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10/18/2019 Local Control Accountability Plan (LCAP) 2019 - 2020 - Las Flores High School AS

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Las Flores High School

Local Control Accountability Plan (LCAP) 2019 - 2020

Principal: (Signature): County-District-School (CDS) Code: 34673143430352

Elk Grove Unified School District Elk Grove, California

Approved by the Elk Grove Unified School District Board of Education on

*Meets E.C. 64001 Requirements for a Single Plan for Student Achievement



Local Control Accountability Plan (LCAP) Table of Contents

Las Flores High School | 2019 - 2020

Cover Page

I. Introduction

a. EGUSD Description Mission Statement and Core Values District Bold Goals (K-12) District Annual Student Performance Targets

b. School Description

c. School Demographics

II. Timeline

III. Analysis of Data and Action Plan

IV. Funding

V. Staffing Matrix

VI. Governance

VII. Addendum

a. Title II Plan

b. GATE Plan

c. Decision Making Models



I. Introduction

Las Flores High School | 2019-2020

Elk Grove Unified School District - Description

The Elk Grove Unified School District has served the Cosumnes River- south Sacramento area since 1959 as a unified district. The 320 squaremiles of the district includes the city of Elk Grove as well as the southern part of the city of Sacramento and large portions of Sacramento County.As of October 2018 our K-12 enrollment was 63,371, a figure that includes 8,959 students who are English Learners. Students come to ElkGrove from all over the world, and they speak more than 66 different languages.

Mission Statement:

The Elk Grove Unified School District will provide a learning community that challenges ALL students to realize their greatest potential

Core Values:

Outcomes for students: Achievement of core academic skills; Confident, effective thinkers and problem solvers; Ethical participants in society

Commitments about how we operate as an organization: Supporting continuous improvement of instruction; Building strong relationships

High expectations for learning for ALL students and staff: Instructional excellence; Safe, peaceful, and healthy environment; Enrichedlearning environment; Collaboration with diverse communities and families

School Description

See School Accountability Report Card at www.egusd.net

School Demographics

School

Enrollment (SOURCE: October 2018, CDE) 212

English Language Learners (SOURCE: October 2018, CDE) 18

Languages other than English (SOURCE: October 2018, CDE) 14

Students of Poverty (SOURCE: October 2018, CDE) 107

Ethnicity

AfricanAmerican

AmericanIndian

Asian Hispanic Two or MoreRaces

PacificIslander

White Unknown

School(SOURCE: October 2018, CDE)

38(17.92%)

1(0.47%)

17(8.02%)

70(33.02%)

32(15.09%)

3(1.42%)

44(20.75%)

0(0.00%)

Purpose and Description

Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, TargetedSupport and Improvement, or Additional Targeted Support and Improvement)

Schoolwide Program Comprehensive Support and Improvement

Targeted Support and Improvement Additional Targeted Support and Improvement

LEA Choice

Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control andAccountability Plan and other federal, state, and local programs.

The Site Local Control Accountability Plan is a strategic plan that identifies federal, state, and local resources available to the school while aligningwith and informing the district Local Control and Accountability Plan process.

The plan consolidates all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), and forfederal school improvement programs, including schoolwide programs, Comprehensive Support and Improvement (CSI), Targeted Support andImprovement (TSI), and Additional Targeted Support and Improvement (ATSI). This plan is designed to meet schoolwide program planningrequirements and the CSI, TSI, or ATSI requirements, as applicable.

The Site LCAP planning process supports continuous cycles of action, reflection, and improvement. Consistent with EC 65001, the School SiteCouncil (SSC) is required to develop and annually review the plan, establish an annual budget, and make modifications to the plan that reflectchanging needs and priorities, as applicable.

http://www.egusd.net/schools/sarcs/index.cfm



II. Timeline

Las Flores High School | 2019-2020

Action Note Due Date Completed

April

19-20 ALLOCATIONS RELEASED Released for Planning and BudgetDevelopment 4/1/19

19-20 SITE LCAP Released Begin Drafting 4/8/19

Site LCAP Writing Attend Make and Take Sessions 4/8/19-4/12/19

Hold First Spring SSC Meetings- Evaluation of the 18-19 Site LCAP- Develop the 19-20 Site LCAP

Use Template Agenda and Minutes AvailableOnline 4/22/19-4/26/19

Hold LCAP Stakeholder Engagement Meeting Review and Develop Goals and Actions 4/22/19 -4/26/19

Hold ELAC Meeting For Review and Advisement of Plan Review and Develop Goals and Actions 4/22/19 -4/26/19

May

DRAFT 19-20 SITE PLAN DUE TO LSS - Submit First SSC Minutes with Evaluation and DevelopmentNoted

All Sections Completed 5/3/19

LSS Notifications: Site Plans not submitted Provided to Directors 5/3/19

Directors/Programs Review the Site LCAP Provided to RespectiveDepartments/Programs 5/10/19

Sites Revise Plans Based on Feedback 5/13/19 -5/17/19

Hold Second Spring SSC Meeting- Approve the Site LCAP- Obtain all required signatures

Use Template Agenda and Minutes AvailableOnline

5/20/19-5/23/19

FINAL 19-20 SITE PLAN DUE TO LSS- Submit Second SSC Minutes with Approval Noted- Submit original signature pages

5/24/19

LSS Reviews Plans for Completion and Approval Final Review of Plans 5/28/19 -5/31/19

June

There are no events to display for this month

Action Note Due Date Completed

July


August


September




October


November


December


January


February


March


April


May


June




III. ANALYSIS OF STUDENT DATA & ACTION PLAN

Focused Work: 2019-2020


Plan Approval

Position

Initial Plan Final Plan

Signature Date Signature Date

Budget Department Melanie Williams 7/29/2019 RequiredPosition

Career and Technical Education Kathy Hamilton 5/29/2019 RequiredPosition

Curriculum and Professional Learning Jerrilyn Ewing 5/14/2019 RequiredPosition

Elementary Education NA RequiredPosition

English Learner Services Will Jones 5/22/2019 RequiredPosition

Family and Community Engagement Lisa Levasseur 5/22/2019 RequiredPosition

Foster Youth Maya Webb 9/10/2019 RequiredPosition

LSS Alicia Canning 6/4/2019 RequiredPosition

Positive Behavioral Intervention and Supports Lisa Vartanian 5/9/2019 RequiredPosition

Secondary Education Craig Murray 5/18/2019 RequiredPosition

Visual and Performing Arts Sofia Fojas 9/23/2019

Data Analysis

Using the information provided to you in your Site LCAP Metrics and School Accountability Report Card (SARC),along with any other student data you use or have collected (i.e., California School Dashboard, suspension days, CAASPPinterim assessments, etc.), collaborate with your staff and school site council to determine your Goals and AnnualActions. These actions do not have to be plentiful, but they need to be meaningful and measureable.

