amador county public schools

Amador County Public Schools District County x

AGENDAITEM#:~7.~3~~~- Motion: -------Second: -------Vote:

SUBJECT: Amador County Office of Education Local Control Accountability Plan (LCAP) - Public Hearing/ First Reading

BACKGROUND INFORMATION: Implementation of the Local Control Funding Formula (LCFF) and the LCAP regulations require Amador County Office of Education to submit an annual LCAP to its Board of Trustees for adoption and then to the California Department of Education for approval.

FISCAL IMPLICATIONS: LCAP must be adopted before the annual budget adoption.

RECOMMENDATION: Dr. Slavensky recommends discussion of the LCAP and declaring a successful first reading.

PRESENTED BY: Sean Snider, Director of Student Services

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Local Control Accountability Plan and Annual Update (LCAP) Template

LCAP Year 0 2017- 18 rgj 201 8- 19 0 201 9- 20

Addendum. General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

App~ndi:-. B. Guiding Questions: Use as prompts (not limits)

I ( ·~ ~ [ 1 alu<1tinn Ruhm·, [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.] 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 Amador County Unified School District/ Amador County Office of Education

Contact Name and Title Amy Slavensky, Superintendent

2017-20 Plan Summary THE STORY

Email and Phone

Briefly describe the students and community and how the LEA serves them.

[email protected] 209 .257 .5353

I Amador County Public Schools (ACPS) consists of the Amador County Unified School District and the Amador County Office of Education. Our schools and communities are nestled in the heart of the Gold Country in the Sierra Nevada Foothills. A wonderful place to raise a family, Amador County is also close to San Francisco,

I Sacramento, Yosemite and Lake Tahoe. We offer a variety of quality schools including two comprehensive high I schools, one alternative high school, two junior high schools, six elementary schools, one charter school, and an

1 independent study program.

i Our school district and county office work closely together to ensure our families receive a variety of educational I services in the most effective way. We are a unified P-12 school district offering a variety of programs including a

STEM magnet school, a V AP A magnet school, state preschool, career technical education, adult education, a J variety of special education services, as well as traditional programs.

We serve about 4,000 P-12 and adult students. Our talented and committed teachers, support staff and administrators work hard to meet the individual needs of all of our students. We welcome family and community

1 engagement at all levels. The average SIID socioeconomically disadvantaged (SED) level district wide is 47% .

LCAP HJGHLIGHTS Identify and briefly summarize the key features of this year's LCAP.

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The key features of this year's LCAP are:

'>le will improve srudeat aehievemeat threugh an iaerease efprefessieaal develepmeBt (PD) iaelaEliag all staff members aBd the eentimtatiea ef PD eehorts. Th-is will ee supported through aa iaerease Hi the use ef instraetieaal eeaehes, aad the adaitiea ef two teaehe£s oa speeial assig:ameat aea eae direetor ef earriel:tlum.

We will iaerease stuaeet eagagemeet ana seeial emetieaal health ey aadiag two seeial wer!Ee£S, twe seheel eoaeselers, aae two heme liaiseas.

'>le will inerease menitering ef smeeat pregress threl:tgk 8ata eyeles, instraetieeal eeaehes aHEI the Elireeter of ewrrieulwe and instraetiee.

The key features of this year's LCAP are:

We will increase student engagement and social emotional health by adding two school counselors (in addition to the two added in 2017-18), and continue support for our English Learners through a bilingual home/school liaison.

Another major initiative will be the expansion of our AVID program to 8th grade for the 2018-19 school year. Our 9th grade teachers will receive professional learning in the summer of 2019 for planned AVJD expansion to 9th grade in 2019-20.

We will improve student achievement by continuing the wide variety of professional development (PD) that has been started in the last two years through site-based PD at the elementary level and content specific cohort PD at the secondary level. This will be supported by our instructional coaches and teachers on special assignment. We are pleased to report the addition of a separate strand of professional development for our classified staff in 2018-19.

A major emphasis for 2018-19 will be continuing the development of our Multi-Tiered System of Support and all of the related supports, services, and materials that accompany this initiative such as: intervention teachers, ELA/ELD Intervention Curriculum, secondary math intervention, and elementary/secondary summer school to name a few. We will increase monitoring of student progress through a continued emphasis on data cycles as part of the MTSS process as well.

We are also pleased to add Arts Education under Goal 2, Action 3 in an effort to increase student engagement and foster a positive school climate.

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.

Page 2 of 54 -83-

GREATEST PROGRESS

O\ir greatest pregress has beea cffie to ehaages in perseRBel 'Nhieh ieelude the IHF-Bg efa eew eistriet aBa ee\iety Sl:tf)erieteeaeet aad a aev; assistaBt Sl:tf)eriateaeeat ef earrie\il\im, iaskuetiea aaa prefessieeal aevelepmeet. This ha5 allewee A:maeer Geuaty Pliblie Seheels to offer mer-eases prefessieaal eevelepmeat, iaereasee eommuaieatioa, aee eew systems ef eellaberatiea. We plaa to eoetiaue the prefessieaal eevelopmeat efferiegs te ieel\iee all staff members, iaerease 0\if eomHH:mieatiees with all stakeheleers, aad eoati:B\ie to re>Aew aaa l:tf)Sate goals bases oe O\ir systems of eellaberatiee.

Our three year trend with CAASPP data shows incremental growth in both ELA and math for the ''All Students" group as well as the "Socioeconomically Disadvantaged" subgroup and we expect this trend to continue with this year's data.

Our greatest progress has been due to:

- A new elementary ELAJEW adoption (Benchmark Advance).

- Site-specific professional development at the elementary level based on student data and

1 related SPSA goals.

' - Secondary cohort professional development in the areas of Next Generation Science Standards (NGSS), English Language-Arts (ELA), Math, and History Social Science (HSS).

l -Year 1 roil-out of the A VID program at the Junior High level.

I -Two additional counselors to support the social/emotional needs of our students.

- Bilingual Home/School Liaison to engage our English Learner families.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local perfonnance indicator for which overall performance was in the "Red" or "Orange" perfonnance 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 ne.ed for improvement?

GREATEST NEEDS

I Overall perfeHBaaee levels if!. r-ee or eraage perfeHBaaee eategeries:

Math

• Pereeat aearly met er aet met iB Math: }lea SeS 03% SES 83%

la,A

I • PereeBt Hearly met er aet met i:R Eaglish: }lea SES 40% SES 71%

I Studeats that are A G eompliaat

I • Afgeaa\it HS 13.7% I • 1\maeer HS 30.7%

Performance areas in red or orange as reported on the California School Dashboard are:

I Math (3-8):

- Students with Disabilities, Foster Youth

English Language Arts (3-8):

- Students with Disabilities, Homeless

Graduation Rate:

-None

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Suspension Rate:

- Students with Disabilities, Foster Youth, Socioeconomically Disadvantaged

We were identified through the new state accountability system for Differentiated Technical Assistance (DTA)for Students With Disabilities (SWD) in the areas of English Language-Arts achievement, math achievement, and suspension rate. After looking at our data, we recognize this as an opportunity for not just SWD, but for all

! student groups.

I Our plan to address this need is through the continued development of our MultiTiered System of Support. Specifically, we are creating a flowchart for elementary and secondary ranging/ram a student first being suspected as needing additional support through the student either no longer needing additional support or becoming eligible for special education services. Common grade level assessments will be selected and common data will be identified to be used in these types of decisions. Common instructional materials for students in need of additional support are also being researched and identified through this process. We are looking at the current delivery system for intervention and specialized academic instruction for possible areas of refinement as well.

We also recognize a need to reduce our overall suspension rate (ACUSD 6.5% vs. State Average 3. 6%) and our chronic absenteeism rate (ACUSD 18% vs. State Average 10.8%). Restorative Justice professional development and a renewed emphasis on the importance of school attendance and the SARB process are planned to address these areas.

Efforts will continue around career and college readiness with an emphasis on additional Career Technical Education (CTE) pathways and course offerings certified as A-G compliant.

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 plarming to take to address these performance gaps?

PERFORMANCE GAPS

I Staadard 2 70% ef EL iB bettem twe le¥els aae 82% iB: beuem leYels iB: Math.

Mffih 1 --

• Pereeat aearly met er aet met ift Mata: !-1ee SES e3% SES 83%

E.bA

• PereeRt 0early met er Bet met ift Eaglisk: Nan SBS 4e% SES 71 %

Stuee:ats that are A G eemf!liaat

• ,'\rgeaa\it HS 13.7% • Affiader HS 3e.7%

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I The Lf:A will eestinae 19f0fessieeal ae .. 'el019mest, aeYel013 systems te sa13pert seheols eases OB a MT££ moael, ereate aata eyeles to fBOAitor staEieet 19f0gress, eeati~e the. instraetieaal leaaershl19 team to Eiiseass data eyeles ana eeeas of sehool sites, use iflstraetioeal eoaehes to helJJ staff with strategies to meet the aeeas ef our lowest aehie»'iflg staaeets and eeetisue with staff eohorts to ieerease keo•.vleage of eest 13raetiees

The following categories and subgroups show a performance gap of two levels or greater compared to the "All Students" group on the California School

· Dashboard:

1 Suspension Rate:

j Students with Disabilities, Foster Youth, Socioeconomically Disadvantaged

I English Language Arts (3-8): 1

Students with Disabilities

I I

I Math (3-8):

I Students with Disabilities I I

: To address the suspension rate, the LEA has planned professional development on Restorative Justice and alternative discipline methods (Goal 2, Action 3) for 2018-19 and 2019-20. To address the achievement of Students with Disabilities in

I English Language Arts and Math, the LEA will continue development of our Multi-Tiered System of Support (Goal 1, Action 3). This process includes

, purchasing intervention materials, agreeing on common assessments and data 1 collection, data cycles to monitor student progress and continued professional . development to increase knowledge of best practices.

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INCREASED OR IMPROVED SERVICES If 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 mast sigrufieant impaets will he the hiring ef 0\:lF seh00l emmselers, seeial werkers and heme liaisens whieh I will address the Heeds ef 0\iF law ieeeme St\:ldeets, 0\:lf Baglish Jeamers aRd 0\lf fester yeuth a~· previdieg them

with seeial and emetienal St:!ppert.

Anether impaet will be iaereased suppert ef staff members throligh Jlrefussienal de¥e1epmee.t, teaehers ea speeial 'I assigameRt, iastruetienal eeaehes and a difeeter ef euHieulum aRd mstraetien whieh will eeahle eur staff te eeuer

meet eur lewest level learners' aeeds.

I Significant impacts to address the needs of our low-income students, English learners and foster youth will include the hiring of two additional school counselors, expansion of the AVID program, increased E.L. Aide hours, funding for intervention teachers, continued participation in the Foster Youth Services Coordinating Program, and the continued services of our bilingual home/school liaison. Each of these actions/services will provide increased academic and social-emotional support to these student groups.

Professional development around the needs of our low-income students, English learners, and foster youth will also have an impact on their overall achievement.

BUDGEl SUMMAU\

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

1>1·-~CRIPl IO~

Total General Fund Budget Expenditures for LCAP Year

*Includes ACUSD and ACOE

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

:$52,305,304

$2,840,210

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.

The major expenditures not in the LCAP ($49,465,094) include employee salaries, health and welfare benefits, unrestricted operational costs such as utilities, property and liability insurance, routine maintenance, and other

1 central services. Restricted costs not in the LCAP include Special Education, a portion of Title I, and other federal, state and private grants.

$39,840,961 Total Projected LCFF Revenues for LCAP Year *Includes ACUSD ($37,071,315) and ACOE ($2,769,646)

Annual Update LCAP Year Reviewed: 2017-18

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

I

1= I

Goal 1

By 2020, all students will advance along multiple academic measures toward meeting/exceeding standards in order to close achievement gaps and accelerate progress, including increasing the number of students successfully completing college preparatory and career technical education (vocational) courses by 100%. * State Priority 2A: State Standards - Implementation of state board adopted academic and content performance standards for all students. State Priority 8: Pupil Outcomes - Addresses pupil outcomes for the State adopted Courses of Study.

"rn1e :rndior I neat Prwrilles t\ddre-;~cd by this goal:

ANNUAL MEASURABLE OUTCOMES

EXPF..CTED

Annual School Accountability Report Card:

I 00% of teachers folly credentialed All sites will be rated "Good" or better by inspection

All students have access to the approved curriculum materials

Teacher Curriculum Mastery Survey - Se({ Reported

STA TE ~ 1 ~ 2 D 3 ~ 4 D 5 D 6 ~ 7 ~ 8

COE ~ 9 ~ 10

ACTllAL

Annual School Accountability Report Card:

96% of teachers folly credentialed 19123 ACUSDIACOE sites rated "Good" or better by inspection All students have access to the approved curriculum materials.

5% increase in baseline will report mastery of CA Standards curriculum/pedagogy

Teacher Curriculum Mastery Survey - Self Reported Baseline was not established in 2016-17. (23. 5% report "Mastery" in 2017-18)

CAASPPELA: All 46%

SES 51%

Non SES 58%

SPED 17%

EL 17%

Male 38%

CAASPP ELA: (All Areas TBD .. .) All

SES

Non SES

SPED

EL

Male

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Female 54%

COE All 33%

COE SPED 12%

CAASPP Math: All 33%

SES 22%

Non SES42%

SPED 15%

EL 11 %

Male 32%

Female 33%

COE All 28%

COESPED9%

ELPAC: . . 2

o Students Redesignated Fluent English Proficient (FEP) 1.5%

A-G Completion: Argonaut 18%

Amador4! %

AP 3 or Better: ACUSD: 53%

CTE Pathway Enrollment and Completion: 10%

Atteadaaee Rate 76% Chronic Absenteeism: 16%

School Safety & Connectedness (CHKS Data)

Elementary: School Connectedness 67% Caring Adult Relationships 65% Meaningful Participation 16% Secondary: School Connectedness 53% Caring Adult Relationships 38% Meaningfol Participation 20%

Female

COE All

COE SPED

CAASPP Math: (All Areas TBD .. .) All%

SES%

Non SES %

SPED%

EL%

Male %

Female%

COE Al/%

COE SPED%

ELPAC: Students Redesignated Fluent English Profi.cient (FEP) 4.6%

A-G Completion: (I'BD ... ) Argonaut

Amador

AP 3 or Better: (FBD .. .) ACUSD:

CTE Pathway Enrollment and Completion: (I'BD .. .) %

AUeadanee Rate (Metric Changed) Chronic Absenteeism: (FBD ... ) %

School Safety & Connectedness (CHKS Data TBD .. .) Elementary: School Connectedness % Caring Adult Relationships % Meaningfal Participation % Secondary: School Connectedness % Caring Adult Relationships % Meaningfol Participation %

Page 8 of 54

'

Suspension Rate: All: 4. 0% SED 4. 3%

Hif.h School Graduation Rate: Al: 92.7%

Hif.h School Dropout Rate: Al: 7.3%

Suspension Rate: (TBD ... ) All:% SED %

High School Graduation Rate: (TBD .. .) All: %

High School Dropout Rate: (TBD .. .) All:%

!\CTIONS SER VICES

.A.ct10n 1

Act1on:. Serv1c

c~

Continue robust, standards-aligned professional development, for TK-12 teachers and staff, through subject-level cohorts, staff meeting professional development, principal coaching, instructional coaches, instructional leadership team, and highpoverty/high-achieving school visits. *State Priority 2A: State Standards - Implementation of state board adopted academic and content performance standards.for all students. ,

PLANNED

Teacher on Special Assignment (Secondary)

Teacher on Special Assignment (Elementary)

Cohort Professional Development

Staff Meeting Professional Development

Principal Coaching

Instructional Leadership Team

Instructional Coaches

High-Poverty School Visitations

Professional Learning Communities (Secondary)

Instructional Coaches Classified Professional Development

ACTUAL





Principal Coaching



High-Poverty School Visitations

Professional Learning Communities (Secondary)


Textbook Adoption, Elementary

I~ Textbook Adoption, Elementary

'

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Exp~nd i turc~

Action 2

\ct1nns/Serv1C c~

Lxpcndnure~

I

I~

BUDGETED

Budgeted Expenditures:

$1,011,200

ESTIMATED ACTUAL

Estimated Actual Expenditures:

$1,150,901

Provide increased and targeted English learner support in schools with a significant unduplicated English learner population.

*State Priority 2B: State Standards - How the programs and senlices will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

PLANNFD

EL Aide Continuing Services (3)

English Learner Home/School Liaison(+ 1)

ELD supplemental materials

BUDGETED

$107.500

ACTUAL


English Learner Home/School Liaison (+1)


EST IMATED ACTUAL

$74,044

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t\ct1on 3

·\ctinns Sciv1c

l:xrenditure~

Act ton 4 l:S

Develop, implement and monitor multi-tiered systems of support (MTSS) at every school including differentiated instruction, tiered interventions and progress monitoring to improve social/emotional learning, behavioral health, and academic progress for all students including low income students, foster youth, English learners, expelled pupils, and students with special needs. *State Priority 7C: Course Access - Programs and services developed and provided to individuals with exceptional needs. State Priority 8: Pupil Outcomes -Addresses pupil outcomes for all students for courses described under Sections5 l 210 and 51220(a)(i). State Priority 9: Coordination of Instruction of Expelled Pupils - Addresses how the county superintendent of schools will coordinate instruction of expelled pupils.

f'LANNfD

Director of Student Services

MTSS Cohort

MTSS/Differentiated Instruction Professional Development (all)

Data Systems/Cycles (all)

Illuminate

BUDGETED

$264,600

ACTUAL

Director of Student Services

MTSSCohort


Data Systems/Cycles (all)

Illuminate

ESTIMATED ACTUAL

$160,291

Implement and support continuous improvement cycles and equitable access to rigorous courses through CCSS aligned instruction and school wide, classroom-based data inquiry cycles. *State Priority 2A: State Standards - Implementation of state board adopted academic and content performance standards for all students. *State Priority 4G: Pupil Achievement -Percentage o_f pupils who participate in, and demonstrate college preparedness.* State Priority 7B: Course Access - Programs and services developed and provided to unduplicated students.

PanP. 11 of 54

i\ctlnns 'Scrv1c

cs

rxrendtlurcs

ANALYSIS

PLANNFD

instructional Leadership Training

Principal Coaching

Teacher Professional Development

Data System/Cycles

Illuminate Student information System

Naviance College/Career Readiness Technology Solution

Edgenuity Online Blended Leaming

11UDGETED

$387,000

ACTUAL

Instructional Leadership Training

Principal Coaching


Data System/Cycles

Illuminate Student Information System


Edgenuity Online Blended Learning

FSTIM/\TED ACTUAL

$113,092

Use actual annual mcasurahle t1lll.c-omc data. including perft~m1ancc d;i.1a from the LCFF l:v;i.luation Ruhncs. a~ applicahlc.

I

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

I~

Amacler Gettaty Uaifiecl Seheel Distriet i~lemeRtecl geal eae by eRSttF..flg that H>O% ef teaehers wer:e highly Etl:lalifiee ane apflF0flriately assigaeEl attriRg the 2Q 16 2017 seheel year. IA aeeitiea, AGUSD flrev4Elea year l ef a 3 )'ear f)refessieaa) ee¥e)0fltB:e&t fllaB, ifieftl&i&g 0¥eF 60 aays ef f)refessieaal ee>,•e)ef)meat, for AGUSD ane ACOB teeehers. Six iRStmetieaal eeaekes were hir:ea ta sttflflart this wark. Thrattgh the distriet le¥el iBstmehanal leaeership team, Smarter Balaaeee Interim assessmeats were agreee ltpea for the 2017 2018 aeaaemie year, as well as plaBBiag for a M~dti tierea System ef Sttppert, with aata eyeles, ta aaaress graElttatiaa rates, A G impravemeat rates, CTB pathw&y eBf"eUmeRt aae aeereasiag St:lspeesiea rates.

We are pleased to report that all but one planned action/service was carried out this year. A change in leadership resulted in the reduction of capacity to carry out the Goal 1 Action 1 action of a separate strand for class!fied professional development.

Amador County Public Schools implemented goal 1 by ensuring that our teachers were highly qualified and

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appropriately assigned during the 2017-2018 school year. ln ai leverage professional development. Seven instructional coach€ principal coaching continues in four week intervals.

A Director of Studem Services was hired and led a committee t1 Multi-Tiered System of Support for our students.

Based on student data, elementary sites chose standards and fr1 with a focus on ELA/ELD or math. At the secondary level, profi content specffic cohorts focused on Next Generation Science St, History/Social Science (HSS).

Through the district-level instructional leadership team, Smartt were agreed upon for the 2017-2018 academic year, and plann Support.

There was a focus on Socio-Economically Disadvantaged Studt participated in a book study of. "A Framework for Understandi

A focus on the ELA/ELD standards and frameworks led to the c ELA/ELD curriculum (Benchmark Advance).

Single Plans.for Student Achievement (SPSA) at each of the sch process. School site budgets were decentralized, and School Sit 1 supports for students in the 2017-2018 school year.

The District received Career Technical Education (CTE) and C result of these two grants was an identified need to coordinate 1

a multi-year improvement plan. As a result of this grant, some J

funded money.

In an effort to assist our students with college and career readi; purchased and we began year 1 of implementation. The Edgen implemented as a blended learning option that meets A-G couri

A College and Career Readiness Committee convened to study . CTE pathway enrollment. Planningfor a CTE pathway throug,

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I

I~

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.

year process.

STEM through Project Lead the Way (PLTW) was implementec. School.

3 English Learner (EL) aides and a new Bilingual Parent Liais. parents and families of our English learners. ELD supplementc teachers through the Benchmark Advance ELA/ELD adoption.

