PUBLIC HEARING2019 - 2020

LCAP & BUDGET

BOARD OF EDUCATIONPITTSBURG UNIFIED SCHOOL DISTRICT

J U N E 5 , 2 0 1 91

Presented by:Sonya Marturano, Director of Fiscal Services,Anthony Molina, Executive DirectorEileen Chen, Executive Director

About LCFF and LCAP• How the Local Control Funding Formula Works• Local Control & Accountability Plans• LCAP Timeline

The Big Picture • Overview of our District• Our District’s Student Achievement • Our District’s Plans for Success

Budget Development• District Fiscal Trends – General Fund Revenue• Budget Reductions• Proposed Supplemental & Concentration

Reflections & Feedback

OV E RV I E W O F P R E S E N TAT I O N

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Glossary of Terms

• LCAP: Local Control Accountability Plan• LCFF Local Control Funding Formula• RTI: Response to Intervention• PBIS: Positive Behavioral Interventions and Supports• MTSS: Multi-tiered Systems of Support• CSI: Comprehensive Support and Improvement • Assessments:

– CAASPP: California Assessment of Student Performance and Progress– CAST – California Science Test– DIBELS: Dynamic Indicators of Basic Early Literacy Skills (Local)– iReady (Local: adaptive diagnostic assessment for ELA and Math)– DRDP : Desired Results Developmental Profile (formative assessment instrument

developed by the California Department of Education used in Pre-K)

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ABOUT LCFF AND LCAP

4

In 2013, California dramatically reformed the way it funds our public schools. LCFF established a funding system that provides school districts with base funding and additional funds based on how many low-income students, English learners, and foster youth they serve.

H O W T H E L O C A L C O N T R O L F U N D I N G F O R M U L A ( L C F F ) W O R K S

B A S EG R A N T S

Every student generates a base grant, which funds basic educational costs, such as teacher salaries, retirement costs, instructional materials, etc.

S U P P L E M E N TA L G R A N T S

Every student who is low-income, learning English, or in foster care generates 20% more funding above the base grant.

These funds must be spent on increasing and improving services for these high-need student groups in order to improve their achievement.

C O N C E N T R AT I O N G R A N T S

In districts where at least 55% of students are high-need, those high-need students above the 55% enrollment threshold generate an extra 50% of the base grant.

These funds must also be spent to increase or improve services for high-need students in order to improve their achievement.

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All school districts must adopt a Local Control & Accountability Plan (LCAP), a 3-year plan for how districts will use state funds to serve all students.

T H E L O C A L C O N T R O L & A C C O U N TA B I L I T Y P L A N ( L C A P )

Each district’s LCAP must include the following:

Goals

Actions

Related expenditures

LCAPs must include services that target each major student subgroup, including:

Racial/ethnic subgroups

Low-income students

English learners

Students with disabilities

Foster youth

Homeless youth

LCAPs must address the 8 State Priorities*:

1. Basic Services

2. Implementation of standards

3. Parental engagement

4. Student achievement

5. Student engagement

6. School climate

7. Access to courses

8. Other student outcomes

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T H E T I M E F R A M E T O D E V E L O P T H E L C A P

District engaged the community to solicit input on the LCAP.District and community assessed student needs.

District presented main new activities to the Board and Community at Board Workshop in April.

District presented main new activities to parent groups and student groups.

School board adopts plan by July 1st in a public hearing.

Required by Statute

County office of education must approve district LCAPs by October 8th.

