LCAP

 

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

Introduction:

LEA: Whitmore Union Elementary                     Contact: Lawrence Robins, Ed.D., lrobins@wujesd.org    , (530)472-3243                                   LCAP Year: 2015-2016

Local Control and Accountability Plan and Annual Update Template

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

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

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

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

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

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


State Priorities

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

  1. Conditions of Learning:

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

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

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

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

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

  1. Pupil Outcomes:

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

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

  1. Engagement:

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

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

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


Section 1: Stakeholder Engagement

Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

Guiding Questions:

1)     How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

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

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

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

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

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

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

 

 

 

Involvement Process Impact on LCAP
Involvement of parents has proven to be an on-going challenge.  Many parents in our attendance area live there to be “off the grid” and want no involvement with anyone.  The school has had a monthly LCAP agenda update on each board agenda.  LCAP has been discussed on an individual basis as parents come to school to pick up their children.  The administration has met once with the 6th-8th grade students to get input into what they would like to see added or deleted from their school.

The school’s SSC does meet on a regular basis and functions as the Parent Advisory Committee. Parent input was solicited regarding the perceived effectiveness of extra staff members in the classrooms.  Parents were also asked for input on other areas they would like to see the funds used for.

The overall lack of parental discussion has had minimal impact on the goals for LCAP for the past year.  The focus has remained on student achievement and the staffing has remained the same.  Feedback from stakeholders indicates an overall approval of the educational program and the direction the school is moving.

Stakeholders are notified of student achievement on a regular basis throughout the year through teacher/parent conferences, teacher calls home and emails, online tracking of student assignments and student recognition assemblies and monthly school board meetings.

 

Annual Update:  The school did share updates at the school board meetings and with parents on an individual basis.  The school has redesigned their web page and as soon as it goes live, the school will use the webpage to help disseminate information.

The school’s SSC does meet on a regular basis and functions as the Parent Advisory Committee. Parent input was solicited regarding the perceived effectiveness of extra staff members in the classrooms.  Parents were also asked for input on other areas they would like to see the funds used for.

Annual Update: The district has shared progress at the board meetings, quarterly newsletter and mostly with individual meetings with stakeholders.  Due to the nature of the community, the district does not foresee a major change in their attitude towards being more involved with the school.  The school will make an attempt to use more social media and the web page to inform stakeholders of the progress with the LCAP plan.

Meeting with the students was informational but did not lead to any major changes in the LCAP goals and direction.

 

 


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

Instructions:

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

Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals.

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

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

Goal: Describe the goal:

When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.

Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.

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

Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).

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

Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.

Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

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

Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.

Guiding Questions:

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

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

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

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

5)     How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6)     What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?

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

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

9)     What information was considered/reviewed for individual schoolsites?

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

11)  What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

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

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GOAL: Goal 1: 100% of third grade students will be reading on grade level by the Spring of 2017 as identified by the DIBELS DAZE assessment and 4-8 grade teacher assessment. Related State and/or Local Priorities:
1_X  2_X  3_  4_X 5_ 6_ 7_ 8_X
COE only:  9__  10__
Local : Specify _____________________
Identified Need : The data shows that not all students are reading at grade level upon exit of third grade. DIEBELS testing, 4-8 grade teacher input Smarter Balanced Assessment HQT Implementation of standards-Math Classroom observation, lesson plans, biweekly meetings
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
LCAP Year 1: 2015-16
Expected Annual

Measurable Outcomes:

20% increase in reading levels across all primary grades. Reduction in necessary interventions

Align all classroom instruction to Common Core

Maintain 100% HQT

No API

NGSS standards will be met with staff participation in the STEM grant and staff development.

Whitmore will continue to encourage parent participation through continued personal outreach by staff, use of the new web page and board meetings.

Because Whitmore is a K-8 district, the following state required metrics do not apply: A-G, AP Pass Rate, EAP, High School Dropout rates, and high school graduation rates.

Because Whitmore does not have any EL students, the following state required metrics do not apply: EL Progress toward English Proficiency and EL Reclassification rate.

