and annual update page 1 of 109 accountability plan local … lcap final 2017.pdf · 2017-09-11 ·...

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LCAP Year 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name Lassen Union High School District

----------Contact Name andTitle

Bill McCabeSuperintendent

Email and Phone

[email protected]

2017-20 Plan SummaryTHE STORYBriefly describe the students and community and how the LEA serves them.

Lassen Union High School District is nestled in the Eastern Sierra in historic Susanville, California. The district encompasses a large geographic area, which includes the following elementary districts; Janesville Union Elementary School District, Johnstonville Elementary School District, Richmond Elementary School District, Shaffer Union Elementary School District, and Susanville School District. The district serves approximately 800 students grades 9 - 12. Lassen High School is a comprehensive program with an array of educational and co-curricular opportunities for students to experience. Students have access to standards based curricular paths that contribute to their academic and occupational goals. Types of specialty courses include vocational, technical preparation, advanced placement and honors courses, intervention courses, special education (RSP & SDC), English language development, and credit recovery classes. The school offers introductory and advanced courses to serve each students interest and post-secondary ambitions. Each course taught at Lassen is working to develop standards-based benchmarks or competencies that, along with unit and lesson tasks, provide students and staff with the ability to measure their work against state standards. The same benchmarks are used by all staff for professional program evaluation that serves two purposes: teachers self-evaluate to improve services and outcomes. Students are MAP tested three times a year in order to monitor the progress of all students in English and mathematics to measure their proficiency in reading, language arts, and math to assure targeted assistance. The high school articulates closely with Lassen Community College by providing career pathways and accelerated learning opportunities for advanced students through 2+2 agreements. In recent years the district has improved cohort graduation rate by 17% to its current level of 94.6%. The dropout rate for the district is approximately 4%. The district is experiencing a decline in student enrollment from 782 ADA to 756 ADA in 2016-2017. The free and reduced lunch count is approximately 235 students. There are currently 16 English language learners. The Special Ed population is 59 students. The foster youth count is 16 students. Supplemental funds target the unduplicated count of the aforementioned groups.

https://www.caschooldashboard.org/#/Details/18641390000000/1/EquityReport

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

The LCAP is designed to provide a springboard for improvement in academic achievement, assessment, engagement and school climate based on the eight state priorities for continuous improvement. Each priority is addressed to create a student centered approach to learning. Lassen Union High School District’s LCAP provides a plan that engages stakeholders in setting priorities and actions to achieve measurable outcomes based on a review of all of the district data. IRRE is the centerpiece of a professional development plan to align LUHSD with California State Standards, best practices and accountability. Measuring What Matters (MWM) is our accountability piece that utilizes a peer-coaching model. As you read our plan, you will gain an insight to what shapes Lassen’s programs.

REVIEW OF PERFORMANCE

Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

GREATEST PROGRESS

The greatest progress is in the area of graduation rate of LHS students. Every subgroup is ranked in the highest category with an overall graduation rate of 95.4%. The district plans to maintain or build upon our success by ensuring that all students are monitored through Goal 3, Action 3 and necessary support is supported to those who need the support.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

GREATEST NEEDS

The suspension rate for English Language Learners is very high and falls in the red category. This is a small group of students and represents consistent discipline within the district. Increase the college and career readiness or CTE pathways by all sub-groups. Current college readiness is 28.9%. Increase the performance in math. In 2016-2017 students meeting or exceeding standards is 25%. For college and career readiness or CTE pathways, although this criteria, has not been fully developed, the district is taking a multi-pronged approach to improve this outcome once the API is in place. First, we are defining career-pathways in all areas which will track those who complete the pathway in CALPADS. Secondly, through Goal 2, Actions 10 and 13, we'll spend time analysis current intervention courses and increase student academic support. Action 13, we will work on advanced classes and career/pathway sequences to affect our overall A-G courses. In the area of Math, we have six actions which will directly impact the improvement of our Math scores. In Goal 1, Action 5, focus professional development will work towards aligning Math standards and high-stake assessment. Goal 2, Action 1 focuses in on formative assessment in Math classes to ensure content understanding. Action 2 is a plan to improve over-all student achievement in the department through relearning and reassessing. Action 3 will utilize data to help guide and differentiate instruction. Action 8 is focused specifically at utilizing MAP data and looking at four priorities, differentiation, intervention classes, restructuring course content and math across the curriculum. Action 10 analyzes intervention courses and academic support that is needed. Finally, Action 12 addresses at risk subgroups, gathering information on behavior, attendance and grades and developing plans from there.

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Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

PERFORMANCE GAPS

Based on the LCFF Evaluation Rubric, the only area which falls two categories below is in the area of suspension of English Learners, which is classified as the lowest area. The sample size of our English language learners will be approximately 16 students in grades 9-12, which may not make it a significant sub-group. However, it is the intent of the District to look at alternative means to reduce suspensions in all classifications because as a whole suspensions are two levels below the desired outcome for the district. Modifications will be made to the Community Day School Discipline Matrix, as well as the Lassen High School Matrix, to address this variation. With regards to student suspensions, the district plans to address this issue through Goal 3, Actions 5 & 7. Action 5 redesigns the Advisory period and can help focus student choices to improve upon suspension levels. Action 7 is to reduce student off-campus suspensions through alternative means of corrections

INCREASED OR IMPROVED SERVICESIf not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.The three major priorities to improve priorities for English Learners, low-income and foster youth are: 1. Reduce the suspension rate of English Learners by using alternative means to correct inappropriate behaviors. 2. Increase the college and career readiness or CTE pathways for all sub-groups, by providing access to A-G courses and preparing students for the type of assessments that will be covered for these programs. 3. Increase performance in Math by complete evaluation and modification of the Math curriculum, which will include the following: In-class differentiation, intervention classes, restructured courses and Math across the curriculum.

BUDGET SUMMARYComplete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $9,362,993.00

----------Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for LCAP Year

$2,801,012.00

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

In addition to what is provided for in the LCAP, the district provides many services to support the core, general education program and special education program. This includes teaching staff (salary and benefits) and resources, site adminsitration and classified staff for mandated activities such as attendnace, and school nursing. Other costs that are not lineated in the LCAP include the following: General operating expenses- these include utilities such as gas, water, sewer, electricity, and geothermal heating. Communications- telephone and internet services and postage. Insurance. Custodial services- salaries, benefits, and supplies. Transportation services- salaries and benefits, supplies, and services to provide home to school transportation to the district and five other districts. District administration and business services- salaries, benefits, services, and supplies for the management of the district. Some restricted resources and related expenses that are not directly tied to an LCAP goal or action (CTE Start Up, CTE IG, Agriculture Incentive)

$7,326,689 Total Projected LCFF Revenues for LCAP Year

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Annual Update LCAP Year Reviewed: 2016-17

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

Goal1

Improve conditions of learning by providing basic services, implementation of California State Standards and ensuring course access.2016-2017 School Year

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

1A: 100 % of the District's teachers and staff are appropriately assigned and credentialed (using HQT report and/or School Accountability Report Card and/or Williams Report.1B: 100% of our classrooms have sufficient instructional materials as verified by a District Board resolution and/or Williams Report.1C: District will continue to have 100% of their schools in good or exemplary condition as measured by the Facility Inspection Tool (FIT)/Williams Report.

2A: 85% of the lessons taught use California State Standards. We currently have 82% of our teachers using CA State Standards based lessons.2B: 15% of our teachers will attend California State Standards training that include English Language Arts and English Learning Development standards.

7A: All of our students will have access to visual and/or performing arts classes throughout the year.7A: All of our students will have access to a career and technical education class throughout the year.7B: All of our unduplicated pupils will have access to the core curriculum.7C: All of our students with exceptional needs will have full course access or access to co-teach curriculum.

1A: 100% of the district teachers are appropriately assigned using the highly qualified teacher criteria.1B: The district has 100% sufficient instructional materials as verified by the board resolution in September 2016 and on-going Williams Reports.1C: 100% of Lassen High School's Campus meets the criteria of good or better as measured by the Facility Inspection Tool. The Credence Campus currently is compliant except for the parking lot, which is in poor condition.

2A: As measured by the dashboard survey lessons taught in the district meet the CA standards at full implementation in English and History-Social Science. The English Language Development, Next Generation Science standard and Math are at initial implementation.

2B: All of the English Language Arts teachers are involved in on-going training for English language Arts and the implementation of a standards based curriculum. Staff was not trained on English Learning Development standards during the past year.

7A: 99% of students have access to a broad course of study throughout the year, including the core academic curriculum, career and technical education classes and visual and performing arts .

7B: 99% of the unduplicated pupils within the district have access to the core academic curriculum.7C: Students with exceptional needs have full access to curricular offerings with support from para-educators and instructional staff. Co-teach curriculum was reduced during the current year due to funding.

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ACTIONS / SERVICES

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

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Action 1Actions/Services

PLANNED1-a Develop and implement a plan to recruit and hire qualified teachers/staff.

ACTUALDuring the past instructional year, the district did not anticipate hiring instructional staff, however, two teachers were employed. One in the wood shop and a second to replace a teacher who left mid-year. The district currently does not posses a formal plan to hire or recruit teachers in a time of severe shortages.

ExpendituresBUDGETEDStaff Time 1000-1999: Certificated Personnel Salaries Base 2,000

ESTIMATED ACTUALStaff Time 2000-2999: Classified Personnel Salaries Base 1,000

Promotional materials and advertising 4000-4999: Books And Supplies Base 5,000

Lassen County Times- Ads 5000-5999: Services And Other Operating Expenditures Base 800

Recruiting and Job Fairs 5000-5999: Services And Other Operating Expenditures Base 2,000

Recruiting and Job Fairs 5000-5999: Services And Other Operating Expenditures Base 0


PLANNED1-b. Evaluate instructional materials and develop and implement a replacement plan.

ACTUALThe district has committed large resources to the replacement of Math, English and History/Social Science textbooks. During the current year, we'll need to formalize an adoption cycle.

ExpendituresBUDGETEDTeacher Release Time 1000-1999: Certificated Personnel Salaries Base 2,000

ESTIMATED ACTUALHistory Books 4000-4999: Books And Supplies Lottery 26,000

Substitute time for Teacher Release (10 days) 1000-1999: Certificated Personnel Salaries Base 1,200

Consumables- Science and Math 4000-4999: Books And Supplies Lottery 6,030

Substitute time for Teacher Release (10 days 3000-3999: Employee Benefits Base 190

Teacher release time 1000-1999: Certificated Personnel Salaries Base 2,000

Textbooks and Consumables 4000-4999: Books And Supplies Lottery 25,000 Substitute for teacher release 1000-1999: Certificated Personnel Salaries Base 1,200

Substitute for teacher release 3000-3999: Employee Benefits Base 190

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PLANNED1-c. Develop and implement a plan to improve the campus to create a clean and attractive learning environment which includes improvement of the agricultural shop and campus parking.

ACTUALThe board formally adopted a five year maintenance plan to improve the campus and create a clean and attractive learning environment. They further took action to have an agriculture shop and campus parking lot designed and sent to DSA. The agriculture shop construction is estimated to start on the summer of 2017 and the parking lot improvement has been postponed.

ExpendituresBUDGETEDImplement actions of 5 year plan approved in 2015/16 5000-5999: Services And Other Operating Expenditures Base 127,000

ESTIMATED ACTUALDeferred Maintenance Projects Base 127,000

Metal Shop Remodel/Reconfiguration 6000-6999: Capital Outlay Locally Defined 250,000

Metal Shop- Reduced 6000-6999: Capital Outlay Locally Defined 50,000

Front Parking Lot Resurfacing 6000-6999: Capital Outlay Locally Defined 100,000

Front Parking Lot- Engineering and Plans Only 6000-6999: Capital Outlay Locally Defined 4,100

Increase general upkeep and condition- 1 Maintenance Position, 1 additional custodial 2000-2999: Classified Personnel Salaries Base 73,000

Custodian Position 2000-2999: Classified Personnel Salaries Base 27500

Increase general upkeep and condition- 1 Maintenance Position, 1 additional custodial 3000-3999: Employee Benefits Base 20,700

Maintenance Assistant Position 2000-2999: Classified Personnel Salaries Base 45500

Maintenance Assistant and Custodian Position 3000-3999: Employee Benefits Base 41844


PLANNED1-d. Develop and implement a plan to improve and increase technology on campus.

ACTUALA plan was developed to improve and increase technology throughout the district. The board gave further direction to administration to create a long term plan to create 21st century learning on our campuses.

ExpendituresBUDGETEDStaff time for development of plan 2000-2999: Classified Personnel Salaries Base 2,000

ESTIMATED ACTUALTechnology Coordinator time to develop and implement Technology Plan 2000-2999: Classified Personnel Salaries Base 0

5 Year Tech Plan- Year 1, expenses in addition to those already in place 4000-4999: Books And Supplies Base 20,000

Technology Plan, Current Year 4000-4999: Books And Supplies Base 20000


PLANNED2-a. Develop written curriculum; “I Can” statements; pacing guides; unit and individual lesson plans; classroom

ACTUALThe district has been engaged in a process for continuous improvement facilitated by IRRE. Areas of focus include ELA,

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assessments for Mathematics, Science, and Social Science. Develop curriculum and pacing guides to ensure that the California State Standards and literacy standards are being taught and assessed in every course offering in the course catalog.

Math, Social Science, Science, Spanish and the A-G curriculum. All of these endeavors are in progress and will continue to develop over the next couple of years. Through Measuring What Matters, we were able to verify that professional learning transferred to the classroom.

ExpendituresBUDGETEDTeacher Release Time 1000-1999: Certificated Personnel Salaries Base 7,500

ESTIMATED ACTUALInstitute for Research and Reform in Education (IRRE) contract 5000-5999: Services And Other Operating Expenditures Other 25,000

Institute for Research and Reform in Education (IRRE) contract 5800: Professional/Consulting Services And Operating Expenditures Other 25,000

Teacher release 1000-1999: Certificated Personnel Salaries Base 19,954


PLANNED2-b. Provide professional development for continued implementation of the California State Standards and effective instructional practices for all teachers through the Institute for Research and Reform in Education (IRRE).

ACTUALFor the 2016-17 school year the priority was the development of CA State Standards in Math and Science. IRRE consultants worked with individual departments four times during the year and release time was provided to staff to write curriculum and pacing guides. All staff was trained in best practices that compliment the aforementioned curricular areas.

ExpendituresBUDGETEDPre-Service Training for certificated staff 1000-1999: Certificated Personnel Salaries Base 15,000

ESTIMATED ACTUALInstitute for Research and Reform in Education (IRRE) contract 5800: Professional/Consulting Services And Operating Expenditures Other 30,000

Pre-Service Training for certificated staff 1000-1999: Certificated Personnel Salaries Base 2,550

Pre-Service Training for certificated staff 1000-1999: Certificated Personnel Salaries Base 0

IRRE contract 5800: Professional/Consulting Services And Operating Expenditures Other 30,000

Summer training- 3 days salary for Social Science and Science Teachers- 15/16 Funds 1000-1999: Certificated Personnel Salaries Base 0


PLANNED2-c. Observe and give specific feedback to teachers on the implementation of curriculum and pacing guides. Both administration and department heads will provide informal feedback through Measuring What Matters (MWM) and administration will provide formal input through annual evaluation to ensure the written curriculum is being implemented and best practices are achieved.

ACTUALThrough the Measuring What Matters supervision model, administration and department heads have worked with classroom teachers to provide peer assistance in the implementation of best practices throughout the curriculum. Specific goals were set to cover all curricular areas and we focused on engagement, alignment and rigor.

