II LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $0 $0 $100,000
Source Other State Revenues
Budget
Reference
2000-2999 Classified Salaries;
Classified PD Grant
Amount $0 $0 $8,956
Source Other State Revenues
Budget
Reference
3000-3999 Employee Benefits;
Classified PD Grant
125
(Select from New Goal, Modified Goal, or Unchanged Goal)
Unchanged Goal
Goal 2
CURRICULUM & INSTRUCTION
All students experience high-quality instruction that engages their interest while providing a rigorous, relevant and coordinated curriculum that
supports the achievement of the State Content Standards.
In order for students to achieve at high levels, we believe the following must be in place.
All students are engaged in challenging learning experiences in the classroom that effectively help them learn the academic standards
assessed on state and national assessments that prepare them for college and career after high school
All teachers will use a variety of strategies and resources, including technology and experiences beyond the textbook that actively engage
students, emphasize higher order thinking skills, and help them succeed at high academic levels.
Teachers continue to develop personally and professionally, regularly articulating with teachers from partner middle schools and local
colleges, reviewing the success of the graduates to learn about their own program and others, while also using educational research to
strengthen the current instructional program so all students achieve at higher levels
State and/or Local Priorities Addressed by this goal:
State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 8. Other pupil outcomes
Local Priorities: Students Taking at Least One AP Class/Year Percentage of AP Students in and AP Class Taking at least one Test in the Year D/F
Rates for both Semesters On-Target Rates for both Semesters
Identified Need:
Curriculum and Instruction is the heart and soul of an education institution. The reason why districts and schools exist is for students to learn and
grow through the implementation of curriculum and instruction. Throughout the continual improvement process and review of data, stakeholders
found that this goal was important to the conditions of learning, pupil outcomes, and student engagement. The use of local quantitative and
qualitative data, the LCFF rubrics and the California Dashboard, as well as input from stakeholders at Taskforce Meetings and Community
Advisories, meetings found the following areas of need that confirmed the decision to continue this goal.
All of the annual measurable outcomes were met for this goal in the past year except for first semester D/F Rates, first semester on-target rates,
the College Career Indicator, which missed the target by one half percent, and Grade 11 SBAC. Fortunately, the greatest increase in D/F Rates
semester was in math, which second semester validates first semester in A-G; and, since over 90% of enrolled WUHSD Math courses are A-G
approved, coupled with the increase in second semester grades, ensues remediation of those grades for college purposes. This also is true with the
126
interventions put into place second semester to bring up the on-target rate second semester, despite the fact it would be best if the interventions
were not needed in the first place. Finally, CCI was 53.1% prepared, instead of the target of 53.6%, something to be remedied in the upcoming year
when we will be getting a color on the rubric for the first time. Please refer to Goal 1 for a discussion of Grade 11 SBAC and the need to improve.
Maintenance or continued growth is desired on the other measurable outcomes.
Expected Annual Measurable Outcomes
Metrics/Indicators Baseline 2017-18 2018-19 2019-20
Priority 2: Implementation
of State StandardsReflection Survey
Completed and Report
of Progress to the
Board: Met
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year) 7.66 days per
year
Professional Learning:
Percentage of Teachers
by School Participating
in Summer and District
Best Practices (Target:
75% Comprehensive;
50% Alt Ed)
CHS 80%
LS 86%
PHS 76%
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of Teachers
by School Participating
in Summer and District
Best Practices (Target:
75% Comprehensive;
50% Alt Ed)
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of Teachers
by School Participating
in Summer and District
Best Practices (Target:
75% Comprehensive;
50% Alt Ed)
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of Teachers
by School Participating
in Summer and District
Best Practices (Target:
75% Comprehensive;
50% Alt Ed)
127
SF 81%
WHS 76%
FHS 20%
SV 69%
Trans 70%
WUHSD 78%
Priority 4: Academic
Achievement - Academic
Indicator Grade 11 SBAC
(DF3)
ELA: 28 points above
level 3
Math: 50 points below
level 3
ELA: 35 points above
level 3
Math: 40 points below
level 3
ELA: 40 points above
level 3
Math: 30 points below
level 3
ELA: 45 points above
level 3
Math: 20 points below
level 3
Priority 4: Academic
Achievement: English
Learner ProgressName
RFEP + EL
Changes
WUHSD 76.2%
California HS 74.0%
La Serna HS 67.5%
Pioneer HS 85.9%
Santa Fe HS 74.4%
NameRFEP + EL
Changes
WUHSD 77.5%
California HS 74.5%
La Serna HS 68.0%
Pioneer HS 86.5%
Santa Fe HS 75.5%
NameRFEP + EL
Changes
WUHSD 78.0%
California HS 75.0%
La Serna HS 68.5%
Pioneer HS 87.0%
Santa Fe HS 76.0%
Unable to determine
student's who went up a
level for EL Changes due
to the implementation of
ELPAC (and elimination of
the CELDT). In this
transition year, we believe
that the district would
remain at the same level.
There were not any
significant changes in EL
pass rates on Common
Assessments or other
measures of proficiency,
including the distribution of
students in each ELPAC
level.
128
Whittier HS 78.0% Whittier HS 78.5% Whittier HS 79.0%Level 4 32%
Level 3 33%
Level 2 20%
Level 1 16%
Priority 5: Student
Engagement: Graduation
Rate
Current WUHSD
rate: 95.5%
Maintain 95.5% or
higher
Maintain 95.5% or
higher
Maintain 95.5% or
higher
Priority 5: Student
Engagement: Chronic
Absenteeism
10% 9% 8% 7%
AP Participation Rate:
Percentage of Unique
Students Taking at least
One Test
22.2% 21% 22% 23%
AP Pass Rate 40.8% 41.5% 42% 42.5%
A-G Rate 52.3% 53% 53.5% 54%
D/F Rates Sem 1 11.6% 11.1% 10.6% 10.1%
D/F Rates Sem 2 13.1% 12.5% 11.9% 11.3%
On-Target for Graduation
Rate Sem 192.7% 94% 94% 94%
On-Target for Graduation
Rate Sem 290.7% 94% 94% 94%
EL Reclassification Rate 7.5% 8.5% 9.5% 10.5%
129
Planned Actions / Services
Complete a copy of the following table for each of the LEAs Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
All All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Textbooks & Instructional Materials for
base school program (Lottery funds for
IMRFP)
Textbooks & Instructional Materials for
base school program (Lottery funds for
IMRFP)
Textbooks & Instructional Materials for
base school program (Lottery funds for
IMRFP)
Budgeted Expenditures
130
2017-18 2018-19 2019-20
Amount $1,766,000 $600,000 $625,000
Source Other State Revenues Other State Revenues Other State Revenues
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
131
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
All All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Technological Teacher Support Tools for
teachers to maintain student and textbook
records (e.g., SEIS Special Ed System or
Destiny Textbook Manager)
Technological Teacher Support Tools for
teachers to maintain student and textbook
records (e.g., SEIS Special Ed System or
Destiny Textbook Manager)
Technological Teacher Support Tools for
teachers to maintain student and textbook
records (e.g., SEIS Special Ed System or
Destiny Textbook Manager)
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $24,611 $28,200 $28,200
132
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
133
Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Modified Action Unchanged Action
Increase Summer School sections for
Targeted Students (EL, foster, SED) at all
sites to ensure that academic proficiency
and credit attainment are at expected
levels. Summer School Staffing consists
of certificated Admin Intern (TOSA with
one at each comp. HS sites to run
summer school & support expanded
offerings while building org. capacity);
certificated teachers; and classified
With summer school assistance from Mt
SAC, decrease Summer School sections
paid for by WUHSD. Currently, WUHSD
provides smaller sections for Targeted
Students (EL, foster, SED) at all sites to
ensure that academic proficiency and
credit attainment are at expected levels.
Summer School staffing decreased due to
certificated Admin Intern from Mt
SAC (TOSA) and one classified support at
With summer school assistance from Mt
SAC, decreased Summer School sections
are paid for by WUHSD than in past years
(prior to 2017). Provide small sections for
Targeted Students (EL, foster, SED) at all
sites to ensure that academic proficiency
and credit attainment are at expected
levels. Summer School Staffing decreased
due to certificated Admin Intern from Mt
SAC (TOSA) and one classified support at
134
support. each comp high school. each comp high school.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $226,280 $100,000 $105,000
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $98,947 $85,000 $90,000
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $57,466 $33,000 $38,000
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
135
Action 4
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
After-School Courses to support targeted
students in credit recovery along with
parallel support to ensure success the
first time in course
After-School Courses to support targeted
students in credit recovery along with
parallel support to ensure success the
first time in course
After-School Courses to support targeted
students in credit recovery along with
parallel support to ensure success the
first time in course
Budgeted Expenditures
2017-18 2018-19 2019-20
136
Amount $71,708 $73,142 $74,605
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $12,908 $13,166 $13,429
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $35,000 $86,000 $87,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Outside contractor for providing after-
school courses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
137
Action 5
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Low Income LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Additional sections at each site provide
credit recovery and parallel academic
courses, along with socio-emotional
support to students, ensure students,
particularly SED students, do not fall
behind in credits. Guided Study
comprises some of the sections for the
low-income at-risk students at all sites.
Guided Study are sections of support
programs during and beyond the
freshman year that provide continued
Additional sections at each site provide
credit recovery and parallel academic
courses, along with socio-emotional
support to students, ensure students,
particularly SED students, do not fall
behind in credits. Guided Study
comprises some of the sections for the
low-income at-risk students at all sites.
Guided Study are sections of support
programs during and beyond the
freshman year that provide continued
Additional sections at each site provide
credit recovery and parallel academic
courses, along with socio-emotional
support to students, ensure students,
particularly SED students, do not fall
behind in credits. Guided Study
comprises some of the sections for the
low-income at-risk students at all sites.
Guided Study are sections of support
programs during and beyond the
freshman year that provide continued
138
intensive support and monitoring to
students through interpersonal
engagement, instruction in organizational
skills and time management, and daily
homework checks. Connecting with all
of the teachers that each student has
throughout the day to ensure that they
are on-track provides a solid foundation
for students ninth grade year. We have
found that these Guided Study sections
eases the transition for the high-risk
low-income students, lowers the dropout
rates, connects students to school,
results in students wanting to come to
school, thus improving the attendance
rates so students can learn. (158
additional support sections districtwide).
intensive support and monitoring to
students through interpersonal
engagement, instruction in organizational
skills and time management, and daily
homework checks. Connecting with all
of the teachers that each student has
throughout the day to ensure that they
are on-track provides a solid foundation
for students ninth grade year. We have
found that these Guided Study sections
eases the transition for the high-risk
low-income students, lowers the dropout
rates, connects students to school,
results in students wanting to come to
school, thus improving the attendance
rates so students can learn. (148
additional support sections districtwide).
intensive support and monitoring to
students through interpersonal
engagement, instruction in organizational
skills and time management, and daily
homework checks. Connecting with all
of the teachers that each student has
throughout the day to ensure that they
are on-track provides a solid foundation
for students ninth grade year. We have
found that these Guided Study sections
eases the transition for the high-risk
low-income students, lowers the dropout
rates, connects students to school,
results in students wanting to come to
school, thus improving the attendance
rates so students can
learn. (157 additional support
sections districtwide). Additional sections
will be added at Frontier as part of their
CSI plan to assist in the transition and
orientation to the campus. These
students will be in a cohort as they learn
how to navigate the campus and earn
credits towards graduation, but will be
paid for by the district.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $2,228,000 $3,147,213 $3,195,000
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $467,880 $744,978 $1,147,320
139
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
140
Action 6
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Provide additional sections for SDAIE &
ELD in order to support EL students'
success. This provides parallel support
classes as well as lower class sizes in
other coursework so EL students get
more personalized and individual
attention. Parallel Academic English
Development (ALD) courses assist
English Learners in mastering English
language and gaining proficiency in
academic coursework, along with gaining
Provide additional sections for SDAIE &
ELD in order to support EL students'
success. This provides parallel support
classes as well as lower class sizes in
other coursework so EL students get
more personalized and individual
attention. Parallel Academic English
Development (ALD) courses assist
English Learners in mastering English
language and gaining proficiency in
academic coursework, along with gaining
Provide additional sections for SDAIE &
ELD in order to support EL students'
success. This provides parallel support
classes as well as lower class sizes in
other coursework so EL students get
more personalized and individual
attention. Parallel Academic English
Development (ALD) courses assist
English Learners in mastering English
language and gaining proficiency in
academic coursework, along with gaining
141
organizational skills (total EL support
sections 139 district)
organizational skills. Some of these
sections will now be Guided Study
sections for EL students (LS) (total EL
support sections 127 district)
organizational skills. Some of these
sections will now be Guided Study
sections for EL students (LS) (total EL
support sections 132 district)
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $2,224,000 $3,196,596 $2,624,000
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $578,240 $703,404 $955,560
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
142
Action 7
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
Schoolwide All Schools, Specific Schools:
Comprehensive High Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Modified Action
Ed Tech Support Leads foster seamless
integration of technology with curriculum.
Teachers at each comprehensive high
school have release periods to assist
their colleagues one-on-one or to provide
workshops on technology that is to be
used in the classroom to further
understanding and engagement. (total of
7 sections + hourly Trans)
Ed Tech Support Leads foster seamless
integration of technology with curriculum.
Teachers at each comprehensive high
school have release periods to assist
their colleagues one-on-one or to provide
workshops on technology that is to be
used in the classroom to further
understanding and engagement. (total of
7 sections + hourly Trans)
Ed Tech Support Leads foster seamless
integration of technology with curriculum.
Teachers at each comprehensive high
school have release periods to assist
their colleagues one-on-one or to provide
workshops on technology that is to be
used in the classroom to further
understanding and engagement. (total of
6 sections + hourly Trans) There will be
fewer total sections of release in the
143
2019/20 school year as the urgency of
the first implementation has been met.
Now there is slower, steady call for
on-site support to integrate the curriculum
with technology.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $118,000 $163,437 $138,000
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $30,680 $32,593 $53,040
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $6,000 $6,000 $6,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Conferences
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
144
Action 8
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide Specific Schools: Comprehensive High
Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Open Media Center until evening so
students can access technology,
resources, and tutoring services. Staffed
with a full-time computer lab assistant to
monitor media center and provide
computer assistance to students.
Provide tutoring and targeted academic
assistance in the media centers after
school, using certificated, classified,
Open Media Center until evening so
students can access technology,
resources, and tutoring services. Staffed
with a full-time computer lab assistant to
monitor media center and provide
computer assistance to students.
Provide tutoring and targeted academic
assistance in the media centers after
school, using certificated, classified,
Open Media Center until evening so
students can access technology,
resources, and tutoring services. Staffed
with a full-time computer lab assistant to
monitor media center and provide
computer assistance to students.
Provide tutoring and targeted academic
assistance in the media centers after
school, using certificated, classified,
145
College and High School Tutors to assist.
The full-time computer lab assistant in the
Media Center also monitors the location of
the tutoring in the classrooms during the
day using College tutors, as well as the
location of the technology carts.
College and High School Tutors to assist.
The full-time computer lab assistant in the
Media Center also monitors the location of
the tutoring in the classrooms during the
day using College tutors, as well as the
location of the technology carts.
College and High School Tutors to assist.
The full-time computer lab assistant in the
Media Center also monitors the location of
the tutoring in the classrooms during the
day using College tutors, as well as the
location of the technology carts.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $436,376 $415,104 $427,558
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $271,352 $256,779 $264,483
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $104,470 $106,559 $109,756
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $293,111 $152,118 $276,701
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
146
Action 9
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Modified Action
Technology: As courses and
assessments move to a more
technologically-based format, students
need to be well-versed in the medium.
The purchase of technological devices
and accompanying carts/furniture will
ensure students have access to all forms
of content and that they are fully
prepared for college and
career, particularly those students who
Technology: As courses and
assessments move to a more
technologically-based format, students
need to be well-versed in the medium.
The purchase of technological devices
and accompanying carts/furniture will
ensure students have access to all forms
of content and that they are fully
prepared for college and
career, particularly those students who
Technology: As courses and
assessments move to a more
technologically-based format, students
need to be well-versed in the medium.
The purchase of technological devices
and accompanying carts/furniture will
ensure students have access to all forms
of content and that they are fully
prepared for college and
career, particularly those students who
147
do not have access to these devices at
home.
Technological services and programs to
engage students and provide them with
additional support and access to the
content (e.g., Turn-it-In, CA streaming
video, Artstor,and other
content providers). Pilot of an online
course provider for on-site credit
recovery program for at-risk students
(CyberHigh).
do not have access to these devices at
home.
Technological services and programs to
engage students and provide them with
additional support and access to the
content (e.g., Turn-it-In, CA streaming
video, Artstor,and other
content providers). Pilot of an online
course provider for on-site credit
recovery program for at-risk students
(CyberHigh).
do not have access to these devices at
home.
Technological services and programs to
engage students and provide them with
additional support and access to the
content (e.g., Turn-it-In, CA streaming
video, Artstor,and other
content providers). Implementation of
online course provider for on-site credit
recovery program for at-risk students
(CyberHigh).
In 2019/20, addition of another online
course provider for DASS schools, as
CyberHigh was not meeting the needs of
these alternative education students for
partial credits they need to make up in
order to graduate. Additional technology
was also added to ensure all Frontier
students had access to current
technology to access online courses.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $673,843 $373,843 $363,843
Source LCFF LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Devices
4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $318,406 $98,406 $98,548
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies; 4000-4999 Books and Supplies; 4000-4999 Books and Supplies;
148
Technology carts for devices Technology carts for devices Technology carts for devices
Amount $182,499 $182,499 $212,499
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Software services and aps for devices to
support instruction
5000-5999 Services and Other Operating
Expenses;
Software services and aps for devices to
support instruction
5000-5999 Services and Other Operating
Expenses;
Software services and aps for devices to
support instruction
Amount $0 $0 $84,000
Source CSI/ESSA 1003
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
FHS only: Additional online course
provider option for partial credits toward
Graduation
Amount $0 $0 $36,000
Source CSI/ESSA 1003
Budget
Reference
4000-4999 Books and Supplies;
FHS only: technology for students to
access online coursework
149
Action 10
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Support & Training of Academic Mentors:
Academic Mentors support teachers in
the classroom to ensure targeted
students master academic content.
Training is provided to ensure that the
Academic Mentors acquire the
appropriate knowledge about the
requisite skills and demeanor needed to
maximize learning when supporting
at-risk students within the classroom.
Support & Training of Academic Mentors:
Academic Mentors support teachers in
the classroom to ensure targeted
students master academic content.
Training is provided to ensure that
the Academic Mentors acquire the
appropriate knowledge about the
requisite skills and demeanor needed to
maximize learning when supporting
at-risk students within the classroom.
Support & Training of Academic Mentors:
Academic Mentors support teachers in
the classroom to ensure targeted
students master academic content.
Training is provided to ensure that
the Academic Mentors acquire the
appropriate knowledge about the
requisite skills and demeanor needed to
maximize learning when supporting
at-risk students within the classroom.
150
The use of Academic Mentors has
proven to be highly effective, not only
from surveys of students receiving help,
but from a review of academic grades
and from several Masters' Thesis
studying the program who found that
positive motivational and engagement
results on the part of the student, along
with academic gains.
The use of Academic Mentors has
proven to be highly effective, not only
from surveys of students receiving help,
but from a review of academic grades
and from several Masters' Thesis
studying the program who found that
positive motivational and engagement
results on the part of the student, along
with academic gains.
The use of Academic Mentors has
proven to be highly effective, not only
from surveys of students receiving help,
but from a review of academic grades
and from several Masters' Thesis
studying the program who found that
positive motivational and engagement
results on the part of the student, along
with academic gains.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $21,462 $21,891 $23,445
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $3,863 $4,019 $9,143
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
151
Action 11
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Modified Action
Professional Development for learning
best instructional practices when
teaching targeted students in all content
areas (including Visual and Performing
Arts and Physical Education).
Outside Professional Development for
learning best instructional practices
when teaching targeted students in all
content areas (including Visual and
Performing Arts and Physical Education).
Outside Professional Development for
learning best instructional practices
when teaching targeted students in all
content areas (including Visual and
Performing Arts and Physical Education).
For Frontier High School, a DASS school
in CSI, the teachers will attend additional
Professional Development, including
networking with other alternative schools
152
with high graduation rates.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $128,000 $88,000 $88,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
Amount $98,000 $104,000 $91,000
Source LCFF LCFF LCFF
Budget
Reference
1000-1999 Certificated Salaries;
Sub Costs
1000-1999 Certificated Salaries;
Sub Costs
1000-1999 Certificated Salaries;
Sub Costs
Amount $0 $10,560 $16,380
Source LCFF LCFF
Budget
Reference
3000-3999 Employee Benefits;
Sub Benefits
3000-3999 Employee Benefits;
Sub Benefits
Amount $0 $0 $43,000
Source CSI/ESSA 1003
Budget
Reference
1000-1999 Certificated Salaries;
FHS only
Amount $0 $0 $10,000
Source CSI/ESSA 1003
Budget
Reference
3000-3999 Employee Benefits;
FHS Only
153
Action 12
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Modified Action Modified Action Unchanged Action
College and Career Pathways: In order to
engage students in their current
educational pursuit and prepare them for
college and career, interaction with
potential careers is done through a
variety of methods (e.g. Naviance,
hands-on experiences, or course
sequences). Support of struggling
students in these different exploratory
experiences varies from clerk positions,
College and Career Pathways: In order to
engage students in their current
educational pursuit and prepare them for
college and career, interaction with
potential careers is done through a
variety of methods (e.g. Naviance,
hands-on experiences, or course
sequences). Support of struggling
students in these different exploratory
experiences varies from clerk positions,
College and Career Pathways: In order to
engage students in their current
educational pursuit and prepare them for
college and career, interaction with
potential careers is done through a
variety of methods (e.g. Naviance,
hands-on experiences, or course
sequences). Support of struggling
students in these different exploratory
experiences varies from clerk positions,
154
additional tutoring, assignments in
Naviance. including PSAT uploaded into
Naviance and/or Road trip Nation for
career exploration, all depending upon
the school site. CTE Pathways are
expanded on sites and with support of
ROP. Additionally, the UC Puente Program
is supported on three sites to expose
under-represented students to
college-level expectations, rigorous
coursework, along with college trips
throughout the state, with the goal of
enrollment in a four-year college upon
graduation (CHS, LS, WHS).
additional tutoring, assignments in
Naviance. including PSAT uploaded into
Naviance and/or Road trip Nation for
career exploration, all depending upon
the school site. CTE Pathways are
expanded on sites and with support of
ROP and clerks that facilitate exploration
and completion of pathways.Additionally,
the UC Puente Program is supported on
three sites to expose under-represented
students to college-level expectations,
rigorous coursework, along with college
trips throughout the state, with the goal
of enrollment in a four-year college upon
graduation (CHS, LS, WHS). Finally,
expansion of the Foster FAFSAFree-for-All, which was quickly puttogether this past year to serve seniorfoster students to make sure they notonly completed their FAFSA, but also hadaccess to all the funds and servicesavailable to foster students, including theTransition Social Worker who came withnews on additional funds they did nothave realize they could receive.
additional tutoring, assignments in
Naviance. including PSAT uploaded into
Naviance and/or Road trip Nation for
career exploration, all depending upon
the school site. CTE Pathways are
expanded on sites and with support of
ROP and clerks that facilitate exploration
and completion of pathways.Additionally,
the UC Puente Program is supported on
three sites to expose under-represented
students to college-level expectations,
rigorous coursework, along with college
trips throughout the state, with the goal
of enrollment in a four-year college upon
graduation (CHS, LS, WHS). Finally,
expansion of the Foster FAFSAFree-for-All, which was quickly puttogether this past year to serve seniorfoster students to make sure they notonly completed their FAFSA, but also hadaccess to all the funds and servicesavailable to foster students, including theTransition Social Worker who came withnews on additional funds they did nothave realize they could receive.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $15,000 $15,300 $15,300
Source LCFF LCFF LCFF
Budget
Reference
1000-1999 Certificated Salaries;
Tutoring, Mentoring, Subs
1000-1999 Certificated Salaries;
Tutoring, Mentoring, Subs
1000-1999 Certificated Salaries;
Tutoring, Mentoring, Subs
Amount $379,480 $387,070 $594,811
155
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $140,830 $143,647 $209,943
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $92,000 $15,000 $25,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Naviance & Career Exploration
5000-5999 Services and Other Operating
Expenses;
Career Exploration
5000-5999 Services and Other Operating
Expenses;
Career Exploration
Amount $15,000 $15,000 $15,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Puente
5000-5999 Services and Other Operating
Expenses;
Puente
5000-5999 Services and Other Operating
Expenses;
Puente
Amount $15,000 $18,000 $18,000
Source LCFF LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Puente
4000-4999 Books and Supplies;
Puente
4000-4999 Books and Supplies;
Puente
Amount $0 $117,874 $121,410
Source LCFF LCFF
Budget
Reference
1000-1999 Certificated Salaries;
Puente Counselors
1000-1999 Certificated Salaries;
Puente Counselors
Amount $0 $30,646 $126,266
Source LCFF LCFF
156
Budget
Reference
3000-3999 Employee Benefits;
Puente Counselors (1/2 at WHS & CHS)
3000-3999 Employee Benefits;
Puente Counselors (1/2 at WHS & CHS)
Amount $0 $5,000 $5,000
Source LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Foster/Homeless College
4000-4999 Books and Supplies;
Foster/Homeless College
157
Action 13
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Visual and Performing Arts Lead: Engage
students with school and the Visual and
Performing Arts Programs by enhancing
and aligning current VAPA offerings and
by expanding support through a new
VAPA Lead position. Outreach to the
community will expand through the
development and maintenance of a
district VAPA website and articulation
with middle schools and community
Visual and Performing Arts Lead: Engage
students with school and the Visual and
Performing Arts Programs by enhancing
and aligning current VAPA offerings and
by expanding support through a
new VAPA Lead position. Outreach to the
community will expand through the
development and maintenance of a
district VAPA website and articulation with
middle schools and community groups.
Visual and Performing Arts Lead: Engage
students with school and the Visual and
Performing Arts Programs by enhancing
and aligning current VAPA offerings and
by expanding support through a
new VAPA Lead position. Outreach to the
community will expand through the
development and maintenance of a
district VAPA website and articulation with
middle schools and community groups.
158
groups.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $19,080 $19,462 $20,446
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $5,342 $5,448 $8,178
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $3,500 $3,570 $3,641
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $4,500 $2,000 $2,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
159
Action 14
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
Low Income Specific Schools: Transition
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Career Life Skills Micro Enterprise
Equipment and curricular materials
Career Life Skills Micro Enterprise
Equipment and curricular materials
Career Life Skills Micro Enterprise
Equipment and curricular materials
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $6,800 $6,936 $7,075
Source LCFF LCFF LCFF
160
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
161
(Select from New Goal, Modified Goal, or Unchanged Goal)
Unchanged Goal
Goal 3
ASSESSMENT AND ACCOUNTABILITY
Provide instruction that utilizes interim and quarterly common assessments that result in the sharing of student data and the identification of best
practices so that students learn challenging content and student performance is increased.
In order for students to achieve at high levels, we believe the following must be in place:
The school effectively uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student
performance data.
Teachers employ the use of formative and summative assessments, along with a variety of assessment strategies to evaluate student
learning. Students and teachers use these findings to provide feedback to students and to modify the teaching/learning process for the
enhancement of the educational progress of every student.
Each school uses an assessment and monitoring system to determine student progress toward achievement of the academic standards and
college/career readiness standards.
The assessment of student achievement in relation to standards drives the schools program, its regular evaluation and improvement, and the
allocation and usage of resources.
State and/or Local Priorities Addressed by this goal:
State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 8. Other pupil outcomes
Local Priorities: D/F Rates for both Semesters On-Target Rates for both Semesters PSAT Participation Golden State Seal Merit Diploma EAP College
Ready in Math and ELA
Identified Need:
Assessment and Accountability is the method through which we drive change to everyone in the organization. Within WUHSD, we strongly believe
that collaboration is the reason for students continued academic growth, with change driven through the use of common assessments as a tool: a
tool to define content covered in certain period; a tool to dive deep into student performance and guide dialogue directed to overcoming barriers to
student learning; and, a tool for the sharing of best instructional and curricular practices.
Throughout the continual improvement process and review of data, stakeholders found this goal to be important to the conditions of learning, pupil
outcomes, and student engagement. The use of local quantitative and qualitative data, the LCFF rubrics and the California Dashboard, as well as
input from stakeholders at Taskforce Meetings and Community Advisories, meetings found the following areas of need that confirmed the decision
to continue this goal. As in Goal 2, all of the annual measurable outcomes were met for this goal in the past year except for growth on the SBAC
162
English Language Arts and Math, D/F Rates and On-target Rates for first Semester. Unique to this goal, the percentage of students who were
designated as College-Ready by EAP did not meet the target in either Math or ELA. This target is met by students scoring proficient on the SBAC,
which we have discussed earlier of focus for the upcoming year. Although Math SBAC scores demonstrated growth in both measures (proficiency
and distance from three), there is still much room for growth. In evaluating data on the LCFF rubric and Dashboard, continued growth on the Grade
11 SBAC exam appear to be the areas of greatest need. Maintenance or continued growth is desired on the other measurable outcomes. Additionally,
We currently have three years of PSAT scores for grades nine, ten and eleven and are working on developing a system that will inform instruction
so teachers can easily access and interpret the results for both students and parents.
Expected Annual Measurable Outcomes
Metrics/Indicators Baseline 2017-18 2018-19 2019-20
Priority 1: Basic
Conditions at
School: SARC
99.82% Average on
all indicators on
Facility Inspection
Reports from all 7
sites
0%
Teacher Misassigned
Access to Textbooks
in All Core Courses
99.83% Average on all
indicators on Facility
Inspection Reports from all
7 sites
0% Teacher Misassigned
Access to Textbooks in All
Core Courses
99.84% Average on all
indicators on Facility
Inspection Reports from all 7
sites
0% Teacher Misassigned
Access to Textbooks in All
Core Courses
99.85% Average on all
indicators on Facility
Inspection Reports from all
7 sites
0% Teacher Misassigned
Access to Textbooks in All
Core Courses
Priority 4:
Academic
Achievement:
English Learner
Progress
NameRFEP + EL
Changes
WUHSD 76.2%
California
HS74.0%
La Serna HS 67.5%
NameRFEP + EL
Changes
WUHSD 77.5%
California HS 74.5%
La Serna HS 68.0%
NameRFEP + EL
Changes
WUHSD 78.0%
California HS 75.0%
La Serna HS 68.5%
Unable to determine student's
who went up a level for EL
Changes due to the
implementation of ELPAC (and
elimination of the CELDT). In
this transition year, we believe
that the district would remain at
the same level. There were not
any significant changes in EL
pass rates on Common
Assessments or other
measures of proficiency,
including the distribution of
163
Pioneer HS 85.9%
Santa Fe
HS74.4%
Whittier HS 78.0%
Pioneer HS 86.5%
Santa Fe HS 75.5%
Whittier HS 78.5%
Pioneer HS 87.0%
Santa Fe HS 76.0%
Whittier HS 79.0%
students in each ELPAC level.
Level 4 32%
Level 3 33%
Level 2 20%
Level 1 16%
Priority 4:
Academic
Achievement -
Academic
Indicator Grade
11 SBAC (DF3)
ELA: 28 points
above level 3
Math: 50 points
below level 3
ELA: 35 points above
level 3
Math: 40 points below
level 3
ELA: 20 points above
level 3
Math: 40 points below
level 3
ELA: 20 points above
level 3
Math: 50 points below
level 3
SBAC
Participation
Rate
ELA 96.6%;
Math 97.8%
Maintain above 96% Maintain above 96% Maintain above 96%
AP Participation
Rate22.2% 22.4% 22.6% 22.8%
AP Pass Rate 40.8% 41.8% 42% 42.5%
EAP
College-ReadyELA 25%;
Math 8.5%
ELA 28%;
Math 10%
ELA 30%;
Math 12%
ELA 32%;
Math 14%
D/F Rates Sem
111.6% 11.1% 10.6% 10.1%
D/F Rates Sem
213.1% 12.5% 11.9% 11.3%
On-Target for
Graduation Sem
1
92.7 94% 94% 94%
On-Target for 90.7% 94% 94% 94%
164
Graduation Rate
Sem 2
SBAC ELA
Participation and
Proficiency
Rates
SBAC ELA
Participation Rate
97%
SBAC ELA
Proficiency Rate
62%
SBAC ELA Participation
Rate 96%
SBAC ELA Proficiency Rate
68%
SBAC ELA Participation
Rate 96%
SBAC ELA Proficiency Rate
62%
SBAC ELA Participation
Rate 96%
SBAC ELA Proficiency Rate
63%
SBAC MATH
Participation and
Proficiency
Rate
SBAC MATH
Participation Rate
98%
SBAC MATH
Proficiency Rate
32%
SBAC MATH Participation
Rate 96%
SBAC MATH
Proficiency Rate 33%
SBAC MATH Participation
Rate 96%
SBAC MATH
Proficiency Rate 29%
SBAC MATH Participation
Rate 96%
SBAC MATH
Proficiency Rate 31%
165
Planned Actions / Services
Complete a copy of the following table for each of the LEAs Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Common Assessments: Provide interim
and quarterly common assessments that
result in the sharing of student data and
the identification of best practices in
order to improve the achievement of all
students, particularly the
Common Assessments: Provide interim
and quarterly common assessments that
result in the sharing of student data and
the identification of best practices in
order to improve the achievement of all
students, particularly the
Common Assessments: Provide interim
and quarterly common assessments that
result in the sharing of student data and
the identification of best practices in
order to improve the achievement of all
students, particularly the
166
underperforming students, ensuring that
they are college and career ready when
they graduate from WUHSD. Utilize other
sources of data, research, and
information to inform the collaborative
analysis of common assessment results
and discussion of practice in order
to improve student learning.
