lcap and annual update template - local control funding … · 2019-05-29 · page 1 of 123 lcap...

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LCAP Year (select from 2017-18, 2018-19, 2019-20)

2018-19

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Robla Elementary School District

Contact Name and Title

Ruben Reyes Superintendent

Email and Phone

[email protected] 916-649-5248

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

The Robla School District is located within the city of Sacramento, north of the central city. The small Robla community is characterized by land use that is quite diverse. Students in the five Robla elementary schools come from large multi-family complexes, from tree-lined single family home neighborhoods and from homes with acreage that is also home to horses and sheep. There are areas within the community of warehouse complexes which house a variety of businesses and there is still a great deal of open land. Occasionally, we hear whispers of future housing developments coming to the area, but no specific plans have come to the city. The community houses a number of fast food franchises, gas stations, small businesses and a new drug store. There is no large grocery store, no hospital, no social service agencies, only one city park and no real cultural/community center. The families in Robla are representative of the varied people who live in the state of California. It is a community that is ethnically and racially diverse, linguistically diverse and socio-economically diverse. Children who attend our schools come from homes where families speak a variety of languages. Forty-three percent of our students are English Learners and over twenty languages are present in the community. The challenge of poverty is the reality for many of our families. Approximately ninety percent of our students qualify for free or reduced meals at school. This fact also indicates that these families face the issues that confront all who live in poverty: transportation problems, unemployment, instability in housing and a lack of access to support resources. Recent data shows that nearly a quarter of the families in the area fit the definition of homeless. Most do not lack housing, but are living in temporary housing, cohabitating with extended family or friends. The Robla School District Local Control Accountability Plan reflects the district vision - Every student reaches their potential in a growth-minded environment rich in challenging practices and reflective learning for all. Goal number one focuses our resources on creating an environment where students are challenged to meet rigorous standards and gain communication skills that will help them be

https://www.caschooldashboard.org/#/Details/34674210000000/3/EquityReport

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successful in their future – college and career. Our efforts focus on a demanding professional learning plan to support teachers in teaching practices that have the most impact with students. Goal number one also acknowledges that our student population faces challenges in their lives and that these challenges can lead to obstacles in the learning situation. We dedicate resources to target populations, English Learners, Students Living in Poverty and Foster Youth, to support their learning. Specialist teachers oversee programs designed to accelerate their learning and close the gap between their current level of functioning and students who are meeting grade level standards. Goal number two of Robla’s LCAP focuses on school culture and climate. A variety of actions and services focus on our desire to support the whole child. These efforts are characterized by social/emotional support for students and families and services that focus on Educationally Related Mental Health needs of students. Robla has also created a number of strong partnerships with outside organizations to provide a variety of services, which are far beyond academics, to our families. We collaborate with organizations such as the Capitol Region United Way organization to provide supper to students in our after school programs; to keep students hydrated throughout the day; to provide college savings accounts to families of kindergarten students; to provide nutrition training for parents and to give free food to families in need. It is our goal to remove obstacles that interfere with students’ learning so that they can achieve at higher levels in school. Our third goal focuses on parent involvement, because the understanding that parents play a vital role in their child’s education and success is prevalent throughout our school community. A number of services are provided to parents to involve them actively in their child’s education and to provide them with the knowledge and understanding they need to support their child. Parent Empowerment activities, English classes for parents, and homework assistance in our school libraries, which are kept open after school all provide parents with resources they can access regularly, are all part of our plan. It is the goal of the Robla School District to beat the odds. Currently, our overall student achievement is what is typically seen in school districts with high levels of poverty and with families who do not speak English fluently. However, a closer examination of our achievement data shows that we are making gains and that some schools in the district are making significant gains in both English language arts and mathematics achievement. We have what we have come to call pockets of greatness. Our LCAP outlines our plan to spread this greatness until it is the consistent standard in all classrooms at all schools throughout the Robla School District.

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

Robla School District’s Local Control Accountability Plan continues to adhere to three stated goals: Academic Performance: Through the implementation of the Common Core State Standards, provide learning opportunities that result in increased academic achievement and ensure quality classroom instruction for all students, including support systems which meet the needs of targeted populations and support closing the achievement gap for certain groups of students. School Climate: Enhance the current learning environment to ensure that our schools provide a physically and emotionally safe environment that is culturally responsive to all students.

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Parent Involvement: Increase parent, family, and community involvement in the education of all students. This year’s LCAP illustrates how our focus in each goal area has grown over time. Actions and Services have been refined or enhanced as we gather evidence about the effectiveness of our approaches. More and more, the Robla LCAP provides resources to help meet the needs of the whole child. That is, the district has found that our families have a wide variety of needs. The lack of resources in our community to meet these needs can present obstacle to students’ ability to learn, achieve, participate fully in school activities, gain in language skills, and acquire positive social skills. We have also found that supporting a students’ family with resources, supports the student’s ability to be successful at school as well. These obstacles can be especially impactful in the lives of students who are in our target population groups: English learners, students living in poverty, and foster youth. Because we have high concentrations of these groups of students at all Robla Schools, services can be provided to all students district-wide. With this in mind, the Robla School District LCAP for 2017-2020 focuses on the following:

• a new Spanish Dual Language Immersion program to be housed at Glenwood school. This district-wide magnet program will allow both English-dominant and Spanish-dominant students to learn in a bilingual setting and achieve at high levels in both English and Spanish. The program will begin with kindergarten for 2017-2018 and grow one grade each year thereafter.

• a continued focus on transforming our teaching practices. Robla will continue its collaborative work with the Resourcing Excellence in Education (REEd) Center at the University of Californian at Davis. This work focuses on research-based high impact teaching practices. A comprehensive Professional Learning plan will help all teachers and administrators deepen their understanding of the most effective approaches to teaching and learning. The adoption of nee English Language Arts/English Language Development materials district-wide will provide an important resource to teachers to more effectively provide rigorous instruction to all students every school day. Professional Learning Support Teachers are provided to assist teachers in an on-going way in the work. These professionals, six in all, provide teachers with feedback, modeling, lesson ideas, opportunities to observe colleagues and coaching.

• additional services to support student health needs. A new Licensed Vocational Nurse will be added to the district. This new LVN will be available every school day and will work under the guidance of our experienced school nurse. This will allow us to expand our work in the area of student health and help ensure regular school attendance for all. Robla has also created a Student Health Coordinator position. This new, full-time employee will coordinate the growing array of services in the district which support student health, including health education, health activities, physical education, nutrition, family health education, family health services, food distribution, school gardens and collaboration with community organizations supporting these efforts.

• Continuing to create and maintain school environments that are safe emotionally and physically for students and staff. The Positive Behavior Intervention and Support (PBIS) program will move into its third year of implementation with the start of the 2017-2018 school year. Each school’s PBIS team, led by the Coordinator of School Climate, continues to refine their approaches to high standards for student behavior and consistent positive reinforcement and support.