DHe to the California Dat:a Das:khoara eeiag HHB'Vai::lae)e, it is di retleeted iB tke data. HoweYer, ia A-l:lgast 2017, ACUSD and 0 LCAP ead ef the year review to OHF Beare efTrnstees, the oat• preeess of refleetioH, learaiflg and iFBpFO'i'emeRt.

Much of the data for our actual measurable outcomes is unava1 update. However, our 3 year trend shows an overall increase tc actions and services. In Spring of 2017, ELA and math scores,

Other metrics such as, A-G completion rate, AP test scores, CT attendance rates, CHKS data, suspension rates, and high schoo be available on the California School Dashboard in the.fall.

Seveml years of tran.sitioa at the eistriet le>rel, in aeth tee USD oooraiaat:ioa aaa eofflffi\iaioatiea over the past two years. Hewt GOE saperiftteaeeat (ajoi-Bt pesitioa agaiH after two years), a B plaee. As a restilt of Jlast praetiee, LCAP lies eeea speRt to ffiR€ 2Q17 2018 seheel )'ears. IMriag the 2016 2Ql7 sehool year, afll went to ffiad sep13lemeeta1 serviees, waile 0flp£Oximately 1 mill Fiaally, seme JJesitief!:s ia Goal l eould f!:et he filled immeaiate e~eselers, 1 EL Sekeol Gemmunity), whieh was a eest saYing;

In Action 1 the actual amount was more than expected due to ti being more than the budgeted amount.

In Action 2, one of the EL aide positions was vacant for part of were less than the expected budget.

In Action 3, our MTSS effort was partially.funded through the~

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

I~

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.

than the expected budget.

In Action 4, Naviance and Edgenuity were funded with the Coll result actuals were less than the expected budget.

Whea a fte>N s~eriateadeat arrived ill Oeteeer 2010, it was det great a feeHs oft the Disa=iet' s 2~<, EHglish Leamer JJ0f)Nlation a eeoaemieaH:y 8:isaa¥&.Rtagea (8BS) popaletioa. The 2010 2017 Se¥e}OfJffieBt for teaehers, WHO, at the time, baa reeeiW!d HO ais we inereasea SHfJport JJr-efessioaal de· .. elopmeat.

A Director of Curriculum and Instruction and Teacher on Spec actions/services for the 2018-19 school year. Based on our sta1 committee prioritization process it was determined that the bud used for other actions/services related to this goal.

In an effort to support Goal I Action I, which supports continu. development for all TK-12 teachers and staff. we are adding su, the actions and services for the 2018119 school year.

To support Goal I Action 2, that provides increased and target. increased EL aide hours to the actions and services for the 201

To support Goal I Action 3, which supports development and i1 support for intervention teachers, MTSS intervention supports, secondary summer school, TK/Kindergarten aides, and suppori assessments. Because we received the Scale Up MTSS Statewil funding source for Goal 1 Action 3.

Jn an effort to support Goal I Action 4, which provides equitab, aligned instruction, we have added a Chromebook refresh to er. content needed. Edgenuity at the secondary level is an examph coursework these Chromebooks will help our students access.

In order to be aligned with the metrics reported publicly on the "Attendance Rate" metric will be replaced with "Chronic Abser.

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I~

Goal 2 By 2020, through multiple measures, all students will show an increase in positive school engagement and connectedness with staff, peers, and community, including demonstrating improvement in social/emotional and physical health. *State Priority 3:

1 Parental Involvement, State Priority 5: Pupil Engagement, and State Priority 6: Schoof Climate.

:-;till<' ;md•c1r Local Pnonl!cs /\ddres~ed hv this goal:

~NNUAI. MEASU RABLE OUTCOMES

E:XPECTED

California Healthy Kids Survey (CHKS): Elementary: School Connectedness 67% Caring Adult Relationships 65% Meaningful Participation 16% Secondary: School Connectedness 53% Caring Adult Relationships 38%

Meaningful Participation 20%

Physical Fitness Test: Aerobic Capacity

5th: 73%, 7th: 75%, 9th: 79%

Body Composition

5th: 67%, 7th: 79%, 9'": 77%

Attefulaaee Rate 7~% Chronic Absenteeism: 16%

Chronic Absenteeism: 16%

Suspension Rate:

STATE 0 1 0 2 t8J 3 0 4 t8J 5 (8] 6 0 7 0 8

COE l2s:J 9 l2s:J JO

\CTU)\L

California Healthy Kids Survey (CHKS): (FBD .. .) Elementary: School Connectedness % Caring Adult Relationships % Meaningful Participation % Secondary: School Connectedness % Caring Adult Relationships %

Meaningful Participation %

Physical Fitness Test: (FBD .. .) Aerobic Capacity 5th: %, 7th: %, 9'h: %

Body Composition

5th: %. 7'": %. 9'": %

AUeeeaaee RMe (Metric Changed) Chronic Absenteeism: (FBD .. .) %

Chronic Absenteeism: (FBD .. .) %

Suspension Rate: (FBD .. .)

Page 16 of 54

I

lti11cnd1111rc' I

All 4.0 % SES 4. 3%

Parent Engagement: Increase level of parent participation by 5 percentage points.

i\CTIONS SERVICES.

All % SES %

Parent Engagement: (TBD .. .) Metric changed and baseline percentage TBD through California School Parent Survey (See analysis in Goal 2 Annual Update).

1 Create, implement and support a college-going and career culture on every school campus. *State priority 7:

'\cuons ~ervH:

es

·\c11nn Course Access - Programs and services developed and provided to unduplicated students. State Priority 4G: Pupil Achievement - Demonstrate college preparedness.

PLANNED

Supplemental Social-Emotional Well-being Materials (Pilot Elementary Sites)

A VID (Jr. High Schools)

WEB/Link Crew (All Secondary)

CTE Courses A-G Compliant (2)

High School Graduation Requirements Planning & Implementation Year 1

BllDCiETED

$52.685

ACTUAL

A VJD (Jr. High Schools)




ESTTMATFD AC'TlJAL

$48,483

Pa"~ 17 of 54

/\ct1on<.

'Scrv1c

Ac.ttnn 2

Increase home/school communication, outreach and parent/guardian engagement and education for/with parents of low income students, foster youth, English learners, and students with special needs. *State Priority 3A: Parental Involvement - Efforts the school district makes to seek parent input in making decisions for the school district and each individual school site. State Priority 3B: Parental Involvement - How the school district will provide parental participation in programs for unduplicated pupils. State Priority JC: Parental Involvement - How the school district will provide parental participation in programs for individuals with exceptional needs.

PLANNED

School/Community Social Workers (+2)

Family Nights/Activities (Schools)

Family Resource Centers (Schools)

School Site Councils (Schools)

Parent Teacher Organizations (Schools)

Amador Community University (District)

Amador Parent Advisory Committee (District)

Aeries Parent Portal (Schools/District)

LCAP Surveys (District)

Strategic Plan Stakeholder Team (District)

Superintendent's Advocacy Leadership Team (SALT) (District)

BUDGETED

AC'TIJAL

Family Nights/Activities (Schools)

Family Resource Centers (Schools)

School Site Councils (Schools)

Parent Teacher Organizations (Schools)


Amador Parent Advisory Committee (District)




Superintendent 's Advocacy Leadership Team (SALT) (District)

ESTIMATED ACTUAi

Expenditure~

$102,000 $4,803

' I~

I

Page 18 of 54

Actic111s 'St·rvK

Further develop and strengthen welcoming, resourceful, safe and inclusive school climates at every school campus. *State Priority 1: Basic Conditions of Learning - Degree to which school facilities are maintained in good repair. State Priority 6C: School Climate - Sense of safety and school connectedness.

Pl ANNFD

Counselors

Security Camera Upgrades

Positive Behavior Interventions & Supports

Mindfulness (Elementary)

Restorative Justice

District Professional Development

School Ambassadors

Safe and Civil Schools (Secondary)

Associated Student Body (Secondary)

Student Leadership

Trauma Informed Practices

Breaki.ng Down the Walls (Secondary)

BUDGETED

ACTUAL

Counselors


Mindfulness (Elementary)

Restorative Justice

District Professional Development


Associated Student Body (Secondary)

Student Leadership


Breaki.ng Down the Walls (Secondary)

C:STIMATED ACTUAL

E:-.:penrl iture~

I ... 8

$316,683 $148,073

P:- 19 of 54

1\ct10n~

iScrv1c ('~

Acllnn

PLANNED

Further coordinate services and refine systems and supports for foster youth by implementing a program plan that addresses working with the county child welfare agency, providing education-related information to the county child welfare agency, responding to requests from the juvenile court for information, and establishing a mechanism for the efficient transfer of health and education records. *State Priority JO: Coordination of Services for Foster Youth -Addresses how the county superintendent of schools will coordinate services for foster children, including: (a) worldng with 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; (c) responding to requests from the juvenile court to ensure delivery and coordination qf necessary educational services; and ( d) establishing a mechanism for the efficient, expeditious transfer of health and education records and the health and education passport.

ACTIJAL

Best, .first instruction Best, first instruction MTSS intervention supports

Counselor support/case management

MOU with Child Welfare Services

Partnership/communication with Juvenile Court


MTSS intervention supports


MOU with Child Welfare Services

Partnership/communication with Juvenile Court

Positive Behavior Interventions & Supports District Professional Development District Professional Development

Coordinated Services through Executive Advisory Council consisting of Coordinated Services through Executive Advisory Council many community/county agencies consisting of many community/county agencies

Rl!DGETED ESTIMATED ACTUAL

F xpcnditurc~

$102.500 $102,500

I

l~/\N/\L YSIS ·----Complete a copy of the following table for each of the LEA 's goals from the prior year LCAP. Duplicate the table as needed.

Page 20 of 54

t lo;c nctual anm1nl nic:isurn.hle c>utcc1me data. ml'ludm!! pcrtommnce data fwm the LCFF ·h·aluatt0n RuhrK~. a~ <1pphcahlc .

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

I~

Beyeea afeFemeatieeed feeas 0e SES saiaeftls, teaeher f'F0fessi0md learning eed iftlerim assessmeats (Geal l), a feeHS 0a steeElaFEls eligaed t9*t a00k aei013ti0e lea to the f'HFehase of a 881.V BLA ew=riettl~ua (Beaehmarlc Aaveee~. A f'aFeat lHll\'ersity was im)'Jlemeetee eed •.vell atteedea aae a plaet t0 eoftlieae oatreaeh eed leemiag fer ear eommUBiey has aeea ealeealH'0t'i feF the 2Q 17 2Q l 8 sehool year. A reeewee feeas oe Smgle Plaa feF Saieeet Aehie»•emeet at eaeh 0f the sehool sites, feeasee oe SBS smeeets, hes eeee Ele¥elo13ee ae.El eerreleteel wits the LCAP 13roeess. Seheel site aaagets were aeeeetralizee fer Title l aeel Seheol Site Cea:neils were eaeoHFegea to aaila ie Title l sapports of eeeh of the K 8 sites fer the 2017 2018 seheol year (aaElitioeal oa site iestraetieeal eeeeh:ieg). OB site prineipel eoaehieg aegaa ia DeeemaeF 2016 aael eeetim:tes ie three weelc iatep,cals.

We had a successful first year at each Junior High rolling out the Advancement Via individual Determination (A VID) program for 7th grade students. link Crew and Where Everyone Belongs (WEB) were extended to all secondary sites to improve student transitions between sites and student relationships on site.

Significant progress was made this year in getting all of our CTE courses A-G compliant in contrast from the goal qfjust two courses. A College and Career Readiness committee hos been formed and will begin a more in depth study of our graduation requirements in the 2018-2019 school year.

A parent university was implemented but was not well-attended and a plan to continue outreach and learning/or our community has been calendared/or the 2018-2019 school year. School site.family nights and activities, school site councils, and parent teacher organizations are all ongoing opportunities for families to be engaged in the school community. The Amador Parent Advisory Committee (APAC) met monthly and provided opportunities for families to learn and collaborate around current initiatives in our schools. In the Spring of 2018 the Superintendents Advocacy leadership Team was launched as an additional opportunity for families to be engaged and provide feedback about current initiatives and topics of interest. Aeries Parent Portal continues to be available to al/families to monitor student progress. The annual LCAP survey was conducted between January and April 2018.

We added two counselors to further support students' social/emotional and school climate needs. Restorative Justice professional learning was provided in an effort to reduce our suspension rate.

District Professional Development continued in the form of site based content at the elementary level and content spec!fic cohorts at the secondary level.

Pr- 21of54

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.

I~

Some elementary sites haw: ,emented Positive Behavior Interventions and Supports (PB/S) an ... Mindfulness with additional implementation scheduled for 2018-19. At the Junior High level the CHAMPS portion of Safe and Civil Schools school-wide behavioral expectations program was implemented.

Opportunities continue for students to be involved in Associated Student Body and Student Leadership at all levels.

There were multiple opportunities for all staff to receive professional learning in Trauma Informed Practices, Adverse Childhood Experiences (ACES), and Youth Mental Health First Aid to address the wide variety of social/emotional needs our students bring with them everyday.

There was continued support for our Foster Youth through coordination with child welfare services to keep students in their home schools. The transfer of information between child welfare and the foster youth liaison continued. We continued support for students who transferred out of the county. Teams met to discuss Foster Youth IEP 's, and counselors met with foster youth to discuss goals.

Staeeat, staff BBe 13areet eata iedieate thet these aetiees ka,•e eeee res130esive te the seeds ef olH' st\ieents ane eefflfttliftity. H.ewever, ffile te the Califernia Data Daehhoam bemg UB:&Ya:i:lable, it is eiffiealt to say at this time her,v Goal lwill ee refleeted ia the deta. Howe¥er, ie Aagast 2()17, ACUSD aed COE are 13l9flfting to f1Fesent a 2() 16 2(H 7 LCAP ead of the year reiAew to ear Board ef Tf\15tees, the oateome of whieh wiH essiat as ie a eontiftt:loaa pFOeess of refleetioa, leammg and impro•«ement.

All of the data for our actual measurable outcomes is unavailable at the time of writing this annual update. Chronic absenteeism, CHKS data, suspension rates, Parent Involvement and Physical Fitness Test (PFT) for 2018 will be available on the California School Dashboard in the fall.

The EliffeFeaee ia e*f3ee:eitares ia a resalt ef o't'eR!stimatie:g the east ef the Elata system ie the origiaal LCAP (IJ.h:1mmate).

In Goal 2 Action 1, the elementary Social Emotional pilot and ensuing curriculum purchase was not carried out as planned due to the significant undertaking of a new ELA/ELD adoption. Implementing another new initiative in addition to the adoption was not feasible.

In Goal 2 Actioh 2, the two social workers and home-school liaison were not hired. Also, the family resource centers were not fully implemented at all sites.

In Goal 2 Action 3, the allocated budget came in less than actual expenditures, even though all actions and services were carried out.

Page 22 of 54

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.

A fft0fe feYRElatieHal ~~F0aea aas eeeH tak0ft ift ate aevelepmeat ef f'Fefessieaal ae•"elepment iH ef'90f to JH'QVlQ0 a aaselme !er teaeftefS aGf0SS the aistriet, S0 teat 00Hl:m:01'l Qgt'e@ffl0ftlS ee i:ftt@riffl QSS@SSHl0fttS 'Nill ee bases 0R shaf=ee kBewleege Q&>.'elefPee threagh a roeQst, ieteasive, eali:ert eesigeea 3 year pi'000SS. As a reSQlt, eemmaa feffflative assessm6Rls Qfe aet yet eofflffteBfPlaee at graee leYels Me eel'lteet areas bat will be by the eaa ef tae 2Ql7 2Ql g aeaeemie ye!H'.

A majority of the planned actions/services for Goal 2 were implemented.

One exception was a Social/Emotional Materials Pilot. Due to the significant undertaking of a new ELA/ELD adoption, implementing another new initiative was notfeasible.

We were also unable to hire the two Social Worker positions under Goal 2, Action 2. Family resource centers were implemented at some, but not all sites across the district.

Security camera upgrades was not accomplished this year but plans are underway for implementation next year outside of the LCAP process.

In Goal 2, Action 3, the School Ambassadors program was not implemented this year due to the many other school climate initiatives underway at the secondary level.

Also under Goal 2, Action 3, Breaking Down the Walls assemblies happened at the end of the 2016-17 school year, Kevin Bracy assemblies were implemented in 201 7-18 because of stakeholder feedback indicating a desire for a different presentation.

While the original goal under Goal 2, Action 1 was to expand AVID to all secondary in 2018-19, we have realized this was too ambitious for just our second year of AVID implementation. The revised Goal 2, Action 1 plan is to expand qf our AVID program to 8th grade for the 2018-19 school year. Our 9th grade teachers will receive professional learning in the summer of 2019 for planned AVID expansion to 9th grade in 2019-20.

Under Goal 2 Action 2, A Home/School Liaison and School/Community Social Workers were planned actions/services for the 2018-19 school year. Based on our stakeholder feedback and LCAP advisory committee prioritization process it was determined that the budget allocated for this position could be used for other actions/services related to this goal.

We are pleased to add Arts Education. as well as the services of a junior high Vice Principal under Goal 2,

P?- 23 of 54

I~

Action 3 in an effort to inc, , student engagement and foster a positive school climate.

Under Goal 2, Action 4, in order to better support our foster youth, we have added funding for materials and supplies.

Effective with the 2018-19 school year, the parent engagement metric will be changed from "site and district level sign in sheets, Aeries Parent Portal log-ons, and other related data" to the Parent Involvement section of the California School Parent Survey. The previous metric was very difficult to measure effectively.

In order to be aligned with the metrics reported publicly on the California School Dashboard, our "Attendance Rate" metric will be replaced by "Chronic Absenteeism" effective with the 2018-19 school year.

Page 24 of 54

Sta.ke:Jolder Engagement LCAP Year D 201?- ts [8J 201s- 19 O 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?

from JGB-Hary A)">ril 2017, three FOl:mEls of stak:eholEler sap,reys aael meeti:egs weffl eoaEia eteEl to share Elate aael estal:llish eeRHBoe goals, eommoe )">riorities anel eommoa aetioes. The fellewieg stakeheleler gffll:lf>S eegageEi ie iefermatieaal meetmgs aaEi Of>eB EliseassieRS aeeat ellH'-eftt Elistriet sate, ee geiBg resalts from s1irveys, aRd iEieas fer fi:ttaffl Elistriet goals. le i\,flril Mey 2017, the L~A ieleetiiieel stakehel9er g:rol:l)">s re11l'@lsefltiag staEieats, J'>8feBts, feealty/steff, a6mi:eistrators aAd eommt:mity memaers to re,,<iew hBA LCAP elate ane stak:eheleer feeEleaek relative to the tee state )">rierities.

" Stadeet grel:l)">s (all jl:lftier lHgli BHEl lHgh seheels) o Seheel Site Coaeeils (all sehools) 6 Site aaseEl pareet meetings e Site basee steff meetmgs "' Distrietwiee Strategie PlQftftiag Committee Q Instraetional Leaeership Team e Amaelor Pareet AElvisory Committee e Commuffity Aeviso1'· Col:lfteH (S11eeial eeaeatioR) @! Pareet/Gaareliae Survey e µaelllty/Staff Sar.·ey o Barga:ieieg Ueit/Labor Gff>a)"> Leasers

*Sfftte Prierity 3A Efforts the !leheel di!lll'iet me!EetJ t6 aeekpB'Feftt iNpell ilf mBhilfg <leeisieNafer lhe Beheel disffciet Bnd eeeh indi:,•idfMI !Jehee/ 9ite.

During January and February 2018, stakeholder engagement meetings were conducted at every school site for staff and in every school community for families and community members to have open discussions about the ten state priorities, current district data, on-going results.from surveys, and ideas for possible future district goal, action, or service revisions. At the conclusion of each meeting, stakeholders were asked to complete the stakeholder engagement survey or to complete it at a time convenient to them.

The following groups were involved in the stakeholder engagement process:

• School Site Councils

lri.,,,. Site based parent-teacher organizations ~ ";"'" Site based staff meetings

0 Amador Arts Alliance

P::.,.~ 25 of 54

I

• fnstruc. ·Leadership Team

• Amador Yarent Advisory Committee 0 District English Learner Advisory Committee (DELAC)

° Community Advisory Council (Special Education)

• Parent/Guardian Survey

• F acuity/Staff Survey • Bargaining Unit/labor Group Leaders *State Priority 3A - Efforts the school district makes to seek parent input in making decisions for the school district and each individual school site.

IMPACT ON LCAP AND ANNUAL UPDATE

-----------------~-,----------------------··- ·- --How did these consultations impact the LCAP for the upcoming yoar?

The stakeholder eagagemeat meetiags provided a framework for EliseHssion abol:lt: how to impFOYe eeaeational performanee relates to the California State Priorities. Sarvey aata liAS feedeaek meetiegs proviEleEl ie.pat regftf6ing aeess as \'fell as streagths. Rt::l:Prey res'\:llts Vlere prioritizes aad aligaed to the LEA Strategis Plan. The feedbask fFOm this proeess impaetee tlle LCAP in tlle follewin:g ways: (1) it ftBffO'Ned tlle eolleetive ACOE/ACUSO fooos to two maia goal areas: rigoroas, staneat=6s aligaeEl smeeet aehievemeat ane soei!H emotioaal wellness/leaming; (2) it identifies a sigllifieaet aeed relates to soeial emotiea!H leamiag; ane-(3) it ieestified a sigaifieant Beee relates to stl:leents from po¥erty.