Within WUHSD, we strongly believe that
collaboration is the reason for students’
continued academic growth, with change
driven through the use of common
assessments as a tool: a tool to define
content covered in certain period; a tool
to dive deep into student performance
and guide dialogue directed to
overcoming barriers to student learning;
and, a tool for the sharing of best
instructional and curricular
practices.Note: Production of District
Common Assessments occurs a minimum
of 4-9 times per year for all core
courses.
underperforming students, ensuring that
they are college and career ready when
they graduate from WUHSD. Utilize other
sources of data, research, and
information to inform the collaborative
analysis of common assessment results
and discussion of practice in order
to improve student learning.
Within WUHSD, we strongly believe that
collaboration is the reason for students
continued academic growth, with change
driven through the use of common
assessments as a tool: a tool to define
content covered in certain period; a tool
to dive deep into student performance
and guide dialogue directed to
overcoming barriers to student learning;
and, a tool for the sharing of best
instructional and curricular
practices.Note: Production of District
Common Assessments occurs a minimum
of 4-9 times per year for all core
courses.
underperforming students, ensuring that
they are college and career ready when
they graduate from WUHSD. Utilize other
sources of data, research, and
information to inform the collaborative
analysis of common assessment results
and discussion of practice in order
to improve student learning.
Within WUHSD, we strongly believe that
collaboration is the reason for students
continued academic growth, with change
driven through the use of common
assessments as a tool: a tool to define
content covered in certain period; a tool
to dive deep into student performance
and guide dialogue directed to
overcoming barriers to student learning;
and, a tool for the sharing of best
instructional and curricular
practices.Note: Production of District
Common Assessments occurs a minimum
of 4-9 times per year for all core
courses.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $132,000 $134,640 $143,647
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Services to facilitate analysis of data
(e.g., EADMS, Student Tracker, & CORE
Data Collaborative)
5000-5999 Services and Other Operating
Expenses;
Services to facilitate analysis of data
(e.g., EADMS, Student Tracker, & CORE
Data Collaborative)
5000-5999 Services and Other Operating
Expenses;
Services to facilitate analysis of data
(e.g., EADMS, Student Tracker, & CORE
Data Collaborative)
167
Amount $125,000 $6,000 $8,000
Source LCFF LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Scanners, Supplies
4000-4999 Books and Supplies;
Scanners, Supplies
4000-4999 Books and Supplies;
Scanners, Supplies
Amount $64,675 $53,000 $64,255
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Reprographics charges
5000-5999 Services and Other Operating
Expenses;
Reprographics charges
5000-5999 Services and Other Operating
Expenses;
Reprographics charges
168
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide Specific Schools: Comprehensive High
SChools
169
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Intervention Specialist Release Periods:
The Intervention Specialist is a teacher
who has two release periods to analyze
data and provide support and information
to personnel on the site to ensure that
students are provided with time and
support to achieve academic success
Intervention Specialist Release Periods:
The Intervention Specialist is a teacher
who has one release period to analyze
data and provide support and information
to personnel on the site to ensure that
students are provided with time and
support to achieve academic success
(Note: Based on need, two sites have
added an additional period of Intervention
Specialist)
Intervention Specialist Release Periods:
The Intervention Specialist is a teacher
who has one release period to analyze
data and provide support and information
to personnel on the site to ensure that
students are provided with time and
support to achieve academic
success. (Note: Based on need, two
sites have added an additional period of
Intervention Specialist)
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $180,354 $180,345 $188,346
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $52,123 $32,154 $54,103
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
170
Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Modified Action
Facilitate collaboration and analysis of
common assessment data and the
development of interdependent teams to
support strong student achievement for
all students, particularly the under-
performing students, ensuring that they
are college and career ready when they
graduate from WUHSD. This is done
through the Coordinator of Curriculum
and Assessment with seven Coaches,
Facilitate collaboration and analysis of
common assessment data and the
development of interdependent teams to
support strong student achievement for
all students, particularly the under-
performing students, ensuring that they
are college and career ready when they
graduate from WUHSD. This is done
through the Coordinator of Curriculum
and Assessment with seven Coaches,
Facilitate collaboration and analysis of
common assessment data and the
development of interdependent teams to
support strong student achievement for
all students, particularly the under-
performing students, ensuring that they
are college and career ready when they
graduate from WUHSD. This is done
through the Director of Professional
Learning with seven Coaches, who are
171
who are teachers with additional monthly
hours, who facilitate course-alike teams
throughout the year. One additional
coach is being added this year to limit the
number of days the other coaches are
subbed out of their classes and to
expand organizational capacity (subs in
Goal 1)
who are teachers with additional monthly
hours, who facilitate course-alike teams
throughout the year (subs in Goal 1)
teachers with additional monthly hours,
who facilitate course-alike teams
throughout the year.
Teams are also able to come in to develop
and analyze site common assessments,
along with plan strategies, routines, and
lesson, without one of the coach
facilitators, if the time is approved by their
site administrator. The increased use of
the availability of time to collaborate with
your own team by simply asking has
increased, demonstrating increased
increased student achievement in those
same course-alike teams.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $323,031 $509,492 $529,492
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $86,672 $25,718 $90,718
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $67,480 $68,830 $75,203
Source LCFF LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Supplies, lunch, and water for groups
coming into district throughout the year
4000-4999 Books and Supplies;
Supplies, lunch, and water for groups
coming into district throughout the year
4000-4999 Books and Supplies;
Supplies, lunch, and water for groups
coming into district throughout the year
172
Amount $0 $0 $261,326
Source LPSBG
Budget
Reference
1000-1999 Certificated Salaries;
subs
Amount $0 $0 $66,694
Source LPSBG
Budget
Reference 3000-3999 Employee Benefits
173
Action 4
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Course Leads: 115 Course Leads, who,
at each site, facilitate the development of
the course-alike team; then, as a member
of the district team, contribute to the
development of assessments and
curriculum, ensuring that all students
groups are included in the analysis.
Course Leads provide opportunities for
their team to share best practices for
teaching that contribute to improving
Course Leads: 115 Course Leads, who,
at each site, facilitate the development of
the course-alike team; then, as a member
of the district team, contribute to the
development of assessments and
curriculum, ensuring that all students
groups are included in the analysis.
Course Leads provide opportunities for
their team to share best practices for
teaching that contribute to improving
Course Leads: 115 Course Leads, who,
at each site, facilitate the development of
the course-alike team; then, as a member
of the district team, contribute to the
development of assessments and
curriculum, ensuring that all students
groups are included in the analysis.
Course Leads provide opportunities for
their team to share best practices for
teaching that contribute to improving
174
student learning and mastery of
standards for all students, working with
teachers and staff to identify students in
need of intervention, ensuring that all
students not only master the content, but
move on to the most rigorous course of
study and graduate on time. ($2,102 per
Course Lead Stipend in 217/18)
student learning and mastery of
standards for all students, working with
teachers and staff to identify students in
need of intervention, ensuring that all
students not only master the content, but
move on to the most rigorous course of
study and graduate on time.
student learning and mastery of
standards for all students, working with
teachers and staff to identify students in
need of intervention, ensuring that all
students not only master the content, but
move on to the most rigorous course of
study and graduate on time.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $241,730 $286,560 $298,900
Source College Readiness Block Grant LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $62,850 $44,107 $84,107
Source College Readiness Block Grant LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
175
Action 5
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Low Income Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Advanced Placement Testing: Support
low-income students in taking as many
AP tests as they are prepared to take by
promoting the lower $5 test charge and
covering any balance due for AP tests
with district funds. Support these
students with additional materials
specifically designed to prepare for AP
tests where students lack the
background experiences that are often
capitalized upon on these forms of
Advanced Placement Testing: Support
low-income students in taking as many
AP tests as they are prepared to take by
promoting the lower $5 test charge and
covering any balance due for AP tests
with district funds. Support these
students with additional materials
specifically designed to prepare for AP
tests where students lack the
background experiences that are often
capitalized upon on these forms of
Advanced Placement Testing: Support
low-income students in taking as many
AP tests as they are prepared to take by
promoting the lower $5 test charge and
covering any balance due for AP tests
with district funds. Support these
students with additional materials
specifically designed to prepare for AP
tests where students lack the
background experiences that are often
capitalized upon on these forms of
176
standardized exams. Note: Given
2017/18 is the transition year with federal
and state programs, the $5 fee waiver
program is not yet in place for students
taking the AP test in 2017; therefore,
WUHSD is supporting low-income
students by covering what state and
federal programs would typically cover
for these students and only charging
them the $5.
standardized exams. standardized exams.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $138,000 $123,500 $146,500
Source College Readiness Block Grant LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
College Board AP Test Fees (Gap Year:
No State Program in Place)
5000-5999 Services and Other Operating
Expenses;
College Board AP Test Fees (Gap Only:
State Program in Back in Place)
5000-5999 Services and Other Operating
Expenses;
College Board AP Test Fees (Gap Only:
State Program in Back in Place)
Amount $8,000 $18,000 $5,000
Source LCFF LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Support Materials
4000-4999 Books and Supplies;
Support Materials
4000-4999 Books and Supplies;
Support Materials
177
Action 6
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
All All Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Modified Action Unchanged Action
College Readiness: Prepare all students
for the option of attending college after
completing high school by taking the
PSAT in ninth, tenth, and eleventh grade,
particularly those students who had not
considered college as an option in the
past. In order to prepare all students to
consider college as an option, we will
begin the conversations with students
focused on college early, making it more
likely that student may actually attend
College Readiness: Prepare all students
for the option of attending college after
completing high school by taking
the PSAT in ninth, tenth, and eleventh
grade, particularly those students who
had not considered college as an option
in the past. In order to prepare all
students to consider college as an option,
we will begin the conversations with
students focused on college early,
making it more likely that student may
College Readiness: Prepare all students
for the option of attending college after
completing high school by taking
the PSAT in ninth, tenth, and eleventh
grade, particularly those students who
had not considered college as an option
in the past. In order to prepare all
students to consider college as an option,
we will begin the conversations with
students focused on college early,
making it more likely that student may
178
college. By taking the PSAT multiple times,
the student's SAT score is shown to be
higher, offering the student more options
in colleges.
actually attend college. By taking
the PSAT multiple times, the student's SAT
score is shown to be higher, offering the
student more options in colleges.
actually attend college. By taking
the PSAT multiple times, the student's SAT
score is shown to be higher, offering the
student more options in colleges.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $89,000 $90,780 $92,596
Source College Readiness Block Grant LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
College Board: PSAT
5000-5999 Services and Other Operating
Expenses;
College Board: PSAT
5000-5999 Services and Other Operating
Expenses;
College Board: PSAT
Amount $12,000 $0 $0
Source College Readiness Block Grant LCFF LCFF
Budget
Reference
1000-1999 Certificated Salaries;
Subs
1000-1999 Certificated Salaries;
Subs
1000-1999 Certificated Salaries;
Subs
Amount $12,000 $0 $0
Source College Readiness Block Grant LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
179
(Select from New Goal, Modified Goal, or Unchanged Goal)
Unchanged Goal
Goal 4
SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH
Provide a comprehensive system of support services to facilitate student success, both academically and personally.
In order for students to achieve at high levels, we believe the following must be in place:
The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the
teaching/learning process.
The school is a safe, clean, and orderly place that nurtures learning and maintains a culture characterized by trust, professionalism, and high
expectations for all students.
All students have access to a system of personal and equitable support and intervention services, activities and opportunities at the school
and within the community to help ensure school, college, and career success.
The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic
standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
State and/or Local Priorities Addressed by this goal:
State Priorities: 2. Implementation of State Standards; 3. Parent involvement; 4. Pupil achievement; 5. Pupil engagement; 6. School climate; 8.
Other pupil outcomes
Local Priorities: Parent Engagement Target (Visitation Rate) On-Target Rates per Semester Staff Morale/Student Opinion Survey Responses
Identified Need:
School Culture and Support for Student Personal and Academic Growth is the manner in which we ensure that students are provided with the requisite
support to learn and grow. The continual improvement process and review of data, stakeholders found that this goal was important to the conditions
of learning, pupil outcomes, and student engagement. The use of local quantitative and qualitative data, the LCFF rubrics and the California
Dashboard, as well as input from stakeholders at Taskforce Meetings and Community Advisories, meetings found the following strengths and areas
of need that confirmed the decision to continue this goal.
All of the annual measurable outcomes were met for this goal in the past year except for the overall Expulsion Rate, which missed the target by 4
students (.27% missed the .2% target), and the Parent Engagement Target, which found an average of 1.52 visits per student of their parents or
guardians to some type of school activities (target 2 visits per year). Other targets missed that have been discussed in earlier goals include SBAC
scores and participation and the on-target rate for semester 1. In evaluating data on the LCFF rubric and Dashboard, these areas appear to be the
180
areas of greatest need. Maintenance or continued growth is desired on the other measurable outcomes.
Expected Annual Measurable Outcomes
Metrics/Indicators Baseline 2017-18 2018-19 2019-20
Priority 2: Implementation
of State StandardsReflection Survey
Completed and Report
of Progress to the
Board: Met
CCSS Teacher
Professional Learning:
Average Days per
Teacher (Target: 5 days
per year) 7.66 days
per year
CCSS Professional
Learning: Percentage of
Teachers by School
Participating in Summer
and District Best
Practices (Target: 75%
Comprehensive; 50%
Alt Ed)
CHS 80%
LS 86%
PHS 76%
SF 81%
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of Teachers
by School Participating
in Summer and District
Best Practices (Target:
75% Comprehensive;
50% Alt Ed)
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of Teachers
by School Participating
in Summer and District
Best Practices (Target:
75% Comprehensive;
50% Alt Ed)
Reflection Survey
Completed and Report
of Progress to the
Board
Teacher Professional
Learning: Average
Days per Teacher
(Target: 5 days per
year)
Professional Learning:
Percentage of Teachers
by School Participating
in Summer and District
Best Practices (Target:
75% Comprehensive;
50% Alt Ed)
181
WHS 76%
FHS 20%
SV 69%
Trans 70%
WUHSD 78%
Priority 4: Academic
Achievement - Academic
Indicator Grade 11 SBAC
(DF3)
ELA: 28 points above
level 3
Math: 50 points below
level 3
ELA: 35 points above
level 3
Math: 40 points below
level 3
ELA: 40 points above
level 3
Math: 30 points below
level 3
ELA: 45 points above
level 3
Math: 20 points below
level 3
Priority 4: Academic
Achievement: English
Learner ProgressName
RFEP + EL
Changes
WUHSD 76.2%
California HS 74.0%
La Serna HS 67.5%
Pioneer HS 85.9%
Santa Fe HS 74.4%
Whittier HS 78.0%
NameRFEP + EL
Changes
WUHSD 77.5%
California HS 74.5%
La Serna HS 68.0%
Pioneer HS 86.5%
Santa Fe HS 75.5%
Whittier HS 78.5%
NameRFEP + EL
Changes
WUHSD 78.0%
California HS 75.0%
La Serna HS 68.5%
Pioneer HS 87.0%
Santa Fe HS 76.0%
Whittier HS 79.0%
Unable to determine
student's who went up a
level for EL Changes due
to the implementation of
ELPAC (and elimination of
the CELDT). In this
transition year, we believe
that the district would
remain at the same level.
There were not any
significant changes in EL
pass rates on Common
Assessments or other
measures of proficiency,
including the distribution of
students in each ELPAC
level.
Level 4 32%
Level 3 33%
182
Level 2 20%
Level 1 16%
Priority 3: Parent
Engagement: Survey of
Parents Attending Events
145% of WUHSD students'
parents attending an
activity at school
When broken down by
school or program:
California HS 171%
LaSernaHS 222%
Pioneer HS 179%
Santa Fe HS 123%
Whittier HS 28%
Frontier HS (Cont) 102%
Sierra Vista HS
(IS) 30%
Transition Program 148%
Note: Repeat Visits
counted as Number of
Visits divided by
Enrollment
Target: 175%
of WUHSD students'
parents attending an
activity at school
Target: 200%
of WUHSD students'
parents attending an
activity at school
Target: 225%
of WUHSD students'
parents attending an
activity at school
Priority 5: Student
Engagement: Graduation
Rate
Current WUHSD
rate: 95.5%
Source: California
Dashboard
Maintain 95.5% or
higher
Source: California
Dashboard
Maintain 95.5% or
higher
Source: California
Dashboard
Maintain 95.5% or
higher
Source: California
Dashboard
Priority 5: Student
Engagement: Chronic
Absenteeism
10%
Source: California
Dashboard
9%
Source: California
Dashboard
8%
Source: California
Dashboard
7%
Source: California
Dashboard
Priority 6: School Climate: 4.5% 4.2% 3.9% 3.7%
183
Suspension Source: California
Dashboard
Source: California
Dashboard
Source: California
Dashboard
Source: California
Dashboard
Cohort Dropout Rate 6.4% 5.8% 5.4% 5.2%
Student Attendance Rates Comp HS 96.5% Comp HS 96.5% Comp HS 96.5% Comp HS 96.5%
DASS HS 75%
(75% is target rate for Model
Continuation HS)
Habitual Truancy Rates 10.8% 10.7% 10.6% 10.5%
Expulsion Rates .2% .2% .2% .2%
On-Target for Graduation
Rate Sem 192.7% 94% 94% 94%
On-Target for Graduation
Rate Sem 290.7% 94% 94% 94%
Staff Morale/Student
Opinion Survey100% Staff and 73%
Student (Biennial
Surveys)
80%
Student Participation
100%
Staff Participation
80% Student
Participation
184
Planned Actions / Services
Complete a copy of the following table for each of the LEAs Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
District Categorical Office assists all of
the sites in providing services to English
Learner students and their families and
providing professional development to the
staff to ensure that all WUHSD personnel
are able to support the academic, social,
and emotional growth of students and
District Categorical Office assists all of
the sites in providing services to English
Learner students and their families and
providing professional development to the
staff to ensure that all WUHSD personnel
are able to support the academic, social,
and emotional growth of students and
District Categorical Office assists all of
the sites in providing services to English
Learner students and their families and
providing professional development to the
staff to ensure that all WUHSD personnel
are able to support the academic, social,
and emotional growth of students and
185
families whose first language is not
English. DELAC Meetings ensure parents
are actively involved in the decision-
making processes at the district level, as
well as serving to provide a strong
planning committee for providing services
for the parents of other English Learners
throughout the district.
families whose first language is not
English. DELAC Meetings ensure parents
are actively involved in the decision-
making processes at the district level, as
well as serving to provide a strong
planning committee for providing services
for the parents of other English Learners
throughout the district.
families whose first language is not
English. DELAC Meetings ensure parents
are actively involved in the decision-
making processes at the district level, as
well as serving to provide a strong
planning committee for providing services
for the parents of other English Learners
throughout the district.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $152,120 $157,162 $163,451
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $121,200 $123,624 $131,879
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $87,462 $89,211 $191,995
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $41,200 $40,000 $60,000
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $117,100 $70,000 $80,000
Source LCFF LCFF LCFF
186
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
187
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
District English Learner Counselor: .5
Counselor Districtwide for EL Students to
promote Redesignation and reach out to
both student and family. Counselor works
with 9th and 10th grade EL students at all
of the schools throughout the district.
District English Learner Counselor: .5
Counselor Districtwide for EL Students to
promote Redesignation and reach out to
both student and family. Counselor works
with 9th and 10th grade EL students at all
of the schools throughout the district.
District English Learner Counselor: .5
Counselor Districtwide for EL Students to
promote Redesignation and reach out to
both student and family. Counselor works
with 9th and 10th grade EL students at all
of the schools throughout the district.
Budgeted Expenditures
188
2017-18 2018-19 2019-20
Amount $55,117 $57,914 $59,024
Source Federal Revenues - Title III Federal Revenues - Title III Federal Revenues - Title III
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $17,637 $23,195 $23,195
Source Federal Revenues - Title III Federal Revenues - Title III Federal Revenues - Title III
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
189
Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Modified Action
Fund Horizon's Office at each
comprehensive high school site with
Categorical Director, Assistant, and
Specialist to provide services to English
Learners and to facilitate their progress.
Services provided out of this office for
students and families include college field
trips and parent workshops. Services
provided out of this office for staff
include professional development and
conferences to include their proficiency
Fund Horizon's Office at each
comprehensive high school site with
Categorical Director, Assistant, and
Specialist to provide services to English
Learners and to facilitate their progress.
Services provided out of this office for
students and families include college field
trips and parent workshops. Services
provided out of this office for staff
include professional development and
conferences to include their proficiency
Fund Horizon's Office at each
comprehensive high school site with
Categorical Director, Assistant, and
Specialist to provide services to English
Learners and to facilitate their progress.
Services provided out of this office for
students and families include college field
trips and parent workshops. Services
provided out of this office for staff
include professional development and
conferences to include their proficiency
190
in working with English
Learners. ELAC Meetings ensure parents
are actively involved in the decision-
making processes at the school level, as
well as serving to provide a strong
planning committee for providing services
for the parents of other English Learners
throughout the school.
in working with English
Learners. ELAC Meetings ensure parents
are actively involved in the decision-
making processes at the school level, as
well as serving to provide a strong
planning committee for providing services
for the parents of other English Learners
throughout the school.
in working with English
Learners. ELAC Meetings ensure parents
are actively involved in the decision-
making processes at the school level, as
well as serving to provide a strong
planning committee for providing services
for the parents of other English Learners
throughout the school. Per parent
requests for more parent education and
involvement at DELAC and LCAP
Taskforce, increased opportunities for
parent workshops, open houses and
[parent involvement roles will be planned
in the upcoming year. Additionally, new
tutoring times will be explored, along with
the recruitment of bilingual academic
mentors to support ELs in the academic
classrooms.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $61,742 $40,000 $40,000
Source LCFF LCFF LCFF
Budget
Reference
1000-1999 Certificated Salaries;
subs
1000-1999 Certificated Salaries;
subs
1000-1999 Certificated Salaries;
subs
Amount $522,762 $522,762 $522,762
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $1,207,664 $1,207,664 $1,207,664
Source LCFF LCFF LCFF
191
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $643,133 $632,381 $632,381
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $27,155 $25,000 $25,000
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $36,921 $25,000 $25,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
192
Action 4
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
Specific Student Group(s): REFPs Specific Schools: Comprehensive High Schools
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Monitoring of RFEP students by Horizons'
Directors through the use of targeted grade
checks every five weeks
Monitoring of RFEP students by Horizons'
Directors through the use of targeted grade
checks every five weeks
Monitoring of RFEP students by Horizons'
Directors through the use of targeted grade
checks every five weeks
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $5,618 $5,730 $5,730
193
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
194
Action 5
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Foster Youth Limited to Unduplicated Student Group(s) Specific Schools: Comprehensive High
Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Foster Youth Counselor: .25 Targeted
Counselor per site addresses needs of
Foster Youth, monitoring and facilitating
their progress, ensuring that all of their
academic credits have been posted to
their transcript, coordinating all of their
social and emotional supports, and
ensuring that their needs are met both in
and out of school
Foster Youth Counselor: .25 Targeted
Counselor per site addresses needs of
Foster Youth, monitoring and facilitating
their progress, ensuring that all of their
academic credits have been posted to
their transcript, coordinating all of their
social and emotional supports, and
ensuring that their needs are met both in
and out of school
Foster Youth Counselor: .25 Targeted
Counselor per site addresses needs of
Foster Youth, monitoring and facilitating
their progress, ensuring that all of their
academic credits have been posted to
their transcript, coordinating all of their
social and emotional supports, and
ensuring that their needs are met both in
and out of school
195
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $240,585 $295,397 $307,213
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $67,364 $118,711 $118,711
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
196
Action 6
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Low Income Limited to Unduplicated Student Group(s) Specific Schools: Comprehensive High
Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Intervention Counselor: .25 Targeted
Counselor per site addresses needs of
Low Income youth, monitoring and
facilitating their progress, ensuring that all
of their academic credits have been
posted to their transcript, coordinating all
of their social and emotional supports,
and ensuring that their needs are met
both in and out of school. Additional
hours provided at WHS (out of site
Intervention Counselor: .25 Targeted
Counselor per site addresses needs of
Low Income youth, monitoring and
facilitating their progress, ensuring that all
of their academic credits have been
posted to their transcript, coordinating all
of their social and emotional supports,
and ensuring that their needs are met
both in and out of school. Additional
hours provided at WHS (out of site
Intervention Counselor: .25 Targeted
Counselor per site addresses needs of
Low Income youth, monitoring and
facilitating their progress, ensuring that all
of their academic credits have been
posted to their transcript, coordinating all
of their social and emotional supports,
and ensuring that their needs are met
both in and out of school. Additional
hours provided at WHS (out of site
197
allocation) to provide additional services
to Guided Study Classes in the
afternoon.
allocation) to provide additional services
to Guided Study Classes in the
afternoon.
allocation) to provide additional services
to Guided Study Classes in the
afternoon.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $255,585 $295,397 $307,213
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $71,564 $118,150 $118,711
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
198
Action 7
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
Limited to Unduplicated Student Group(s) Specific Schools: Comp HS
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Modified Action Unchanged Action Unchanged Action
Transportation: Provide a bus for English
Learner students to attend the
Newcomer Program at La Serna High
School, regardless of where students
live in the district, along with after-school
buses for students to attend tutoring
programs at each high school
Transportation: Provide a bus for English
Learner students to attend the
Newcomer Program at La Serna High
School, regardless of where students
live in the district, along with after-school
buses for students to attend tutoring
programs at each high school
Transportation: Provide a bus for English
Learner students to attend the
Newcomer Program at La Serna High
School, regardless of where students
live in the district, along with after-school
buses for students to attend tutoring
programs at each high school
199
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $42,231 $155,000 $151,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
200
Action 8
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners Schoolwide Specific Schools: CHS, PHS, WHS
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Paid Student Mentors: Student workers
serve as Academic Mentors in the
classroom outside of their school day or
at Saturday School to support academic
success of targeted students. While
normally students receive credits on their
transcript when they serve as Academic
Mentors, a few serve as paid Academic
Mentors if they are able to work select
schedules.
Paid Student Mentors: Student workers
serve as Academic Mentors in the
classroom outside of their school day or
at Saturday School to support academic
success of English Learner and SED
students. While normally students receive
credits on their transcript when they
serve as Academic Mentors, a few
serve as paid Academic Mentors if they
are able to work select schedules where
needed to support English Learners
Paid Student Mentors: Student workers
serve as Academic Mentors in the
classroom outside of their school day or
at Saturday School to support academic
success of English Learner and
SED students. While normally students
receive credits on their transcript when
they serve as Academic Mentors, a few
serve as paid Academic Mentors if they
are able to work select schedules where
needed to support English Learners.
201
Parents expressed appreciation for the
presence of bilingual Academic Mentors
in the academic classrooms for their
students, stating it made their child feel
more comfortable in a new high school
when they were able to ask clarifying
questions of a peer in their home
language when they didn't understand
the new rigorous content.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $20,140 $20,543 $23,214
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $5,035 $5,136 $6,451
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
202
Action 9
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Provide books & supplies to students in
need to support engagement in
coursework and academic success.
Support is available in different locations
on the different comprehensive sites so
that students do not stand out in the
classroom. They can pick up classroom
supplies and other materials before going
to class. Students can also obtain a
college textbook and attend a concurrent
Provide books & supplies to students in
need to support engagement in
coursework and academic success.
Support is available in different locations
on the different comprehensive sites so
that students do not stand out in the
classroom. They can pick up classroom
supplies and other materials before going
to class. Students can also obtain a
college textbook and attend a concurrent
Provide books & supplies to students in
need to support engagement in
coursework and academic success.
Support is available in different locations
on the different comprehensive sites so
that students do not stand out in the
classroom. They can pick up classroom
supplies and other materials before going
to class. Students can also obtain a
college textbook and attend a concurrent
203
college course on their HS site. Rio
Hondo offers two courses each term on
all school sites at no cost, but does not
pay for books. This pays for the book so
students exit high school with college
credits.
college course on their HS site. college course on their HS site.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $164,300 $164,300 $164,300
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
204
Action 10
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
Limited to Unduplicated Student Group(s) All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Field Experiences for EL, foster, and SED
students and their parents (e.g., college
trips, cultural events)
Field Experiences for EL, foster, and SED
students and their parents (e.g., college
trips, cultural events)
Field Experiences for EL, foster, and SED
students and their parents (e.g., college
trips, cultural events)
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $21,836 $22,273 $24,648
205
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $4,990 $5,090 $6,192
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $101,124 $101,124 $109,124
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
206
Action 11
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Modified Action Modified Action Unchanged Action
Parent and Community Engagement:
Keep parents and community informed of
students and schools progress and
engaged in the improvement process
through media releases and emails,
survey, and other forms of media
communications. Consultant ensures
regular and clear communication with the
community regarding LCFF and LCAP,
eliciting community engagement with the
Parent and Community Engagement:
Keep parents and community informed of
students and schools progress and
engaged in the improvement process
through media releases and emails,
survey, and other forms of media
communications. Consultant ensures
regular and clear communication with
the community regarding LCFF
and LCAP, eliciting community
Parent and Community Engagement:
Keep parents and community informed of
students and schools progress and
engaged in the improvement process
through media releases and emails,
survey, and other forms of media
communications. Consultant ensures
regular and clear communication with
the community regarding LCFF
and LCAP, eliciting community
207
educational program and processes.
Engage parents through the use of
communication tools in their native
language to advise of attendance and
other administrative announcements, as
well as communication from teaching
staff (LOOP, a web-based tool). The
Parent Portal into the Aeries, the student
information system, allows parents to
check child's grades, attendance, and
other relevant information on a daily
basis. Report Cards go home every five
weeks in the mail and the School
Accountability Report Card will be
produced once each year (both of which
will be in English and Spanish).
engagement with the educational
program and processes.
Engage parents through the use of
communication tools in their native
language to advise of attendance and
other administrative announcements, as
well as communication from teaching
staff (LOOP, a web-based tool). The
Parent Portal into the Aeries, the student
information system, allows parents to
check child's grades, attendance, and
other relevant information on a daily
basis. Report Cards go home every five
weeks in the mail and the School
Accountability Report Card will be
produced once each year (both of which
will be in English and Spanish).
Parents asked for more interaction time
one the sits at the LCAP Advisories and
other parents meetings, so Parent
Empowerment funds were planned on
the sites for parent activities throughout
the school year.
engagement with the educational
program and processes.
Engage parents through the use of
communication tools in their native
language to advise of attendance and
other administrative announcements, as
well as communication from teaching
staff (LOOP, a web-based tool). The
Parent Portal into the Aeries, the student
information system, allows parents to
check child's grades, attendance, and
other relevant information on a daily
basis. Report Cards go home every five
weeks in the mail and the School
Accountability Report Card will be
produced once each year (both of which
will be in English and Spanish).
Parents asked for more interaction time
one the sits at the LCAP Advisories and
other parents meetings, so Parent
Empowerment funds were planned on
the sites for parent activities throughout
the school year.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $130,350 $110,350 $110,350
Source LCFF LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Report Cards, SARC, SIS
5000-5999 Services and Other Operating
Expenses;
Report Cards, SARC, SIS
5000-5999 Services and Other Operating
Expenses;
Report Cards, SARC, SIS
208
Amount $60,000 $58,000 $58,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Consultant to provide media releases to
community regarding LCFF. LCAP, and
elicit community engagement with
educational program and processes
5000-5999 Services and Other Operating
Expenses;
Consultant to provide media releases to
community regarding LCFF. LCAP, and
elicit community engagement with
educational program and processes
5000-5999 Services and Other Operating
Expenses;
Consultant to provide media releases to
community regarding LCFF. LCAP, and
elicit community engagement with
educational program and processes
Amount $0 $8,500 $9,500
Source LCFF LCFF
Budget
Reference
4000-4999 Books and Supplies;
Parent Empowerment
4000-4999 Books and Supplies;
Parent Empowerment
209
Action 12
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide Specific Schools: FHS (District Program)
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
District Childcare Center: Provide
childcare services and parenting support
for teen parents to ensure they not only
graduate with a high school diploma, but
that they are college and career ready.