ExpendituresBUDGETEDIRRE contract 5800: Professional/Consulting Services And Operating Expenditures Title II 18,000

ESTIMATED ACTUALInstitute for Research and Reform in Education (IRRE) contract 5000-5999: Services And Other Operating Expenditures Title I 18,000

Substitute time for administration to coach teaching staff 1000-1999: Substitutes for Professional Development 1000-1999: Certificated

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Certificated Personnel Salaries Base 1,500 Personnel Salaries Base 1,040ELA Coach- 1 period 1000-1999: Certificated Personnel Salaries Base 12,100

ELA Teaching Coach- Bennett 1000-1999: Certificated Personnel Salaries Base 14255

ELA Coach- 1 period 3000-3999: Employee Benefits Base 4,100 Mentor Teacher- Ammon/Fike 1000-1999: Certificated Personnel Salaries Base 3,105

ELA Teaching Coach- Bennett 3000-3999: Employee Benefits Base 2352


PLANNED7-a. Increase student access to technology for learning support within classrooms and independent/extended study learning as well as interventions, including targeted support for English Language Learner students and those with exceptional needs.

ACTUALCampus technology has been increased throughout the district with a ratio of 1 computer to every 1.5 students. This year in particular, support was given to create Lassen Virtual Academy, which created a model to support the needs of students requiring a non-traditional placement within the high school program. Odysseyware and Cyber High were used at the Credit Recovery software.

ExpendituresBUDGETEDComputers- additional and upgrades 4000-4999: Books And Supplies Base 13,000

ESTIMATED ACTUALComputer Lab- General 4000-4999: Books And Supplies Base 13,329

Upgrade Business Class computer lab 4000-4999: Books And Supplies Governors CTE Initiative: California Partnership Academies 20,000

Computer Lab- Business 4000-4999: Books And Supplies Governors CTE Initiative: California Partnership Academies 19,993

Purchase laptops and laptops cart for classroom use. 4000-4999: Books And Supplies Base 15,000

Computer Lab- Ag 4000-4999: Books And Supplies Governors CTE Initiative: California Partnership Academies 15,267

Intervention software: Measuring Up Math and Credit Recovery 5800: Professional/Consulting Services And Operating Expenditures Supplemental 1,000

Computer Lab- Graphics Mac Lab 4000-4999: Books And Supplies Governors CTE Initiative: California Partnership Academies 53,000

Read-180 software and program administration 5800: Professional/Consulting Services And Operating Expenditures Title I 8,500

Laptops and Cart 4000-4999: Books And Supplies Base 12,577

Read 180 Intervention Software-Annual Contract and Upgrade 5000-5999: Services And Other Operating Expenditures Title I 17,708

Odysseyware, Cyber High, Credit Recovery and Intervention 5000-5999: Services And Other Operating Expenditures Supplemental 14,025


PLANNED7-b. Provide an English Language Learners/English Language Development (ELL/ELD) teacher and paraprofessional to work in an assigned class and push- in English language program to increase access to the California State and English Language Development Standards.

ACTUALThe district hired a teacher for .2 FTE to work with students who were English Language Learners, as well as a 50% para-educator who is pushed-in to curricular areas to support the English Language Learner.

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ExpendituresBUDGETEDTesting coordinator- EL/CELDT 2000-2999: Classified Personnel Salaries Supplemental 5,000

ESTIMATED ACTUALTesting Coordinator- Rose 2000-2999: Classified Personnel Salaries Supplemental 2,793

Testing coordinator- EL/CELDT 3000-3999: Employee Benefits Supplemental 1,205

Paraprofessional EL- Vaughan 2000-2999: Classified Personnel Salaries Title III 4052

Paraprofessional- EL 2000-2999: Classified Personnel Salaries Supplemental 8,300

Paraprofessional EL- Vaughan 2000-2999: Classified Personnel Salaries Supplemental 4052

Paraprofessional- EL 3000-3999: Employee Benefits Title II 2,000 Paraprofessional EL- Vaugh 3000-3999: Employee Benefits Supplemental 3,088

EL Class- 1 period, certificated teacher 1000-1999: Certificated Personnel Salaries Base 14,000

El Support Class- Johnson 1000-1999: Certificated Personnel Salaries Base 13497

EL Class- 1 period, certificated teacher 3000-3999: Employee Benefits Base 2,225

El Support Class- Johnson 3000-3999: Employee Benefits Base 2367

Testing coordinator- EL/CELDT 3000-3999: Employee Benefits Supplemental 675


PLANNED7-c Increase opportunities for students to access additional high interest elective courses, more rigorous required courses, and extra and co-curricular activities.

ACTUALThe district has worked diligently to provide courses in cooperation with the college that are high interest. Emergency Responder was advertised this Spring, with over 60 students signed up. Other offerings such as woodshop, agriculture, business, Cadet Corps and Trap Shoot provide opportunities to engage in the school environment. The district needs to set a goal to engage more students in extra and co-curricular activities to strengthen school performance overall.

ExpendituresBUDGETEDCTE Courses- Agriculture Teachers 1000-1999: Certificated Personnel Salaries Base 262,000

ESTIMATED ACTUALCTE- Agriculture Teachers (Ammon, Egan, Somerville) 1000-1999: Certificated Personnel Salaries Base 274917

CTE Courses- Agriculture Teachers 3000-3999: Employee Benefits Base 76,000

CTE- Business Teachers (Deal, Egan, Schall) 1000-1999: Certificated Personnel Salaries Base 147078

CTE Courses- Business Teachers 1000-1999: Certificated Personnel Salaries Base 115,000

CTE- Woodshop Teacher (Fike) 1000-1999: Certificated Personnel Salaries Base 17918

CTE Courses- Business Teachers 3000-3999: Employee Benefits Base 41,000

CTE- Fire Science Teacher (Mahnke, Reichle) 1000-1999: Certificated Personnel Salaries California Career Pathways Trust 17597

CTE Courses- Woodshop 1000-1999: Certificated Personnel Salaries Base 15,300

CTE Teacher Benefits 3000-3999: Employee Benefits Base 137393

CTE Courses- Woodshop 3000-3999: Employee Benefits Base New CTE Fire Science/First Responder 0000: Unrestricted Other 50,000

Action 11

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Actions/ServicesPLANNED7-d. Design and market the independent study program to provide alternative access to curriculum and extra and co-curricular activities for all students.

ACTUALThe district implemented a full time Lassen Virtual Academy this year utilizing social media, print media and banner. This program was designed to allow blended schedules and a student could customize their schedule to include both independent study and seat time opportunities. Additionally, these students could participate in extra-curricular activities and sports.

ExpendituresBUDGETEDIndependent Study Teacher 1000-1999: Certificated Personnel Salaries Supplemental 37,200

ESTIMATED ACTUALIndependent Study Teacher (Barber) 1000-1999: Certificated Personnel Salaries Supplemental 74355

Independent Study Teacher 3000-3999: Employee Benefits Supplemental 12,200

Lassen Virtual Academy Lead Teacher (Barber) 1000-1999: Certificated Personnel Salaries Base 4,138

Independent Study Teacher 1000-1999: Certificated Personnel Salaries Base 37,200

Independent Study Teacher (Barber) 3000-3999: Employee Benefits Supplemental 25,815

Independent Study Teacher 3000-3999: Employee Benefits Base 12,200 Independent Study Teacher 3000-3999: Employee Benefits Base 0Advertising 5000-5999: Services And Other Operating Expenditures Base 1,000

Advertising- Customer Talks/ Radio Network 5000-5999: Services And Other Operating Expenditures Base 2,488

Independent Study Teacher 1000-1999: Certificated Personnel Salaries Base 0


PLANNED7-e Increase the course access for all students and increase the opportunity for involvement at the community college level. Renew work study programs and make the opportunity available for all students who have chosen to work. This includes developing appropriate programs for special education students as well as advanced opportunities for our college bound upper level students.

ACTUALThe district has been carefully negotiating with Lassen Community College to launch dual enrollment programs for 11th and 12th grade students. next fall we will have our first offering, Emergency Responder, which has a a very favorable response from students. The Emergency Responder course is appropriate for advanced opportunities and students with Special Needs. The work study program was set up in Lassen Virtual Academy and additional work is needed for Lassen High.

ExpendituresBUDGETEDCollaboration Time 1000-1999: Certificated Personnel Salaries Base 2,500

ESTIMATED ACTUALRegistrar Time- Master Scheduling 3000-3999: Employee Benefits Base 1,542

Master Schedule Assignment/Scheduling 1000-1999: Certificated Personnel Salaries Base 1,000

Collaboration Time with College- (Superintendent) 1000-1999: Certificated Personnel Salaries Base 8,694

Collaboration Time with College- (Principal) 1000-1999: Certificated Personnel Salaries Base 7,025

Collaboration Time with College- (Freeman) 1000-1999: Certificated Personnel Salaries Base 3,507

Registrar Time- Master Scheduling 2000-2999: Classified Personnel

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Salaries Base 6425


PLANNED7-f Look into flexible scheduling for online programs, concurrent enrollment, and community college classes. Work to increase scheduling flexibility to meet the needs of all students. Be aware and assess our opportunities for basic and alternative education students as well as the college or career bound.

ACTUALLassen Virtual Academy was launched during the fall of 2016, which provides a flexible delivery model for students to meet their individual educational learning needs. 24 students were enrolled full-time at Lassen Virtual Academy and an additional 12 students had a blended schedule of two or less classes for a total of 38 participants in 2016-2017.

ExpendituresBUDGETEDOnline Curriculum and Classes- OdysseyWare 5800: Professional/Consulting Services And Operating Expenditures Other 9,000

ESTIMATED ACTUALOdysseyware, Cyber High- See 7-a 5000-5999: Services And Other Operating Expenditures Other 0

Staff Time 1000-1999: Certificated Personnel Salaries Base 1,000 Credit Recovery- 1 Period (Lepage) See 4-e 1000-1999: Certificated Personnel Salaries Base 0

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

Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

As far as the implementation of Goal 1, which states, "Improve conditions of learning by providing basic services, implementation of California State Standards and ensuring course access", the overall aspect of this was executed well, although there were specific areas that had definite room for growth. Action 1 dealt with recruiting and hiring staff and although it is critical to have appropriately credentialed and assigned personnel, the Lassen Union High School District is shrinking, therefore, the implementation was not fully executed. Action 2, Evaluate Instructional Materials, this area we prioritized as greatest needs and replaced instructional materials as needed. Action 3 was implemented well. We adopted our five-year plan and improved the overall condition of the campus. The implementation of Action 4 is an area of growth and there is a need to renew the focus on the overall vision for technology at LUHSD. Action 5, I Can Statements were developed for content areas under the guidance of IRRE. Action 6, we provided ongoing professional development implementing the California State Standards in most curricular areas. Action 7, Measuring What Matters is a peer feedback model that was implemented well between admin and department heads. Action 8 increasing student access to technology was a budgetary limitation and we did not implement to the desired level. Action 9, the implementation of both the teacher and the aide were effective but training on ELD standards is warranted throughout the organization. Action 10, new high interest courses were added including emergency responder, Cadet Corps and the Trap Shoot program, which yielded strong student interest. Action 11, the implementation of marketing was accomplished and provided flexible scheduling and opportunities for students. Action 12, the implementation of this goal was partially met and students participated in dual enrollment courses during the prior year and we will expand out in the future. Action 13, we provided flexible scheduling through Lassen Virtual Academy and online opportunities for students to meet their curricular goals.

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

In Priority 1, we have strong compliance with the State criteria in the following: 100% highly qualified teachers, 100% sufficient instructional materials, a strong maintenance plan and expanded technology opportunities for students and staff. In the area of technology, we need to refocus our vision and 21st century skills that students will need to know and be able to do by the time they exit high school. Bandwidth issues have become a concern at multiple levels and need to be addressed in this upcoming year. Additionally, feeder schools are sending kids up with sophisticated skills and our curriculum will need to evolve to meet their demands in the future. In the area of facilities, the parking lot at the Community Day School is in poor condition and resources will need to be allocated to patch and repair that site.

In Priority 2, our professional development needs to be modified based on stakeholder input to differentiate content for each individual adult learner. Additionally staff communication has to be improved significantly to build capacity within our organization. Staff alignment of materials has gone well, primarily because of time allocation to allow them to work on the revisions required for complete alignment. MWM continues to provide accountability in a coaching spirit to ensure engagement, alignment and rigor. Our need will be to increase the amount of supervision provided by department heads and administration.

In Priority 7, English Language Learners is an area of needed training for all staff to effectively deal with multiple languages on a single site. The priority to train four staff members annually will help elevate services to students. This year we designed a flexible option for learning within the high school called the Lassen Virtual Academy, which serves over 38 students from a full-time to part-time basis. Students engaged in this option were able to compete in co-curricular and extra-curricular activities at the high school and tailor a program to their specific needs.

--------Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Goal 1- The estimated actuals were approximately $118,505 lower than the budgeted amount. This largest portion of the decrease is attributed to several deferred maintenance projects, in action 3, that were planned for 2016/17 but reduced or delayed, because of projected state revenue decline in out years. Also, in action 6, salaries were budgeted for summer training for teachers, since the training took place in June, these expenses were pain in the 2015/16 school year. Science text books are being purchased in the summer of 2017/18. The technology coordinator developed a technology plan as part of his regular duties/salary, additional cost was not incurred. Summer training did occur prior to the 2016/17 school year, expenditures were not included because the additional salaries were paid in June of 2016 and do not show in the 2016/17 figures. $14,025 computer labs were purchased for the agriculture and graphics classes with CTE funds. In action 8, Odysseyware and Cyber High were used for credit recovery. Cyber High was added to give students another option in curriculum structure and delivery. The Read 180 program was upgraded to a new version. Action 11- Due to demand for the independent study program, a full time teacher was assigned, increasing the total teacher cost by 50%. Action 9 paraprofressional salaries in planned actions was inadvertently budgeted as Title II, was corrected in actuals to Title III. Action 8- It was planned to replace 1 computer lab with CTE funds, 3 labs were replaced, Business, Ag, and Graphics.

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

In the Priority 1 area, teacher recruitment has been limited because LUHSD is not growing in student population. However, due to mid-year departures and retirements, we have replaced some teachers. We were able to recruit well-qualified individuals who will compliment our program. Instructional materials have been replaced and the district is dedicating a sizable amount of resources to accomplish this goal. There are still materials that are old that we do need to make sure get replaced in the future. Maintenance of the facilities received attention due to a five-year replacement cycle that has focused our energies on making sure the campuses are in good condition. Technology continues to expand at the site and a considerable amount pf replacement has occurred in the labs due to grant funding.

Priority 2 focused on professional development. LUHSD has been engaged with IRRE for the past three years to focus on and develop strong alignment with CA State Standards and the assessment that occurs within the classroom. We initially started with the Language Arts program, creating "I Can" statements, pacing guides, and articulated content through the department. We have now moved on to Math, Science and Social Science and our plans include other curricular areas to ensure alignment.

Priority 7 access to content and curriculum by all students is afforded in visual and performing arts, career and technical education and the core curriculum. Changes in Goal 1 include the removal of Action 5. Components of that action were combined with Action 6, a comprehensive professional development strategy. Action 8 was removed and folded into the new Action item 4 to avoid redundancy. Actions 10 and 11 were combined into a single Action. Action 12 was removed to focus in on high school programming as to opposed to post-graduate experiences. Action 13 was removed because the task was accomplished and reimbedded in the new Action 9.