• Services for parents which strengthen their ability participate fully in their child’s education. Robla will continue to offer English classes for parents, keep school libraries open after school for homework help, provide community outreach assistants for translation and for advocacy, provide parent education opportunities and provide a wide-array of services to

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support family needs beyond academics. We will continue to work collaboratively with social service agencies and resource centers to access their resources on behalf of our parents.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress The Robla School District’s vision is “Every student achieves to their full potential in a growth-minded environment rich in challenging practice and reflective learning for all.” We continue to focus on the whole child and we are widening the array of services to meet students’ academic, physical, and emotional needs. The Robla School District acknowledges that while we are moving in a positive direction, there is still progress to be made. We examined our data and we have found evidence of “pockets of greatness” in multiple areas. An analysis of the California School Dashboard indicates that Robla's greatest success in meeting state targets was in the area of the English Learner Progress Indicator. The district saw an overall gain of 2.7% on the Dashboard, placing the district in the "Green", which is the Medium level on the Dashboard at 67.1% of students meeting the target. Three of our school sites saw gains: Glenwood School saw a gain of 4.8% to reach 62.4% met target (Yellow); Taylor Street School saw a gain of 6.9% to reach 68.1% met target (Green); and Robla Elementary saw the greatest gain of 7.3% to reach 76% of students met target and is in the "High" level (Green) on the Dashboard. We have been able to increase support for our unduplicated students, specifically our English learner student count through services such as:

EL Support Teachers Professional Learning Support Teachers (coaches) Intervention Specialists Intervention Assistants Enrichment Teachers Bilingual Outreach Assistants Increased Professional Learning Time focused on effective instruction to meet the needs of

English learners throughout the day (Integrated) and Designated

English language development time

Continuation of increased instructional minutes

Last year the English learner student group was our target as area of greatest need. The steps that were implemented in the LCAP proved successful and increased English learner student performance in the area of English language acquisition. We plan to continue, improve and refine these services. A continued focus on implementing the SOAR teaching frames in professional learning and through the use of Professional Learning Support Teachers will help to increase teacher instructional practices resulting in student achievement.

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See Goal 1 (page )

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs The Robla SD is comprised of 91% low-income and 44% English learners. The five school sites within the district are all very similar in demographic makeup. Utilizing the California School Dashboard, the data reveals that the Robla School district declined 7.1 points on the English Language Arts Academic Indicator and 7.7 points on the Math Academic Indicator. Only two school sites saw in improvement in ELA Academic Indicator on the State Dashboard: Robla gained 3.1 points (Yellow) and Glenwood gained 1 point (Red). Three of our sites saw significant declines: Bell (14.2 points), Main Ave. (13.3 points) and Taylor Street (12.1 points). The results in our math dashboard indicator were similar: Robla gained .2 points and Glenwood gained .4 points where as Bell declined 13.2 points, Main Ave. declined 19 points and Taylor Street declined 7.4 points. A closer analysis of the data by student group, by site and by grade level indicates that 5th and 6th grade appears to be our greatest area of concern district wide particularly with the African American and SWD student groups. Moving forward there is a need to look at teacher assignment at grades 5 and 6, particularly assigning new teachers with little or no experience. Currently 8 of our 10 fifth grade teachers have two or less years of teaching experience. An additional focus by coaches on specifically supporting teachers assigned to these grade levels will be implemented. Further development of Professional Learning Communities (PLC) will be utilized to support new teachers at each grade level and to allow opportunity for experienced teachers to collaborate with their new colleagues. An evaluation of the suspension rates and our Healthy Kids Staff and Parent surveys indicate additional support is needed for school climate and student social/emotional needs. Suspension rates are high overall with an increase for our African American students. Three sites; Bell Ave., Glenwood and Taylor Street schools saw an increase in their suspension rates. Robla School maintained their number of suspensions while Main Ave. saw a decrease in the number of students suspended overall. Last year's data is consistent with the data currently reviewed from the 2016-17 school year. In response to last year's data it was determined there was a need for restructuring leadership and intensifying actions and services to address student behavior and school climate. New principals were put into place in the two lowest performing schools (Taylor St. and Glenwood) at the beginning of the 2017-2018 school year. A coordinator of School Climate supports the social/emotional learning efforts at each school site was implemented for the third year. We continue to refine the role they play and how they can best support staff and students in providing a safe school environment. It was also determined that there was a need for an additional social worker and health support staff to provide social/emotional support for students and families and help build positive school climate. An additional 1.6 F.T.E. Social Worker positions were added and an LVN was also hired during the 2017-2018 school year. The data to determine the effectiveness of these changes will be available for analysis during the 2017-18 LCAP Annual review. See Goal 1 (page ) Goal 2 (page )

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Due to the low performance of our African American students on both the math and ELA state assessment and the increase in suspensions noted on the dashboard, Robla has been identified for and receiving differentiated assistance from the Sacramento County Office of Education. African American students not meeting standards will be targeted for intervention from our intervention teachers and/or African American Outreach assistant. The Freedom Summer School program operated by the Robert Family Development Center added the expansion of an afterschool component during the 2017-18 school year. The effectiveness of this intervention will be evaluated by looking at specific student participation data. Though the data to determine it's effectiveness is not yet available we feel this is promising approach and the program will continue into the 2018-19 school year.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps Robla School district students are performing in the two lowest performance levels (orange and red) in math, ELA and Suspensions. To address the overall low performance of ALL student groups within the Robla School District, the following actions have been put in place. In the area of ELA and math, the Robla School District will continue to provide training specifically designed for teachers and support staff that address the instructional needs of students with disabilities and the needs of African American students. We will pay specific attention to refining our practices around identification and monitoring of students identified for intervention services. An emphasis will be placed on increasing the consistency of the implementation of practices that will yield higher student performance throughout all of the schools. In addition, teachers new to teaching will be provided with additional support and training in the areas of effective instructional strategies, student engagement and social/emotional support. The district will continue in its literacy efforts such as Strategic Observation and Reflection (SOAR) frames being provided by Resourcing Excellence in Education (REEd), at UCDavis and Wonders ELA/ELD support through the Sacramento County Office of Education. To address our high suspension rates, specifically those of African American students, we will continue to implement PBIS district wide. We will refine our practice in utilizing SWIS data to disaggregate data regarding type, time and where these suspensions occur. The Roberts Family Development Center Summer Freedom School model has been expanded into the academic school year as an afterschool program. We will continue to monitor and evaluate its effectiveness in addressing the needs of our African American students. (see Goal1, Action 1.2e, pg.57)

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.

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Increased or Improved services Forty-four percent of the students in the Robla School District are English learners. Of that population 66% have a primary language of Spanish. In previous LCAP community engagement sessions, community members expressed a desire for a Spanish Dual Language Immersion program (DLI program). A DLI committee was formed and explored the need and feasibility of such a program. It was determined by the committee to implement a DLI program beginning in 2017-2018 at Glenwood School, our largest Hispanic population. The program will begin with two Kindergarten classrooms, adding a grade level each year. A Spanish speaking Intervention Assistant will be added to the program to support student learning. See LCAP Goal 1 (pg. 65-66) Ninety-one percent of the students in the Robla School District are socio-economically disadvantaged and less than 1% are Foster Youth. To improve services and help meet the needs for these students and families’ additional social work and health support staff will be added. We currently have one FTE nurse to support all five sites. An additional 1FTE Licensed Vocational Nurse will be added to help meet student health needs. We currently have 1.4 FTE Social Work support for all five schools sites. In order to meet student and family social/emotional needs, an additional Social Worker will be added. See LCAP Goal 2 (pg. 78-79) The district is exploring the addition of a Student Health Services Coordinator, funded by Title I, for students and families to oversee programs focused on student health, nutrition and prevention (i.e. dental, site) See LCAP Goal 2 (pg.80) Robla School District is currently working with UC Davis and REEd (Resourcing Excellence in Education) on restructuring our teacher evaluation process to ensure high quality instruction for all students. A Teacher Growth Project Facilitator will be added to support these efforts and funded by a grant from REEd. See LCAP Goal 1 (pg. 53)

Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION AMOUNT Total General Fund Budget Expenditures For LCAP Year $26,186,926

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

$10,579,611.00

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

The amount above includes all planned LCAP expenditures. Included in the above is the Building Fund expenditures of $4,963,530 of construction to continue updating classrooms to a 21st Century model through the District Measure K Bond (Fund 21). Remaining expenditures represent mostly salaries and benefits from other programs the District conducts. Materials, supplies and contract services make up a small portion of the difference. Remaining expenditures not included within this LCAP document include Special Education costs, Transportation, Restricted programs which do not

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bear on the LCFF Base or Supplemental funds and other Local Resources/programs the District is planning on operating. Total expenditures within the District General Fund for Supplemental and Concentration Grant programs $6,203,774 meeting the MPP obligation of $6,019,056. The District has placed its focus within the LCAP on programs which are designed to improve services on its Unduplicated Students which constitute roughly 92.3% of the District. Programs implemented and carried forward from other LCAP years impact these students and their educational experience. DESCRIPTION AMOUNT Total Projected LCFF Revenues for LCAP Year $22,426,955

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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.

Goal 1 Academic Performance: Through the implementation of the Common Core State Standards, provide learning opportunities that result in increased academic achievement and ensure quality classroom instruction for all students, including support systems which meet the needs of targeted populations and support closing the achievement gap for certain groups of students.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator 1.1 Williams Review

17-18 Full compliance (100%) for all areas: facilities, credentials/assignments and materials

Baseline Full compliance (100%) for all areas: facilities, credentials/assignments and materials

1.1 Annual Williams review resulted in findings of full compliance (100%) for all areas: facilities, credentials/assignments and materials. Met

Metric/Indicator 1.2 CAASPP – ELA Dashboard

17-18 20 point gain (-23.7 points below Level 3)

1.2 CAASPP testing results dropped 7.1 points to now reflect 51.7 points below Level 3 Not Met

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Expected Actual

Baseline -44.7 points below Level 3

Metric/Indicator 1.3 CAASPP – Math Dashboard

17-18 15 point gain (-35.3 points below level 3)

Baseline -50.3 points below level 3

1.3 CAASPP testing results dropped 7.7 points to now reflect 58.1 points below Level 3 Not Met

Metric/Indicator 1.4 California Science Test (CAST)

17-18 Baseline Set

Baseline TBD

1.4 CAST was piloted in 2016-17, Field Test 2017-18, Operation 2018-19, Baseline results available 2019-20

Metric/Indicator 1.5 English Language Learner Annual Growth (Illuminate formula)

17-18 51%

Baseline 46.4%

1.5 Data unavailable due to change of testing instruments

Metric/Indicator 1.6 English Learner Reclassification (CALPADS Census date Data)

17-18 7.0%

Baseline 4.2%

1.6 4.3% present reclassified per Dataquest Not Met

Metric/Indicator 1.7 English Learner Progress Indicator

17-18 63%

Baseline 61.1%

1.7 Gained 2.7% to a status 67.1% for a status of Medium on the State Dashboard (green) Met

Metric/Indicator 1.8 Fitnessgram

1.8 7.56% of students passed all six measures of the Fitnessgram, a drop from 11% Not Met

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Expected Actual

17-18 18%

Baseline 11%

Metric/Indicator 1.9 Efficacy Tool: Self-Reflection for Priority 2, the implementation of academic standards (ELA/ELD, Math, & NGSS)

17-18 An Average of 4 or higher in each of the 5 areas

Baseline An Average of 4 or higher in each of the 5 areas

1.9 Efficacy Tool: Self-Reflection Academic Standards and Curriculum Framework Reflection Tool: an average of 4 or higher in each of the 5 areas Met

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Service 1.1a: Provide Site allocation funding to allow each school community to make local decisions about what services would best serve students and staff in support of CCSS. Funds will be used to purchase supplemental materials to support the Common Core in English Language Arts, and mathematics and ELD; to provide professional development in the Common Core; and to create field trip experiences for students to supplement learning.

Service 1.1a: Provided Site allocation funding above expected levels to allow each school community to make local decisions about what services would best serve students and staff in support of CCSS. Funds were used to purchase supplemental materials to support the Common Core in English Language Arts, and mathematics and ELD; provided professional development in the Common Core; and created field trip experiences for students to supplement learning.

Res: 0000 Obj: 4300 Site: 231, 232, 233, 236 Local 1: 114 4000-4999: Books And Supplies Base $10,000

Res: 0000 Obj: 4300 Site: 231, 232, 233, 236 Local 1: 114 4000-4999: Books And Supplies Base $50,000

Action 2

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Service1.1b: Continue to provide four days of professional development to deepen all teachers, including special education and support teachers knowledge of effective Common Core instruction, including assessment as well as utilizing the enrichment teacher schedule to allow for teachers to meet in Professional Learning Communities (PLC’s).

Service1.1b: Continued to provide four days of professional development to deepen all teachers, including special education and support teachers knowledge of effective Common Core instruction, including assessment as well as utilizing the enrichment teacher schedule to allow for teachers to meet in Professional Learning Communities (PLC’s).

Res: 0000 Obj: 1xxx, 2xxx, 3xxx and 4xxx $120,600 for personnel and $5,000 for materials Local 1: 114 Local 2: 502 1000-1999: Certificated Personnel Salaries Base $125,600

Res: 0000 Obj: 1xxx, 2xxx, 3xxx, 4xxx and 5xxx $125,603 for personnel and $19,054 for materials/contract services Local 1: 114 Local 2: 502 District also offers PD designed to meet the needs of students through additional workshops and conferences not included in the original budget. 1000-1999: Certificated Personnel Salaries Base $144,657

Action 3





Service 1.1c: Provide Technology to support effective CCSS instruction in all settings as well as the implementation of the new CAASPP system

Service 1.1c: Provided Technology to support effective CCSS instruction in all settings as well as the implementation of the new CAASPP system

Resource: 0000 Obj: 4300/5800 Local 1: 105 Local 2: 807 Other Coding as determined necessary 4000-4999: Books And Supplies LCFF $100,000

Resource: 0000 Obj: 4300/5800 Local 1: 105 Local 2: 807 Other Coding as determined necessary 4000-4999: Books And Supplies LCFF $109,912

Action 4





Service 1.1d: Continue to provide support for existing school library

Service 1.1d: Continued to provide support for existing school library

RSD Library System:

RSD Library System:

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and expand services to support Common Core

and expanded services to support Common Core

Resource: 0000 Object: 4300/5800 Local 1: 114 Site Library Allocation: Resource: 0000 Object: 4300 Sites: 231, 232, 233, 234, 236 Local 1: 114 Other Coding as determined necessary 4000-4999: Books And Supplies Lottery, LCFF Base System maintenance And collection expansion $15,000