Located in a central location, all students
are able to use the services provided by
the Center, then attend any of the
schools within the district. Transportation
is provided from the student's home to
District Childcare Center: Provide
childcare services and parenting support
for teen parents to ensure they not only
graduate with a high school diploma, but
that they are college and career ready.
Located in a central location, all students
are able to use the services provided by
the Center, then attend any of the
schools within the district. Transportation
is provided from the student's home to
District Childcare Center: Provide
childcare services and parenting support
for teen parents to ensure they not only
graduate with a high school diploma, but
that they are college and career ready.
Located in a central location, all students
are able to use the services provided by
the Center, then attend any of the
schools within the district. Transportation
is provided from the student's home to
210
the Center, then from the Center to their
school, to ensure that the student
remains in the most rigorous course of
study while remaining A-G eligible and
continuing to take AP courses, or staying
enrolled in other special programs that
are found on their comprehensive high
school site. The goals of the center are
(1) to ensure that students graduate from
high school; (2) that they do not have
another child while in high school; and,
(3) that they go on to college or a career
so they can support their child. One
hundred percent of the participants of the
Center are included in the Unduplicated
Targeted Student count.
Community involvement at holidays and
throughout the year cements
relationships between the teen parents
and supportive adults, proving that it
takes a village to raise a child.
the Center, then from the Center to their
school, to ensure that the student
remains in the most rigorous course of
study while remaining A-G eligible and
continuing to take AP courses, or staying
enrolled in other special programs that
are found on their comprehensive high
school site. The goals of the center are
(1) to ensure that students graduate from
high school; (2) that they do not have
another child while in high school; and,
(3) that they go on to college or a career
so they can support their child. One
hundred percent of the participants of the
Center are included in the Unduplicated
Targeted Student count. Community
involvement at holidays and throughout
the year cements relationships between
the teen parents and supportive adults,
proving that it takes a village to raise a
child.
the Center, then from the Center to their
school, to ensure that the student
remains in the most rigorous course of
study while remaining A-G eligible and
continuing to take AP courses, or staying
enrolled in other special programs that
are found on their comprehensive high
school site. The goals of the center are
(1) to ensure that students graduate from
high school; (2) that they do not have
another child while in high school; and,
(3) that they go on to college or a career
so they can support their child. One
hundred percent of the participants of the
Center are included in the Unduplicated
Targeted Student count.
Community involvement at holidays and
throughout the year cements
relationships between the teen parents
and supportive adults, proving that it
takes a village to raise a child.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $150,725 $153,740 $159,889
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $52,754 $103,809 $94,521
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
211
Amount $23,596 $43,596 $47,421
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $17,911 $37,911 $55,311
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Transportation for student and their child
to school and daycare as they are not
allowed to ride traditional school bus
5000-5999 Services and Other Operating
Expenses;
Transportation for student and their child
to school and daycare as they are not
allowed to ride traditional school bus
5000-5999 Services and Other Operating
Expenses;
Transportation for student and their child
to school and daycare as they are not
allowed to ride traditional school bus
212
Action 13
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide Specific Schools: Comprehensive High
Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Proactive Student Identification:
Cumulative Records Review of At-Risk
Students when entering district for 9th
grade in order to provide targeted
support in a timely and proactive manner
Proactive Student Identification:
Cumulative Records Review of At-Risk
Students when entering district for 9th
grade in order to provide targeted
support in a timely and proactive manner
Proactive Student Identification:
Cumulative Records Review of At-Risk
Students when entering district for 9th
grade in order to provide targeted
support in a timely and proactive manner
Budgeted Expenditures
213
2017-18 2018-19 2019-20
Amount $32,066 $22,707 $22,707
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $7,966 $4,108 $4,108
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
214
Action 14
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Student Well-Being Counselor: 2 FTE in
district to support students socio-
emotional growth and supervise school
social work interns serving the mental
health needs of students throughout the
district. Additionally, professional
development will be continually provided
for the crisis team and other personnel
throughout the district to ensure that all
students are provided with a strong
Student Well-Being Program: 2 FTE for
Social Worker Counselors in district to
support students socio-emotional growth
and supervise school social work interns
serving the mental health needs of
students throughout the district.
Additionally, professional development
will be continually provided for the crisis
team and other personnel throughout the
district to ensure that all students are
Student Well-Being Program for SEL and
Foster Students: 2 FTE for Social Worker
Counselors in district to support students
socio-emotional growth and supervise
school social work interns serving the
mental health needs of students
throughout the district. Additionally,
professional development will be
continually provided for the crisis team
and other personnel throughout the
215
safety net, regardless of the issues or
situations they may be facing.
provided with a strong safety net,
regardless of the issues or situations
they may be facing. Threat assessment,
internal and external through Dr. Tao,
when needed, to ensure a safe and
secure environment for learning.
district to ensure that all students are
provided with a strong safety net,
regardless of the issues or situations
they may be facing. Threat assessment,
internal and external through Dr. Tao,
when needed, to ensure a safe and
secure environment for learning.
Special counseling and advocacy
services are provided to foster youth
who attend Frontier and Sierra Vista, the
alternative schools situated on the same
campus as the district office. Credit
monitoring and locations for completion of
work to graduate will also be provided to
foster youth through this office.
FAFSA-Night for Foster Youth will be
coordinated in order to bring resources
together so students complete
FAFSA/CHAFEE and receive maximum
resources from Children's Services
before exiting the system. Specific
training is provided to the interns who are
assigned to each of the comprehensive
high schools in working with foster youth
and their liaisons to ensure that the
students have a smooth and effective
eductional experience.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $300,590 $306,602 $315,243
Source LCFF LCFF LCFF
216
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $78,153 $99,716 $122,945
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $15,000 $25,000 $28,000
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $10,000 $15,000 $15,800
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Software (Confidential Social Worker
Recording Software)
5000-5999 Services and Other Operating
Expenses;
Software (Confidential Social Worker
Recording Software)
5000-5999 Services and Other Operating
Expenses;
Software (Confidential Social Worker
Recording Software)
Amount $25,000 $20,000 $20,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Conferences and Professional Learning
Experiences
5000-5999 Services and Other Operating
Expenses;
Conferences and Professional Learning
Experiences
5000-5999 Services and Other Operating
Expenses;
Conferences and Professional Learning
Experiences
Amount $0 $30,000 $30,000
Source LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
External Consultant Threat Assessment
5000-5999 Services and Other Operating
Expenses;
External Consultant Threat Assessment
Amount $0 $15,000 $15,000
Source LCFF LCFF
217
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Homeless Support
5000-5999 Services and Other Operating
Expenses;
Homeless Support
218
Action 15
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
Low Income LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Maintain three school nurses to better
serve our students' health needs
Maintain three school nurses to better
serve our students' health needs
Maintain three school nurses to better
serve our students' health needs
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $185,500 $230,116 $237,019
Source LCFF LCFF LCFF
219
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $51,940 $99,786 $99,786
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $1,500 $1,500 $3,500
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
220
Action 16
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
504 Student Support: Ensure all students
receive all the support required to
demonstrate success on rigorous
coursework through the adequate
provision and implementation of 504
plans. Data revealed that only the higher
socioeconomic parents were aware of
the options to support their students that
were available through 504 plans. A
comprehensive needs assessment,
504 Student Support: Ensure all students
receive all the support required to
demonstrate success on rigorous
coursework through the adequate
provision and implementation of 504
plans. Data revealed that only the higher
socioeconomic parents were aware of
the options to support their students that
were available through 504 plans. A
comprehensive needs assessment,
504 Student Support: Ensure all students
receive all the support required to
demonstrate success on rigorous
coursework through the adequate
provision and implementation of 504
plans. Data revealed that only the higher
socioeconomic parents were aware of
the options to support their students that
were available through 504 plans. A
comprehensive needs assessment,
221
followed by training and implementation
of recommendations.
followed by training and implementation
of recommendations.
followed by training and implementation
of recommendations.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $12,000 $1,000 $5,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses;
Training
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
Amount $8,000 $1,000 $3,000
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
222
Action 17
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide All Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Implement research based school-wide
positive behavioral support systems and
restorative justice programs aimed at
decreasing non-mandatory suspension
rates for identified groups of students,
lowering the non-mandatory expulsion
rate, and increasing the percentage of
students indicating that they feel safe
and connected with their school. Utilizing
dogs to ensure that sites remain drug
Implement research based school-wide
positive behavioral support systems and
restorative justice programs aimed at
decreasing non-mandatory suspension
rates for identified groups of students,
lowering the non-mandatory expulsion
rate, and increasing the percentage of
students indicating that they feel safe
and connected with their school. Utilizing
dogs to ensure that sites remain drug
Implement research based school-wide
positive behavioral support systems and
restorative justice programs aimed at
decreasing non-mandatory suspension
rates for identified groups of students,
lowering the non-mandatory expulsion
rate, and increasing the percentage of
students indicating that they feel safe
and connected with their school. Utilizing
dogs to ensure that sites remain drug
223
free, while providing a multitude of
services and surveys to ensure that
WUSHD meets students' needs and
provides positive support for healthy
choices in their future.
free, while providing a multitude of
services and surveys to ensure that
WUSHD meets students' needs and
provides positive support for healthy
choices in their future.
free, while providing a multitude of
services and surveys to ensure that
WUSHD meets students' needs and
provides positive support for healthy
choices in their future.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $12,000 $6,000 $6,000
Source LCFF LCFF LCFF
Budget
Reference
1000-1999 Certificated Salaries;
subs
1000-1999 Certificated Salaries;
subs
1000-1999 Certificated Salaries;
subs
Amount $0 $540 $540
Source LCFF LCFF
Budget
Reference
3000-3999 Employee Benefits;
Sub Benefits
3000-3999 Employee Benefits;
Sub Benefits
Amount $15,000 $500 $500
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $22,000 $2,000 $2,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
224
Action 18
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners, Foster Youth, Low
Income
LEA-wide Specific Schools: Comprehensive High
Schools
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Modified Action Unchanged Action
Freshman Support: (1) Link Crew is a
specialized program where junior and
senior student mentors meet regularly
with entering ninth grade students. This
mentor program develops strong
relationships between incoming students
and a supportive student leader who
guides and supports the freshman,
ensuring a successful transition to high
school. (2) With student leaders serving
Freshman Support: (1) Link Crew is a
specialized program where junior and
senior student mentors meet regularly
with entering ninth grade students. This
mentor program develops strong
relationships between incoming students
and a supportive student leader who
guides and supports the freshman,
ensuring a successful transition to high
school. (2) With student leaders serving
Freshman Support: (1) Link Crew is a
specialized program where junior and
senior student mentors meet regularly
with entering ninth grade students. This
mentor program develops strong
relationships between incoming students
and a supportive student leader who
guides and supports the freshman,
ensuring a successful transition to high
school. (2) With student leaders serving
225
as guides, Freshman First Day provides
an opportunity for ninth grade students to
attend school and meet their teachers.
This special time on the day before tenth
through twelfth grade students begin
classes provides a welcoming and
personalized environment that facilitates
their transition to high school. Each 9th
grade student is encouraged to sign up
for at least two co-curricular programs
that will connect them to the school
beyond the required academics (3)
Academic Mentors, or upper classmen
who have demonstrated strong academic
and personal connections to students in
need of support, assist these students
throughout the year in their classes.
as guides, Freshman First Day provides
an opportunity for ninth grade students to
attend school and meet their teachers.
This special time on the day before tenth
through twelfth grade students begin
classes provides a welcoming and
personalized environment that facilitates
their transition to high school. Each 9th
grade student is encouraged to sign up
for at least two co-curricular programs
that will connect them to the school
beyond the required academics (3)
Academic Mentors, or upper classmen
who have demonstrated strong academic
and personal connections to students in
need of support, assist these students
throughout the year in their classes.Two
schools (WHS & CHS) each added an
additional period of release for
development of their Academic Mentor
Program.
as guides, Freshman First Day provides
an opportunity for ninth grade students to
attend school and meet their teachers.
This special time on the day before tenth
through twelfth grade students begin
classes provides a welcoming and
personalized environment that facilitates
their transition to high school. Each 9th
grade student is encouraged to sign up
for at least two co-curricular programs
that will connect them to the school
beyond the required academics (3)
Academic Mentors, or upper classmen
who have demonstrated strong academic
and personal connections to students in
need of support, assist these students
throughout the year in their classes. Two
schools (WHS & CHS) each added an
additional period of release for
development of their Academic Mentor
Program.
Budgeted Expenditures
2017-18 2018-19 2019-20
Amount $15,000 $64,512 $67,447
Source LCFF LCFF LCFF
Budget
Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries
Amount $15,000 $15,300 $19,890
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
226
Amount $9,084 $26,504 $32,808
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
Amount $10,000 $26,000 $26,000
Source LCFF LCFF LCFF
Budget
Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies
Amount $10,000 $6,000 $6,000
Source LCFF LCFF LCFF
Budget
Reference
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
5000-5999 Services and Other Operating
Expenses
227
Action 19
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, and/or Low
Income)
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
(Select from All Schools, Specific Schools, and/or
Specific Grade Spans)
English Learners Limited to Unduplicated Student Group(s) Specific Schools: SF
Actions/Services
2017-18
Select from New Action, Modified Action, or Unchanged
Action:
2018-19
Select from New Action, Modified Action, or Unchanged
Action:
2019-20
Select from New Action, Modified Action, or Unchanged
Action:
Unchanged Action Unchanged Action Unchanged Action
Attendance Caller to make sure English
Learner parents receive news of
absences in Spanish and are able to ask
questions about their child's education to
a live person
Attendance Caller to make sure English
Learner parents receive news of
absences in Spanish and are able to ask
questions about their child's education to
a live person
Attendance Caller to make sure English
Learner parents receive news of
absences in Spanish and are able to ask
questions about their child's education to
a live person
Budgeted Expenditures
2017-18 2018-19 2019-20
228
Amount $9,703 $20,742 $23,364
Source LCFF LCFF LCFF
Budget
Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries
Amount $3,077 $7,052 $9,118
Source LCFF LCFF LCFF
Budget
Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits
229
Demonstration of Increased or Improved Services for Unduplicated Pupils
LCAP Year: 2019-20
Estimated Supplemental and Concentration Grant Funds: Percentage to Increase or Improve Services:
$24,070,282 23.03%
Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services
provided for all students in the LCAP year.
Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds
(see instructions).
With LCFF S/C being fully funded in the 2019/20 school year, WUHSD has an expected $24,070,282 targeted for unduplicated
students. This amount increases the quantity and quality of services provided, with a proportionality percentage of 23.03% (as
calculated by the LCFF Analysis done by LACOE on 5/20/19). Many of the services remained the same as in the effective
2018/19 LCAP, with some cuts having to be made, as the increase in salary due to the negotiated pay raise from LCFF S/C funds
in the 2018/19 Plan ($575,929) is more than the additional $550,451 in LCFF Funds in the 2019/20 Plan. The increase in quality and
quantity is going to have to come at a cost to other services that were not as effective; balancing will be a priority as staff closely
reviews the quality and quantity of services.
In 2018/29, we expanded use of after-school courses during second semester for those classes that students received a
D or an F in during first semester; thus, students ended the year completing the course and not behind in credits or course
completion. This concept was piloted at two schools during 2017/18 in English and Social Science with positive results. This
meets the philosophy of completing the courses sooner rather than later so students can have more of their schedule open
for advanced coursework. Mid-year in 2018/19, one of the schools decided this was too expensive for the students who
were taking advantage of the opportunity and discontinued this method of credit recovery, while the other school expanded
the options, starting many of the classes mid-year for the courses the students failed first semester so the students could
continue on in the course in the same year, as well as the next course in the sequence in the following year – staying not
only on-track for graduation but also for A-G. This points out the importance of the local context, even down to the individual
school site.
An online course provider service for credit recovery was piloted in the 2017/18 school year at an alternative school;
however, it was not offered at any of the comprehensive high schools. MOUs and protocols have been developed to
230
ensure the integrity of the WUSHD courses, with the requirement of passing WUHSD Common Assessment before passing
a course. Students throughout the district used CyberHigh in the 2018/19 school year. As alternative students continued to
use the courses, they struggled completing many of the A-G courses in the online environment. Exploration for other online
providers solely for alternative education will be conducted this year, looking specifically for easy access to partial credits
and testing out the challenge of the different levels within the online environment.
More classes are continually being written and submitted for A-G approval, giving students more options of a rigorous
course of study that will ensure they are A-G qualified. With this more rigorous course of study, come the need for
additional support; thus, the number and type of parallel and support classes on sites during the school day have been
expanded to support students so they master the standards and content the first time they take a course so they do not
need to repeat the course and fall off track for graduation or A-G. This allows students to be placed into the most rigorous
course possible and truly deepen and extend their learning over their high school years.
Per our mantra of doing “Whatever it Takes” to ensure success for all students, we have been providing services to students
who struggled since 2005. While we identified our target group as students in need during this time period, and not the specific
unduplicated student group, it was noted that, in essence, we had been providing services to the same group. Starting with the
current students in need, and not necessarily focusing on the unduplicated student group, resulted in a very similar outcome with
over 92% of the students identifying as English Learners, foster youth, or low-income students. While the majority of the services
and programs are primarily directed to the needs of the 72.62% unduplicated students, there are some expenditures of the
Targeted Student Funding (concentration and supplemental funds) that are either districtwide and/or schoolwide. We strongly
believe that to not provide these services in a global manner (1) would be disruptive to the educational process; (2) would not be
feasible, given the service or the program; or, (3) would be unethical or immoral. And, as stated earlier, over 92% of the student
recipients of the services funded with S&C dollars are in the unduplicated student group.
Following is the breakdown of the percentage of unduplicated students by school site for the past two years, noting the upward
trend in unduplicated students (primarily due to an increase in low-income students based on Free and Reduced lunch status
during 2017/18 and 2018/19 school year):
Unduplicated Student Percentage
13-14 14-15 15-16 16-17 17-18 18-19
Enrollment 13,263 12,983 12,510 12,120 11,848 11,404
WUHSD 69.86% 69.45% 69.32% 69.60% 72.60% 72.62%
231
CHS 74% 76% 73% 75% 76% 75%
LS 45% 45% 46% 48% 52% 51%
PHS 84% 85% 86% 86% 90% 88%
SF 74% 73% 73% 74% 77% 77%
WHS 77% 77% 75% 74% 76% 78%
FHS 85% 80% 84% 81% 90% 89%
SV 71% 62% 62% 68% 65% 82%
Trans 81% 80% 82% 76% 90% 88%
NPS 29% 21% 40% 36% 52% 53%
District Trend Data: Changes in Unduplicated Group Size over Time
District EL % 10% 9% 9% 9% 9% 9%
EconDis % 69% 68% 68% 68% 72% 75%
Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Lim ited to Unduplicated
Student Group( s) .
Goal 2 : Act ion 5 , Act ion 6 , Act ion 1 0 , Act ion 1 1
Goal 3 : Act ion 5
Goal 4 : Act ion 1 , Act ion 3 , Act ion 5 , Act ion 6 , Act ion 7 , Act ion 9 , Act ion 1 0 , Act ion 1 9
Service Targeted
Group( s)
Descript ion
2 . 5 Sect ions for cr ed i t
r ecov er y, socio -
em ot ional and
par al le l academ ic
suppor t w it h in
school day
EDAdd i t ional sect ions at each si t e p r ov ide cr ed i t r ecov er y and
par al lel academ ic cou r ses, along w i t h socio- em ot ional suppor t
t o ensur e econom ical ly d isadv an t aged st uden t s do not fal l
beh ind in cr ed i t s, desp i t e chal lenges t hey m ay face ou t side of
t he school hour s. Wit h t he con t inued r ise in low - incom e
st uden t s t he past t w o y ear s, now r each ing 75% of st uden t s in
WUHSD, t h is act ion is cr i t ical ly im por t an t as st uden t s m ay be
lack ing d i f fer en t aspect s in t heir background, f r om
or gan izat ional sk i l ls, academ ic language, sim p le back gr ound
know ledge, specif ic cont ent know ledge or how t o read t he
t ex t book t o gain t h is know ledge, j ust t o nam e a few possib i l i t ies
in t he academ ic r ealm , let alone social and em ot ional
232
Service Targeted
Group( s)
Descript ion
chal lenges t he burden of pover t y can p lace on ch i ldren . Wit h
add i t ional sect ions, som e of t hese chal lenges can be addr essed
t hrough relat ionsh ips w it h car ing adu lt s and peer m ent or s who
del iver a sound cur r icu lum . Gu ided St udy is a suppor t program
t hat ser ves pr im ar i ly f r eshm an and sophom or es, pr ov id ing
cont inued in t ensive suppor t and m on it or ing of st udent s t h r ough
in t er per sonal engagem ent , inst r uct ion in or gan izat ional sk i l ls
and t im e m anagem ent , along w it h dai ly hom ework checks. Many
of t he econom ical ly d isadv an t aged st uden t s com e in t o h igh
school w it h gaps in t heir background know ledge and lack ing t he
st u dy sk i l l s n ecessar y f o r su ccess in academ ic cou r ses. Th e
Gu ided St udy t eacher connect s w i t h al l t he ot her t eacher s t hat
each st udent has t h roughout t he day t o ensure t hat t hey are
on- t r ack w i t h hom ew or k , class assignm ent s, and t est s so t he
st udent s gain a sol id foundat ion in t heir n in t h and t ent h grade
y ear s. Then , by connect ing w i t h t heir Academ ic Ment or and
Gu ided St uden t t eacher, st udent s have som eone w ho can not
on ly help t hem academ ical ly, bu t also w it h ot her issues t hey
face in t hei r dai ly l i f e. St uden t s see peer s ser v ing as Academ ic
Men t or s and t hey can v isual ize t hem selv es being Academ ic
Ment ors in t he fu t u re, suppor t ing ot her t arget ed st udent s in t he
classr oom , ensu r ing t hose st uden t s m ast er academ ic con t en t ,
as w el l as l ist en ing t o any t r oub les t hey ar e hav ing com ing t o
school or ot her issues t hey ar e hav ing in t heir l i fe.
When conduct ing long i t ud inal analy ses as t o w her e t hese
h igh- r isk st udent s w er e four year s af t er at t end ing Gu ided St udy
classes as f r eshm an in 2015 , on ly 3 st uden t s ou t of 323 w er e
not in an educat ional set t ing, or .9% dropout . While t here were
28 st uden t s ( 8 .7% ) r egu lar ly at t end ing al t er nat iv e educat ion
and 18 st uden t s ( 2 . 8% ) at t end ing com pr ehensiv e h igh schools
ou t side of t he d ist r ict , t he r em ain ing 274 or ig inal ly h igh - r isk
233
Service Targeted
Group( s)
Descript ion
st uden t s ( 84 .8% ) w ho en t er ed t he d ist r ict in t he fal l of 2015
were on- t rack t o graduat e f rom one of t he dist r ict ’s
com pr ehensiv e h igh schools.
Ot her suppor t cou r ses for econom ical ly d isadv an t aged st uden t s
w ho passed Algebr a 1 - Col lege Pr ep ( w i t h a low C) include
Concept Geom et r y for t en t h g r ade st uden t s. Th is cou r se
pr ov ides a br idge bet w een Algebr a and Geom et r y, g iv ing
st udent s an addit ional year t o gain a deeper m ast er y of t he
concept s of Algebra and prepare for Geom et r y t he fol low ing year,
pu t t ing t hem back on t he A- G t r ack . These sm al ler cou r ses
ensur e st uden t s ar e r eady t o not on ly succeed in Geom et r y, but
also in Algebr a 2 t he fol low ing year.
Ot her sect ions for at - r isk econom ical ly d isadv an t aged st uden t s
who are st r uggl ing even m ore are paral lel m at h courses for
st uden t s in Algebr a I . These cov er t he sam e concept s at t he
sam e t im e, but in a dif ferent way dur ing anot her per iod of t he
day so t he st udent does not fai l Algebra I , t hus fol low ing
Gusky ’s m et hod for successfu l in t er ven t ion .
We have found t hat t hese sect ions of Gu ided St udy, paral lel
Algebr a 1 , and ot her sm al ler suppor t classes in t he n in t h gr ade
ease t he t r ansi t ion t o h igh school for t he low - incom e h igh- r isk
st udent s, t hus, lower ing t he dropout rates and connect ing
st uden t s t o school . Par en t s ar e suppor t iv e of t hese
in t er v en t ions also, includ ing b i l ingual Academ ic Men t or s p laced
in n in t h g r ade Algebr a I classes so t hei r ch i ld can t alk Span ish
and feel even m ore com for t ab le in t heir new school. WUHSD
does not ex per ience t he loss of st uden t s bet w een eigh t h and
n in t h grade t hat r esearch f inds in m any d ist r ict s. For a h igh
school d ist r ict , w i t h st udent s com ing in f r om f ive par t ner
234
Service Targeted
Group( s)
Descript ion
elem en t ar y school d ist r ict s, t he del iber at e connect ions m ade in
t hese cou r ses helps guar an t ee t hat st uden t s con t inue t o com e
t o school . St uden t s w an t t o com e t o school , as y ou can see by
our im proved at tendance rates. Once at school , st uden t s can
t hen learn. (151 suppor t sect ions d ist r ict w ide) .
2 . 6
Add i t ion al EL
Sect ion s
ELAdd i t ional sect ions at each si t e f or SDAI E & ELD p r ov ide
suppor t t o ensu r e success for Eng l ish Lear ner s in academ ic
cor e cou r ses. Th ese cou r ses m ay be par al le l suppor t classes,
as w el l as low er class sizes in ot her academ ic cou r sew or k so EL
st udent s get m or e per sonal ized and ind iv idual at t en t ion . A
par al lel cour se w as dev eloped in n in t h gr ade ( and occasional ly
t en t h g r ade) at t w o si t es is cal led Academ ic Eng l ish
Dev elopm en t ( ALD) . Th is cou r se assist s En g l ish Lear n er s in
m ast er ing Eng l ish language and gain ing pr of iciency in academ ic
cour sew or k , along w i t h gain ing or gan izat ional sk i l ls. Th is cour se
also t eaches st uden t s t he academ ic v ocabu lar y f r om t hei r ot her
cour ses, i . e., Biology or Wor ld Civ i l izat ion . There are ot her
cou r ses w i t h m or e t han 40% Eng l ish Lear ner s t hat si t es
in t en t ional ly k eep sm al ler so t hat add i t ional t im e can be spen t
on academ ic v ocabu lar y, m ore oral in t eract ions w it h t heir peers,
and t im e t o rev iew concept s in d i f ferent ways so t hat t r ue
under st and ing and m ast er y occur s. (123 t o t al EL suppor t
sect ion s in d ist r ict )
2 . 1 0
Suppor t and
Train ing of
Acad em ic
Men t or s
ED & ELTr ain ing is pr ov ided t o ensur e t hat t he st udent s w ho ser ve as
Academ ic Men t or s acqu ir e t he appr opr iat e k now ledge and
r egar d ing t he r equ isi t e sk i l ls and dem eanor needed t o m ax im ize
lear n ing w hen suppor t ing at - r isk st uden t s w i t h in t he classr oom ,
as w el l as w hen t o con t act t he t eacher r egar d ing any issue t hat
is bey ond t hei r capaci t y. Academ ic Men t or s ar e p laced in t o
classes w i t h h igh num ber s of Eng l ish Lear ner s or at - r isk
235
Service Targeted
Group( s)
Descript ion
st uden t s ( of t en low - incom e) – t he sect ions t hey w or k in ar e
t y p ical ly t he ones m ent ioned abov e in 2 .5 and 2 .6 . Much car e
is t ak en in m at ch ing Academ ic Men t or s t o bot h t he t eacher and
t he class. Bi l ingual Men t or s ar e of t en p laced in classes w i t h
Eng l ish Lear ner s, al low ing EL st uden t s t he com for t and space t o
com m un icat e w i t h som eone at t he school in an easy t one,
befor e t he Ment or br ings t hem back t o w or k on academ ics. The
use of Academ ic Men t or s has pr ov en t o be h igh ly ef fect iv e, not
on ly f r om surveys of st udent s receiv ing help, bu t f r om a rev iew
of academ ic g r ades and f r om sev er al Mast er s' Thesis st udy ing
t he program . Al l of t hese concur red, f ind ing t hat posi t ive
m ot ivat ion and engagem ent on t he par t of t he st udent , along
w it h academ ic gains. St uden t s com m ent ed t hat w hen t hey saw
Academ ic Ment or s f r om t heir neighbor hood t hey r eal ized t hat
t hey t oo cou ld be successfu l in h igh school .
2 . 1 1
Pr o f ession a l
Developm ent for
t each ing EL, ED, &
Fost er st uden t s
EL, fost er, EDSupp lem en t al Pr ofessional Dev elopm en t ou t side of t he d ist r ict
is u t i l ized for lear n ing best inst r uct ional p r act ices for t each ing
t ar get ed st uden t s in al l con t en t ar eas ( includ ing Visual and
Per for m ing Ar t s and Phy sical Educat ion ) . St r at eg ies ar e
lear ned at ou t side con fer ences or w or k shops and t hen shar ed
w it h ot her t eacher s in t he d ist r ict .
3 . 5
Ad v an ced
Placem en t Test in g
EDWUHSD suppor t s low - incom e st uden t s in t ak ing as m any AP
t est s as t hey are prepared t o t ake by prom ot ing t he low er $5
t est char ge and cov er ing any balance due for AP t est s w i t h
d ist r ict funds. Schools w i l l p r ov ide low - incom e st uden t s w i t h
add i t ional st udy m at er ials, speci f ical ly designed t o pr epar e for
AP t est s, w her e st uden t s lack t he back gr ound ex per iences t hat
are of t en capit al ized upon on t hese form s of st andard ized
ex am s. Th is past y ear, 1 , 6 6 5 incom e- el ig ib le st uden t s t ook
3 , 0 7 6 AP ex am s w i t h d ist r ict assist an ce. Th is is u p f r om 1 , 3 0 9
236
Service Targeted
Group( s)
Descript ion
st uden t t ak ing 2 , 7 8 6 AP ex am s t he p r ev ious y ear - - 3 5 6 m or e
st uden t s ex per iencing AP t est ing and d iscov er ing w hat co l lege
would be l ike in t heir fu t ure.
Not e: Becau se of changes t o ESSA, 2 0 1 7 / 1 8 w as ex pect ed t o
be t he on ly t r ansit ion year w it h federal and st at e program s
suppor t ing AP fees; how ev er, t here is not a program yet in p lace
t o cov er t he balance ot her t han t he $32 r educt ion f r om Col lege
Boar d . WUHSD w i l l st i l l suppor t low - incom e st uden t s by
cover ing w hat st at e and federal pr ogr am s w ou ld t yp ical ly cover
for t hese st uden t s ( $53 ) ; t hus, WUHSD w i l l con t inue t o char ge
t he low - incom e st uden t s on ly $5 for each t est t hey t ak e and
st r ongly encour age t hem t o t ake t est s for al l of t heir AP
cou r ses.
4 . 1
D i st r i c t
Cat egor ica l Of f i ce
ELWUHSD Dist r i ct Cat egor ica l Of f i ce su ppor t s En g l ish Lear n er
st uden t s and t heir fam i l ies, pr ov id ing pr ofessional developm ent
t o t he st af f t o ensur e t hat al l WUHSD per sonnel ar e ab le t o
suppor t t he academ ic, social , and em ot ional gr ow t h of st udent s
and fam il ies w hose f i r st language is not
Eng l ish . DELAC Meet in gs ensu r e par en t s ar e act iv ely in v o lv ed
in t he decision - m ak ing p r ocesses at t he d ist r ict lev el , as w el l
as ser v ing as a st r ong p lann ing com m it t ee for pr ov id ing
ser v ices t o t he par en t s of ot her Eng l ish Lear ner s t h r oughou t t he
d ist r ict .