Several of the actions and services were modified based on the input from our stakeholders. They include Action 1, 4, 5, 7, 8 and 9. Specifically in Action 1, we removed the reference to creating a plan and focused on the direct priority. In Action 4, this area was expanded considerably, based on the need to set a new direction and vision for our technology at LHS. We will bring in an outside provider to do an evaluation of our technology department and expand operations and need based on that report. Action 5 was modified to expand the scope of professional development for LHS. Eight critical areas were identified that we'll make progress with during the upcoming year. Action 7 focused on expanding the action to include off-site training in ELD implementation across the curriculum. Action 8 was modified to build in incentives to expand student participation in co and extra-curricular programs. Action 9 narrowed the focus of Lassen Virtual Academy and its desired outcomes.

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Goal2

Increase student learning and achievement by implementing strategies to measure student performance and delivery systems.2016-2017



EXPECTED ACTUAL

4A: Performance on Standardized tests: 2014-15 first official administration of CAASPP. Students performing advanced or proficient: English Language Arts - 55%, Math - 26%4A: CST Science: District will increase % of students scoring proficient or above in 11th grade CST science assessment by 5%. We currently have 63%4B: Score on Academic Performance Index: Multiple measure replacement for the API I under development.4C: % of pupils that are college and career ready, completing A-G courses (or ROP or CTE Sequences) will increase by 10%4D: English Proficiency – Our measurable outcome is that their language proficiency level will increase by 1 (one) each school year. This year 47% of our EL students, who were tested in consecutive years, grew by at least one level. (AMAO 1).4E: EL reclassification rate – Our rate of reclassified EL students will increase by 5% compared to this year’s approximate 43%. This year’s rate is inflated due to issues which were addressed within our district which resulted in students not being reclassified in prior years; furthermore, this year’s reclassification process is not complete. The number stated is an approximation based on current status.4F: Share of students that pass AP exams with three or higher will increase by 5 from the current 12. Students who may have scored three or higher in more than one test are not counted twice.4G: Share of students participating in the Early Assessment Program (EAP) will increase by 5% from the year’s 15%.

4A: Student performance on the CAASPP increased over prior year in English Language Arts from 55% to 58% and Math increased from 26% to 31%.4A: The district science score increased from 63% to 65%. During 2016-2017 a new science test was developed and piloted in districts and test scores will not be available for this administration.4B: California adopted a new academic performance index utilizing multiple measures and the State has not yet created an index to rank schools.4C: For 2015-2016, 22% of Lassen High School's students met the A-G course requirement.4D: 40% of the EL population in 2016-2017 increased by 1 proficiency level.4E: 43% of the students reclassified in 2015-2016. This year’s rate is inflated due to issues which were addressed within our district which resulted in students not being reclassified in prior years; furthermore, this year’s reclassification process is not complete. The number stated is an approximation based on current status.4F: In 2015-2016, 148 individual tests were given to 89 students. Of the 89 students tested 29 received a three or higher on a test or a passage rate of 33% unduplicated count. For students who passed one more exam, the passage rate was 45%.4G: For 2015-2016, in ELA 21% of the students met the EAP qualification and in Math 12% of the students met the qualifications.

8A: In 2014-2015, 69% of students met the healthy fitness zone (HFZ) in six areas. In 2015-2016, 71% of the students met the HFZ target in six areas or an increase of 2%.8A: College and career readiness status 28.9% are prepared based on the CCI.8A: The MAPS was administered twice during the 2016-2017 school year to students in grades 9 and 10. This data is invaluable for placement of students in the advanced level curriculum and remedial/intervention courses. MAP Scores for the winter of 2017

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8A: The % of students reaching physical fitness targets will increase by 2% as measured by the Annual CA Physical Fitness Test.

yielded the following results: Language Arts: 70% of the students were on or above grade level. Reading: 67% were on or above grade level. Math: 59% of the students were on or above grade level.

ACTIONS / SERVICES


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PLANNED4-a. Implement a school/district assessment plan using classroom common formative assessment, end of the course summative assessments, and Measure of Academic Progress (MAP) assessments to ensure that the written curriculum is being mastered by students. The plan will include other assessments such as Smarter Balanced, California English Language Development Test (CELDT) and or English Language Proficiency Assessment for CA (ELPAC) and Early Assessment Program (EAP).

ACTUALThe district has a plan for overall assessment of students within the district. Common formative assessments are monitored throughout the year utilizing Measuring What Matters (MWM). Students are assessed twice per year on MAP assessments to ensure learning targets are met and placement in future curricular areas. Smarter Balance, CELDT/ELPAC and EAP are part of the overall program for every student.

ExpendituresBUDGETEDRelease time for teachers to analyze student assessment results 1000-1999: Certificated Personnel Salaries Base $2,500

ESTIMATED ACTUALInstitute for Research and Reform in Education (IRRE) contract- see 4-b 5000-5999: Services And Other Operating Expenditures Title I 0

MAP and other assessments 5800: Professional/Consulting Services And Operating Expenditures Title I 13,000

Testing Coordinator- (Rose) 2000-2999: Classified Personnel Salaries Supplemental 7500

Testing Coordinator 2000-2999: Classified Personnel Salaries Supplemental 4,400

MAP Contract 5000-5999: Services And Other Operating Expenditures Title I 9,412

Testing Coordinator 3000-3999: Employee Benefits Supplemental 1,810 Testing Coordinator- (Rose) 3000-3999: Employee Benefits Supplemental 1810


PLANNED4-b Improve student achievement in English, Math, Science and Social Science by developing the California State Standards in all departments. The curriculum needs to be aligned vertically with common assessments at pre-determined intervals. Classes must offer additional opportunities for learning and relearning the standards with the opportunity to

ACTUALIRRE worked with staff to improve alignment with California State Standards in English, Math, Social Science and Science and we continue to work to refine standards based planning and implementation. Vertical alignment did not occur during the 2016-2017 school year. All classes provided opportunities through benchmarks for students to be retaught and

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re-assess for mastery assessment. reassessed to determine mastery in a content area.

ExpendituresBUDGETEDSubstitute for teacher release time (25 days) 1000-1999: Certificated Personnel Salaries Base 3,000

ESTIMATED ACTUALInstitute for Research and Reform in Education (IRRE) contract 5000-5999: Services And Other Operating Expenditures Title I 55,000

Substitute for teacher release time (25 days) 3000-3999: Employee Benefits Base 510

Substitute Salaries for Professinal Development 1000-1999: Certificated Personnel Salaries Title II 3,200

IRRE Contract 5800: Professional/Consulting Services And Operating Expenditures Title I 55,000


PLANNED4-c. Students will take end of the year course assessments as well as ongoing classroom and district/school assessments in core subjects to ensure progress towards proficiency. Data will be gathered and analyzed for interventions and will be used to differentiate instruction with classroom. An assessment technician will support testing and data analysis.

ACTUALAll students were engaged in an end of the year summative assessment of the course they completed. District assessments such as MAP, allowed us to gauge academic progress in ELA and Math. Administration analyzed data and is working with classroom teachers to differentiate instruction. An assessment technician organized and implemented all district and state assessments.

ExpendituresBUDGETEDTesting Coordinator 2000-2999: Classified Personnel Salaries Supplemental See 4-a

ESTIMATED ACTUALTesting Coordinator- (Rose)- 2000-2999: Classified Personnel Salaries Supplemental 4,655

Principal time 1000-1999: Certificated Personnel Salaries Title II 6,000 Principal Time- 1000-1999: Certificated Personnel Salaries Title II 7,000Principal time 3000-3999: Employee Benefits Title II 1,600 Principal time 3000-3999: Employee Benefits Title III 1,600


PLANNED4-d. Increase student proficiency by instituting a program for students to study curriculum and/or assessments for Smarter Balanced, Advanced Placement (AP), honors, and district/school assessments to raise student performance. Provide students the opportunity to take practice assessments.

ACTUALAP instructional staff provided opportunities for students to raise student performance though proactive assessments. materials were purchased in Chemistry, Math and US History to accomplish this goal. All 11th grade students in Math and Language Arts participated in skill workshops for Smarter Balance.

ExpendituresBUDGETEDPurchase AP Assessments (low income, foster youth & English Learner students) 5800: Professional/Consulting Services And Operating Expenditures Base 12,000

ESTIMATED ACTUALOnline tutoring for national assessments 5000-5999: Services And Other Operating Expenditures Base 0

On-line tutoring for national assessments (low income, foster youth & English Learner students) 5800: Professional/Consulting Services And Operating Expenditures Base $2,000

AP Tests 5000-5999: Services And Other Operating Expenditures Base 14500

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PLANNED4-e. Analyze the current intervention courses being offered and increase student academic support and credit recovery programs as well as summer programs to ensure readiness for course work in core subjects.

ACTUALNumerous intervention courses exist including Read 180. Students are assessed with MAP bi-monthly to determine progress in the Read 180 classroom. Students can test out of this program. Summer school was taught through PLATO, a computerized credit recover program and a number of students were able to regain credits.

ExpendituresBUDGETEDCollaborative time for teachers and administrators to analyze the effectiveness of current interventions 1000-1999: Certificated Personnel Salaries Base $1,500

ESTIMATED ACTUALSpecial Education Parpaprofessional (Norton) 2000-2999: Classified Personnel Salaries Special Education 32,344

Provide tutor time for before and after school interventions in core subjects (low income, foster youth & English Learner students) 1000-1999: Certificated Personnel Salaries Supplemental 6,415

Tutoring (English)Credit Recovery Salaries- Satica/Lepage and Math Tutor (Vanlandingham) 2000-2999: Classified Personnel Salaries Supplemental 39,813

Fixed costs for before/after school interventions in core subjects (low income, foster youth & English Learner students) 3000-3999: Employee Benefits Supplemental 1,050

Collaborative time for teachers and administrators to analyze the effectiveness of current interventions 1000-1999: Certificated Personnel Salaries Base 0

Summer school certificated staff 1000-1999: Certificated Personnel Salaries Base 6,000

Read 180 Intervention Salaries- (Satica) 1000-1999: Certificated Personnel Salaries Title I 25559

Certificated summer school fixed costs 3000-3999: Employee Benefits Base 1,000

Credit Recovery- Satica/Lepage 3000-3999: Employee Benefits Supplemental 4962

Read 180- Software and program for reading intervention 5800: Professional/Consulting Services And Operating Expenditures Title I See G1 7-a

Certificated teacher for reading intervention and Read 180 1000-1999: Certificated Personnel Salaries Title I 26,000

Summer school certificated staff 1000-1999: Certificated Personnel Salaries Base 6,960

Certificated teacher for reading intervention and Read 180 3000-3999: Employee Benefits Title I 9,000

Supplies for invention classes 4000-4999: Books And Supplies Title I 0

Supplies for invention classes 4000-4999: Books And Supplies Title I 1,500 Read 180 Intervention Salaries- (Satica) 3000-3999: Employee Benefits Title I 8346

Paraprofessional 2000-2999: Classified Personnel Salaries Special Education 20,400

Read 180 Software- included in Goal 1 5000-5999: Services And Other Operating Expenditures Title I 0


PLANNED8-a. Continued implementation of a Community Day School program that will operate to serve high risk and expelled students in an environment that meets their academic, emotional and special needs.

ACTUALThe Community Day School continues to support a high risk population and expelled youth. This program is staffed with a full-time teacher, a .4 Special Education Teacher and three para-educators that total 2 FTE's and a .2 counselor. This delivery model has been successful with the population they

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serve and continues as a need for the district.

ExpendituresBUDGETEDCertificated salaries 1.0 teaching FTE 1000-1999: Certificated Personnel Salaries Supplemental 58,870

ESTIMATED ACTUALCDS Teacher (Russell) 1000-1999: Certificated Personnel Salaries Supplemental 67488

Certificated salaries 1.0 teaching FTE 3000-3999: Employee Benefits Supplemental 22,000

Paraprofessional (Vaughan) 2000-2999: Classified Personnel Salaries Supplemental 8880

Classified salaries- paraprofessionals 2000-2999: Classified Personnel Salaries Supplemental 26,600

Paraprofessional (Celum) 2000-2999: Classified Personnel Salaries Supplemental 5,866

Classified salaries- paraprofessionals 3000-3999: Employee Benefits Supplemental 6,500

Supplies and Text 4000-4999: Books And Supplies Supplemental 1,200

Text and Supplies 4000-4999: Books And Supplies Supplemental 1,400 Utilities for CDS Site 5000-5999: Services And Other Operating Expenditures Supplemental 32,400

Software and online programs 5800: Professional/Consulting Services And Operating Expenditures Supplemental 2,500

Software and online programs 5000-5999: Services And Other Operating Expenditures Supplemental 5,210

Utilities for CDS site 5000-5999: Services And Other Operating Expenditures Supplemental 44,700

CDS Teacher (Russell) 3000-3999: Employee Benefits Supplemental 23884

Paraprofessional (Vaughan) & Paraprofessional (Celum) 3000-3999: Employee Benefits Supplemental 3547


PLANNED8-b. Establish articulation with feeder schools and the college in order to better prepare incoming high school students and out-going college students. Collaboration time will need to be given for teachers and administrators need with elementary school teachers and administrators.

ACTUALThis goal was not met. During the 2016-2017 school year the staff was highly engaged in the WASC Accreditation process, which required a thorough evaluation of all pertinent data. Staff met three to four times monthly to accomplish this task and this action was delayed until the following year.

ExpendituresBUDGETEDCollaboration and substitute teacher time 1000-1999: Certificated Personnel Salaries Base $2,500

ESTIMATED ACTUALCollaboration and substitute teacher time 1000-1999: Certificated Personnel Salaries Base 0


PLANNED8-c. Maintain counselor days should be spent in tracking student’s interest and needs for college and career readiness as well as interventions and making connections to community resources in order to establish relevancy or classroom teaching and learning. Hire a para-educator to implement Behavioral, Attendance, and Grades for Native American Students.

ACTUALAdditional days were provided to the counseling staff to focus on a four year plan to prepare students for college and career. The district attempted to hire a para-educator to work with Native American students in Behavior Attendance and grades, and recently bought out the prep of a teacher to implement the program for the remainder of this year.

ExpendituresBUDGETEDAdditional counselor days to provide services 1000-1999: Certificated Personnel Salaries Base 10,000

ESTIMATED ACTUAL5 additional days of counselor salaries to provide services (Eastwood) 1000-1999: Certificated Personnel Salaries Base 5020

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Additional counselor days to provide services 3000-3999: Employee Benefits Base 1,500

5 additional days of counselor salaries to provide services (Freeman) 1000-1999: Certificated Personnel Salaries Base 4887

Naviance Program 5800: Professional/Consulting Services And Operating Expenditures Supplemental 600

BAG- Indian Education Services (Rose) 2000-2999: Classified Personnel Salaries Federal Funds 3,949

Paraprofessional to implement BAG (Behavior, Attendance, Grades) for Native American students 2000-2999: Classified Personnel Salaries Federal Funds 4,800

Naviance Software Program 5000-5999: Services And Other Operating Expenditures Supplemental 600

Paraprofessional to implement BAG (Behavior, Attendance, Grades) for Native American students 3000-3999: Employee Benefits Federal Funds 500

5 additional days of counselor salaries to provide services 3000-3999: Employee Benefits Base 1737

BAG- Indian Education Services (Rose) 3000-3999: Employee Benefits Federal Funds 600


PLANNED8-d. Provide online learning opportunities as an intervention for students to keep pace with academic requirements.

ACTUALThe district provided credit recovery options after school each semester and during summer school for students to keep pace with academic requirements. Based on recent grades, this is an on-going need for the district.