Required by Statute

Winter 2019 Spring 2019 Spring 2019 July 1, 2019 October 8, 2019

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LCAP Changes

• LCAP Federal Addendum

• LCAP Budget Overview for Parents

• Consolidated Application ( *additional information item)

• Comprehensive Support and Improvement

• Combined actions/services in Goal 1

– 1.3 and 1.8

– 1.4 and 1.10

– 1.5 and 1.6

– 1.11 and 1.13

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LCAP Community Input

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Stakeholder group Number of Participants Date

Administrators’ meeting 50 February 5, 2019

Student groups(PHS Leadership, BDHS Leadership, SuperSAC)

100 April 5, 2019May 15, 2019May 22, 2019

Associations(PEA & CSEA

PEA – 35CSEA - 5

April 16, 2019April 8, 2019

DELAC and DAC meeting 20 March 20, 2019

Community Meetings 120 February 26, 2019March 2, 2019

School site meetings 500+ February – April 2019

LCAP Board workshop 15 April 17, 2019

THE BIG PICTURE

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11

S t u d e n t D e m o g ra p h i c s 2 0 1 8 – 2 0 1 9

11,345 enrollment

71% Free/ reduced lunch25% English Learners10% Special Education2% Homeless0.5% Foster Youth

Unduplicated Count 2016 – 2017: 81%2017 – 2018: 79%2018 – 2019: 75%

Hispanic64%

African American

16%

White5%

Filipino5%

Other5% Asian

3%Pacific

Islander2%

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Results-Oriented Cycle of Inquiry

Main District Priority Areas in Goal 1: Engaging and Rigorous Teaching and Learning

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Priority Areas Activities Measurements (* indicates State Dashboard Measure)

Early Literacy

Vision 2027/Graduate Profile

Expanded Learning

Early Literacy Coaches at each Elementary School

Additional Classes/ Professional Development/ Evening School/Counseling Plan/ 8th-9th transition

Before/After School Evening SchoolSummer School

DIBELS Assessment

Kinder readiness assessment (DRDP)

*Graduation Results*College and Career Readiness Indicator

Numbers of CTE/AP/Elective offerings

AP/SAT test results *CAASPPiReady AssessmentsWriting Benchmarks

Goal 1: Engaging and Rigorous Teaching and Learning

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2016 – 2017 2017 – 201 2018 – 2019

Keep Main Activities from 2015-2016• Expand Early Literacy coaches to

1.0 FTE at elementary• Continue Expanded Learning-

increase participation, focus on ELLs

• Determine plan of ELD and Dual Immersion

• Expand CTE classes/pathways, AP classes , LMC classes

• Expand Ed Tech opportunities, including Coding , Mentor Teacher

• Focus on targeted student groups –Newcomer students, Foster Students and African American male

• Relevant Learning: Financial Literacy, Pittsburg Historical Society (3rd grade), College Visits (Jr. High)

• Comprehensive Counseling Plan; EAOP support

• Secondary Teaching and Learning support

• Initial work increasing access to Athletics and Arts

Keep Main Activities from 2016-2017• Collaboration with West Ed at

Willow Cove• Soul Shoppe at all Elementary

Schools• Hired Coordinator of Data

Reporting and Educational Technology

• Hired Coordinator of English Learner and Dual Language Instruction Programs

• Researched Spanish Language Development Assessment

• Updated Dual Language Immersion Program manual

• Expand AVID to elementary• Relevant Learning: Elementary

Field Trips to State Capital • Monthly meeting to develop Arts

Program at the Elementary level

Keep Main Activities from 2017-2018• Collaboration with West Ed for EL program

at Willow Cove and with district EL Facilitators

• Soul Shoppe at all Elementary Schools expanded to provide additional parent workshops

• Piloted Spanish Language Development Assessment in grades K-5

• Hired counselor for Independent Study • Hired Garden Technician• Filled Early Literacy coach position that

was vacant for 2017 -2018 school year• Ed Tech mentors for Adult Ed and

Counselors • Hired Social worker to support Foster

Youth and Homeless students• Increased funding for secondary

instructional materials - Social Science• Expanded Advancement Via Individual

Determination (AVID) to two elementary sites with the Dual Language Immersion program

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Data Highlights: Goal 1 (State Indicators)

• State Indicator for Graduation is Green: Increased • 91% overall; State’s is 84%

– increase of 3.8% since last Dashboard, Increased for most student groups Above State in most student groups.