4 . 3
Hor izon ’s Of f ice
( EL Suppor t
Of f ice)
ELFund ing Hor izon ' s Of f ice at each com pr ehensiv e h igh school
si t e w i t h a Cat egor ical Di r ect or, an Assist an t , and a Bi l ingual
Special ist , and b i l ingual cler k s al low s t hese of f ices t o ser v e
Engl ish Lear ner s and t heir fam i l ies by faci l i t at ing and m on it or ing
t heir p r ogr ess. Ot her ser v ices pr ov ided ou t of t h is of f ice for
st udent s and fam il ies include t u t or ing, col lege f ield t r ips, and
237
Service Targeted
Group( s)
Descript ion
parent w orkshops. Serv ices prov ided ou t of t h is of f ice for st af f
include p r ofessional dev elopm en t and con fer ences t o incr ease
t heir ef fect iveness and pr of iciency in w or k ing w it h Engl ish
Lear n er s. En g l ish Lear n er Adv isor y Cou n ci l ( ELAC) Meet in gs
ensur e par en t s ar e act iv ely inv olv ed in t he decision - m ak ing
pr ocesses at t he school lev el , as w el l as ser v ing as a st r ong
plann ing com m it t ee for pr ov id ing ser v ices t o t he par en t s of
ot her Eng l ish Lear ner s t h r oughou t t he school .
4 . 5
I n t er v en t ion
Counselor : Fost er
Fost er Yout h. 2 5 Tar get ed Counselor per si t e addr esses t he un ique needs of
Fost er Yout h , m on it or ing and faci l i t at ing t heir progress, ensur ing
t hat al l of t heir academ ic cr ed i t s have been post ed t o t heir
t r anscr ip t , coor d inat ing al l of t heir social and em ot ional
suppor t s, and ensur ing t hat t heir needs are m et bot h in and out
of school . These counselor s closely m on i t or al l f ost er st uden t s’
school enrol lm ent s and t r ansfer s t o see i f t hey qual i fy for
AB167 / 216 , and t he im pact on t he cr ed i t s/ cou r ses needed for
graduat ion . They develop a r elat ionsh ip w it h t he Tr ansi t ion
Social Wor ker w ho suppor t s t he fost er st udent s in t heir
t r ansi t ion t o col lege or car eer af t er t hey t u r n 18 , m ak ing sure
t hey receive al l of t he suppor t , f inancial and em ot ional, needed
t o be successfu l in h igh school and bey ond.
4 . 6
I n t er v en t ion
Cou n selor : Econ
Disadv an t aged
ED. 2 5 Tar get ed Counselor per si t e addr esses t he speci f ic needs of
Low I ncom e yout h , m on it or ing and faci l i t at ing t heir progress,
ensur ing t hat al l of t heir academ ic cr ed i t s hav e been post ed t o
t heir t r anscr ip t , coor d inat ing al l of t heir social and em ot ional
suppor t s, and ensur ing t hat t heir needs are m et bot h in and out
of school. They m ake sur e t hat t he st udent s at t end t u t or ing and
m ake up any cr ed i t s needed so t hey ar e not on ly on- t r ack t o
graduat e, bu t are also A- G el ig ib le w hen t hey do graduat e. Th is
counselor get s t o know t he st udent s wel l , ensur ing t hat i f t hey
238
Service Targeted
Group( s)
Descript ion
are, or were hom eless, t hat t hey are prov ided w it h al l of t he
add i t ional r esour ces av ai lab le due t o t hat st at us, and ev aluat es
t heir t r anscr ip t t o see i f t hey ar e el ig ib le for AB 1806 .
Addit ional hour s pr ov ided at WHS ( ou t of si t e al locat ion) pr ov ide
add i t ional ser v ices t o Gu ided St udy Classes in t he
af t er noon . Add i t ional hour s p r ov ided at PHS ( ou t of si t e LCAP
al locat ion ) p r ov ide add i t ional ser v ices t o suppor t EL st uden t s in
t he af t er noon. Addit ional hour s at SFHS ( ou t of si t e
LCAP al locat ion ) focus on n in t h gr ade st uden t s w ho ar e of f
t arget for graduat ion w it h t he goal of im prov ing D/ F rat es dur ing
t heir f r eshm an year.
4 . 7
EL&
I n t er v en t ion Bus
ELTr anspor t at ion : Pr ov ide a bus for Eng l ish Lear ner st uden t s t o
at t end t he New com er Pr ogr am at La Ser na High School ,
r egard less of w here st udent s l ive in t he d ist r ict , along w it h
af t er - school buses for low - incom e and EL st uden t s so t hey can
at t end af t er - school t u t or ing pr ogr am s at four h igh schools.
Ther e pr ev iously w as not a lat e bus av ai lab le and st uden t s
decl ined t u t or ing ser v ices because t hey cou ld not get hom e
and/ or had t o walk t h rough unsafe neighborhoods. A lat e bus
r em ed ies t hat issue.
4 . 9
Book s ( co l lege)
and Supp l ies
EDPr ov ide book s & supp l ies t o st uden t s in need t o suppor t
engagem en t in cou r sew or k and academ ic success. Suppor t is
av ai lab le in d i f fer en t locat ions on t he com pr ehensiv e si t es so
t hat st uden t s do not st and ou t in t he classr oom . They can p ick
up classr oom supp l ies and ot her m at er ials befor e going t o
class. St uden t s can also ob t ain a col lege t ex t book and at t end a
concur r en t col lege cour se on t heir HS si t e. Rio Hondo of fer s t w o
cour ses each t er m on al l school si t es at no cost , bu t does not
pay for book s. WUHSD pay s for t he book so st uden t s ex i t h igh
school w it h col lege cred i t s, prov id ing t hem w it h a bel ief t hey can
239
Service Targeted
Group( s)
Descript ion
succeed in col lege and, of t en t im es, pr efer en t ial enr ol lm ent
t im es when t hey graduat e and go t o col lege, due t o t heir credit
st at us. Book s ar e t r aded am ong schools si t es w hen t he cou r ses
are of fered at d i f ferent locat ions.
4 . 1 0
Fie ld Ex per ien ces:
EL, fost er, EDField ex per iences for EL, fost er, and ED st uden t s and t heir
parent s ( e.g., col lege t r ips, cu l t u r al even t s) pr ov ide
oppor t un i t ies for st udent s and t heir par en t s t hat bu i ld
back gr ound k now ledge t hat w as pr ev iously lack ing. Suggest ed
by DELAC, educat ional and cu l t u r al ev en t s w i l l be p lanned
t oget her so st udent and parent w i l l be able t o at t end t oget her.
( Pr ev iou sly, on ly t he st uden t at t ended t hese even t s)
4 . 1 9
At t en dan ce Cal ler
ELAt t endance Cal ler m ak es su r e Eng l ish Lear ner par en t s r eceiv e
new s of absences in Span ish and ar e ab le t o ask quest ions
abou t t hei r ch i ld ' s educat ion t o a l iv e per son . At t endance cal ler
act ion is on ly at Santa Fe HS, w h ich t r ad i t ional ly has t he h ighest
at t endance r at e in t he d ist r ict
Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as LEA- w ide .
Goal 1 : Act ion 2 , Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 0 , Act ion 1 1
Goal 2 : Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 2 , Act ion 1 3
Goal 3 : Act ion 1 , Act ion 2 , Act ion 3 , Act ion 4
Goal 4 : Act ion 1 1 , Act ion 1 2 , Act ion 1 3 , Act ion 1 4 , Act ion 1 5 , Act ion 1 6 , Act ion 1 7 , Act ion 1 8
Follow ing are t he distr ictw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals
for undup l icat ed t ar get ed st uden t s in st at e and local p r ior i t ies:
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
240
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
1 . 2 Main t a in
academ ic an d
car eer counsel ing
ser v i ces
D ist r i c t Al l st uden t s r eceiv e appr opr iat e academ ic suppor t t o help
ensu r e school , co l lege, and car eer success. To safeguard t hat
st uden t s w i t h special t a len t s and / or needs hav e access t o a
sy st em of per sonal suppor t ser v ices, act iv i t ies, and
oppor t un i t ies at t he school , counsel ing ser v ices ar e p r oact iv e
t hroughout t he four years t hat a st udent is in Whit t ier Un ion.
The ser v ices ar e pr im ar i ly d i r ect ed t ow ar ds ED, EL, and fost er
st udent s, beg inn ing before a st udent even en t er s WUHSD, w it h
counselor s con t act ing m idd le schools t o ob t ain in for m at ion
regard ing st udent s’ personal and hom e l i fe t hat cou ld pot ent ial ly
im pact t hei r academ ic success. Th r ough Campus Watch, f r eshm en
r eceiv e per sonal ized at t en t ion and appr opr iat e p lacem ent in
suppor t pr ogr am s and cour sew or k . Th is col labor at ive ef for t
bet w een m idd le schools and h igh schools r esu l t s in a
coord inat ed suppor t net w ork for st udent s w ho face personal
chal lenges, such as a ser ious i l lness, acciden t s, d iv or ce, deat h
or ot her m aj or per sonal event s. Cr i t ical d ialogue bet w een h igh
school and m idd le school suppor t per sonnel ensur es t hat al l
st uden t s w ho face per sonal chal lenges ar e im m ediat ely
connect ed t o adu l t s on each cam pus in w hom t hey can con f ide
and t rust t o prov ide t hem w it h t he personal suppor t t hey need.
Add i t ional ly, r ev iew of cum ulat ive records in t he sum m er before
n in t h grade al lows st af f t o ident i fy st udent s in need of addit ional
suppor t and care, m ak ing sure t hat no st udent fal ls t h rough t he
cr ack s.
Resear ch has show n t hat t r ansi t ion - t o- h igh - school p r ogr am s
can lower dropout rat es of n in t h grade st udent s up t o 16% . We
are proud t hat our Cohort Dropout Rate i s far below t hat . St rong
t r ansi t ion pr ogr am s not on ly include t he peer - t o- peer pr ogr am s
241
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
m ent ioned in Freshm an suppor t program s below , bu t also
include clear par en t com m unicat ion and involvem ent , along w it h
special ized suppor t – bot h ar ising ou t of t he WUHSD counsel ing
of f ice. I n order t o prov ide t hese serv ices, w it h a low st udent -
t o- adu l t counselor r at io, LCFF S&C funds w er e u t i l ized. At a
t im e w hen t hese ser v ices w er e being cu t and being r ep laced
w it h Gu idance Techn icians in su r r ound ing d ist r ict s, t he decision
w as m ade t hat t hese ser v ices w er e cr i t ical t o m eet t he needs of
t he Eng l ish Lear ner s, fost er y ou t h , and ED st uden t s. The v alue
t o t hese st udent s in keeping t hem in h igh school, ensur ing t hat
t hey graduat e f rom h igh school, and t hat t hey graduat e f rom
h igh school com plet ing a- g r equ ir em ent s m eant t hat t hey w ou ld
have opt ions af t er graduat ion f r om h igh school year. Th is is t he
epit om e of WUHSD’s m ission of doing Whatever it Takes and is
considered key t o m ost of t he st at e’s pr ior i t ies.
Wh i le a special ized hal f - t im e counselor w as added at each si t e
t o t he addr ess un ique needs of bot h t he fost er and ED st udent s,
t h is was in addit ion t o, not inst ead of, t he academ ic and car eer
counsel ing ser v ices. Ot her op t ions consider ed d id not p r ov ide
t he h igh - qual i t y p r ofessional counsel ing ser v ices t hat addr ess
t he h igh needs ex pr essed by 74% of ou r st uden t s. The
ou t com es dem onst r at e t he lev el of success [ e. g ., drop- out rat e
( 5 .0% , over 6% low er t han t he st at e and count y r at es) ; h igh
school gr aduat ion ( 97% ) , col lege enr ol lm ent ( 88% ) ] . Wh i le t he
ser v ices ar e pr im ar i ly d i r ect ed t ow ar ds t he t ar get ed st uden t s,
ot her s st i l l benef i t . Pr ov id ing t hese ser v ices on ly t o t ar get ed
st udent s, and leav ing t he ot her 26% out side t he door w ou ld be
d isr upt ive t o t he educat ional env ir onm ent and unet h ical .
1 . 3 I n cr ease Cou r se D ist r i c t I n 2014 , t o ensu r e t hat al l st uden t s hav e access t o a w ide
242
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
Acce ss b y
incr easing st af f ing
by addit ional .5
st uden t s
v ar iet y of cour ses, t he incr eased base st af f ing w as
supplem ent ed by an addit ional ½ st udent ( general fund was
30.5 t o 1 , w it h t he supplem ent al ½ st udent added on t op) Th is
ensur ed t hat t he w ide var iet y of Advanced Placem ent , ot her
adv anced cour sew or k , along w i t h suppor t cour ses r em ained
open at al l si t es. These cour ses ar e open t o al l st uden t s at t he
school and t he dem ogr aph ics of t he cour ses r ef lect t he
dem ogr aph ics of t he school si t e, un l ik e t he add i t ional suppor t
courses m ent ioned elsewhere in t he p lan t hat are added w it h
S&C funds t hat p r im ar i ly ser v e t ar get ed st uden t s. Th is ser v ice
ensur es t hat t ar get ed st uden t s ( Eng l ish Lear ner, fost er, and ED)
ar e going t o hav e access t o cou r ses t hat w i l l en r ich and st r et ch
t hem . Of t en t he focus is on develop ing t he st r uct u r es and
prov id ing t he suppor t for st udent s t o obt ain m ast ery of t he
st andar ds; how ever, we want t o ensure t hat st udent s r eceive
t hat car ing and gent le push t h roughout t heir h igh school car eer.
Thr ough t he add i t ion of sm al ler AP and honor s cour ses w e ar e
ab le t o honor language d iv er si t y as an asset in AP Span ish
Language for our Engl ish Language Lear ner s and in t r oduce ot her
st udent s t o honor s cour sew or k for t he f i r st t im e. The analysis of
dat a f r om eigh t h gr ade assessm ent scor es and d ialogue t h r ough
ar t icu lat ion beg ins t he pr ocess t o l i f t up st udent s. Wit hou t t he
ab i l i t y t o t end t o st uden t s in a v ar iet y of classes w it h
enr ol lm en t s under 35 st uden t s, m any undup l icat ed st uden t s
wou ld not have t he oppor t un it y t o exper ience t he m ore r igorous
cur r icu lar opt ion .
Not e: AP Span ish Language has t he lar gest en r ol lm en t and
gr eat est num ber of AP t est s t aken in t he d ist r ict w i t h a h igh
per cen t age of Ev er Eng l ish Lear ner s en r ol led in t he class. I t
a lso has t he h ighest pass r at e of any AP Test in t he d ist r ict ,
243
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
h igher t han t he nat ional av er age at 93% passing
1 . 4 Sum m er
Pr o f ession a l
Lear n ing and Best
Pr act i ces
D ist r i c t Sum m er Pr ofessional Lear n ing includes one w eek dev ot ed t o
each cor e con t en t ar ea: Eng l ish , Mat h , Science, Social Science,
and Wor ld Language. [ Exam ple: Dur ing English Week , Sum m er
Pr ofessional Lear n ing has cou r se t ab les for Eng l ish 1 , Eng l ish
2 , Engl ish 3 , and Engl ish 4 ] Th is t im e al low s for a few nugget s of
new lear n ing – one of w h ich is alw ays st r at eg ies for incr easing
t he ach iev em ent of Eng l ish Lear ner s in t he classr oom and
anot her is of t en f i l l ing in t he background know ledge of ED
st udent s – and t hen t he appl icat ion of t hat new learn ing t o t he
r ev ision of com m on assessm en t s and pacing gu ides, as w el l as
t he shar ing of lessons and ot her m eans of apply ing t he new
know ledge in t he classr oom . Teacher s ( cour se lead + 1 f r om
each si t e) also r ev iew st udent per for m ance dat a on bot h in t ernal
and ex t er nal assessm en t s ( e. g ., PSA T) , r ef ine com m on pacing
gu ides and assessm en t s, iden t i f y chal leng ing t op ics, ei t her due
t o language f luency, p r ocessing d i f f icu l t ies, gaps in back gr ound
know ledge, or ot her fact or s; and share t arget ed st r at eg ies t o
addr ess t hese issues, in p r epar at ion for t he upcom ing school
y ear. These t eacher r epr esen t at iv es t hen t ak e t he k now ledge
f r om t hese days t o shar e w i t h t heir col leagues at t heir si t es.
One Specia l Educat ion r ep r esen t at iv e par t icipat es at each
cour se t ab le in bot h Sum m er Pr ofessional Lear n ing and Best
Pr act ices t h r oughou t t he y ear. Th is SpEd con t en t
r epr esen t at iv e not on ly shar es add i t ional suppor t s for
m ainst r eam ed and gener al educat ions st uden t s ( e.g . UDL) , bu t
t hey also t ak e t he com plet ed assessm en t t o t hei r Moder at e
Sever e cour se- al ike d ist r ict gr oup for a few m or e m odif icat ions
( i.e., few er answ er choices, shor t er quest ion st em s, et c. ) so t hat
244
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
al l st uden t s ar e r eceiv ing t he sam e assessm en t . These
assessm ent s def ine t he par am et er s t he cu r r icu lum on one hand,
as wel l as ident i fy areas of st udent s’ needs.
Using t he st uden t s’ r esu l t s on com m on assessm en t s t o
spar k d ialogue am ong t eacher s r egar d ing suppor t s for st uden t s,
r e- t est ing , and sp i r al ing of quest ions has led t o consist en t
grow t h in m ult ip le m easures, includ ing On- Target Rates, Cohort
Graduat ion Rates, GPAs, as w el l as nar row ing t he gap bet w een
subgr oups. Disaggr egat ion of st uden t r esu l t s iden t i f ies
concept s t hat st uden t s ar e not m ast er ing . Toget her, t eacher s
break down t he learn ing process t o ident i fy where and why t he
st uden t ( s) is st r ugg l ing, t hen how t hey can possib ly t each i t
d i f ferent ly t han before so t hey m ight underst and i t bet t er.
St r at eg ies ar e shar ed, d iscussed, and dev eloped t o m eet t he
need. Resour ces ar e shar ed on t he Dist r ict ’s Google Dr ive or in
a shar ed Goog le Classr oom , al low ing al l t eacher s t o bot h shar e
and access r esour ces. Wi t h t h is p r ofessional lear n ing m odel ,
t he con t inued gr ow t h of t eacher s and adm in ist r at or s leads t o
incr eased k now ledge and consist en t app l icat ion of t he
cur r icu lum acr oss t he d ist r ict . Thus, t he pr im ar y ou t com e of
t h is m odel is t he con t inued gr ow t h of t eacher s and st uden t s
t h r ough t he col lect iv e m on i t or ing and shar ed accoun t ab i l i t y of
st uden t pr ogr ess, t he shar ing of best inst r uct ional and
cur r icu lar p r act ices, and t he focus on st r at eg ies t hat suppor t al l
st udent s, par t icu lar ly t hose w ho are not m eet ing st andards.
Ex per ienced d ist r ict st af f coor d inat e Pr ofessional Lear n ing in a
cohesiv e m anner, p r ov id ing t im ely and d i f fer en t iat ed assist ance
and develop ing lat er al net w or ks of suppor t bet w een school
si t es; t hus, r aising ex pect at ions and suppor t sim u l t aneously.
245
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
Th is is t he sam e pr ocess t hat goes on t h r oughou t t he y ear at
Best Pr act ices, on ly i t is one cour se at a t im e at t he Dist r ict for
one day analy zing t he past Quar t er ly assessm en t , ex am in ing
t he st r engt hs and areas of needed grow t h d isp layed by t he
st udent s, look ing forward t o t he nex t exam / quar t er, and shar ing
what m ight be done t o im prove st udent learn ing in t hat t im e
f r am e. Col labor at iv e decisions ar e m ade r egar d ing changes on
past and fu t u r e assessm ent s, along w it h ar eas of focus for t he
group.
Not e t hat t h is focus on t he im pr ov ing ou t com es for st uden t s
who are of t en underper form ing ( Engl ish Learners, fost er yout h ,
and low - incom e st uden t ) beg ins w i t h look ing at assessm ent s.
Th is is sim p ly w her e WUHSD en t er s t he cy cle of im pr ov em ent
and t he vant age poin t f r om whence we col laborat ively dr ive
change – i t is not ou r on ly st op.
1 . 8 Leader sh ip
Dev elopm en t
D ist r i c t Leader sh ip Dev elopm en t for Cour se Leads and Depar t m en t
Chair s on m ent or ing and coach ing cer t i f icat ed st af f and t r ain ing
t o suppor t ef fect ive t each ing and learn ing, par t icu lar ly for t he
t ar get ed st uden t s w ho ar e under ach iev ing. Col labor at ion is a
non- negot iab le in our d ist r ict , yet , few t eachers have t he
backgr ound or innat e sk i l ls t o adr oi t ly lead t heir peer s in t r ue
col laborat ion when a st orm appears on t he hor izon or a shark
appear s in t he w at er s. Leader sh ip developm ent w or k focuses on
how t o lead a group of your peers t o look at d isaggregat ed dat a
and t hen use i t t o im pr ov e classr oom inst r uct ion and st uden t
learn ing, w it hout m ak ing anyone feel uncom for t able. By
focusing on t he r esu l t s of Eng l ish Lear ner st uden t s or
econom ical ly d isadv an t aged st uden t s in com par ison w i t h ot her
st uden t s on an assessm ent , ar eas of needed gr ow t h com e t o t he
246
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
for ef r on t so t hat t hose t eacher s w i t h “ Best Pr act ices” in t h is
area, or t hose w hose st udent s per form ed bet t er t han ot hers, can
share t hem w it h ot hers. Through t he developm ent of t hese
inst r uct ional leader s, col leagues ar e ab le t o gu ide one anot her
t h r ough t h is sensi t iv e t er r i t or y so t hat t eacher s ar e open t o
learn ing new pract ices f rom one anot her and t r y ing new
st r at eg ies in t he classr oom , faci l i t at ing t he success of a l l
st uden t s, r egar d less of t heir chal lenges. I t is t he per sonal
leadersh ip developm ent in how t o handle t hose d i f f icu l t
m om ent s w hen shar ing pr act ices t hat al low s al l t eacher s t o
im prove t heir pedagogy for t he undupl icat ed st udent groups,
posit ively prom ot ing one anot her and not feel ing t rod upon when
t heir r esu l t s ar e not exem plar y. Bu i ld ing ind iv idual, social , and
decisional cap i t al t h r oughou t t he or gan izat ion is cr i t ical for t he
academ ic success of Eng l ish Lear ner s, f ost er y ou t h , and
econom ical ly d isadv an t aged st uden t s. Pi l and Leana ( 2 0 0 9 )
found t hat hor izont al t ies, or t he num ber and st rengt h of t ies
w it h in t eam s of t eachers and t he st r engt h of t hose t ies, had a
sign i f ican t im pact on t eacher ab i l i t y and st uden t per for m ance.
The Course Lead has d irect bear ing on t he healt h of t he t eam ’s
hor izon t al t ies.
1 . 9 Dat a Leads D ist r i c t
( one at each
si t e)
Each Si t e has a Dat a Lead w it h add i t ional hour s each m ont h .
The role of t he Dat a Lead is t o m on it or t he ef fect iveness of t he
ser v ices and act ions funded t h r ough LCFF Supp lem en t al and
Concent r at ion Funds for Eng l ish Lear ner s, fost er you t h , and
econom ical ly d isadv an t aged st uden t s. They t hen pr ov ide t he
dat a t o t he gr oups of decision m aker s on t he cam pus so t hey
can m on it or and evaluat e t he cont inued prov ision of t hat
serv ice, or det erm ine i f t hat ser v ice needs t o be m odif ied in any
way. Dat a Leads m eet t oget her t h r ee t im es each year t o lear n
247
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
f r om one anot her and ensure t hey are doing t heir j ob in t he m ost
ef fect ive and ef f icien t m anner possib le. Before each of t he t h ree
LCA P Task for ces, a m eet ing w i t h 12 - 15 st ak eholder s f r om each
si t e focused on t he ev aluat ion of act ions and ser v ices, Dat a
Leads col lect up- t o- t he m inu t e dat a on t he si t e’s act ions and
serv ices t hat can be used t o in form t he d ialogue on t he day of
t he Task for ce, l ink ing t he dat a t o Goog le docs so t hat
longit ud inal dat a can be explored t h roughout t he day. The f inal
m eet ing of t he y ear includes d iscussions of t he Annual Repor t ,
incor por at ing per spect ives f r om d i f fer en t van t age poin t s t o
ensur e an accur at e por t r ayal of t he cur r en t si t uat ion .
1 . 1 0 EL Par en t
Edu cat ion
Dist r i ct :
ELWUHSD j oined a consor t ia w it h our f ive par t ner elem ent ar y
school d ist r ict s t o p r ov ide ser v ices and w or k shops t o t he
parent s of Engl ish Learners in order t o engage t hem in t he
educat ional p r ocess of t hei r ch i ld / ch i ld r en and t o assist t hem in
under st and ing t he h igh school and post - secondar y
requ ir em ent s. The w orkshops are held in t he com m unit y in t he
ev en ing in Span ish .
1 . 1 1 Com m un i t y
Lia i son
D ist r i c t The d ist r ict has one Com m un i t y Liaison w ho sol ici t s inpu t and
feedback f r om sev er al com m un it y gr oups and ind iv iduals
r egar d ing d ist r ict act iv i t ies and oper at ions. The Liaison also
in t er act s w i t h t he st uden t s and ot her st akeholder s on a r egu lar
basis, dev elop ing r elat ionsh ips and encour ag ing par t icipat ion
w it h st akeholders w ho norm al ly w ou ld not par t icipat e in
t h e LCAP p r ocess. Th e Lia ison com m u n icat es cu r r en t d ist r i ct
in i t iat ives t h roughout t he area, inqu ir ing about t heir t hought s on
t he ser v ices and act ions p r ov ided t o undup l icat ed st uden t s
( Engl ish Lear ner s, fost er you t h , and low - incom e st udent s) and
any suggest ions for im pr ov em ent s.
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Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
2 . 3 Cr ed i t - Recov er y
Sum m er School
D ist r i c t We dr am at ical ly cu t back on ou r sum m er school sect ions in
2017 because of a par t ner sh ip w i t h Mt San An t on io Com m un i t y
Col lege w ho funded 96 sect ions of sum m er school t h r ough t heir
SSSP pr ogr am ( CA Com m un i t y Col lege’s St uden t Success and
Suppor t Pr ogr am ) . WUHSD funded sum m er school sect ions t hat
we want ed t o keep sm all so as t o prov ide a m ore nur t ur ing
w elcom e t o h igh school for t hose st uden t s need ing sk i l l bu i ld ing
( ED) or w or k on language pr of iciency ( EL) . Th is year, t he num ber
of classes of fer ed t h r ough S&C funds for ED & EL st uden t s
shou ld be under 30 , com pared t o t he 132 of fered t h rough Mt
SAC. Pr ov id ing incr eased sect ions t o m eet t he needs of t he
89% of t ar get ed st uden t s w ho enr ol led in sum m er school
ensur es equ i t ab le oppor t un i t ies ar e av ai lab le on al l school
sit es. I f we wait ed unt i l we were able t o t abu lat e t he percent age
of undupl icat ed st udent s avai lab le for sum m er school, i t w ou ld
be t oo lat e t o of fer sum m er school and t he oppor t un it y wou ld be
lost ; t hus, t he si t uat ion wou ld be t oo d isrupt ive t o t he
educat ional pr ocess. We ar e for t unat e t o hav e Mt SAC on al l f iv e
si t es t o suppor t our st udent s’ cred i t r ecovery and enr ichm ent ,
pr ov id ing st uden t s w i t h t he ab i l i t y t o t ake even m or e cour ses
t h r oughout t he upcom ing school year.
2 . 4 Af t er - Sch oo l
Cou r ses t o
suppor t
D i st r i c t Af t er - School Cour ses suppor t t ar get ed st uden t s’ cr ed i t and A- G
r ecov er y ( especial ly low - incom e st uden t s in t he t ar get ed gr oup)
When rev iew ing t he rost ers of t he st udent s who were in need of,
and enr ol led in , t he af t er - school cour ses at t he t w o si t es
of fer ing t h is oppor t un it y, 87% of t he st udent s w er e
econom ical ly d isadv an t aged , 2% fost er, and 1% Eng l ish
Learners.
Eng l ish w as of fer ed second sem est er on one si t e t o t hose
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st uden t s w ho fai led f i r st sem est er and Eng l ish and Social
Science w as of fer ed on anot her si t e t o t hose st udent s w ho got
D/ F f i r st sem est er.
Repeat ing t he f i r st sem est er befor e t he second sem est er is
com plet ed ensures t hat t he st udent w i l l end t he year w it h t he
cour se and cr ed i t s on t ar get . The st uden t s w i l l k eep a slot in
t heir schedu le open for advanced cour sew ork , or ot her
preferences, in t he fol low ing year. Mak ing up D/ F as soon as
possib le does not g iv e st uden t s t im e t o t h ink t hat i t is not
possib le and k eeps t hem t h ink ing posi t iv e t hough t s abou t t heir
fu t ure. I n t he past , t here were ot her courses of fered af t er school
for cred it r ecovery ; how ever, a m ore st r at egic p lan m ay have
great er r esu lt s in t he long run . Paral lel courses are r un dur ing
t he school day for Mat h , as w e have found t hat dai ly inst r uct ion
w as needed at t he sam e t im e as t he pr im ar y cour se t o ensur e
passing bot h cour ses at t he end of t he sem est er.
2 . 8 Ex t ended Med ia
Cent er hours w it h
t ech and t u t or ing
Schoolw ide Wit h in t he Media Cen t er s on each si t e, com put er pr in t er s and
ink ar e avai lab le t o st uden t s w ho do not hav e access t o in t er net
and ink at hom e t o com plet e assignm ent s. Fr om t he LCAP
St uden t Sur v ey last y ear, we found t hat at hom e, m any st udent s
needed ink t o pr in t m ore t han t he act ual in t ernet ; however, m ore
and m or e t eacher s ar e m ov ing ov er t o Goog le classr oom .
Because of t hese needed ser v ices for ou r low - incom e st uden t s,
our Media Cent er s have ex t ended t heir hour s in t o t he ear ly
even ing. A lat e bus and supper program has been added at four
of t he com pr ehensiv e h igh schools w hose f r ee and r educed
lunch percent age is h igh enough t o qual i fy. Depending on t he
cam pus, t u t or ing ser v ices ar e pr ov ided in t he Media Cen t er by
ei t her t eacher s, col lege st uden t s, or peer m en t or s. Th is past
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y ear, t u t or ing has becom e m or e t ar get ed t o speci f ic sub j ect s
and not sim ply an open st udy hal l , r esu l t ing in incr eased gr ades
and st udent r e- t est ing dur ing t u t or ing, inst ead of ot her
designat ed t im es t h r oughout t he school day or on Sat u r day ( as
i t w as in t he past ) . Analyzing r ost er s for t u t or ing dem onst rat ed
86% t ar get ed st uden t s, p r im ar i ly ED ( low - incom e) . Ver y few
Engl ish Lear ner s at t ended t u t or ing, w i t h par en t s st at ing at t he
Dist r ict LCAP Adv isor y t h at t h ei r st u den t s h ad ot h er
obl igat ions af t er school and t hat t im e d id not work for t hem . EL
paren t s w ant ed suppor t for t heir st udent s dur ing t he school day
f r om Academ ic Men t or s w ho spok e Span ish , t hus t he add i t ional
EL sect ions ( 2 . 6 ) and t r ain ing of Academ ic Men t or s ( 2 . 10 ) .
2 . 9 Technology &
Tech n o log ica l
ser v ices an d
program s t o
engage st uden t s
and prov ide t hem
w it h addit ional
suppor t and
access t o t h e
con t en t ( includ ing
on - l ine cou r se
prov ider for credit
r ecov er y )
D ist r i c t As cou r ses an d assessm en t s m ov e t o a m or e
t echnolog ical ly - based for m at in bot h h igh school and col lege,
st udent s need t o be w el l - ver sed in t he m edium . The purchase of
t echnolog ical dev ices and accom pany ing car t s/ fu r n i t u r e m ak e
cer t ain st uden t s hav e access t o al l for m s of con t en t t o fu l ly
prepare t hem for col lege and career, par t icu lar ly st uden t s w ho
do not hav e access t o t hese dev ices at hom e. Technology on
t he si t es has incr eased, w i t h schools near ing or su r passing
one- t o- one. Replacem ent p lans need t o be phased in as m any of
t he d ist r ict dev ices ar e Ch r om ebook s w h ich hav e su r passed
t heir t h r ee year s l i fespan.