Whitmore will continue to survey stakeholders regarding LCAP using a variety of electronic, personal meetings and paper surveys.

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 1.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 1.2: Teachers provide high-quality instruction

 

Goal 1.3: Provide high- functioning technology and support in every classroom.

 

Goal 1.4: Provide classroom only instructional aides to assist in engaging and supporting small groups while teachers facilitate small-group instruction.

 

Goal 1.5: Provide on-going professional development to support teachers

 

Goal 1.6 With the assistance of the COOP, provide targeted professional development for support staff who work in the classroom.

LEA Wide _X_ALL G1.1 $2,230 Continuing education registration, substitute costs

Unrestricted Object: 1112, 5210
$7,669 Designate 15% teacher to assist Unduplicated, Object-1110
$2,266 Designate 15% teacher benefits. Object 3000
G1.2 Learning Support-Differentiated Instr. $2,000 Substitute Object 1112
G1.2 Learning Support $230 Sub. Teacher Benefits Object 3000

G1.3 High Functioning Technology upgrades $800 object 4410
G1.3 Technology Program Maint. $1,000 Object 5630
G1.4 Aides to Assist in Engaging Group $1,000 Object 2112
G1.4 Aides to Assist-Benefits $123 Object 3000

 

$6,653 ELA-aligned instructional materials as student population fluctuates Unrestricted Object: 4110

 

*All student achievement is monitored on a bi-weekly basis and allocations of extra enrichment or support are assigned by the staff.  The bi-weekly test results are kept in the office.

 

Goal 1.4 $1,123

 

Goal 1.5 $300

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

 

 

 

For low income, foster youth, EL and designated fluent English proficient pupils:

·       Provide on-going professional development to support implementation of the Common Core.

·       Provide materials aligned to the Common Core.

·       Provide access for students and teachers to a wide variety of formative and summative assessment tools

 

LEA Wide __ALL Aides assigned to classroom and pull out/push in programs.

$17,219. Sup/Con Object: 2110, 3000s

 

Saturday School=$1,000.00

Sup/Con Object: 1000-3999
Saturday Teacher Benefits $169 Object 3000

OR:

_X_Low Income pupils  _X_English Learners

_X_Foster Youth  _X_Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LCAP Year 2: 2016-17
Expected Annual

Measurable Outcomes:

20% increase in reading levels across all primary grades. Reduction in necessary interventions

Align all classroom instruction to Common Core

Maintain 100% HQT

NGSS standards will be met with staff participation in the STEM grant and staff development.

Whitmore will continue to encourage parent participation through continued personal outreach by staff, use of the new web page and board meetings.

Because Whitmore is a K-8 district, the following state required metrics do not apply: A-G, AP Pass Rate, EAP, High School Dropout rates, and high school graduation rates.

Because Whitmore does not have any EL students, the following state required metrics do not apply: EL Progress toward English Proficiency and EL Reclassification rate.

Whitmore will continue to survey stakeholders regarding LCAP using a variety of electronic, personal meetings and paper surveys.

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 1.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 1.2: Teachers provide high-quality instruction

 

Goal 1.3: Provide high- functioning technology and support in every classroom.

 

Goal 1.4: Provide classroom only instructional aides to assist in engaging and supporting small groups while teachers facilitate small-group instruction.

 

Goal 1.5: Provide on-going professional development to support teachers.

 

Goal 1.6 With the assistance of the COOP, provide targeted professional development for support staff who work in the classroom.

LEA Wide _X_ALL $2,230 Continuing education registration, substitute costs

Unrestricted Object: 1112, 5210

 

$6,053 ELA materials to align with common core

Unrestricted Object: 4110

 

$1,000 Math CCSS-aligned instructional materials as student population fluctuates Unrestricted Object:4110

 

 

Goal 1.5 $300

 

Goal 1.6 COOP

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

 

For low income, foster youth, EL and designated fluent English proficient pupils:

·       Provide on-going professional development to support implementation of the Common Core.

·       Provide materials aligned to the Common Core.