– Only Significant Decline was for Homeless students (-6.6%) – (N=21 students)– Significant Gap continues between male and female (10%)

• State Indicator for College/Career is Green: Increased– 49.3% prepared vs 42% (State); Increase of 27% since 2016

• State Indicator for CAASPP ELA is Orange: Maintained– Low generally, with specific gaps for Foster Youth and Students with Disabilities, Filipinos

as a group score “High”

• State Indicator for CAASPP Math is Orange: Maintained– Low generally, with specific gaps for Homeless, Foster Youth, Students with Disabilities

and African American students.– Math Outcomes for All Students is significantly lower than ELA

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Graduation Data Reviewed in Detail at Board Meeting 8/29/18; State Dashboard Data Reviewed in Detail (graduation rates, college and career readiness; CAASPP; suspensions) at Board Meeting 12/12/18; Dashboard Local Indicators Overviewed in Detail at Board Meeting 11/14/18; Expanded Learning/Summer Learning Outcomes Reviewed at Board Meeting 8/29/18; Vision 2027: Focus on Personalization 11/14/18, Grading Practices 1/9/19, Pathways 2/6/19 15

Data Highlights: Goal 1 (Local Indicators)

• DIBELS: Slight Increase in 2018-19 Composite Reading Scores (2% for grades K-1, 3 and 4% for grade 2).

• iReady ELA: 2018-19 Gr 1-5 Baseline (on or above level) 21%; end-of-year assessment was 42%; Increase of 2% from end of year 2017-18.

• iReady Math: 2018-19 Gr 1-5 Baseline (on or above level) 10%, end-of-year assessment was 35%; Increase of 10% from end of year 2017-18.

• 20 AP courses offered in 2018-19, 55 Sections; an increase of 6 CTE courses (31 total) in 13 Pathways.

• Concurrent Enrollment with Los Medanos College

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Graduation Data Reviewed in Detail at Board Meeting 8/29/18; State Dashboard Data Reviewed in Detail (graduation rates, college and career readiness; CAASPP; suspensions) at Board Meeting 12/12/18; Dashboard Local Indicators Overviewed in Detail at Board Meeting 11/14/18; Expanded Learning/Summer Learning Outcomes Reviewed at Board Meeting 8/29/18; Vision 2027: Focus on Personalization 11/14/18, Grading Practices 1/9/19, Pathways 2/6/19 16

L C A P U P DAT E S & R E V I S I O N S 2 0 1 9 – 2 0 2 0Goal 1: Engaging and Rigorous Teaching and Learning

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Continue initiatives from 2018 – 2019

• Expanding Advancement Via Individual Determination (AVID) at two elementary sites with the Dual Language Immersion program – expanded to additional grade levels

• Explore more elective options for secondary sites

• Update curriculum materials: social studies, ELA

• Added FTE – (0.5) at Foothill and Heights – to expand music to both sites

• Increase 1.0 FTE EAOP advisor at PHS ( site budget)

• Strengthening communication with students regarding pre and post graduate

opportunities (Course Catalogue and Handbook)

• Explore flexible schedule to ensure students have greater access to

information and supports

• Elementary FTE reduction due to decrease in enrollment

Main District Priority Areas in Goal 2: Professional Development

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Priority Areas Activities Measurements (* is State Dashboard Measure)

Focus on Students with Disabilities

Focus on Students who are English language learners

Recruit and Retain Highly Qualified Staff

Professional Development: Common Core Instructional Practices

Professional Development with Stetson/ All of Our Students Succeeding Plan

Newcomer/ Professional Development/ELD/expanded learning

Mentor Teacher Recruitment PlanCompetitive Salary/Benefits

Coaching and Professional Development/ Understanding by Design (UbD)

*Accelerated outcomes for Students with Disabilities in CAASPP, Grad Rates Decrease in State identifiers for compliance