Su r pr ising ly, wh i le st udent s m ay be f luent in social m edia, t hey
m ay not be qu it e so adroit in t heir use of t echnology for
academ ic pu r poses, par t icu lar ly t ar get ed st uden t s w ho of t en
have not had enr iched exper iences over t im e w it h a var iet y of
dev ices. Conscious of t he t echnolog ical l i t er acy gap , t eacher s
pr ov ide st uden t s w i t h a m y r iad of ex per iences and assignm ent s
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t r av er sing along SAMR f r om Subst i t u t ion , t o Augm ent at ion, t o
Modif icat ion , t o Redef in i t ion . The pur chase of an on l ine cred i t
r ecover y syst em w i l l be a f lat annual cost for t he d ist r ict , as ar e
ot her t echnolog ical ser v ice subscr ip t ions. St uden t s w ho ar e
beh ind in cr ed i t s in need of t he on l ine cr ed i t r ecover consist of
91% undup l icat ed st uden t s. The on l ine cr ed i t r ecov er y ser v ice
is j ust one ex am ple of t he ot her t echnolog ical ser v ices and
pr ogr am s t hat suppor t st udent s in gain ing a deeper
underst anding of cont ent ( e.g., Tur n - i t - I n , Cal i for n ia St r eam ing,
Cy ber High , NoRedI nk )
2 . 1 2 Col lege an d CTE
Suppor t ing
Pat hw ay s:
Nav ian ce
add- ons, Puen t e,
CTE Acad em i es,
Four - Year Plan s
and Un iv er si t y
V i s i t s
D ist r i c t Col lege and Car eer Pat hw ay s: I n or der t o engage st uden t s in
t heir cur ren t educat ional pur su it and prepare t hem for col lege
and car eer, in t eract ion w it h pot en t ial careers is done t h rough a
var iet y of m et hods ( e.g . Nav iance add- ons, hands- on
ex per iences, or cou r se sequences in academ ies) . Suppor t of
st r ugg l ing st uden t s in t hese d i f fer en t ex p lor at or y ex per iences
var ies f r om cler k posi t ions w ho pr ov ide addit ional t u t or ing and
w h i le up load ing assignm en t s and PSA T sco r e
in Nav iance and/ or Road t r ip Nat ion for career exp lorat ion , al l
depend ing upon t he school si t e. CTE Pat hw ay s ar e ex panded on
si t es in t o academ ies, w h ich by nat u r es, have t o f i r st enr ol l ED,
f ost er, and EL st udent s and w it h suppor t of ROP, si t es now al l
hav e t he basic cor e of Nav iance, w i t h si t es pu r chasing som e
add- ons t o m or e fu l ly engage st uden t s. Cler k s faci l i t at e
com plet ion of CTE sequences on si t es t h r ough t he analy sis of
gaps and t u t or ing of st udent s in ar eas in need. Addit ional ly, t he
UC Puen t e Pr ogr am is suppor t ed on t h r ee si t es t o ex pose
under - r ep r esen t ed st uden t s t o co l lege- lev el ex pect at ions,
r igorous coursew ork , along w it h col lege t r ips t h roughout t he
st at e, w it h t he goal of enrol lm ent in a four - year col lege upon
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gr aduat ion ( CHS, LS, WHS) .
2 . 1 3 VAPA Le a d D ist r i c t One t eacher has one r elease per iod t o w or k on t he LCAP goals
al igned w it h Ar t s for Al l g r an t goals t hat includes engaging
st uden t s w i t h WUHSD schools and t he Visual and Per for m ing
Ar t s Pr ogr am s by faci l i t at ing t he pr ocess t o enhance and al ign
cur r en t VAPA of fer ings and by ex pand ing suppor t t o st uden t s
and t eacher s. Al ignm en t o f VAPA cou r ses has led t o incr easing
A- G appr ov als on cour ses w i t h an t icipat ed h igher r ecr u i t m en t in
t he fu t u re. Ar t icu lat ion w it h m iddle school and t he com m unit y on
ar t show s and w eb pages is designed t o suppor t m ore
u n du p l icat ed st u den t s in gain in g access t o m or e VAPA cou r ses
at a h igher lev el . The Ar t s for Al l Plan includes goals t o
incr ease EL per cen t ages w i t h in t he d i f fer en t Ar t s cour ses, w i t h
d i f fer en t for um s designed for t eacher s t o shar e st r at eg ies for
ef fect iv ely r each ing incr easing ly d iv er se dem ogr aph ics w i t h in
each cour se. A r elease per iod w as r equ ir ed t o do com m un it y
ou t r each and t o access t eacher s and st uden t s w h i le t hey w er e
st i l l at t he ot her si t es. I m pr ov ing t each ing st r at eg ies t o engage
EL st uden t s in ar t s classes so t hat m or e t han 2% of ELs ar e
enr ol led in VAPA, com par ed t o 9% of gener al en r ol lm en t is t he
goal o f 2 0 1 8 / 1 9 .
3 . 1 Com m on
Asse ssm e n t
Pr oduct ion and
Suppor t
D i st r i c t Pr ov ide in t er im and quar t er ly com m on assessm ent s t hat r esu l t
in t he shar ing of st udent dat a and t he ident i f icat ion of best
pr act ices in or der t o im pr ove t he ach iev em ent of al l st uden t s,
par t icu lar ly t he under - per for m ing st udent s, ensur ing t hat
st uden t s, par t icu lar ly EL, ED, and fost er st uden t s ar e col lege
and career r eady when t hey graduat e f r om WUHSD.
Assessm en t s ar e t he v eh icle used t o com m un icat e change and
levels of suppor t t h r oughout t he d ist r ict . Ar eas in need of
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addit ional suppor t are ident i f ied t h rough t he use of
assessm en t s, w i t h suppor t s shar ed w i t h par al lel cou r ses and
t u t or s t o assist in r aising st uden t s t o m ast er y lev el .
3 . 2 I n t er v en t ion
Sp ecia l i st
Release Per iods
D ist r i c t The I n t er v en t ion Special ist is a t eacher w ho has t w o r elease
per iods t o analyze dat a and prov ide suppor t and in form at ion t o
per sonnel on t he si t e t o ensur e t hat st udent s ar e pr ov ided w it h
t im e and suppor t t o ach iev e academ ic success. Wh i le t he t w o
release per iods are of fered at each si t e, t he work of t he
I n t er v en t ion Special ist is focused on t he undup l icat ed st uden t s
and ensur ing t hat t he gap, i f t here is one, is closing at each
gr ading t erm . Ot her dat a, besides gr ades, is used, depending
upon si t e.
3 . 3 Coor d inat or and
Co ach es
Dist r i c t The Dir ect or of Pr ofessional Lear n ing and sev en Coaches, w ho
ar e t eacher s w it h add it ional m ont h ly hour s, faci l i t at e
col labor at ion and analy ses of com m on assessm en t dat a and t he
developm ent of st r ong, in t erdependent t eam s t o suppor t st r ong
st uden t ach iev em ent for al l st uden t s, par t icu lar ly t he
under per for m ing st udent s am ong t he undupl icat ed t arget ed
groups, ensur ing t hat t hey are col lege and career r eady w hen
t hey gr aduat e f r om WUHSD.
Coaches faci l i t at e cou r se- al ik e t eam s t h r oughou t t he y ear and
work w it h Course Leads t o prepare t hem t o work w it h t heir
t eam s t o best ser v e t he undup l icat ed st uden t s in al l t heir
cour ses, h igh l igh t ing gaps in per for m ance so t hat t eam s can
addr ess t hese a classr oom lev el , on a cour se lev el , and a
depar t m ent level . Wh i le bu i ld ing t he capaci t y of t he Cour se
Lead and t he or gan izat ion , t he st uden t s at al l si t es ar e best
served. We have found t h is organ ic in t ervent ion m et hod of
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ser v ing undup l icat ed st uden t s w i t h in t he classr oom t o be t he
m ost ef fect iv e academ ical ly and t he m ost t im e ef f icien t so t hat
st udent s can m ove on t o advanced cour sew or k w it h in t he
con t en t ar ea w it hou t hav ing t o r epeat cour ses.
Whi le ou t side t u t or ing is st i l l p rov ided in addit ion t o t h is, t he
f i r st best inst r uct ion t hat addr esses any gaps w i t h in t he
classr oom t he f i r st t im e t he st uden t t ak es t he cour se, as soon
as possib le, is t he goal in al l classr oom s. Thus, com m on
assessm en t s, dat a analy sis, shar ing of best p r act ices, and
dev elopm ent and faci l i t at ion of cour se- al ik e t eam s by
k now ledgeab le and sk i l led leader s r esu l t s in t eam s of t eacher s
w ho ret u rn t o t heir ind iv idual classroom s and engage w it h
st udent s w it h a w ide var iet y of background know ledge and sk i l ls,
br inging t hem up t o t he nex t level of learn ing. I n t he analysis of
assessm en t dat a, t he Eng l ish Lear ner dat a is d isaggr egat ed
f rom ot her st udent s’ dat a t o det erm ine t he d if ferences: Where is
t he d i f fer ence? What t op ics w er e cover ed t her e? How m uch is
t he d i f ference? What st r at eg ies can be used ( or w ere used) t o
m in im ize t he d i f f er ence? Th is d iscussion am ong col leagues has
led t o cont inued im provem ent over years.
3 . 4 Cou r se Leads
Dist r i c t At each si t e, Cour se Leads faci l i t at e t he dev elopm ent of t he
course- al ike t eam ; t hen , as a m em ber of t he d ist r ict t eam ,
Cour se Leads con t r ibu t e t o t he dev elopm en t of assessm en t s
and cur r icu lum , ensur ing t hat al l st udent s gr oups ar e included in
t he analy sis. Thank s t o t he Cour se Leads, a l l st uden t s con t inue
t o im prove due t o t heir t eachers’ cont inual im provem ent in
pedagogy, focused on closing t he gap bet w een Eng l ish Lear ner s,
Econom ical ly Disadv an t aged St uden t s and t he ot her st uden t s in
t he cour se. Cour se Leads pr ov ide oppor t un i t ies for t heir t eam t o
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analy ze d isaggr egat ed dat a on t he assessm ent s, iden t i f y gaps,
t hen f ind out who d id a good j ob t each ing t hat par t icu lar concept
so t hey can shar e how t hey appr oached i t in t he classr oom –
w hat best pr act ices for t each ing d id t hey hav e t hat con t r ibu t ed
t o im prov ing st udent learn ing and m ast ery of st andards for al l
st uden t s.
Cour se Leads also w or k w i t h t heir Dist r ict and Si t e t eam s t o
ident i fy st udent s in need of in t er vent ion and t he areas t hat
in t er vent ion m ay be par t icu lar ly needed for d i f feren t st udent s
(e.g., Eng l ish Lear ner s) . Ear ly iden t i f icat ion of st uden t s ensur e
t hat t hey m ast er t he con t en t and pass t he cour se so t hat t hey
can access adv anced cou r sew or k , t hus m eet ing st at e and
d ist r i ct goals. Wh i le Com m on Assessm en t s com m u n icat e
change and t he levels of suppor t t h roughout t he d ist r ict , i t is t he
Cour se Lead in each cour se t hat p r ov ides t he ind iv idual t eacher
w it h t he suppor t t hey need in t he classroom t o ensure t hat t he
change is act ual ly im plem ent ed, w it h t he f r equent forum s t hat
lead t o innov at iv e st uden t suppor t st r at eg ies and pedagog ical
appr oaches for each t op ic or un i t .
Desp i t e incr eases in t he annual st ipend up t o $2 , 198 , t h is is
st i l l t he m ost econom ical and ef fect ive m et hod for dr iv ing
change w h i le suppor t ing bot h t eacher s and st udent s t hat w e
hav e found. Ther e ar e 118 Cour se Leads in t he Dist r ict . Fiv e of
t hem ar e Special Ed Cour se Leads w ho t ak e t he Gener al Ed
cont en t and m odify i t for Moder at e Sever e t eacher s and
classr oom s, ensu r ing t hat a l l WUHSD st uden t s ar e r eceiv ing
t he sam e con t en t in a m anner t hat t hey can pr ocess and
under st and. Moder at e Sev er e st uden t s ar e 94% ED. Wit h at
least fou r fu l l - day Best Pr act ices in t he school y ear and fu l l
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w eeks of con t en t in t he sum m er, t he lear n ing t o suppor t Engl ish
Lear ner s and econom ical ly d isadv an t aged st uden t s is in fused
t hroughout t hese days, t hen passed along w it h a t r ainer -
of - t r ainer m odel t h r oughout t he d ist r ict so t hat al l t eacher s ar e
r ecip ien t s of t he k now ledge and pr act ices.
At t he t eam level , hor izon t al t ie st r engt h is a sign i f ican t
pr ed ict or of st uden t im pr ov em ent ( Pi l & Leana, 2009) . Am ong
t eachers on t he t eam , t he num ber of t ies, t he f requency and
st r engt h of in t er act ions, and t he closeness w i t h ot her t eacher s
on t he t eam are al l byproduct s of how t he Course Lead
schedu les and w or ks w it h t he t eam . The posi t ive im pact f r om
hor izon t al t ie st r engt h on st udent per for m ance, such as t hat
dev eloped on t he t eam s by t he Cour se Lead, w as gr eat est on
low SES st uden t s. We hav e seen t he sam e. The social cap i t al
posi t ively im pact s low - incom e st uden t s’ per for m ance t h r ough
t he col lect iv e accoun t ab i l i t y assum ed by t eacher s for a l l
st uden t s – ev en i f t hey nev er si t in t hei r class.
4 . 1 1 Media &
Com m un icat ion
D ist r i c t Tw ent y - f ive percent of WUHSD st udent s’ hom e language is not
Engl ish ; t herefore, i t is im por t ant t o use a w ide var iet y of m edia
com m un icat ion t hat is t r anslat ed in t o hom e languages
( pr im ar i ly Span ish at 22% of st udent s’ hom e language) t o fu l ly
engage parent s and fam il ies w it h t heir ch i ld ’s educat ional
p r ocess, along w i t h t he WUHSD im pr ov em en t p r ocess. Var ious
for m s of m edia com m unicat ion and a consu l t an t ar e used t o
dev elop and m ain t ain a t r anspar en t p r ocess t o educat e
par en t s/ guar d ians abou t LCFF and t he Cal i for n ia Dashboar d
Accoun t ab i l i t y Sy st em . Som e of t he for m s used include
t r anslat ed new spaper and m edia r eleases, em ai l b last s, and
ot her form s of m edia com m unicat ions in parent s’ hom e
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language, as wel l as on web pages. Parent s are welcom ed in t o
t h e sch ools an d d ist r ict f o r LCAP Adv isor ies t o h elp sh ape
fu t ure im provem ent ef for t s, w it h t ranslat ions prov ided t o al l who
at t en d . Dist r ict LCAP Adv isor ies ar e t h r ee t im es each y ear, with
Engl ish Lear ner par en t s com pr ising over hal f of t he at t endees
each t im e.
4 . 1 2 Ch i ldcar e Cen t er D ist r i c t The Ch i ldcar e Cen t er p r ov ides f r ee ch i ldcar e
t o WUHSD st udent s, along w it h f r ee t r anspor t at ion f r om hom e t o
t he Cen t er, and f r om t he Cent er t o t heir h igh school. Th is goals
of t he cent er are ( 1 ) t o ensure t hat st udent s graduat e f r om h igh
school; ( 2 ) t hat t hey do not have anot her ch i ld wh i le in h igh
school; and, ( 3 ) t hey go on t o col lege or a career so t hey can
suppor t t heir ch i ld . One hundred percent of t he par t icipan t s of
t he Cen t er ar e included in t he Undup l icat ed Tar get ed St uden t
coun t . 100% of t he par t icipan t s ar e Econom ical ly
Disadv an t aged , w i t h 28% Eng l ish Lear ner s. Resear ch has
shown t hat educat ion of t he parent , w it h t he prospect of a br ight
fu t u r e, can br eak t he cycle of t een pr egnancy and dependence
on ot hers for f inancial suppor t .
4 . 1 3 Cum u lat iv e
Recor ds Rev iew
Dist r i c t Pr oact iv e St uden t I den t i f icat ion : Cum u lat iv e Recor ds Rev iew of
At - Risk St udent s w hen en t er ing d ist r ict for 9 t h gr ade in order t o
prov ide t arget ed suppor t in a t im ely and proact ive m anner.
4 . 1 4 St uden t
Wel l - Being
Pr ogr am
Dist r i c t St udent Wel l- Being Program has expanded f r om t he or ig inal 1
Social Wor ker t o t he cur r en t pr ogr am of 2 FTEs of Social
Wor k er / Counselor s w ho suppor t st uden t s’ socio- em ot ional
gr ow t h and super v ise school social w or k in t er ns ser v ing t he
m ent al heal t h needs of st udent s on each si t e t h r oughout t he
d ist r ict . They for m a t eam w ho pr ov ides pr ofessional
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Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
developm ent and t r ain ing for t he cr isis t eam t o ot her per sonnel
t h roughout t he d ist r ict so t hat al l st udent s are prov ided w it h a
st r ong safet y net , r egar d less of t he issues or si t uat ions t hey
m ay be facing. The pr ogr am also t r ains counselor s and st af f t o
conduct in t er nal t h r eat assessm ent s, t hen , w hen needed pu l ls in
t h e Cou n t y SART Team , and when t hat is not enough, cont act s
Dr. Tao, t o ensure a safe and secure env ironm ent for
lear n ing. The st uden t s t hat t he Wel l - Being Counselor s and t he
I n t erns see t h roughout t he day are t he st udent s who do not
hav e insu r ance and t hose w ho ar e not com for t ab le accessing
m ed ical ser v ices of fer ed at v ar ious cl in ics ( e. g ., Eng l ish
Lear ner s) . The pr ogr am has expanded t o also pr ov ide
add i t ional ser v ices t o hom eless and fost er st uden t s seek ing
em ot ional suppor t , counsel ing, and, at t im es, em er gency
shel t er.
4 . 1 5 Th r ee sch oo l
n u r ses
D ist r i c t The d ist r ict m ain t ains t h r ee school nu r ses t o bet t er ser v e ou r
st udent s’ healt h needs, par t icu lar ly our low - incom e st udent s
and t hose st udent s who are reluct an t t o go t o t he doct or for
form al ized healt h care. Whi le t he t h ree nurses have regu lar
r ot at ing schedu les, t hey also r espond t o cal ls f r om t he d i f fer en t
si t es w hen st udent ( s) are in need. When t he local hospit al
changed t heir pol icies and no longer pr ov ided t he m obi le cl in ic
t o ou r school si t es, t hese nur ses pr ov ided an im por t an t
in t erm ediary st ep for m any of t he low - incom e st udent s who have
no ot her access t o heal t h car e and had depended on Car eFor ce
One in t he past ( Mob i le Cl in ic) . Not e: Car eFor ce One is no
longer avai lab le t o Wh it t ier r esiden t s.
4 . 1 6 5 0 4 St u den t
Suppor t
D i st r i c t WUHSD ensu r es al l st uden t s r eceiv e t he r equ isi t e suppor t t o
dem onst r at e success on r igor ous cou r sew or k t h r ough t he
259
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
adequat e pr ov ision and im plem ent at ion of 504 p lans. Dat a
r evealed t hat on ly t he h igher socioeconom ic par en t s w er e aw ar e
of t he opt ions t o suppor t t heir st uden t s avai lab le t h r ough 504
p lans. A com pr ehensiv e needs assessm en t w as conduct ed in
2016 / 17 and t r ain ing began , w i t h som e r esist ance t o chang ing
r oles as w e im plem ent ed t he r ecom m endat ions of t he ou t side
consu l t an t s. Th is past y ear clar i f ied r o les and ensur ed t hat
ever yone w as com for t ab le in t hose r oles – and d id t hey w or k as
t hey shou ld or do we need t o change any t h ing or prov ide any
addit ional suppor t . Whi le t he serv ice was of fered t o al l
st uden t s, i t w as pr im ar i ly Eng l ish Lear ner s and low - incom e
st udent s who were “ new users” benef it ing f rom t h is t rain ing and
t he new im plem ent at ion program . Cont inued rein forcem ent of
t he new r oles is necessar y t o ensur e t hey becom e
inst i t u t ionalized, along w it h a few changes as we “ work out t he
k inks” in t he p lan.
4.17 PBIS/Restorative
Justice
Schoolwide Implementation of PBIS and restorative justice principles schoolwide
improves the quality of life more for low-income students as they are being
disciplined and suspended more than other students; and. with 74% Free and
Reduced Lunch, the majority of students fall into this category. Improving
the climate of the schools will thus benefit all students, but particularly the
students who have a past history of responding to environmental disruptions
in an inappropriate manner.
4 . 1 8 Fr eshm an
Suppor t s
Schoolw ide Freshm an Suppor t : ( 1 ) Link Crew is a special ized program w here
j un ior and sen ior st udent m ent ors m eet r egu lar ly w it h en t er ing
n in t h gr ade st uden t s. Th is m ent or pr ogr am develops st r ong
r elat ionsh ips bet w een incom ing st uden t s and a suppor t iv e
st udent leader w ho gu ides and suppor t s t he f r eshm an, ensur ing
a successfu l t r ansi t ion t o h igh school .
( 2 ) Wit h st uden t leader s ser v ing as gu ides, Fr eshm an Fir st Day
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Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
prov ides an oppor t un it y for n in t h grade st udent s t o at t end
school and m eet t heir t eachers and learn t heir way around t he
cam pus, so t hey know how t o get f r om one class t o t he nex t .
Th is special t im e on t he day before t en t h t h rough t welf t h grade
st uden t s beg in classes p r ov ides a w elcom ing and per sonal ized
env ir onm ent t hat faci l i t at es t heir t r ansi t ion t o h igh school . Each
n in t h grade st udent is encouraged t o sign up for at least t wo
co- cur r icu lar p r ogr am s t hat w i l l connect t hem t o t he school
bey ond t he r equ ir ed academ ics
( 3 ) Academ ic Men t or s, or upper classm en w ho hav e
dem onst r at ed st r ong academ ic and per sonal connect ions t o
st uden t s in need of suppor t , assist t hese st uden t s t h r oughou t
t he y ear in t hei r classes.
These t r ansi t ional suppor t ser v ices hav e show n t o engage
f reshm an w it h t he h igh school academ ic program and proven t o
incr ease n in t h gr ade on- t ar get r at es. Resear ch has show n t hat
bu i ld ing r esi l ience t h r ough posi t iv e st r at eg ies and dev elop ing
t he st r engt hs of low - incom e st udent s w i l l connect t hem t o t he
educat ional env ironm ent and fost er yout h who t hr ive. Yout h
car ing for yout h prov ides st rong bonds t o one anot her and t o t he
school . Bi l ingual Academ ic Men t or s ar e also p laced in t o
classes w i t h a h igh per cen t age of Eng l ish Lear ner s, help ing bot h
st udent and parent feel m ore com for t able w it h t he new set t ing.
Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Schoolw ide .
Goal 2 : Act ion 7
Goal 4 : Act ion 8
Fol low ing are t he schoolw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals
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for undup l icat ed t ar get ed st uden t s in st at e and local p r ior i t ies:
Service Schoolw ide Manner in W hich it is Principally Directed to and Effect ive and
Meet ing the Goals for Unduplicated Targeted Students in State
and Local Priorit ies
2 . 7 Ed Tech Leads D ist r i c t
( at least one at
each com p si t e)
Ed Tech Leads fost er seam less in t egr at ion of t echnology w i t h
cur r icu lum . Teacher s at each com pr ehensiv e h igh school hav e
r elease per iods t o assist t hei r co l leagues one- on - one or t o
pr ov ide w or kshops on t echnology t hat is t o be used in t he
classroom t o fu r t her st udent s’ underst anding and engagem ent .
Som e si t es hav e t hei r Ed Tech Leads suppor t ing st uden t s in
w or k shops on a v ar iet y of academ ic t echnology. Whi le st udent s
k now social m edia, t hey som et im es lack t he k now ledge
n ecessar y f or academ ic t echn ology. Th is is par t icu lar ly t r ue for
st udent s w it h low econom ic backgr ounds w ho have l im it ed
in t er act ion ou t side of school w i t h t echnology. Th ese st u den t s
ar e at a d isadvan t age in r egar ds t o t heir keyboar d ing sk i l ls,
t hei r r esear ch ing ab i l i t y, and ot her t echnolog ical sk i l ls t hat ar e
m or e academ ic in nat u r e. The Ed Tech Lead is r eady w hen
t eacher s need t hem t o assist t hem in t heir ow n classr oom .
Ther e w i l l be a r educt ion in sect ions used for Ed Tech Leads in
t he upcom ing year, w i t h t w o si t es r educing t he sect ions used
from t wo down t o one, as t he com put er l i t eracy of t he st af f has
dr am at ical ly incr eased ov er t he past t h r ee y ear s.
4 . 8 Paid St uden t
Men t or s
Schoolw ide Using st uden t s w ho ar e ex cel l ing in t hei r cou r ses af t er - school
or on Sat urdays t o t u t or t heir Engl ish Learner ( or low - incom e)
peers on a st udent w orker basis has proven t o be m ore
successfu l t han h i r ing adu l t s in m any inst ances. St uden t s t end
t o l ist en m ore t o t heir peers, and fol low t heir d ir ect ions, get t ing
m or e assist ance ou t of t he t u t or ing sessions t han t hey w ou ld
f r om adu lt t u t or s or f r om t eacher / t u t or s. Engl ish Learners are
ab le t o ask t hei r Span ish - speak ing peer s quest ions in Span ish ,
t hen r eceiv e t he answ er s in Eng l ish – som et h ing t hey w er e
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r et icen t t o do w i t h t heir t eacher s. Add i t ional ly, t he St udent
Ment or s, w ho also are m em bers of t he Undupl icat ed Group,
of t en need t he m oney t o supp lem ent t he scholar sh ips t hey
receive, r esu lt ing in a w in- w in si t uat ion .
LCAP Year: 2018-19
Estimated Supplemental and Concentration Grant Funds: Percentage to Increase or Improve Services:
$23,024,812 22.07%
Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services
provided for all students in the LCAP year.
Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds
(see instructions).
The $23 , 024 , 812 fund ing t ar get ed for undup l icat ed st uden t s ( LCFF Supp lem en t al and Concen t r at ion
fund ing) incr eases t he quan t i t y and qual i t y of ser v ices pr ov ided, w i t h a pr opor t ional i t y per cen t age of 22 .07%
( as calcu lat ed by LACOE LCFF Analy sis in 5 / 18 ) . Many of t he ser v ices r em ained t he sam e as t he ef fect iv e
2017 / 18 LCAP, w it h an incr ease in qual i t y and quan t i t y, due t o t he add i t ional $3 , 324 , 155 in 2018 / 19 fund ing
ov er t he pr ev ious y ear ' s fund ing, includ ing :
I m pr ov ing t he sect ions of par al lel suppor t cou r ses for Eng l ish Lear ner s and ED st uden t s at d i f fer en t si t es.
We hav e found t hat get t ing st uden t s back on t r ack as soon as possib le r esu l t s in h igher g r aduat ion r at es
and A- G r at es. These add i t ional suppor t sect ions ensu r e Eng l ish Lear ner s and at - r isk fost er and ED
st uden t s m ast er con t en t t he f i r st t im e t hey t ak e t he cou r se, t hus enab l ing t hem t o p r ogr ess t o m or e
adv anced cour sew or k du r ing t hei r fou r y ear s in h igh school . Gu ided St udy com pr ises som e of t he sect ions
for t he low - incom e and fost er n in t h and t en t h g r ade at - r isk st uden t s at al l si t es. Gu ided St udy ar e sect ions
of suppor t pr ogr am s par t icu lar ly st uden t s’ f r eshm an y ear, and occasional ly bey ond, t hat p r ov ide con t inued
in t ensiv e suppor t and m on i t or ing t h r ough in t er per sonal engagem en t , inst r uct ion in or gan izat ional sk i l ls
and t im e m anagem en t , and dai ly hom ew or k check s. Connect ing w i t h al l o f t he t eacher s t hat each st uden t
has t h r oughou t t he day t o ensu r e t hat t he st uden t s st ay on - t r ack p r ov ides a sol id foundat ion for st uden t s’
n in t h g r ade y ear. We hav e found t hat t hese Gu ided St udy sect ions eases t he t r ansi t ion for t he h igh - r isk
low - incom e and fost er st uden t s, low er s t he dr opou t r at es, connect s st uden t s t o school , r esu l t s in st uden t s
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w an t ing t o com e t o school , t hus im pr ov ing t he at t endance r at es so st uden t s can lear n . One of t he schools
( LS) w i l l be add ing Gu ided St udy for som e of t hei r n in t h g r ade EL st uden t s in t he 2018 / 19 school y ear.
The ex panded use of af t er - school cou r ses du r ing second sem est er f or t hose classes t hat st uden t s
r eceiv ed a D or an F in du r ing f i r st sem est er ; t hus, st uden t s ended t he y ear com plet ing t he cou r se and not
beh ind in cr ed i t s or cour se com plet ion . Th is concept w as p i lot ed at t w o schools dur ing t h is past y ear in
Eng l ish and Social Science w i t h posi t iv e r esu l t s. Th is m eet s t he ph i losophy of com plet ing t he cour ses
sooner r at her t han lat er so st uden t s can hav e m or e of t hei r schedu le open for adv anced cou r sew or k .
An on l ine cour se pr ov ider ser v ice for cr ed i t r ecover y w as p i lot ed in t he 2017 / 18 school year at an
al t er nat ive school; how ever, i t w as not of fer ed at any of t he com pr ehensiv e h igh schools. MOUs and
pr ot ocols hav e been dev eloped t o ensu r e t he in t egr i t y of t he WUSHD cour ses, w i t h t he r equ ir em en t of
passin g WUHSD Com m on Assessm en t bef or e passin g a cou r se.
Per ou r m an t r a of doing “Whatever it Takes” t o ensur e success for al l st uden t s, w e hav e been pr ov id ing ser v ices
t o st uden t s w ho st r ugg led since 2005 . Wh i le w e iden t i f ied ou r t ar get g r oup as st uden t s in need du r ing t h is t im e
per iod , and not t he speci f ic undup l icat ed st uden t g r oup, i t w as not ed t hat , in essence, w e had been pr ov id ing
ser v ices t o t he sam e gr oup. St ar t ing w i t h t he cu r r en t st uden t s in need, and not necessar i ly focusing on t he
undup l icat ed st uden t g r oup, r esu l t ed in a v er y sim i lar ou t com e w i t h ov er 94% of t he st uden t s iden t i f y ing as
Eng l ish Lear ner s, fost er y ou t h , or low - incom e st uden t s. Wh i le t he m aj or i t y of t he ser v ices and pr ogr am s ar e
pr im ar i ly d i r ect ed t o t he needs of t he 72 . 6% undup l icat ed st uden t s, t her e ar e som e ex pend i t u r es of t he
Tar get ed St uden t Fund ing ( concen t r at ion and supp lem ent al funds) t hat ar e ei t her d ist r ict w ide and/ or schoolw ide.
We st r ong ly bel iev e t hat t o not p r ov ide t hese ser v ices in a g lobal m anner ( 1 ) w ou ld be d isr up t iv e t o t he
educat ional p r ocess; ( 2 ) w ou ld not be feasib le, g iv en t he ser v ice or t he p r ogr am ; or, ( 3 ) w ou ld be unet h ical or
im m or al . And , as st at ed ear l ier, ov er 94% of t he st uden t r ecip ien t s of t he ser v ices funded w i t h S&C dol lar s ar e
in t he undup l icat ed st uden t g r oup.
Fol low ing is t he br eak dow n of t he per cen t age of undup l icat ed st uden t s by school si t e for t he past t w o y ear s,
not ing t he upw ar d t r end in undup l icat ed st uden t s ( p r im ar i ly due t o an incr ease in low - incom e st uden t s du r ing
2017 / 18 school y ear ) :
Unduplicated Percentage 1 3 / 1 4 1 4 / 1 5 1 5 / 1 6 1 6 / 1 7 1 7 / 1 8
W UHSD 69.7% 69.1% 69.1% 69.6% 72.6%
Cal i f or n ia HS 7 4 % 7 6 % 7 3 % 7 5 % 7 6 %
La Ser na HS 4 5 % 4 5 % 4 6 % 4 8 % 5 2 %
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Pion eer HS 8 4 % 8 5 % 8 6 % 8 6 % 9 0 %
San t a Fe HS 7 4 % 7 3 % 7 3 % 7 4 % 7 7 %
Whit t ier HS 7 7 % 7 7 % 7 6 % 7 4 % 7 6 %
Fr on t ier HS 8 5 % 8 0 % 8 4 % 8 0 % 9 0 %
Sier r a Vist a HS 7 1 % 6 2 % 6 2 % 6 8 % 6 5 %
Tr an si t ion s 8 1 % 2 1 % 8 2 % 7 9 % 9 0 %
District Trend Data: Changes in Unduplicated Group Size over Time
District EL % 1 0 % 9 % 9 % 9 % 9 %
District EconDis% 6 9 % 6 8 % 6 8 % 6 8 % 7 2 %
Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Lim ited to Unduplicated
Student Group( s) .