Resource: 0000 Object: 4300/5800 Local 1: 114 Site Library Allocation: Resource: 0000 Object: 4300 Sites: 231, 232, 233, 234, 236 Local 1: 114 Other Coding as determined necessary 4000-4999: Books And Supplies Lottery, LCFF Base System maintenance And collection expansion $15,000

Action 5





Service 1.1e: Support the implementation of state English Language Development standards through grant funded Professional Learning Support Teachers

Service 1.1e: Supported the implementation of state English Language Development standards through grant funded Professional Learning Support Teachers

Resource: 9848/0000/3010 Obj: 1XXX Local 1: 115 Local 2: TBD 1000-1999: Certificated Personnel Salaries CVF/REEd/Title I $283,000

Resource: 9848/0000/3010 Obj: 1XXX Local 1: 115 1000-1999: Certificated Personnel Salaries CVF/REEd/Title I $294,311

Action 6





Service 1.1f: Implement newly purchased Common Core ELA/ELD Curriculum

Service 1.1f: Implemented newly purchased Common Core ELA/ELD Curriculum

Resource: 0037 Object: 4300 Local 1: 115 Local 2: 512

Resource: 0037 Object: 4300 Local 1: 115 Local 2: 512

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4000-4999: Books And Supplies Unrestricted IMFRP $100,000

4000-4999: Books And Supplies Unrestricted IMFRP $37,339

Action 7





Service 1.1g: Continue the addition of instructional minutes added to each school day in 2015-2016

Service 1.1g: Continued the addition of instructional minutes added to each school day in 2015-2016

Resource: 0000 Object: 1xxx and 2xxx Site: 231, 232, 233, 234, 236 1000-1999: Certificated Personnel Salaries Base $374,544

Resource: 0000 Object: 1xxx and 2xxx Site: 231, 232, 233, 234, 236 1000-1999: Certificated Personnel Salaries Base $382,035

Action 8





Service 1.2a: Provide 1.0 FTE Intervention Teachers at each school site.

Service 1.2a: Provided 1.0 FTE Intervention Teachers at each school site.

Resource: 0000 Obj: 1xxx Site: 231, 232, 233, 234, 236 Local 1: 115 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $557,616

Resource: 0000 Obj: 1xxx Site: 231, 232, 233, 234, 236 Local 1: 115 1000-1999: Certificated Personnel Salaries Supplemental and Concentration 515,110

Action 9





Service: 1.2b Provide a 1 F.T.E. Facilitator for the Teacher Professional Growth Project to begin the transition to a teacher evaluation system based in growth and professional learning.

Service: 1.2b Provided a 1 F.T.E. Facilitator for the Teacher Professional Growth Project to begin the transition to a teacher evaluation system based in growth and professional learning.

Resource: 9848 Object 1xxx Local 1: TBD 1000-1999: Certificated Personnel Salaries REEd $113,200

Resource: 9848/9801 Object 1xxx Local 1: 115 1000-1999: Certificated Personnel Salaries REEd $128,148

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Action 10





Service: 1.2c: Provide Instructional Assistants to allow opportunities for more focused small group instruction by the classroom teacher and/or support students just below desired achievement levels all at grade levels

Service: 1.2c: Provided Instructional Assistants to allow opportunities for more focused small group instruction by the classroom teacher and/or support students just below desired achievement levels all at grade levels

Resource: 0000 Obj: 2100 Local 1: 115 2000-2999: Classified Personnel Salaries Supplemental and Concentration $249,427

Resource: 0000 Obj: 2100 Local 1: 115 2000-2999: Classified Personnel Salaries Supplemental and Concentration $243,024

Action 11





Service 1.2d: Provide a wide variety of intervention services to support struggling readers to ensure that all students are reading at grade level by third grade

Service 1.2d: Provided a wide variety of intervention services to support struggling readers to ensure that all students are reading at grade level by third grade

Resource: 0000 Obj: 5800 Site: 231 and 236 Local 1: 115 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $46,000

Resource: 0000 Obj: 5800 Site: 231 and 236 Local 1: 115 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $46,000

Action 12





Service 1.2e: Expand the Roberts Family Development Center – Freedom School Program to include a larger number of students in the Summer program and school year tutorials

Service 1.2e: Expanded the Roberts Family Development Center – Freedom School Program to include a larger number of students in the Summer program and school year tutorials

LCFF S&C Explore continued funding and expansion to other subgroups Freedom School Cost: $273,207 Resource: 0000 Obj: 5800 Local 1: 115 Local 2: 504

LCFF S&C Explore continued funding and expansion to other subgroups Freedom School Cost: $273,207 Resource: 0000 Obj: 5800 Local 1: 115 Local 2: 504

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5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $273,207

5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $273,207

Action 13





Enrichment Services Service 1.3a: Provide a Gifted And Talented Education (GATE) program reflective of Robla School District’s diversity

Enrichment Services Service 1.3a: Provided a Gifted And Talented Education (GATE) program reflective of Robla School District’s diversity

Resource: 0036 Object: 4300 Local 1: 114 4000-4999: Books And Supplies Base $19,000

Resource: 0036 Object: 4300 Local 1: 114 4000-4999: Books And Supplies Base $6,325

Action 14





Service 1.3b: Provide teachers who provide specialized instruction in the arts, technology and physical education integrated with the Common Core standards

Service 1.3b: Provided teachers who provide specialized instruction in the arts, technology and physical education integrated with the Common Core standards

Resource: 0000 Object: 1100 Local 1: 115 Local 2: 505 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $440,288

Resource: 0000 Object: 1100 Local 1: 115 Local 2: 505 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $446,336

Resource: 0000 Object:1100 Local 1: 115 Local 2: 511 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $446,926

Resource: 0000 Object:1100 Local 1: 115 Local 2: 511 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $447,390

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Resource: 0000 (2)/ 3010 (3) Object: 1100 Local 1: 115 Local 2: 509 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $474,434

Resource: 0000 (2)/ 3010 (3) Object: 1100 Local 1: 115 Local 2: 509 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $465,028

Action 15





Service 1.3c: Provide instrumental music enrichment opportunity through the Sacramento State String Program to provide access to community based programs and exposure for under-privileged children to the arts and higher learning opportunities

Service 1.3c: Provided instrumental music enrichment opportunity through the Sacramento State String Program to provide access to community based programs and exposure for under-privileged children to the arts and higher learning opportunities

District Portion: Resource: 0000 Object: 5800 Local 1: 115 Local 2: 506 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $8,000

District Portion: Resource: 0000 Object: 5800 Local 1: 115 Local 2: 506 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $16,700

REF Portion: Resource: 9850 Object: 5800 Local 1: 000 Local 2: 506 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $2,000

REF Portion: Resource: 9850 Object: 5800 Local 1: 000 Local 2: 506 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $2,000

Action 16





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English Learners Service 1.4a: Provide Highly Qualified English Language Support Teachers at all five school sites to assist in English language development and the tracking and support of reclassified ELL students

English Learners Service 1.4a: Provided Highly Qualified English Language Support Teachers at all five school sites to assist in English language development and the tracking and support of reclassified ELL students

Resource: 0710 Object: 1100 Local 1: 115 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $508,000

Resource: 0710 Object: 1100 Local 1: 115 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $486,017

Action 17





Service 1.4b: Provide 5 Bilingual Community Outreach personnel (3 Spanish, 1 Hmong, 1 Russian) to assist students in CCSS, increase Parent Involvement, primary language outreach to families, and translation services