*English learner progress indicator, ELPAC*Reclassification criteria

Retention rate of teachers, rates of credentialed placements, and increases in diversity, placement in County

*Student outcomes on CAASPP, CAST

Goal 2: High quality professional development and coaching

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2016 – 2017 2017 – 2018 2018 – 2019

Kept Main Activities from 2015 – 2016

• Expand Professional Development for Teachers• Special Educations Services

(Stetson) and Compliance Issues

• Expand opportunities for DI teachers

• Advanced Placement and AVID teachers

• New Teachers Support• Math adoption and ELA/ELD

pilot• Coding lessons – Code.org • Science – expansion of

Stanford partnership• Mentor Teacher• Administrator PD: Equity Focused

groups, expand to Assistant Principals

• Professional Development for Classified: including math, students with disabilities

Kept Main Activities from 2016 –2017

• Continued partnership with Silicone Valley Math Institute (SVMI)

• Pittsburg High School exploring PD online options

• Partnership with WestEd• SEL Training• Expanded ELD/DI trainings for

teachers and admin• ATLDE• CABE• ELD Institutes

• Dual Language Immersion School visits

• Staff Presentations at Conferences• ASCA• CAAASA• FSCS• MTSS

Kept Main Activities from 2017 – 2018

• Hired counselor for Independent Study

• Teachers utilized the opportunity to collaborate and plan instruction specific to Common Core and UbD

• Pilot teachers planning

• Colloquium – May 2, 2019

• Unconscious Bias

• Supported new teachers eligible for the Teacher Induction Program

• Hired a Program Specialist

• Professional Development for Instructional Aides

• Continue additional support at Willow Cove for ELD

• Continued focus on math through instructional rounds

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Data Highlights Goal 2

• Accelerated graduation results for African American students (6.9% increase), White students (10.4% increase) and Students with Disabilities (8.4% increase).

• English Learner Progress: Baseline year – implementation of ELPAC– 33.2 % Level 4 – Well Developed– 36.8 % Level 3 – Moderately Developed– 20.8% Level 2 – Somewhat Developed– 9.2% Level 1 – Beginning Stage– Unofficial numbers report a reclassification rate at 20% district-wide and

11% for EL secondary students.

• Local Indicator: Teacher Recruitment - Continuing to increase the diversity of our staff through our recruiting practices.

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Graduation Data Reviewed in Detail at Board Meeting 8/29/18; State Dashboard Data Reviewed in Detail (graduation rates, college and career readiness; CAASPP; suspensions) at Board Meeting 12/12/18; Dashboard Local Indicators Overviewed in Detail at Board Meeting 11/14/18; Recruitment and Diversity Reviewed in Detail at Board Meeting 9/12/18; 20

L C A P U P DAT E S & R E V I S I O N S 2 0 1 9 – 2 0 2 0Goal 2: High quality professional development and coaching

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• Expand professional development and trainings to all• Ex: Soul Shoppe trainings for cafeteria staff, office staff and custodians

• Continued additional support for Willow Cove – highest EL population in the

district

• Additional support for Foothill and Stoneman – CSI identified schools

_____________________________________________________________________

• Decreased 3.0 FTE - Instructional Coaches , 4.0 FTE – TIP Coaches

• Reduction of professional development opportunities outside of the work day

• Reduction of Mentor Teacher MOU to only support teachers with Emergency

credentials

• Shortened Expanded Learning – Summer 2019

Main District Priority Areas in Goal 3: Supportive Environments Conducive to Student Learning

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Priority Areas Activities Measurements (* is State Dashboard Measure)

Restorative Practices/PBIS

Mental Health Supports

Family and Parent Engagement

Full Service Community Schools

Expansion new MTSS

Restorative Practices Coaches at all secondary schoolsInitial PBIS plans

Therapists at all schools; additional support services at secondary

Parent and Family Liaisons at each school; parent workshops

FSCS at Hillview and Highlands

MTSS facilitators supporting all sites

*Attendance Rates

*Suspension Rates

Socio-Emotional Student Survey

Healthy Kids Survey• Staff• Parents• Students

Parent Participation/Completion on parent workshops

Grant evaluation

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Goal 3: Supportive environments conducive to learning