·       Provide access for students and teachers to a wide variety of formative and summative assessment tools

 

LEA Wide __ALL Aides assigned to classroom and pull out/push in programs.

$17,219 Sup/Con Object: 2110, 3000s

 

Saturday School=$1,169.00

Sup/Con Object: 1000-3999

OR:

_X_Low Income pupils  _X_English Learners

_X_Foster Youth  _X_Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

 

 

 

 

 

LCAP Year 3: 2017-18
Expected Annual

Measurable Outcomes:

20% increase in reading levels across all primary grades. Reduction in necessary interventions

Align all classroom instruction to Common Core

Maintain 100% HQT

Possible introduction of new LA series

NGSS standards will be met with staff participation in the STEM grant and staff development.

Whitmore will continue to encourage parent participation through continued personal outreach by staff, use of the new web page and board meetings.

Because Whitmore is a K-8 district, the following state required metrics do not apply: A-G, AP Pass Rate, EAP, High School Dropout rates, and high school graduation rates.

Because Whitmore does not have any EL students, the following state required metrics do not apply: EL Progress toward English Proficiency and EL Reclassification rate.

Whitmore will continue to survey stakeholders regarding LCAP using a variety of electronic, personal meetings and paper surveys.

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 1.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 1.2: Teachers provide high-quality instruction

 

Goal 1.3: Provide high- functioning technology and support in every classroom.

 

Goal 1.4: Provide classroom only instructional aides to assist in engaging and supporting small groups while teachers facilitate small-group instruction.

 

Goal 1.5: Provide on-going professional development to support teachers.

 

Goal 1.6 With the assistance of the COOP, provide targeted professional development for support staff who work in the classroom.

LEA Wide _X_ALL $2,230 Continuing education registration, substitute costs

Unrestricted Object: 1112, 5210

 

$6.053 ELA materials to align with common core

Unrestricted Object: 4110

 

$1,000 Math CCSS-aligned instructional materials as student population fluctuates Unrestricted Object:4110

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

    __ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 


 

GOAL: Goal 2: The percentage of eighth graders scoring at grade level in math and English on the standardized state test will increase by 25% in 2016 and another 20% in 2017 after the  administration of the state test in 2015

 

 

Related State and/or Local Priorities:
1_X  2_X  3_  4_  5_  6_ 7_X  8_
COE only:  9__  10__
Local : Specify _____________________
Identified Need : Not all eighth graders are scoring at grade level in math and English on state standardized tests
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
LCAP Year 1: 2015-16
Expected Annual

Measurable Outcomes:

Performance on Smarter Balanced will increase by 25%

Align all classroom instruction to Common Core

 

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 2.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 2.2: Teachers provide high-quality instruction

 

Goal 2.3: Provide high- functioning technology and support in every classroom.

LEA Wide _X_ALL $2,230 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210

 

Goal 2.2 $6,053

 

Goal 2.3 $1,800

 

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

n/a   _X_ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)________________________

 

 

 

LCAP Year 2: 2016-17
Expected Annual

Measurable Outcomes:

Performance on Smarter Balanced will increase by 15%

Align all classroom instruction to Common Core

 

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 2.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 2.2: Teachers provide high-quality instruction

 

Goal 2.3: Provide high- functioning technology and support in every classroom.

LEA Wide _X_ALL $2,230 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210

 

Goal 2.2 $6,053 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210

 

Goal 2.3 $1,800 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210

 

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

 

n/a   __ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

 

 

 

LCAP Year 3: 2017-18
Expected Annual

Measurable Outcomes:

Performance on Smarter Balanced will increase by 15%

Align all classroom instruction to Common Core

Possible purchase of LA adoption

 

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 2.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 2.2: Teachers provide high-quality instruction

 

Goal 2.3: Provide high- functioning technology and support in every classroom.

LEA Wide _X_ALL $750 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210

 

Goal 2.2 $6,053

 

Goal 2.3 $1,800

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

    __ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GOAL: Goal 3: Goal-Reduce the high competitive atmosphere within the student body.