The stakeholder engagement meetings provided a framework for discussion about how to improve educational performance related to the ten California State Priorities. Survey data and feedback meetings provided input regarding needs as well as strengths. Survey results were prioritized by the LCAP Advisory Committee and aligned to the current 2017-2020 LCAP and the LEA Strategic Plan.

The feedback from this process impacted the LCAP in the following ways: (1) it showed a continued significant need related to social-emotional learning; (2) it emphasized the need to develop a Multi-Tiered System of Support to meet the needs of all students, and students with disabilities (SWD) in particular; and (3) it identified a significant need for increased academic achievement in the area Math, as well as a continued focus on achievement in English Language Arts.

I~ I

Page 26 of 54

Goals, Actions, & Services Strategic Planning Details and Accountability

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

Goal 1

0New D Modified [8J Unchanged

By 2020, all students will advance along multiple academic measures toward meeting/exceeding standards in order to close achievement gaps and accelerate progress, including increasing the number of students successfully completing college preparatory and career technical education (vocational) courses by 100%. *State Priority 2A: State Standards -Implementation of state board adopted academic and content performance standards for all students. State Priority 8: Pupil Outcomes - Addresses pupil outcomes for the State adopted Courses of Study.

State and/or Local Priorities Addressed by this goal:

STATE [8J 1 [8J 2 0 3 IZI 4 0 5 0 6 181 7 IZI 8

COE IZI 9 [8J 10

Identified Need • The SES/All StaEieBts aehier;emeat gap is ¥isiale iB ell loeel metries iaelliemg staadardized testing results, grl*iaatioR rates, A G eempletioR rates, AP eo'lifse passiag rates, and sekool diseipliBary aetioas.

8 SARC shows that 96% of teachers are fully credentialed. There is a need for Special Education, Math, and Advanced Science teachers.

• Distriet atteaeaaee rate of97.0%. 4 Suspension rates are disproportional. California Dashboard indicator is greeR fer the distriet eHt

orange fer the His13&H:ie smeent gro'lif'. • AehieYemeBt ge13 of 5 4 ssalee f)OiRts eetweea Latiao staeeats ane all staeeats, 84 eomparee te

white shleents eH CAA8PP BLA. • Dashaoaffi iHdieator shews 2 11wel tiiffereaee: Risf)enie eemf)Mee te all smeeftts. Aehie¥emeHt

Gar> of 74 Seale peiats eetweeR Latino staeea~ &H:e all stadeats, 91 eemparee to wkite staeeats ee CA1'\8PP Math.

• The SED/All Students achievement gap is visible in all local metrics including achievement in ELA and Math, suspension rate, graduation rates, A-G completion rates, AP course passing

P?r" 27 of 54

--- ~ates, and school dfa , , ,riary actioru.

• District Chronic Absenteeism rate of 18%. • Suspension rates are disproportional. California Dashboard indicator is yellow for "All

Students" but red for the foster youth, students with disabilities, and socioeconomically disadvantaged (SED) student groups.

• Achievement gap between SED students and ''All Students" on CAASPP ELA and Math.

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators

Annual School Accountability Report Card (SARC) '

State Priority IA Teachers are appropriately assigned

I

Baseline

100% of teachers fully credentialed All sites are rated "Good" or better All students have access to the approved curriculum materials

2017-18 2018-19

100% of teachers fully 100% of teachers fully credentialed All sites will credentialed All sites will be be rated "Good" or better I rated "Good" or better by by inspection All students i' inspection All students have have access to the approved 1 access to the approved curriculum materials 1 curriculum materials

- -----~ ----------~ -----------·-

Teacher Curriculum Mastery Survey -Self Reported

State Priority 2A

Implementation of Establish 2017-2018 state board adopted academic and content performance standards for all students.

CAASPP ELA

State Priority 4A , Statewide

IS assessments 'f> State Priority 8

Addresses pupil

-·- ---- - ---· All 41% SES 46%

Non SES 53%

SPED 12% EL 12%

5% increase in baseline will j 10% increase in baseline report mastery of CA · will report mastery of CA Standards Standards curriculum/pedagogy , '. curriculum/pedagogy

All 46% SES 51%

Non SES 58%

---.,---A1151%

,I SES 56%

' SPED 17% I Non SES 62% , SPED22%

EL22% •I

·' EL 17%

2019-20

100 % of teachers fully credentialed All sites will be rated "Good" or better by inspection All students have access to the approved curriculum materials

15% increase in baseline will report mastery of CA Standards curriculum/pedagogy

All 56% SES 61%

Non SES 67%

SPED25% EL27%

Page 28 of 54

outcomes for the Male 33% Male 38% Male 42% Male47% State adopted Female 49% Female 54% Female 59% Female 64% Courses of Study. COEAll 28% COE All 33% COEAll 38% COEAll 43%

COE SPED 7% COE SPED 12% COE SPED 17% COE SPED 22%

All 28% All 33% All 38% All 43% CAASPPMATH

SES 17% SES 22% SES 27% SES 32% State Priority 4A

Non SES 37% Non SES 42% Non SES 47% Non SES 52% Statewide assessments SPED 10% SPED 15% SPED20% SPED 25%

State Priority 8 EL6% EL 11% EL 16% EL21%

Addresses pupil Male 27% Male 32% Male37% Male42% outcomes for the Female 27% Female 33% Female 38% Female 43% State adopted COEAll 23% COEAll 28% COE All 33% COE All 38% Courses of Study.

COE SPED4% COESPED9% COE SPED 14% COE SPED 19%

ELPAC

State Priority 4D Increase percentage of English learner

Students Redesignated Students Redesignated Students Redesignated Students Redesignated Fluent (EL) pupils who make progress Fluent English Proficient Fluent English Proficient Fluent English Proficient English Proficient (FEP)

toward English (FEP) 18.5% (PEP) 21.5% (PEP) 24.5% 27.5%

proficiency

State Priority 4E

EL classification rate

A-G Completion

(College Readiness)

State Priority 4C/4G UC/CSU course Argonaut 13 % Argonaut 18% Argonaut 23% Argonaut 28% requirement

Amador 36% Amador41% Amador46% Amador 51% ~ completion

I~ State Priority 7 A/7B I

Course access

Pe,. .... 29 of 54

AP 3 orb'" ,1

(Advanced Placement) ACUSD: 48%

State Priority 7 A/7B Course access

IACUSD: 53% I I ACUSD: 58% ACUSD: 63%

.., -·-------- -------- -CTE Pathway Enrollment and Completion 0%

State Priority 7 A/7 B Course access

Atteadaaee Rates

Chronic Absenteeism Rate:

State Priority 5B Pupil engagement

All .'.74%

18%

10%

All-19%

I 16%

20%

- - - - ·-----------

&-!-% 14%

___ ., ·-- -- --- --· ----- -··---· --------- ------School Safety & Connectedness (CHKS Data)

State Priority 6C Pupil engagement

Suspension Rates

State Priority 6A Pupil engagement

(State Priority 6B does not apply as expulsion rates are very low.)

I~· High School :::: Graduation Rate

State Priority 5E

Elementary: School Connectedness 62%

, Caring Adult Relationships 60% Meaningful Participation 11 % Secondary: School Connectedness 48% Caring Adult Relationships 33% Meaningful Participation 15%

, Elementary: I School Connectedness 67% 1 • Caring Adult Relationships 65%

Meaningful Participation 16% Secondary: School Connectedness 53%

' Caring Adult Relationships 38% Meaningful Participation 20%

---- -------- -- -~----- ---

All 5.6 % SES 6.9% All 4.0 % SES 4.3%

1 •

I All 89.7% All 92.7%


• Caring Adult Relationships 70% , : Meaningful Participation 21 %

Secondary: i School Connectedness 58% I Caring Adult Relationships 43% ' Meaningful Participation 25%

All 3.5 % SES 3.8%

. All 94.7%

30%

8e% 12%


· · Caring Adult Relationships 75% Meaningful Participation 26% Secondary: School Connectedness 63% Caring Adult Relationships 48% Meaningful Participation 30%

All 2.5 % SES 2.5%

All 96.7

Page 30 of 54

'

IE '

Pupil engagement

High School Dropout Rate

State Priority 5D Pupil engagement

(State Priority 5C does not apply.)

All 10.3% All 7.3% All 5.3% All 3.3%

Pa,..o 31of54

PLANNED ONS I SERVICES

Complete a copy of the following table for each of the LEA's Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1 Continue robust, standards-aligned professional development, for TK-12 teachers and staff, through subject-level cohorts, staff meeting professional development, principal coaching, instructional coaches, instructional leadership team, and high-poverty/highachieving school visits. *State Priority 2A: State Standards - Implementation of state board adopted academic and content performance standards for all students.

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

Students to be Served 181 All 0 Students with Disabilities 0 [Specific Student Group(s)J

Location(s) l8l All schools 0 Specific Schools:. _______ _ 0 Specific Grade spans: --- -----OR

- ----- -- ---- --------------------·-For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

- ---------- --·------ --·----Students to be Served 0 English Learners 0 Foster Youth 0 Low Income

-----·----Scope of Services 0 LEA-wide 0 Schoolwide OR 0 Limited to Unduplicated Student Group(s)

---- -- ------Location(s) 0 All schools 0 Specific Schools: 0 Specific Grade spans: ---------------=-- - - - --------

ACTIONS/SERVICES

2017-18 2018-19 2019-20

fZI New l8l Modified 0 Unchanged 0 New l8l Modified 0 Unchanged 0 New 0 Modified 181 Unchanged ------- ----------------,-- -- ' ,----- ·--- -------

Teacher on Special Assignment (Secondary) ' Direeter efCt:HTiealam Elftd le:stmetien

Teacher on Special Assignment (Elementary) Teaeher oa SIJeeial AQsigRfflent Heehnelefil9



Principal Coaching Instructional Leadership Team

.:.Instructional Coaches

l~igh-Poverty School Visitations ' Professional Leaming Communities

Teacher on Special Assignment (Secondary) $98,392

Teacher on Special Assignment (Elementary) $86,425

Cohort Professional Development $170,000

Staff Meeting Professional Development $0

Principal Coaching $0

Direeter ef C\ifTieahmi aad lfl:straetiea 1 Teaeher eH 8f}eeial Assigmnent (Teehnalogy)





Principal Coaching


. · High-Poverty School Visitations

Page 32 of 54

.

(Secondary)

Instructional Coaches Classified Professional Development Textbook Adoption, Elementary

BUDGETED EXPENDITURES

2017-18

Amount

Source

Budget Reference

$1,011,200

Base, Supplemental, Title 1

Cert Salary/Subs: $273,500

Class Salary: $

Benefits: $87, 700

Materials: $400,000 Contracts: $250,000

I~ '

Instructional Leadership Team $9,000

High-Poverty School Visitations $2,000

Professional Learning Communities (Secondary) $0 Instructional Coaches $61,479 Classified Professional Development $20,000

Teacher Induction $36,000

2018-19

Amount

Source

Budget Reference

$824,280 $483,296

8ase, Supplemental, +itle-+, Title II, Lottery

Cert Salary/Subs: $432,500 $332,526

Class Salary: $Q $14,000

Benefits: $141 ,780 $94,770

Materials: $Q $4,000

, Contracts: $250,000 $38, 000

Professional Learning Communities (Secondary) Instructional Coaches Classified Professional Development

Teacher Induction $36,000

2019-20

Amount

Source

Budget Reference

$824,280 $483,296

8ase, Supplemental, ~. Title II, Lottery


Class Salary: $G $14,000

Benefits: $141 ,780 $94, 770

Materials: $G $4,000

Contracts: $250,000 $38, 000

Par 13 of 54

I

Provide increased and targeted English learner support in v~_ • ...1ols with a significant unduplicated English learner population. Action 'L, *State Priority 2B: State Standards - 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. -----· -- - -- - -

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

Students to be Served 0 All 0 Students with Disabilities 0 [Specific Student Group(s)J

Location(s) 0 All schools 0 Specific Schools: -------- 0 Specific Grade spans: --------OR

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

Students to be Served 181 English Learners 0 Foster Youth 0 Low Income

Scope of Services 0 LEA-wide D Schoolwide OR 18J Limited to Unduplicated Student Group(s) ------ -

Location(s) 0 All schools 181 Specific Schools: lone Elem., Plymouth, Elem., Argonaut High School 0 Specific Grade spans: ---ACTIONS/SERVICES

2017-18 2018-19 2019-20

[8J New [8J Modified 0 Unchanged 0 New 18J Modified 0 Unchanged 0 New 0 Modified [8J Unchanged - --· - ·-- - -· -· - --· --·-----..... ----------·--------. --- --- --------- -. ------- -----·--- -------


English Learner Home/School Liaison ( + 1)



2017-18

Amount $107,500 -- --- ----- ----

Source Supplemental

EL Aide Continuing Services $46,370

English Leamer Home/School Liaison $47,612

ELD supplemental materials $8,250

· EL Aide Additional Hours $24,880

2018-19

Amount $107,500$127,112 ---------------

Source Supplemental

EL Aide Continuing Services

English Leamer Home/School Liaison ELD supplemental materials

EL Aide Additional Hours

2019-20

Amount $107,500$127,112

Source Supplemental

l~udget Cert Salary/Subs: $ Class Salary: $74,500

Budget Reference

Cert Salary/Subs:$

Class Salary: $86, 685 Budget Cert Salary/Subs:$

' Reference Reference Class Salary: $86, 685

Page 34 of 54

'

I~ '

Benefits: $23,000

Materials: $ 10,000

Contracts: $

Benefits: $32, 177

Materials: $8,250 Contracts: $

Benefits: $32, 177 Materials: $8,250

Contracts: $

PLAN NEC> .ONS I SERVICES


Action 3

Develop, implement and monitor multi-tiered systems of support (MTSS) at every school including differentiated instruction, tiered interventions and progress monitoring to improve social/emotional learning, behavioral health, and academic progress for all students including low income students, foster youth, English learners, expelled pupils, and students with special needs. *State Priority 7C: Course Access - Programs and services developed and provided to individuals with exceptional needs. State Priority 8: Pupil Outcomes - Addresses pupil outcomes for all students for courses described under Sections5 J 2 J 0 and 512 20(a)(i). State Priority 9: Coordination of Instruction of Expelled Pupils - Addresses how the county superintendent of schools will coordinate instruction of expelled pupils. --- --- ---------

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

Students to be Served l'8:I All 0 Students with Disabilities 0 [Specific Student Group(s)] --------- -------

location( s) ~ All schools 0 Specific Schools: _______ _ 0 Specific Grade spans: _______ _

OR

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

0 low Income Students to be Served 0 English Learners

Scope of Services 0 LEA-wide

0 Foster Youth

0 Schoolwide OR 0 Limited to Unduplicated Student Group(s) ---- -------

Locat1on(s) 0 All schools 0 Specific Schools: _______ _ 0 Specific Grade spans: --------ACTIONS/SERVICES

2017-18 2018-19 --------- --------------------- --------

2019-20 --- -- ----

l'8:I New 0 Modified 0 Unchanged · 0 New 181 Modified 0 Unchanged 0 New 0 Modified 181 Unchanged - . - -- . - -.. - ~ - - - --------i·------ -- ·-- ·------Director of Student Services I' Director of Student Services $132,527 , ' Director of Student Services

MTSS Cohort MTSS Cohort $20,000 · . MTSS Cohort


MTSS/Differentiated Instruction Professional Development (all) $20,000

' MTSS/Differentiated Instruction Professional ' Development (all)

j~Data Systems/Cycles (all) ;-ainuminate

Data System/Cycles (all) $0

Illuminate $26,000

' Intervention Teachers $419, 720

i Data System/Cycles (all)

Illuminate

Intervention Teachers

Page 36 of 54

'


2017-18

Amount

Source

Budget Reference

$264,600

Base, Supplemental, Lottery

Cert Salary/Subs:$104,000

Class Salary: $

Benefits: $40,600

Materials: $30,000

Contracts: $90,000

I~

MTSS Intervention Supports (previously only under Goal 2 Action 4) $125,000

Secondary Math Intervention $50,000 Summer School Secondary $20, 000

Summer School Elementary $17,000

TKIK Aides $168, 799

Psychologists- Student Testing ( 25 FTE Each) $119, 790

2018-19

Amount $264,600$1,118,836 - - - - - --

Source Base, COE Supplemental, Lottery, SUMS Grant, Title I

--- - - -Cert Salary/Subs: $104,000 $556,342

Budget Class Salary: $151, 716 Reference Benefits: $40,600 $199, 778

Materials: $JO,OOO $175,000

Contracts: $90,000 $36,000

MTSS Intervention Supports (previously only under Goal 2 Action 4)

Secondary Math Intervention Summer School Secondary

Summer School Elementary

TKIKAides

Psychologists- Student Testing (.25 FTE Each)

2019-20

Amount $264,600$1,118,836

Source Base, COE Supplemental, Lottery, SUMS Grant, Title I


Budget Class Salary: $151, 716 Reference Benefits: $40,600 $199, 778

Materials: $a0,000 $175,000

Contracts: $90,000 $36,000

Pr- 37 of 54

PLANNEL ONS I SERVICES


Action 4

Implement and support continuous improvement cycles and equitable access to rigorous courses through CCSS aligned instruction and school wide, classroom-based data inquiry cycles. * State Priority 2A: State Standards - Implementation of state board adopted academic and content performance standards for all students. *State Priority 4G: Pupil Achievement - Percentage of pupils who participate in, and demonstrate college preparedness. * State Priority 7B: Course Access - Programs and services developed and provided to unduplicated students.

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

-- -------------- --- -----------Students to be Served 181 All 0 Students with Disabilities 0 [Specific Student Group(s)l

-- ------Location( s) 181 All schools 0 Specific Schools: -------- 0 Specific Grade spans: --------

OR -... - ------ -----------------------

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: ------------- ----------

Students to be Served D English Learners D Foster Youth 0 Low Income.

Scope of Services 0 LEA-wide 0 Schoolwide OR 0 Limited to Unduplicated Student Group(s) --------·

Location(s) , D All schools 0 Specific Schools: _______ _ 0 Specific Grade spans: --------ACTIONS/SERVICES

2017-18 2018-19 2019-20 ------·--

D New 181 Modified D Unchanged 0 New 181 Modified 0 Unchanged 0 New D Modified 1:81 Unchanged

Instructional Leadership Training

Principal Coaching


Data System/Cycles Illuminate Student Information System

• Naviance College/Career Readiness l~echnology Solution ' Edgenuity Online Blended Leaming

Instructional Leadership Training $0

Principal Coaching $0

, Teacher Professional Development $25,000

Data System/Cycles $0

I

Illuminate Student Information System (already accounted for in action 3)

' Naviance College/Career Readiness Technology Solution $46,300

Instructional Leadership Training Principal Coaching


Data System/Cycles

Illuminate Student Information System


Edgenuity Online Blended Learning

Page 38 of 54

I


2017-18

Amount

Source

Budget Reference

$387,000

Base, Title 1, Lottery, CTE. Adult Ed B.G., College Readiness

Cert Salary/Subs:$

Class Salary: $

Benefits: $

Materials: $10,000

Contracts: $377,000

I~ I

Edgenuity Online Blended Learning $33, 100

Technology Chromebook Refresh $94,000

2018-19

Amount

Source

Budget Reference

$387,000 $198,400

8ase, Supplemental. Title 1, Lottery, CT~JG, Aebllt Ee 8.G., College ReaEliness, Title 11


Class Salary: $

Benefits: $1, 700

Materials: $94,000

Contracts: $94,400

Technology Chromebook Refresh

2019-20

Amount

Source

Budget ~eference

$387,000 $198,400

8ase, Supplemental, Title 1, Lottery, CTEJG, ,i\Elbllt Ee B.G., College Readiness. Title II


Class Salary: $ Benefits: $1, 700

Materials: $94,000

Contracts: $94,400

Pa,, ... 39 of 54

'

Goa -· Actions, & Services - ·-Strategic Planning Details and Accountability

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

[81 New D Modified 0 Unchanged

----- --- -----

~ ' &'] ~oa . L-,

By 2020, through multiple measures, all students will show an increase in positive school engagement and connectedness with staff, peers, and community, including demonstrating improvement in social/emotional and physical health. *State Priority 3: Parental Involvement, State Priority 5: Pupil Engagement, and State Priority 6: School Climate.