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2016 – 2017 2017 – 2018 2018 – 2019

Keep Main Activities from 2015 – 2016• Increase Parent and Family classes;

family engagement plans• Expand Community Schools

(Highlands)• Expand Restorative Practices:

Elementary• Expand translation services• Establish Parent Advisory Group for

Students with Disabilities (CAC)• Dual Immersion Community Advisory

Group• Coordination of Mental Health and

Behavior Support

Keep Main Activities from 2016 – 2017• Developed English Learner Advisory

Council manual• Continue to increase Parent and Family

classes • Added Triple P

• Healthy Kids Survey for Students, Staff, and Parents administered in Spring

• Laptop computers distributed to Newcomer students in Junior High

• Focus on MTSS and best practices from Community Schools shared to all sites.

Keep Main Activities from 2017 – 2018

• Continue to increase Parent and Family classes • Added Triple P• Dads program

• Healthy Kids Survey for Students, Staff, and Parents administered in Spring and added customized questions regarding district initiatives

• Focus on MTSS and best practices from Community Schools shared to all sites.

• Included funding for nursing services

• Hired a Psychologist• Increased funding for mental health

services• Hired a Site Safety Supervisor• Funding for site safety planning• Increased funding for an additional

School Resource Officer (SRO)

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Data Highlights: Goal 3

• State Indicator for Suspension is Orange: Increased (+0.5%)

– Significant gaps exist in suspension rates between African American students (16.8%); students with disabilities (15.7%); Foster Youth (23.2%) and Homeless Students (19.1%); and the average suspension rate (7.7%).

• Local Indicators: Parent & Family workshops, truancy meetings

– Three new program

• School Smarts

• Father Talk Series

• AMCE Mental Health Awareness Series

• Local Indicators for 2018-19: Social Emotional Survey; CA Healthy Kids Survey (see next slide)

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State Dashboard Data Reviewed in Detail (graduation rates, college and career readiness; CAASPP; suspensions) at Board Meeting 12/12/18; Dashboard Local Indicators Overviewed in Detail at Board Meeting 11/14/18; Vision 2027: Focus on Personalization 11/14/18 MTSS Data Reviewed in Detail at Board Meeting 2/20/19; CEC Classes Data Reviewed in Detail at Board Meeting 3/13/19; Suspension Data Reviewed in Detail at Board Meeting 4/3/19

L C A P U P DAT E S 2 0 1 8 – 2 0 1 9Goal 3: Supportive environments conducive to learning

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CALIFORNIA HEALTHY KIDS SURVEY (CHKS)

Students feel Connected to School Students feel Safe at School

2017/2018 2018/2019 2017/2018 2018/2019

Strongly Agree

Agree Strongly Agree

Agree Strongly Agree

Agree Strongly Agree

Agree

5th 33% 31% 30% 33% 29% 31% 39% 31%

7th 11% 38% 10% 33% 12% 41% 11% 33%

9th 9% 34% 10% 38% 11% 35% 8% 43%

11th 8% 34% 7% 32% 10% 31% 9% 30%

Continuation HS 17% 36% 35% 31%

Strongly Agree/Agree

2017/2018 2018/2019

Parents feel schools welcome them 81% 85%

Parents feel schools are a safe place 79% 83%

L C A P U P DAT E S & R E V I S I O N S 2 0 1 9 – 2 0 2 0Goal 3: Supportive environments conducive to learning

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• Explore other parent workshops to offer (added 3 new workshops in 2018/19)

• Continue providing mental health services

• Restructure to better support student needs

• Continue targeted supports for Foster Youth

• Utilize COST coordinators and best MTSS practices to reduce the number of

suspensions and the chronic truancy rates.