Please fill out the form below as documentation of your data analysis meeting with your staff and school site council.

Data Analysis Meeting:

Staff:

Traditional/Modified: Date: 3/20/2019 (mm/dd/yyyy)

Year Round: Tracks: B, C, D Date: (mm/dd/yyyy)

Tracks: A Date: (mm/dd/yyyy)

School Site Council: Date: 3/27/2019 (mm/dd/yyyy)

Alan Williams

Principal's Signature Principal's Name



Goal SettingState PrioritiesConditions of Learning:

Priority 1 - Compliance with Williams criteria - instructional materials, teacher assignments and credentials, facilitiesPriority 2 - Implementation of SBE adopted academic content standards, including programs and services for ELs to access the Common Coreand ELD standardsPriority 7 - Access, including for subgroups, to a broad course of study

Pupil Outcomes:Priority 4 - Pupil Achievement - statewide assessments, API, completion of A-G requirements, CTE sequences and AP courses, EL progresstoward proficiency, college preparation (EAP)Priority 8 - Pupil outcomes in specified subject areas

Engagement:Priority 3 - Parental involvementPriority 5 - Pupil engagement - attendance, dropout and graduation ratesPriority 6 - School climate - suspension and expulsion rates, etc.

Strategic GoalsGoal 1: High-Quality Classroom Instruction and Curriculum

All students will have access to standards aligned curriculum and receive high quality instruction to promote college, career, and lifereadiness and eliminate the achievement gap.

Goal 2: Assessment, Data Analysis, & ActionAll students will benefit from instruction guided by assessment results (formative, interim and summative) and continuous programmaticevaluation.

Goal 3: WellnessAll students will have an equitable opportunity to learn in a culturally responsive, physically/ and emotionally healthy and safe environment.

Goal 4: Family and Community EngagementAll students will benefit from programs and services designed to inform and involve family and community partners.

Stakeholder EngagementInvolvement Process for LCAP and Annual Update

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

School Site Council meetings - September 5, 2018, September 12, 2018, March 27, 2019, May 22, 2019Staff meetings - March 20, 2019, March 27, 2019, April 3, 2019ELAC meetings - 3/28/2019Open House - 3/20/2019Back To School Night 9/26/18

LCAP Metrics data was reviewed with stakeholder in developing the plan, including site data specific related to:

Progress Toward English ProficiencyAttendance and AbsencesDropouts and GraduationDiscipline data including suspensions and expulsionsSchool Connectedness and ClimateFamily and Community EngagementCAASPPCalifornia Healthy Kids Survey

Impact of LCAP and Annual Update

How did these consultations affect the LCAP for the upcoming year?

The School Site Council, and staff reviewed input from all stakeholders. They synthesized the input to include the following site priorities in theLCAP:1. Provide multiple learning opportunities for all students.2. Increase Family and Community involvement.3. Increase opportunities for academic support to enable all student to engage in rigorous instruction to prepare them for college and careeroptions.4. Improve our college/career focus and provide opportunities for students to develop plans and personal goals for life after High School5. Create opportunities in the classroom and beyond to make learning relevant and engaging.6. Provide academic and non-academic support for students, to help them be successful.

Resource InequitiesBriefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable.

Our school was identified as Comprehensive Support and Improvement because the graduation rate did not meet required target and needsadditional targeted support to meet growth goals. As a result of our needs assessment, additional resources to support the following goals andactions have been added to support the increased success of the graduation rate:



Site Goal 1.1Improve Students CAASPP math results from 92% standards not met to 85%.Increase grad Rates from 63.5% to 70%

1.1.1 Develop site policy on pathway and course offerings to ensure proper adherence to graduation requirements1.1.2 Provide materials for staff use to improve Math delivery and instructional practices to decrease the number of D's and F'sSite Goal 1.2

Increase ELA proficiency across all content areasImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not met

Site Goal 1.3Provide resources for students and teachers to enhance student achievement and the use of a dynamic range of technology andcurricular materials to reach all students.Improve CAASPP ELA scores from 43% Standards Not Met to 38% Standards not metImprove Students CAASPP math results from 92% standards not met to 85%.Increase grad Rates from 63.5% to 70%

1.3.1 Improve instruction, Student Achievement, and course completion ratesSite Goal 1.5

Increase opportunities for students to connect to college and career optionsIncrease grad Rates from 56% to 65%

1.5.2 Encourage increased enrollment in CTE courses and other programs to improve career planning. Expand career readiness programto enhance Grad RatesSite Goal 2.1

Develop a site based data collection system to monitor Student progressImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not metImprove Students CAASPP math results from 92% standards not met to 85%.

2.1.1 Provide release time for teachers to evaluate performance data and course completion ratesSite Goal 3.1

PBIS Tier II implementationDecrease the chronic absenteeism rate by 10% (from 41% to 37%)Increase Grad Rates from 63.5% to 70%

3.1.1. Full implementation of Tier II PBISAttendanceMTSS

3.1.2 MTSS implementation to enhance student participation in PBIS at Las Flores as well as to improve overall student attendance rates.3.1.3 Implement PBIS and other pro-active programs to promote the importance of student attendance, course completion , and credit earning rate.Site Goal 3.2

Increase College and Career planning awareness at Las Flores High SchoolLas Flores will increase the number of students completing CCGI lessonsIncrease grad Rates from 63.5% to 70%

3.2.1 Create a pathway to college plan for each student to encourage high school graduation and eventual enrollment into collegeSite Goal 3.3

Increase the number of students who are actively engaged in classesDecrease the chronic absenteeism rate by 10% (from 41% to 37%)Increase the number of students who feel emotionally supported by teachers at Las Flores

3.3.1 Provide opportunities to participate in site activities to build a positive school climate.3.3.2 Target services to decrease absenteeism and use interventions and support services to address barriers to regular schoolattendance, and academic achievement.Site Goal 4.1

Improve parent participation and engagement in all aspects at Las Flores High School to assist in improving attendance, creditearning, and graduation rates.Increase the number of parents who feel connected to the school as measured by parent survey

4.1.1 Provide opportunities to encourage parent engagement in their students high school career4.1.3 Provide funds for planning and implementation of a parent volunteer group to participate in school activities

Goals, Actions, and Progress IndicatorsDistrict Strategic Goal 1:All students will have access to standards aligned curriculum and receivehigh quality instruction to promote college, career, and life readiness andeliminate the achievement gap.