State and/or Local Priorities Addressed by this goal: STATE 0 1 0 2 [813 0 4 [815 [816 0 7 0 8

Identified Need

COE (819 (8110

LOCAL ~~~~~~~~~~~~~~~~~~-

Reduce the suspension rate which is "High" based on the California Dashboard. Eliminate current , disproportionality of suspension rate for the following student groups English Learners, Hispanic/ Latino, Special Needs Students: Although the district suspension rate is "Orange'', the noted student groups are "Red" according to the California Dashboard. Reduce Chronic Absenteeism:

I Based on district attendance data, Chronic Absenteeism disproportionally impacts Low income, Foster Youth and English Learner students

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators

California Healthy Kids Survey (CHKS) State Priority 6C School Climate

Baseline

Elementary: School Connectedness 62% Caring Adult Relationships 60% Meaningful Participation 11 % Secondary:

2017-18

' Elementary:

1' School Connectedness 67% Caring Adult Relationships 65% Meaningful Participation 16% Secondary:

2018-19

Elementary:· - ~-- --- ---

1 I School Conn.ectedness 72% , Caring Adult Relationships 70%

1 Meaningful Participation 21 % Secondary:

2019-20

Elementary: School Connectedness 77% Caring Adult Relationships 75%

' Meaningful Participation 26% Secondary:

IS School Connectedness 48% Caring Adult Relationships 33% Meaningful Participation 15%

School Connectedness 53% Caring Adult Relationships 38% Meaningful Participation 20%

1 , School Connectedness 58% Caring Adult Relationships 43%

1 Meaningful Participation 25%_ -·

School Connectedness 63% Caring Adult Relationships 48% Meanjngful Participation 30%

'-·--- ·-----,---- - --Physical Fitness Test Aerobic Capacity Aerobic Capacity Aerobic Capacity Aerobic Capacity

Page 40 of 54

State Priority 8

Pupil Outcomes

AtteHdanoe Rates

Chronic Absenteeism Rate

State Priority 5

Pupil Engagement

Suspension Rates

State Priority 5

Pupil Engagement

Parent Engagement

State Priority 3

Parental Involvement

5th: 63%, 7th: 65%, 9th: 69%

Body Composition 5th: 57%, 7th: 69%, 9th: 67%

5th: 73%, 7th: 75%, 9th: 79%

Body Composition

5th: 67%, 7th: 79%, 9th: 77% -

5th: 83%, 7th: 85%, 9th: 89%

Body Composition 5th: 77%, 7tb: 89%, 9th: 87%

--- - - ------- -

All'.74%

18%

All 5.6 % SES 6.9%

Establish baseline through collection of data provided ey site and aistriet le"lel sige ia sl'ieets, Aeries Pare.at Pertal log eas, aae ether related data through Califiornia School Parent Survey.

All~

16%

--- -------

All 4.0 % SES 4.3%

~

14%

All 3.5 % SES 3.8%

Increase level of parent Increase level of parent participation by 5 percentage · participation by additional 5 points. · percentage points.

5th: 93%, 7th: 95%, 9th: 99%

Body Composition

5tb: 87%, 7th: 89%, 9tb: 97%

86%

12%

All 2.5 % SES 2.5%

Increase level of parent participation by additional 5 percentage points.

P:- - ... 41 of 54

PLANNED . IONS I SERVICES


'

IE '

Create, implement and support a college-going and career culture on every school campus. *State priority 7: Course Access -Action 1 Programs and services developed and provided to unduplicated students. State Priority 4G: Pupil Achievement - Demonstrate

college preparedness. --------- ---- ------

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

Students to be Served 181 All 0 Students with Disabilities 0 [Specific Student Group(s)] -· -------- --- --

Location( s) 181 All schools 0 Specific Schools: _______ _ 0 Specific Grade spans: --------OR

For Actions/Servtces included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served 0 English Learners 0 Foster Youth D Low Income -------- - ·-·---·

Scope of Services 0 LEA-wide 0 Schoolwide OR 0 Limited to Unduplicated Student Group(s) -- ----------------- --------· ---- ------

Location(s) D All schools

ACTIONS/SERVICES

D Specific Schools: -------- 0 Specific Grade spans: --------

2017-18 2018-19 2019-20 ------- ---------------

181 New 0 Modified 0 Unchanged 0 New t8:I Modified 0 Unchanged

Supplemental Social-Emotional Well-being Materials (Pilot Elementary Sites)

Elementary approach pending pilot outcomes $8,000

0 New t8J Modified 0 Unchanged

Elementary approach pending pilot outcomes

AVID (Jr. High Schools)




AVID (All 8eeoae1H'y)

AVID Expansion 81h Grade $156,516

AVID (Maintain) $43,290

AVID Expansion (H.S.) $64,080

WEB/ Link Crew (All Secondary) $10,000

CTE Courses A-G Compliant (4) $0

High School Graduation Requirements Implementation Year 2 $10,000

AVID (All 8eeeadary)

A VID Expensi(j1t 8'1' Gffldc AVID (Maintain)

A VJD Expansion (H.S.)

WEB/ Link Crew (All Secondary)


High School Graduation Requirements Implementation Year i 3

Page 42 of 54


2017-18 2018-19 2019-20 --------

Amount $52,685 Amount $122,685 $291,886 Amount $122,086 $291,886 ------ -----

Base, Eduoator Effestivonoss, Source

Base, Eduoator Effeotivonoss, Source Base, Educator Effectiveness Source

Supplemental, County Supplemental, County

Cert Salary/Subs: $8,600 Cert Salary/Subs: $3;600 Cert Salary/Subs: $8,600

$115,453 $115,453 Class Salary: $

Budget Class Salary: $ Budget Class Salary: $ Budget Reference Benefits: $2,085

~eference Benefits: ~ $33,053 Reference Benefits: $2,085 $33,053 Materials: $17,000

Materials: $87,000 $14, 100 Materials: $87,000 $14, 100 Contracts: $25,000 Contracts: $25,000 $129, 280 Contracts: $25,000 $129,280

'

'

.... ~

I

pr - 43 of 54

PLANNEL IONS I SERVICES


Action

Increase home/school communication, outreach and parent/guardian engagement and education for/with parents of low income students, foster youth, English learners, and students with special needs. *State Priority 3A: Parental Involvement - Efforts the school district makes to seek parent input in making decisions for the school district and each individual school site. State Priority 38: Parental Involvement - How the school district will provide parental participation in programs for unduplicated pupils. State Priority 3C: Parental Involvement - How the school district will provide parental participation in programs for individuals with. exceptional needs.

-- ·- ------- --- ----------------- ----------For Actions/SefVlces not included as contributing to meeting the Increased or Improved Services Requirement.

-- ------- -- -----------------Students to be Served 181 All 0 Students with Disabilities 0 [Specific Student Group(s})

Location(s) 181 All schools 0 Specific Schools: _______ _ 0 Specific Grade spans: _______ _

OR ------ -- --

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement -- - - ------- - -- --- ---- ·- - ----

Students to be Served 0 English Learners

Scope of Services 0 LEA-wide

0 Foster Youth .

D Schoolwide

0 Low Income

OR 0 limited to Unduplicated Student Group(s)

Location(s) 0 All schools D Specific Schools: _______ _ 0 Spe.cific Grade spans: _______ _

ACTIONS/SERVICES

2017-18 --·- - - ·----- ·---·--

2018-19 --- -- - --·---- -- -- - ---

0 New 181 Modified 0 Unchanged

2019-20

1 0 New 0 Modified 181 Unchanged ~ New 0 Modified 0 Unchanged

SchooVCommunity Social Workers (+2)

Family Nights/ Activities (Schools)

Family Resource Centers (Schools) School Site Councils (Schools)

1 • ------ ·- - - - -

• Parent Teacher Organizations (Schools)

I~ Amador Community University (District)

' Amador Parent Advisory Committee (District)

Hemel8eheel Liaisoe (*1)

8elteel/Cemmunity Seeial \llerkeFs

1 Family Nights/Activities (Schools) $16,000

I , Family Resource Centers (Schools) $0

I 1 School Site Councils (Schools) $0

Ii Parent Teacher Organizations (Schools) $0


Heme/8eheel Liaisea

Sekeel/Cemmamty 8eeial \llerkeFs

Family Nights/Activities (Schools) Family Resource Centers (Schools)

1, School Site Councils (Schools)

' Parent Teacher Organizations (Schools)


Page 44 of 54

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LCAP Surveys (District) Strategic Plan Stakeholder Team (District)

Superintendent's Advocacy Leadership Team (SALT) (District)


2017-18

Amount

Source

Budget Reference

$102,000



Class Salary: $38,500

Benefits: $21 ,000

Materials: $17,000

Contracts: $14,000

$1,000

Amador Parent Advisory Committee (District) $1,400

Aeries Parent Portal (Schools/District) $0

LCAP Surveys (District) $2,600

Strategic Plan Stakeholder Team (District) $0

Superintendent' s Advocacy Leadership Team (SALT) (District) $0

2018-19

Amount

Source

Budget ~eference

$158,520 $21,000


Cert Salary/Subs: $11,5QQ $2,200 Class Salary: $77,QQQ $0

Benefits: $3Q,020 $400

Materials: $17,000 $18,400

Contracts: $14,00Q $0

Amador Parent Advisory Committee (District) Aeries Parent Portal (Schools/District)



Superintendent' s Advocacy Leadership Team (SALT) (District)

2019-20

Amount

Source

Budget Reference

$158,520 $21,000


Cert Salary/Subs: $11 ,5QQ $2,200 Class Salary: $77,0QQ $0

Benefits: $JQ,Q2Q $400

Materials: $17,QOQ $18,400

Contracts: $14,QQQ $0

p~-~ 45 of 54

'

PLANNED , IONS I SERVICES


Further develop and strengthen welcoming, resourceful, safe and inclusive school climates at every school campus. *State Priority Action 3 I : Basic Conditions of Learning - Degree to which school facilities are maintained in good repair. State Priority 6C: School

Climate - Sense of safety and school connectedness.

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

Students to be Served 181 All 0 Students with Disabilities 0 (Specific Student Group(s)J ---------

Locat1on(s) 181 All schools 0 Specific Schools: _______ _ 0 Specific Grade spans: --------OR

- -- ----------- ------For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

-- -- --------- ------------ ------Students to be Served 0 English Learners 0 Foster Youth 0 Low Income

-------------Scope of Services 0 LEA-wide 0 Schoolwide OR 0 limited to Unduplicated Student Group(s)

------------ ----------Location(s) 0 All schools 0 Specific Schools: ______ -=----_·- g Specific Grade spans: _ _________ -_-. -- - -- .--

ACTIONS/SERVICES

2017-18 2018-19 2019-20 -----------·------------ .---- ----------- ------------~ New 0 Modified 0 Unchanged ' : O New [gl Modified 0 Unchanged

Counselors -----, Coun~el~rs (+2) $316,927-

, 0 New 0 Modified C8:1 Unchanged

Counselors

Security Camera Upgrades Positive Behavior Interventions & Supports Mindfulness (Elementary)

Restorative Justice District Professional Development School Ambassadors

800\:H'ity Camera Upgrades Security Camera Upgrades

I Positive Behavior Interventions & Supports $0 : · Positive Behavior Interventions & Supports · (Already accounted for in MTSS Intervention (Already accounted for in MTSS Intervention

' Supports) Supports) ; Mindfulness $0 (Already accounted for in I Mindfulness (Already accounted for in MTSS MTSS Intervention Supports) ' Intervention Supports)

I~ Safe and Civil Schools (Secondary) ~Associated Student Body (Secondary)

Student Leadership

Restorative Justice $0 (Already accounted for in ,' Restorative Justice (Already accounted for in · MTSS Intervention Supports) MTSS Intervention Supports)

1 District Professional Development $10,000 , District Professional Development

Page 46 of 54

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Trauma Informed Practices Breaking Down the Walls (Secondary)

This action was not implemented in 2017-18.



2017-18

Amount

Source

Budget Reference

$316,683

Supplemental, Title 2

Cert Salary/Subs: $110,000

Class Salary:$

Benefits: $44,000

Materials: $10,000

Contracts: $152,683

8ek00l Ameassaeers

Safe and Civil Schools (Secondary) $0 (Site Title I)

Associated Student Body (Secondary) $8,000

Student Leadership $0 (School-Based)

Trauma Informed Practices $5,300

Breaking Down the Walls (Secondary) $0

Arts Education $42,500

Vice Principals 2 (.5 FTE Each) $113,342

2018-19

Amount

Source

Budget Reference

' $470,283 $496,069

Supplemental, Title 2, Lottery


Class Salary: $

Benefits: $87,300 $120,961

Materials: $10,300 $40,000 Contracts: $152,983 $7,500

Seh00l 1'\mhassa80FS


· Associated Student Body (Secondary)

Student Leadership


Breaking Down the Walls (Secondary)

Arts Education

Vice Principals 2 (.5 FTE Each)

2019-20

Amount

Source

$470,283 $496,069

Supplemental, Title 2, Lottery


Budget Class Salary: $ qeference Benefits: $87,:mo $120,961

Materials: $10,300 $40,000

Contracts: $152,683 $7,500

p,- - ._ 47 of 54

Further coordinate services and refine systems and supp01.i) .vr foster youth by implementing a program plan that addresses working with the county child welfare agency, providing education-related information to the county child welfare agency, responding to requests from the juvenile court for information, and establishing a mechanism for the efficient transfer of health and education records. *State Priority 10: Coordination of Services for Foster Youth - Addresses how the county superintendent of schools will

Action 4 coordinate services for foster children, including: (a) working with 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; (c) responding to requests from the juvenile court to ensure 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. --------

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

Students to be Served • 0 All 0 Students with Disabilities D [Specific Student Group(sll

Locatron(s) 0 All schools D Specific Schools: _______ _ 0 Specific Grade spans: --------O R

--- ----------- ----------For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

- - - --- -- - -- ----Students to be Served 0 English Learners 181 Foster Youth 0Lowlncome

-----------------------------· ------·-·- -- --Scope of Services 0 LEA-wide 0 Schoolwide OR 181 limited to Unduplicated Student Group(s)

---- ------- --- - ·-- - -·- - ~--Location(s) 181 All schools 0 Specific Schools: _______ _ 0 Specific Grade spans: _______ _

ACTIONS/SERVICES

2017-18 2018-19 2019-20 - ----· - -- -- -- ·----·-----· ------~---- · ... ---- --·---------------0 New 181 Modified D Unchanged 0 New 181 Modified 0 Unchanged --·--·--- ---- -- ------ ~--------

Best, first instruction

MTSS intervention supports


MOU with Child Welfare Services Partnership/communication with Juvenile Court

• Positive Behavior Interventions & Supports

15 District Professional Development Coordinated Services through Executive Advisory Council consisting of many

I Best, first instruction $0

MTSS intervention supports $0 (Already , accounted for in Goal 1, Action 3) I

t Counselor support/case management $98,611 MOU with Child Welfare Services $0

· Partnership/communication with Juvenile Court $0

Positive Behavior Interventions & Supports $0

District Professional Development $0

t D New 0 Modified 181 Unchanged

Best, first instruction

1 MTSS intervention supports

Counselor support/case management MOU with Child Welfare Services Partnership/communication with Juvenile Court

Positive Behavior Interventions & Supports District Professional Development

Coordinated Services through Executive Advisory Council consisting of many

Page 48 of 54

'

'

.... ~

I

-community/county agencies



2017-18

Amount

Source

Budqet Reference

$102,500

Supplemental, FYSCP


Class Salary: $

Benefits: $23,000

Materials: $5,000

Contracts: $5,000

Coordinated Services through Executive Advisory Council consisting of many community/county agencies $0

Foster Youth Support Materials $5,000

2018-19

Amount

Source

Budget Reference

$102,500 $103,611

COE Supplemental, FYSCP


Class Salary:$

Benefits: $24,986 Materials: $5,000

Contracts: $

community/county agencies

Foster Youth Support Materials

2019-20

Amount

Source

Budget Reference

$102,500 $103,611

COE Supplemental, FYSCP


Class Salary: $ Benefits: $24,986 Materials: $5,000

Contracts: $

Pc"'"' 49 of 54

I , ... ~

Demonstration of Increased or Improved Services for U nduplicated Pupils

LCAP Year 0 2017-18 ~ 2018-19 0 2019-20

--- --- - ----I

Estimated Supplemental and Concentration Grant Funds: $3,040,360 Percentage to Increase or Improve Services: I 9.28%

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 m:-;tructions).

D~.Bg the 201e 17 seheel year,the fellewiB:g serviees were NOTpreVideErf0F~lieateEfBia~ tllerefef;, ~•seats a sigBtaeftBt iBei=ease iB-eaeh ef the follewmg aetieas, with brief deseriptieBs iaeluded. A eompFeheBsive ~roaeh te address the aeees of o\lf lo•N ineome sQjeeftts is oae of the most sigaiiieant ehaBges m the 2017 2018 LCAP, eomp~e to the 20 le 2017 LC1'\P. ktereased serviees 8:fe related to ffteftffll heelth, smaeat SUJ:lflOFt serviees, fJareat eaueatiea aaa teaeher, staff Elfta leaaersftifJ f'Fefessioael eewlopmeat.

}l"ew LEA aetioes ta the 2017 2018 LCAP iB:eluae:

e

•

e

{'I

· o

•

0

0

fl

Direeter ef Staaee:t Serviees FeooseEI time a.Be werk te Sl:lfJ~ert shleeet leaming tMe\igh eeereisatieft, Sl:lpf)ert and maBagemeat efpregrams feel:lsed Oft smeeftts from po·1erty, Bsglish leamers, ans fester ~el:lth, i.e., M+88 lea&erslti~, 00\iBSeliftg fJfOgr&Hl, ete. Teach.er eft 8~eeia-l Assignm:eat (8ee0Heary) Fe0\ise8 time Md work te s~pert graEles 1 12 stlldeat leat"fting threl:lgh ~relfisiea efspeeifie, diftereatietee resel:lrees/eeaehiflg sl:lp~ert ·.vitli feoos ea smdest Beees relatee te po¥erty, Baglish learners, aBEl foster yel:lth Prefessieaal Leamiftg CemmliBities (8eeeft8ary) +eaeher eellaeeratioR thfel:lgh eefRIBeB pr~ periess anEI eommea smdy halls to sappert smdest aeeds related te po¥erty, Baglisa leamers, ane fester yel:ltft ffiswetioaal Ceaehes Aejooet pesitiefls te Sllppert stlldeflt leamiag throagli pee1= eeaeftisg wits feeus es shlsest seeds relates te p0·1erty, Eaglish leamers, ans foster yel:lth Classifies ~leyees Prefessioaal Develepmeat Desigaed to help all employees eetter l:lftderstana the Beeds of smdests related to f)e•,rerty, English learners, ans foster ye\ith MTSS Cohert & Professioaal Det.·elopmem Cohert efteaehers ans leaeers te el:lilel eapaeity and systems fer ml:llti tiered systems ef s\ippert, i:Bterv:ea-ties, aaa progress mositerieg, set et:lff'estly S:)'SteHJ:ie, feGQSed ea staeeats from poverty, Baglish learners, and fester yel:lth Data 8ystem/Cyeles Data iftElliiry eyeles aa:s reletea prefessieaa-1 de71el0~meet te Sl:lfJpOrt the MT88 work Elementary soeial emotional pregrem ~ilets (varie:as sites) Based en site seeds, SQf'J'lemestal matel'ials aaEI prefessieaal eeYelepmeat to impre11e seeia-1 emetieeal wellaess fe0\ised en smeests frem po71erty, Baglish leamers, &ftd fester ye=ath AVID (beta jtmior high sehools) Cellege, eareer BBEI eiti~eesaif) reaEliness supf)ert feeased ea smeeats frem po¥erty, ~ish learners, and

Page 50 of 54

---- -·---- ·---

During the 2017-18 school year, the following services were NOT provided for undup/icated students; therefore, this represents a significant increase in each of the following actions, with brief descriptions included. A comprehensive approach to address the needs of our students with disabilities, socioeconomically disadvantaged, foster youth, and English learners is one of the most significant changes in the 2018-2019 LCAP, compared to the 2017-2018 LCAP. Increased services are related to mental health, student support services, alternatives to suspension, parent education and teacher, staff and leadership professional development.

New LEA actions to the 2018-2019 LCAP include:

o Classified Employees Professional Development - Designed to help all employees better understand the needs of students related to poverty, English learners, and foster youth

• Teacher Induction will be provided to all 1st and 2nd year teachers to support them in meeting the needs of socioeconomically disadvantaged students, English learners, and foster youth.

• Increased hours for English Learner Aides to support students whose home language is other than English.

• Intervention Teachers at Elementary sites to close the achievement gap with our socioeconomically disadvantaged, English learner, foster youth, and homeless students.

• MISS Intervention Supports (Tier JI, Tier III Intervention Curriculum and SST tracking online interface).

• Secondary Math Intervention to close the math achievement gap with our socioeconomically disadvantaged, English learner, foster youth, and homeless students.

• Elementary & Secondary Summer School to increase pupil outcomes for our socioeconomically disadvantaged, English learner, foster youth, and homeless students .

.. TK/Kindergarten Aides to support the needs and increase pupil outcomes for our youngest socioeconomically disadvantaged, English learner, foster youth, and homeless students. 0 Psychologists/Student Testing (25 FTE) to support the MTSS process.

• Technology!Chromebook Refresh to provide equal access to online learning platforms and assessments.

• Technology/PC Refresh to provide .equal access to online learning platforms and assessments.

• AVID expansion to 8th grade (2018119), 9th grade summer teacher PD (summer 2019), continuing current program - College, career and citizenship readiness support focused on students from poverty, English learners, and foster youth.

• Arts Education - to increase pupil outcomes in the areas of academic and social/emotional wellness for socioeconomically disadvantaged, English learner, foster youth, and homeless students. • Vice Principals 2 (.5 FTE each) Supporting the social/emotional needs and to increase academic outcomes for socioeconomically IS disadvantaged, English learner, foster youth, and homeless students.