 

Related State and/or Local Priorities:
1_  2_  3_  4_  5_X  6_X_  7_  8__
COE only:  9__  10__
Local : Specify _____________________
Identified Need : Ensure positive, healthy and safe school involvements and interactions.
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
LCAP Year 1: 2015-16
Expected Annual

Measurable Outcomes:

Establish baseline of disciplinary referrals with goal of reducing referrals by 10% of previous year

School activities and enrichment

Reduce 4% Pupil suspension rate to 0%

Maintain 0% expulsion rate.

Reduce office referrals for playground exchanges by 25%

Parent meeting in Sept. to inform parents on reduction of office referrals

Maintain Saturday school to boost attendance rates

Maintain 0% Chronic absenteeism and 0%middle school dropout

 

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 3.1:  Provide adult supervision during non-classroom activities

 

Goal 3.2:  Check-ins and attendance monitoring

 

LEA Wide _X_ALL $1,362 Playground Supervision Aide

Unrestricted Object: 2930, 3000s

No additional costs, activities will be worked into the superintendent and teacher schedules

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups:

(Specify)_______________

Goal 3.1:  Provide adult supervision during non-classroom activities

 

Goal 3.2:  Check-ins and attendance monitoring

 

Goal 3.3: Provide access to additional courses and engage students

LEA Wide _X_ALL $8,000 Music Education Tutor

Sup/Con

Object: 1000-3999

 

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups:(Specify)______

 

 

 

LCAP Year 2: 2016-17
Expected Annual

Measurable Outcomes:

Establish baseline of disciplinary referrals with goal of reducing referrals by 10% of previous year

School activities and enrichment

Maintain 0% Pupil suspension rates

Maintain 0% expulsion rate.

Reduce office referrals for playground exchanges by 25%

Parent meeting in Sept. to inform parents on reduction of office referrals

Maintain Saturday school to boost attendance rates

Maintain 0% Chronic absenteeism and 0%middle school dropout

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 3.1:  Provide adult supervision during non-classroom activities

 

Goal 3.2:  Check-ins and attendance monitoring

 

LEA Wide _X_ALL $1,362 Playground Supervision Aide

Unrestricted Object: 2930, 3000s

No additional costs, activities will be worked into the superintendent and teacher schedules

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)_______________

 

Goal 3.1:  Provide adult supervision during non-classroom activities

 

Goal 3.2:  Check-ins and attendance monitoring

 

Goal 3.3: Provide access to additional courses and engage students

LEA Wide _X_ALL $8,881 Music Education Tutor

Sup/Con

Object: 1115-3000

 

Goal 3.1 $1,470

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)_______________

 

 

 

 

 

 

 

 

LCAP Year 3: 2017-18
Expected Annual

Measurable Outcomes:

Establish baseline of disciplinary referrals with goal of reducing referrals by 10% of previous year

School activities and enrichment

Maintain 0% Pupil suspension rates

Maintain 0% expulsion rate.

Reduce office referrals for playground exchanges by 25%

Parent meeting in Sept. to inform parents on reduction of office referrals

Maintain Saturday school to boost attendance rates

Maintain 0% Chronic absenteeism and 0%middle school dropout

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

Goal 3.1:  Provide adult supervision during non-classroom activities

 

Goal 3.2:  Check-ins and attendance monitoring

 

Goal 3.3: Provide access to additional courses and engage students

LEA Wide _X_ALL $8,000 Music Education Tutor

Sup/Con

Object: 1000-3999

 

Goal 3.1 $1,470

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

    __ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GOAL: Goal 4:  Bring the school to high quality facilities and infrastructure. Related State and/or Local Priorities:
1_X  2__  3__  4__  5__  6__  7__  8__
COE only:  9__  10__
Local : Specify _____________________
Identified Need : Due to budget reductions, preventative maintenance was put on hold.  Parents have told school personnel that the school looked so shabby, they chose to take their students to another school.
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
LCAP Year 1: 2015-16
Expected Annual

Measurable Outcomes:

Increased access to on-line technology-increased bandwidth to school to improve access

Improved appearance of school (curb appeal) Weeding around school, painting, floor coverings, HV, plumbing

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

4.1  Maintain current high quality of facilities.

 

4.2  Improve district wide band-width and technology capabilities

 

4.3  Re-instate preventative maintenance schedule

 

LEA Wide _X_ALL 4.3  $1,000 Preventative Maintenance Schedule

Object: 5630

 

The district is part of the BIIG Grant from the state to provide high speed internet to the district.  The district is currently on hold as the vendors determine what services they can provide.  There may be some cost next year that would tie into Goal 4.2 but costs are unknown at this time.

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups:

(Specify)_______________

 

n/a   __ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups:(Specify)______

 

 

 

 

LCAP Year 2: 2016-17
Expected Annual

Measurable Outcomes:

Increased access to on-line technology

Improved appearance of school (curb appeal)

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

) 4.1  Maintain current high quality of facilities.

 

4.2  Improve district wide band-width and technology capabilities

 

4.3  Re-instate preventative maintenance schedule

 

LEA Wide _X_ALL 4.1a  $2,000 Water storage refurbishing Unrestricted Object:  4410

 

4.1b  $1,000 Possible BIIG Grant requirements

Object: 5630

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)_______________

 

n/a   __ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient

__Other Subgroups: (Specify)_______________

 

 

 

 

LCAP Year 3: 2017-18
Expected Annual

Measurable Outcomes:

Increased access to on-line technology

Improved appearance of school (curb appeal)

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures

4.1  Maintain current high quality of facilities.

 

4.2  Improve district wide band-width and technology capabilities  (BIIG should be done by 17-18 but not entirely sure on their timeline)

 

4.3  Re-instate preventative maintenance schedule

 

LEA Wide _X_ALL 4.3  $3,000 Preventative maintenance schedule Unrestricted Object:  4410

 

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

    __ALL  
OR:

__Low Income pupils  __English Learners

__Foster Youth  __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

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


Annual Update

 

Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.

Guiding Questions:

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

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

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

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

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

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

 


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

Original GOAL from prior year LCAP: Goal 1: 100% of third grade students will be reading on grade level by the Spring of 2017 as identified by the DIBELS DAZE assessment and 4-8 grade teacher assessment. Related State and/or Local Priorities:
1_X  2_X  3_X  4_X  5_X  6_X  7_X  8_X
COE only:  9__  10__
Local : Specify _____________________
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
Expected Annual Measurable Outcomes: 20% increase in reading levels across all primary grades. Reduction in necessary interventions

Align all classroom instruction to Common Core

Maintain 100% HQT

50% Math implementation

No API

Actual Annual

Measurable Outcomes:

The majority of the students reached this goal.  The school had 2 students who did not reach this goal. (One has been referred for further testing)
LCAP Year: 2014-15
Planned Actions/Services Actual Actions/Services
  Budgeted Expenditures   Estimated Actual Annual Expenditures
Goal 1.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 1.2: Teachers provide high-quality instruction

 

Goal 1.3: Provide high- functioning technology and support in every classroom. Procure maintain and support all school technology.

 

Goal 1.4: Provide classroom only instructional aides to assist in engaging and supporting small groups while teachers facilitate small-group instruction.

 

Goal 1.5: Provide on-going professional development to support teachers

$750 Continuing education registration, substitute costs

Unrestricted Object: 1112, 5210

 

$1,250 Web design, domain, software

Unrestricted Object:  5801

 

$2,500 Technological upgrades and new acquisition

Unrestricted Object:4410,5630

 

$8,000 Math materials to align with common core and in-service Resource: 7405 Object:  4110

 

$350 Common Core textbook training, Sub costs

Resource:  7405 Object: 1112, 5210

 

Goals 1.1-1.5 were met.  Web design only cost $400.  Chromebooks were added under technology and the BIIG Grant is working on the bandwidth issue.

 

Bi-weekly testing shows continued growth in reading by all students.