District Needs and Metrics 1:Students need high quality classroom instructionand curriculum as measured by:

Access to Courses (Honors, AP/IB, CTE)A-G CompletionAP/IB ExamsCAASPPContent Standards ImplementationCTE Sequence CompletionEAPInstructional MaterialsProgress toward English ProficiencyRedesignationTeacher Assignment

Jump To: District Goal 1 | District Goal 2 | District Goal 3 | District Goal 4 | Justification | Certification

Site Goal 1.1

Improve Students CAASPP math results from 92% standards not met to 85%.Increase grad Rates from 63.5% to 70%

Metric: CAASPP

Actions/Services 1.1.1

Principally Targeted Student Group



• All

Specific Actions to Meet Expected Outcome What is the Research Confirming this is anEffective Practice?

How will you Measure the Effectiveness of theActions/Services?

Provide Release days for math team toupdate curriculum for all math courses

Provide release time for Math Team to createsupport materials for ISP teacher use in mathinstruction.

Provide release time for Math Team to createcommon unit assessment to be used sitewidefor all math courses.

Develop site policy on pathway and courseofferings to ensure proper adherence tograduation requirements

Jacobs, H. H. (1997). Mapping the bigpicture: Integrating curriculum andassessment K-12. Alexandria, VA: Associationfor Supervision and Curriculum Development. Curriculum Mapping in Higher Education: AVehicle for CollaborationUchiyama, K.P. & Radin, J.L. Innov High Educ(2009) 33: 271.Through the use of curriculum mapping,eleven faculty members in a western stateuniversity Teacher Licensure program alignedand revised the teacher education curriculumacross a sequence of courses. An increase incollaboration and collegiality among facultyemerged as an unintended outcome as aresult of participation in the project.

Completion and implementation of Math I andMath II curriculum by Fall 2019

Completion and site wide implementation ofMath I, Math II and applied math commonassessments.

Measure teacher use of supplementalmaterials through regular walk throughs.

10 % improvement on CAASPP math testresults

20 % improvement Site Based assessmentresults

Updated course catalog

Funding Source Amount Description of Use

Supplemental/Concentration (7201/0000) $2500 Certificated Salaries Edit Delete




• All • Black or African American • Hispanic or Latino



Provide training time for staff to becomefamiliar with IXL Math to enhance studentperformance in targeted strands at all levelsof math.

Provide materials for staff use to improveMath delivery and instructional practices todecrease the number of D's and F's

One learning strategy that can beimplemented throughout the curriculum thatcan help students succeed in mathematics isthe use of technology in the pedagogy of theclassroom.A Literature Review: The Effect ofImplementing Technology in a High SchoolMathematics ClassroomDaniel Murphy

Number of teachers utilizing IXL Math onlinetools as based on classroom walkthroughs andmonitoring students in Math Lab study hall

Improvement on Student assessment results

Improvement in CAASPP scores across theboard and especially among targeted subgroups


Supplemental/Concentration (7201/0000) $1500 Materials/Supplies/Equipment Edit Delete


Site Goal 1.2

Increase ELA proficiency across all content areasImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not met

Metric: CAASPP



• All



Provide release time for ELA team to updateCurriculum maps for all English Courses.

Purchase and Provide supplemental curricular

Jacobs, H. H. (1997). Mapping the bigpicture: Integrating curriculum andassessment K-12. Alexandria, VA: Associationfor Supervision and Curriculum Development.

Improved CAASPP results

Site Based assessment results



materials such as assorted high interestreading materials in a range of lexile levels toincrease literacy and to support common coreELA Standards and Study Sync lessons

Such purchases would be in accordance withBP/AR 6161.1 in that no more than 15 copiesof instructional materials (which may includedigital) may be purchased without Boardadoption.

Curriculum Mapping in Higher Education: AVehicle for CollaborationUchiyama, K.P. & Radin, J.L. Innov High Educ(2009) 33: 271.Through the use of curriculum mapping,eleven faculty members in a western stateuniversity Teacher Licensure program alignedand revised the teacher education curriculumacross a sequence of courses. An increase incollaboration and collegiality among facultyemerged as an unintended outcome as aresult of participation in the project.

Increased use of supplemental materials

Completion and implementation of a minimumof 2 grade levels of Curriculum maps by Fall2019

Completion and implementation of 2 additionalgrade levels of curriculum maps by spring of2020






• All • EL



Support teachers in use of Study Sync andSynergy through Release days and in housetraining.Training and release time for Study Syncwould ultimately benefit EL students byproviding Professional Learning to teachers inthe areas of scaffolding and differentiatingCCSS aligned lessons to meet the needs of allLearners. Teachers would benefit from timeallotted to explore and modify suggestedlessons in the Access Pathway of Study Sync.These lesson plans were created with ELstudents in mind and offer suggestions forboth Designated and Integrated ELDinstruction.

Zoch, M., Myers, J. & Myers, J. (2017).Teachers’ Engagement with New Literacies asSupport for Implementing Technology in theEnglish/Language ArtsClassroom. Contemporary Issues inTechnology and Teacher Education, 17(1)

Number of teachers utilizing Study Sync onlinetools

Student assessment results

ELA CAASPP results

Number of students accessing Study Sync



Site Goal 1.3

Provide resources for students and teachers to enhance student achievement and the use of a dynamic range of technology and curricularmaterials to reach all students.Improve CAASPP ELA scores from 43% Standards Not Met to 38% Standards not metImprove Students CAASPP math results from 92% standards not met to 85%.Increase grad Rates from 63.5% to 70%

Metric: CAASPP



• All • Asian • EL • Hispanic or Latino • R-FEP



Provide opportunities for teachers to attendprofessional development opportunities toinclude:

Core content workshops/seminars

"effective professional development asstructured professional learning that resultsin changes in teacher practices andimprovements in student learning outcomes."Linda Darling Hammond

Classroom observations will focus oninstructional practices

Graduation numbers and rate

Grades and Credit accumulation



Technology implementationworkshops/seminarsProfessional organizationworkshops/seminarsMaterials for Book StudyELL instruction workshops

Improve instruction, Student Achievement,and course completion rates

CAASPP scores

District and site assessments


Supplemental/Concentration (7201/0000) $2000 Contracts/Services Edit Delete




• All



Instructional materials to provide a widerange of experiences for the students. Examples to include:

Additional science and physics suppliesTechnology hardware such as LEDprojectors, document projectors, etc..Software &/or online programs forenrichment and support in ELA and/orMathGraphing Calculators

Purchase VAPA instructional supplies(forexample)

Sheet musicVisual Arts suppliesPerforming arts sound recordingand mixing equipmentreplace or repair damaged musicalinstruments

Such purchases would be in accordance withBP/AR 6161.1 in that no more than 15 copiesof instructional materials (which may includedigital) may be purchased without Boardadoption.

Provide professional development andassociated training to facilitate effective useof technology to ensure ALL studentsacademic needs are being met.