· Continuing LEA actions for the 2018-19 LCAP include:

Page 52 of 54

9 Director of Student Services - Focused time and work to suppo-rt student learning through coordination, s upport and management of programs focused on students from poverty, English learners, and foster youth, i.e., MTSS leadership, counseling program, etc. 0 Teacher on Special Assignment (Elementary)-Focused time and work to support grades TK-6 student learning through provision of specific, differentiated resources/coaching support targeted to student needs related to poverty, English learners, and foster youth 0 Teacher on Special Assignment (Secondary) - Focused time and work to support grades 7-12 student learning through provision of specific, differentiated resources/coaching support with focus on student needs related to poverty, English learners, and foster youth 0 MTSS Cohort & Professional Development - Cohort of teachers and leaders to build capacity and systems for multi-tiered systems of support, intervention, and progress monitoring, not currently systemic, focused on students from poverty, English learners, and foster youth

A VID (junior high school 7th grade) - College, career and citizenship readiness support focused on students from poverty, English learners, and foster youth

° Cohort Professional Development-Designated teacher collaboration time focused on secondary English language arts, math, History Social-Science (HSS) and K-12 NGSS with embedded best practices for differentiated instruction (i.e., English learners, foster youth, and low income students)

• Instructional Coaches -Adjunct positions to support student learning through peer coaching with focus on student needs related to poverty, English learners, and foster youth

" Staff Meeting & Minimum Days (5) Professional Development - Designated teacher collaboration time with embedded best practices for differentiated instruction (i.e., English learners, foster youth, and low income students)

" English Learner Home/School Liaison - Focused on building positive home/school relationships, resources and supports.for English learners

" Principal Coaching Cycles-Site coaching visits every 4-6 weeks with the Principal and Superintendent/Assistant Superintendent focused on improving student learning for English learners, foster youth, and low income students

• Professional Learning Communities (Secondary) - Teacher collaboration through common prep periods and common study halls to support student needs related to poverty, English learners, and foster youth

" Data System/Cycles - Data inquiry cycles and related professional development to support the MTSS work

• Instructional Leadership Team - Team of teachers and leaders from every school who meet monthly to lead and guide the teaching and learning work with a.focus on English learners, foster youth, and low income students

• Rigorous High School Graduation Requirements Planning & Implementation Year I - Collaborative joint committee to study and recommend rigorous, appropriate 21st century graduation requirements for all students and to increase the number of students from poverty, English learners, and foster youth who are on track for graduation and college-readiness

• CTE Courses A-G Compliant - Revision of CTE courses to increase level of rigor and access to programs and increase career path entry options focused on students from poverty, English learners, and foster youth

, " High-Poverty School Visitations- Teams of teachers and leaders periodically visit model schools to enhance learning and best practices

j~ 0 Restorative Justice Approach - Professional learning to support positive, educational alternatives to suspension and expulsion, focused on · students from poverty, English learners, and foster youth

0 Parent Classes/Activities -Amador Community University offered in each major region of the county designed to increase parent

Pa,.. - 53of54

education, 1gement at all locations focused on students from poverty, 1:, .• .,. ,.,·h learners, and foster youth

• WEB/Link Crew (All Secondary) - Designed to improve sense of belonging and social-emotional wellness by all students with focus on English learners, foster youth, and low income students

• Positive Behavior Interventions & Supports-Designed to improve citizenship, sense of belonging, and social-emotional wellness by all students with focus on English learners, foster youth, and low income students 9 Mindfulness (Elementary) - Best practices to support student engagement and learning for all students 0 Bilingual Aides (3) - Academic and ELA/ELD support for English learners

I

I~

Page 54 of 54

of 1 -136-

Amador County Public Schools District

DATE: June 13, 2018

AGENDA ITEM#: 7.4 ------

SUBJECT:

County x

2018-2019 Preliminary Budget - Public Hearing/Discussion

BACKGROUND INFORMATION:

Motion: -------Second: --------Vote:

Local Control Funding Fonnula (LCFF) was enacted in fiscal year 2013-14. One of the requirements of LCFF is for Amador County Office of Education to hold a public hearing prior to the final adoption of the budget. Final Budget Adoption will be at the June 27, 2018 board meeting.

FISCAL IMPLICATIONS: See attached materials.

RECOMMENDATION: Superintendent Slavensky recommends the Board have a public hearing and discussion.

PRESENTED BY: Jared Critchfield, Assistant Superintendent, Business Services

-137-

K-12 EDUCATION

K-12 EDUCATION

(,,,,--~ alifornia provides instruction and support services to roughly six million students in

--~ grades kindergarten through twelve in more than 10,000 schools throughout the state.

A system of 58 county offices of education, more than 1,000 local school districts, and more

than 1,200 charter schools provides instruction in English, mathematics, history, science, and

other core competencies.

The May Revision includes total funding of $96.2 billion ($574 billion General Fund and

$38.8 billion other funds) for all K-12 education programs.

PROPOSITION 98

Proposition 98 is a voter-approved constitutional amendment that guarantees minimum funding

levels for K-12 schools and community colleges. The Guarantee, which went into effect in the

1988-89 fiscal year, determines funding levels according to multiple factors including the level of

funding in 1986-87, General Fund revenues, per capita personal income, and school attendance

growth or decline. The Local Control Funding Formula is the primary mechanism for distributing

these funds to support all students attending K-12 public schools in California.

Relative to the Governor's Budget. Proposition 98 funding at May Revision is up by $252 million

in 2016-17, $407 million in 2017-18, and $68 million in 2018-19. This assumes that average daily

attendance remains flat. These changes are largely due to increases in General Fund revenues

($1.3 billion in 2016-17, $3.5 billion in 2017-18, and $3.1 billion in 2018-19over Governor's

Budget), an update to the projected per capita personal income in 2018-19, and a reduction in

MA' RF.\'!SION - 2018 - 19 15

- 1.38 -

K-J 2 EzrncATlON

Proposition 98 maintenance factor payments. The Proposition 98 maintenance factor accounts

for lower past year Proposition 98 funding levels. which the formula generates when state

revenues do not keep pace with the state's economy, with the requirement that funding be

restored in future years. At the beginning of this Administration. the maintenance factor balance

was $11 billion, but this balance has been paid down over time. and at the Governor's Budget,

the outstanding maintenance factor was $320 million. At May Revision, primarily as a result of

the increase in revenues, the Budget completely eliminates the maintenance factor balance in

2017-18.

K-12 FUNDING PRIORITIES

The May Revision proposes to use the combination of increased one-time and ongoing

resources to further advance the core priorities of the Administration-paying down debts

owed to schools and fully funding the Local Control Funding Formula. The formula provides local

flexibility on spending decisions and additional funding for increased or improved services for

students most in need of these resources in an effort to narrow the achievement gap.

The May Revision increases funding for the formula by an additional $320 million, enough to

fund the projected statutory cost-of-living adjustment of 2.71 percent, as well as provide a

$166 million increase to the formula base, to increase the formula by a total of 3 percent. These

additional resources build upon the $3 billion provided in the Governor's Budget to fully fund the

formula in 2018-19. These additional funds will support core programs and services, as well as

other key local investments and priorities, and provide substantial resources to accommodate

increasing costs, including rising employee benefit costs. According to the Legislative Analyst.

since the enactment of the CalSTRS funding plan in 2014, CalSTRS and CalPERS contribution

requirements for K-12 local educational agencies have increased by $3 billion. During the same

period, funding for the formula has increased by $17.1 billion.

The Governor's Budget proposed almost $1.8 billion in discretionary one-time Proposition 98

funding for school districts, charter schools, and county offices of education. The May Revision

proposes an additional $286 million, providing more than $2 billion in total one-time

discretionary funding to schools in 2018-19. This funding will be available to further the

implementation of state-adopted academic standards, support investments in school safety,

make necessary investments in professional development, provide teacher induction for

beginning teachers, address infrastructure and deferred maintenance needs, and purchase

instructional materials and technology to prepare both students and teachers for success.

The funds provided will offset any applicable mandate reimbursement claims for these entities.

These resources, coupled with more than $5.8 billion in one-time Proposition 98 funding

provided to schools from 2014-15 to 2017-18 for the same purposes, will reduce the outstanding

mandate debt owed to local educational agencies to $972 million. consistent w ith the

16 MAY R EVI SION - 20 18- 19

- 139 -

K-12 EotlCAT JON

Administration's goal to pay down debt.

PROPOSITION 98 CERTIFICATION

Current law requires the Director of Finance, the State Superintendent of Public Instruction, and

the Chancellor of the California Community Colleges to agree and certify a final calculation of

the Proposition 98 Guarantee with.in nine months following the close of the fiscal year. That

compressed timeframe, differing interpretations of the law, and other issues have resulted in

many uncertified years; 2008-09 is the last year the Guarantee was statutorily certified.

Consistent with this Administration's focus on retiring debt and liabilities. the May Revision

proposes a revised certification structure that will: (1) certify the Guarantee for the open years

of 2009-10 through 2015-16, (2) provide a new mechanism to more quickly certify in subsequent

years, (3) increase certainty around the payment of future certification settlements. and

(4) provide the state with additional budgeting flexibility.

Under the revised certification structure, at every May Revision, Finance will publish a final

calculation of the prior year's Proposition 98 Guarantee. including all relevant factors.

The Superintendent. the Chancellor. the Legislature, the public, and other stakeholders will have

the opportunity to review and submit comments regarding the certification . If no challenge to

the calculation is made by October 1st. the certification becomes final. Any funding in excess of

the required minimum level determined through the certification process may be deemed to

meet Guarantee obligations in future years. Any additional amount owed would be paid over a

specified time period.

As part of this certification proposal. the Administration will rebench the Proposition 98

Guarantee in the 2015-16 fiscal year to reflect the inclusion of additional child care wraparound

services that were funded within the Guarantee beginning in 2015-16. To further the certainty

that the revised certification process will provide, the Administration also proposes to

continuously appropriate funding for the Local Control Funding Formula, including the annual

cost-of-living adjustment. Doing so will provide the same level of certainty for budget planning

that local educational agencies enjoyed under the previous revenue limit system.

COMMUNITY ENGAGEMENT, FISCAL TRANSPARENCY, AND

SCHOOL CLIMATE

A key principle of local control of public education is the active engagement of students.

parents, and communities with local school districts, which encourages fiscal and programmatic

MAY REVISION - 2018-19 17

-140 -

~- 1 2 E D \JC ATJON

decisions that are based on locally-identified student and community needs and that improve

student outcomes. The May Revision includes several proposals to increase opportunities for

communities and students to engage meaningfully with their local educational agencies.

Community Engagement Initiative-The Administration proposes $13.3 million one-time

Proposition 98 General Fund to create the Community Engagement Initiative. This program will

utilize the statewide system of support to build the capacity of school districts to engage more

effectively with local communities, specifically in the development of the Local Control and

Accountability Plan (LCAP), with a focus on improving student outcomes.

Fiscal Transparency-The Administration proposes to expand upon the Governor's Budget

proposal for a budget summary aligning school district expenditures to LCAP strategies to

specify that it be parent-friendly, include specific information on how supplemental grants are

used to increase and improve services for high-need students, and include graphical

representation of information, when possible. These amendments, paired with the Community

Engagement Initiative and the Governor's Budget proposal to make the Dashboard more

user-friendly, will improve the ability of parents and community members to be partners in the

LCAP decision-making process.

Improving School Climate-The Administration proposes $15 million one-time Proposition 98

General Fund to expand the state's Multi-Tiered Systems of Support (MTSS) framework to

foster positive school climate in both academic and behavioral areas, including, but not limited

to, positive behavior interventions and support, restorative justice, bullying prevention, social

and emotional learning, trauma-informed practice, and cultural competency. Utilizing the MTSS

structure leverages work done by many school districts across the state to disseminate best

practices and integrate this work within the statewide system of support.

K-12 STRONG WORKFORCE PROGRAM

The Governor's Budget proposed $200 million in ongoing Proposition 98 General Fund to

establish a K-12 component within the Strong Workforce Program to encourage local

educational agencies to offer Career Technical Education (CTE) programs that are aligned with

needed industry skills and regional workforce development efforts. This proposal complements

the 2.6-percent base grant adjustment that is included in the Local Control Funding Formula for

grades 9-12 to account for the higher cost of providing CTE programs at the high school level.

The May Revision continues to utilize the Strong Workforce Program as proposed in January,

but amends the proposal to clarify important elements of this K-12 program, including:

18 MAY REVISION - 201 8- 19

- 1.d1 -

K-12 EDllCATJOI\

• Clarifying that grant decisions for the K-12 component will be made exclusively by the

K-12 Selection Committee.

" Clarifying the requirements that apply to the new K-12 component of the Strong Workforce

Program .

., Building in a role for the Technical Assistance Providers established under the California

Career Pathways Trust Program, and further clarifying roles and responsibilities of the

Workforce Pathway Coordinators.

• Providing additional resources to consortia for administering the regional grant process,

including resources to support the K-12 Selection Committee duties.

OTHER K~l2 BUDGET ISSUES

Significant Adjustments:

e English Language Proficiency Assessments-An increase of $27.3 million one-time

Proposition 98 General Fund to convert the English Language Proficiency Assessment for

California (ELPAC) from a paper-based to a computer-based assessment, and to develop a

computer-based alternative ELPAC for children with exceptional needs .

., Charter School Facility Grant Program-An increase of $21.1 million one-time Proposition 98

General Fund in 2017-18 and a decrease of $3.6 million Proposition 98 General Fund in

2018-19 to align available funding with estimated program participation .

., Federal Restart Grant-An increase of $13.9 million one-time federal funds to assist local

educational agencies with expenses related to reopening schools impacted by the Northern

California and Southern California wildfires of October and December 2017.

., Early Math Initiative-An increase of $11.8 million one-time federal funds to support

additional early math resources, including professional learning and coaching for educators,

as well as additional math learning opportunities for pre-K through grade 3 children .

., California Collaborative for Educational Excellence-An increase of $5 million Proposition 98

General Fund to align resources with updated estimated costs of services to be provided by

the Collaborative in 2018-19.

e. Fiscal Crisis and Management Assistance Team (FCMAT) Support-An increase of

$972,000 Proposition 98 General Fund, which will allow FCMAT to coordinate with county

offices of education to offer more proactive and preventive services to fiscally distressed

MAY REVl~JON - 2018- 19 ] 9 - 142 -

Budget Review 2018-2019 Preliminary Budget Amador County Office of Education

Presented to the Board of Trustees June 13, 2018

Jared Ctitchflsld, Assistant "S'upe;intendent

.. ,,.•: .. . )> •..oQ': --· ~ • I

l

udget Review 2018-2019 Preliminary Budget Amador County Office of Education

~ s F ~ "'

0

Proposition 98 Still Governs the Level of Funding 1

~ 201!1 SehMf ServiCH <tf Callfoml.,, Inc. . • v • - ~. - · ~ • - - - · ,._:.

• Recent years have started with low revenue forecasts that got better

I

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• Over the iast five years, multi-billion dollar increases in the Proposition 98 minimum g~arantee were common at the May Revision due to the Department of Finance's (DOF} conseirvative forecasts

~ Wh~ie tax collections are exceeding the January forecast, analysts believe that the growth in General Fund revenues is due in part to taxpayers shifting income from 2017 to 2018 to take advantage of the new lower federal tax rates

~ ~n addition, the Governor is still planning for a recession and focused on building reserves and limiting new ongoing obligations

• Therefore, while the May Revision shows increased General Fund revenues, the growth to Proposition 98 us minimal

..... "" .:-

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~85.0

~80.0

S75.0

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tt5.0

SiID.O

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Proposition 98 Funding

Proposition 98 Funding 2007-08 to 2017·18

Source: 2018"19 Governor's Budget Summary, pg. 6 and 2018-19 May Revision, pg. 6

I~ '

© 2018 School Services of Catlfomia, Inc.

ti37.1

Does the LCFF Restore Lost Purchasing Power?

* Reaching full implementation of the LCFF in six years is no small achievement, thanks to a rebounding economy, strong tax revenue growth, and provisions of Proposition 98 requiring restoiration of cuts imposed during the downturn

e However, the lCFF addresses an LEA's revenues - what about its costs over the same period?

3

0 Employer contribution rates to the California State Teachers' Retirement System {CalSTRS) and the California Public Employees' Retirement System (CalPERS) have increased each year to address the unfunded liability of these pension systems

~ Our analysis finds that, of the $20 billion in new funding provided through the lCFF, approximately $2.8 billion, or 14o/o, has been used to fund these costs

e !Employer rate increases will continue well beyond full implementation of the LCFF

• Since fuU funding of the LCFF has not been adjusted for these local costs, purchasing power will ~ nn~ lhta1 ~n mDlu !l"'«i:u:tnircnl 'O

I

I ,

Approaclling tfie [ongest Economic Recovery in Modern History

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;r~rce: May Revision 2018-19, page 3

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4

?;i 2018 Sefto'!I Servke5 oJ Cartfomla,_ me.

2018-1 9 Local Control Funding Formula 5

~ 2018 ~h~ St~ices -~f ~~~·-~

~ May Revision proposes $3.2 billion for funding beyond full implementation of the LCFF -$320 mrn~~on above the January level

e New funding closes the gap from 2017-18 funding levels

e 100°/o gap c~osure in six years

~ 100o/o of the targeted funding levels in 2018-19

0 2.71°/o COLA andl additional LCFF funding in 2018-19, for a total increase of 3.00°/o on the lCFf base grant targets

• 2018-19 lCFF growth provides an average increase in per-pupil funding of 6.2o/o, or $587 per ADA, beyond 2017-18 leve~

9 lndividuai results will vary widely I

I~ I

County Office of Education Funding

COEs at their LCFF targets will receive a 2.71% COLA

COE funding has been ______ in_2.018·1_9 __ _ _ _ minimally increased

since 2015-16 ----~---------

All county office of education (COEs) were at or exceeded

lCFF targets ~n 2014-15

6

SJ 2018 School Strvlces of CaRfomUI, Inc.

COEs also receive transportation and targeted instructional improvement

grant add-ons

County Office of Education Funding -Operations Grant

~ The operrations grant includes three components - a base grant for each COE, a uniform amount per district in the county, and per-ADA amounts based on countywide ADA

'

lffi .

------~---...--....... .--..-.---------· ---Funding Component

For each county

For each ·school district within the county

Countywide ADA:

0-30,000

30,001 - 60,000

60,001 - 140,000

Greater than 140,000

2018-19 Rates

$697,058

$116, 176 per school district

$7 4.40 per ADA

$63.77 per ADA

$53.14 per ADA

$42.51 per ADA

7

2018·19 LCFF Target Funding Factors 8

!12018 School Services of Callfomta, lne. · -- .

~The proposed K-12 increase of 3.00o/o for 2018-19 is the combined statutory COLA of 2. 71°/o and additional lCFF funding, which is applied to the LCFF base grants for each grade span

- - -Grade 2017-18 Base 3.00°/o 2018-19 Base Span Grant Per ADA Increase Grant Per ADA

K-3 $7,193 $216 $7,409 4-6 $7,301 $219 $7,520 1 .. s $7,518 $226 $7,744

9-12 $8,712 $261 $8,973

. I~

'

2018-19 LCFF Target Funding Factors 9

.... ,_ .. - ·- ... -........~~~-·- . . © 2018 School Semen of ~lfomta, tne. .,..,.__.,.....~ ... ~ .. -· ..... ~.--=-~·-··- -- ---- -,::;.; - . . :;...r.,_ •• -···· • • ••. • •

9 'fwo grade span adjustments (GSAs) are applied as percentage increases against the adjusted -base girant, also receiving the benefit of a 3.00°/o augmented COLA in 2018-19

I

IE 1

~ Grade K-3-10.4°/o increase for average c.lass enrollment of 24

~ Grades 9-12 - 2.6o/o increase in recognition of the costs of Career Technical Education (Cl!E) coursework r--

2018-19 I 2018-19 I Grade Span 1 Base Grant Per ADA GSA J Adjusted Grant

... '

K-3 (10.4o/o) $7,409 $771 $8,180

4 .. 5 $7,520 • $7,520

7-8 $7,744 • $7,744 9-12 (2.6°/o) $8,973 $233 $9,206

2018-19 LCFF Target Funding Factors 10

~ 2(118 School Services of C11llfomla, Inc.

e Supplemental/concentration (S/C) grants, based on the unduplicated pupil percentage (UPP), are aiso increased from 2011 .. 18 because a 3.00°/o augmented COLA is applied to the LCFF base grants

--·----- --- --I 2018-19 Adjusted 20°/o Supplemental 50°/o Concentration

Grade Span Grants Per ADA Grant - Total UPP Grant - UPP Above 55°/0

K-3 $8,180 $1 ,636 $4,090

4-6 $7,520 $1,504 $3,760

7-8 $7,744 $1,549 $3,872

9 .. 12 $9,206 $1,841 $4,603

. I~

I

LCFF at Full Implementation - What's Ahead

~Aft gMn lCFF impiementation, what can LEAs expect?

e Base grant funding will be equalized across all LEAs

~ Supplementa~ and concentration grant funding will be determined by the LEA's UPP

e Annual growth in lCFF funding will be determined by (1) the change in LEA's ADA, and (2} the statutory COLA

· ~ Transitional Kindergarten {TK)-3 class sizes must be at or below an average of 24

~ Unless there is alternative language in the collective bargaining agreement (CBA}

~ The Minimum Proportionality Percentage (MPP) requirement becomes more stringent

• Proposition 98 funding, in excess of LCFF requirements for growth and COLA, can be available for new or expanded programs or discretionary increases to LCFF

• Administration proposes to continuously appropriate funding for LCFF, including COLA I

I~ .

11

Local Control Funding Formula 2.0 12

ri 2018 School Strvlc'ls of C11tifomla, Inc.

e AB 2808 {Muratsuchi, o .. Torrance) would increase the LCFF per-student funding targets beginning 2019-20 fiscal year, after the current LCFF targets are met

e> Would set funding level targets above the national average

e Base grants would set as follows:

I

I~ I

Grades

Kindergarten and grades 1-3

4-6

7-8 9 .. 12

Amount

$11,799

$11 ,975

$12,332

$14,289

One-Time Discretionary Funds 13

.!.2~_8 Sch~~~-~~~~~·~·'"-~= .

e lhe May Revision includes an increase in one-time discretionary funding to LEAs by $286 million from the January Budget, bringing the total to $2.04 billion ($344 per ADA)

I , .. 11'1 \0

I

~ One-time funds offset outstanding local mandate claims

~ One-time funds may, but are not required to, be used for state standards implementation, teacher induction, technology, infrastructure, and deferred maintenance needs

Special Education 14

@ 2018 School Se!'V~ of Calffomta, Inc.