• Implement Phase Two of ALICE

• Eliminate Panorama Survey

BUDGET DEVELOPMENT

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D I S T R I C T TOTA L R E V E N U E 2 0 1 9 - 2 0

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$96,388,747

$24,348,845

$11,307,010

$5,038,349

$8,254,047

LCFF Sources Supplemental & Concentration Other State Other Local Federal

D I S T R I C T F I S C A L T R E N D S – M A I N FA C TO RS B U D G E T 2 0 1 9 - 2 0

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• Enrollment• Charter School Implications • Supplemental and Concentration• Pension funds• Special Education Contributions

D I S T R I C T F I S C A L T R E N D S – E N R O L L M E N T

30 3 0

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22

Grades TK-3 3,549 3,378 3,504 3,501 3,443 3,282 3,212 3,064

Grades 4-6 2,561 2,649 2,610 2,636 2,591 2,471 2,461 2,361

Grades 7-8 1,678 1,771 1,790 1,751 1,722 1,783 1,772 1,637

Grades 9-12 3,221 3,315 3,629 3,693 3,636 3,705 3,602 3,612

Total 11,009 11,113 11,533 11,581 11,393 11,241 11,047 *

10,674

D I S T R I C T F I S C A L T R E N D S – C H A R T E R S C H O O L I M P L I C AT I O N S

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Making Waves

Potential Enrollment Impact

Number of Students

Grades Year 1 Year 2

5 168 168

6 168 168

7 168

8

9

336 504

Fiscal Impact

Year 1 Year 2 MYP Total

* $ 3,192,000 $ 3,192,000

$ 1,596,000

100% $ 3,192,000 $ 4,788,000 $ 7,980,000

** 75% $ 2,394,000 $ 3,591,000 $ 5,985,000

Calculation

* Number of Students x $10,000/Student x 95% Average Daily Attendance

* * Percentage projected x Number of Students x $10,000/Student x 95% Average Daily Attendance

3 1

D I S T R I C T F I S C A L T R E N D S – M A I N FA C TO RS B U D G E T 2 0 1 9 - 2 0

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• Supplemental and Concentration• Reduction in our Unduplicated Pupil Percentage• From 78.69% in 2017-2018• To 75.82% in 2018-19• To 75.34% in 2019-20

• Pension funds• Reduction in increase for pension CALSTERS rate• From 17.1% in to 16.7% for 2019-20• 18.1% for 2020-2021

• Special Education Contributions• Trend $2M additional

T h e s e r e d u c t i o n s w e r e m a d e d u r i n g t h e B o a r d m e e t i n g o n M a r c h 1 3 t h

R E D U C T I O N S 2 0 1 9 - 2 0 2 0

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Personnel reduction total: approx 1.5 m

Personnel Reduction in Force for 2019-2020*

Activity Approximate

Amount

Current Budget

Source

Impact

Reduced 8

elementary FTE Due

to Enrollment decline

671k Gen Fund Contractual Class

size remains;

reduction due to

enrollment loss

at elementary

Reduced 4 TIP

and 3 TOSAs

828k Supplemental and

Concentration

Support for TIP will

be through the

County; loss of

TOSA for district

coaching

*This reduction amount is included in the latest multi-year budget projections

T h e s e r e d u c t i o n s a r e r e f l e c t e d i n t h e L C A P f o r 2 0 1 9 - 2 0 2 0 . T h e s e w e r e p r e s e n t e d a t t h e B o a r d ’ s B u d g e t S u b - C o m m i t t e e M e e t i n g o n M a y 1 6 t h .