Service 1.4b: Provided 5 Bilingual Community Outreach personnel (3 Spanish, 1 Hmong, 1 Russian) to assist students in CCSS, increase Parent Involvement, primary language outreach to families, and translation services

Resource: 0000 Object: 2100 Local 1: 115 2000-2999: Classified Personnel Salaries Supplemental and Concentration $253,922

Resource: 0000 Object: 2100 Local 1: 115 2000-2999: Classified Personnel Salaries Supplemental and Concentration $213,287

Action 18





Service 1.4c: Begin to implement a Spanish Dual Language Immersion Program beginning with 2 Kindergarten classrooms

Service 1.4c: Implemented a Spanish Dual Language Immersion Program beginning with 2 Kindergarten classrooms

Resource: 0000 Object: 4300 Local 1: 115 (Materials) Local 2: 514 4000-4999: Books And Supplies Supplemental and Concentration $5,000

Resource: 0000 Object: 4300 Local 1: 115 (Materials) Local 2: 514 4000-4999: Books And Supplies Supplemental and Concentration $5,000

Action 19





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Service 1.4d: Add one Spanish speaking Intervention Assistant to support students in the Dual Language Immersion Program (DLI)

Service 1.4d: Added one Spanish speaking Intervention Assistant to support students in the Dual Language Immersion Program (DLI)

Resource: 0000 Object: 2100 Local 1: 115 Local 2: TBD 2000-2999: Classified Personnel Salaries Supplemental and Concentration $31,000

Resource: 0000 Object: 2100 Local 1: 115 Local 2: 514 2000-2999: Classified Personnel Salaries Supplemental and Concentration $22,046

Action 20





Services 1.5a: Provide a social worker to communicate, track and act as a liaison between county, district, school and Foster Youth to ensure academic success and continued enrollment

Services 1.5a: Provided a social worker to communicate, track and act as a liaison between county, district, school and Foster Youth to ensure academic success and continued enrollment

Resource: 5630 Object: 2100 2000-2999: Classified Personnel Salaries McKinney Vento $13,000


Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. It is the ultimate goal to improve the academic performance of ALL students in the Robla School District. We have had a very active and productive year in our efforts to provide professional learning and implementing support services to increase access to common core state standards. We were able to implement all actions and services identified in the 2017-18 year of our LCAP.

A team of specialized teachers (i.e. intervention teachers, English learner support teachers, enrichment teachers and intervention assistants) provide opportunities for all students and students that need additional support in accessing common core state standards. School sites have implemented procedures to strategically identify students for intervention and support services.

A committee of teachers, which included specialist, i.e. EL Support teachers, resource specialist and intervention teachers made the decision to adopt the McGraw/Hill Wonders curriculum which is both an ELA and ELD curriculum. Professional development on the use of these materials was provided by the publishers as well as curriculum specialists from the Sacramento County Office of Education during our four professional learning days. In addition to the mandatory professional

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learning series on the implementation of the Wonders curriculum, a series of six additional voluntary professional learning opportunities were offered during the school year. The entire series was offered once in the Fall and again in the Winter.

Each school site received training on the implementation of Professional Learning Communities (PLCs). This training was further supported at the district-wide grade levels meetings.

Additional Chromebooks and technology carts were purchased moving us closer to a 1 to 1 device ratio for students.

The addition of enrichment teachers and the additional minutes added to the day to increase instructional time for students has allowed the time for the implementation professional learning communities.

We were able to fully staff our Technology teachers positions providing one teacher per school site.

Intervention assistants and bilingual community outreach assistants which worked under the supervision of Intervention teachers and English learner support teachers were provided at all sites to assist struggling students and English learners. The Bilingual Community Outreach Assistants also help to provide extra library time and additional student support through after school homework clubs.

The Freedom School model was implemented and expanded to include more students and targeted unduplicated students with the need for academic support. This was a summer learning program that was expanded into the school year as an after school tutorial opportunity as well.

We successfully implemented two Kindergarten Dual Immersion classrooms at Glenwood school with full enrollment and a Spanish speaking Intervention Assistant.

In addition to purchasing new books for our school libraries, we have piloted the use of an online resource for student research.

Our Professional Learning Support Teachers continue to help teachers improve instruction and make common core more accessible. They received professional learning on effective coaching strategies.

We continue to make progress in moving to a new teacher evaluation system based on professional growth. A Peer Facilitator was hired and a cohort of teacher volunteers are piloting the new process.

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. An analysis of the CAASPP indicates that we did not meet our self-set growth targets. However, a closer look at the Dashboard reveals that two school sites maintained or made growth in both ELA and math, Glenwood and Robla. The English Learner Progress Indicator reveals that the district made gains in addressing the needs of our English learners. Robla School and Taylor St. school met the state target (green) while Glenwood made gains and Main Ave. maintained. It was only Bell Ave. that saw a decrease on their ELPI but we did notice that we had a 10% increase in the number of English learners enrolled at this site last year. Analysis of the reclassification rate of our English language learners indicates we did not meet our target of 7%. Four point three percent were reclassified. Our current reclassification criteria included SBAC math scores as a requirement for reclassification. It was deemed unnecessary to include math scores for reclassification purposes. The board recently approved a change in our reclassification criteria which could improve future reclassification rates. California is moving towards a new state assessment for science. The 2017-18 school year will be considered a Field Test year. The assessment will then be operational in 2018-19. Therefore, we will not have baseline data until 2020. Fitnessgram data indicates we continue declined in the number of 5th grade students able to achieve the healthy fitness zone for all six components measured. A closer look at the data revealed the adopted physical education program, SPARK, is a skill based program that has a strong emphasis on team building and collaboration skills. We believe it’s the curriculum, not the increased service of physical education teachers that resulted in this decline. In addition, 2016-17 was a very wet school year. Teachers were unable to bring their students outside for physical activity. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material differences in this section are as follows: 1.1a - The original 2017-2018 number was cost per site ($10,000). The District is showing the full expenditure at $50,000 and each site will use the entire portion, with excess from this budget line going to their general site account. 1.1b - The District expanded its professional development goals to offer staff opportunities to attend conferences and workshops outside of the District as well as increasing materials and contract service budgets. 1.1c - Technology plays a large part in the District's move to more 21st Century focus and as such, when opportunities arise to invest in new technology they are considered and purchased. 1.1f - Costs of implementing the new ELA/ELD curriculum did not come in at what cost estimations were. The District anticipated having to spend significantly more resources in the training and additional material for staff than what was necessary. 1.2a - Program experienced attrition and the retirement of a long-time teacher and replacement with a newer teacher, resulting in salary savings.

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1.2b - The cost of the Facilitator was underestimated as a long-time educator took the position resulting in a higher actual expenditure than projected. 1.2c - A position was open for a small portion of the year leaving this budget off a bit 1.3a - Material spending for GATE program was overestimated during the budget development in 2017-2018 1.3c - Material spending for Strings program was underestimated during the budget development in 2017-2018 1.4a - One (1) position was open for several months at the beginning of the year 1.4b - One (1) of the Spanish BCOA positions did not fill until October of 2017 1.4d - Position was filled in October of 2017 1.5a - Added FTE to the McKinney Vento Program during the course of the year

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. An analysis of the data and the LCFF self-evaluation rubric indicate a continuation of actions and services provided for the 2018-19 LCAP with some minor changes as well as the elimination of one metric and the change of one metric:

1.3b The physical education enrichment teachers will adjust the curriculum being taught and support classroom teachers in incorporating more health/fitness related activities in to physical education instruction. This will result in improved physical fitness levels of students as measured by the Fitnessgram.