ExpendituresBUDGETEDIndependent Study Teacher 1000-1999: Certificated Personnel Salaries Supplemental See G1 7-d

ESTIMATED ACTUALIndependent Study Teacher- see 7-d 1000-1999: Certificated Personnel Salaries Supplemental 0




In Goal 2, it was our intent to increase student learning and achievement through multiple strategies. Student performance on the CAASPP increased over the prior year with English Language Arts at 58% and Math at 31%. Staff was engaged in the evaluation of data to influence instruction and a comprehensive plan for formative assessment was stressed throughout the year. Results for EAP indicated that 29.8% of our students were college ready. CELDT data improved with a large number of students being reclassified within the program. In order to improve student achievement, vertical articulation with departments was stressed and teachers were provided time to write curriculum and ensure alignment throughout their department. Articulation between feeder schools did not occur due to a time crunch. English Language Arts is the most progressive in the implementation in standards and alignment throughout the district and in consistency of assessments. Teachers worked hard to ensure that students were properly prepared for high-performance tests and provided opportunities for practice assessments. The Community Day School for high-risk students utilized multiple agencies to increase accountability as far as attendance and behavior. Probation was brought in to work directly with the CDS population. Online opportunities were given for all students to utilize as an intervention.

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

Priority 4, the district made progress in monitoring classroom assessment through a collaborative process, which included department heads and administration. Measuring What Matters was a platform to ensure alignment, engagement and rigor. This strategy was highly effective and affected the quality of instruction, particularly in the English department. Formative assessment was a priority and will continue to be in the future to ensure that students are adequately engaged in the lesson and have a comprehension level that will allow them to progress through the curriculum. This area is highly effective; however, it continues to be a work in progress. Our curriculum work included vertical alignment within the school, where we made strong progress in multiple departments. Our implementation was ineffective regarding articulation with feeder schools to increase alignment and proficiency levels.

Priority 8, the on-going operation of the Community Day School was a priority in Goal 2 and this operation has ran successfully, primarily because of the personnel who provide the curriculum, special education support, counseling and one on one instructional support was highly effective and has yielded positive results for the populations served in the Community Day School. Counseling services were effective to ensure continuity for college and career readiness. Based on our current year, we have modified our current goals in include a five-year plan for all students. Lassen has a high failure rate in core academic classes. Opportunities for students for credit-recovery and intervention through online curriculum was afforded to all. Overall, the stated goal met the needs of the organization and moved us in a positive direction.


Goal 2. Estimated actuals were $172,628 more than projected budget figures. Substittues were originally budgeted in Base funds but moved to Title II for professional development. The majority of increase in expenditures can be seen in action 4 and 5. Salaries for certificated staff teaching advance placement courses were included in action 4. The cost to offer these courses allow more students access to a variety of offerings and opportunities for advancement, In action 5, the salary for a .75 FTE paraprofessional was included, this position was not included in the budgeted figures ($20,873 Supplemental). Action 6- Instructional staff and classroom supplies for Comunity Day School are paid for with supplemental dollars, base LCFF are used to pay for utilites and operating costs.

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

Priority 4 demonstrated growth in both English Language Arts by 3% and Math by 5%. Our overall Math scores are still significantly lower than our English Language Arts and need focused attention. The overall scores for science, because of the pilot year, will not provide any insight until next years administration, although overall growth was achieved on the exam. The district and sites are analyzing the newly adopted state academic performance index and all of the criteria have not been implemented at this time. The ranking system is positive and negative based on the criteria that is being evaluated. Some areas of growth will include college and career readiness. Students who successfully complete career pathways and score well on the EAP plus A-G course requirements. Lassen tends to be low with only 22% of our students accomplishing this level of performance. English Language Learner population continues to diminish in this school district, however, new EL students are coming in at beginning levels, which will require more direct supervision to ensure success. AP success is still low and an areas we'll continue to strive to improve as we align standards and assessment expectations.

Priority 8 is an area of growth as far as students meeting the Healthy Fitness Zone, which targets six areas.

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We had 2% growth and 71% of our students met that goal. In college and career readiness status 28.9% are prepared, which is well below an acceptable level. Our MAP data for 9th and 10th grade students indicate stronger performance by students in Language Arts and Reading, 70% and 67% respectively. In Math 59% are prepared or at grade level. There still seems to be a discrepancy between data and actual performance on the CASSPP.

Numerous changes occurred in Goal 2 based on the direct input from stakeholder groups. Six new actions, 8-13, were established. Action 8, which addresses the Math curriculum is a high priority because of our low performance in Math, 31% percent prior year and 25% current year met or exceeds standards. Action 9 is the evaluation of testing materials and alignment with high-stakes testing to ensure student success. Action 10, addresses the alignment of intervention, credit recovery and summer school, with the core curriculum. Action 11 addresses the Special Education program and services required to effectively serve that population. Action 12 places a priority on at risk sub-groups, to collect data on behavior, attendance and grades as a springboard for improvement. Action 13 is designed to monitor the proportionality of students enrolled in advanced classes, career pathways, sports and clubs by demographic groups.

Action 3 in the 2016-2017 plan was eliminated, however, it is still part of Goal 2 because components of it exist in other actions of the plan. Action 4 was removed because there are other actions that address the need of alignment more effectively and will achieve the goal sooner. Many of the goals were modified to target in on specific needs of the organization and improve academic performance, such as Actions 4, 5, 6, and 7.

Action 4 was modified to incorporate a program formerly known as PACE, which will bring stronger inter-agency cooperation to address and modify the needs of this high risk population. Action 5 narrowed the focus to work specifically with feeder schools as opposed to colleges to work on performance expectations at all levels. Action 6 implements a new five year plan for students that will map out their four year goal and an expectation for the year after high school. This hopefully will increase college participation and A-G completion. Priority 7 is modified to evaluate our online curriculum with California State Standards and A-G criteria to make sure as students migrate from one platform to the other, that we are consistent in our content. Action 8 places a heavy focus on improving the Math department and utilizing MAP data to modify curriculum, interventions, differentiation and a new component of Math across the curriculum.

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Goal3

Improve conditions of learning by increasing engagement, parent and student involvement, and improving school climate.2016-2017



EXPECTED ACTUAL

3A: Increase the % of parents attending school functions by at least 10% as measured by attendance records (sign-in sheets) at school functions.3A: Increase the # of parent surveys returned by 10%.3A: Our district will increase the opportunities given to parents for input on key educational issues at their schools by 10% through participation in school meetings, school Board meeting and other opportunities..3B: Increase the % of EL parents participating in ELAC meetings at the school level. We currently have less than 1% and want to improve to 5%. (Low-Income, Homeless, or Foster Youth)3C: Increase the % of Exceptional Needs parents participating in school functions and meetings. We currently have less than 1% and want to improve to 5%.

5A: Student attendance rates increased from 95% to 96%.5B: Reduce chronic absenteeism by .5% from the current 2%.5D: High school dropout rates will decrease to 3% from the current 4.10%.5E: High school graduation rates will increase 2% from the current 94.59%.

6A: Reduce the suspension rates by 3%.6B: Reduce expulsion rate to less than 1%.6C: Increase feeling of safety as measured by Parent/Student Survey.

3A: The number of parents participating in attending school functions have increased through the following events: Back To School Nights, Registration Gala, College Planning Nights, athletic events and the WASC accreditation process. During this current year, we conducted the Healthy Kids Survey and parents responded to the survey. 238 parents completed and returned the survey. Parents have been engaged in multiple opportunities to influence key educational issues through participation in School Site Council, the WASC Accreditation process and governing board meetings. Participation increased by during this past year.3B: During this current school year a meeting was held with EL parents, socioeconomically disadvantaged and foster parents to solicit input from parents on the WASC and LCAP. 7 parents participated. Meetings were arranged and held with foster parents and special education students.3C: Parent involvement is limited with parents of exceptional needs, except in the area of sporting events. Data is hard to gather but we plan on using sign-in sheets going forward.

5A: Student attendance rates for 2015-2016 were 94.6%.5B: For 2016-2017 chronic absenteeism was 4%.5D: The high school drop out rate for the 2015-2016 was 4% which was good.5E: The high school graduation rates increased to 95.4%

6A: Suspension rates were 12%.6B: Expulsion rates for 2016-2017 were 0%.6C: Students indicated through the Healthy Kids Survey and a recent LCAP survey that their feeling of safety was 46%.

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ACTIONS / SERVICES


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PLANNED3-a. Increase parent communication, with a specific focus on parents with children who are at-risk and/or have exceptional needs.

ACTUALParent communication was increased through a multi-prong process, which include but is not limited to the following: Parent Meetings, 9th grade Welcome meetings, Senior Parent meetings, Truancy meetings, letters, testing information, honor roll letters, bulletins and the district website.

ExpendituresBUDGETEDSupplies for communications and mailings 4000-4999: Books And Supplies Base 1,000

ESTIMATED ACTUALBlackBoard Connect- Alert Now System 5000-5999: Services And Other Operating Expenditures Base 2,920

Staff Time- Principal 1000-1999: Certificated Personnel Salaries Base 1,000 Principal Time 1000-1999: Certificated Personnel Salaries Base 2,810


PLANNED3-b The district and site will aggressively involve parents/guardians in the governance of programs at all levels through School Site Council, English Learner Advisory Committee (ELAC), advisory committees and board meetings.

ACTUALThe district communicates through blackboard connect to all parents to participate in the local governance of the district through school board meetings. An active school site council has met throughout the year to develop the Single Plan for Student Achievement. A Native American committee has met to focus on the needs of their children. These committees provided input in the decision making process which effected the overall organization.

ExpendituresBUDGETEDStaff Time-Principal 1000-1999: Certificated Personnel Salaries Title III 500

ESTIMATED ACTUALStaff Time-Principal 1000-1999: Certificated Personnel Salaries Title III 0

Supplies for communications and mailings 4000-4999: Books And Supplies Title III 250

Supplies for communications and mailings 4000-4999: Books And Supplies Title III 0


PLANNED5-a. The district/site will evaluate graduation and dropout rates and strive to improve student connections to school.

ACTUALFor 2015-2016, 95.4% of students graduated and the drop out rate was 4%. Student connections have improved through

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Advocacy, FFA, FBLA, Cadet Corps, sports and other activities.

ExpendituresBUDGETEDStaff time- Administrative Assistant and Assessment Technician 2000-2999: Classified Personnel Salaries Supplemental 1,000

ESTIMATED ACTUALAeries Analytics- Program and Training 5000-5999: Services And Other Operating Expenditures Base 2,750

Staff time- Superintendent 1000-1999: Certificated Personnel Salaries Base 2,500

Staff time 0000: Unrestricted Base 2,191

Aeries Analytics 5800: Professional/Consulting Services And Operating Expenditures Base 1,200

Staff time- Administrative Assistant and Assessment Technician 2000-2999: Classified Personnel Salaries Supplemental 800


PLANNED5-b. The district/site will engage in a process to address excessive attendance/truancy utilizing the School Attendance Review Board (SARB) with other community agencies to work towards keeping students in school. Incentives will be provided for perfect attendance.

ACTUALThe district has engaged probation at the Community Day School to aggressively support truancy and a process which would lead to SARB. At LHS, truancy is tracked, letters are sent out, parent meetings occur and referrals have been made to SARB. The school resource officer also conducts home checks for truant students. Incentives such as movie tickets, cash and gift cards were awarded to students with perfect attendance.

ExpendituresBUDGETEDProvide collaborative time and adminstration time 1000-1999: Certificated Personnel Salaries Base 1,500

ESTIMATED ACTUALPostage- mailing and letters 5000-5999: Services And Other Operating Expenditures Base 750

Provide incentive 4000-4999: Books And Supplies Base 500 Collaborative Time 1000-1999: Certificated Personnel Salaries Base 0Postage, etc 5900: Communications Base 1,000 Provide incentive 4000-4999: Books And Supplies Base 0


PLANNED5-c. Continue to develop and implement an advocacy period to develop skills which will strengthen interpersonal relationships between students and staff and support the academic growth of each student. This will influence both dropout rates and attendance.

ACTUALThe Advocacy period was improved this year through a process where teachers designed common curriculum to be implemented across each grade level. Students were clustered in homogeneous grade level groups, so that we could focus on college and career needs. Both drop out and attendance rates are strong for the district.

ExpendituresBUDGETEDProfessional development through IRRE 5000-5999: Services And Other Operating Expenditures Other 9,500

ESTIMATED ACTUALInstitute for Research and Reform in Education Contract 5000-5999: Services And Other Operating Expenditures Other 9,500

Supplies 4000-4999: Books And Supplies Title I 500 Supplies 4000-4999: Books And Supplies Title I 0

Action 6

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Actions/ServicesPLANNED5-d Increase opportunities to be involved in the school programs through student engagement. This includes developing programs, and opportunities that engage students and parents including college and career development. Increase student awareness and involvement in college programs and career opportunities.

ACTUALThe Naviance program engages students in a process of Career and College interest, Counselors along with Advocacy have helped to strengthen this component. Students participated in a college fair at Lassen Community College. Our Native American students will be traveling to Reno for a college fair as well.

ExpendituresBUDGETEDStaff Time- Counseling 1000-1999: Certificated Personnel Salaries Base 6,000

ESTIMATED ACTUALStaff Time- Counseling 1000-1999: Certificated Personnel Salaries Base 6,000


PLANNED6-a. Maintain a safety committee to work towards elevating the overall safety of the campus for both students and staff. Provide safety training for students and staff to ensure a positive school climate. Facilities will need to be upgraded with new safety measures.

ACTUALThe district maintains a Safety Committee which is focused on improving the overall safety on campus. This past year, outcomes of the safety committee included numbering buildings for easy identification, a comprehensive safety plan, and evaluating fencing and lighting on the campus.

ExpendituresBUDGETEDPurchase safety training of an outside expert 5000-5999: Services And Other Operating Expenditures Base 1,500

ESTIMATED ACTUAL1 AED 4000-4999: Books And Supplies Base 1200

Safety supplies as addressed in the Safety Plan 4000-4999: Books And Supplies Base 1,000

Purchase safety training of an outside expert 5000-5999: Services And Other Operating Expenditures Base 1,500

5 AEDs 4000-4999: Books And Supplies Base 1,000 Safety supplies as addressed in the Safety Plan 4000-4999: Books And Supplies Base 0


PLANNED6-b. Develop and implement a plan to reduce student off-campus suspensions and implement alternative means of corrections to keep students fully engaged in academic endeavors.

ACTUALThe district has attempted to reduce off-campus suspensions by having Saturday School, on-campus suspension and lunch and after school detentions. This is an area that we will need to continue to focus on to reduce the overall suspensions off-campus.

ExpendituresBUDGETEDProvide a collaborative meeting environment quarterly 4000-4999: Books And Supplies Base 500

ESTIMATED ACTUALAssistant Principal Time 1000-1999: Certificated Personnel Salaries Base 9,987

Staff Time- Assistant Principal 1000-1999: Certificated Personnel Salaries Base 5,000

Supplies 4000-4999: Books And Supplies Base 250

Supplies 4000-4999: Books And Supplies Base 250 Provide a collaborative meeting environment quarterly 4000-4999: Books And Supplies Base 0

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PLANNED6-c. Continue to strengthen the role of the school resource officer while maintaining campus security personnel.

ACTUALThe School Resource Officer has been a vital component of maintaining campus security and decorum. This year our SRO moved out of the area and was replaced with three officers who have all performed well in this position. Next year, we plan to have a consistent officer who will develop relationships with students and intervene and reduce crime on campus.