Professional development in teacherpreparation for using technology in theirclassrooms is important. Many teachers donot receive adequate training in integratingtechnology into classroom practice.Effects of Teachers Perceptions andTechnology Training on the Implementationof Technology in the Classroom, KimberleyHarris

Graduation numbers and rate

Grades and Credit accumulation

CAASPP

District and site assessment



Student Fees (2312/0000) $2400 Materials/Supplies/Equipment Edit Delete



• All



Provide for a staff member tomonitor/identify students who qualify for

"The results of this study showed the effectsof enrichment programs on improving the

Improved student achievement among GATEstudents



GATEProvide enrichment opportunities for studentswho show the potential to achieve at a levelsubstantially beyond the rest of their peergroup. Purchase supplemental materialsand/or provide a means to participate inenrichment activities and/or competitions.

academic achievement of gifted and talentedstudents."Mahmoud Suhail, Journal for the Education ofthe Young Scientist and Giftedness 2014,Volume 2, Issue 2, 22-27

Number of students tested


GATE (7105/0000) $1000 Classified Salaries Edit Delete

GATE (7105/0000) $2350 Materials/Supplies/Equipment Edit Delete



• Foster Youth



Identify Foster youth upon enrollment,develop an academic and Independent LivingPlan for each foster youth. Providecontinued academic and social emotionalsupport with the Counselor and ensure thatstudents are aware of resources available tothem and to improve credit earning rate andgrad rate.

Increasing college access for youth aging outof foster care: Evaluation of a summer campprogram for foster youth transitioning fromhigh school to college Rosalind Kirk,Angelique Day

Chlidren and Youth Services Review Volume33, Issue 7July 2011, Pages 1173-1180 it was demonstrated that a campus basedlearning program for transitioning foster youthcan help contribute toward a perceivedincrease in knowledge and information aboutcollege life, funding and admissionsprocedures.

Stuart Foundation. (2013). At greater risk:California foster youth and the path from highschool to college. Retrieved from:http://www.stuartfoundation.org/docs/default-documentlibrary/at-greater-risk-california-foster-youth-and-the-path-from-high-school-tocollege.pdf?sfvrsn=6 Berkeley’s Center for Social ServicesResearch and Institute for Evidence-BasedChange study results point to the overarchingimportance of providing foster youth with thesupport they need to complete high school aswell as enroll and succeed in college at thesame rates as other students.

Foster Youth Grad RatesFoster youth Credit earning report




• All



Visual Art Supplies - $1200

pens, pencils, erasers,acrylic and oil based paintsencaustic waxtapeAssorted Gluepaint brushesX-acto kniveswater color paper

The Every Student Succeeds Act (ESSA)considers arts and music to be essentialcomponents of “a well-rounded education” Review of Evidence: Arts Education Researchthrough the Lens of the Every StudentSucceeds Act

Grades & creditsSite assessmentsClassroom observationsGraduation rateCAASPP



epoxy resin

Ceramics supplies - $400

Ceramic Glazes Glazeceramics accessories (wheels toolsshapers, etc.…)

Instruments - $400

KalimbaRepairs and Maintenance ofinstruments

Electronic equipment - $ 600

Guitar pedalAudio engineering equipment


Visual & Performing Arts (VAPA)(7450/0000) $2600 Materials/Supplies/Equipment Edit Delete

Site Goal 1.4

Improve Access to ELA curriculum for English Language LearnersIncrease ELA proficiency across all content areasImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not met

Metric: CAASPP



• EL



Provide training and professionaldevelopment opportunities to maximize useof EL Core Curriculum (especially EDGE).

Provide funds for EL Coordinator to monitorEL student performanceProvide funds for ELPAC testing in order toprovide timely administration of ELPAC initialand summative assessments

"effective professional development asstructured professional learning that resultsin changes in teacher practices andimprovements in student learning outcomes."Linda Darling Hammond

Redesignation RatesCAASPPStudent placement in appropriate classes


EL Supplemental (7250/0000) $1000 Certificated Salaries Edit Delete

EL Supplemental (7250/0000) $1248 Materials/Supplies/Equipment Edit Delete

Site Goal 1.5

Increase opportunities for students to connect to college and career optionsIncrease grad Rates from 56% to 65%

Metric: Other (Site-based/local assessment)



• All

Specific Actions to Meet Expected Outcome What is the Research Confirming this is an How will you Measure the Effectiveness of the



Effective Practice? Actions/Services?

Create an effective program to maximizeFAFSA submission and completion among12th grade students

Provide Filed trips and college visitexperiences

College application assistance significantlyincreases college enrollment and placementKeeping College Options Open: A FieldExperiment to Help All High School SeniorsThrough the College Application ProcessPhilip Oreopoulos

A-G completion rate

Change in number of graduates

Number of students completing FAFSAapplications

Number of scholarships awarded to Las FloresStudents





• All

Specific Actions toMeet Expected

Outcome

What is the Research Confirming this is an Effective Practice? How will you Measurethe Effectiveness of

the Actions/Services?

Encourageincreasedenrollment in CTEcourses and otherprograms toimprove careerplanning. Expand careerreadiness program,and enhancegraduationrates. Purchase a Roadtrip nationsubscription. Provide field tripsto local CTEprogram partnersin the region (CRC,SCC, etc)

(additional $1000from Student Feesfor Field Trips)

An independent evaluation by SRI International of the initiative’s fourth year shows that studentsparticipating in Linked Learning are earning more credits, are more likely to be on track with thea–g credits required for graduation, and are reporting greater confidence in their life and careerskills than similar peers in traditional high school.http://irvine.org/images/stories/pdf/grantmaking/year4linkedlearningevaluationreportfeb2014.pdf

CTE Enrollmentnumbers

Student Surveys

Senior Portfolios





• All



Expand our college/career Center byproviding appropriate supplies andpromotional materials to help the careercenter and any related programs beingdeveloped by the staff. Make the Careercenter an integral part of the senior project.

College application assistance significantlyincreases college enrollment and placementKeeping College Options Open: A FieldExperiment to Help All High School SeniorsThrough the College Application ProcessPhilip Oreopoulos

Student participation in Career planningactivities





District Strategic Goal 2:All students will benefit from instruction guided by assessment results(formative, interim and summative) and continuous programmaticevaluation.

District Needs and Metrics 2:Students need high quality programs and servicesdriven by assessment, data analysis, and action asmeasured by:

Assessment SystemData and Program EvaluationStudent Information System


Site Goal 2.1

Develop a site based data collection system to monitor Student progressIncrease ELA proficiency across all content areasImprove CAASPP ELA scores from 43% Standards Not Met to 38% Standards not metImprove Students CAASPP math results from 92% standards not met to 85%.