1.3c In an effort to increase student enrollment in the Sacramento State STRING Project, the program will be offered after school rather than on a Saturday morning. We believe this change will increase enrollment by minimizing the program conflicting with other student activities such as recreational sports teams.

Metric 1.4 California Science Test (CAST): Metric 1.4's Expected Annual Measurable Outcomes have been adjusted to more accurately reflect the assessments implementation timeline.

Metric 1.5 English Language Learner Annual Growth (Illuminate) metric will be removed. This metric is no longer needed as the data is more accurately reflected in the State Dashboard.

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Goal 2 School Climate: Enhance the current learning environment to ensure that our schools provide a physically and emotionally safe environment that is culturally responsive to all students.


State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator 2.1 Attendance

17-18 95%

Baseline 95%

2.1 Overall attendance was 95% Met

Metric/Indicator 2.2a Reduce overall suspension rates 2.2b Reduce suspension rates by reducing the suspension rates of African American and Hispanic students

2.2 Reduce overall suspension rate 5.4% an increase of 1% according to Dashboard status: High (Orange) Not Met African American student suspensions rose from 67 to 89 Not Met Hispanic student suspensions decreased from 76 to 72 (5%) Met

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Expected Actual

17-18 3.6% Overall African American: 64 total Hispanic: 72 total (5% decrease)

Baseline 4.1% Overall African American: 67 total Hispanic: 76 total

Metric/Indicator 2.3 Healthy Kids Survey: Students Feel Safe at School all or most of the time (Table A7.1)

17-18 76%

Baseline 73.5%

2.3 California Healthy Kids Survey: 76.5% of students feel safe at school all or most of the time Met

Metric/Indicator 2.4 Healthy Kids Survey: Students Feel Connected to their School(Table A4.2)

17-18 95%

Baseline 94%

2.4 California Healthy Kids Survey: Students feel connected to their school 96% Exceeded

Metric/Indicator 2.5 Healthy Kids Survey: Parents felt School is a Safe Place for Children (Table A7.3)

17-18 93%

2.5 California Healthy Kids Parent Survey: Parents felt school is a safe place for children 94% Exceeded

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Expected Actual

Baseline 92%

Metric/Indicator 2.6 Healthy Kids Survey: Parents felt Connected and school is a welcoming place (Table A12.1)

17-18 Maintain 95% or higher

Baseline 95%

2.6 California Healthy Kids Parent Survey: Parents felt connected and school is a welcoming place 93% Not Met

Metric/Indicator 2.7 Healthy Kids Survey: Staff felt Work Environment is Supportive and Inviting (Table A4.10)

17-18 94%

Baseline 93%

2.7 California Healthy Kids Staff Survey: Staff felt work environment supportive and inviting 87% Not Met

Metric/Indicator 2.8 Expulsion Rate

17-18 0%

Baseline 0%

2.8 0% Expulsion Met

Metric/Indicator 2.9 Chronic Absenteeism (reported in CRDC)

17-18 233 total (10% decrease)

Baseline 259 total

2.9 Chronic Absenteeism: we say an increase in chronic absenteeism of 34% from 259 to 392 students. All sights experienced an increase in chronic absenteeism.

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

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startcollapse Action 1





Service: 2.1a: Continue to provide professional Development focused on Resilience: cultural responsiveness (Contracts with Roberts Family Development Center, RFDC)

Service: 2.1a: Continued to provide professional Development focused on Resilience: cultural responsiveness (Contracts with Roberts Family Development Center, RFDC)

Resource: 0000 Object: 4000/4300/5800 Local 1: 115 4000-4999: Books And Supplies Supplemental and Concentration $108,987

Resource: 0000 Object: 4000/4300/5800 Local 1: 115 4000-4999: Books And Supplies Supplemental and Concentration $108,987

Action 2





Service 2.1b: Continue to implement facility upgrades from the Facilities Study

Service 2.1b: Continued to implement facility upgrades from the Facilities Study

Funding Source: Measure K Bond funds and General Fund as needed for immediate needs. Coding and costs to be determined. Fund 21 Sources $10,000,000

Funding Source: Measure K Bond funds and General Fund as needed for immediate needs. Coding and costs to be determined. Fund 21 Sources Other $6,023,000

Action 3





Service 2.1c: Monitor student attendance closely and take appropriate action, including Student Attendance Review Team and Student Attendance Review Board; Continue to provide incentives to students with good attendance

Service 2.1c: Monitored student attendance closely and took appropriate action, including Student Attendance Review Team and Student Attendance Review Board; Continued to provide incentives to students with good attendance



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Action 4





Service 2.1d: Continue services and programs that address bullying prevention and provide conflict resolution strategies which result in fewer student suspensions

Service 2.1d: Continued services and programs that address bullying prevention and provided conflict resolution strategies which resulted in fewer student suspensions for Hispanic students

Resource: 0000 (LCFF) Object: 2100 Local 1: 114 2000-2999: Classified Personnel Salaries Base $5,000

Resource: 0000 (LCFF) Object: 2100 Local 1: 114 2000-2999: Classified Personnel Salaries Base $5,000

Action 5





Service 2.1e: Continue implementation of Year 2 Positive Behavior and Interventions Supports (PBIS)

Service 2.1e: Continued implementation of Year 2 Positive Behavior and Interventions Supports (PBIS)

Resource: 0000 Object: Various 1100-4000 Local 1: 115 $4,000 per site CSC to implement program and purchase materials ($20,000 total) $10,000 Districtwide for meetings and materials Supplemental and Concentration $30,000

Resource: 0000 Object: Various 1100-4000 Local 1: 115 $4,000 per site CSC to implement program and purchase materials ($20,000 total) $10,000 Districtwide for meetings and materials Supplemental and Concentration $50,500

Action 6





Service 2.1f: Continue with the half time Coordinators of School Climate and Behavioral Supports at all 5 school sites

Service 2.1f: Continued with the half time Coordinators of School Climate and Behavioral Supports at all 5 school sites

Resource: 0000 Object: 1100 Local 1: 114 Local 2: 507 1000-1999: Certificated Personnel Salaries Base $356,484

Resource: 0000 Object: 1100 Local 1: 114 Local 2: 507 1000-1999: Certificated Personnel Salaries Base $356,334

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Action 7





Service 2.1g: Provide yard duty supervisors at all five school sites

Service 2.1g: Provided yard duty supervisors at all five school sites

Resource: 0000 Object: 2100 Local 1: 114 2000-2999: Classified Personnel Salaries Base $48,600

Resource: 0000 Object: 2100 Local 1: 114 2000-2999: Classified Personnel Salaries Base $111,615

Action 8





Service 2.1h: Provide an additional 1 F.T.E. Social Worker to increase and improve services the social and emotional needs for unduplicated pupils and foster youth

Service 2.1h: Provided an additional 1 F.T.E. Social Worker to increase and improve services that address the social and emotional needs for unduplicated pupils and foster youth

Resource: 6512 Object: 2xxx 2000-2999: Classified Personnel Salaries State Mental Health Funds $60,400