ExpendituresBUDGETEDMaintain contract with the City of Susanville fro School Resource Officer 5800: Professional/Consulting Services And Operating Expenditures Base 70,000

ESTIMATED ACTUALSchool Resource Officer Contract with City Of Susanville 5000-5999: Services And Other Operating Expenditures Base 68,750

Maintain security campus personnel 2000-2999: Classified Personnel Salaries Base 102,000

Security/safety personnel (Harris) 2000-2999: Classified Personnel Salaries Base 43472

Maintain security campus personnel 3000-3999: Employee Benefits Base 48,500

Security/safety personnel (Salas) 2000-2999: Classified Personnel Salaries Base 58260

Security/safety personnel (Jensen) 2000-2999: Classified Personnel Salaries Base 25500

Security/safety personnel 3000-3999: Employee Benefits Base 66759


PLANNED6-d. Expand behavioral health counselor days for social and emotional learning and support for students and parents. Develop and/or purchase additional student programs for social and emotional learning students and support for parents.

ACTUALWe expanded the behavioral health to two days per week. This position is actively engaged in our student population to serve their emotional needs.

ExpendituresBUDGETEDPurchase programs for student and parents. (Low income, foster youth & English Learner students) 4000-4999: Books And Supplies 500

ESTIMATED ACTUALBehavior Health Counselor (2 days/week)- LCOE Contract 5000-5999: Services And Other Operating Expenditures Supplemental 30,000

Additional Counselor days 1000-1999: Certificated Personnel Salaries Base See G2 8-c

Purchase programs for student and parents. (Low income, foster youth & English Learner students) 4000-4999: Books And Supplies 500

Fixed costs for counselors days 3000-3999: Employee Benefits Base See G2 8-c

Additional Counselor days See G2 8-c 1000-1999: Certificated Personnel Salaries Base 0

Behavior Health Counselor (2 days/week)- LCOE Contract 5800: Professional/Consulting Services And Operating Expenditures Supplemental 30,000

Fixed costs for counselors days See G2 8-c 3000-3999: Employee Benefits Base 0


PLANNED6-e Improve the school climate by implementing a school

ACTUALThrough our Advocacy period, students are taught tolerance

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culture that is tolerant of diversity and works to build relationships between students; between teachers; and between teachers and students. Teach and model respect for teachers/students and provide opportunities to learn how to build relationships.

and how to appreciate other students. Assemblies have occurred this year that reinforce the overall theme.

ExpendituresBUDGETEDStaff Development Day 1000-1999: Certificated Personnel Salaries Base 11,500

ESTIMATED ACTUALStaff Development/Teacher Planning Time- Extra Hours 1000-1999: Certificated Personnel Salaries Base 560

Staff Development Day 3000-3999: Employee Benefits Base 2,000 Staff Development/Teacher Planning Time- Extra Hours 3000-3999: Employee Benefits Base 100




Lassen Union High School District's overall implementation of Goal 3 for the 2016-2017 school year started with an analysis of the data. Parent involvement and their engagement in the District is an area of growth for the District in the future and was ineffective. Parents participate in an array of activities, which include the following: Back To School Night, Registration Gala, College Planning Night, athletic events, School Site Council and the WASC accreditation process. The Healthy Kids Survey was given to parents and 236 of them reviewed, completed and returned the survey, which established a baseline regarding parent perception within the organization. In the upcoming year, our intention will be to have more sign-in sheets to accurately document levels of participation at various events. Meetings were established for parents of EL/foster/SpEd to solicit input on the WASC Accreditation process and the LCAP. With regards to school connectedness, in 2015-2016, 93.7% of the students attended on a daily basis, which is an improvement of prior year. Attendance goals were implemented well and yielded improvement in the 16-17 year. Chronic absenteeism was at approximately 5%, which was about a 4% decrease. The drop-out rate came in at 4% and the graduation was 95.4%. Suspension rates were approximately 12%, which was above the state average. The implementation of this area was impacted by new administration and the enforcement of the Discipline Matrix. Expulsion rate was at 0%. Through the Healthy Kids Survey, students and parents weighed in on the safety of the campus. Students who felt very safe or safe came in at 46%. This is an area that we'll need to investigate further in order to increase the comfort level of students.

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

The overall effectiveness of parent communication is an area of growth for our school district. In high school, students don't necessarily want their parents in the school environment, which creates challenges in getting parents engaged. Our documentation needs to improve dramatically to have a better handle on the total volume in participation through the years. We as a district, need to more clearly define the types of participation we want our parents involved in. Overall, school climate is an area that we can improve upon, with only 46% of the students feeling safe or very safe on campus. To that end, we have established a school safety committee who has established a safety plan. We hired a school resource officer to more closely monitor safety on our campuses and engage in appropriate disciplinary matters. Attendance rates are in a satisfactory category with 93.7%. Chronic absenteeism is high and an area of growth. The drop-outs are in an acceptable range and the graduation rates are good. Although we do not have any expulsion,

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we had nine suspended expulsions during the current year. Our suspension rates are at 12% and the state target is below 4%. In order to have stronger connections to school, we implemented an Advocacy period, which paired a teacher with a group of grade-level students and structured curriculum to have an advocate on each student's side. Research shows that students who are actively involve in co-curricular and extra-curricular activities have a greater correlation with success in life. to that end we plan to increase the level of participation by our students in these types of programs, which will have a direct correlation with academic success and college attendance.


Goal 3- The estimated actuals figures are $136,614 more that the budgeted figures. the majority of the increases can be seen in actions 5, 6, and 9. In action 5, the 3% certificated salary increase, specifically for benchmark and advisory services, was included. The salary increase for the additional educational time that was added to the schedule for benchmark and advocacy activities. In action 6, the tri-annual Naviance contract and upgrade was included. Naviance in a program the counselors use with the students for college and career interests and readiness. The salary for the Safety Administrative Assistant was included in action 9 in order to show the true, whole cost of the safety program. Attendance incentives were not used.

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

Action 6 from the previous year, which states "Increase opportunities to be involved in the school programs through student engagement. This includes developing programs and opportunities that engage students and parents, including college and career development. Increase student awareness in programs and career opportunities." was removed because it is duplicated in other actions in Goal 1, Action 8, Priority 7 and Goal 2, Action 6, Priority 8.

In Goal 3, Actions 5 and 9 were modified. Action 5 is redesigning our advisory period to build relationships between students and staff and to support academic growth. Action 9 focuses on adding a component to identify students in crisis and service their specific emotional needs.

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Stakeholder Engagement--------------------LCAP Year 2017–18 2018–19 2019–20

----------INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

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

10/17/2016 - Met with Organizing Committee (Admin, Certificated, Classified) to conduct Needs Assessment

10/18-19/2016 - Stakeholders (students, parents, community, certificated, and classified) met to analyze data

11/01/2016 - Stakeholders (students, parents, community, certificated, and classified) met to analyze data

11/16-17/2016 - Stakeholders (students, parents, community, certificated, and classified) review of action plan implementation

11/29/2016 - Organizing Committee (Admin, Certificated, Classified) progress evaluation needs analysis

1/04/2017 - Stakeholders (students, parents, community, certificated, and classified) review action plan implementation evaluation

1/11/2017 - Job-alike groups meet for data analysis (2 student groups, 1 parent group)

1/12/2017 - Organizing Committee (Admin, Certificated, Classified) synthesizes Needs Analysis findings

1/14/2017 - Community Stakeholders (Admin, College Representatives, County representatives, Feeder school representatives, LHS students, parents, certificated, and classified) data analysis for Needs Assessment, and Vision & Mission statement development.

1/18-19/2017 - Stakeholders (students, parents, community, certificated, and classified) review Needs Analysis and identify highest priority learning needs

2/01/2017 - Stakeholders (students, parents, community, certificated, and classified) approve Needs Analysis findings and highest priority learning needs

2/15-16/2017 - Stakeholders (students, parents, community, certificated, and classified) review/evaluate instructional program and professional development, assessment system and graduation supports.

3/14/2017- Board Meeting - (Board, Admin, students, parents, community, certificated, and classified) LCAP Review- Discussion of data and priority 3 and 4

3/15/2017 - Stakeholder (Admin, students, parents, community, certificated, and classified) Program review/evaluation continued from 2/16/2017

3/22/2017 - School Site Council reviews, modifies and accepts needs assessment and recommended goals for action plan elements

4/05/2017 - Administration and faculty set data measures to assess schoolwide learning objectives

4/18/2017- Board Meeting - (Board, Admin, students, parents, community, certificated, and classified) Priority 1 LCAP Review and Priority 6 Healthy Kids Survey Review. Discussion of each item.

4/19/2017 - Administration and faculty evaluated and revised action plan strategies

5/30/2017 - Meeting with Admin and LTA to consult on LCAP- Discussion of actions

6/8/2017 - Meeting with Admin and CSEA to consult on LCAP- Discussion of actions

6/13/2017 -Board Meeting (Board, Admin, students, parents, community, certificated, and classified) Public Hearing on LCAP Adoption

8/9/2016- Board Meeting- (Board, Admin, students, parents, community, certificated, and classified) LCAP Review- Discussion of new format

11/8/2016- Board Meeting- (Board, Admin, students, parents, community, certificated, and classified) LCAP Data Review- Discussion of Priority 2 Professional Development/State Standards

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12/13/2016- Board Meeting- (Board, Admin, students, parents, community, certificated, and classified) LCAP Data Review

2/22/2017- Board Meeting- (Board, Admin, students, parents, community, certificated, and classified) Adoption of new mission/vision statements, shape future actions

6/13/2017 - Board Meeting - (Board, Admin, students, parents, community, certificated, and classified) The board conducted a public hearing on the LCAP

6/27/2017 - Board Meeting - (Board, Admin, students, parents, community, certificated, and classified) The board conducted a second reading of the LCAP.

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATEIMPACT ON LCAP AND ANNUAL UPDATE

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

10/17/2016 - Designed plan for development.

10/18-19/2016 - Reviewed data, gave input.

11/01/2016 - Reviewed data, gave input on priorities.

11/16-17/2016 - Reviewed priorities for action plans

11/29/2016 - Reviewed write-up and provide corrections

1/04/2017 - Gave input on actions. The following actions were recommended: Purchase standards aligned materials, five-year maintenance plan, evaluation of technology vision, expand professional development, provide feedback to teachers on classroom performance, train teachers in English Language Learner strategies, expand upon Lassen Virtual Academy.

1/11/2017 - Input received from departments on needs

1/12/2017 - Reviewed analysis and provided input

1/14/2017 - Developed Mission and Vision Statements

1/18-19/2017 - Developed a list of priorities for improving Math, five year plan, and college and career readiness.

2/01/2017 - Reviewed and approved analysis

2/15-16/2017 - Gave input on direction for the District Assessment Plan, reteach and reassess, testing technician and data analysis, Community Day School, articulation feeder schools, five year plan, online learning opportunities, improvement of math program and assessment, analyze intervention courses, paraeducator push-in services, at-risk subgroup advocates, participation in co/extra-curricular activities.

3/14/2017- No comments and/or changes

3/15/2017 - Narrowed focus on needs: increase parent communication, engagement of parents, improve graduation and drop-out rates, truancy, redesign Advocacy/Benchmark program, reduce off-campus suspensions, continue behavioral counselor support, improve school climate.

3/22/2017 - School Site Council reviewed and approved LCAP goals.

4/05/2017 - Administration and faculty came to an agreement on measurable outcomes which include, but are not limited to: outcomes on English, Math, EAP, CAST scores, students with 2+2, percentage of students in dual enrollment, graduation, MAP Reading, Math and Language, percentage of students meeting A-G, AP, EL AMAO's/Reclassification, attendance rate, chronic absenteeism, and CTE completers.

4/18/2017- Reviewed data, no comments and/or changes

4/19/2017 - No comments and/or changes


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8/9/2016- No comments and/or changes

11/8/2016- No changes

12/13/2016- No changes

2/22/2017- Adoption of Mission and Vision


6/27/2017 - The board adopted the LCAP with a vote of 5-0

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Goals, Actions, & ServicesStrategic Planning Details and Accountability

Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.----------

New

Modified

Unchanged

----------

Goal 1 Improve conditions of learning by providing basic services, implementation of California State Standards and ensuring course access.2017-2018

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8

COE 9 10LOCAL

----------Identified Need Developed curriculum/pacing guides

Recruit and hire qualified teachersImprove the conditions of campusAlign teacher and student materialsImprove technology for 21st century learningProfessional development for instructional staffIncreased teacher/administrator content knowledge and effective instructional practice through classroom observation dataBilingual Education Program and a push in supportAlign end of the course assessmentsIncrease student options for learning

Metrics to be used:SARC's, Highly Qualified Educator data tables, textbooks/instructional materials, Facilities Inspection Tools, percentage of budget for staffing, instructional materials and maintenance/operations, enrollment and staffing history/CBEDS reports, state board approved/standards aligned textbooks, teacher training data, designated/integrated English Language Development, Special Ed course of study data/IEP goal achievement, Secondary course of study.

----------EXPECTED ANNUAL MEASURABLE OUTCOMES

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

Priority 1: Local Indicator/Teacher credential

100% of the District's teachers and staff are appropriately credentialed.

1A: 100% of the District's teachers and staff will continue to be appropriately assigned and credentialed (using HQT report and/or SARC and/or Williams



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Report). Report). Report).

Priority 1: Local Indicator/ Instructional materials

100% of our classrooms have sufficient instructional materials.

1B: 100% of our classrooms will continue to have sufficient instructional materials as verified by a District Board resolution and/or Williams Report.



Priority 1: Local Indicator/ Facilities in good repair

100% of the high school site is good or exemplary. The Community Day School parking lot is in poor condition. The rest of the building at Community Day School is in good condition.

1C: District will continue to have 100% of their schools in good or exemplary condition as measured by the Facility Inspection Tool (FIT)/Williams Report.



Priority 2: Local Indicator/Implementation of State Standards/Local Evaluation Tool

As measured by the dashboard survey lessons taught in the district meet the CA standards at full implementation in English and History-Social Science. The English Language Development, Next Generation Science standard and Math are at initial implementation.

2A: As measured by the dashboard survey, English and History-Social Science will increase to Full Implementation and Sustainability. The English Language Development, Next Generation Science standard and Math will increase to full implementation.

2A: As measured by the dashboard survey, English and History-Social Science will increase to Full Implementation and Sustainability. We will continue to reach full implementation and sustainability in the English Language Development, Next Generation Science standard and Math.

2A: As measured by the dashboard survey, all curricular areas will reach full implementation and sustainability.

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

For 2016-17, no teachers were trained in ELA/ELD practices. The goal is to train 15% per year.

2B: 15% of our teachers will attend CA State Standards training that include ELA/ELD standards.

2B: 30% of our teachers will have attended CA State Standards training that include ELA/ELD standards.

2B: 45% of our teachers will have attended CA State Standards training that include ELA/ELD standards.

Priority 7: Local Metric/A broad course of study

99% of students have access to a broad course of study throughout the year, including the core academic curriculum, career and technical education classes and visual and performing arts .

7A: We will maintain 99% of students having access to a broad course of study throughout the year, including the core academic curriculum, career and technical education classes and visual and performing arts .

7A: We will maintain 99% of students having access to the core academic curriculum, career and technical education classes and visual and performing arts throughout the year.

7A: We will maintain 99% of students having access to the core academic curriculum, career and technical education classes and visual and performing arts throughout the year.

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

Action 1For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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Students to be ServedAll Students with Disabilities

Location(s)All Schools Specific Schools: Specific Grade spans:

OR

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

English Learners Foster Youth Low Income

Scope of ServicesLEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

Priority 1 - Teachers will be hired with appropriate credentials and certifications; appropriate credentials will determine class assignment.

Priority 1 -Teachers will be hired with appropriate credentials and certifications; appropriate credentials will determine class assignment.

Priority 1 -Teachers will be hired with appropriate credentials and certifications; appropriate credentials will determine class assignment.