~The Governor's May Revision continues to propose modest one-time and ongoing funding for Specia~ Education programs, including:

~Revised 2.71°/o cost-of-living adjustment, estimated at $14.66 per ADA

~The 2018-19 estimated Assembly Bill (AB) 602 Statewide Target Rate increases to $555.65 per ADA

~ $100 million in one .. time funding for LEAs to implement programs to attract and retain Special Education teachers

~ $167.2 million in one-time funding to establish an "Inclusive Early Education Expansion Program," focused on increasing availability of preschool programs for low income children ages 0 to 5, including children with disabilities

e No ongoing funding is proposed to increase and equalize AB 602 base rates '

I~ '

Special Education 15

~ 20~ 8 School_ Services o_f CaHfomla, Inc. ,

e The Governor continues to propose changes regarding Special Education budget transparency and accountability

~ Requires Special Education Local Plan Areas (SELPAs) to complete a local plan template that aligns the services and resources noted in their local plans with the goals identified in their member districts' lCAPs

~ !Requires SElPAs to summarize how their planned expenditures and services align with the improved student outcome strategies noted in the SELPA's local plan

e $10 mrniion in ongoing funding is proposed for SELPAs to work with COEs to provide technicai assistance to lEAs to improve student outcomes

I

I~ I

Special Education legislation

~AB 3136 {O'Donnell, Frazier, and Thurmond) Special Education Finance Reform would:

® !Equalize Special Education funding rates to the 95th percentile over time once lCFF is fully funded

~ Create :a funding mechanism for state support of Special Education preschool

., Establish a high-cost service allowance to provide supplemental funding on the basis of the number of students with severe disabilities

~The bill is sponsored by California Association of School Business Officials (CASBO) and the Coalition for Adequate Funding for Special Education, and supported by various statewide educational organizations and the School Funding Coalition

.-. The $1.3 billion cost is intended to be implemented over five years at annual funding levels . appropriated at the discretion of the Governor and Legislature using Proposition 98 growth

l~ f11ntiinn ~

'

16

Multiyear Projections 17

' I ~ 201ll School Services of ~~!'· Inc. 1

~ The cause of most LEA insolvencies can be traced to a bad financial decision made during prosperous times that came back to affect the LEA during lean financial times, so caution is key

. I .... ~ .

~ Resist using future projected doUars or one-time dollars to justify paying for ongoing expenditures in the current year

~ A future recession is predicted - the timing is unknown

~ low COLA environment on programs that require contributions

• ~ncireased retirement obligations ·

SSC Dartboard 18

© 2018 School Sel'Yfces of Cllflfomla, Inc. . ..

Factor I

K·3 ll 4-6 '[ 7-8 ]19-12 _____ ,

,! ll .. ,,

2018-19 Base Grants $7,409 $7,520 $7,744 $8,973 "

Grade Span Adjustments $771 .. .. $233 2018 .. 19 Adjusted Base Grants $8,180 $7,520 $7,744 $9,206

Factor 2017-18 2018-19 I 2019-20 2020-21

Statutory COLA 1.56% 3.00°/o* 2.57°/o 2.67°/o SSC Gap Funding Perc~ntage 45.17°/o 100.00°/o • •

DOF Gap Funding Percentage 45.17o/o 100.00% •

*Includes statutory COLA of 2.71% plus an additional 0.29% represented by an additional $166 million appropriated above LCFF targets

. I~ .

Per .. ADA Revenues vs. Expenditures 19

© 2018 School S•rvfeAS of Calffomta, Inc. r . . • ~ . • . . - - · ' •. -

870J> .

S61!D SS'.' ........

9501) . ~ ~--~..,..

~RIEdUDlli:n · IP!c:a fd1m"'ir Cor.'f'.::~n ·:mmcotim

lt:etbl EdL'03li::f1 .. GPf~ 6.IU2:'ZP" !

CmtrilJ~ i&-· Ccr-rlJufvn ~4ctl ; T

$!45 Sl4t WO ... __.....,.._~~-· . . ·' ... .,. ....... ·.·-'#. ··· ··- •. • ._ ..... -Y .... -~---• "'I:•~ ..... ..

ucn we m: -·~Ct!lmft I sm Gl!P·!~V!tn U48 I i ~·"~

... ~ a

$14' It.sf < ... -&tQ .. -·-f ~· -- .. 1:"1-~ i·: ., •. ....,., I I ~·~· ~·•H,Jf'!'t 81ttt A Cdu"!ln

8201' ~~~ (tt,3-..~>- ··{ \L •; f· i11' I · . 1

I '

f 1!>'• ~-'"' !->:• ""-"' ~ .. :~ .. ' St~

"f 1!.~ f!'~- ·~,. , ... ':.:• I ,.

'4¥1

so 1 2 ~ .e ! (5 7 8

I

lk ~ I

CalSTRS Rate Increases

.

e Employer rates are increasing to 16.28% in 2018-19, up from 14.43°/o in 2017-18

~ No specific funds are provided for this cost increase

e Under current law, once the statutory rates are achieved, CalSTRS wUI have the authority to marginally increase or decrease the employer conttrilbutnon rate

e Recent~y, the CalSTRS Board increased the contribution rate for post-PEPRA employees from 9.205o/o to 10.205°/o effective July 1, 2018

I

I~ I

Year 2011 .. 18

2018-19

2019-20

2020-21

20

© 2018 Sc~ Sermes of Catlfomfa, Inc. - .

--------CalSTRS Rates

Pre-PEP RA Post .. PEPRA Employer Employees Employees

14.43% 10.25% 9.205%

16.28% 10.25% 10.205o/o

18.13% 10.25% 10.205%

19.10% 10.25% 10.205%

CalPERS Rate Increases 21

··- ·---. ........ ···-·- .... - .. ~. ~. ~·--·-·-· .... ,. ,._... _, . ..... - -··· -·-· -~- ..... ------e Ca~PIERS Board adopted an employer contribution

rate of 18.062°/o for 2018-19, 2.531o/o higher than the current-year rate of 15.531°/o

e CalPERS Board also adopted the contribution rate for new emp~oyees

'

I~ '

~ Currently, new members are contributing 6.5o/o, which wil~ increase to 7.0o/o for 2018-19

~ C~assic members continue to pay 7.0%

--- --.( Previously !f •, Released Employer I~ Employer

Year .1 Contribution Rates ll Contribution Rate* 2018-19 17.7% 18.062%

2019-20 20.0% 20.8%

2020-21 22.7% 23.5%

2021-22 23.7% 24.6%

2022·23 24.3% 25.3%

2023-24 24.8% 25.8%

2024-25 25.1°/o 26.0% *Actual for 2018-19

Appropriate Use of Discretionary One-Time Funds 22

~ look ~or opportunities to get a iong-term benefit from the discret~onary one .. time money, for example:

~ Pay off General Fund debt, and the stream of payments you would have made become ongoing money

~ Se~ it aside to offset retiree health benefit liabilities

® ~f you are considering an early retirement incentive p~an, pay it off up front and keep the ongoing savings

e Bo~ster reserves

~ IDo no~ use one .. time money for ongoing salaries or other ongoing expenses

'

I~

~ '

\ '

© 2018 School Services of Callfomla, Inc. -- ·- . -

I I ~

c:--::-· - . ,, .J -- • ~ (" c l """' ;:r - -------~~

'--c-·· . -- -~ ~,··

Final Thoughts 23

. ·- - - ·· .. --- .. -- - .. . . - - ,_..,... ~--...........

~ The May Revision is slightly better for public education than the January Budget proposai

~ But given the automatic cost increases LEAs are facing, it's a significant challenge to merely maintain current programs

~ Caiifornia's reiiance on the volatile income tax, made even more so by the continued reliance on capita~ gains from the top 1 % of earners, means that funding for public education is highly sensitive to economic and personal income fluctuations as compared with that of other states

• lhe Governor kept his promise to fully implement the LCFF before 2020-21

~ in fact, he has done so two years early

9 Col~ective bargaining will continue to be a challenge

9 We recommend that you follow the SSC Financial Projection Dartboard I

I .... ~ I

County Revenue and Expenses 24

-~..............--..,...,_ ·- - .. -·· ~-~-~~-~ © 2018 School Services of Callfomla, Inc.

~,:.£~·~ j_' ' '!J IJ.;;lGJi:G

Restricted 9,260,750 9,139,806 (120,944)

Unrestricted 3,066,411 3,251,792 185,381

Total 12,327, 161 12, 149,884 64,437

ED

I_ .. ~~·~ ·' Certificated Salaries 5,089,581 5,118,656

Classified Salaries 2,256,022 2,364,795

Benefits 2,625,996 2,836,430 210,434

Books and Supplies 330,275 205,396 (124,879)

Services, Operating, Other Outgo 2,516,772 1,989,989 (526,783)

Total 12,818,646 12,515,266 (303,380) I

IM ~ I

Amador Coun' Amador Count,

ofEduca~on

1-··- ·-

l ~H""'~" (.REVE~UES

, 1) LCFF Sources

-~----~~urce Codes_

ti: 2) Feeleral Revenue

3) Other State Re11enue

4) Other Local Revenue

July· County Sch1 e Fund Unrestricted ..... . .-stricied

Expenditures by Object

~ . - .,3 0000000 Form 01

· -- -;--· . 201~·1!1 £stlmeted Actuals ·-.=--=-.:l~::=:._-...:=·.: · ~ :2o1~:~f~u~t --~ ----_ -_

Total Fund I Total Fund ·- '. % ~~-i __ g:; __ j .~.~-:~ilcted Restricted col. A+ B Unl'lletrlcted Rntrlc:'-d col. D + E I Column I r jB)__ __ !Cl -·-r (DI 1 _ .. ., 1

. . . --··i-.. : . ~~i

'"...., . . , ,,,.;,moo __ ,._,,..,_oo 2 "' "'·"' t '""·''' .oo _;___ _ ,..,,.3.0o i _ '·'"·"'·" j rnJ 8100-8299 -- --- _o.oo - 1.000.{)_!bC19.. 1000,013.0QE __ O,QDT _ _ _ 955,241),00 -'""'·<ID.!. u ... ~ ,,....... '"'"~t 3,347.966.00 3.!§9,7'!.0Q j _00,958.0D _2,921.491.00 3,022,455.00' -t0.3%1 8600-8799 ~ _ _ 699J)62JJO. . ~1.~0_8 .00

1

• S,272,370.90 __ ·· ·- 791 913.0(I t ·--~1923,006 .00 ~- 5,71~.;19.00 r ~ -,% ~ro:re.L, ~EYENUEs 1 3,osa,111_.22 ! . .,_ 9 2so 750.00 , 12 327 161 .ooJ 3,251,792,9Q_

1

· _J, 119J.06.oo i. .1~4.39M~~ .214 __ ___ o._~3 B. IEX.PEMD!TURES l I

lJ , , """"_, """"' '"",. "'' 764,454.00 I __ •.31l. 121.00 : s oo•.S§!JlO . _ 15_0,,,4.00 1- 4.359,.,,.c,J ----'J.!8'5'.IJ9 ! ___ ""%1 2) Classified Salaries 2000-2999 722,867.ool • 1J~~J55.0o 2 256 022.00 _. _ 735,972.0Q_+-- _ _ 1.62!1_,823.00 . 2,3~,795.QQ_: _ 4.8%

3) Employee Benefits 3000-3999 527,928.00 · 2.~~Q68.00 2 62~.99f!.:_:t0~ fl04, 334.00 2~32 096.00 __l.&36,430.00 , 8.0%1

4) Books and Supplies 4000-4999 72 000.00_.:..._ 258 275.00 _ __ J~,275.00 ____ 115,650.0Q _ 8~, 748.00 . . 205.J96.QQ f :37.8%

5) Services and Other Operating Expenditures 5000-5999 470,576.00 I _ _! ,858,9gQQ__ __ ___ 2~3?9 .~.00 __ _5_91 961.00 _ 1,287,154.Q9_ ._!,!7J!, 115.00 ; _ :19 .~% 6) Capital Outlay 6

7

0

1

00-00-6

7

9

2

9

9

9

9

__ __ ___AOO~f---9J,8J~ Q.O _ ____ __fil,878.00 ! _ --· _ 0.00 ~· ~.00 . _ _ _ . O.O:r -100.0•1~ 7) Otner Outgo (excluding Transfers of lndirecl

Costs) 7400-7499 • --~02.Q_() __ . 0.00 1.18"502.00 . __ . 77,462.00 _ _ _ 0~00 77,462 .00 ! -34.6% l 8) Other Outgo. Transfers of Indirect Costs 7300-7399 ~(j_1~ .2~2 .0_!IJ ____ __!l~,@~_Q_O 291~6"00)L (51_,!~J~QQ) . _ - -27_,M5 .0~ -~(23,51}8~;i-- -19.~_%1 !c.~::::7:::!~:~:uv~:: ;~~~N-U-E~----~-~---·- - ··, _ --4-...1.564,0Bs.oo

1 10,g_~¥.J1 .oo

1 12 BJ~_&ie .oo ! , 3,~833,480.oo ~ ·- ··-· 9,624,SQ!,!,pojl_--1.M~~ .2~,99-.Ll ·--- ~Z-!!!~!

: OVliR E)(PENOITURES BEFORE OTHER l FINAMC!!I.~ ~_«;.>u!!~~~.a~o _y_qs .1~.&-· .... B..,•l~-------~ _. ·-·t D. OTHER FIP.!Al'l!Cl!llG SOURCES/USES

1) lnterfund Transfers 1

a) Transfers In _ ___ o.oo ___ 9,00 t _ _ 0:1J%

b) Transfers Out 0.00 0.()%

2) Other Sources/Uses a) Sources 8930-8979 o.oo, _Q,_Q.O ________ o.oo [ - - - _o_.Qo_;- - · _ J1fil!..i._ ·- o.oo ! __ OJ!'.'l.t

0.00 . - 0.00 -- . -- _ 0.00 0 00 0 00 l 1--- - --:..=."-i _ _ .. _ " - ·- .. . _ . _ _ _. Q.!JD I . . 0.0% ~

3} ContribUllons _ • l4.~!i.QQQ..Q9 ~DOO.QQJ ..Q,OD {ot~.qp_o:~. l1- _ _ 485 000.00 _ _ -· 0.00 : • Oc01'~ IS ~J TOIN-... 9:rHER FINANCING souRCESlt}~!;S . __ _ _________ ..__ _ _....{4 ... 8'""5"',o""oo,,_. .. o.mL _. _ 485,ooo.oo_ J ·~· __ ______Q.,Qq 485 O..Q9;L _ _ 48.!i.Q~ .,, _ _ o.oo L9,0"~

b) Uses 7630-7699

8980-6999

Califumia Depl of Education SACS Financial Reporting Software - 2018.1 .0 Fite: fund-a (Rev 041131201 B) Page 1 Printed: 617/2018 9:39 AM

Amador County Office of Education Amador County

July 1 Budget County School Seivice Fund Unrestricted end Restricted

Expenditures by Object

03 10033 0000000 Form 01

f ~ -. - --------·---·-·- ..•. -~ ---·--- --~------------ ---i I LD!_Scrlptlon ---------- _____ ••

E. NET INCREASE (DECREASE! IN FUND BALANCE (C + 04)

F. FUND BALANCE. RESERVES

f) Beginning Fund Balance a) As of July 1 - Unaudited

b) Audit Adj11stments

c) As of July 1 • Audited (F 1 a + F1 b)

d) Other Restatements

e) Adjusted Beginning Balance (F1c + F1c1)

2} Ending Balance. June 30 (E + F1e)

Components of Ending Fund Ba1ance a) Nonsperidable

Revolving Cash

Stores

Prepaid Items

All Others

b) Restricted

c) Committed Slabl1fia1ion Arrangements

Other Commilments

d) Assigned

other Assignments

e) Unasslgnedll.Jnappropliated

Reserve for Economic Uncertainties

Califomia Dept of Education SACS Financial RP""'ting Software - 2018.1.0 File: fund-a (Rev · '018)

• ·- - · ___ 201!;-18 -~·~lJ!'llted A~ls

Total Fund Total Fund •,4 Dlf9 Object UnJHtrlcted Rlltltrk:ted col. A + B t Unrwtflcbtd Resbtcted col. D + e i Cclumn I Codes t-.=_::~--<!L.. -: !Cl . ·-- {DI ·· ....---<~ - (F) I C:J& F

I I I -, ---l ·-·

-----·-· nn I ___ .. {5QM11.00 , {1,fil,!85 .runJ~ .1~1!.1 - _ . 0.,90....J_ __ ....J..68 ,~68.Q.O)j ·86.4%0

i I : ••••• I I ' I 9791 630.281.18 718808.7~. - - .......... J --'""'"'·"·1 . ........ ,.1 ____ 8_57,1104.1!.4-- -36.~~ 9793 _____ o~-- 9.00 __ _o~- _OJl9 o.oiu o.oo l o.O%'

9795 • . 630,28:!~---- 718,80: ::~5 1,~!.~8::_~ ---- --~-7.60~=1. · ___ _ '·°'·~;~1- - 05J,~:~'::. ! ___ 030.281 .18 1 _r18,eo8.15 __ 1,349089.9.Jt __ ~01.16 _ --~pe.9e1.n __ a_su;o4.e 1~ .:-;\6.4~1o

647e07.16 I 20~!J7. 7~ 857,6001l 580,939.1_8.! _ 209,997.~-:-----?~0_,9~6~·- -7.8%

uoooo: -.!!!l,'lll ____ 1,,...ooJ_ -~ . . •.oot--· •~~ ,100~ _ _ j).OQ. 0.00 ________ Ji_~- _ __O~~ - - __ 0.00 ___ _l).OQ ; _ _ 0 .. 0%.

77629.24 _ OJl.O I ___fl,629.21.f--·--- _Q,0_!1--;--- _ 0:9!L__ _ _ Q,00 I -100.0%;

O.OOl_ _ 0.00 ' ~---~· ___ :r=-QO _ _ o.d . O.O"lo. .,.. t---- .. ,,..11

· ___ - ·-209- ... ., ; _1.\1!. ...... t-· _ ~ . ~"·"'-" ·-- '°'·"'·"f---'1 :: ' _-__ :i= ::+-- .. -- ~:lJ. ___ __o: __ :o~o· r ~.-_= __ ::i ::1 91so o.oo L__ o.oo o.oo ,. • o.oo - · _ _ op~__ __ 0.0%;

, I i l ----=o"".0""0-1-------"o.oo .. ---~O!! l- o.oo : ____ o.po ! __ _ O.(!o-{- o .o~

--·:>568=.:..11..,n..:.:.e:::.2 . ..__ __ __,.10.tJ!l.L 568.676.22. _ 530,938.1~~---- -· -- .1.u_L __ sao.~H~J __ V_%1

9711

9112

9713

9719

9789

Printed: 6'7 9:39AM

Amador County Public Schools District X County

Motion: AGENDA ITEM#: ""--'7 ·=-5 __ -------Second: -------Vote:

SUBJECT: SELPA Annual Service Delivery Plan and SELPA Annual Budget Plan for the 2018-19 School Year - Second Reading/Action

BACKGROUND INFORMATION: The SELPA Annual Service Delivery Plan and the SELPA Annual Budget Plan is the documentation sent to the State of California validating the Special Education Services provided in Amador County and the sites at which services are provided. These services are driven by the Individualized Education Plan written for each Special Education students in the County. The Annual Budget Plan is the proposed operating budget for the County Special Education programs. A public hearing was held and on May 23, 2018.

FISCAL IMPLICATIONS: See enclosed Annual Budget and Service Plan

RECOMMENDATION: Dr. Slavensky, Superintendent of Schools, recommends approval of the SELPA Annual Service Plan and the SELPA Annual Budget Plan.

PRESENTED BY: Mitzi Faulkner , Assistant Superintendent, Special Education/SELPA

-173.

California Department of Education ABP-01 (rev Feb 2017)

Special Education Division

Annual Budget Plan Fiscal Year J-D 11 :... 1 '>S

The Annual Budget Plan shall identify expected expenditures for all items required by this part as listed below. The Standardized Account Code Structure (SACS) codes provide source information from the local educational agency (LEA) reporting.