 

Another instructional aide was added mid-year to help in the 4-8 grade classroom.

 

Staff took advantage of training provided by SCOE and CO-OP.

 

Procure maintain and support all school technology.

Web design-$400

 

Goal 1.2 $6,053

 

Goal 1.3 $1,800

 

Goal 1.4 $1,470

 

Goal 1.5 $300 + COOP funding

Scope of service: LEA Wide   Scope of service: LEA Wide  
_X_ALL __ALL
OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups: (Specify) __________

OR:

_X_Low Income pupils

_X_English Learners

_X_Foster Youth

_X_Redesignated fluent English proficient __Other Subgroups:(Specify) ___________

 

For low income, foster youth, EL and designated fluent English proficient pupils:

Provide on-going professional development to support implementation of the Common Core.

 

Provide materials aligned to the Common Core.

 

Provide access for students and teachers to a wide variety of formative and summative assessment tools

Aides assigned to classroom and pull out/push in programs. $15,000. Sup/Con Object: 2110, 3000s

 

Saturday School $1,500.00 Sup/Con Object: 1000-3999

 

$8,000 Chromebooks. Sup/Con Object: 4410

These goals were met and will be carried over for next year.  All students are served by these services.

 

 

 

$15,000. Sup/Con Object: 2110, 3000s

 

$1,500.00 Sup/Con Object: 1000-3999

 

$600 Chromebooks. Sup/Con Object: 4410

 

Scope of service: LEA Wide   Scope of service: LEA Wide  
__ALL __ALL
OR:

_X_Low Income pupils

_X_English Learners

_X_Foster Youth

_X_Redesignated fluent English proficient

__Other Subgroups:(Specify) ___

 

OR:

_X_Low Income pupils

_X_English Learners

_X_Foster Youth

_X_Redesignated fluent English proficient __Other Subgroups:(Specify) __________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? The school will invest resources in providing more in-service training for the support staff in the areas of reading instruction and common core math. The district will also increase support in using Google Classroom in the upper grades.

 

 

 

 

 

 

Original GOAL from prior year LCAP: Goal 2: The percentage of eighth graders scoring at grade level in math and English on the standardized state test will increase by 25% in 2016 and another 20% in 2017 after the administration of the state test in 2015 Related State and/or Local Priorities:
1_X  2_X  3_X  4_X  5_X  6_X  7_X  8_X
COE only:  9__  10__
Local : Specify _____________________
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
Expected Annual Measurable Outcomes: ·  Performance on Smarter Balanced will increase by 25%

·  Align all classroom instruction to Common Core

·  Purchase Common Core aligned math K-6

 

Actual Annual

Measurable Outcomes:

Using classroom and publisher assessments, the 8th graders (who have been with us all year) have met this goal.
LCAP Year: 2014-15
Planned Actions/Services Actual Actions/Services
  Budgeted Expenditures   Estimated Actual Annual Expenditures
Goal 2.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

 

Goal 2.2: Teachers provide high-quality instruction

 

Goal 2.3: Provide high- functioning technology and support in every classroom. Procure, maintain and support all school technology.

$750 Continuing education registration, substitute costs

Unrestricted Object: 1112, 5210

 

$1,250 Web design, domain, software Unrestricted Object:  5801

 

$350 Common Core textbook training, Sub costs Resource:  7405, Object: 1112, 5210

 

 

 

 

 

Performance on Smarter Balance: Student progress is reviewed by staff every two weeks and changes in placement are made as needed.  Afternoons are blocked into half hour segments with extra help being provided.  If a student needs an extra half hour a day, it is provided.  Assessment every two weeks of progress insures that no student is falling through the cracks.

Differentiated instruction was provided by the teacher and with the extra support offered by the aides in the classroom and the extra help blocks in the afternoon.  Support was also provided by the SHARE program after school.

Another aide was added mid-year to help support student achievement.

Chrome books were provided to all 4-8 grade students to facilitate writing and research.

All classrooms have worked this year to align instruction to Common Core standards.  K-6 CC aligned math were purchased.