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount 4000 Amount 4000 Amount 4000

4000Source Base Source Base Source Base

4000Budget Reference

2000-2999: Classified Personnel SalariesHR Manager time (5%)

Budget Reference


Budget Reference


Amount 1000 Amount 1000 Amount 1000



3000-3999: Employee BenefitsHR Manager time (5%)

Budget Reference


Budget Reference


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2000Source Title II Source Title II Source Title II


1000-1999: Certificated Personnel SalariesPrincipal time for master schedule development

Budget Reference


Budget Reference




360Budget Reference

3000-3999: Employee BenefitsPrincipal time for master schedule development

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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Priority 1 -Obtain standard-aligned textbooks and materials, and establish a replacement cycle for materials.



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount 87,520 Amount 33,000 Amount 32,130

87,520Source Lottery Source Lottery Source Lottery

87,520Budget Reference

4000-4999: Books And SuppliesTextbooks- Biology, history

Budget Reference

4000-4999: Books And SuppliesTextbooks- per replacement/adoption cycle

Budget Reference

4000-4999: Books And SuppliesTextbooks- per replacement/adoption cycle


2000Source Lottery Source Lottery Source Lottery


4000-4999: Books And SuppliesConsumables

Budget Reference


Budget Reference



3500Source Locally Defined Source Locally Defined Source Locally Defined


4000-4999: Books And SuppliesTextbooks and consumables for Lassen Virtual Academy

Budget Reference


Budget Reference





OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 1 -The district shall update the five-year maintenance plan to ensure a safe, well-maintained campus. Input shall be solicited from stakeholders on maintenance priorities on campus.






7000-7439: Other OutgoTransfer to Deferred Maintenance Fund to perform 5 year plan projects

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesMaintenance Staff (2 FTE)

Budget Reference


Budget Reference





3000-3999: Employee BenefitsMaintenance Staff (2 FTE)

Budget Reference


Budget Reference




51000Budget 4000-4999: Books And Supplies Budget 4000-4999: Books And Supplies Budget 4000-4999: Books And Supplies

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Reference Ongoing Maintenance supplies Reference Ongoing Maintenance supplies Reference Ongoing Maintenance supplies




5000-5999: Services And Other Operating ExpendituresOngoing Maintenance servies and contracts

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 1 -The district will reevaluate long-term technology vision, including the following: safety, security, access and permissions. A multiyear plan will be establish which will include WiFi capabilities district-wide. A technology committee will recommend technology to



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support learning. support learning. support learning.




2000-2999: Classified Personnel SalariesNewtwork Administrator (1 FTE)

Budget Reference


Budget Reference





3000-3999: Employee BenefitsNewtwork Administrator (1 FTE)

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresFCMAT Study

Budget Reference

5000-5999: Services And Other Operating ExpendituresImplementation of FCMAT suggestions

Budget Reference

5000-5999: Services And Other Operating ExpendituresImplementation of FCMAT suggestions




2000-2999: Classified Personnel SalariesTechnology Assistant

Budget Reference


Budget Reference





3000-3999: Employee BenefitsTechnology Assistant

Budget Reference


Budget Reference





4000-4999: Books And SuppliesWireless Upgrade

Budget Reference

4000-4999: Books And SuppliesWireless and infrastructure maintenance

Budget Reference

4000-4999: Books And SuppliesWireless and infrastructure maintance

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 2 - Professional development shall include but not be limited to the following priorities:• Development and implementation of California State

Standards,• Development and implementation of ELD standards

across curriculum,• Climate and culture training,• Formative assessment in each class, unit-

embedded checkpoints, followed by a re-teach, re-test opportunities,

• Reading, writing and math across the curriculum training. Student products will be reviewed quarterly by all faculty for minimum standards set by school-wide rubrics,

• Program on best practices for T4S in each classroom focused on: posted objectives, formative assessment, key vocabulary and rigor level,













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• Train all staff in suicide prevention,• Train staff in special education and differentiation of

instruction.


instruction.


instruction.


29200Source Title I Source Title I Source Title I


5000-5999: Services And Other Operating ExpendituresIRRE Contract (40%)

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresProfessional Development

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresSubject specific training

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesSubstitute teaching salaries for PD time (25 days)

Budget Reference


Budget Reference




630Budget Reference

3000-3999: Employee BenefitsSubstitute teaching salaries for PD time (25 days)

Budget Reference


Budget Reference



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0Budget Reference

0000: UnrestrictedLate start days- training and communication

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 2 - Observe and give feedback to teachers on implementation of curriculum and pacing guide. Both administration and department heads will provide informal feedback through Measuring What Matters, and administration will provide formal input through annual evaluation to ensure the written curriculum is being implemented and best practices are achieved.



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20

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5000-5999: Services And Other Operating ExpendituresIRRE contract (20%)

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesDepartment Head stipends

Budget Reference


Budget Reference





3000-3999: Employee BenefitsDepartment Head stipends

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesSubstitute time for evaluations (1 per month)

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesPrincipal/Assistant Principal time for evaluations

Budget Reference


Budget Reference




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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 2 - Provide an English Language Learner/English Language Development teacher and paraprofessional work in an assigned class and push- in English language program to increase access to the California State Standards English Language Development Standards. A minimum of four faculty members each year will participate in off-campus ELD training reviews to support implementation across the curriculum.






5000-5999: Services And Other Operating ExpendituresELD annual training

Budget Reference


Budget Reference



17850Source Supplemental Source Supplemental Source Supplemental

17850Budget 1000-1999: Certificated Personnel Budget 1000-1999: Certificated Personnel Budget 1000-1999: Certificated Personnel

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Reference SalariesEL teacher (.20FTE)






3000-3999: Employee BenefitsEL teacher (.20FTE)

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesEL paraprofessional (.25 FTE)

Budget Reference


Budget Reference





3000-3999: Employee BenefitsEL paraprofessional (.25 FTE)

Budget Reference


Budget Reference



10500Source Federal Funds Source Federal Funds Source Federal Funds


2000-2999: Classified Personnel SalariesEL paraprofessionals (.65 FTE)

Budget Reference


Budget Reference



2700Source Federal Funds Source Federal Funds Source Federal Funds


3000-3999: Employee BenefitsEL paraprofessionals (.65 FTE)

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesTesting coordinator for CELDT services (.10 FTE)

Budget Reference


Budget Reference



1000

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Source Supplemental Source Supplemental Source Supplemental


3000-3999: Employee BenefitsTesting coordinator for CELDT services (.10 FTE)

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 7 - Increase opportunities for students to access additional high interest elective courses, and extra- and co-curricular activities. Develop enrollment campaigns with incentives will all co- and extra-curricular program.




480000

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Source Base Source Base Source Base


1000-1999: Certificated Personnel SalariesCTE Teacher salaries- Ag, Business, Woodshop (6.25 FTE)

Budget Reference


Budget Reference





3000-3999: Employee BenefitsCTE Teacher salaries- Ag, Business, Woodshop (6.25 FTE)

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesSports salaries and stipends

Budget Reference


Budget Reference





3000-3999: Employee BenefitsSports salaries and stipends

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresSports expenditures- supplies, travel, services

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesStipends for student activities and clubs

Budget Reference


Budget Reference




6000

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Budget Reference

3000-3999: Employee BenefitsStipends for student activities and clubs

Budget Reference


Budget Reference





OR




Location(s)All Schools Specific Schools: Lassen High Specific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 7 - Students will be offered a hybrid educational program through Lassen Virtual Academy based on need that combines classroom instruction with online programs, enabling students to participate in co-and extra-curricular programs.





78000

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Budget Reference

1000-1999: Certificated Personnel SalariesLVA independent study teacher (1 FTE)

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Budget Reference





3000-3999: Employee BenefitsLVA independent study teacher (1 FTE)

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresLVA advertising and services

Budget Reference


Budget Reference





4000-4999: Books And SuppliesLVA instructional supplies

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresOn-line curriculum (25%)

Budget Reference


Budget Reference


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New

Modified

Unchanged

----------

Goal 2 Increase student learning and achievement by implementing strategies to measure student performance and delivery systems.2017-2018


COE 9 10LOCAL

----------Identified Need State assessments, Smarter Balanced, CELDT, and Advance Placement.

District, school, department, end of course and classroom assessments.Counselors time for advising students.Articulation of curriculum.Opportunities for students to access intervention/credit recovery.Community Day School high risk population.

Metrics to be used:Academic Progress reports, 10 year Annual Program Improvement/Annual Yearly Progress history, CST cluster data, CDE school quality snapshots, English learner enrollment data, CELDT data and reclassification data, AMAO historical data, school demographics (Special Education, GATE, and Foster Youth), Supplemental Educational Services participation, pupil outcomes.



Priority 4 Indicators – SBAC ELA/Math 9-12 Results

Student performance on the CAASPP increased over prior year in English Language Arts from 55% to 58% and Math increased from 26% to 31%.

4A: Performance on Standardized tests: Students performing advanced or proficient: English Language Arts - 63%, Math - 36%



Priority 4 Indicators – CAST Science 9-12 Results

2016-2017 is a pilot for the new Next Generation Science Standards test and no results are available.

4A: The baseline for the Next generation Science Standards will be established in 2017-2018.

4A: CST Science: District will increase % of students scoring proficient or above in 11th grade.

4A: CST Science: District will increase % of students scoring proficient or above in 11th grade.

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Priority 4: Academic Performance Index

The State has not established the metrics and data to establish a baseline at this point.

4B: Score on Academic Performance Index: Multiple measure replacement for the API I under development.



Priority 4: College and Career Ready/A-G course completion

22% of students are college prepared based on the EAP and a baseline for CTE pathways will be established.

4C:35% of pupils that are college and career ready, completing A-G courses or CTE sequence.



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

40% of the EL population in 2016-2017 increased by 1 proficiency level.

4D: English Proficiency – Our measurable outcome is that their language proficiency level will increase by 1 (one) each school year. This year 47% of our EL students, who were tested in consecutive years, grew by at least one level. (AMAO 1).



Priority 4: State Indicator/Academic Indicator/Reclassification rates

43% of the students reclassified in 2015-2016. This year’s rate is inflated due to issues which were addressed within our district which resulted in students not being reclassified in prior years; furthermore, this year’s reclassification process is not complete. The number stated is an approximation based on current status.

4E: Our reclassification rate for EL students will be 10%



Priority 4: State Indicator/College and Career Indicator/AP pass rate

In 2015-2016, 148 individual tests were given to 89 students. Of the 89 students tested 29 received a three or higher on a test or a passage rate of 33% unduplicated count. For students who passed one more exam, the passage rate was 45%.

4F: The AP exam pass rate will increase to 50% of the students with a score of three or higher.



Priority 4: State Indicator/College and Career Indicator/EAP-11th Grade SBAC results

All 11th grade students participated in the EAP. In 2015-2016 21% of students met the qualifications in ELA and 12% met the qualifications in Math.

4G: 26% of 11th grade students participating in EAP will meet the qualifications in ELA and 17% of students will meet the qualifications in Math.



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

For 2015-2016, the percentage of students meeting the Healthy Fitness Zone was 71%. MAP Scores for the winter of 2017 yielded the following results: Language Arts: 70% of the students were on or above grade level. Reading: 67% were on or above grade level. Math: 59% of the students were on or above grade level.

8A: The % of students reaching physical fitness targets will increase to 73% as measured by the Annual CA Physical Fitness Test. MAP Scores for the winter of 2017 yielded the following results: Language Arts: Continue 70% of the students on or above grade level. Reading: Increase to 68% on or above grade level. Math: Increase to 61% on or above grade level.

8A: The % of students reaching physical fitness targets will increase by 75% as measured by the Annual CA Physical Fitness Test. MAP Scores for the winter of 2017 yielded the following results: Language Arts: Continue 70% of the students on or above grade level. Reading: Increase to 69% on or above grade level. Math: Increase to 63% on or above grade level.

8A: The % of students reaching physical fitness targets will increase by 77% as measured by the Annual CA Physical Fitness Test. MAP Scores for the winter of 2017 yielded the following results: Language Arts: Continue 70% of the students on or above grade level. Reading: Increase to 70% on or above grade level. Math: Increase to 63% on or above grade level.





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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Priority 4 - Implement a school/district assessment plan using classroom common formative assessment, end of the year course summative assessments, and Measure of Academic Progress (MAP) assessments to ensure that the written curriculum is being achieved by students. The plan will include other assessments such as Smarter Balanced, California English Language Development Test (CELDT/ELPAC) and Early Assessment Program (EAP).

Priority 4 - Implement a school/district assessment plan using classroom common formative assessment, end of the course summative assessments, and Measure of Academic Progress (MAP) assessments to ensure that the written curriculum is being mastered by students. The plan will include other assessments such as Smarter Balanced, California English Language Development Test (CELDT/ELPAC) and Early Assessment Program (EAP).

Priority 4 - Implement a school/district assessment plan using classroom common formative assessment, end of the course summative assessments, and Measure of Academic Progress (MAP) assessments to ensure that the written curriculum is being mastered by students. The plan will include other assessments such as Smarter Balanced, California English Language Development Test (CELDT/ELPAC) and Early Assessment Program (EAP).




5000-5999: Services And Other Operating ExpendituresMAP contract (75%)

Budget Reference


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2000-2999: Classified Personnel SalariesTesting Cordinator (.20FTE)

Budget Reference


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3000-3999: Employee BenefitsTesting Cordinator (.20FTE)

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - Improve student achievement in English, Math, Science and Social Science by implementing the California State Standards in all departments. The curriculum needs to be aligned vertically with common assessments at predetermined intervals. Classes must offer additional opportunities for learning and re-learning the standards with the opportunity to re-assess for mastery assessment.






1000-1999: Certificated Personnel SalariesSubstitute time for teacher release/curriculum alignment (25 days)

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750Budget Reference

1000-1999: Certificated Personnel SalariesTeacher extra hours for curriculum/assessment (20 hours)

Budget Reference


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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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Priority 8 - Data will be gathered and analyzed for interventions and will be used to differentiate instruction within classrooms. An assessment technician will support testing and data analysis.






2000-2999: Classified Personnel SalariesTesting/data coordinator (.20FTE)

Budget Reference


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650Budget Reference

5000-5999: Services And Other Operating ExpendituresAeries Analytics (50%)

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesSubstitutes for teacher release (10)

Budget Reference


Budget Reference





OR



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Location(s)All Schools Specific Schools: Community Day School Specific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - Continued implementation of a Community Day School program that will operate to serve high risk and expelled students in an environment that meets their academic, emotional and special needs. Work collaboratively with probation to re-institute the PACE program.

Priority 8 - Continued implementation of a Community Day School program that will operate to serve high risk and expelled students in an environment that meets their academic, emotional and special needs. Work collaboratively with probation to re-institute the PACE program.v

Priority 8 - Continued implementation of a Community Day School program that will operate to serve high risk and expelled students in an environment that meets their academic, emotional and special needs. Work collaboratively with probation to re-institute the PACE program.




1000-1999: Certificated Personnel SalariesCDS teacher, substitute teachers, administrator (1 FTE teacher, .25 FTE admin)

Budget Reference


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2000-2999: Classified Personnel SalariesCDS paraprofessionals (.75 FTE)

Budget Reference

3000-3999: Employee BenefitsCDS paraprofessionals (.75 FTE)

Budget Reference

3000-3999: Employee BenefitsCDS paraprofessionals (.75 FTE)




3000-3999: Employee BenefitsBenefits for certificated and classified

Budget Reference


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4000-4999: Books And SuppliesSupplies and supplemental text

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresOperating costs

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresContract with county probation for truancy and guidance

Budget Reference


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Budget Reference


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OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - Administration and faculty will work with feeder schools in articulating content performance levels and effective strategies.