Resource: 6512 Object: 2xxx 2000-2999: Classified Personnel Salaries State Mental Health Funds $64,396

Action 9





Service 2.1i: Provide 1 F.T.E. Licensed Vocational Nurse to increase services for unduplicated students and their families

Service 2.1i: Provided 1 F.T.E. Licensed Vocational Nurse to increase services for unduplicated students and their families

Resource: 0000 Object: 2xxx Local 1: 115 2000-2999: Classified Personnel Salaries Supplemental and Concentration $39,000


Action 10





Service 2.1j: Provide 1 F.T.E. Student Health Services Coordinator for students and

Service 2.1j: Provided 1 F.T.E. Student Health Services Coordinator for students and

Resource: 3010 Object: 2xxx

Resource: 0000 Object: 2xxx

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families to oversee programs focused on student health, nutrition and prevention (i.e. dental, site)

families to oversee programs focused on student health, nutrition and prevention (i.e. dental, site)

2000-2999: Classified Personnel Salaries Title I $50,000

2000-2999: Classified Personnel Salaries Supplemental and Concentration $58,427

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Analysis of the data under Goal 2 School Climate to insure our schools provide a physically and emotional environment that is culturally responsive to all students continue to be an area of focus. We have had some successes as well as some challenges.

Adjustments have been made in how we offer the professional development series on Resilience. We have offered the program series both during the work day as well as after school sessions to provide better access for classified staff as well as new staff members participating in the program. Though this has resulted in new staff members enrolled in the series, we continue to be challenged with the ability to release/cover staff so that they can participate in the program (i.e. lack of both classified and certificated substitute personnel).

We continue to make progress on facility upgrades and maintenance as outlined in the facility study. A new roof was installed at Glenwood School prior to school start in August. However we continue to have roofing issues at Glenwood with multiple leaks and even the closure of four classrooms for a six week period.The 2nd phase of remodel at Main Ave. school will be completed this Spring with the addition of a two story classroom building. The building of the new wing at Taylor St. school is scheduled and on target to begin this summer.

Year 2 implementation of Positive Behavior Intervention Supports (PBIS) supported by Bullying Prevention curriculum at all grade levels has continued in an effort to affect school climate and enhance the current learning environment of all students. To ensure that our schools provide a physically and emotionally safe environment that is culturally responsive to all students we have stayed at the year two level of implementation to ensure fidelity of the program. We continue with the .5 administrator, Coordinator of School Climate and Behavior Support, at each school site. These services were put in place to support school climate/learning environment; improve school attendance; and decrease suspension rates.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. We have met our targets regarding school attendance. Overall suspension rates increased with an increase in the African American student group. However our suspension rates for Hispanic students decreased. The increase in the African American student group in addition to decreases in SBAC scores of this student group caused the district to be identified for Differentiated Assistance. We have been working with our county office of education and school sites to address this problem. Chronic absenteeism increased from 259 to 392 students. We attribute some of this increase to the extreme weather conditions of the 2016-17 school year as well as our families lack of reliant transportation and dependence on public transportation.

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We continue to make progress in standardizing instruction in bullying prevention and developing social/emotional skills. We had a large cohort of teachers attend Social Emotional Learning and Development (SELD) training this year. However the lack of availability of substitute teachers has caused the cancellation of some of the trainings. We made changes to our approach to Resilience education addressing cultural responsiveness. The changes made had the desired effect of increased participation by classified personnel and by staff that had not previously attended. However, again, the lack of certificated and classified substitutes has hinder the implementation of this program. The Healthy Kids Survey was conducted at all sites by 5th and 6th grade students. Participation remained consistent with previous participation rates and children reporting that they “Feel safe at school”. We exceeded our target for students feeling connected to their school. Staff participation increased in the number of respondents from 122 to 172 staff members. The number of staff responding that they feel the “work environment is supportive and inviting” decreased from 93% to 87%. The number of parents that responded to the Healthy Kids Survey Parent Survey decreased significantly from the prior year (798 respondents to 129). We seem to experience a real fluctuation in parent participation. The 2015 school year resulted in only 18 parents participation. In 1016-17 we believe the window for completing the survey was too short and there was inadequate administration and promoting the survey to parents. The results of the survey showed that the percentage of parents that found our schools to be a safe place for children exceeded our target at 94%. We decreased from 95% to 93% of parents feeling connected to school. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material differences in this section are as follows: 2.1b - Main Avenue 2 Story Classroom Building is substantially complete and cost less than initial estimates. Taylor Street Project began later than expected contributing to the less than expected expenditures. 2.1c - McKinney-Vento could not bear the full cost of the social worker. Allocation of 0.5 FTE was given to the program 2.1e - Budget was underestimated for PBIS. District also had extra resources to place into the program to ensure students were served better. 2.1g - Yard duty positions were moved from 3 hours to 8 hours resulting in the large increase of actual expenditures. 2.1j - Benefit costs were not included in the LCAP for 2017-2018.

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. We will not be making any changes to our goals, actions, services or metrics at this time. We will focus on refining our practices and the implementation of the actions and services.

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2.1a Continue to adjustment and refine how we offer the professional development series on Resilience.

2.1b Continue to implement the facility upgrades and maintenance plan as outlined in the facility study.

2.1c/e Continue with the implementation of Positive Behavior Intervention Supports (PBIS) supported by Bullying Prevention curriculum at all grade levels in an effort to affect school climate and enhance the current learning environment of all students. Refine analysis of behavior data acquired through the PBIS data system (SWIS) to identify places and times of day that negative behaviors are happening that may leading to suspension.

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Goal 3 Parent Involvement: Increase parent, family, and community involvement in the education of all students.


State Priorities: X Priority 3: Parental Involvement (Engagement) Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator 3.1 Parent Involvement measured by HKS California School Parent Survey (HKS) (Table A12.1): ‘School encourages me to be an active partner with school in educating my child’

17-18 92%

Baseline 90%

3.1 California Healthy Kids Parent Survey: School encourages me to be an active partner with school in educating my child 85% Not Met

Metric/Indicator 3.2 Percentage of parents that attended a school or class event HKS-CSPS (Table A12.2)

17-18 82%

Baseline 80%

3.2 California Healthy Kids Parent Survey: Percentage of parents that attended a school or class event 77% No Met

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Expected Actual

Metric/Indicator 3.3 Opportunities for parents to monitor student achievement (Parent Portal Access)

17-18 675 parents

Baseline 643 parents

3.3 Parent Portal Use: Usage of parent portal has decreased from 643 to 579 parents accessing the student data system. Not Met

Metric/Indicator 3.4 Provide specially designed opportunities for Parent Involvement of unduplicated and special needs students

17-18 2 Parent Empowerment Dinners Teaching Pyramid Program 3 Special Education Parent/Family Forums ESL for Adults class

Baseline 2 Parent Empowerment Dinners Teaching Pyramid Program 3 Special Education Parent/Family Forums

3.4 Opportunities for parent involvement for unduplicated and special needs students: 2 Parent Empowerment Dinners; Met, Teaching Pyramid Program; Met,3 Special education parent/family forums; Met, ESL for adults; Not Met (No teacher availability)

Metric/Indicator 3.5 Analyze parent involvement data to determine its impact on student achievement and engagement

17-18 Baseline Set

Baseline Baseline information will be gathered through Illuminate Data Management System

3.5 We are still in the process of developing a data management process that will link parent participation and involvement data to student achievement through our current data management system, Illuminate

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Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1





Service 3.1a: Continue to provide parent involvement activities which include Parent Empowerment workshops.