 

Procure, maintain and support all school technology

Web design was only $ 400

 

Goal 2.1 $2,230

 

Goal 2.2 $300

 

Scope of service: LEA Wide   Scope of service: LEA Wide  
_X_ALL _X_ALL
OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient __Other Subgroups: (Specify) _______

OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups:(Specify)________________________

 

n/a    

 

 

 

 
Scope of service: LEA Wide   Scope of service: LEA Wide  
_X_ALL _X_ALL
OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups: (Specify)______________

 

OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups:(Specify)________________________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? The school will invest resources in providing more in-service training for the support staff in the areas of reading instruction and common core math. The district will also increase support in using Google Classroom in the upper grades.

 

The school will continue to procure, maintain and support all school technology.

 

 

 

 

 

 

 

 

 

 

 

 

 

Original GOAL from prior year LCAP: Goal 3: Goal-Reduce the high competitive atmosphere within the student body.

 

Related State and/or Local Priorities:
1_  2_  3_  4_  5_X  6_X_  7_  8_X_
COE only:  9__  10__
Local : Specify _____________________
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
Expected Annual Measurable Outcomes: ·  Establish baseline of disciplinary referrals with goal of reducing referrals by 10% of previous year

·  School activities and enrichment

·  Maintain 0% Pupil suspension rates

·  Maintain 0% expulsion rate.

·  Reduce office referrals for playground exchanges by 25%

·  Parent meeting in Sept. to inform parents on reduction of office referrals

·  Maintain Saturday school to boost attendance rates

·  Maintain 0% Chronic absenteeism and 0%middle school dropout

Actual Annual

Measurable Outcomes:

In reviewing the disciplinary referrals this year, the number remained around the same.  The 0% suspension rate rose because of two students.  After the students were placed in an alternate placement, the number of referrals have dropped and the suspension rate is back to 0%.
LCAP Year: 2014-15
Planned Actions/Services Actual Actions/Services
  Budgeted Expenditures   Estimated Actual Annual Expenditures
Implementation of positive behavior acquisition of social and emotional skills

 

 

Anti-Bullying Training and materials $1,000

 

 

No additional costs, activities will be worked into the superintendent and teacher schedules

1,362 Playground Supervision Aide

Unrestricted Object: 2930, 3000s

 

After review of Anti-Bullying programs, the district chose to train and use a playground supervision person to handle problems directly.

Disciplinary referrals collated to establish baseline for next year.

Adult supervision during non-classroom activities was enhanced

Check-ins and attendance monitoring was improved

Supervision was augmented with the addition of cameras on campus.

Attendance monitoring has helped improve attendance rates.

Saturday School was held once a month

Parent meeting at Back to School Night to review rules and expectations

$1,450
Scope of service: LEA Wide   Scope of service: LEA Wide  
_X_ALL _X_ALL
OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups: (Specify)___________

OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups:(Specify)________________________

 

Goal 3.1:  Provide adult supervision during non-classroom activities

 

Goal 3.2:  Check-ins and attendance monitoring

 

Goal 3.3: Provide access to additional courses and engage students

$6,000 Physical Education Tutor

Sup/Con Object: 1000-3999

 

$2,000 Music Education Tutor

Sup/Con Object: 1000-3999

The district was unable to procure a PE teacher but did manage to find a music teacher at the half-year point.  The school plans on increasing her time next year.

 

Attendance was monitored and showed improvement.

 

The desire or need for additional courses was not needed this year.  The goal will be rolled forward.