1000-1999: Certificated Personnel SalariesStaff conference and collaboration time

Budget Reference


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OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - Counselors, with students and parents will create and monitor as needed, a five-year plan to develop a personal vision and purpose for learning, and to evaluate yearly progress to support their college and career goals.





100Budget Reference

5000-5999: Services And Other Operating ExpendituresNaviance Software- 3 year contract expires 20/21

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesSalaries for 5 Year Plan development (4 people/4days)

Budget Reference

1000-1999: Certificated Personnel SalariesSalaries for 5 Year Plan modifications (4 people/1day)

Budget Reference

1000-1999: Certificated Personnel SalariesSalaries for 5 Year Plan modifications (4 people/1day)



750Budget Reference

3000-3999: Employee BenefitsSalaries for 5 Year Plan development (4 people/4days)

Budget Reference

3000-3999: Employee BenefitsSalaries for 5 Year Plan modifications (4 people/1day)

Budget Reference

3000-3999: Employee BenefitsSalaries for 5 Year Plan modifications (4 people/1day)


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1000-1999: Certificated Personnel SalariesCounselor time for 5 Year Plan activities

Budget Reference


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3000-3999: Employee BenefitsCounselor time for 5 Year Plan activities

Budget Reference


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500Budget Reference

4000-4999: Books And SuppliesParent meetings- supplies, mailing

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20

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Priority 8 - Provide online learning opportunities as an intervention for students to keep pace with academic requirements. Online curriculum will be evaluated to align with California State Standards and A-G criteria.







Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesCurriculum evaluation, teacher salaries (3 people, 3 days)

Budget Reference


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OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - Using MAP scores and grades, the math department and administration will evaluate the need for math intervention options:• In-class differentiation,• Intervention classes,• Restructured courses (i.e., Math 1A, math 1B)• Math across curriculum.







Budget Reference


Budget Reference






Budget Reference


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900Budget Reference

1000-1999: Certificated Personnel SalariesTeacher time (20 hours)

Budget Reference


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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 4 - Teachers will analyze the following tests for content and critical thinking levels. Students will take practice tests that match high-stakes test (Smarter Balanced) and college prep (SAT, ACT, and AP).






4000-4999: Books And SuppliesPractice tests, supplies, consumables

Budget Reference


Budget Reference


Action 10

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For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - Analyze the current intervention courses being offered and increase student academic support and credit recovery programs as well as summer school programs to ensure readiness for course work in core subjects.






1000-1999: Certificated Personnel SalariesCredit recovery teacher, after-school (1 hr daily)

Budget Reference


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3000-3999: Employee BenefitsCredit recovery teacher, after-school (1 hr daily)

Budget Reference


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1000-1999: Certificated Personnel SalariesRead 180 Intervention teacher (.40 FTE)

Budget Reference


Budget Reference





3000-3999: Employee BenefitsRead 180 Intervention teacher (.40 FTE)

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresRead 180 annual contract

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesSummer School teacher

Budget Reference


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3000-3999: Employee BenefitsSummer School teacher

Budget Reference


Budget Reference



18000

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Source Supplemental Source Supplemental Source Supplemental


2000-2999: Classified Personnel SalariesIntervention Paraprofessional (.75 FTE)

Budget Reference


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3000-3999: Employee BenefitsIntervention Paraprofessional (.75 FTE)

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 4 - Administration and special education staff will evaluate current services, and propose services. The goal to changes and improve student learning. A para-educator will be hired to support push-in services for



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students. students. students.


26400Source Special Education Source Special Education Source Special Education


2000-2999: Classified Personnel SalariesSpecial Education Paraprofessional (.75 FTE)

Budget Reference


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3000-3999: Employee BenefitsSpecial Education Paraprofessional (.75 FTE)

Budget Reference


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1000-1999: Certificated Personnel SalariesTeacher extra hours/substitute time

Budget Reference


Budget Reference



Students to be ServedAll Students with Disabilities At-risk


OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - At risk subgroup advocates (counselors, Sp. Ed. case carriers and Native American advocate) collect data on behavior, attendance, and grades (B.A.G.) information each month and report to administration.





650Budget Reference


Budget Reference


Budget Reference



5600Source Title VI Source Title VI Source Title VI


1000-1999: Certificated Personnel SalariesPartial Prep Buyout- for Data analysis and monitoring

Budget Reference


Budget Reference



1000Source Title VI Source Title VI Source Title VI


3000-3999: Employee BenefitsPartial Prep Buyout- for Data analysis and monitoring

Budget Reference


Budget Reference


Action 13

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For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 8 - Administration and counselors will monitor participation levels in advance classes, career/pathway classes, electives, sports and clubs of all demographic groups, evaluating proportional participation annually.





0Budget Reference

1000-1999: Certificated Personnel SalariesCTE teacher salaries included Goal 1 Action 8

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2500

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1000-1999: Certificated Personnel SalariesAdministration time to compile and review data

Budget Reference


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2000-2999: Classified Personnel SalariesAdministration time to compile and review data

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesAP Classes (average 10 classes/average salary)

Budget Reference


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3000-3999: Employee BenefitsAP Classes (average 10 classes/average salary)

Budget Reference


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5000-5999: Services And Other Operating ExpendituresAP Testing fees

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New

Modified

Unchanged

----------

Goal 3 Improve conditions of learning by increasing engagement, parent and student involvement, and improving school climate.2017-2018


COE 9 10LOCAL

----------Identified Need Communications with stakeholder populations

Graduation rates, attendance rates, drop out ratesPupil suspension and expulsion ratesIncrease involvement and engagement of staff, parents and community in the academic improvement of students.Student social and emotional counselingDevelopment of Advocacy programStudent SafetySchool Climate

Metrics to be used:School Parent Surveys, school site council agendas, DELAC Agenda Overview, school parent surveys, school community/business partners, enrollment and staffing history, suspension and expulsion rates/reasons, inter-district requests/reasons, student attendance rates/Chronic absenteeism, staff substitute costs, school demographics (Special Education, Gate & Foster Youth), cohort dropout rates, cohort graduation rates, truancy rates.



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

3A: As measured by the Healthy Kids Survey, parents feel welcome to participate at school, 74%, the school encourages me to be an active partner in my child's education 76%, I'm treated with respect 81%, school staff is helpful 81%, school




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allows input and welcomes parents contributions 69%, school actively seeks input parents before making important decisions, 54%.

allows input and welcomes parents contributions 70%, school actively seeks input parents before making important decisions, 57%. We will increase the number of parent surveys returned to 260.




In 2016-2017 a meeting was held with EL parents, socioeconomically disadvantaged and foster parents to solicit input from parents on the WASC and LCAP. 7 parents participated. Meetings were arranged and held with foster parents and special education students.

3B: The percentage of parent participation for EL parents, socioeconomically disadvantaged and foster parents will increase to 5%.




Increase the % of Exceptional Needs parents participating in school functions and meetings. We currently have less than 1%.

3C: Increase the % of Exceptional Needs parents participating in school functions and meetings. We currently have less than 1% and want to improve to 5%.



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

Student attendance rates for 2015-2016 were 94.6%.

5A: We will maintain a 94.6% student attendance.



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

In 2016-2017, Chronic Absenteeism was 4%.

5B: Reduce chronic absenteeism to 3.5%.

5B: Reduce chronic absenteeism to 3%.

5B: Reduce chronic absenteeism to 2.5%.

Priority 5: Local Metric/Student Engagement/High school dropout rate

For 2015-2016 the drop-out rate was 4%.

5D: High school dropout rates will decrease to 3.5%.

5D: High school dropout rates will decrease to 3%.

5D: High school dropout rates will decrease to 2.5%.

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

High School graduation rates for 2015-2016 was 95.4%

5E: High school graduation rates will increase to 96%.

5E: We will maintain a high school graduation rates of 96%.

5E: We will maintain a high school graduation rates of 96%.

Priority 6: State Indicator/Student Suspension Indicator

The suspension rate for 2015-2016 was 12%.

6A: Reduce the suspension rates to 10%.



Priority 6: Local Metric/Expulsion rate

2016-17 expulsion rate was 0%. 6B: Maintain a 0% expulsion rate.

6B: Maintain a 0% expulsion rate.

6B: Maintain a 0% expulsion rate.

Priority 6: Local Indicator/Local tool for school climate

In the 2016 Healthy Kids Survey and an LCAP survey, 46% of students had a feeling of Safety

6C: Increase feeling of safety to 70% of students as measured by Parent/Student Survey.



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on campus.



Students to be ServedAll Students with Disabilities At risk


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 3 - Increase parent communication, with a specific focus on parents with children who are at risk and/or have exceptional needs.





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5000-5999: Services And Other Operating ExpendituresBlackboard Connect Contract

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresMailing and postage

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 2 - The district and site will aggressively involve parents/guardians in the governance of programs at all levels through School Site Council, English Learner Advisory Committee (ELAC), advisory committees and board meetings.

Priority 2 -The district and site will aggressively involve parents/guardians in the governance of programs at all levels through School Site Council, English Learner Advisory Committee (ELAC), advisory committees and board meetings.

Priority 2 -The district and site will aggressively involve parents/guardians in the governance of programs at all levels through School Site Council, English Learner Advisory Committee (ELAC), advisory committees and board meetings.

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500Budget Reference

1000-1999: Certificated Personnel SalariesPrincipal coordination time

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesWASC Coordination Stipend

Budget Reference


Budget Reference




800Budget Reference

4000-4999: Books And SuppliesFamily BBQ's and events

Budget Reference


Budget Reference





OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 5 - The district/site will evaluate graduation and dropout rates and strive to improve student connections to school.






1000-1999: Certificated Personnel SalariesAdministration time for evaluation and strategic planning

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesRegistrar time, CALPADS (10%)

Budget Reference

2000-2999: Classified Personnel SalariesRegistrar time, CALPADS (10%)

Budget Reference

1000-1999: Certificated Personnel SalariesRegistrar time, CALPADS (10%)




3000-3999: Employee BenefitsRegistrar time, CALPADS (10%)

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesTesting Coordinator/Data (5%)

Budget Reference


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500Budget Reference

3000-3999: Employee BenefitsTesting Coordinator/Data (5%)

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 5 - The district/site will engage in a process to address excessive attendance/truancy utilizing the School Attendance Review Board (SARB) with other community agencies to work towards keeping students in school. Incentives will be provided for perfect attendance.




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2000-2999: Classified Personnel SalariesAttendance Clerk (.20 FTE)

Budget Reference


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3000-3999: Employee BenefitsAttendance Clerk (.20 FTE)

Budget Reference


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2000-2999: Classified Personnel SalariesAdministrative Assistant (.10 FTE)

Budget Reference


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3000-3999: Employee BenefitsAdministrative Assistant (.10 FTE)

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesAdministrator time

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresPostage and mailings

Budget Reference


Budget Reference





4000-4999: Books And SuppliesAttendance Incentives

Budget Reference


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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 5 - Redesign/develop and implement an Advocacy period to develop skills which will strengthen interpersonal relationships between students and staff and support the academic growth of each student. This will influence both dropout rates and attendance.






1000-1999: Certificated Personnel SalariesTeacher time- Advocacy Planning (4

Budget Reference


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teachers, 2 days) teachers, 2 days) teachers, 2 days)




4000-4999: Books And SuppliesAdvocacy supplies and curriculum

Budget Reference


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1000-1999: Certificated Personnel Salaries3% ongoing salary increase for advocacy/benchmark

Budget Reference


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3000-3999: Employee Benefits3% ongoing salary increase for advocacy/benchmark

Budget Reference


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OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 6 - Maintain a safety committee to work towards elevating the overall safety of the campus for both students and staff. Provide safety training for students and staff to ensure a positive school climate. Facilities will need to be upgraded with new safety measures.






4000-4999: Books And SuppliesAED- 1 per year

Budget Reference


Budget Reference





4000-4999: Books And SuppliesSupplies for safety and safety awareness projects

Budget Reference


Budget Reference


Amount 1000 Amount Amount

1000Source Lottery Source Source


4000-4999: Books And SuppliesMaterials for map kiosks

Budget Reference

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 6 - Develop and implement a plan to reduce student off-campus suspensions and implement alternative means of corrections to keep students fully engaged in academic endeavors.






1000-1999: Certificated Personnel SalariesAssistant Principal (.10FTE)

Budget Reference


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3000-3999: Employee BenefitsAssistant Principal (.10FTE)

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2900

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2000-2999: Classified Personnel SalariesSafety Clerk (.10 FTE)

Budget Reference


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750Budget Reference

3000-3999: Employee BenefitsSafety Clerk (.10 FTE)

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesSubstitute teacher for on-campus suspension (1 day per week)

Budget Reference


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800Budget Reference

3000-3999: Employee BenefitsSubstitute teacher for on-campus suspension (1 day per week)

Budget Reference


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OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 6 - Continue to strengthen the role of the school resource officer while maintaining campus security personnel.






5000-5999: Services And Other Operating ExpendituresSRO contract with City of Susanville

Budget Reference


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2000-2999: Classified Personnel SalariesSafety Personnel (2 FTE)

Budget Reference


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3000-3999: Employee BenefitsSafety Personnel (2 FTE)

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Priority 6 - Continue behavioral health counselor days for social and emotional learning and support for students and parents. Develop and/or purchase additional student programs for social and emotional learning students and support for parents. Administration will develop a means to identify and serve the needs of students in crisis.






5000-5999: Services And Other Operating ExpendituresBehavior Counselor contract with LCOE

Budget Reference


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1000-1999: Certificated Personnel SalariesCounselors- additional 15 day per year

Budget Reference


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3000-3999: Employee BenefitsCounselors- additional 15 day per year

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5000-5999: Services And Other Operating ExpendituresPrograms

Budget Reference

5000-5999: Services And Other Operating ExpendituresCounselors- additional 15 day per year

Budget Reference

5000-5999: Services And Other Operating ExpendituresCounselors- additional 15 day per year




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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Priority 6 - Improve the school climate by implementing a school culture that is tolerant of diversity and works to build relationships between students; between teachers; and between teachers and students. Teach and model respect for teachers/students and provide opportunities to learn how to build relationships.






5000-5999: Services And Other Operating ExpendituresStaff Development and workshops

Budget Reference


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4000-4999: Books And SuppliesTeam Building through Wellness Plan activities- Staff and students

Budget Reference


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Demonstration of Increased or Improved Services for Unduplicated PupilsLCAP Year 2017–18 2018–19 2019–20

----------Estimated Supplemental and Concentration Grant Funds: $377,331 Percentage to Increase or Improve Services: 5.70%----------Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).----------Lassen Union High School District funding, under the Local Control Funding Formula, estimates the Supplemental funding will be $397,820 for the 2017-18 school year, LUHSD does not receive Concentration funding. The enrollment at LUHSD is 806. The number of unduplicated students in the district is 246 and equals approximately 31% of the student population. LUHSD is dedicated to the goals specified in this LCAP and intends to improve student achievement by targeting all students, including the specified subgroups: Low Income 227, 28%; Foster Youth 23, 3%; English Learners 15, 2%; Homeless 4, less than 1%; Special Education 61, 8%. While the activities will be implemented district wide, the activities below will be principally directed toward all unduplicated students.