Reference/Label Instructions Estimated Totals

A Funds received in accordance with Chapter 7 .2 SACS Resource Code (commencing with California Education Code 6500 (State), [EC] Section 56836) 3300-3499 (Federal) 1f,5 ID.; Bee (Special Education Program Funding) 6512-6535 (General

Fund) B Administrative costs of the plan SACS Goal Code 5001

Function 2100 3a-i ~~ .:l c Special Education services to pupils SACS Goal Code 5710

with: (1) severe disabilities, and (2) low· o'>'I G # u;:., incidence disabilities

, SACS Goal Code 5730 '155,1;;;7

SACS Goal Code 5750 1 5 1/ ~1~

D Special education services to pupils SACS Goal Code 5770

with non·severe disabilities '1.o.3~ ,6~ " E Supplemental aids and services to meet the Any SACS Goal Code

individual needs of pupils placed in regular with SACS Function education classrooms and environments Code 11301

.!Jd q7d F Regionalized operations and services, and

direct instructional support by program SACS Goal Code 5050 specialists in accordance with Article 6 l'f ~ :J. 4-o

I

(commencing with Section 56836.23) of Chapter SACS Goal Code 5060 7.2 (SELPA Program Specialists Funding) ;;2 11 .,1'8(.p

G The use of property taltes allocated to the .

special education local plan area pursuant to EC Statement is included in Local Plan Section 2572

1 Function Activity Classification can be found http://www.cde.ca.qov/be/ag/ag/yr08/mar08item24a6.doc

For California Department of Education Use Only

Received by the State Superintendent of Public Instruction: Date: ---· By·----------

2 -174 -

California Department of Education ASP--03 (rev Feb 2017)


1. Check one, as applicable:

Certification of Annual Service Plan Fiscal Year . 02 o i 1 - i ~

[ J Single District ( ] Multiple District ( X) District/County

Special Education Local Plan Area (SELPA) Code 300 SELPA Address

217 Rex Ave

SELPAName Application Date

Amador County Office of Education 5/31/18

SELPA City SELPA Zip code

Jackson 95642 Name SELPA Director (Print) SELPA Director's Telephone

Number

Mitzi Faulkner (209 )257-5306

2. Certification by Designated Administrative And Fiscal Agency for This Program Res onsible Local A en RlA or Administrative Unit AU

RLA/AU Name Name/Title of RLA/AU Superintendent {Type) RLA/AU Telephone Number (209)257 -5353

Amador Coun Office of Education Am Slavensk RLA/AU Street Address RLA/AU City RLA/AU Zip code

17 Rex Ave Jackson 95642 ate of Governing Board Approval

Certification of Approval of Annual Service Plan Pursuant to Calffornia Education Code Section 56205(b)

I certrty that the Annual Service Plan was developed according to the SELPA's local plan governance and policy making process. Notice of this public hearing was posted in each district within the SELPA at least 15 days prior to the hearing.

The Annual Service Plan was presented for public hearing on ---------

Adopted this __ day of _______ , 20_.

Signed: RLA/AU Superintendent

For California Department of Education Use Only

Received by the State Superintendent of Public Instruction: Date: ---- By: ------------

-175.

California Department of Education I


Form ASP-01a (rev Feb 2017) Call1omle Sp&cial Education Management Information Sya~em :

Service DescrDptDons I Special Education Local Plan Area: I

Not Compliance Standard

Code Special Education Service Category Descriptions Adopted Modified Currently Utilized

(Legal Requirement*}

210 Family ~raining, counseling, and home visits (ages 0-2 only): This service includes: services provided by social workers, psychologists, or other

34 Code of Federal qualified personnel to assist the family in understanding the special needs of the child and enhancing the child's development. Note: Services provided by /

Regulations ( CFR)

specialists (such as medical services, nursing services, occupational therapy, sections

and physical therapy} for a specific function should be coded under the 300.34 (c)(3), 300.226

appropriate service category, even if the services were delivered in the home.

220 Medlcal services (for evaluation only) (ag&a 0-2 only): Services provided 34 CFR sections by a licensed physician to determine a child's developmental status and need J 300.34 (c)(3), 300.226 for early intervention services.

230 Nutrition servlcas (agea 0-2 only): These services include conducting assessments in: nutritional history and dietary intake; anthropometric, / 34 CFR sections biochemical, and clinical variables; feeding skills and feeding problems; and 300.34 (c)(3), 300.226 food habits and food preferences.

240 Service coordination (11ges 0-2 only) / 34 CFR sections 300.34 (c)(3), 300.226

250 Special instruction (ages 0-2 only): Special instruction includes: the design of learning environments and activities that promote the child's acquisition of skills in a variety of developmental areas, including cognitive processes and social interaction; curriculum planning, including the planned interaction of

34 CFR sections personnel, materials, and time and space, that leads to achieving the / 300.34 (c)(3), 300.226 outcomes in the child's individualized family service plan (IFSP); providing

families with information, skills, and support related to enhancing the skill development of the child; and working with the child to enhance the child's

I development.

I~ I

260 Special education aide In regular development class, childcare center, ,/ 34 CFR sections or family chlldcam home (ages 0-2 only) 300.34 (c)(3), 300.226

Services win be provided In the school of attendance unless otherwise determined by the individualized education program (IEP) team.


Code Special Education Service Category Descriptions Adoptec Modifted Currently Utilized

(legal Requirement6 )

270 Respite care senrices (ages 0-2 onHy): Through the If SP process, short-tenn care given in-home or out-of-home, which temporarily relieves families j 34 CFR sections of the ongoing responsibility for specialized i::are for child with a disability. 300.34 (c)(3), 300.226 (Note: only for infants and toddlers from birth through 2, but under 3.)

330 Speclallzed 11cadsmlc nna~ructlon: Adapting, as appropriate to the needs of the child with a disability, the content, methodology, or delivery of instruction

34 CFR Section to ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency J 300.39(b)(3)

that apply to all children.

340 Intensive lndlvldual instruction: IEP Team determination that student ·/ requires additional support for all or part of the day to meet his or her IEP "' 30 California Education

goals. Code (EC) Section 56354

350 lndMdual and small group Instruction: Instruction delivered one-to-one or 5 California Code of in a small group as specified in an IEP enabling the individual(s) to Regulations (CCR) Section participate effectively in the total school program.

J 3051 ;

30 EC Section 56441.2

415 Language and speech: Language and speech services provide remedial intervention for eligible individuals with difficulty understanding or using spoken language. The difficulty may result from problems with articulation (excluding abnormal swallowing patterns, if that is the sole assessed 5 CCR Section 3051.1; disability): abnormal voice quality, pitch, or loudness; fluency; hearing loss; or 30 EC Section 56363: the acquisition, comprehension, or expression of spoken language. 34 CFR sections Language deficits or speech patterns resulting from unfamiliarity with the 300.34 (c)(15), English language and from environmental, economic or cultural factors are 300.8 (c)(11) not included. Services include specialized instruction and services: j monitoring, reviewing, and consultation, and may be direct or indirect, including the use of a speech consultant.

I

I~ I

SeMc8s will be provided 111 the school of attendance unless otherwise detennined by the individualized education program (IEP) team.

Page 2of11


Code Special Education Service Category Descriptions Adopted Modified Currently Utilized (Legat Requirement*)

425 Adapted p01yslcaU edue&~ion: Direct physical education services provided by an adapted physical education specialist to pupils who have needs that cannot be adequately satisfied in other physical education programs as Indicated by assessment and evaluation of motor skills performance and 5 CCR Section 3051 .5; other areas of need. It may include individualty designed developmental 30 EC Section 56363; activities, games. sports, and rhythms, for strength development and fitness 34 CFR sections suited to the capabilities, limitations, and interests of individual students with 300.108, 300.39 (b)(2) disabilities who may not safely, successfully, or meaningfully engage in j unrestricted participation in the vigorous activities of the general or modified physical education program.

435 Healtt1 and nursing-specialmed phlfSIC!ll health Qre services: Specialized physical health care services means those health services prescribed by the child's licensed physician and surgeon, requiring medically 5 CCR Section 3051 .1 2; related training of the individual who performs the services and which are

/ 30 EC sections 56363,

necessary during the school day to enable the child to attend school (5 CCR 49423.5(d) Section 3051 .12[b)). Specialized physical health care services include but are 34 CFR Section 300.107; not limited to suctioning, oxygen administration, catheterizatlon. nebulizer treatments, insulin administration, and glucose testing.

436 llieailth and nura!ng-othar senfices: This includes services that are provided to individuals with exceptional needs by a qualified individual pursuant to an IEP when a student has health problems which require nursing intervention beyond basic school health services. Services include 5 CCR Section 3051 .12: managing the health problem. consulting with staff, group and individual j 30 EC Section 56363; counseling, making appropriate referrals, and maintaining communication 34 CFR Section 300.107 with agencies and health care providers. These services do not Include any physician supervised or specialized health care service. IEP required health and nursing services are expected to supplement the regular health services program.

I

I~ '

Services will be provided In the school of attendance unless otherwise determined by thtt lndMduallzed education program (IEP) team.

Page 3 r ·

Not Compliance Standard Code Special Education Service Category Descriptions Adoptec Modified Currently

Utilized (Legal Requirement*)

445 Assi!ltlve-~echnoiogy zervices: Any specialized training or technical support '

for the incorporation of assistlve devices, adapted computer technology, or specialized media with the educational programs to improve access for

5 CCR Section 3051.16; students. The term Includes a functional analysis of the studenfs needs for assistive technology; selecting, designing, fitting, customizing, or repairing 30 EC Section 56363;

appropriate devices; coordinating services with assistive technology devices; 34 CFR sections

training or technical assistance for students with a disability, the student's /

300.6, 300.105

family, individuals providing education or rehabilitation services, and employers.

450 Occupatforual therapy: Occupational Therapy (OT) includes services to improve student's educational performance, postural stability, self-help abilities, sensory processing and organization, environmental adaptation and use of assistlve devices, motor planning and coordination, visual perception and integration, social and play abilities, and fine motor abilities. Both direct 5 CCR Section 3051.6; and indirect services may be provided within the classroom, other 30 EC Section 56363; educational settings, or the home, in groups or individually, and may include 34 CFR Section therapeutic techniques to develop abilities, adaptations to the student's

~ 300.34 (c)(6)

environment or curriculum, and consultation and collaboration with other staff and parents. Services are provided, pursuant to an IEP, by a qualified occupational therapist registered with the American Occupational Therapy Certification Board.

I

I~ . ServiCGs wiff be provided in the school of attendance unless otherwise detennlned by the indlvldualized education program (IEP) team_

Page 4of11


Code Special Education Service category Descriptions Adopted Modified Currently Utilized

(Legal Requirement•)

460 Fh'vsical ~h9rapy: These services are provided, pursuant to an IEP. by a 5 CCR Section 3051.6; registered physical therapist, or physical therapist assistant. when 30 EC Section 56363; assessment shows a discrepancy between gross motor perfonnance and 34 CFR Section other educational skills. Physical therapy includes, but is not limited to, motor 300.34 {c)(9); California control and coordination, posture and balance, self-help, functional mobility, Business and Professions accessibility and use of assistive devices. Services may be provided within Code the classroom, other educational settings or in the home, and may occur in (B&PC) Chapter 5. 7 groups or individually. These services may Include adaptations to the sections 2600-2696; student's environment and curriculum, selected therapeutic techniques and Government Code ( GC) activities, and consultation and collaborative interventions with staff and lnteragency Agreement parents. J Chapter 26.5

Section 7575(a)(2)

510 lnd§v!du!!I counaellng: One-to-one counseling, provided by a qualified individual pursuant to an IEP. Counseling may focus on such student aspects

5 CCR Section 3051.9; as education, career, personal, or be with parents or staff members on 34 CFR Section learning problems or guidance programs for students. Individual counseling j 300.34(c)(2) is expected to supplement the regular guidance and counseling program.

515 Counssllng znd gu idance: Counseling in a group setting, provided by a qualified individual pursuant to an IEP. Group counseling is typically social skills davelopment. but may focus on such student aspects as education, career, personal, or be with parents or smff members on learning problems or guidance programs for students. IEP required group counseling Is

J e)(pected to supplement the regular guidance and counseling program. 34 CFR sections Guidance services include interpersonal, intrapersonal, or family 300.24.(b )(2), 300.306; interventions, performed in an Individual or group setting by a qualified 5 CCR Section 3051 .9 individual pursuant to an IEP. Specific programs include social skills development. self-esteem building, parent training, and assistance to special education students supervised by staff credenttaled to serve special education students. These services are expected to supplement the regular guidance and counseling program. I~

I

Services wtll be provided in the school of attendance unless otherwise detennlned by the indMduallzed education program (IEP) team.

Page 5 a;

Not Compliance Standard Coda Special Education Service Category Descriptions Adopted Modified Currently

Utilized (Legat Requirement*)

520 Pa1Tent counselirn~: Individual or group counseling provided by a qualified individual pursuant to an IEP to assist the parent(s) of special education 5 CCR Section 3051 . 11; students in better understanding and meeting their child's needs and may 34 CFR Section include parenting skills or other pertinent issues. IEP required parent / 300.34(c)(8) counseling is expected to supplement the regular guidance and counseling program.

525 Socizl worl( services: Social work services, provided by a qualified individual pursuant to an IEP. include, but are not limited to, preparing a social or developmental history of a child with a disability, group and individual counseling with the child and family, working with those problems 5 CCR Section 3051. 13;

in a child's living situation (home, school, and community) that affect the 34 CFR Section

child's adjustment in school, and mobilizing school and community resources / 300.34(c)(14)

to enable the child to learn as effectively as possible in his or her educational program. Social work services are expecied to supplement the regular guidance and counseling program.

530 Paychologlca! servic&s: These services, provided by a credentialed or licensed psychologist pursuant to an IEP, include interpreting assessment results for parents and staff in implementing the IEP, obtaining and interpreting information about child behavior and conditions related to

/ 5 CCR Section 3051. 1 O;

teaming, and ptanning programs of individual and group counseling and 34 CFR Section

guidance services for children and parents. These services may include 300.34 (c)(10)

consulting with other staff in planning school programs to meet the special needs of children as indicated in the IEP. IEP required psychological services are expected to supplement the regular guidance and counseling program.

535 Behavior Intervention services: A systematic implementation of procedures

./ designed to promote lasting, positive changes in the student's behavior 5 CCR Section 3001(d); resulting in greater access to a variety of community settings, social contacts, 34 CFR Section public events. and placement in the leaist restrictive environment. 300.34 (c)(10)

I

I~ '

Services will be provided in the school of attendance unless otherwise determined by the individualized education program (IEP) team.

Page 6of11

Not ...;ompllance Standard

Code Special Education Service Category Descriptions Adopted Modified Cu~ Utll (Legal Requirement*)

540 D~y naotmenR servlie11s: Structured education, training, and support ~ ~ ~ Health & Safety Code,

services to address the student's mental health needs. ,----=- - Div.2. Chap.3, Article 1, -~ ==- ~ Section 1502(a)

545 RasidQtntiaD b'edment semcea: A 24-hour, out-of-home placement that J =-"'"J 'r Welfare and Institutions ..:: I ~

provides Intensive therapeutic services to support the educational program. ' r-- - ,, Code, , - ~ v· Part 2, Chapter 2.5, Art. 1, Section 5671

610 Specialized aeavicem «or low lncldlence dBNbllltlas: Low incidence services are defined as those provided to the student population who have orthopedic impairment (01), visual impairment (VI). who are deaf. hard of

5 CCR sections hearing (HH), or deaf-blind (DB). Typicany, services are provided In

I 3051.16, 3051 .18; education settings by an itinerant teacher or an itinerant teacher/specialist. Consultation is provided to the teacher. staff, and parents as needed. These 34 CFR Section 300.34

services must be ctearty written in the student's IEP. including frequency and duration of the services to the student.

710 Specialized deaf 11nd hard of hearing services: These services include speech therapy, speech reading, auditory training, and/or instruction in the

./ 5 CCR sections

student's mode of communication. Rehabilitative and educational services: 3051.16, 3051.18; adapting curricula, methods, and the learning environment; and special 34 CFR Ssctlon 300.34 consultation to students, parents, teachers, and other school personnel.

715 lnterp1'8t$8" services: Sign language interpretation of spoken language to individuals, whose communication Is nonnally sign language, by a qualified / 5 CCR Section 3051.16; sign language Interpreter. This includes conveytng information through the 34 CFR Section sign system of the student or consumer and tutoring students regarding dass 300.34 (cX4) content through the sign system of the student.

720 Audlologlcanl senries3: These services include measurements of acuity, monitoring ampflflcatlon, and frequency rnqdulatlon system use. Consultation 5 CCR Section 3051.2: services with teachers, parents. or speech pathologists must be Identified in / 34 CFR Section the IEP as to reason, frequency, and duration of contact; infrequent contact 300.34 (c)(1) is considered assistance and would not be included. I

I~ I

Services wtlt be provided In the SChOOf of attendance unless otherwise determined by the lndivlduallzed eduC&tion program (IEP) team.

Page7,·· 1


Code Special Education Service category Descriptions Adopt.ed Modified Currently Utilized (legal Requirement•)

725 Specialized vision services: This is a broad category of services provided to students with visual impairments. It includes assessment of functional vision; curriculum modifications necessary to meet the student's educational needs including Braille, large type, and aural media; instruction in areas of need; concept development and academic skills; communication skills 5 CCR Section 3030(d); including alternative modes of reading and writing; and social, emotional, 30 EC Section 56364.1 career, vocational, and independent living skills. It may Include coordination of other personnel providing services to the students such as transcribers, / readers, counselors, orientation and mobility specialists. career/vocational staff, and others, and collaboration with the student's classroom teacher.

730 Orientation and moblllty: Students with identified visual impairments are trained in body awareness and to understand how to move. Students are 5 CCR Section 3051 .3; trained to develop skills to enable them to travel safely and independently

/ 30 EC Section 56363;

around the school and in the community. It may include consultation services 34 CFR Section 300.34 to parents regarding their children requiring such services according to an (c)(7) IEP.

735 Braille mnnscription: Any transcription services to convert materials from -print to Braille. It may include textbooks, tests, worksheets, or anything / 5 CCR Section 3051.16;

I 30 EC Section 56363; necessary for instruction. The transcriber should be qualified in English

Brallle as well as Nemeth Code (mathematics) and be certified by appropriate 34 CFR Section 300.8

agency. (c)(13)

740 Specialized orthopedic services: Specially designed instruction related to 5 CCR sections the unique needs of students with orthopedic disabilities. including / 3030(e), 3051 .16; specialized materials and equipment. 30 EC Section 56363;

34 CFR Section 300.8 (c)(8}

745 Reading S9rvfats / 5 CCR Section 3051.16 "

I

lk

~ . Services wiH be provided In the school of attendance unless otherwise detennined by the individualized education program (IEP) teem.

Page 8 of 11


Code Special Education Service Cat~ory Descriptions Adopted Modified Currently Utilized

(legal Requirement*)

750 No~$ ~aeting ssmcee: Any specialized assistance given to the student for the purpose of taking notes when the student ts unable to do so independently. This may include, but is not limited to, copies of notes taken

5 CCR Section 3051. 16 by another student or transcription of tape-recorded information from a class

/ or aide designated to take notes. This does not include instruction in the process of learning how to take notes.

755 lranscrip~ion services: Any transcription service to convert materials from print to a mode of communication suitable for the student. This may also

/ 5 CCR Section 3051 . 16 include dictation services as it may pertain to textbooks, tests. worksheets. or anything necessary for instruction.

760 Ri!cre:atlon aeMC$S, ~ncludea thsrapeutlc recreation: Therapeutic recreation and specialized instructional programs designed to assist pupils to

/ 5 CCR Section 3051 .15;

become as independent as possible in leisure activities. and when possible 34 CFR Section 300.34 and appropriate, facilitate the pupil's Integration into general recreation (c)(11) programs.

820 CoHage 21waranass: College awareness is the result of acts that promote

/ and increase student learning about higher education opportunities. 34 CFR sections information, and options that are available including, but not limited to, career 300.39 (b)(5), 300.43 planning, course prerequisites, admission eligibility, and financial aid.

830 Vocationail assessment. counseHng, guidance, and career assessment: Organized educational programs that are directly related to the preparation of / individuals for paid or unpaid employment. and may include provision for 5 CCR Section 3051 .14; work experience, job coaching, development and/or placement. and 34 CFR sections situational assessment. This includes career counseling to assist a student in 300.39 (b)(5), 300.43 assessing his/her aptitudes, abilities, and interests in order to make realistic career decisions.

840 Career 21waraness: Transition services include a provision for self-advocacy,

'

I .... ~

career planning. and career guidance. This also emphasizes the need for

/ 5 CCR Section 3051 .14;

coordination between these provisions and the Perkins Act to ensure that 34 CFR sections students with disabilities in middle schools will be able to access vocational 300.39 (b)(5), 300.43 education funds.

I

Services Wl!I be provided In the school of attendance unless otherwise determined by the Individualized education program (IEP) team.

Page 9 c•

Not Compliance Standard Code Special Education Service Category Descriptions ~dopted Modified Currently

Utilized (Legal Requirement•)

850 Work experience education: Work experience education means organized educational programs that are directly related to the preparation of lndMduals 5 CCR Section 3051 .14;

for paid or unpaid employment, or for additional preparation for a career ./ 34 CFR sections

requiring other than a baccalaureate or advanced degree. 300.39 (b)(5), 300.43

855 Job Coaching: Job coaching is a service that provides assistance and guidance to an employee who may be experiencing difficulty with one or

5 CCR Section 3051.14; more aspects of the daily job tasks and functions. The service is provided by / a job coach who is highly successful, skilled and trained on the job who can 34 CFR sections

determine how the employee that is experiencing difficulty learns best and 300.39 (b)(5), 300.43

formulate a training plan to improve job performance.

860 Mentoring: Mentoring is a sustained coaching relationship between a student and teacher through ongoing involvement. The mentor offers support, guidance, encouragement and assistance as the learner encounters 5 CCR Section 3051 .14; challenges with respect to a particular area such as acquisition of job skills. / 34 CFR sections Mentoring can be either formal, as in planned, structured instruction, or 300.39 (b)(5}, 300.43 informal that occurs naturally through friendship, counseling, and collegiality in a casual, unplanned way.

865 Agency linkages (referraR and placement): Service coordination and case management that facilitates the linkage of individualized education programs under this part and lndMdualized family service plans under part C with

/ 30 EC Section 56341.5 (f); Individualized service plans under multiple Federal and State programs. such 34 CFR Section 300.344 as title I of the Rehabilitation Act of 1973 (vocational rehabilitation), title XIX (3)(b) of the Social Security Act (Medicaid), and title XVI of the Social Security Act (supplemental security income).