Metric: Assessment System



• All

Specific Actions to MeetExpected Outcome

What is the Research Confirming this is an Effective Practice? How will you Measure theEffectiveness of theActions/Services?

Provide release time fortraining and development of asite based data collectionteam

Provide release time toevaluate performance dataand course completion rates.

Kerri A. Kerr , Julie A. Marsh , Gina Schuyler Ikemoto , Hilary Darilek ,and Heather Barney , "Strategies to Promote Data Use for InstructionalImprovement: Actions, Outcomes, and Lessons from Three UrbanDistricts," American Journal of Education 112, no. 4 (August 2006): 496-520.

Number of teachers utilizingtechnology to analyze studentperformanceImprovement of studentachievement on site basedassessments



Site Goal 2.2

Teachers will use data to inform instruction regarding targeted sub-groupsCollection of data from common assessments to determine student needs

Metric: Assessment System



• All • Black or African American • Hispanic or Latino • Low Income



Provide release time for Math and ELAteachers to develop common formative,interim, and summative assessments utilizingdata collected on site

"Assessment should be deliberately designedto improve and educate student performance,not merely to audit it as most currentassessments do."Educative Assessment. DesigningAssessments To Inform and ImproveStudent Performance.Wiggins, Grant

Number of teachers utilizing site basedcommon assessments







• All



Provide training and appropriate time forteachers to collect and review performancedata from targeted sub-groups to determinebest practices.

Teachers' use of Curriculum basedmeasurements produced significant gains instudent achievement when used inconjunction with the use of systematic data-based decision making and skills analysisfeedback.Stecker, P. M., Fuchs, L. S. and Fuchs, D.(2005), Using Curriculum-BasedMeasurement to Improve StudentAchievement: Review of Research.

Number of teachers utilizing site based dataLesson plansCAASPP Data





• All

Specific Actions to MeetExpected Outcome

What is the Research Confirming this is an Effective Practice? How will you Measure theEffectiveness of theActions/Services?

Purchase technology toenhance the collection ofassessment data and otherdata collection.

Use of data to refine the workof teachers to meet the needsof students at all performancelevels

Kerri A. Kerr , Julie A. Marsh , Gina Schuyler Ikemoto , Hilary Darilek ,and Heather Barney , "Strategies to Promote Data Use for InstructionalImprovement: Actions, Outcomes, and Lessons from Three UrbanDistricts," American Journal of Education 112, no. 4 (August 2006): 496-520.

Student Surveys createdClassroom observationsDisaggregated student resultsStudent grades and creditsearned



District Strategic Goal 3:All students will have an equitable opportunity to learn in a culturallyresponsive, physically/ and emotionally healthy and safe environment.

District Needs and Metrics 3:Students need a safe and engaging academic,social-emotional, and physical school environmentas measured by:

AttendanceChronic AbsenteeismCohort GraduationExpulsionFacilitiesHS DropoutMS DropoutSchool ClimateSuspension


Site Goal 3.1

PBIS Tier II implementationDecrease the chronic absenteeism rate by 10% (from 41% to 37%)Increase grad Rates from 63.5% to 70%

Metric: School Climate





• All



Provide opportunities for professionaldevelopment to enhance PBISImplementation at Las Flores High School

Full implementation of Tier II PBIS

AttendanceMTSS

Contract PBIS consulting services for in depthProfessional Development program

Provide curriculum for PBIS support

Attendance, behavior, and academicoutcomes are important indicators of schooleffectiveness and long-term studentoutcomes. Multi-tiered systems ofsupport (MTSS), such as School-WidePositive Behavior Interventions andSupports (SWPBIS), have emerged aspotentially effective frameworks foraddressing student needs and improvingstudent outcomes.Jennifer Freeman, PhD, Journal of PositiveBehavior Interventions

PBIS Team MembershipAttendance ratesPBIS DataSchool Climate Survey DataCurriculum implementation


PBIS (7440/7510) $1000 Materials/Supplies/Equipment Edit Delete




• All



Provide materials and other supplies such assignage, activities, MTSS implementation,etc to enhance student participation in PBISat Las Flores as well as to improve overallstudent attendance rates.

Attendance, behavior, and academicoutcomes are important indicators of schooleffectiveness and long-term studentoutcomes. Multi-tiered systems ofsupport (MTSS), such as School-WidePositive Behavior Interventions andSupports (SWPBIS), have emerged aspotentially effective frameworks foraddressing student needs and improvingstudent outcomes.Jennifer Freeman, PhD, Journal of PositiveBehavior Interventions

Student survey informationCHKS survey informationSchool Climate Survey InformationDecrease in Chronically truant students





• All



Work with site, district and communityresources to increase attendance. Monitorand follow up with students and parents.Implement PBIS and other pro-activeprograms to promote the importance ofstudent attendance, course completion , andcredit earning rate.

Is School-Wide Positive Behavior Support AnEvidence-Based Practice? Robert H. Horner,George Sugai and Timothy Lewis; April, 2015

Attendance dataChronic absenteeism ratesStudent, staff and parent surveysCHKS data







• All



Implement positive behavior practices,including PBIS and Restorative Practices.Provide professional development for staff tosupport all students, with an emphasis onthose students at risk of not graduating ontime. Work with site, district, and communityresources to support students. Areas ofsupport include physical and mental health,social-emotional support, and lack of accessto resources. Funds may be used forpromotional items connected to program,including banners, student recognition andprinted materials

Is School-Wide Positive Behavior Support AnEvidence-Based Practice? Robert H. Horner,George Sugai and Timothy Lewis; April, 2015

Student, staff and parent surveysCHKS dataPBIS dataDisaggregated behavior/discipline dataReferrals to other resourcesAgendas and rosters from ProfessionalDevelopment sessionsClassroom observationsStudent results: grades, credits earned,progress toward academic goals



Site Goal 3.2

Increase College and Career planning awareness at Las Flores High SchoolLas Flores will increase the number of students completing CCGI lessonsIncrease grad Rates from 63.5% to 70%

Metric: Other (Site-based/local assessment)



• All • Foster Youth



Create a College/Career center on campusand provide appropriate materials to set up.

Enhance College/Career center on campusand provide appropriate materials.