Goal 2 : Act ion 5 , Act ion 6 , Act ion 1 0 , Act ion 1 1
Goal 3 : Act ion 5
Goal 4 : Act ion 1 , Act ion 3 , Act ion 5 , Act ion 6 , Act ion 7 , Act ion 9 , Act ion 1 0 , Act ion 1 9
Service Targeted
Group( s)
Descript ion
2 . 5 Sect ions for
cr ed i t r ecov er y,
socio - em ot ion a l
and paral lel
acad em ic
suppor t w it h in
school day
ED Add i t ional sect ions at each si t e p r ov ide cr ed i t r ecov er y and par al lel academ ic
cour ses, along w i t h socio- em ot ional suppor t t o ensu r e econom ical ly
d isadv an t aged st uden t s do not fal l beh ind in cr ed i t s, desp i t e chal lenges t hey
m ay face ou t side of t he school hour s. Gu ided St udy cour ses com pr ise near ly
for t y of t he sect ions ( or 31% of t he sect ions) for t he low - incom e at - r isk st uden t s
at al l si t es. Gu ided St udy is a suppor t pr ogr am t hat ser ves pr im ar i ly f r eshm an
and sophom or es, pr ov id ing con t inued in t ensive suppor t and m on it or ing of
st uden t s t h r ough in t er per sonal engagem ent , inst r uct ion in or gan izat ional sk i l ls
and t im e m anagem ent , and dai ly hom ew ork checks. Many of t he low - incom e
st udent s com e in t o h igh school w i t h gaps in t heir backgr ound know ledge and
lack in g t h e st u dy sk i l l s n ecessar y f or su ccess in academ ic cou r ses. Th e Gu ided
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Service Targeted
Group( s)
Descript ion
St udy t eacher connect s w i t h al l of t he t eacher s t hat each st uden t has t h r oughou t
t he day t o ensur e t hat t hey ar e on- t r ack w it h hom ew or k , class assignm ent s, and
t est s so t hat t hey have a sol id foundat ion for t heir n in t h and t en t h grade years.
Then , by connect ing w i t h t heir Academ ic Men t or and Gu ided St uden t t eacher,
st uden t s hav e som eone w ho can not on ly help t hem academ ical ly, but also w it h
ot her issues t hey face in t heir dai ly l i f e. St uden t s see peer s ser v ing as Acad em ic
Men t or s and t hey can v isual ize t hem selv es being Academ ic Men t or s in t he
fu t u r e, suppor t ing ot her t ar get ed st udent s in t he classr oom t o ensur e t hey
m ast er academ ic con t en t , as w el l as l ist en ing t o any t r oub les t hey ar e hav ing
com ing t o school or ot her issues t hey are hav ing in t heir l i fe. Cl oser
r elat ionsh ips bet w een t he st udent s, t heir peer m ent or s, and t heir t eacher s
r esu l t s in st r onger connect ions t o school and bet t er per for m ance in classes.
When conduct ing long i t ud inal analy ses as t o w her e t hese h igh - r isk st uden t s w er e
fou r y ear s af t er at t end ing Gu ided St udy classes as f r eshm an in 2014 , on ly 3
st udent s ou t of 362 were not in an educat ional set t ing, or .8% dropout . Whi le
t her e w er e 23 st uden t s ( 6 .4% ) r egu lar ly at t end ing al t er nat iv e educat ion and 17
st uden t s ( 4 . 7% ) at t end ing com pr ehensiv e h igh schools ou t side of t he d ist r ict ,
t he r em ain ing 319 or ig inal ly h igh - r isk st uden t s ( 88 .1% ) w ho en t er ed t he d ist r ict
in t he fal l of 2014 were on- t rack t o graduat e f rom one of t he d ist r ict ’s
com pr ehensiv e h igh schools.
Ot her suppor t cou r ses for econom ical ly d isadv an t aged st uden t s w ho passed
Algebr a 1 - Col lege Pr ep ( w i t h a low C) include Concept Geom et r y for t en t h gr ade
st uden t s. Th is cour se pr ov ides a br idge bet w een Algebr a and Geom et r y, g iv ing
st uden t s an add i t ional year t o gain a deeper m ast er y of t he concept s of Algebr a
and prepare for Geom et ry t he fol low ing year, pu t t ing t hem back on t he A- G t r ack .
These sm al ler cou r ses ensu r e st uden t s ar e r eady t o not on ly succeed in
Geom et r y, bu t also in Algebra 2 t he fol low ing year.
Ot her sect ions for at - r isk econom ical ly d isadv an t aged st uden t s w ho ar e
st r ugg l ing ev en m or e ar e par al lel m at h cour ses for st uden t s in Algebr a I . These
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Service Targeted
Group( s)
Descript ion
cover t he sam e concept s at t he sam e t im e, bu t in a d i f ferent way dur ing anot her
per iod of t he day so t he st udent does not fai l Algebra I .
We have found t hat t hese sect ions of Gu ided St udy, paral lel Algebra 1 , and ot her
sm al ler suppor t classes in t he n in t h gr ade ease t he t r ansi t ion t o h igh school for
t he low - incom e h igh- r isk st udent s, t hus, low er ing t he dropout r at es and
connect ing st uden t s t o school . WUHSD does not ex per ience t he loss of st uden t s
bet ween eight h and n in t h grade t hat r esearch f inds in m any d ist r ict s. For a h igh
school d ist r ict , w i t h st uden t s com ing in f r om f ive par t ner elem ent ar y school
d ist r ict s, t he del iber at e connect ions m ade in t hese cou r ses helps guar an t ee t hat
st uden t s con t inue t o com e t o school . St uden t s w an t t o com e t o school , as y ou
can see by our im proved at tendance rates. Once at school , st uden t s can t hen
lear n . ( 136 add i t ional suppor t sect ions d ist r ict w ide) .
2 . 6 Add i t ion al EL
Suppor t Sect ions
EL Add i t ional sect ions at each si t e f or SDAI E & ELD pr ov ide suppor t t o ensu r e
su ccess f or En g l ish Lear n er s in academ ic cor e cou r ses. Th ese cou r ses m ay be
par al lel suppor t classes, as w el l as low er class sizes in ot her cou r sew or k so EL
st uden t s get m or e per sonal ized and ind iv idual at t en t ion . A par al lel cour se in
n in t h g r ade ( and occasional ly t en t h g r ade) at t w o si t es is Academ ic Eng l ish
Dev elopm en t ( ALD) . Th is cou r se assist s En g l ish Lear ner s in m ast er in g Eng l ish
language and gain ing pr of iciency in academ ic cour sew or k , along w it h gain ing
or gan izat ional sk i l ls. Ther e ar e ot her cou r ses w i t h m or e t han 40% Eng l ish
Lear ner s t hat si t es in t en t ional ly k eep sm al ler so t hat add i t ional t im e can be
spen t on academ ic v ocabu lar y, m ore peer in t eract ions, and t im e t o rev iew
concept s in d i f fer en t w ays so t hat t r ue under st and ing and m ast er y occur s. ( 127
t ot a l EL suppor t sect ions in d ist r ict )
2 . 1 0 Suppor t and
Train ing of
Acad em ic
Men t or s
ED & EL Tr ain ing is p r ov ided t o ensur e t hat t he Academ ic Men t or s acqu ir e t he appr opr iat e
know ledge about t he r equ isi t e sk i l ls and dem eanor needed t o m ax im ize lear n ing
w hen suppor t ing at - r isk st udent s w it h in t he classr oom , as w el l as w hen t o
con t act t he t eacher r egar d ing any issue t hat is bey ond t heir capaci t y. Acad em ic
Ment or s ar e p laced in t o classes w i t h h igh num ber s of Eng l ish Lear ner s or at - r isk
267
Service Targeted
Group( s)
Descript ion
st uden t s ( of t en low - incom e) – t he sect ions t hey w or k in ar e t y p ical ly t he ones
m ent ioned abov e in 2 .5 and 2 .6 . Much car e is t ak en in m at ch ing Academ ic
Ment or s t o bot h t he t eacher and t he class. Bi l ingual Ment or s ar e of t en p laced in
classes w i t h Eng l ish Lear ner s, al low ing EL st uden t s t he com for t and space t o
com m unicat e w it h som eone at t he school in an easy t one, befor e t he Ment or
br ings t hem back t o w or k on academ ics. The use of Academ ic Men t or s has
proven t o be h igh ly ef fect ive, not on ly f r om surveys of st udent s r eceiv ing help,
bu t f r om a r ev iew of academ ic gr ades and f r om sev er al Mast er s' Thesis st udy ing
t he program . Al l of t hese concur red, f ind ing t hat posi t ive m ot ivat ion and
engagem ent on t he par t of t he st udent , along w it h academ ic gains. St udent s
com m ent ed t hat w hen t hey saw Academ ic Ment or s f r om t heir neighbor hood t hey
r eal ized t hat t hey t oo cou ld be successfu l in h igh school .
2 . 1 1 Pr o f ession a l
Developm ent for
t each ing EL, ED,
& Fost er
st uden t s
EL,
f ost er,
ED
Supplem ent al Pr ofessional Dev elopm ent ou t side of t he d ist r ict is u t i l ized for
lear n ing best inst r uct ional p r act ices for t each ing t ar get ed st uden t s in al l con t en t
ar eas ( includ ing Visual and Per for m ing Ar t s and Phy sical Educat ion ) . St r at eg ies
ar e learned at ou t side con ferences or w orkshops and t hen shar ed w it h ot her
t eacher s in t he d ist r ict .
3 . 5 Ad v an ced
Placem en t
Test in g
ED WUHSD suppor t s low - incom e st uden t s in t ak ing as m any AP t est s as t hey ar e
pr epared t o t ake by pr om ot ing t he low er $5 t est char ge and cover ing any balance
due for AP t est s w i t h d ist r ict funds. Schools w i l l p r ov ide low - incom e st uden t s
w i t h add i t ional st udy m at er ials, speci f ical ly designed t o p r epar e for AP t est s,
w her e st uden t s lack t he back gr ound ex per iences t hat ar e of t en cap i t al ized upon
on t hese for m s of st andar d ized exam s.
Not e: Because of changes t o ESSA, 2017 / 18 w as ex pect ed t o be on ly t he
t ransit ion year w it h federal and st at e program s; however, t here is not a program
y et in p lace t o cov er t he balance ot her t han t he $32 r educt ion f r om Col lege
Boar d. WUHSD w i l l st i l l suppor t low - incom e st uden t s by cov er ing w hat st at e and
feder al pr ogr am s w ou ld t yp ical ly cover for t hese st udent s ( $53) , un t i l t hey w ork
t h is ou t . WUHSD w i l l con t inue t o char ge t he low - incom e st uden t s on ly $5 for al l
268
Service Targeted
Group( s)
Descript ion
t he t est s t hey t ak e
4 . 1 D ist r i c t
Cat egor ica l
Of f ice
EL WUHSD Dist r ict Cat egor ical Of f ice suppor t s Eng l ish Lear ner st uden t s and t hei r
fam i l ies, pr ov id ing pr ofessional developm ent t o t he st af f t o ensure t hat
al l WUHSD per sonnel ar e ab le t o suppor t t he academ ic, social , and em ot ional
grow t h of st udent s and fam il ies whose f i r st language is not
Eng l ish . DELAC Meet ings ensu r e par en t s ar e act iv ely inv o lv ed in t he decision -
m ak ing pr ocesses at t he d ist r ict lev el , as w el l as ser v ing as a st r ong p lann ing
com m it t ee for pr ov id ing ser v ices t o t he par en t s of ot her Eng l ish Lear ner s
t h roughout t he d ist r ict .
4 . 3 Hor izon ’s Of f ice
( EL Suppor t
Of f ice)
EL Fund ing Hor izon ' s Of f ice at each com pr ehensiv e h igh school si t e w i t h
Cat egor ica l D i r ect or, Assist an t , and Bi l ingual Special ist a l low s t hese of f ices t o
ser v e Eng l ish Lear ner s by faci l i t at ing and m on i t or ing t heir p r ogr ess. Ot her
ser v ices pr ov ided ou t of t h is of f ice for st udent s and fam i l ies include t u t or ing,
col lege f ield t r ips, and parent w orkshops. Serv ices prov ided ou t of t h is of f ice for
st af f include pr ofessional dev elopm ent and con fer ences t o incr ease t heir
ef fect iv eness and pr of iciency in w or k ing w i t h Eng l ish Lear ner s. Eng l ish Lear ner
Adv isor y Counci l ( ELAC) Meet ings ensu r e par en t s ar e act iv ely inv o lv ed in t he
decision - m ak ing p r ocesses at t he school lev el , as w el l as ser v ing as a st r ong
p lann ing com m it t ee for pr ov id ing ser v ices t o t he par en t s of ot her Eng l ish
Lear ner s t h r oughout t he school .
4 . 5 I n t er v en t ion
Cou n selor :
Fost er
Fost er
Yout h. 2 5 Tar get ed Counselor per si t e addr esses t he un ique needs of Fost er Yout h,
m on it or ing and faci l i t at ing t heir progress, ensur ing t hat al l of t heir academ ic
cr ed i t s have been post ed t o t heir t r anscr ip t , coor d inat ing al l of t heir social and
em ot ional suppor t s, and ensur ing t hat t heir needs are m et bot h in and out of
school . These counselor s closely m on i t or al l f ost er st uden t s’ school en r ol lm en t s
and t r ansfer s t o see i f t hey qual i f y for AB167 / 216 , and t he im pact on t he
cr ed i t s/ cour ses needed for gr aduat ion . They develop a r elat ionsh ip w it h t he
Tr ansi t ion Social Wor ker w ho suppor t s t he fost er st udent s in t heir t r ansi t ion t o
col lege or career af t er t hey t u rn 18 , m ak ing sure t hey receive al l of t he suppor t ,
269
Service Targeted
Group( s)
Descript ion
f inancial and em ot ional , needed t o be successfu l in h igh school and bey ond.
4 . 6 I n t er v en t ion
Cou n selor : Econ
Disadv an t aged
ED . 2 5 Tar get ed Counselor per si t e addr esses needs of Low I ncom e y ou t h ,
m on it or ing and faci l i t at ing t heir progress, ensur ing t hat al l of t heir academ ic
cr ed i t s have been post ed t o t heir t r anscr ip t , coor d inat ing al l of t heir social and
em ot ional suppor t s, and ensur ing t hat t heir needs are m et bot h in and out of
school. They m ake sur e t hat t he st udent s at t end t u t or ing and m ake up any
cr ed i t s needed so t hey ar e not on ly on- t r ack t o gr aduat e, bu t ar e also A- G
el ig ib le w hen t hey do graduat e. Th is counselor get s t o know t he st udent s w el l ,
ensur ing t hat i f t hey are, or were hom eless, t hat t hey are prov ided w it h al l of t he
add i t ional r esour ces av ai lab le due t o t hat st at us, and ev aluat es t heir t r anscr ip t
t o see i f t hey ar e el ig ib le for AB 1806 . Add i t ional hour s pr ov ided at WHS ( ou t of
si t e al locat ion ) p r ov ide add i t ional ser v ices t o Gu ided St udy Classes in t he
af t er noon. Addi t ional hour s pr ov ided at PHS ( ou t of si t e al locat ion) pr ov ide
add i t ional ser v ices t o suppor t EL st uden t s in t he af t er noon . Add i t ional hour s at
SFHS ( out of si t e al locat ion) focus on n in t h grade st udent s who are of f t arget for
graduat ion w it h t he goal of im prov ing D/ F rat es dur ing t heir f r eshm an year.
4 . 7 EL Bu s EL Tr anspor t at ion : Pr ov ide a bus for Eng l ish Lear ner st uden t s t o at t end t he
New com er Pr ogr am at La Ser na High School , r egar d less of w her e st uden t s l ive in
t he d ist r ict , along w i t h af t er - school buses for low - incom e and EL st uden t s so
t hey can at t end af t er - school t u t or ing pr ogr am s at fou r h igh schools. Ther e
pr ev iously w as not a lat e bus avai lab le.
4 . 9 Book s ( co l lege)
and Supp l ies
ED Pr ov ide book s & supp l ies t o st uden t s in need t o suppor t engagem ent in
cou r sew or k and academ ic success. Suppor t is av ai lab le in d i f fer en t locat ions on
t he com pr ehensiv e si t es so t hat st uden t s do not st and ou t in t he classr oom .
They can p ick up classr oom supp l ies and ot her m at er ials befor e going t o class.
St uden t s can also ob t ain a col lege t ex t book and at t end a concur r en t col lege
cour se on t heir HS si t e. Rio Hondo of fer s t w o cour ses each t er m on al l school
si t es at no cost , bu t does not pay for books. WUHSD pays for t he book so
st udent s ex i t h igh school w i t h col lege cred i t s, prov id ing t hem w it h a bel ief t hey
270
Service Targeted
Group( s)
Descript ion
can succeed in col lege and, of t en t im es, pr efer en t ial enrol lm ent t im es w hen t hey
graduat e and go t o col lege, due t o t heir cred it st at us. Books are t r aded am ong
schools si t es w hen t he cour ses ar e of fer ed at d i f fer en t locat ions.
4 . 1 0 Field
Ex p er ien ces:
EL,
f ost er,
ED
Field ex per iences for EL, fost er, and ED st udent s and t heir parent s ( e.g., co l lege
t r ips, cu l t u r al ev en t s) . Suggest ed by DELAC, educat ional and cu l t u r al ev en t s w i l l
be p lanned t oget her so st udent and parent w i l l be able t o at t end t oget her.
( Pr ev iou sly, on ly t he st uden t at t ended t hese even t s)
4 . 1 9 At t en dan ce
Cal ler
EL At t endance Cal ler t o m ak e su r e Eng l ish Lear ner par en t s r eceiv e new s of
absences in Span ish and ar e ab le t o ask quest ions abou t t hei r ch i ld ' s educat ion
t o a l iv e per son . At t endance cal ler act ion is on ly at Santa Fe HS, wh ich
t r ad i t ional ly has t he h ighest at t endance r at e in t he d ist r ict
Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as LEA- w ide .
Goal 1 : Act ion 2 , Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 0 , Act ion 1 1
Goal 2 : Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 2 , Act ion 1 3
Goal 3 : Act ion 1 , Act ion 2 , Act ion 3 , Act ion 4
Goal 4 : Act ion 1 1 , Act ion 1 2 , Act ion 1 3 , Act ion 1 4 , Act ion 1 5 , Act ion 1 6 , Act ion 1 7 , Act ion 1 8
Fol low ing are t he distr ictw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals
for undup l icat ed t ar get ed st uden t s in st at e and local p r ior i t ies:
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
1 . 2 Main t a in academ ic
and car eer
cou n sel in g
ser v i ces
D ist r i c t Al l st uden t s r eceiv e appr opr iat e academ ic suppor t t o help ensu r e school ,
co l lege, and car eer success. To safeguar d t hat st uden t s w i t h special
t alen t s and / or needs hav e access t o a sy st em of per sonal suppor t
ser v ices, act iv i t ies, and oppor t un i t ies at t he school , counsel ing ser v ices
are proact ive t h roughout t he four years t hat a st udent is in Whit t ier Un ion .
The ser v ices ar e pr im ar i ly d i r ect ed t ow ar ds ED, EL, and fost er st uden t s,
271
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
beginn ing befor e a st uden t ev en en t er s WUHSD, w i t h counselor s
con t act ing m idd le schools t o obt ain in for m at ion r egar d ing st uden t s’
per sonal and hom e l i fe t hat cou ld pot en t ial ly im pact t heir academ ic
su ccess. Th r ou gh Campus Watch, f r eshm en r eceiv e per sonal ized at t en t ion
and appr opr iat e p lacem ent in suppor t progr am s and cour sew ork . Th is
col labor at iv e ef for t bet w een m idd le schools and h igh schools r esu l t s in a
coor d inat ed suppor t net w or k for st uden t s w ho face per sonal chal lenges,
such as a ser ious i l lness, acciden t s, d iv or ce, deat h or ot her m aj or
per sonal ev en t s. Cr i t ical d ialogue bet w een h igh school and m idd le school
suppor t per sonnel ensur es t hat al l st uden t s w ho face per sonal chal lenges
ar e im m ediat ely connect ed t o adu l t s on each cam pus in w hom t hey can
conf ide and t rust t o prov ide t hem w it h t he personal suppor t t hey need.
Add i t ional ly, r ev iew of cum ulat ive records in t he sum m er before n in t h
grade al lows st af f t o ident i fy st udent s in need of addit ional suppor t and
car e, m ak ing sur e t hat no st udent fal ls t h r ough t he cr acks.
Resear ch has show n t hat t r ansi t ion - t o- h igh - school p r ogr am s can low er
dropout rat es of n in t h grade st udent s up t o 16% . We are proud t hat our
Cohort Dropout Rate i s far below t hat . St rong t ransit ion program s not on ly
include t he peer - t o- peer pr ogr am s m ent ioned in Fr eshm an suppor t
pr ogr am s below , bu t also include clear par en t com m unicat ion and
involvem ent , along w it h special ized suppor t – bot h ar ising ou t of t he
WUHSD counsel ing of f ice. I n or der t o pr ov ide t hese ser v ices, w i t h a low
st uden t - t o- adu l t counselor r at io, LCFF S&C funds w er e u t i l ized. At a t im e
w hen t hese ser v ices w er e being cu t and being r ep laced w i t h Gu idance
Techn icians in su r r ound ing d ist r ict s, t he decision w as m ade t hat t hese
ser v ices w er e cr i t ical t o m eet t he needs of t he Eng l ish Lear ner s, fost er
you t h , and ED st uden t s. The value t o t hese st uden t s in keeping t hem in
h igh school, ensur ing t hat t hey graduat e f r om h igh school, and t hat t hey
graduat e f r om h igh school com plet ing a- g r equ ir em ent s m eant t hat t hey
would have opt ions af t er graduat ion f r om h igh school year. Th is is t he
epit om e of WUHSD’s m ission of doing Whatever it Takes and is consider ed k ey
272
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
t o m ost of t he st at e’s pr ior i t ies.
Wh i le a special ized hal f - t im e counselor w as added at each si t e t o t he
addr ess un ique needs of bot h t he fost er and ED st udent s, t h is w as in
addit ion t o, not inst ead of, t he academ ic and car eer counsel ing ser v ices.
Ot her op t ions consider ed d id not p r ov ide t he h igh - qual i t y p r ofessional
counsel ing ser v ices t hat addr ess t he h igh needs ex pr essed by 74% of ou r
st uden t s. The ou t com es dem onst r at e t he lev el of success [ e. g ., drop- out
r at e ( 5 .0% , over 6% low er t han t he st at e and count y r at es) ; h igh school
gr aduat ion ( 97% ) , col lege enr ol lm en t ( 88% ) ] . Wh i le t he ser v ices ar e
pr im ar i ly d ir ect ed t ow ar ds t he t ar get ed st udent s, ot her s st i l l benef i t .
Pr ov id ing t hese ser v ices on ly t o t ar get ed st uden t s, and leav ing t he ot her
26% ou t side t he door w ou ld be d isr upt ive t o t he educat ional env ir onm ent
and unet h ical .
1 . 3 I n cr ease Cou r se
Acce ss b y
incr easing st af f ing
by addit ional .5
st uden t s
D ist r i c t I n 2014 , t o ensur e t hat al l st uden t s hav e access t o a w ide v ar iet y of
cour ses, t he incr eased base st af f ing w as supp lem ent ed by an add i t ional ½
st udent ( general fund was 30 .5 t o 1 , w it h t he supplem ent al ½ st udent
added on t op) Th is ensur ed t hat t he w ide v ar iet y of Adv anced Placem ent ,
ot her advanced cour sew or k , along w it h suppor t cour ses r em ained open at
al l si t es. These cou r ses ar e open t o al l st uden t s at t he school and t he
dem ogr aph ics of t he cour ses r ef lect t he dem ogr aph ics of t he school si t e,
un l ike t he add i t ional suppor t cour ses m ent ioned elsew her e in t he p lan t hat
ar e added w it h S&C funds t hat pr im ar i ly ser ve t ar get ed st udent s. Th is
ser v ice ensu r es t hat t ar get ed st uden t s ( Eng l ish Lear ner, fost er, and ED)
ar e going t o hav e access t o cour ses t hat w i l l en r ich and st r et ch t hem .
Of t en t he focus is on develop ing t he st r uct u r es and pr ov id ing t he suppor t
for st udent s t o obt ain m ast er y of t he st andards; how ever, we want to
ensur e t hat st udent s r eceive t hat car ing and gen t le push t h r oughout t heir
h igh school car eer. Thr ough t he add i t ion of sm al ler AP and honor s cour ses
w e ar e ab le t o honor language d iv er si t y as an asset in AP Span ish
Language for our Eng l ish Language Lear ner s and in t r oduce ot her st uden t s
273
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
t o honors coursework for t he f i r st t im e. The analysis of dat a f r om eigh t h
gr ade assessm en t scor es and d ialogue t h r ough ar t icu lat ion beg ins t he
process t o l i f t up st udent s. Wit hout t he ab i l i t y t o t end t o st udent s in a
v ar iet y of classes w i t h en r ol lm en t s under 35 st uden t s, m any undup l icat ed
st udent s wou ld not have t he oppor t un it y t o exper ience t he m ore r igorous
cur r icu lar opt ion .
Not e: AP Span ish Language has t he lar gest en r ol lm en t and gr eat est
num ber of AP t est s t aken in t he d ist r ict w i t h a h igh per cen t age of Ever
Eng l ish Lear ner s en r ol led in t he class
1 . 4 Sum m er
Pr o f ession a l
Lear n ing and Best
Pr act i ces
D ist r i c t Sum m er Pr ofessional Lear n ing includes one w eek dev ot ed t o each cor e
con t en t ar ea: Eng l ish , Mat h , Science, Social Science, and Wor ld Language.
[ Exam ple: Dur ing Engl ish Week , Sum m er Pr ofessional Lear n ing has
cour se t ab les for Eng l ish 1 , Eng l ish 2 , Eng l ish 3 , and Eng l ish 4 ] Th is t im e
al lows for a few nugget s of new learn ing – one of wh ich is always st rat egies
for incr easing t he ach iev em ent of Eng l ish Lear ner s in t he classr oom and
anot her is of t en f i l l ing in t he backgr ound know ledge of ED st udent s – and
t hen t he appl icat ion of t hat new learn ing t o t he rev ision of com m on
assessm en t s and pacing gu ides, as w el l as t he shar ing of lessons and
ot her m eans of apply ing t he new know ledge in t he classroom . Teach er s
( cour se lead + 1 f r om each si t e) also r ev iew st udent per for m ance dat a on
bot h in t er nal and ex t er nal assessm ent s ( e.g ., PSA T) , ref ine com m on
pacing gu ides and assessm en t s, iden t i f y chal leng ing t op ics, ei t her due t o
language f luency, pr ocessing d i f f icu l t ies, gaps in backgr ound k now ledge,
or ot her fact or s; and shar e t ar get ed st r at eg ies t o addr ess t hese issues, in
pr epar at ion for t he upcom ing school year. These t eacher r ep r esen t at iv es
t hen t ake t he know ledge f r om t hese days t o share w it h t heir col leagues at
t hei r si t es.
One Special Educat ion r epr esen t at iv e par t icipat es at each cou r se t ab le in
bot h Sum m er Pr ofessional Lear n ing and Best Pr act ices t h r oughou t t he
274
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
y ear. Th is SpEd con t en t r epr esen t at iv e not on ly shar es add i t ional
suppor t s for m ainst r eam ed and gener al educat ions st uden t s ( e.g . UDL) ,
bu t t hey also t ak e t he com plet ed assessm en t t o t hei r Moder at e Sev er e
course- al ike d ist r ict group for a few m ore m odif icat ions ( i . e., fewer answer
choices, shor t er quest ion st em s, et c. ) so t hat al l st uden t s ar e r eceiv ing
t he sam e assessm en t . These assessm en t s def ine t he par am et er s t he
cur r icu lum on one hand, as wel l as ident i fy areas of st udent s’ needs.
Using t he st uden t s’ r esu l t s on com m on assessm en t s t o
spar k d ialogue am ong t eacher s r egar d ing suppor t s for st uden t s,
r e- t est ing , and sp ir al ing of quest ions has led t o consist en t gr ow t h in
m u l t ip le m easur es, includ ing On - Target Rat es, Cohor t Gr aduat ion
Rat es, GPAs, as w el l as nar row ing t he gap bet w een subgroups.
Disaggr egat ion of st uden t r esu l t s iden t i f ies concept s t hat st uden t s ar e
not m ast er ing. Toget her, t eacher s br eak dow n t he lear n ing pr ocess t o
ident i fy where and why t he st udent ( s) is st ruggl ing, t hen how t hey can
possib ly t each i t d i f feren t ly t han before so t hey m igh t under st and i t bet t er.
St r at eg ies ar e shar ed, d iscussed, and dev eloped t o m eet t he need.
Resour ces ar e shar ed on t he Dist r ict ’s Google Dr ive or in a shar ed Google
Classr oom , al low ing al l t eacher s t o bot h shar e and access r esou r ces. Wi t h
t h is professional learn ing m odel, t he con t inued gr ow t h of t eachers and
adm in ist r at or s leads t o incr eased k now ledge and consist en t app l icat ion of
t he cu r r icu lum acr oss t he d ist r ict . Thus, t he pr im ar y ou t com e of t h is
m odel is t he con t inued grow t h of t eachers and st udent s t h rough t he
col lect iv e m on i t or ing and shar ed accoun t ab i l i t y of st uden t p r ogr ess, t he
shar ing of best inst r uct ional and cu r r icu lar pr act ices, and t he focus on
st r at eg ies t hat suppor t al l st uden t s, par t icu lar ly t hose w ho ar e not
m eet ing st andar ds.
Ex per ienced d ist r ict st af f coor d inat e Pr ofessional Lear n ing in a cohesiv e
m anner, pr ov id ing t im ely and d i f fer en t iat ed assist ance and develop ing
lat er al net w or ks of suppor t bet w een school si t es; t hus, r aising
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
ex pect at ions and suppor t sim u l t aneously. Th is is t he sam e p r ocess t hat
goes on t h r oughou t t he y ear at Best Pr act ices, on ly i t is one cour se at a
t im e at t he Dist r ict for one day analy zing t he past Quar t er ly assessm ent ,
exam in ing t he st r engt hs and areas of needed grow t h d isp layed by t he
st udent s, look ing forward t o t he nex t exam / quar t er, and shar ing what m ight
be done t o im prove st udent learn ing in t hat t im e f r am e. Col laborat ive
decisions ar e m ade r egar d ing changes on past and fu t u r e assessm en t s,
along w it h areas of focus for t he group.
Not e t hat t h is focus on t he im prov ing ou t com es for st udent s w ho are of t en
underper form ing ( Engl ish Learners, fost er you t h , and low - incom e st udent )
beg ins w i t h look ing at assessm en t s. Th is is sim p ly w her e WUHSD en t er s
t he cycle of im provem ent and t he vant age poin t f r om whence we
col labor at iv ely dr iv e change – i t is not ou r on ly st op .
1 . 8 Leader sh ip
Dev elopm en t
D ist r i c t Leader sh ip Dev elopm en t for Cour se Leads and Depar t m en t Chair s on
m ent or ing and coach ing cer t i f icat ed st af f and t r ain ing t o suppor t ef fect ive
t each ing and learn ing, par t icu lar ly for t he t arget ed st udent s who are
under ach iev ing. Col labor at ion is a non- negot iab le in our d ist r ict , yet , few
t eacher s hav e t he back gr ound or innat e sk i l ls t o adr oi t ly lead t heir peer s
in t r ue col laborat ion when a st orm appears on t he hor izon or a shark
appears in t he w at er s. Leadersh ip developm ent w ork focuses on how t o
lead a group of your peers t o look at d isaggregat ed dat a and t hen use i t t o
im pr ove classr oom inst r uct ion and st uden t lear n ing, w i t hou t m ak ing
anyone feel uncom for t ab le. By focusing on t he r esu l t s of Engl ish Lear ner
st uden t s or econom ical ly d isadv an t aged st uden t s in com par ison w i t h
ot her st udent s on an assessm ent , ar eas of needed gr ow t h com e t o t he
for ef r on t so t hat t hose t eacher s w i t h “ Best Pr act ices” in t h is ar ea, or t hose
w hose st udent s per form ed bet t er t han ot hers, can share t hem w it h ot hers.