R E C O M M E N D E D R E D U C T I O N S N O N - P E RS O N N E L 2 0 1 9 -2 0 2 0

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Activity Approximate

Amount

Current Budget

Source

Impact

Move .5 of pre-k

TOSA to pre-k

budget

50k Supplemental and

Concentration

Minimal;(no longer

have portion of prior

FTE)

Move Theater

tech position to

parcel tax

90k Gen Fund Less funding for

materials

1-3 FTE to parcell

tax

100k-300k

(100k in LCAP)

Gen Fund Less funding for

materials

Reduce amount of

paid PD time outside

the work

day: Certificated

200k-400k

(242k reduced in

LCAP)

Supplemental and

Concentration

Less PD

10% reduction in

school site

allocations for

discretionary

spending

300k Supplemental and

Concentration 200k

Gen Fund 100k

Less discretionary

funding for site

decisions

T h e s e r e d u c t i o n s a r e r e f l e c t e d i n t h e L C A P f o r 2 0 1 9 - 2 0 2 0 . T h e s e w e r e p r e s e n t e d a t t h e B o a r d ’ s B u d g e t S u b - C o m m i t t e e M e e t i n g o n M a y 1 6 t h .

R E C O M M E N D E D R E D U C T I O N S N O N - P E RS O N N E L 2 0 1 9 -2 0 2 0

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Non-personnel reduction total: approx 1 m

Activity Approximate

Amount

Current Budget

Source

Impact

Mentor Teacher

MOU; Mentor

teachers for new

teachers with

emergency

credentials only

80k Fewer new

teachers;

implementation of

PAR

Supplemental and

Concentration

Loss of on-site

mentor; implement

PAR article in

contract for supports

Shorten elementary

& Jr High summer

learning

90k Title 1 Minimal, attendance

was low the last week

Transfer sections to

block grant

60k County/ROP 2 year solution

Transfer partial

funding for rising 9th

grade math bridge

to block grant

40k Supplemental and

Concentration

No change to

program; 2 year

solution

Transfer AVID PD to

Block Grant

60K Supplemental and

Concentration

No change; 2 year

solution

B U D G E T T I M E L I N E S

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BUDGET/REPORTING CYCLE

Dec-18 Mar-19 May-19 Jun-19 Sep-19 Dec-19 Mar-20 Jun-20

Fiscal Year 2018-19 2018-19 2018-19 2019-20 2018-19 2019-20 2019-20 2020-21

Report 1st Interim 2nd Interim 3rd Interim Budget Unaudited Actuals 1st Interim 2nd Interim Budget

Certification Qualified Qualified N/A N/A N/A Qualified Positive N/A

WHAT IS BUDGET CERTIFICATION AND WHO DOES IT?

California Education Code requires each school district’s board of education to submit two interim financial reports each

year to the County Superintendent along with self-certification about the ability to continue paying obligations in the

current and two subsequent budgetary years. The County Superintendent then reviews and certifies the district's budget

for the current fiscal year and two subsequent years as positive, qualified or negative.

WHAT DO THESE TERMS MEAN?

• Positive: The district is projected to be able to meet its financial obligations all three years.

• Qualified: It is projected that the district may not meet its financial obligations in one of the three years.

• Negative: It is projected that district will not be able to meet its financial obligations in the current or next fiscal year.