Create a pathway to college plan for eachstudent to encourage highschool graduation and eventual enrollmentinto college

Post- and follow-up testing suggest thatparticipation in a career explorationprogram/class resulted in increased careerdecision-making self-efficacy, vocational skillsself-efficacy, and short-term gains in outcomeexpectations. Participants enrolled in thecareer education class in the first quarter weremore likely to change career plans than werethose in the control condition. Ellen McWhirter

Stuart Foundation. (2013). At greater risk:California foster youth and the path from highschool to college. Retrieved from:http://www.stuartfoundation.org/docs/default-documentlibrary/at-greater-risk-california-foster-youth-and-the-path-from-high-school-tocollege.pdf?sfvrsn=6 Berkeley’s Center for Social ServicesResearch and Institute for Evidence-BasedChange study results point to the overarchingimportance of providing foster youth with thesupport they need to complete high school aswell as enroll and succeed in college at thesame rates as other students.

a-g Completion

Increased CTE participation

College enrollment rate

College application rates

Improved Graduation Rates







• All • Black or African American • Foster Youth • Hispanic or Latino • Low Income



Provide opportunities for students to attendcollege and/or career workshops, careerfairs, field trips, or other activities.Provide information on college entrancerequirements

Center for Poverty and Research, U.C. Davis

Increasing College Access and Success forLow Income Students

Increasing college access for youth aging outof foster care: Evaluation of a summer campprogram for foster youth transitioning fromhigh school to college Rosalind Kirk,Angelique DayChildren and Youth Services Review Volume33, Issue 7, July 2011, Pages 1173-1180 it was demonstrated that a campus basedlearning program for transitioning fosteryouth can help contribute toward a perceivedincrease in knowledge and information aboutcollege life, funding and admissionsprocedures.

a-g CompletionIncreased CTE participationCollege enrollment rateCollege application ratesImproved graduation rates




Site Goal 3.3

Increase the number of students who are actively engaged in classes (school Climate)Decrease the chronic absenteeism rate by 10% (from 41% to 37%)Increase the number of students who feel emotionally supported by teachers at Las Flores

Metric: School Climate



• All



Develop intervention and support programsto address attendance, credit earning rate,and academic achievement. Provide suppliesand ,materials necessary to improve studentengagement. Provide opportunities toparticipate in site activities to build a positiveschool climate.

Provide time and materials for staff trainingin Mindset, Trauma informed instruction, andcooperative learning strategies.

"Student engagement and its relationshipwith early high school dropout"Isabelle Archambault

Attendance rateADA ApportionmentCredit recovery ratesSchool Climate







• All



Target services to decrease absenteeism anduse interventions and support services toaddress barriers to regular schoolattendance, and academic achievement.

Weekly attendance team meetings tomonitor attendance and determineinterventionsOngoing communication withparent/studentsHome VisitsCelebrate students with perfect andnear perfect attendanceHonor students earning 20 credits ormore

Achievement, especially in math, is verysensitive to attendance, and absence of eventwo weeks during one school year matters.Attendance also strongly affects standardizedtest scores and graduation and dropout rates.

Balfanz, R., & Byrnes, V. (2012). ChronicAbsenteeism: Summarizing What We KnowFrom Nationally Available Data. Baltimore:Johns Hopkins University Center for SocialOrganization of Schools.

Attendance rate-Truancy & Chronicabsence ratesCredits earned/quarterGraduation rateHealthy Kids SurveyParent Survey





• All



Provide training and Professionaldevelopment on MTSS and teacherintervention strategies

Provide training and purchase materialsnecessary to implement student peersupport efforts.

"Improving educator effectiveness and schoolfunctioning in regard to MTSS requirescontinuous attention to practice selection,implementation fidelity, and progressmonitoring."Jennifer Freeman, George Sugai, BrandiSimonsen & Susannah Everett (2017) MTSSCoaching: Bridging Knowing to Doing, TheoryInto Practice, 56:1, 29-37,

Quantity of Teacher MTSS referrals Student and site culture surveysStudent participation in peer groups andcommittees



District Strategic Goal 4:All students will benefit from programs and services designed to inform andinvolve family and community partners.

District Needs and Metrics 4:Students need parent, family and communitystakeholders as direct partners in their education asmeasured by:

Family and Community Engagement


Site Goal 4.1

Improve parent participation and engagement in all aspects at Las Flores High School to assist in improving attendance, credit earning, andgraduation rates.Increase the number of parents who feel connected to the school as measured by parent survey

Metric: Family and Community Engagement





• All



Provide opportunities to encourage parentengagement in their students high schoolcareerProvide refreshments at parent functionsWeekly welcome wagon Donuts for DadCoffee chats, etc...Back to school nightOpen House

Provide funding for parent engagementprogramsPathways to Success programParent university

"Schools would have to spend $1,000 moreper pupil to reap the same gains in studentachievement that an involved parent brings" Westmorland, H., Rosenberg, H. M., Lopez,E., & Weiss, H. (2009). Seeing is Believing:Promising Practices for How School DistrictsPromote Family Engagement. Issue Brief

"Trust between home and school creates acontext that supports student achievement"Goddard, Tschnanen-Moran, & Hoy. (2001). Amultilevel examination of the distribution andeffects of teacher trust in students andparents in urban elementary schools.Elementary School Journal, ElementarySchool Journal

Parent surveysSchool Climate surveysMeeting sign in SheetsNumber of community partnersCHKS Data



Family & Community Engagement (7415/0000) $1000 Materials/Supplies/Equipment Edit Delete



• All

Specific Actions toMeet Expected

Outcome

What is the Research Confirming this is an Effective Practice? How will youMeasure the

Effectiveness of theActions/Services?

Provide materials toenhance parentcontact andcommunication, andinvolvement

College Careerplanning workshopsFAFSA WorkshopsHomework/tutoringworkshopsEtc..

An independent evaluation by SRI International of the initiative’s fourth year shows that studentsparticipating in Linked Learning are earning more credits, are more likely to be on track with thea–g credits required for graduation, and are reporting greater confidence in their life and careerskills than similar peers in traditional high school.http://irvine.org/images/stories/pdf/grantmaking/year4linkedlearningevaluationreportfeb2014.pdf College application assistance significantly increases college enrollment and placement KeepingCollege Options Open: A Field Experiment to Help All High School Seniors Through the CollegeApplication ProcessPhilip Oreopoulos

Parent participationas measured by1. Back to schoolnight2. student awardsprograms3. FAFSA Workshop4. College NightEtc...





• All • School-wide



Provide funds for planning andimplementation of a parent volunteer groupto participate in school activities such as fieldtrips, college and career days, and familyoutreach efforts.Provide materials and supplies for theplanning and implementation of parentvolunteer group.


Show improved participation as measured inparent surveys and Parent sign in sheets.





Site Goal 4.2

Increase the number of parents who actively participate in school functions and activitiesIncrease the number of Parent Vue users by 15% of enrolled students

Metric: Family and Community Engagement



• All



Provide training seminars for Parents andstudents to learn how to use onlinecommunication tools

Implement "Pathways to Success" programfor parents and students.

Improve communication with familiesthrough the following means

NewslettersWebpageinstagramsurveysgoogle appsetc..