Thr ough t he dev elopm ent of t hese inst r uct ional leader s, col leagues ar e
ab le t o gu ide one anot her t h r ough t h is sensi t ive t er r i t or y so t hat t eacher s
are open t o learn ing new pract ices f rom one anot her and t r y ing new
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
st r at eg ies in t he classr oom , faci l i t at ing t he success of a l l st uden t s,
r egar d less of t hei r chal lenges. I t is t he per sonal leader sh ip dev elopm ent
in how t o handle t hose d i f f icu l t m om ent s w hen shar ing pract ices t hat
al low s al l t eacher s t o im pr ove t heir pedagogy for t he undupl icat ed st udent
groups, posit ively prom ot ing one anot her and not feel ing t rod upon when
t heir r esu l t s ar e not exem plar y. Bu i ld ing ind iv idual , social , and decisional
cap i t al t h r oughou t t he or gan izat ion is cr i t ical for t he academ ic success of
Eng l ish Lear ner s, fost er y ou t h , and econom ical ly d isadv an t aged st uden t s.
Pi l and Leana ( 2009) found t hat hor izont al t ies, or t he num ber and
st rengt h of t ies w it h in t eam s of t eachers and t he st r engt h of t hose t ies,
had a sign i f ican t im pact on t eacher ab i l i t y and st uden t per for m ance. The
Course Lead has d irect bear ing on t he healt h of t he t eam ’s hor izont al t ies.
1 . 9 Dat a Leads D ist r i c t
( one at each
si t e)
Each Si t e has a Dat a Lead w it h addi t ional hour s each m ont h . The r ole of
t he Dat a Lead is t o m on i t or t he ef fect iv eness of t he ser v ices and act ions
funded t h r ough LCFF Supp lem ent al and Concen t r at ion Funds for Eng l ish
Lear ner s, fost er y ou t h , and econom ical ly d isadv an t aged st uden t s. They
t hen pr ov ide t he dat a t o t he gr oups of decision m aker s on t he cam pus so
t hey can m on it or and evaluat e t he con t inued pr ov ision of t hat ser v ice, or
det erm ine i f t hat serv ice needs t o be m odif ied in any way. Dat a Leads
m eet t oget her t h ree t im es each year t o learn f r om one anot her and ensure
t hey are doing t heir j ob in t he m ost ef fect ive and ef f icien t m anner possib le.
Befor e each of t he t h r ee LCAP Task for ces, a m eet ing w i t h 12 - 15
st ak eholder s f r om each si t e focused on t he ev aluat ion of act ions and
ser v ices, Dat a Leads col lect up- t o- t he m inu t e dat a on t he si t e’s act ions
and serv ices t hat can be used t o in form t he d ialogue on t he day of t he
Task for ce, l ink ing t he dat a t o Google docs so t hat long i t ud inal dat a can be
explored t h roughout t he day. The f inal m eet ing of t he year includes
d iscussions of t he Annual Repor t , incor por at ing per spect iv es f r om
dif feren t vant age poin t s t o ensure an accurat e por t r ayal of t he cur ren t
si t uat ion .
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
1 . 1 0 EL Par en t
Edu cat ion
Dist r i ct :
ELWUHSD j oined a consor t ia w i t h our f ive par t ner elem ent ar y school
d ist r ict s t o p r ov ide ser v ices and w or k shops t o t he par en t s of Eng l ish
Lear ner s in or der t o engage t hem in t he educat ional pr ocess of t heir
ch i ld / ch i ld r en and t o assist t hem in under st and ing t he h igh school and
post - secondar y r equ ir em ent s. The w or k shops ar e held in t he com m un it y in
t he even ing in Span ish .
1 . 1 1 Com m un i t y Lia ison D ist r i c t The d ist r ict has one Com m un i t y Liaison w ho sol ici t s inpu t and feedback
f r om sev er al com m un it y gr oups and ind iv iduals r egar d ing d ist r ict
act iv i t ies and oper at ions. The Liaison also in t er act s w i t h t he st uden t s and
ot her st ak eholder s on a r egu lar basis, dev elop ing r elat ionsh ips and
encouraging par t icipat ion w it h st akeholders w ho norm al ly w ou ld not
par t icipat e in t h e LCAP p r ocess. Th e Lia ison com m u n icat es
cur ren t d ist r ict in i t iat ives t h roughout t he area, inqu ir ing about t heir
t hough t s on t he ser v ices and act ions pr ov ided t o undup l icat ed st uden t s
( Engl ish Lear ner s, fost er you t h , and low - incom e st udent s) and any
suggest ions for im pr ov em ent s.
2 . 3 Cr ed i t - Recov er y
Sum m er School
D ist r i c t We d r am at ical ly cu t back on ou r sum m er school sect ions in 20 17 because
of a par t ner sh ip w it h Mt San Ant on io Com m unit y Col lege w ho funded 96
sect ions of sum m er school t h r ough t hei r SSSP pr ogr am ( CA Com m un i t y
Col lege’s St uden t Success and Suppor t Pr ogr am ) . WUHSD funded sum m er
school sect ions t hat w e w ant ed t o keep sm al l so as t o pr ov ide a m or e
nur t u r ing w elcom e t o h igh school for t hose st udent s needing sk i l l bu i ld ing
( ED) or w or k on language pr of iciency ( EL) . Th is year, t he num ber of
classes of fer ed t h r ough S&C funds for ED & EL st uden t s shou ld be under
30 , com par ed t o t he 132 of fer ed t h r ough Mt SAC. Pr ov id ing incr eased
sect ions t o m eet t he needs of t he 89% of t ar get ed st uden t s w ho enr ol led
in sum m er school ensur es equ i t ab le oppor t un i t ies ar e av ai lab le on al l
school si t es. I f we wait ed unt i l we were able t o t abu lat e t he percent age of
undupl icat ed st udent s avai lab le for sum m er school, i t w ou ld be t oo lat e t o
of fer sum m er school and t he oppor t un it y wou ld be lost ; t hus, t he si t uat ion
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
w ould be t oo d isrupt ive t o t he educat ional process. We are for t unat e t o
hav e Mt SAC on al l f iv e si t es t o suppor t ou r st uden t s’ cr ed i t r ecov er y and
enr ichm ent , pr ov id ing st udent s w it h t he ab i l i t y t o t ake even m or e cour ses
t h r oughout t he upcom ing school year.
2 . 4 Af t er - Sch oo l
Cou r ses t o suppor t
D i st r i c t Af t er - School Cour ses suppor t t ar get ed st uden t s’ cr ed i t and A- G r ecov er y
( especial ly low - incom e st udent s in t he t ar get ed gr oup) When r ev iew ing
t he rost ers of t he st udent s who were in need of, and enrolled in , t he af t er -
school cour ses at t he t w o si t es of fer ing t h is oppor t un i t y, 87% of t he
st uden t s w er e econom ical ly d isadv an t aged, 2% fost er, and 1% Eng l ish
Learners.
Eng l ish w as of fer ed second sem est er on one si t e t o t hose st uden t s w ho
fai led f i r st sem est er and Eng l ish and Social Science w as of fer ed on
anot her si t e t o t hose st uden t s w ho got D/ F f i r st sem est er.
Repeat ing t he f i r st sem est er befor e t he second sem est er is com plet ed
ensured t hat t he st udent w i l l end t he year w it h t he course and credit s on
t ar get . The st udent s w i l l keep a slot in t heir schedu le open for advanced
cour sew or k , or ot her p r efer ences. Mak ing up D/ F as soon as possib le does
not g ive st uden t s t im e t o t h ink t hat i t is not possib le and keeps t hem
t h ink ing posit ive t hought s about t heir fu t ure. I n t he past , t here were ot her
cour ses of fer ed af t er school for cr ed i t r ecover y ; how ever, a m ore st r at eg ic
p lan m ay have great er r esu lt s in t he long run . Paral lel courses are r un
dur ing t he school day for Mat h , as we have found t hat dai ly inst ruct ion was
needed at t he sam e t im e as t he pr im ar y cour se t o ensur e passing bot h
cour ses at t he end of t he sem est er.
2 . 8 Ex t ended Med ia
Cent er hours w it h
t ech and t u t or ing
Schoolw ide Wit h in t he Media Cent er s on each si t e, com put er pr in t er s and ink ar e
avai lab le t o st udent s w ho do not have access t o in t er net and ink at hom e
t o com plet e assignm en t s. Fr om t he LCAP St uden t Su r v ey last y ear, we
found t hat at hom e, m any st udent s needed ink t o pr in t m ore t han t he
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
act ual in t ernet ; how ever, m ore and m ore t eachers are m ov ing over t o
Goog le classr oom . Because of t hese needed ser v ices for ou r low - incom e
st uden t s, our Media Cen t er s have ex t ended t heir hour s in t o t he ear ly
even ing. A lat e bus and supper program has been added at four of t he
com pr ehensiv e h igh schools w hose f r ee and r educed lunch per cen t age is
h igh enough t o quali fy. Depending on t he cam pus, t u t or ing ser v ices ar e
pr ov ided in t he Media Cen t er by ei t her t eacher s, col lege st uden t s, or peer
m en t or s. Th is past y ear, t u t or ing has becom e m or e t ar get ed t o speci f ic
sub j ect s and not sim ply an open st udy hal l , r esu l t ing in incr eased gr ades
and st udent r e- t est ing dur ing t u t or ing, inst ead of ot her designat ed t im es
t hroughout t he school day or on Sat urday ( as i t w as in t he past ) . Analyzing
r ost er s for t u t or ing dem onst r at ed 86% t ar get ed st uden t s, p r im ar i ly ED
( low - incom e) . Very few Engl ish Learners at t ended t u t or ing, w it h parent s
st at ing at t he Dist r ict LCAP Adv isor y t hat t hei r st uden t s had ot her
obl igat ions af t er school and t hat t im e d id not work for t hem . EL parent s
w ant ed suppor t for t heir st udent s dur ing t he school day, t hus t he
add i t ional EL sect ions ( 2 . 6 ) and t r ain ing of Academ ic Men t or s ( 2 . 10 ) .
2 . 9 Technology &
Tech n o log ica l
ser v ices an d
program s t o
engage st uden t s
and prov ide t hem
w it h addit ional
su ppor t an d access
t o t he con t en t
( includ ing on - l ine
course prov ider for
cr ed i t r ecov er y )
D ist r i c t As cou r ses an d assessm en t s m ov e t o a m or e t ech n olog ica l ly - based
for m at in bot h h igh school and col lege, st udent s need t o be w el l - ver sed in
t he m ed ium . The pu r chase of t echnolog ical dev ices and accom pany ing
car t s/ fu r n i t u r e m ak e cer t ain st uden t s hav e access t o al l for m s of con t en t
t o fu l ly prepare t hem for col lege and career, par t icu lar ly st udent s w ho do
not hav e access t o t hese dev ices at hom e. Technology on t he si t es has
incr eased, w i t h schools near ing or su r passing one- t o- one. Rep lacem en t
p lans need t o be phased in as m any of t he d ist r ict dev ices ar e
Chr om ebook s w h ich hav e su r passed t heir t h r ee y ear s l i f espan .
Su r pr ising ly, wh i le st udent s m ay be f luent in social m edia, t hey m ay not be
qu i t e so adr oi t in t heir use of t echnology for academ ic pur poses,
par t icu lar ly t arget ed st udent s w ho of t en have not had enr iched
ex per iences ov er t im e w i t h a v ar iet y of dev ices. Conscious of t he
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
t echnolog ical l i t er acy gap, t eacher s pr ov ide st uden t s w i t h a m y r iad of
ex per iences and assignm en t s t r av er sing along SAMR f r om Subst i t u t ion , t o
Augm ent at ion, t o Modif icat ion , t o Redef in i t ion . The purchase of an on l ine
cr ed i t r ecover y syst em w i l l be a f lat annual cost for t he d ist r ict , as ar e
ot her t echnolog ical ser v ice subscr ip t ions. St uden t s w ho ar e beh ind in
cr ed i t s in need of t he on l ine cr ed i t r ecov er consist of 91% undup l icat ed
st uden t s. The on l ine cr ed i t r ecov er y ser v ice is j ust one ex am ple of t he
ot her t echnolog ical ser v ices and pr ogr am s t hat suppor t st uden t s in
gain ing a deeper underst anding of cont ent ( e.g., Tu r n - i t - I n , Cal i for n ia
St r eam ing, Cy ber High , NoRedI nk )
2 . 1 2 Col lege an d CTE
Suppor t ing
Pat hw ay s:
Nav ian ce
add- ons, Puen t e,
CTE Acad em i es,
Four - Year Plan s
and Un iv er si t y
V i s i t s
D ist r i c t Col lege and Car eer Pat hw ays: I n or der t o engage st uden t s in t heir cu r r en t
educat ional pur su i t and pr epar e t hem for col lege and car eer, in t er act ion
w it h pot en t ial careers is done t h rough a var iet y of m et hods ( e.g. Nav iance
add- ons, hands- on ex per iences, or cou r se sequences in academ ies) .
Suppor t of st r ugg l ing st udent s in t hese d i f fer en t exp lor at or y exper iences
var ies f r om cler k posit ions who prov ide addit ional t u t or ing and w h i le
up load ing assignm en t s and PSA T scor e in Nav iance and/ or Road t r ip
Nat ion for car eer ex p lor at ion , al l depending upon t he school si t e. CTE
Pat hw ays ar e expanded on si t es in t o academ ies, w h ich by nat u r es, have t o
f i r st enr ol l ED, fost er, and EL st uden t s and w it h suppor t of ROP, si t es now
al l hav e t he basic cor e of Nav iance, w i t h si t es pu r chasing som e add- ons
t o m or e fu l ly engage st uden t s. Cler k s faci l i t at e com plet ion of CTE
sequences on si t es t h r ough t he analy sis of gaps and t u t or ing of st uden t s
in ar eas in need. Add i t ional ly, t he UC Puen t e Pr ogr am is suppor t ed on
t h r ee si t es t o ex pose under - r epr esen t ed st uden t s t o col lege- lev el
expect at ions, r igor ous cour sew or k , along w it h col lege t r ips t h r oughout t he
st at e, w it h t he goal of enrol lm ent in a four - year col lege upon
gr aduat ion ( CHS, LS, WHS) .
2 . 1 3 VAPA Le a d D ist r i c t One t eacher has one r elease per iod t o w or k on t he LCAP goals al igned
w it h Ar t s for Al l g r an t goals t hat includes engag ing st uden t s
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
w it h WUHSD schools and t he Visual and Per for m ing Ar t s Pr ogr am s by
faci l i t at ing t he p r ocess t o enhance and al ign cu r r en t VAPA of fer ings and
by ex pand ing suppor t t o st uden t s and t eacher s. Al ignm ent
of VAPA cou r ses h as led t o in cr easin g A- G appr ov als on cou r ses w i t h
an t icipat ed h igher r ecru i t m ent s in t he fu t u re. Ar t icu lat ion w it h m idd le
school and t he com m unit y on ar t show s and w eb pages is designed t o
suppor t m or e undup l icat ed st uden t s in gain ing access t o
m or e VAPA cou r ses at a h igher lev el . The Ar t s f or Al l Plan includes goals
t o incr ease EL per cen t ages w it h in t he d i f fer en t Ar t s cour ses, w i t h d i f fer en t
for um s designed for t eacher s t o shar e st r at eg ies for ef fect iv ely r each ing
incr easing ly d iv er se dem ogr aph ics w i t h in each cou r se. A r elease per iod
w as r equ ir ed t o do com m un i t y ou t r each and t o access t eacher s and
st udent s w h i le t hey w er e st i l l at t he ot her si t es. I m pr ov ing t each ing
st r at eg ies t o engage EL st uden t s in ar t s classes so t hat m or e t han 2% of
ELs ar e en r ol led in VAPA, com par ed t o 9% of gener al en r ol lm en t is t he
goal o f 2 0 1 8 / 1 9 .
3 . 1 Com m on
Asse ssm e n t
Pr oduct ion and
Suppor t
D i st r i c t Pr ov ide in t er im and quar t er ly com m on assessm ent s t hat r esu l t in t he
shar ing of st udent dat a and t he iden t i f icat ion of best pract ices in order t o
im prove t he ach ievem ent of al l st udent s, par t icu lar ly t he under - per for m ing
st uden t s, ensur ing t hat st uden t s, par t icu lar ly EL, ED, and fost er st uden t s
are col lege and career r eady w hen t hey graduat e f r om WUHSD.
Assessm en t s ar e t he v eh icle used t o com m un icat e change and lev els of
suppor t t h roughout t he d ist r ict . Areas in need of addit ional suppor t are
iden t i f ied t h r ough t he use of assessm ent s, w i t h suppor t s shar ed w it h
par al lel cou r ses and t u t or s t o assist in r aising st uden t s t o m ast er y lev el .
3 . 2 I n t er v en t ion
Sp ecia l i st Release
Per iods
D ist r i c t The I n t er v en t ion Special ist is a t eacher w ho has t w o r elease per iods t o
analyze dat a and prov ide suppor t and in form at ion t o personnel on t he si t e
t o ensure t hat st udent s are prov ided w it h t im e and suppor t t o ach ieve
academ ic success. Wh i le t he t w o r elease per iods ar e of fer ed at each si t e,
t he w or k of t he I n t er ven t ion Special ist is focused on t he undup l icat ed
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the Goals for Unduplicated Targeted Students in State and Local Priorit ies
st udent s and ensur ing t hat t he gap, i f t here is one, is closing at each
grading t erm . Ot her dat a, besides grades, is used, depending upon si t e.
3 . 3 Coor d inat or and
Co ach es
Dist r i c t The Coor d inat or of Cu r r icu lum Assessm en t and sev en Coaches, w ho ar e
t eacher s w i t h add i t ional m ont h ly hour s, faci l i t at e col labor at ion and
analy ses of com m on assessm ent dat a and t he dev elopm ent of st r ong,
in t er dependent t eam s t o suppor t st r ong st uden t ach ievem ent for al l
st udent s, par t icu lar ly t he under per form ing st udent s am ong t he
undupl icat ed t ar get ed gr oups, ensur ing t hat t hey ar e col lege and car eer
ready when t hey graduat e f r om WUHSD.
Coaches faci l i t at e cour se- al ik e t eam s t h r oughou t t he y ear and w or k w i t h
Course Leads t o prepare t hem t o w ork w it h t heir t eam s t o best ser ve t he
undup l icat ed st uden t s in al l t heir cour ses, h igh l igh t ing gaps in
per for m ance so t hat t eam s can addr ess t hese a classr oom lev el , on a
course level, and a depar t m ent level. Whi le bu i ld ing t he capacit y of t he
Cour se Lead and t he or gan izat ion , t he st uden t s at al l si t es ar e best
served. We have found t h is organ ic in t er vent ion m et hod of serv ing
undup l icat ed st uden t s w i t h in t he classr oom t o be t he m ost ef fect iv e
academ ical ly and t he m ost t im e ef f icien t so t hat st uden t s can m ov e on t o
advanced coursework w it h in t he cont en t area w it hout hav ing t o r epeat
cou r ses.
Whi le ou t side t u t or ing is st i l l p rov ided in addit ion t o t h is, t he f i r st best
inst r uct ion t hat addr esses any gaps w i t h in t he classr oom t he f i r st t im e t he
st uden t t ak es t he cour se, as soon as possib le, is t he goal in al l
classr oom s. Thus, com m on assessm en t s, dat a analy sis, shar ing of best
pr act ices, and dev elopm ent and faci l i t at ion of cou r se- al ik e t eam s by
know ledgeable and sk i l led leader s r esu l t s in t eam s of t eacher s w ho r et u r n
t o t heir ind iv idual classroom s and engage w it h st udent s w it h a w ide var iet y
of background know ledge and sk i l ls, br ing ing t hem up t o t he nex t level of
lear n ing . I n t he analy sis of assessm ent dat a, t he Eng l ish Lear ner dat a is
283
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
disaggregat ed f r om ot her st udent s’ dat a t o det erm ine t he d if ferences:
Wher e is t he d i f fer ence? What t op ics w er e cover ed t her e? How m uch is t he
dif ference? What st r at eg ies can be used ( or were used) t o m in im ize t he
d i f f er ence? Th is d iscussion am ong col leagues has led t o con t inued
im provem ent over years.
3 . 4 Cou r se Leads
Dist r i c t Cour se Leads w ho, at each si t e, faci l i t at e t he developm ent of t he
course- al ike t eam ; t hen , as a m em ber of t he d ist r ict t eam , con t r ibu t e t o
t he dev elopm ent of assessm ent s and cu r r icu lum , ensur ing t hat al l
st uden t s gr oups ar e included in t he analysis, of t en d isaggr egat ing one t o
com pare t o ot hers. I f i t were not for Course Leads, not al l st udent s wou ld
be able t o cont inue t o im prove due t o t heir t eachers’ cont inual
im provem ent in pedagogy, focused on closing t he gap bet w een Engl ish
Lear ner s, Econom ical ly Disadv an t aged St uden t s and t he ot her st uden t s in
t he cour se. Cour se Leads pr ov ide oppor t un i t ies for t heir t eam t o analy ze
disaggr egat ed dat a on t he assessm ent s, iden t i fy gaps, t hen f ind ou t w ho
did a good j ob t each ing t hat par t icu lar concept so t hey can shar e how t hey
appr oached i t in t he classr oom – w hat best p r act ices for t each ing d id t hey
have t hat con t r ibu t ed t o im prov ing st udent learn ing and m ast er y of
st andar ds for al l st uden t s.
Cour se Leads also w or k w i t h t heir Dist r ict and Si t e t eam s t o iden t i f y
st udent s in need of in t er vent ion and t he areas t hat in t er vent ion m ay be
par t icu lar ly needed for d i f ferent st udent s ( e.g., Eng l ish Lear ner s) . Ear ly
iden t i f icat ion of st uden t s ensur e t hat t hey m ast er t he con t en t and pass
t he cou r se so t hat t hey can access adv anced cou r sew or k , t hus m eet ing
st at e an d d ist r ict goals. Wh i le Com m on Assessm en t s com m un icat e
change and t he levels of suppor t t h r oughout t he d ist r ict , i t is t he Cour se
Lead in each cour se t hat pr ov ides t he ind iv idual t eacher w i t h t he suppor t
t hey need in t he classr oom t o ensur e t hat t he change is act ual ly
im plem ent ed, w it h t he f requent forum s t hat lead t o innovat ive st udent
suppor t st r at eg ies and pedagog ical appr oaches for each t op ic or un i t .
284
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
Desp i t e incr eases in t he annual st ipend up t o $2 , 144 , t h is is st i l l t he
m ost econom ical and ef fect ive m et hod for dr iv ing change, and suppor t ing
bot h t eacher s and st uden t s t hat w e hav e found. Ther e ar e 115 Cour se
Leads in t he Dist r ict . Fiv e of t hem ar e Special Ed Cour se Leads w ho t ak e
t he Gener al Ed con t en t and m odify t o t ake back t o Moder at e Sever e
t eacher s and classr oom s, ensu r ing t hat a l l WUHSD st uden t s ar e r eceiv ing
t he sam e con t en t in a m anner t hat t hey can under st and. Moder at e Sever e
st uden t s ar e 94% ED. Wit h at least fou r fu l l - day Best Pr act ices in t he
school year and fu l l weeks of cont ent in t he sum m er, t he learn ing t o
suppor t Eng l ish Lear ner s and econom ical ly d isadv an t aged st uden t s is
in fused t h roughout t hese days, t hen passed along w it h a t r ainer - of - t r ainer
m odel t h r oughou t t he d ist r ict so t hat al l t eacher s ar e r ecip ien t s of t he
k now ledge and pr act ices.
At t he t eam level , hor izon t al t ie st r engt h is a sign i f ican t pred ict or of
st uden t im pr ov em ent ( Pi l & Leana, 2009) . Am ong t eacher s on t he t eam ,
t he num ber of t ies, t he f requency and st rengt h of in t eract ions, and t he
closeness w it h ot her t eacher s on t he t eam ar e al l bypr oduct s of how t he
Cour se Lead schedu les and w or k s w i t h t he t eam . The posi t iv e im pact f r om
hor izon t al t ie st r engt h on st udent per for m ance, such as t hat developed on
t he t eam s by t he Cour se Lead, w as gr eat est on low SES st udent s. We
hav e seen t he sam e. The social cap i t a l posi t iv ely im pact s low - incom e
st uden t s’ per for m ance t h r ough t he col lect iv e accoun t ab i l i t y assum ed by
t eacher s for al l st uden t s – ev en i f t hey nev er si t in t hei r class.
3 . 6 Pr epar e al l
st udent s for t he
opt ion of at t ending
col lege af t er
com plet ing h igh
school by t ak ing
t h e PSA T in n in t h,
t en t h , and elevent h
D ist r i c t I n order t o prepar e al l st udent s t o consider col lege as an opt ion , w e begin
t he conv er sat ions w i t h st uden t s focused on col lege ear ly,
d i scu ss i n g PSA T resu lt s in n in t h , t ent h , and elevent h grade; t hus, m ak ing
i t m or e l ikely t hat st uden t m ay act ual ly at t end col lege. St uden t s t hat
par t icu lar ly benef i t f r om t h is ar e econom ical ly d isadv an t aged st uden t s
who m ay not have t hought of col lege as an opt ion in t heir fu t ure. Research
285
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
grade has show n t hat t h is ear ly d iscussion and consider at ion of col lege due
t o PSA T assessm ent s is one of t he st r ongest ind icat or s of fu t u r e
col lege- going behav ior. Schools up load t he PSA T r esu l t s in t o Nav iance, a
sof t w ar e pr oduct pur chased by ROP for al l si t es, t o pr ov ide st uden t s w i t h
in for m at ion abou t col lege and car eer s. Teacher s use t h is in for m at ion for
classr oom assignm en t s as st uden t s ex p lor e d i f f er en t possib i l i t ies for t hei r
fu t u re t hat before t hey had not even im agined. Scholar sh ips are also
suggest ed t h r ough t h is p r ogr am ; t hus, econom ical ly d isadv an t aged
st udent s are now not on ly t alk ing about d i f feren t col leges, bu t also
beg inn ing t o act ual ly see t he possib i l i t y of at t end ing col lege in t heir
fu t ure.
Dat a has show n t hat WUHSD st uden t s w ho t ak e t he PSA T m ore t han once
scor e h igher on al l t h r ee sect ions of t he SA T when t hey t ake i t in t heir
j un ior and sen ior y ear s of h igh school . St uden t s t ak ing PSA T t w ice scor ed
77 poin t s h igher on t he Reading, 71 poin t s h igher on t he Mat h , and 60
poin t s h igher on t he Wr i t ing t han WUHSD st udent s w ho had not pr ev iously
t ak en t he PSA T ( 16 / 17 t est ) . So, not on ly ar e WUHSD st uden t s t h ink ing
of t hem selves as col lege st uden t s m or e of t en , t hey ar e get t ing h igher
scor es t hat w i l l help t hem act ual ly get t her e.
4 . 1 1 Media &
Com m un icat ion
D ist r i c t Tw ent y - f ive per cen t of WUHSD st udent s’ hom e language is not Engl ish ;
t herefore, i t is im por t an t t o use a w ide var iet y of m edia com m unicat ion
t hat is t r anslat ed in t o hom e languages ( pr im ar i ly Span ish at 22% of
st udent s’ hom e language) t o fu l ly engage parent s and fam il ies w it h t heir
ch i ld ’s educat ional p r ocess, along w i t h t he WUHSD im pr ov em ent pr ocess.
Var ious for m s of m edia com m un icat ion and a consu l t an t ar e used t o
dev elop and m ain t ain a t r anspar en t pr ocess t o educat e par en t s/ guar d ians
abou t LCFF and t he Cal i f or n ia Dashboar d Accoun t ab i l i t y Sy st em . Som e of
t he for m s used include t r anslat ed new spaper and m edia r eleases, em ai l
b last s, and ot her form s of m edia com m unicat ions in parent s’ hom e
language, as w el l as on w eb pages. Par en t s ar e w elcom ed in t o t he schools
286
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
and d ist r ict for LCAP Adv isor ies t o help shape fu t u r e im pr ov em ent ef for t s,
w i t h t r anslat ions p r ov ided t o al l w ho at t end . Dist r ict LCAP Adv isor ies ar e
t h r ee t im es each y ear, w it h Engl ish Learner paren t s com pr ising over half of
t he at t endees each t im e.
4 . 1 2 Ch i ldcar e Cen t er D ist r i c t The Ch i ldcar e Cen t er p r ov ides f r ee ch i ldcar e t o WUHSD st uden t s, a long
w it h f ree t ranspor t at ion f rom hom e t o t he Cent er, and f rom t he Cent er t o
t heir h igh school. Th is goals of t he cen t er ar e ( 1 ) t o ensur e t hat st udent s
graduat e f rom h igh school; ( 2 ) t hat t hey do not have anot her ch i ld whi le in
h igh school; and, ( 3 ) t hey go on t o col lege or a career so t hey can suppor t
t heir ch i ld . One hundred percent of t he par t icipan t s of t he Cent er are
included in t he Undup l icat ed Target ed St udent count . Al l of t he
par t icipan t s ar e Econom ical ly Disadv an t aged , w i t h 24 % Eng l ish Lear ner s.
Research has shown t hat educat ion of t he parent , w it h t he prospect of a
br igh t fu t u re, can break t he cycle of t een pregnancy and dependence on
ot hers for f inancial suppor t .
4 . 1 3 Cum u lat iv e
Recor ds Rev iew
Dist r i c t Pr oact iv e St uden t I den t i f icat ion : Cum u lat iv e Recor ds Rev iew of At - Risk
St udent s when ent er ing d ist r ict for 9 t h grade in order t o prov ide t arget ed
suppor t in a t im ely and proact ive m anner
4 . 1 4 St uden t Wel l - Being
Pr ogr am
Dist r i c t St udent Wel l - Being Pr ogr am has expanded f r om t he or ig inal 1 Social
Wor ker t o t he cur r en t pr ogr am of 2 FTEs of Social Wor ker / Counselor s w ho
suppor t st uden t s’ socio- em ot ional g r ow t h and super v ise school social
w or k in t er ns ser v ing t he m ent al heal t h needs of st uden t s on each si t e
t h roughout t he d ist r ict . They form a t eam w ho prov ides professional
developm ent and t r ain ing for t he cr isis t eam t o ot her personnel t h roughout
t he d ist r ict so t hat al l st udent s ar e pr ov ided w it h a st r ong safet y net ,
r egar d less of t he issues or si t uat ions t hey m ay be facing. The pr ogr am
also t r ains counselor s and st af f t o conduct in t er nal t h r eat assessm en t s,
t hen , w hen needed pu l ls in t he Count y SART Team , and when t hat is not
enough , con t act s Dr. Tao, t o ensure a safe and secure env ironm ent for
287
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
lear n ing. The st uden t s t hat t he Wel l - Being Counselor s and t he I n t er ns
see t h roughout t he day are t he st udent s who do not have insurance and
t hose w ho ar e not com for t ab le accessing m ed ical ser v ices of fer ed at
v ar ious cl in ics ( e. g ., Eng l ish Lear ner s) . The pr ogr am has ex panded t o also
pr ov ide add i t ional ser v ices t o hom eless and fost er st uden t s seek ing
em ot ional suppor t , counsel ing, and, at t im es, em er gency shel t er.
4 . 1 5 Th r ee sch oo l
n u r ses
D ist r i c t The d ist r ict m ain t ains t h r ee school nu r ses t o bet t er ser v e our st uden t s’
heal t h needs, par t icu lar ly ou r low - incom e st uden t s and t hose st uden t s
who are reluct ant t o go t o t he doct or for form alized healt h care. While t he
t h r ee nur ses hav e r egu lar r ot at ing schedu les, t hey also r espond t o cal ls
f rom t he d if ferent si t es when st udent ( s) are in need. When t he local
hosp i t al changed t heir pol icies and no longer pr ov ided t he m obi le cl in ic t o
our school si t es, t hese nur ses pr ov ided an im por t an t in t er m ediar y st ep for
m any of t he low - incom e st uden t s w ho have no ot her access t o heal t h car e
and had depended on Car eFor ce One in t he past ( Mob i le Cl in ic) .
4 . 1 6 5 0 4 St u den t
Suppor t
D i st r i c t WUHSD ensu r es al l st uden t s r eceiv e t he r equ isi t e suppor t t o dem onst r at e
success on r igor ous cour sew or k t h r ough t he adequat e pr ov ision and
im plem ent at ion of 504 p lans. Dat a r evealed t hat on ly t he h igher
socioeconom ic par en t s w er e aw ar e of t he opt ions t o suppor t t heir st uden t s
av ai lab le t h r ough 5 0 4 p lans. A com pr ehensiv e needs assessm en t w as
conduct ed in 2016 / 17 and t r ain ing began , w i t h som e r esist ance t o
changing r oles as w e im plem ent ed t he r ecom m endat ions of t he ou t side
consu l t an t s. Th is past y ear clar i f ied r oles and ensur ed t hat ev er y one w as
com for t ab le in t hose roles – and d id t hey work as t hey shou ld or do we
need t o change any t h ing or prov ide any addit ional suppor t . While t he
ser v ice w as of fer ed t o al l st udent s, i t w as pr im ar i ly Eng l ish Lear ner s and
low- incom e st udent s who were “ new users” benef i t t ing f rom t h is t r ain ing
and t he new im plem ent at ion program . Cont inued rein forcem ent of t he new
r oles is necessar y t o ensur e t hey becom e inst i t u t ional ized, along w i t h a
few changes as we “ work out t he k inks” in t he plan.