 

$2,000 (Supplemental Concenration)
Scope of service: LEA Wide   Scope of service: LEA Wide  
_X_ALL _X_ALL
OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups: (Specify)_____________

 

OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups:(Specify)________________________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? The district will continue to monitor attendance.  The time for the music teacher will be increased by one day per week. Currently the board is considering the addition of another two cameras to help monitor playground activity. Based on current anticipated enrollment, the need for additional courses is not needed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Original GOAL from prior year LCAP: Goal 4:  Bring the school to high quality facilities and infrastructure. Related State and/or Local Priorities:
1_X  2__  3__  4__  5__  6__  7__  8__
COE only:  9__  10__
Local : Specify _____________________
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
Expected Annual Measurable Outcomes: Increased access to on-line technology

Improved appearance of school (curb appeal)

Actual Annual

Measurable Outcomes:

The on-line upgrades are tied to the BIIG Grant.  The school was able to secure the services of a part time maintenance person for the last quarter of the school year to improve appearances.
LCAP Year: 2014-15
Planned Actions/Services Actual Actions/Services
  Budgeted Expenditures   Estimated Actual Annual Expenditures
4.1  Maintain current high quality of facilities.

 

4.2  Improve district wide band-width and technology capabilities

 

4.3  Re-instate preventative maintenance schedule

 

4.1a  $1,600 Replace stove

Resource:  5310 Object: 4410

 

4.1b. $500 Replace broken windows

Unrestricted Object: 4510

 

4.1c $10,000 Flooring in the multi-purpose room. Unrestricted Object: 5630

 

4.2. $5,000 Last mile initiative. E-rate funding for second T-3 line. E-Rate Object: 5630

 

4.3. No additional costs

 

 

 

 

 

 

Stove and windows were replaced.  Flooring is in progress but the school may have an asbestos issue that could delay the improvements.  The last mile issue is part of the BIIG Grant and still in progress. $8,374
Scope of service: LEA Wide   Scope of service: LEA Wide  
_X_ALL _X_ALL
OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups: (Specify)___________

OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups:(Specify)________________________

 

n/a    

 

 

 

 
Scope of service: LEA Wide   Scope of service: LEA Wide  
__ALL __ALL
OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups: (Specify)_____________

 

OR:

__Low Income pupils

__English Learners

__Foster Youth

__Redesignated fluent English proficient

__Other Subgroups:(Specify)________________________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? The last mile issue is currently out of local controls.  The maintenance is being built into next years budget to continue the upkeep of the school.  Carpeting and flooring are on hold until the asbestos issue is solved.

 

 

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

 


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

  1. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

 

Total amount of Supplemental and Concentration grant funds calculated: $ _47,357_________           
Instructional Aides-$13,941, Instructional Aides–$3,278-Benefits
Teacher $7,669-Salary, $2,266 Benefits  15% Designated to assist Unduplicated
Increase Student Achievement $5,000-Textbooks and Instructional Materials
Learning Support $2,000-Substitute Teacher
Differentiated Instruction $230-Substitute Benefits
High Functioning Technology $1,800
Instructional Aides $1,000-Assist in Engaging group
Instructional Aides $123-Benefits
Saturday School $1,000, $169 Benefits
Music $7,600, Benefits $1,281 Benefits
 

The district’s unduplicated population represents 100% of students.  The district plans to use the supplemental/concentration funds generated by these students as outlined in Section 2. In the multi-graded classroom, using additional aide time to create teaching groups of the same grade level or same ability level allows the single teacher to meet the needs of all students.  The district believes these are the most effective uses of the additional funds to improve the educational program for the targeted students. Additionally, the planned services will avoid the potential negative stigma from a traditional targeted or pull out program and will allow students to maintain access to all other services available to students without interruption. Funds will be used primarily to support maintaining lower class sizes and to provide instructional aides as a support to the educational program.  The district also plans to offer a monthly Saturday tutoring program primarily targeting all low performing students.  Also, the district will use funds to provide a weekly music and instrumental instruction to all students.

 

  1. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

 

15.24 %

 

Whitmore School District makes no differentiation between services provided for unduplicated students.  With the small number of students in the school, ALL students receive the same services and attention. Goals 1,2 and 3 and section 3a illustrate the use of the funding for all students.

 

 

 

 

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

 


LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

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

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

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

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

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

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

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

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

(2) The total number of cohort members.

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

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

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

(2) The total number of cohort members.

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

 

 

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).

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

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

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).

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

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

 

 

 

 

 

 

 

8-22-14 [California Department of Education]