"Trust between home and school creates acontext that supports student achievement"Goddard, Tschnanen-Moran, & Hoy. (2001). Amultilevel examination of the distribution andeffects of teacher trust in students andparents in urban elementary schools.Elementary School Journal, ElementarySchool Journal

Number of parents with Parent Vue accountsNumber of students with Student Vue accountsand the number utilizing other onlinecommunication tools.Student credit recovery ratesSign in sheets at parent training meetings



Family & Community Engagement (7415/0000) $500 Certificated Salaries Edit Delete



• All



improve school/home communications usingSchool Messenger, school website, Facebookand other social Media.

Provide parent training on ParentVue

Fox, Brian D. The principal as an effectivecommunicator: Increasing parental andcommunity engagement through the use ofdigital communication and social media. Diss.NORTHWEST NAZARENE UNIVERSITY, 2016.Educational leaders have effective andefficient tools available to them in digitalcommunications and social media. Usingthese technologies, principals have the abilityto develop relationships and build trustamong parents and community and tell theirschool’s story in a way the traditional mediacannot.

Parent participation at school eventsParent participation in school activities such asschool site council, ELAC, student awardsassemblies.Increased traffic on school website andfacebook pageparent usage of Parent Vue





Justification of School-Wide Use of FundsFor sites below 40 percent of enrollment of unduplicated pupils, when using supplemental and concentration (LCAP) funds in a school-widemanner, the site must additionally describe how the services provided are the most effective use of funds to meet the site's goals for unduplicatedpupils in the state priority areas. Include a description and justification for the use of any funds in a school-wide manner as described in Actions,Services, and Expenditures above.

N/A



Gifted and Talented Education Site Plan

In April 2014, the Elk Grove Unified School District entered into a Resolution Agreement with the Office of Civil Rights (OCR) regarding thedisproportionality of representation of African American students in the GATE program. As part of this agreement, schools are required to write asite plan that promotes equitable GATE referral and identification of African American students and identifies strategies that each site willimplement to address this disproportionality. Consistent with the district's focus on equity, your Site Plan should include a focus on any subgroupsthat are underrepresented in GATE and other enrichment activities.

1) IdentificationHow do you ensure that all students and families have equal access to identification? How will you address the equitable identification of AfricanAmerican and other underrepresented groups to contribute to decreasing their disproportionate enrollment in GATE?

Communicate with our k-6 parents about the availability of accelerated, or honors courses. Teachers provide individual recommendation for kidswho are capable of doing advanced work. Continue to provide individualized instruction.

2) Professional DevelopmentWhat professional development will your teachers receive to become more culturally competent in their referrals for GATE Identification andproviding culturally relevant instruction?

K-6 teachers will be briefed on GATE identification and the testing and recommendation process. Provide professional development on culturallyrelevant instruction.

3) Parent and Community InvolvementHow will you engage parents and the community in planning and supporting your GATE program? What strategies will you use to ensure culturallyresponsive outreach for the families of underrepresented groups?

Parents will receive individualized contact from each teacher about GATE and honors courses their children may be qualified for.

4) Curriculum and InstructionHow will curriculum and instruction be differentiated to meet the diverse needs of GATE students? How will socio-emotional support be provided?

Each child in K-6 receives individualized instruction and the parent plays a major role in curricular decision making.

5) Program DesignWhat specific services will you provide for GATE students? What support services will be available for those who require assistance to handle morechallenging coursework?

Gate students will be offered enrichment materials and enrollment in honors classes.

6) Program AssessmentHow will student progress be monitored and how will you know your program is successful?

All K-6 Students are individually monitored by their teacher. Recommendations are made to the parents regarding more rigorous coursework whenappropriate.

7) BudgetHow will you spend your GATE funds to address the priority of decreasing disproportionality and supporting equitable identification and servicesfor students?

Gate coordinator will be responsible for disseminating information on placement and testing to teachers. Gate coordinator will also oversee parentoutreach possibilities. Purchase of materials and supplies directly targeted for GATE/Honors courses.

8) Middle School TransitionDescribe the plan that you will use within your feeder pattern to ensure a systematic process for middle school transition. Identify the process for6th grade teachers to advocate for students with high potential to be enrolled in Honors classes.

Our K-6 teachers either continue to work with the students as their middle school teacher as well or work directly with the middle school teacherto provide input and insight into the students abilities and preferences.



Annual Evaluation

SPSA Year Reviewed: 2019-2020

Goal 1: Curriculum and Instruction

Rate the level of Implementation of Actions/Service in this goal:

If the actions/services in this goal area were not implemented, what were the causes?

How did our school actions/services improve student achievement?

Data Reviewed Outcome(s) Recommendations for Next School Year:We will (Continue/Revise/Discontinue) theactions/services on this goal area based onthe following:

In what ways did our school actions/services inform our decisions about instructional practices and professional development?


How did our school actions/services close the achievement gap and address the instructional needs of our students at risk of notmeeting state content standards?


Goal 2: Assessment



How did our school actions/services improve student achievement?




Goal 3: Wellness



How did our school actions/services improve school climate?


How did our school actions/services improve student engagement?






Goal 4: Parent and Community Involvement



How did our school actions/services improve parent and community engagement?

Input Data Reviewed Outcome(s) Recommendations for NextSchool Year: We will(Continue/Revise/Discontinue)the actions/services on thisgoal area based on thefollowing:

How did our school actions/services improve parent and community input with decision-making?


Input Data Reviewed Outcome(s) Recommendations for NextSchool Year: We will(Continue/Revise/Discontinue)the actions/services on thisgoal area based on thefollowing:



Local Control Accountability Plan (LCAP)Year 2019 - 2020

IV. Funding

Las Flores High School - 538

Fund SourceMgmt.