288
Service Sch oolw ide
or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing
the Goals for Unduplicated Targeted Students in State and Local Priorit ies
4 . 1 8 Fr eshm an Suppor t s Schoolw ide Freshm an Suppor t : ( 1 ) Link Crew is a special ized program where j un ior and
sen ior st udent m ent or s m eet r egu lar ly w it h en t er ing n in t h grade st udent s.
Th is m ent or pr ogr am dev elops st r ong r elat ionsh ips bet w een incom ing
st udent s and a suppor t ive st uden t leader w ho gu ides and suppor t s t he
f r eshm an, ensur ing a successfu l t r ansi t ion t o h igh school .
( 2 ) Wit h st uden t leader s ser v ing as gu ides, Fr eshm an Fir st Day pr ov ides
an oppor t un it y for n in t h grade st udent s t o at t end school and m eet t heir
t eachers and learn t heir way around t he cam pus, so t hey know how t o get
f r om one class t o t he nex t . Th is special t im e on t he day befor e t en t h
t h r ough t w el f t h gr ade st uden t s beg in classes pr ov ides a w elcom ing and
per sonal ized env ir onm ent t hat faci l i t at es t heir t r ansi t ion t o h igh school .
Each n in t h grade st udent is encouraged t o sign up for at least t w o
co- cur r icu lar pr ogr am s t hat w i l l connect t hem t o t he school bey ond t he
r equ i r ed academ ics
( 3 ) Academ ic Men t or s, or upper classm en w ho hav e dem onst r at ed st r ong
academ ic and per sonal connect ions t o st uden t s in need of suppor t , assist
t hese st uden t s t h r oughou t t he y ear in t hei r classes.
These t r ansi t ional suppor t ser v ices hav e show n t o engage f r eshm an w i t h
t he h igh school academ ic pr ogr am and pr oven t o incr ease n in t h gr ade
on- t ar get r at es. Resear ch has show n t hat bu i ld ing r esi l ience t h r ough
posi t iv e st r at eg ies and dev elop ing t he st r engt hs of low - incom e st uden t s
w i l l connect t hem t o t he educat ional env ir onm ent and fost er you t h who
t hr ive. Yout h car ing for yout h prov ides st rong bonds t o one anot her and t o
t he school . Bi l ingual Academ ic Men t or s ar e also p laced in t o classes w i t h
a h igh percent age of Engl ish Learners, help ing bot h st udent and paren t
feel m ore com for t able w it h t he new set t ing.
Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Schoolw ide .
289
Goal 2 : Act ion 7
Goal 4 : Act ion 8
Fol low ing are t he schoolw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals
for undup l icat ed t ar get ed st uden t s in st at e and local p r ior i t ies:
Service
Schoolw ide Manner in W hich it is Principally Directed to and Effect ive and Meet ing the Goals
for Unduplicated Targeted Students in State and Local Priorit ies
2 . 7 Ed
Tech Leads
D ist r i c t
( at least one
at each
com p si t e)
Ed Tech Leads fost er seam less in t egr at ion of t echnology w i t h cu r r icu lum . Teach er s
at each com pr ehensiv e h igh school hav e r elease per iods t o assist t hei r co l leagues
one- on- one or t o pr ov ide w or kshops on t echnology t hat is t o be used in t he
classroom t o fu r t her st udent s’ underst anding and engagem ent . Som e si t es have
t heir Ed Tech Leads suppor t ing st uden t s in w or k shops on a v ar iet y of academ ic
t ech n ology. Wh i le st uden t s k now social m edia, t hey som et im es lack t he k now ledge
n ecessar y f or academ ic t echn ology. Th is is par t icu lar ly t r ue for st udent s w it h low
econom ic back gr ounds w ho hav e l im i t ed in t er act ion ou t side of school w i t h
t ech n ology. These st uden t s ar e at a d isadvan t age in r egar ds t o t heir k eyboar d ing
sk i l ls, t hei r r esear ch ing ab i l i t y, and ot her t echnolog ical sk i l ls t hat ar e m or e
academ ic in nat u r e. The Ed Tech Lead is r eady w hen t eacher s need t hem t o assist
t hem in t heir ow n classroom .
4 . 8 Paid
St uden t
Men t or s
Schoolw ide
Using st uden t s w ho ar e ex cel l ing in t heir cour ses af t er - school or on Sat u r day s t o
t u t or t heir Engl ish Learner ( or low - incom e) peer s on a st udent w or ker basis has
pr ov en t o be m or e successfu l t han h ir ing adu l t s in m any inst ances. St uden t s t end
t o l ist en m or e t o t heir peers, and fol low t heir d ir ect ions, get t ing m ore assist ance ou t
of t he t u t or ing sessions t han t hey wou ld f r om adu lt t u t or s or f r om t eacher / t u t or s.
Eng l ish Lear ner s ar e ab le t o ask t hei r Span ish - speak ing peer s quest ions in
Span ish , t hen r eceiv e t he answ er s in Eng l ish – som et h ing t hey w er e r et icen t t o do
w it h t hei r t eacher s. Add i t ional ly, t he St udent Ment ors, who also are m em bers of t he
Undupl icat ed Gr oup, of t en need t he m oney t o supp lem ent t he scholar sh ips t hey
receive, r esu lt ing in a w in- w in si t uat ion .
290
LCAP Year: 2017-18
Estimated Supplemental and Concentration Grant Funds: Percentage to Increase or Improve Services:
$20,322,092 19.82%
Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services
provided for all students in the LCAP year.
Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds
(see instructions).
The $19,700,657 funding targeted for unduplicated students (LCFF Supplemental and Concentration funding) increases the quantity and quality of
services provided, with a proportionality percentage of 19.39% (as calculated by LACOE LCFF Analysis on 1/18/17). Many of the services remained
the same as the effective 2016/17 LCAP, with an additional $938,115 in 2017/18 funding over the previous year's funding which results in increases
in the quantity and quality of services provided, including:
Additional sections of parallel support courses for English Learners and SED students at different sites. We have found that getting students
back on track as soon as possible results in higher graduation rates and higher A-G rates. These additional support sections ensure English
Learners and at-risk students master content the first time they take the course, thus enabling them to progress to more advanced
coursework during their four years in high school. Guided Study comprises some of the sections for the low-income at-risk students at all
sites. Guided Study are sections of support programs during and beyond the freshman year that provide continued intensive support and
monitoring to students through interpersonal engagement, instruction in organizational skills and time management, and daily homework
checks. Connecting with all of the teachers that each student has throughout the day to ensure that they are on-track provides a solid
foundation for students’ ninth grade year. We have found that these Guided Study sections eases the transition for the high-risk low-income
students, lowers the dropout rates, connects students to school, results in students wanting to come to school, thus improving the attendance
rates so students can learn.
After-school tutoring is becoming more targeted and focused, often using students as Academic Mentors. Student Surveys indicated that 94%
of students stated that Academic Mentors helped them; 87% stated that mentors encouraged them; 81% stated that the Academic Mentor
helped them get a better grade. While Academic Mentors are often used during the day in academic courses, their use is expanding to after
school in the Media Center for tutoring purposes at some sites.
Addition of an online course provider service for credit recovery. This program was purchased at the end of the 2016/17 school year with
protocols put into place in July, 2017. Piloting of the program will being in Fall 2017 in onsite settings. Committees with staff and bargaining
members were convened to put protocols in place to ensure that online courses would not usurp the integrity of WUHSD courses. While there
is a desire to provide flexible options for students to recover credits, we are also cautious about protecting the rigor of courses and ensuring
that common assessments are required for all courses, even if they are for online make-up credit. The draft of Online Protocols has been
developed and will be in place before students begin onsite use of the online system (CyberHigh) to ensure that it does not become a credit
factory.
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Per our mantra of doing, “Whatever it Takes” to ensure success for all students, we have been providing services to students who struggled since
2005. While we started with students in need during this time period, and not the specific unduplicated student group, it was noted that, in essence,
we had been providing services to students who were a member of one of the targeted student groups (English Learner, low-income, or foster).
Whenever we did the analysis with the data, typically over 90% of students were in the unduplicated count.
Starting with the students in need and not the unduplicated student group is contraindicated to the process currently advocated by many LCAP folks
today; yet, the beneficiaries and outcomes are the same -- it turns out to be a case of the chicken and the egg.
While the majority of the services and programs are targeted specifically to the needs of the 69.6% unduplicated students, there are expenditures of
the Targeted Student Funding (concentration and supplemental funds) that are either districtwide and/or schoolwide.
We strongly believe that to not provide these services in a global manner would be (1) disruptive to the educational process; (2) would not be
feasible, given the service or the program; or, (3) would be unethical or immoral.
Following is the breakdown of the percentage of unduplicated students by school site:
WUHSD 69.6%
California HS 75.1%
La Serna HS 47.8%
Pioneer HS 85.6%
Santa Fe HS 74.1%
Whittier HS 74.1%
Frontier HS 80.3%
Sierra Vista HS 68.1%
Transitions 78.6%
Actions/Services Contributing to meeting the increased or improved services and identified as Limited to Unduplicated Student Group(s).
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Goal 2: Action 3, Action 4, Action 5, Action 6, Action 8, Action 10, Action 11, Action 15
Goal 3: Action 5
Goal 4: Action 1, Action 3, Action 5, Action 6, Action 7, Action 9, Action 10, Action 13, Action 19
ServiceTargeted
Group(s)Description
2.5
Sections for credit recovery,
socio-emotional and parallel
academic support within school
day
SED
Additional sections at each site provide credit recovery and parallel
academic courses, along with socio-emotional support to students,
ensure students, particularly SED students, do not fall behind in credits.
Guided Study comprises some of the sections for the low-income
at-risk students at all sites. Guided Study are sections of support
programs during and beyond the freshman year that provide continued
intensive support and monitoring to students through interpersonal
engagement, instruction in organizational skills and time management,
and daily homework checks. 93% of Guided Study students are SED.
Connecting with all of the teachers that each student has throughout the
day to ensure that they are on-track provides a solid foundation for
students’ ninth grade year. We have found that these Guided Study
sections eases the transition for the high-risk low-income students,
lowers the dropout rates, connects students to school, results in
students wanting to come to school, thus improving the attendance rates
so students can learn. (158 additional support sections districtwide).
2.6 Additional EL Sections EL
Provide additional sections for SDAIE & ELD in order to support EL
students' success. This provides parallel support classes as well as
lower class sizes in other coursework so EL students get more
personalized and individual attention. Parallel Academic English
Development (ALD) courses assist English Learners in mastering
English language and gaining proficiency in academic coursework, along
with gaining organizational skills (total EL support sections 139 district)
2.10Support and Training of
Academic MentorsSED & EL
Academic Mentors support teachers in the classroom to ensure targeted
students master academic content. Training is provided to ensure that
the Academic Mentors acquire the appropriate knowledge about the
requisite skills and demeanor needed to maximize learning when
supporting at-risk students within the classroom. The use of Academic
Mentors has proven to be highly effective, not only from surveys of
students receiving help, but from a review of academic grades and from
several Masters' Thesis studying the program who found that positive
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ServiceTargeted
Group(s)Description
motivational and engagement results on the part of the student, along
with academic gains.
2.11Professional Development for
teaching EL, SED, & fosterEL, foster, SED
Supplemental outside Professional Development for learning best
instructional practices when teaching targeted students in all content
areas (including Visual and Performing Arts and Physical Education).
3.5 Advanced Placement Testing SED
Support low-income students in taking as many AP tests as they are
prepared to take by promoting the lower $5 test charge and covering any
balance due for AP tests with district funds. Support these students with
additional materials specifically designed to prepare for AP tests where
students lack the background experiences that are often capitalized upon
on these forms of standardized exams. Note: Given 2017/18 is the
transition year with federal and state programs, the $5 fee waiver
program is not yet in place for students taking the AP test in 2017;
therefore, WUHSD is supporting low-income students by covering what
state and federal programs would typically cover for these students and
only charging them the $5.
4.1 District Categorical Office EL
District Categorical Office assists all of the sites in providing services
to English Learner students and their families and providing professional
development to the staff to ensure that all WUHSD personnel are able
to support the academic, social, and emotional growth of students and
families whose first language is not English. DELAC Meetings ensure
parents are actively involved in the decision-making processes at the
district level, as well as serving to provide a strong planning committee
for providing services for the parents of other English Learners
throughout the district.
4.3Horizon’s Office
(EL Support Office)EL
Fund Horizon's Office at each comprehensive high school site with
Categorical Director, Assistant, and Specialist to provide services to
English Learners and to facilitate their progress. Services provided out
of this office for students and families include college field trips and
parent workshops. Services provided out of this office for staff include
professional development and conferences to include their proficiency in
working with English Learners. ELAC Meetings ensure parents are
actively involved in the decision-making processes at the school level,
as well as serving to provide a strong planning committee for providing
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ServiceTargeted
Group(s)Description
services for the parents of other English Learners throughout
the school.
4.5 Intervention Counselor Foster Youth
.25 Targeted Counselor per site addresses needs of Foster Youth,
monitoring and facilitating their progress, ensuring that all of their
academic credits have been posted to their transcript, coordinating all of
their social and emotional supports, and ensuring that their needs are
met both in and out of school
4.6 Intervention Counselor SED
.25 Targeted Counselor per site addresses needs of Low Income youth,
monitoring and facilitating their progress, ensuring that all of their
academic credits have been posted to their transcript, coordinating all of
their social and emotional supports, and ensuring that their needs are
met both in and out of school. Additional hours provided at WHS (out of
site allocation) to provide additional services to Guided Study Classes in
the afternoon.
4.7 EL Bus EL
Transportation: Provide a bus for English Learner students to attend the
Newcomer Program at La Serna High School, regardless of where
students live in the district, along with after-school buses for students to
attend tutoring programs at each high school
4.9 Books (college) and Supplies SED
Provide books & supplies to students in need to support engagement in
coursework and academic success. Support is available in different
locations on the different comprehensive sites so that students do not
stand out in the classroom. They can pick up classroom supplies and
other materials before going to class. Students can also obtain a college
textbook and attend a concurrent college course on their HS site.
Rio Hondo offers two courses each term on all school sites at no cost,
but does not pay for books. This pays for the book so students exit high
school with college credits.
4.10 Field Experiences EL, foster, SED
Field experiences for EL, foster, and SED students and their parents
(e.g., college trips, cultural events). Suggested by DELAC, educational
and cultural events will be planned together so student and parent will be
able to attend together.
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ServiceTargeted
Group(s)Description
4.19 Attendance Caller EL
Attendance Caller to make sure English Learner parents receive news of
absences in Spanish and are able to ask questions about their child's
education to a live person
Actions/Services Contributing to meeting the increased or improved services and identified as Districtwide.
Goal 1: Action 2, Action 3, Action 4, Action 9, Action 10, Action 11
Goal 2: Action 9, Action 13, Action 14
Goal 3: Action 1, Action 2, Action 3
Goal 4: Action 12, Action 14, Action 15, Action 16, Action 17
Actions/Services Contributing to meeting the increased or improved services and identified as Schoolwide.
Goal 2: Action 7, Action 16
Goal 4: Action 8
Following are the schoolwide or districtwide services and the manner in which it is principally directed to and effective in meeting the goals for
unduplicated targeted students in state and local priorities:
ServiceSchoolwide
or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
1.2Maintain academic and career
counseling servicesDistrict
All students receive appropriate academic support to help ensure
school, college, and career success. To ensure that students with
special talents and/or needs have access to a system of personal
support services, activities, and opportunities at the school, counseling
services are proactive throughout the four years that a student is in
Whittier Union. The services actually begin before a student even
comes to WUHSD, with counselors contacting middle schools to obtain
information regarding students’ personal and home life that could impact
their academic success. Review of cumulative records in the summer
before ninth grade on select students help to identify additional students
in need of additional support and care upon entry to high school,
ensuring a successful transition. Research has shown that transition-
to-high-school programs can lower dropout rates up to 16%. Strong
transition programs not only include the peer-to-peer programs
mentioned in Freshman support programs below, but also include clear
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ServiceSchoolwide
or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
parent communication and involvement, along with specialized support –
both potentially arising out of the counseling office. In order to provide
these services, with a low student to adult counselor ratio, LCFF S&C
funds were utilized. At a time when these services were being cut, the
decision was made to preserve these services for the students
of WUHSD, particularly the English Learners, foster students, and SED
students. The value to these students in keeping them in high school,
ensuring that they graduate from high school, that they graduate form
high school completing a-g requirements, and that they have options
after graduation from high school years was the epitome of WUHSD’s
mission of doing Whatever it Takes and considered key to most of the
state’s priorities. While a specialized half-time counselor was added at
each site to address unique need to both foster and SED student, this is
in addition to, not instead of, these academic and career counseling
services. Other options considered did not provide the high-quality of
professional counseling services to address the high needs potentially
expressed by 70% of our students. The outcomes demonstrate the
level of success [e.g., drop-out rate (4.5%, over 7% lower than the
state and county rates); high school graduation (95.5%), college
enrollment (88%)]. Providing these services only to targeted students
would be disruptive to the educational environment and unethical.
1.3
Increase Course Access by
increasing staffing by
additional .5 students
District
To ensure that all students have access to a wide variety of courses,
the increased base staffing was supplemented by an additional ½
student (general fund was 30.5 to 1, with the supplemental ½ student
added on top) This ensured that the wide variety of Advanced
Placement, other advanced coursework, and support courses remained
open at all sites. These courses are open to all students at the school
and the demographics of the courses reflect the demographics of the
school site, unlike the additional support courses mentioned elsewhere in
the plan that are added with S&C funds that primarily serve targeted
students. This service ensures that targeted students (English Learner,
foster, and SED) are going to have access to courses that will enrich
and stretch them. Often the focus is on developing the structures and
providing the support for students to obtain mastery of the standards;
however, we want to ensure that students receive that caring and gentle
push throughout their high school career. Through the addition of smaller
AP and honors courses we are able to honor language diversity as an
asset in AP Spanish Language for our English Language Learners and
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ServiceSchoolwide
or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
introduce other students to honors coursework for the first time. The
analysis of data from eighth grade assessment scores
and dialogue through articulation begins the process to begin to lift up
students. Without the ability to tend to students in a variety of classes
with enrollments under 35 students, many unduplicated students would
not have the opportunity to experience the more rigorous curricular
option.
1.4
Summer Professional Learning
(College Readiness 17/18 &
18/19; LCFF 19/20)
District
Summer Professional Learning includes one week devoted to each core
content area. This time allows for a few nuggets of new learning – one
of which is always strategies for increasing the achievement of English
Learners in the classroom – and then the application of that new learning
to the revision of common assessments and pacing guides. Teachers
(course lead +1 from each site) still review of data, refine common
pacing guides and assessments, identify challenging topics, either due
to language fluency, processing difficulties, or gaps in background
knowledge; and plan targeted strategies to address these issues, in
preparation for the upcoming school year. These teacher
representatives then take the knowledge from these days to their
colleagues at their sites. One Special Education representative
participates at each course table in both summer and Best Practices
who then not only modifies the district common assessment for
students in self-contained learning handicapped classrooms, but also
discusses additional supports for mainstreamed students with other
district teachers. Using the students’ results on common assessments
to spark dialogue regarding support for students, re-testing, and spiraling
of questions has led to consistent growth in multiple measures, including
on-target rate, graduation rates, GPAs, as well as narrowing the gap
between subgroups. Disaggregation of student results identifies
concepts that students are not mastering. Together, teachers break
down the learning process to identify where and why the student is
struggling, then strategies are shared, discussed, and developed to
meet the need. Resources are shared on the District’s Google Drive or
Google Classroom, allowing all teachers to both share and access
resources. With this professional learning model, the continued growth
of teachers and administrators leads to increased knowledge and
consistent application of the curriculum across the district. Thus, the
primary outcome of this model is the continued growth of students
through the collective monitoring of student progress, the sharing of
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or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
best instructional and curricular practices, and the focus on strategies
that support all students, particularly those who are not meeting
standards. Experienced district staff coordinate professional learning in
a cohesive manner, providing timely and differentiated assistance and
developing lateral networks of support between school sites; thus,
raising expectations and support simultaneously.
1.9 Data LeadsDistrict
(one at each site)
Each Site has a Data Lead with additional hours each month. The role of
the Data Lead is to monitor the effectiveness of the services and
actions funded through LCFF and provide the data to the decision
makers on the campus so they can monitor and evaluate the continued
provision of that service, or if that service needs to be modified. Data
Leads from all sites meet three times per year to ensure that they are
doing their job in the most effective and efficient manner possible.
1.10 EL Parent Education EL
Join consortia with other partner school districts to provide services and
workshops to parents of English Learner Parents to engage them in the
educational process of child and assist them in understanding the high
school and post-secondary requirements.
1.11 Community Liaison District
There is one Community Liaison in the district who solicits input and
feedback from several community groups regarding district operations.
The Liaison also interacts with the students and other stakeholders on a
regular basis, developing relationships and encouraging participation with
stakeholders who normally would not participate in the LCAP process.
The Liaison also communicates current district initiatives throughout the
area.
2.3Credit-Recovery Summer
SchoolDistrict
79% of students completing summer school in 2016 were found to be
unduplicated students. Providing increased sections to meet the needs
of these students ensures equitable opportunities are available on all
school sites. If we waited until we were able to tabulate the percentage
of unduplicated students available for summer school, it would be too
late to offer summer school and the opportunity would be lost; thus, the
situation would be too disruptive to the educational process.
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ServiceSchoolwide
or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
2.4After-School Courses to
supportDistrict
After-School Courses to support targeted students in credit recovery
along with parallel support to ensure success the first time in course
2.7 Ed Tech Leads
District
(at least one at
each
comprehensive
site)
Ed Tech Leads foster seamless integration of technology with
curriculum. Teachers at each comprehensive high school have release
periods to assist their colleagues one-on-one or to provide workshops on
technology that is to be used in the classroom to further students’
understanding and engagement.
2.8Extended Media Center hours
with tech and tutoringSchoolwide
Computer printers and ink are available to students who do not have
access to internet and ink at home to complete assignments; A late bus
and supper program has been added at four of the comprehensive high
schools whose free and reduced lunch percentage is above 65% (all
except for La Serna). Teachers have been replaced with classified and
student tutors, due to the cost (more efficient cost-wise); Tutoring has
become more targeted to specific subjects and not simply an open
study hall, resulting in increased grades and student re-testing.
2.9
Technology & Technological
services and programs to
engage students and provide
them with additional support
and access to the content
(including on-line course
provider for credit recovery)
District
As courses and assessments move to a more technologically-based
format, students need to be well-versed in the medium. The purchase of
technological devices and accompanying carts/furniture will ensure
students have access to all forms of content and that they are fully
prepared for college and career, particularly those students who do not
have access to these devices at home. The purchase of an online
credit recovery system was a flat annual cost for the district, as are
other technological service subscriptions. Students who are behind in
credits in need of the online credit recover consist of 86% unduplicated
students. There are not any other options for providing these students
the service that is not disruptive to the educational environment –
unless we simply deprive the 14% who are not unduplicated students of
use of the service (something we believe would simple be unethical as
we already have purchased the service). The online credit recovery
service is just one example of the other technological services and
programs that assist students in understanding content (e.g., Turn-it-In,
California Streaming, Cyber High)
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ServiceSchoolwide
or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
2.13
College and Career Supporting
Pathways: Naviance, Puente,
Academies, Four-Year Plans
and University Visits
District
College and Career Pathways: In order to engage students in their
current educational pursuit and prepare them for college and career,
interaction with potential careers is done through a variety of methods
(e.g. Naviance, hands-on experiences, or course sequences). Support
of struggling students in these different exploratory experiences varies
from clerk positions who provide additional tutoring and while uploading
assignments and PSAT scores into Naviance and/or Road trip Nation for
career exploration, all depending upon the school site. CTE Pathways
are expanded on sites and with support of ROP. Additionally, the
UC Puente Program is supported on three sites to expose under-
represented students to college-level expectations, rigorous coursework,
along with college trips throughout the state, with the goal of enrollment
in a four-year college upon graduation (CHS, LS, WHS).
2.14 VAPA Lead District
One teacher has one release period to work on the LCAP goals aligned
with Arts for All grant goals that include engaging students
with WUHSD schools and the Visual and Performing Arts Programs by
facilitating the process to enhance and align current VAPA offerings and
by expanding support to students and teachers. Alignment
of VAPA courses has led to increasing A-G approvals on courses with
anticipated higher recruitments in the future. Articulation with middle
school and the community on art shows and web pages is designed to
support more unduplicated students in gaining access to
more VAPA courses at a higher level. The Arts for All Plan includes
goals to increase EL percentages within the different Arts courses, with
different forums designed for teachers to share strategies for
effectively reaching increasingly diverse demographics within each
course. A release period was required to do community outreach and to
access teachers and students while they were still at the other sites.
3.1Common Assessment
Production and SupportDistrict
Provide interim and quarterly common assessments that result in the
sharing of student data and the identification of best practices in order
to improve the achievement of all students, particularly the under-
performing students, ensuring that they are college and career ready
when they graduate from WUHSD. Assessments are the vehicle used
to communicate change and levels of support throughout the district.
Areas in need of additional support are identified through the use of
assessments, with supports shared with parallel courses and tutors to
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ServiceSchoolwide
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Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
assist in raising students to mastery level.
3.2Intervention Specialist Release
PeriodsDistrict
The Intervention Specialist is a teacher who has two release periods to
analyze data and provide support and information to personnel on the
site to ensure that students are provided with time and support to
achieve academic success. While the two release periods are offered at
each site, the work of the Intervention Specialist is focused on the
unduplicated students.
3.3
Coordinator and Coaches
District
Facilitate collaboration and analysis of common assessment data and
the development of interdependent teams to support strong student
achievement for all students, particularly the underperforming students,
ensuring that they are college and career ready when they graduate
from WUHSD. This is done through the Coordinator of Curriculum and
Assessment with six Coaches, who are teachers with additional monthly
hours, who facilitate course-alike teams throughout the year. Coaches
works with Course Leads to ensure that they are best able to work with
their teams so they can best serve the unduplicated students in all their
courses, highlighting gaps in performance so that teams can address
these on sites and in the classroom on a local level. While building the
capacity of the Course Lead and the organization, the students at all
sites are best served. We have found this organic method of serving
unduplicated students within the classroom to be the most effective
academically and the most time efficient so that students can move on
to advanced coursework within the content area without having to repeat
courses. While outside tutoring is still providing in addition to this, the
first best instruction that addresses any gaps within the classroom the
first time the student takes the course as soon as possible is the goal in
all classrooms. Thus, common assessments, data analysis, sharing of
best practices, and development and facilitation of course-alike teams
by knowledgeable and skilled leaders results in teams of teachers who
return to their individual classrooms and engage with students with a
wide variety of background knowledge and skills, bringing them up to
the next level of learning. There is not any way possible to provide this
much needed service solely to unduplicated students.
3.4Course Leads
DistrictCourse Leads who, at each site, facilitate the development of the
course-alike team; then, as a member of the district team, contribute to
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ServiceSchoolwide
or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
(College Readiness 17/18 &
18/19; LCFF 19/20)
the development of assessments and curriculum, ensuring that all
students groups are included in the analysis. Course Leads provide
opportunities for their team to share best practices for teaching that
contribute to improving student learning and mastery of standards for
all students, working with teachers and staff to identify students in need
of intervention. Early identification of students ensure that they master
the content and pass the course so that they can access advanced
coursework, thus meeting state and district goals. While Common
Assessments communicate change and the levels of support
throughout the district, it is the Course Lead in each course that
provides the individual teacher with the support they need in the
classroom to ensure that the change is actually implemented, with the
frequent forums that lead to innovative student support strategies and
pedagogical approaches for each topic or unit. Despite increases in the
annual stipend up to $2,102, this is still the most economical and
effective method for driving change, and supporting both teachers and
students that we have found.
3.6
Prepare all students for the
option of attending college
after completing high school by
taking the PSAT in ninth, tenth,
and eleventh grade
(College Readiness 17/18 &
18/19; LCFF 19/20)
District
In order to prepare all students to consider college as an option, we
begin the conversations with students focused on college early,
discussing PSAT results in ninth, tenth, and eleventh grade; thus,
making it more likely that student may actually attend college.
Research has shown that this early discussion and consideration of
college due to PSAT assessments is one of the strongest indicators of
future college-going behavior. Data has shown that WUHSD students
how take the PSAT more than once score higher on all three sections of
the SAT when they take it in their junior and senior years of high school.
4.8 Paid student mentors Schoolwide
The use of students who are excelling in courses after-school or on
Saturdays to tutor their peers on a student worker basis has proven to
be more successful than hiring adults in many instances.
4.11 Media & Communication District
Transparent process to keep parents and community informed and
engaged in the improvement process and educate them
about LCFF and the Dashboard through media releases, email blasts,
and other forms of medial communications in parents’ home language,
as well as on web pages.
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ServiceSchoolwide
or Districtwide
Manner in Which it is Principally Directed to and Effective and
Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
4.12 Childcare Center District
The Childcare Center provides free childcare to WUHSD students,
along with free transportation from home to the Center, and from the
Center to their high school. This goals of the center are (1) to ensure
that students graduate from high school; (2) they do not have another
child while in high school; and, (3) they go on to college or a career so
they can support their child. One hundred percent of the participants of
the Center are included in the Unduplicated Targeted Student count.
4.13 Cumulative Records Review District
Proactive Student Identification: Cumulative Records Review of
At-Risk Students when entering district for 9th grade in order to provide
targeted support in a timely and proactive manner
4.14Student Well-Being Counselor
(2 FTE)District
Student Well-Being Counselor: 2 FTE in district to support students’
socio-emotional growth and supervise school social work interns serving
the mental health needs of students throughout the district. Additionally,
professional development will be continually provided for the crisis team
and other personnel throughout the district to ensure that all students
are provided with a strong safety net, regardless of the issues or
situations they may be facing. The Student Well-Being Counselors also
supervise interns conducting their field work each year to extend their
realm of influence and service throughout the district. The students that
the Well-Being Counselors and the Interns see throughout the day are
the students who do not have insurance and those who are not
comfortable accessing medical services offered at various clinics
(often English Learners).
4.15 Three school nurses District
Maintain three school nurses to better serve out students’ health needs,
particularly our low-income students and those students who are
reluctant to go to the doctor for formalized health care. While the three
nurses have regular rotating schedules, they also respond to calls from
the different sites when student(s) are in need. When the local hospital
changed the policies and no longer had the mobile clinic available, these
nurses have provided an important intermediary step for many of the
SED students who have no other access to health care.
4.16 504 Student Support District Ensure all students receive all the support required to demonstrate
success on rigorous coursework through the adequate provision and
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Meeting the Goals for Unduplicated Targeted Students in State and
Local Priorities
implementation of 504 plans. Data revealed that only the higher
socioeconomic parents were aware of the options to support their
students that were available through 504 plans. A comprehensive needs
assessment was conducted in 2016/17 and training was begun, with
some resistance to changing roles as we implement the
recommendations of the outside consultants. This year will be spent in
clarifying roles and ensuring that everyone is comfortable in how those
new roles actually work – and do they work as they should or do we
need to change anything or provide any additional support. While the
service is offered to all students, it is primarily English Learners and
low-income students who are “new users” that are benefitting from this
training and the new implementation program.
4.17 Freshman Supports Schoolwide
Freshman Support: (1) Link Crew is a specialized program where junior
and senior student mentors meet regularly with entering ninth grade
students. This mentor program develops strong relationships between
incoming students and a supportive student leader who guides and
supports the freshman, ensuring a successful transition to high school.
(2) With student leaders serving as guides, Freshman First Day
provides an opportunity for ninth grade students to attend school and
meet their teachers. This special time on the day before tenth through
twelfth grade students begin classes provides a welcoming and
personalized environment that facilitates their transition to high school.
Each 9th grade student is encouraged to sign up for at least two
co-curricular programs that will connect them to the school beyond the
required academics
(3) Academic Mentors, or upper classmen who have demonstrated
strong academic and personal connections to students in need of
support, assist these students throughout the year in their classes.
These transitional support services have shown to engage freshman
with the high school academic program and proven to increase ninth
grade on-target rates. Research has shown that building resilience
through positive strategies and developing the strengths of SED
students will connect them to the educational environment and foster
youth who thrive. Youth caring for youth
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