Actions/ServicesGoal 1, Action 7- (Targeted) Provide EL teacher and paraprofessionals, participate in ELD training annually. .20 FTE certificated teacher to teach an EL support class. .90 FTE paraprofessionals to assist in push-in programs. Testing Coordinator- dedicated for .10 FTE for ELPAC testing and results. ($33,830 Supplemental, $16,700 Other)

Goal 1, Action 9- (Principally directed) A full time teacher will be assigned to full time and/or combined independent study program to serve as an alternative for those students not succeeding in the traditional classroom setting. ($104,400 Supplemental, $6,300 Other)

Goal 2, Action 1- (Targeted) Implement and use assessments to deploy differentiate learning, to include Measure of Academic Progress and CELDT, among other. The testing coordinator will designate 20% of her time to administering and these assessments and interpreting results. Professional development will be provided to the teaching staff on differentiation in the classroom. ($10,100 Supplemental, $14,425 Other)

Goal 2, Action 3- (Principally directed) Data will be used to analyze interventions. Testing Coordinator will devote 20% of her time to pulling and compiling applicable data (Aeries Analytics) for the teachers to review and use to develop appropriate interventions. Teachers will be provide release time for these duties. ($8,000 Supplemental, $2,150 Other)

Goal 2, Action 4- (Targeted) The district will continue to operate the Community Day School, it will serve specifically for an alternative for expelled students, and will also serve foster and homeless students. This setting provides smaller class sizes, personalized interventions, and controlled environment that is conducive to learning. A focus will be placed on life skills. ($159,100 Supplemental $17,000 Other)

Goal 2, Action 6- (Principally directed)A personal 5 year plan will be developed with each student to assure their awareness of college and career opportunities and the path needed in high school studies. A committee will get together to structure the plan, Naviance will be used to determine student interests. Naviance is

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a tri-annual contract was paid in full during the 2016/17 school year. ($100 Supplemental $30,150 Other)

Goal 2, Action 10- (Principally directed)Multiple opportunities for credit recovery and interventions will be available for students. A credentialed teacher will be available daily after school for credit recovery. 2 periods of Read 180 will be offered for those students needing remedial reading or assistance. Summer school will be offered annually.Paraprofessionals will be employed for intervention services ($30,300 Supplemental, $42,500 Other)

Goal 3, Action 3- (Principally directed)Data on dropout and graduation rates will be used to improve student connections to school. Certificated personnel will evaluate and strategic plan, Testing Coordinator will provide adequate data in an easy format. ($2,500 Supplemental, $8,100 Other)

Goal 3, Action 9- (Targeted )The district will continue to contract with Lassen County Office of Education to provide a behavioral health counselor 2 full days per week. The services will focus on social and emotional learning, will objectives to decrease suspension rate, increase attendance, and effect student achievement. ($31,000 Supplemental, $21,650 Other)

Justification for use on a district-wide basis, less than 55%

In addition to the goals outlined above, the contract for professional development with Institute for Research and Reform in Educations will provide all teachers with the tools to be effective and differentiate classroom learning for all students, increasing performance and achievement on assessments such as CAASPP, CELDt, EAP, and AP. Time allotted for collaboration and training certificated and administration staff will be recognized with improved student engagement. Additional options and course offerings will allow students more choices and opportunities to become college and career ready, increasing the number of students completing A-G classes. A combination of goals in this plan will increase attendance rates. The district believes that the goals and actions of this LCAP are the most effective use of funds to meet the district’s Annual Measurable Outcomes for all unduplicated pupils.

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Revised Local Control and Accountability Plan and Annual Update Template Instructions

AddendumThe Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. For school districts and county offices of education, the LCAP is a three-year plan which is reviewed and updated in the second and third years of the plan. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) 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 funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, 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. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents

Plan SummaryAnnual UpdateStakeholder EngagementGoals, Actions, and ServicesPlanned Actions/ServicesDemonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan SummaryThe LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget SummaryThe LEA must complete the LCAP Budget Summary table as follows:

Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for

http://www.cde.ca.gov/fg/ac/sa/

the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual UpdateThe planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP. Annual Measurable Outcomes

For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/ServicesIdentify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

AnalysisUsing actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

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

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

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

Stakeholder EngagementMeaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Education Code identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. Education Code requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, Education Code Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student 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 specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and ServicesLEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

New, Modified, UnchangedAs part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

GoalState the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local PrioritiesIdentify 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 applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable.

Expected Annual Measurable OutcomesFor each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services

For each action/service, the LEA must complete either the section “For Actions/Services not contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

For Actions/Services Not Contributing to Meeting the Increased or Improved Services RequirementStudents to be ServedThe “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.Location(s)Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:Students to be ServedFor any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service

For each action/service contributing to meeting the increased or improved services requirement, identify scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:

If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”

If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, place a check mark next to “schoolwide”.

If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

Location(s)Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/ServicesFor each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged: Check “New” if the action/service is being added in any of the three years of the LCAP to

meet the articulated goal.

Check “Modified” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

Check “Unchanged” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description.

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may check “Unchanged” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the Goals, Actions, and

Services section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.Budgeted ExpendituresFor 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. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

Demonstration of Increased or Improved Services for Unduplicated StudentsThis section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the Demonstration of Increased or Improved Services for Unduplicated Students table and mark the appropriate LCAP year. Using the copy of the table, complete the table as required for the current year LCAP. Retain all prior year tables for this section for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant FundsIdentify 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 students as determined pursuant to 5 CCR 15496(a)(5). Percentage to Increase or Improve ServicesIdentify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR 15496(a)(7).

Consistent with the requirements of 5 CCR 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows.

For those services being provided on an LEA-wide basis:

For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

State PrioritiesPriority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; andC. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses:A. The implementation of state board adopted academic content and performance standards for all

students, which are: a. English Language Arts – Common Core State Standards for English Language Artsb. Mathematics – Common Core State Standards for Mathematicsc. English Language Developmentd. Career Technical Educatione. Health Education Content Standardsf. History-Social Scienceg. Model School Library Standardsh. Physical Education Model Content Standardsi. Next Generation Science Standardsj. Visual and Performing Artsk. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses:A. The efforts the school district makes to seek parent input in making decisions for the school district and

each individual school site;B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional

needs.Priority 4: Pupil Achievement as measured by all of the following, as applicable:

A. Statewide assessments;B. The Academic Performance Index;C. The percentage of pupils who have successfully completed courses that satisfy UC or CSU entrance

requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the CELDT;

E. The English learner reclassification rate;F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or

higher; andG. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the

Early Assessment Program, or any subsequent assessment of college preparedness.Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates;B. Chronic absenteeism rates;

C. Middle school dropout rates;D. High school dropout rates; andE. High school graduation rates;

Priority 6: School Climate as measured by all of the following, as applicable:A. Pupil suspension rates;B. Pupil expulsion rates; andC. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and

school connectedness.Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under Sections 51210 and 51220(a)-(i), as applicable;

B. Programs and services developed and provided to unduplicated pupils; andC. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under Sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupilsPriority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of

services to foster children, including educational status and progress information that is required to be included in court reports;

C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and

D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.

Local Priorities address:A. Local priority goals; andB. Methods for measuring progress toward local goals.

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, as applicable to type of LEA, 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).


(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).


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

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

2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060,

52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C.

Sections 6312 and 6314.

APPENDIX B: GUIDING QUESTIONSGuiding Questions: Annual Review and Analysis

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 school sites and were these actions/services effective in achieving the desired outcomes?

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

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

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

Guiding Questions: Stakeholder Engagement

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, or 47606.5, as applicable, 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?

Guiding Questions: Goals, Actions, and Services

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of

meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

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

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

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

9) What information was considered/reviewed for individual school sites?10) What information was considered/reviewed for subgroups identified in Education Code Section 52052?11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to

Education Code Section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can

these expenditures be found in the LEA’s budget?

Prepared by the California Department of Education, October 2016

LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Funding Sources 2,166,025.00 2,094,673.00 2,801,012.00 2,815,646.00 2,876,182.00 8,492,840.00

500.00 500.00 0.00 0.00 0.00 0.00Base 1,206,725.00 1,287,498.00 2,114,922.00 2,169,006.00 2,214,737.00 6,498,665.00California Career Pathways Trust 0.00 17,597.00 0.00 0.00 0.00 0.00Federal Funds 5,300.00 4,549.00 13,200.00 14,200.00 15,200.00 42,600.00Governors CTE Initiative: California Partnership Academies

20,000.00 88,260.00 0.00 0.00 0.00 0.00

Locally Defined 350,000.00 54,100.00 12,000.00 10,000.00 10,000.00 32,000.00Lottery 25,000.00 32,030.00 102,620.00 47,100.00 46,230.00 195,950.00Other 123,500.00 64,500.00 0.00 0.00 0.00 0.00Special Education 20,400.00 32,344.00 34,800.00 35,600.00 36,300.00 106,700.00Supplemental 272,750.00 363,418.00 379,330.00 394,030.00 406,700.00 1,180,060.00Title I 113,500.00 134,025.00 98,800.00 99,900.00 101,000.00 299,700.00Title II 27,600.00 10,200.00 38,740.00 38,810.00 38,915.00 116,465.00Title III 750.00 5,652.00 0.00 0.00 0.00 0.00Title VI 0.00 0.00 6,600.00 7,000.00 7,100.00 20,700.00

* Totals based on expenditure amounts in goal and annual update sections.

Total Expenditures by Object Type

Object Type2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Expenditure Types 2,166,025.00 2,094,673.00 2,801,012.00 2,815,646.00 2,876,182.00 8,492,840.00

0.00 127,000.00 0.00 0.00 0.00 0.000000: Unrestricted 50,000.00 2,191.00 0.00 0.00 0.00 0.001000-1999: Certificated Personnel Salaries 679,835.00 749,751.00 1,239,650.00 1,251,450.00 1,270,750.00 3,761,850.002000-2999: Classified Personnel Salaries 247,500.00 322,361.00 467,554.00 455,496.00 457,977.00 1,381,027.003000-3999: Employee Benefits 267,790.00 328,611.00 437,933.00 525,450.00 569,075.00 1,532,458.004000-4999: Books And Supplies 106,400.00 169,346.00 188,620.00 114,100.00 113,230.00 415,950.005000-5999: Services And Other Operating Expenditures

185,700.00 311,313.00 442,255.00 444,150.00 440,150.00 1,326,555.00

5800: Professional/Consulting Services And Operating Expenditures

277,800.00 30,000.00 0.00 0.00 0.00 0.00

5900: Communications 1,000.00 0.00 0.00 0.00 0.00 0.006000-6999: Capital Outlay 350,000.00 54,100.00 0.00 0.00 0.00 0.007000-7439: Other Outgo 0.00 0.00 25,000.00 25,000.00 25,000.00 75,000.00


Total Expenditures by Object Type and Funding Source

Object Type Funding Source2016-17Annual Update

Budgeted

2016-17Annual UpdateActual

2017-18 2018-19 2019-202017-18through2019-20

TotalAll Expenditure Types All Funding Sources 2,166,025.00 2,094,673.00 2,801,012.00 2,815,646.00 2,876,182.00 8,492,840.00

Base 0.00 127,000.00 0.00 0.00 0.00 0.000000: Unrestricted Base 0.00 2,191.00 0.00 0.00 0.00 0.000000: Unrestricted Other 50,000.00 0.00 0.00 0.00 0.00 0.001000-1999: Certificated Personnel Salaries

Base 544,850.00 554,552.00 1,005,500.00 1,011,500.00 1,026,900.00 3,043,900.00

1000-1999: Certificated Personnel Salaries

California Career Pathways Trust

0.00 17,597.00 0.00 0.00 0.00 0.00


Special Education 0.00 0.00 1,500.00 1,500.00 1,500.00 4,500.00


Supplemental 102,485.00 141,843.00 195,850.00 201,150.00 204,550.00 601,550.00


Title I 26,000.00 25,559.00 24,000.00 24,500.00 25,000.00 73,500.00


Title II 6,000.00 10,200.00 7,200.00 7,200.00 7,200.00 21,600.00


Title III 500.00 0.00 0.00 0.00 0.00 0.00


Title VI 0.00 0.00 5,600.00 5,600.00 5,600.00 16,800.00

2000-2999: Classified Personnel Salaries

Base 177,000.00 207,657.00 367,354.00 371,066.00 371,777.00 1,110,197.00


Federal Funds 4,800.00 3,949.00 10,500.00 11,000.00 11,500.00 33,000.00


Special Education 20,400.00 32,344.00 26,400.00 26,400.00 26,400.00 79,200.00


Supplemental 45,300.00 74,359.00 63,300.00 47,030.00 48,300.00 158,630.00


Title III 0.00 4,052.00 0.00 0.00 0.00 0.00

3000-3999: Employee Benefits

Base 209,925.00 254,284.00 337,863.00 397,340.00 430,960.00 1,166,163.00


Federal Funds 500.00 600.00 2,700.00 3,200.00 3,700.00 9,600.00



Budgeted


2017-18 2018-19 2019-202017-18through2019-20

Total3000-3999: Employee Benefits

Special Education 0.00 0.00 6,900.00 7,700.00 8,400.00 23,000.00


Supplemental 44,765.00 63,781.00 79,280.00 104,950.00 112,950.00 297,180.00


Title I 9,000.00 8,346.00 9,200.00 9,800.00 10,400.00 29,400.00


Title II 3,600.00 0.00 990.00 1,060.00 1,165.00 3,215.00


Title III 0.00 1,600.00 0.00 0.00 0.00 0.00


Title VI 0.00 0.00 1,000.00 1,400.00 1,500.00 3,900.00

4000-4999: Books And Supplies

500.00 500.00 0.00 0.00 0.00 0.00


Base 57,250.00 47,356.00 83,800.00 66,800.00 66,800.00 217,400.00


Governors CTE Initiative: California Partnership Academies

20,000.00 88,260.00 0.00 0.00 0.00 0.00


Locally Defined 0.00 0.00 5,700.00 3,700.00 3,700.00 13,100.00


Lottery 25,000.00 32,030.00 97,620.00 42,100.00 41,230.00 180,950.00


Supplemental 1,400.00 1,200.00 1,500.00 1,500.00 1,500.00 4,500.00


Title I 2,000.00 0.00 0.00 0.00 0.00 0.00


Title III 250.00 0.00 0.00 0.00 0.00 0.00

5000-5999: Services And Other Operating Expenditures

Base 131,500.00 94,458.00 295,405.00 297,300.00 293,300.00 886,005.00


Locally Defined 0.00 0.00 6,300.00 6,300.00 6,300.00 18,900.00


Lottery 0.00 0.00 5,000.00 5,000.00 5,000.00 15,000.00



Budgeted


2017-18 2018-19 2019-202017-18through2019-20

Total5000-5999: Services And Other Operating Expenditures

Other 9,500.00 34,500.00 0.00 0.00 0.00 0.00


Supplemental 44,700.00 82,235.00 39,400.00 39,400.00 39,400.00 118,200.00


Title I 0.00 100,120.00 65,600.00 65,600.00 65,600.00 196,800.00


Title II 0.00 0.00 30,550.00 30,550.00 30,550.00 91,650.00


Base 85,200.00 0.00 0.00 0.00 0.00 0.00


Other 64,000.00 30,000.00 0.00 0.00 0.00 0.00


Supplemental 34,100.00 0.00 0.00 0.00 0.00 0.00


Title I 76,500.00 0.00 0.00 0.00 0.00 0.00


Title II 18,000.00 0.00 0.00 0.00 0.00 0.00

5900: Communications Base 1,000.00 0.00 0.00 0.00 0.00 0.006000-6999: Capital Outlay Locally Defined 350,000.00 54,100.00 0.00 0.00 0.00 0.007000-7439: Other Outgo Base 0.00 0.00 25,000.00 25,000.00 25,000.00 75,000.00


Total Expenditures by Goal

Goal 2017-18 2018-19 2019-202017-18through2019-20

TotalGoal 1 1,787,512.00 1,772,396.00 1,808,472.00 5,368,380.00

Goal 2 569,650.00 586,700.00 599,010.00 1,755,360.00

Goal 3 443,850.00 456,550.00 468,700.00 1,369,100.00


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