Code/DescriptionResc. Code/Description

FTE CarryOver Allocation Subtotal

EGUSD Strategic Goals

Balance1 -

Curriculumand

Instruction

2 -Assessment

3 -Wellness

4 - FamilyEngagement

2312 Education Fees0000 Unrestricted 0 $0 $5,000 $5,000 $3,400 $0 $1,600 $0 $0

2530 Home Hospital0000 Unrestricted 0 $0 $332,979 $332,979 $332,979 $0 $0 $0 $0

2540 Independent StudyProgram (ISP)0000 Unrestricted

18.3437 $0 $1,937,016 $1,937,016 $1,937,016 $0 $0 $0 $0

5634 Custodial Services0000 Unrestricted 0.5 $0 $30,979 $30,979 $0 $0 $30,979 $0 $0

7105 Gifted and TalentedEducation (GATE) TK-60000 Unrestricted

0 $0 $3,350 $3,350 $3,350 $0 $0 $0 $0

7201 LCFF Supple/Conc 7- 120000 Unrestricted

0 $0 $38,880 $38,880 $18,850 $6,500 $7,350 $6,180 $0

7250 EL SupplementalProgram Services 7-120000 Unrestricted

0 $0 $2,248 $2,248 $2,248 $0 $0 $0 $0

7270 PBIS Coordination0000 Unrestricted 0.2 $0 $14,931 $14,931 $14,931 $0 $0 $0 $0

7415 Family andCommunity Engagement0000 Unrestricted

0 $0 $1,500 $1,500 $0 $0 $0 $1,500 $0

7450 Visual & PerformingArts (VAPA)0000 Unrestricted

0 $0 $2,600 $2,600 $2,600 $0 $0 $0 $0

7440 Positive BehaviorIncentive Supports7510 Low PerformingStudent Block

0 $0 $1,000 $1,000 $0 $0 $1,000 $0 $0

Total Funds Budgetedfor Strategies to Meetthe Goals in the SPSA

19.0437 $0 $2,370,483 $2,370,483 $2,315,374 $6,500 $40,929 $7,680

Total Funds Provided to the School Through theConsolidated Application TBD

Total Federal Funds Provided to the School from the LEAfor CSI N/A

Subtotal of additional federal funds included for this school $0

Subtotal of state or local funds included for this school $2,370,483

Signatures: (Must sign in blue ink) Date

Benefits Calculator for Timesheets

Certificated

Classified

Staff Amount $

Benefits Amount $

Total $

Principal Alan Williams

School Site Council Chairperson Sheri Gould

EL Advisory Chairperson Benito Vargas



V. Staffing Matrix


Last Updated: (There are no updates for this school year)

Name Title/Position ManagementCode

ResourceCode

Start Date End Date FTE Program Calendar

There are no records for this school, at this time.



VI. Governance


Required signatures of Principal, School Site Council and Advisory Committee Chairpersons and Recommendation to the Board of Education of theElk Grove Unified School District to approve this plan for 2019 - 2020

Name and Title Signature

Alan Williams

Principal Signature Date

Sheri Gould

School Site CouncilChairperson

Signature Date

Benito Vargas

English Language AdvisoryCommittee Chairperson

Signature Date

Assurances for Consolidated Programs

The parents and staff of Las Flores High School make the following assurances to the Board of Education of the Elk Grove UnifiedSchool District and the California Department of Education:

1. The School Leadership Team and the School Site Council have developed the plan and the corresponding budgets to be presented forapproval to the Board of Education of the Elk Grove Unified School District.

2. The School Site Council and all advisory committees have been formed in accordance with procedures established by federal or state lawand regulations.

3. The School Site Council will post an agenda item for review and approval of the school's plan. This public posting will occur at least 72hours in advance of the meeting and include the date, time and location of the meeting.

4. A copy of the plan and a list of members of the School Site Council and/or all committees are available at the school office for review byschool staff, parents and community members.

5. Adequate information has been given to the members of the School Site Council, the school's English Learners' Advisory Committee and/orother committees about the special needs of students as part of the comprehensive needs assessment. This includes educationallydisadvantaged students, students with disabilities, gifted and talented students, English Learners, and migrant students.

6. Plans for the instruction of students who are English Learners have been developed in consultation with the school's English Learners'Advisory Committee.

7. The school may designate an existing school level advisory committee, such as the School Site Council, or subcommittee of such advisorycommittee, to fulfill the legal responsibilities of ELAC, if the advisory body has parents of ELs constituting at least the same percentage ofthe committee membership as their children represent of the student body. (EC 52176[b]) (EC 52176[b][c]; 64001[a]; 5 CCR 11308[d])

8. The schools staff and parents have participated in a thorough needs assessment and examination of student work as part of the annualschool needs assessment and the Elk Grove Unified School District's Local Education Agency Plan.

9. All categorical programs function effectively to meet the needs of students and to meet the compliance regulations of state and/or federallaws, and these are reviewed on a regular basis by the principal and other staff.

10. Parents have had adequate opportunities to participate in the development of schoolwide programs at Title I schools and categoricalprograms at all schools as described in federal law (No Child Left Behind Act of 2001), California Education Code, and the policies andregulations of the Elk Grove Unified Board of Education.

11. Multiple measures have been utilized in assessing student performance as part of the school accountability plan, and the school'sassessment results have been shared with the school community.

12. Instruction by highly qualified teachers is provided to all students.13. There are clear procedures for parent and teacher consultation in the planning, implementation and evaluation of the Title I Schoolwide

Program, including the development of the Parent-School Compact.14. The plan is reviewed throughout the school year and evaluated annually.15. The LEA makes provisions for ensuring participation of pupils in the upper range of intellectual ability. [Title 5, Section 3831(b)] For all

programs for gifted and talented pupils, including programs for pupils with high creative capabilities and talents in the visual andperforming arts, the governing board concentrates part of its curriculum on providing pupils with an academic component, and, whereappropriate, instruction in basic skills. The LEA makes provisions for ensuring participation of pupils from disadvantaged and varyingcultural backgrounds [Title 5 Section 3831(c)]

Assurances for the School Site Council (SSC)

1. The School Site Council is constituted correctly and was formed in accordance with state law.2. The minimum size for any secondary school site council is twelve.3. The number of school staff on the SSC is equal to the number of parents. (Example: 6 parents/students + 6 staff members = 12 SSC

members.)4. The school principal takes an active role as a member of the School Site Council.5. Classroom teachers form the majority of the members on the school staff portion of the SSC; these members are selected by classroom

teachers.6. Support personnel on the SSC are employees who work at the school site, and who are not the principal or classroom teachers; these

members are selected by support personnel.7. Parents on the SSC are parents at the school who are not employed at that school site; these members are selected by parents.8. The SSC has regularly scheduled meetings throughout the school year (minimum of 4). Meetings are kept on file at the school site.9. The site schedules at least two meetings for parents of English Learners during the year (the site selects two parents and one school

representative to participate in district advisory meetings).

Members of the School Site Council

SCHOOL STAFF PARENTS AND STUDENTS

Your School Site Council is balanced.



Principal Alan Williams

Other School Personnel Lori Crump

Teacher William Burandt

Teacher Debra Corbett

Teacher Steffany Osborn

Teacher Joan Siddens

Parent/Guardian Sheri Gould

Parent/Guardian Benito Vargas

Parent/Guardian Angela Fong

Student Michela Liska

Student Yarelli Vargas

Student Ryan Fong

As the School Site Council Chairperson, I attest that the assurances have been reviewed with the School Site Council and the above membershipof the School Site Council is accurate.

Name Signature Date

10/18/2019 local control accountability plan (lcap) 2019 ... · 10/18/2019 local control...

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