870 Travel training (lncluclles mobHI~ training) 5 CCR Section 3051 .3;

/ 34 CFR sections 300.39 (c)(7)

890 mher transition services: These services may include program

/ coordination, case management and meetings, and crafting linkages between schools and between schools and postsecondary agencies.

I

I ..... ~

I

Services will be provided in the school of attendance unless otherwise detennlned by the Individualized education program (IEP) team.

Page 10of11


Code Special Education Service Category Descriptions Adopted Modified Currently Utilized

(legal Requirement'*)

soo- Other special education/related aervicas: Any other specialized service / required for a student with a disability to receive educational benefit v

"' B&PC-Business and Proessional Codes CCR-California Code of Regulations CFR-Code of Federal Regulations EC-Education Code GC-Govemment Code

- Us12 of CASEMiS Code 900 necessitates further explanation. Please list the other special educailon/related NrviCl!s to be provided as Coda 900 on the form ASP--01 b: Customi~ed Service Descriptions.

I

I~ Services will be provided In the school of attendance unless otherwise determined by the individuallzed education program (IEP) team.

Page 11

Customized Servlc~ ... escrlptions

Special Education Local Plan Area:

California Department of Education Form ASP-01 b (rev Feb 2017)

CASE MIS Code

Special Education Service category Descriptions Birth-21 Years

Did you use Code 900, OthfH' Special Education/Related Servfces, In your Physical Location of Services plan?

Please describe the services that fall under the use of this code.

qcc .P,r-ior/0f"'l..yc.1 ch(!-r 1 npu-1~ r1 .se.vvif:Jl (_ n J2 v (' c y' --rh f c 0 r r ( c-f eod e. Shtic~~rf b-e .3:.~o

IS

Compliance Standard

(legal Requirement)


Meeto Ccmpllertot, ~

!HiJI the,~-~ ~·Pfan ~(SEl.PA) lm:ludGld:

• Named Mr.llce? -~ot~? .. - HQW.Mnlot;pnMded?

-v .. : ~:

California Department of Education ASP-02a rev (02/07)

SELPA:0300 Amador County SELPA

Annual Site DBllle and type of

facility providing services to

students enrolled in the LEA

Type

Site Name of facilit

033 0019 Independence High (Cont) 10

P330068 Amador Cowity Special 10

~ducation

P330753 Amador County High 10

P33475S Jackson High 10

~002810 Ione Elemen~acy 10

~002828 Jackson Elementary 10

"002844 Pine Grove Elementary 10

6002851 Pioneer Elementary 10

~002869 Plymouth Elementary 10

~002877 Sutter Creek Elementary 10

~107387 Jackson JWlior High 10

bl073.95 Ione Jwiior High 10

p330050 North Star Independent 24

l\ltudy

p129692 Shenandoah Valley 55

Please ensure that the following

10-Public Day School School

19-0ther Public School/Facility

24-Independent Study

11-Public Residential School


LEA:0310033 AMADOR COUNTY SCHOOLS

Servicce Report (001)

Services Provided at this Location

CASEMIS code associated with each service that is

provided at the location listed in the left hand column.

I 3)0 I 510 I 520

I 330 I 340 I 415 I 425 I <145 I 535

I 330 I 415 I 425 I 510 I 515 I 520 I 525 I 830 I 840 I a50 I 860

I 330 I 415 I 425 I 436 I 450 I 460 I 510 I 515 I 520 I 525 I 535 Ins I 730 I 020 I e30 I 840 I 855 I s6o I e9o

I · 330 I n5 I 450 I 510 I 515 I 520 I 525 I 710

I 330 I 350 I 415 I 425 I 445 I 450 I 4 60 I 725

I 330 I 415 I 515

I 330 I 415 j 450

I 330 I 415 I 450

I 330 ! 415 I 425 ! 450

I 330 I 340 I 415 I 425 I 436 I 450 I 515 I 725 I 730 I 755

I 330 I 415 I 425 I 435 I us I -t5o I 460 I s10 I 515 I 520 I s25

I 330

I Ho

are included on this foil!l: (Ages 6-22)

20-Continuation School

31- Community School

15-Special Education Center/Facility

22- Alternative Work Education

56- Charter School(operated AS an LEA 55- Charter School(operated as by an LEA

12120/J 7 Page of 7


~~ ~A:0300 Amador County SELPA

-



Other Facility (002) Site name and type of

facility providing services to Services Provided at thite Location students enrolled in the LEA

Type CASEMIS code associated with each service that is Site Name of

provided the location listed in the left hand column. Facilit at

b330753 Amador county High 30 I 330 I 830

0330068 Amador County Special 40 I 330 I 460 I "125

Education

""1AOORA * ,. • Sch Code Not Found ••• 51 I 510

3467n9 *** Sch Code Not Found ••• 70 I 330 I 415 I 450 I 515 I 535 I s30

17086846 Guiding Hands, Inc. 70 I 330 I 415 I 450 I 515 I 010

7087794 Summitview School 70 l 330 l 510 l 515 I 525

7099450 CCHAT Center-Sacramen~o 70 l 330 I 415 I 720

()128181 ••• Sch Code Not Found ••• n I 330 I 34 o I 415 I H5 I 450 I s10 I 545

-

Please ensure that the following are included on this form: (Ages 6-22)

30-Juvenile Court 40-Home Instruction

45-Hospital Facility SO-Community College --' :iult Education Program 70 -Nonpublic Day School

-' 7 2- Nonpublic Residential 79- Nonpublic Agency

12120/17 Page 2 of 7 -189-

California Department of Education ASP - 02a rev (02/07)


Infant Site name and type of

facility providing services to students enrolled in the LEA

Type site Name of

Facllit

EARLYST ••• Sch Code Not Found *** 00

SPCPRES • • • Sch Code Not Found • * • 10



Services (003}


CASEMIS code associated with each service that is provided at the location listed in the left hand column.

I 210 I 240 I 250 I 415 I 460 l no

I 330 I 41s I ~so


40-Home 45 Hospital Facility

62-Child Devt. or Child Care 65- Extended Day Care

10 Public Day School 19- Other Public School / Facilities

11 - Public Residential School

00-No School

12120117 Page 3 of 7 -190-


A:0300 Amador County SELPA

-



Pre-School Services 004 Site Dallle and type of

facility providing services to Services Provided at this Location students enrolled in the LEA

Type CASEMIS code associated with each service that is Site Name cf

provided the location listed in the left hand column. Faci Ii t at

0330068 Amador County Special 00 I 415

~ucation

!'\MAOORC ... Sch Code Not Found ••• 00 I 415

0330066 Amador County Special 10 I 415

OOucation

6002810 Ione IUementary 10 I 330 I 415 I 450

6002828 Jackson Elementary 10 I 330 I 340 I 350 I 415 I 450

S!>CPR.ES ••• Sch Code Not Found ••• 10 I 210 I 240 I 33 o I 3 so I 415 ! 425 ! 445 I 450 I 460 I 535 I 740

[)330068 Amador County Special 40 I 415

E:ducation

IIDr ...,.T ••• Sch Code Not Found ••• 6l I 415 I 725

-~RC ••• Sch Code Not Found ••• 62 I 415

JXSNSTP ••• Sch Code Not Found ••• 63 I 415

P330068 Amador County Special 64 I 415

E:ducation


40 Home Instruction/00 - No school 45 Hospital Facility i;,-Head Start Program 62- Child Devt. or Child Care ,,___

.:e Preschool Program 64 - Private Preschool t--

tis-Extended Day Care Program 11 - Public Residential School

10-Public Day School 19-0ther Public School/Facilities

12120117 Page 4 of 7 -191-

California Department of Education ASP·02a rev (02/07)


Annual Site name and type of

f~cility providing services to students enrolled in the LBA

Type

Site Name Of

Faciht

P330019 Independence High (Cont) 10

tl330035 Amador County Juvenile 10

f!all/Community

P330753 Amador County High 10

0334755 Jackson High 10

6002810 lone Elementary 10

6002828 Jackson Elementary 10

6002844 Pine Grove Elementary 10

~002851 Pioneer Elementary 10

~002869 Plymouth Elementary 10

~002877 Sutter Creek Elementary 10

~107387 Jackson Junior High 10

6107395 Ione Junior High 10

SUTCRPR • • • Sch Code Not Found • • • 10

0330019 Independence High !Cont) ~o

03 3 0050 North Star Independent 24

ptudy

0129692 Shenandoah Valley 55

Please ensure that the following

10-Public Day School School

19-0ther Public School/Facility

24-Independent Study

11-Public Residential School


LEA:0373981 AMADOR COUNTY UNIFIED

Service Report (001)


CASEMIS code associated with each service that is provided at the location listed in the left hand column.

I 330 I 515 I 830 I 840

I 330 I 510 I 830

I 330 I u5 I 425 I 450 ! 510 I 515 I 520 I 525 I 110 I 72s I 920 I s30 I B4 o I 850 I 060 I 900

I 330 l 415 I 510 I 515 I 725 I 820 I 830 I 840

I 330 I us I 425 I 450 I 510 I 515 I 520 I 525 I no I no

I 330 1 34 0 I 415 I 4'115 I 450 I HO I 515 I 725

I 330 I 415 I 425 I 450 I 510 I 515 I s20 I 525

I 33 0 I 415 I 4.50 I 515

I 330 I 415 I 450 I 510 I 515

I 330 I 415 I 425 I 450 I 510 ! 515 I 520 I 525

I 330 I 415 I 435 I 436 I 510 ! 515 I 520 I 525 I 530 I 110

I 330 I 415 I 425 I 450 l 510 I 515 I 52 s I 11 o I 725

I 330 I 415 I 510 I ns

i 330 I 840

I 330 I 515 I 920 I 830 I 840

I 33 o I 415 I 425 l 450 I s15

are included on this fonn: (Ages 6-22}

20-Continuation School

31- Community School

15-Special Education Center/Facility

22- Alternative Work Education

56- Charter School(operated AS an LEA 55- Charter School(operated as by an LEA

12120117 Page 5 of 7 -192 -


f -~:0300 Amador County SELPA

~


LEA:0373981 AMADOR COUNTY UNIFIED

Other Facility (002) Site name and type of

facility providing services to Services Provided at this Location students enrolled in the LEA


provided at the location listed in the left hand column. Facilit.

0330035 Amador County Juvenile 30 I 330 I 820 1 830 I 840

~11/Community

0334755 Jackson High 40 I 330 I 820 I 840

l\MADORA ••• Sch Code Not Found ••~ 51 I 330 ! e20 I 840

7086B46 Guiding Hands, Inc. 70 I 330 I 515

7087794 Sunvoitview School 70 I 330 I s10 I s20 I 540


30-Juvenile Court 40-Home Instruction

45-Hospital Facility so-Community College f--

.dult Education Program 70 -Nonpublic Day School ..._

,_,_/72- Nonpublic Residential 79- Nonpublic Agency

12120(/7 Page 6 of 7 -193-



Pre-School Site uame and type of

facility providing services to students enrolled in tbe LEA


LEA;OJ73981 AMADOR COUNTY UNIFIED

SeL"'Vices 004

Services Provided at this Locatiou


provided at the location listed in the left hand column. FacilH

16002810 Ione Elementary 10 I 330 I 415

'5002828 Jackson Elementary 10 I 330 I us

160021!44 Pine Grove Elementary 10 I 415

5002851 Pioneer Elementary 10 I 415

160021!69 Plymouth Elementary 10 I 41.5

SUTCRPR ••• Sch Code Not Found ••• 10 I 330 I 415

PISTPRE ••• Sch Code Not: Found ••• 63 I 41s


40 Home Instruction/00 - No school 45 Hospital Facility

61-Head Start Program 62- Child Devt. or Child Care

State Preschool Program 64· Private Preschool

65-Extended Day Care Program 11- Public Residential School

10-Public Day School 19-0ther Public School/Facilities

12120117 Page 7 of 7 -194-

Amador County Public Schools D District X County

DATE: June 13, 2018

AGENDA ITEM#: ~7.6"'---_

Informationzl Item

SUBJECT: Declaration of Need for Fully Qualified Educators 2018-2019

BACKGROUND INFORMATION: A Declaration of Need for Fully Qualified Educators (DON) must be submitted to and approved by the California Commission on Teacher Credentialing (CCTC) each school year that we request limited assignment permits and emergency permits for certificated services. The Declaration of Need allows us to process through the California Commission on Teacher Credentialing (CCTC) unexpected Limited Assignment permits and emergency CLAD permits if needed.

FISCAL IMPLICATIONS None

RECOMMENDATION Informational Item.

PRESENTED BY: David Vicari, Assistant Superintendent, Human Resources & Labor Relations

-195-

,,·"'~;i.!~,, · State of California l~t"t ··~~·:: ·:~·~:"r Commission on Teacher Credentialing i ·~~~ ·- ·,::-~ ~ Certificati.on Division o;·\'1.1,.,,. . .'!if(; .F I 900 Capitol Avenue "1.-> ·!!~· J Sacramento, CA 9581 I -42 I 3

.... .-

Email: crtdrnt1al ~<a .:tLq._gy_\

Website: \\'\\W.ctc ca CO\

DECLARATION OF NEED FOR FULLY QUALIFIED EDUCATORS

Original Declaration of Need for year: 2018-2019

Revised Declaration of Need for year: ------

FOR SERVICE IN A SCHOOL DISTRICT

Name of District: _______________ ______ _

NameofCounty: _____________________ _

By submitting this annual declaration, the district is certifying the following:

District CDS Code: -------County CDS Code: _____ _

o A diligent search, as defined below, to recruit a fully prepared teacher for the assignment(s) was made

o If a suitable fully prepared teacher is not available to the school district, the district will make a reasonable effort to recruit based on the priority stated below

The governing board of the school district specified above adopted a declaration at a regularly scheduled public meeting held on _ _ / _ _ / _ _ certifying that there is an insufficient number of certificated persons who meet the district's specified employment criteria for the position(s) listed on the attached form. The attached form was pan of the agenda, and the declaration did NOT appear as part of a consent calendar.

ti> Enclose o copy of the board agenda item With my signature below, I verify that the item was acted upon favorably by the board. The declaration shall remain in force until June 30, ----Submitted by (Superintendent, Board Secretary, or Designee):

Name Signature Title

Fax Number Telephone Number Date

Mailing Address

EMail Address

FOR SERVICE IN A COUNTY OFFICE OF EDUCATION, STATE AGENCY OR NONPUBLIC SCHOOL OR AGENCY

Name of County Amador County Office of Education County CDS Code_0_0_3 ____ _

Name of State Agency ____________ ________ ____________ _ _

NameofNPS/NPA _ _ _ __ ~---~-~~---~~~ County of Location ______ _

CL-500 12/2016 Page 1 of 3

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The Superintendent of the County Office of Education or the Director of the State Agency or the Director of the NPS/NPA specified above adopted a declaration on~.!!___/ 201e , at least 72 hours fol1owing his or her public announcement that such a declaration would be made, certifying that there is an insufficient number of certificated persons who meet the county's, agency's or school's specified employment criteria for the position(s) listed on the attached fonn.

The declaration shall remain in force until June 30, 2019 ----p Enclose a copy of the public announcement Submitted by Superintendent, Director, or Designee:

David Vicari Asst. Superintendent of HR Name Signature Title

209-223-517 4 209-257-5331 June 1, 2018 Fax Number Telephone Number Date

Amador County Office of Education, 217 Rex Avenue, Jackson CA 95642 Mailing Address

[email protected] EMail Address

~ This declaration must be on file with the Commission on Teacher Credentialing before any emergency permits will be issued for service with the employing agency

AREAS Of ANTICIPATED NEED FOR FULLY QUALIFIED EDUCATORS Based on the previous year's actual needs and projections of enrollment, please indicate the number of emergency pennits the employing agency estimates it will need in each of the identified areas during the valid period of this Declaration of Need for Fully Qualified Educators. This declaration shall be valid only for the type(s) and subjects(s) identified below.

fhis declaration must be revised by the employing agency when the total number of emergency pennits applied for exceeds the estimate by ten percent. Board approval is required for a revision.

Type of Emergency Permit

CLAD/English Learner Authorization (applicant already holds teaching credential)

Bilingual Authorization (applicant already holds teaching credential)

List target language(s) for bilingual authorization:

Resource Specialist

Teacher Librarian Services

LIMITED ASSIGNMENT PERMITS

Estimated Number Needed

3

1

Limited Assignment Pennits may only be issued to applicants holding a valid California teaching credential based on a baccalaureate degree and a professional preparation program including student teaching.

Based on the previous year's actual needs and projections of enrollment, please indicate the number of Limited Assignment Permits the employing agency estimates it will need in the following areas:

CL-500 12/2016 Page 2 of 3

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TYPE OF LIMITED ASSIGNMENT PERMIT ESTIMATED NUMBER NEEDED

Multiple Subject

Single Subject

Special Education 10 TOTAL

EFFORTS TO RECRUIT CERTIFIED PERSONNEL The employing agency declares that it has implemented in policy and practices a process for conducting a diligent search that includes, but is not limited to, distributing job announcements, contacting college and university placement centers, advertising in local newspapers, exploring incentives included in the Teaching as a Priority Block Grant (refer to .n .. ·w.cdt.U.f.2! for details), participating in state and regional recruitment centers and participating in job fairs in California.

If a suitable fully prepared teacher is not available to the school district, the district made reasonable efforts to recruit an individual for the assignment, in the following order:

c A candidate who qualifies and agrees to participate in an approved internship program in the region of the school district

1r An individual who is scheduled to complete initial preparation requirements within six months

EFFORTS TO CERTIFY, ASSIGN, AND DEVELOP FULLY QUALIFIED PERSONNEL

Has your agency established a District Intern program? Yes D If no, explain. We are a rural county, and participate through nearby counties

Does your agency participate in a Commission-approved college or university internship program?

Yes 0

No~

No D

If yes, how many interns do you expect to have this year?_4 ________________ _

If yes, list each college or university with which you participate in an internship program.

Teachers College of San Joaquin

If no, explain why you do not participate in an internship program.

CL-500 12/2016 Page 3 of 3

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Amador County Office of Education 217 Rex Avenue, Jackson, California 95642

(209) 223-1750 Fax: (209) 223-1733

Human Resource Items approved by COE Superintendent June 13, 2018

CURRENT CONSIDERATIONS

Certificated-ESY Summer School Garrett Gavalis, Moderate Severe Teacher, Jackson Elementary Lisa Turner, Preschool Teacher, Little Ponies Argonaut Tracy Hinman, Preschool Teacher, Little Ponies Argonaut Theresa Fox, Moderate Severe Teacher, Triglia Argonaut Michaelynn Angie, Moderate Severe Teacher, Triglia Argonaut

Certificated-New Hire Tiffany Mitchell, Mild Moderate Teacher, full time, Jackson Junior High School, effective August 13, 2018

Certificated-Induction and Intern Mentors, $1,000 Stipend Lisa Turner for Sarah Crowe (Intern), pro-rated August 9 - November 30, 40% ($400)

Certificated-Resignation Zach Luchetti. Mild Moderate Teacher, Ione Junior High, effective June 30, 2018

Classified-ESY Summer School Roseanne Lauters, Instructional Aide, 4.5 hours, Secondary Triglia, effective June 4, 2018 Tracy Pitts, Instructional Aide, 4.5 hours, Secondary Triglia, effective June 4, 2018 Debra Manzo, Instructional Aide, 4.5 hours, Secondary Triglia, effective June 4, 2018 Mellonie Carlton, Instructional Aide, 4.5 hours, Secondary Triglia, effective June 4, 2018 Trudy Copp, Instructional Aide, 4.5 hours, Secondary Triglia, effective June 4, 20 I 8 Erica Malaspino, Medically Fragile Aide, 4.5 hours, Secondary Triglia, effective June 4, 2018 Kellie Boerio, Instructional Aide, 4.5 hours, K-5 Program, Jackson Elementary, effective June 4,2018 Kelline Pearson, Medically Fragile Aide, 4.5 hours, K-5 Program, Jackson Elementary, effective June 4, 2018 Tracy Meadows, Behavior Intervention Instructional Assistant, 4.5 hours, K-5 Program, Jackson Elementary, effective June 4, 2018 Lori Mcintyre, Instructional Aide, 4.5 hours, K-5 Program, Jackson Elementary, effective June 4,2018

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Andrea Kruse, InstructionaJ Aide, 4.5 hours, K-5 Program, Jackson Elementary, effective June 4,2018 Kasey Lutolf, Instructional Aide, 4.5 hours, K-5 Program, Jackson Elementary, effective June 4, 2018 Deborah Guidera, Instructional Aide, 4.5 hours, Preschool Lil Ponies, effective June 4, 2018 Karen Westjohn, Instructional Aide, 4.5 hours, Preschool Lil Ponies, effective June 4, 2018 Carla Cantwell, Instructional Aide, 4.5 hours, Preschool Lil Ponies, effective June 4, 2018 Jamie Hattan, Medically Fragile Aide, 4.5 hours, Preschool Lil Ponies, effective June 4, 2018 April Hancock, Instructional Aide, 4.5 hours, Jackson Elementary, effective June 4, 2018

Classified-Unpaid leave Dawn Gyde, Bus Driver, 2.25 hours/half day only, Transportation, effective date May 15, 2018 Dawn Gyae, Bus Driver, 325 hours/noon/PM only, Transportation, effective date May 29, 2018 Kelline Pearson, Medically Fragile Aide, 7.50 hours, Jackson Elementary, effective May 14, 2018

Superintendent Date_

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amador county public schools

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