Source CSBA, Article on Budget Certifications

L C F F 2 0 1 3 - 2 0 2 1 S U P P L E M E N TA L & C O N C E N T R AT I O N

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$24,979,700

$24,806,931

$24,551,518

$24,348,845

$24,068,772

$24,256,723

$23,000,000

$24,000,000

$25,000,000

$26,000,000

2016-17 2017-18 2018-19 2019-20 2020-21 2021-22

S U P P L E M E N TA L & C O N C E N T R AT I O N F U N D S A L LO C AT I O N P E R G OA L

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TOTAL EXPENDITURES BY GOAL

2018-19 ANNUAL UPDATE

BUDGETED

2018-19 ANNUAL UPDATE ACTUAL 2017-18 2018-19 2019-20

2017-18 THROUGH 2019-

20 TOTAL

GOAL 1 $ 13,756,300 $ 11,182,567 $ 13,111,600 $ 13,756,300 $ 13,768,350 $ 40,636,250

GOAL 2 $ 3,827,400 $ 3,060,782 $ 3,246,400 $ 3,827,400 $ 2,679,300 $ 9,753,100

GOAL 3 $ 6,631,750 $ 6,063,086 $ 5,723,200 $ 6,631,750 $ 7,048,200 $ 19,403,150

TOTAL $ 24,215,450 $ 20,306,435 $ 22,081,200 $ 24,215,450 $ 23,496,150 $ 69,795,800

$40,636,550

$9,753,100

$19,403,150

TOTAL EXPENDITURES FOR BY GOALS 2017-18 TO 2019-20

GOAL 1 GOAL 2 GOAL 3

S U P P L E M E N TA L & C O N C E N T R AT I O N F U N D S A L LO C AT I O N P E R O B J E C T C O D E

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D I S C R E T I O N A RY A L LO C AT I O N P E R S O U R C E P E R S C H O O L

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BASE GRANT TITLE I SUPPLEMENTAL/CONCENTRATION

Site No. Allocation Emp. Cost Excess Allocation Emp. Cost Excess Allocation Emp. Cost Excess

Foothill 101 $58,752 $11,177 $47,575 $89,656 $0 $89,656 $83,752 $29,765 $53,987

Heights 102 $66,606 $0 $66,606 $108,271 $0 $108,271 $105,844 $41,059 $64,785

Highlands 103 $50,796 $0 $50,796 $90,298 $38,532 $51,766 $76,552 $56,106 $20,446

Los Medanos 104 $74,766 $0 $74,766 $125,176 $98,884 $26,292 $115,062 $23,782 $91,280

Parkside 105 $66,198 $0 $66,198 $116,403 $46,998 $69,405 $113,545 $13,717 $99,828

Willow Cove 106 $65,688 $0 $65,688 $121,752 $28,958 $92,794 $101,555 $10,329 $91,226

Stoneman 107 $65,178 $0 $65,178 $103,992 $27,348 $76,644 $100,329 $49,266 $51,063

Marina Vista 108 $70,584 $0 $70,584 $117,044 $0 $117,044 $112,690 $37,452 $75,238

Rancho Medanos 230 $104,004 $68,610 $35,394 $149,141 $23,765 $125,376 $173,627 $40,318 $133,309

Hillview 231 $103,896 $0 $103,896 $155,346 $14,782 $140,564 $143,597 $34,475 $109,122

MLKJr. 234 $79,056 $0 $79,056 $121,752 $66,548 $55,204 $118,134 $0 $118,134

PHS 250 $444,654 $29,069 $415,585 $0 $0 $0 $989,961 $77,354 $912,607

Blk Dmnd 353 $30,719 $0 $30,719 $0 $0 $0 $67,172 $0 $67,172

Total $1,280,897 $108,856 $1,172,041 $1,298,831 $345,815 $953,016 $2,301,819 $413,623 $1,888,196

TOTA L D I S C R E T I O N A RY A L LO C AT I O N P E R S C H O O L

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TOTAL FUNDING

Site No. Allocation Emp. Cost OTPS

Foothill 101 $203,328 $39,120 $164,208

Heights 102 $244,104 $73,376 $170,728

Highlands 103 $211,055 $112,599 $98,456

Los Medanos 104 $280,062 $102,371 $177,691

Parkside 105 $278,691 $53,154 $225,537

Willow Cove 106 $265,774 $80,678 $185,096

Stoneman 107 $237,014 $79,355 $157,659

Marina Vista 108 $266,847 $39,133 $227,714

Rancho Medanos 230 $377,442 $137,636 $239,806

Hillview 231 $378,786 $50,840 $327,946

MLKJr. 234 $302,446 $71,747 $230,699

PHS 250 $1,414,184 $148,182 $1,266,002

Blk Dmnd 353 $96,405 $0 $96,405

Total $4,556,139 $988,191 $3,567,948

THANK YOU!

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