Service 3.1a: Continued to provide parent involvement activities which include Parent Empowerment workshops.

Resource: 0000 Object: 5800 Local 1: 115 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $28,620

Resource: 0000 Object: 5800 Local 1: 115 5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration $30,000

Action 2





Service 3.1b: Provide training for parents including those for unduplicated pupils and students with disabilities to deepen parents understanding of Common Core standards

Service 3.1b: Provided training for parents including those for unduplicated pupils and students with disabilities to deepen parents understanding of Common Core standards

Resource: 0000 Local 1: 115 Supplemental and Concentration TBD

Resource: 0000 Local 1: 115 Supplemental and Concentration $0

Action 3





Service 3.1c: Provide ESL classes for parents

Service 3.1c: Unable to provide ESL classes for parents due to lack of an ESL teacher

Resource: 0000 Local 2: 115 Supplemental and Concentration $5,000

Resource: 0000 Local 2: 115 Supplemental and Concentration $0

Action 4

Planned

Actual

Budgeted

Estimated Actual

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Actions/Services Actions/Services Expenditures Expenditures Service 3.1d: Continue approaches to communication with parents, including the School Messenger system, School Newsletters, the Robla School District website, school websites and Illuminate Parent Portal, Information Display Screens and explore engagement through social media

Service 3.1d: Continued approaches to communication with parents, including the School Messenger system, School Newsletters, the Robla School District website, school websites and Illuminate Parent Portal, Information Display Screens and explore engagement through social media

Resource: 0000 Object: 5800 Local 1: 114 5800: Professional/Consulting Services And Operating Expenditures Base $25,000

Resource: 0000 Object: 5800 Local 1: 114 5800: Professional/Consulting Services And Operating Expenditures Base $23,198

Action 5





Service 3.1e: Continue to provide outreach to African-American families through a community outreach liaison

Service 3.1e: Continued to provide outreach to African-American families through a community outreach liaison



Action 6





Service 3.1f: Continue to provide access to school libraries for parents and students before and/or after school, targeting families of unduplicated pupils.

Service 3.1f: Continued to provide access to school libraries for parents and students before and/or after school, targeting families of unduplicated pupils.

Resources: 3010 and 4203 Title 1 & Title III $18,952

Resources: 3010 and 4203 Title 1 & Title III $20,000

Action 7





Service 3.1g: Explore new ways to generate data about parent involvement and its impact on

Service 3.1g: Continuing to explore new ways to generate data about parent involvement and its impact

Resource: 0000 Local 1: 115


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student achievement and engagement utilizing the Illuminate Data Management System

on student achievement and engagement utilizing the Illuminate Data Management System

Supplemental and Concentration $5,000

Supplemental and Concentration $4,445

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Robla School District's overall efforts to increase parent, family, and community involvement in the education of all students continues.

The Robert's Family Development Center continues to provide outstanding speakers that engage parents in their child's education and family development such as Daniel Hahn, Sacramento Chief of Police, Brit Irby and Elle Aguilar, Innovation Bridge. The inclusion of student participation i.e. String Project, student performances and essay contests has helped to increase parent engagement and participation. An informational component has been added providing parents with access to information and resources regarding topics such as Bullying Prevention, Parent Portal Support, Health Services and other county resources supporting families.

Families are also supported through our partnership with United Way providing after school nutrition education which includes food distribution in coordination with Sacramento Food Bank and the Health Education Council. Other activities include a monthly Kids Farmers Market at Main Ave. School; implementation of Harvest of the Month; California Thursdays celebrating produce we receive from local farms and a Parent Walking Club and Yoga/Zumba classes offered at Taylor St. School.

This year we offered English for Adults class to parents of English learners in-house. We were unable to provide the number of classes we had desired do to the unavailability of instructors. Parents of Immigrant students and Newcomer families were targeted for participation in this program.

Our Special Education program provided the Teaching Pyramid program for parents and families. This was a 10 week program that was offered with Spanish interpreting. They also offered 3 Special Education parent forums that were offered with Spanish interpreting. A parent literacy program was offered to parents of Preschool, TK and Kindergarten families throughout the district. The program was an eight week program that covered topics such as brain research, parenting strategies and the benefits of reading with your child.

The district State and Federal Program Director held district-wide training for parent advisory groups. Parents’ from all sites School Site Councils and English Learner Advisory Committees attended.

The district has worked to increase parent communication through a newly designed website for the district and school sites. We continue to utilize School Messenger to send email and voice messages to families about upcoming events and relevant school information. School sites send home a monthly site newsletter as well as a district parent newsletter: School Connection (grades 1-6) and Early Years (grades preschool through Kindergarten).

We provide outreach to our African American community through a Community Outreach Assistant hired to target this population.

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We continue to explore opportunities and space for parents to gather on campuses. Currently our libraries are open extended hours. We are exploring the possibility of providing technology for families to have access on-site or for home use.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. In analysis of the data revealed the following findings: The Healthy Kids Parent Survey revealed a decrease in the number of parents that felt they were encouraged to be an active partner with the school/district and a decrease in the number who reported attending a school or class event. In taking a closer look at this data we found a significant decrease in the number of parents that completed the survey (798 in 2015-16 to 129 in 2016-17). We feel this may have impacted our results. In analysis of why there was a decrease in participation we found: only a 2 week window to complete the survey was provided and potential inadequate promotion of participating in the survey. The opportunity for parents to monitor student achievement through the parent portal say a decrease of usage from 643 to 579. An analysis of this data revealed we had a decrease in enrollment of 100 students from the previous school year. A marketing survey also revealed that not all families have access to the internet at home or on a mobile device. We are still in the process of setting up a system to track parent participation and involvement to student achievement. Creating this metrics has proved to be more challenging than anticipated. The technology department is providing guidance to sites to collect accurate parent participation data that directly links parent to child. Robla met and/or exceeded our target for providing meaningful events for parents both site and district-wide. The one exception was the offering of English for adult classes. The availability of qualified teachers presented a challenge to fulfilling this service. Both the school sites and the district continue to experience a high level of parent participation in sponsored events. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material differences in this section are as follows: 3.1c - ESL teacher was not able to be found.

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Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. We will not be making changes to our goal, expected outcomes, metrics or actions and services as a result of these findings. We will address the identified shortcomings in administration and participation of parents within specific metrics accordingly to more accurately meet our targets.

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Stakeholder Engagement

LCAP Year: 2018-19

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?

LCAP Leadership Team met to plan community engagement strategies, review data, and the LCAP revision process: October 19, 2017 (training with Sacramento County Office of Education) November 15, 2017 (training with Sacramento County Office of Education) February 2, 2018 LCAP Team February 13, 2018 (webinar with Sacramento County Office of Education) April 27, 2018 LCAP Team October 2017 – June 2018: Data was reviewed at cabinet meetings on a regular basis. During the first two weeks of December, LCAP team members met with individual school site principals to begin the data review process and discuss site planning aligned with LCAP goals. During the month of December, 2017, an LCAP Update newsletter was shared regarding status on the districts three goals with all staff and community. The document was distributed to all families and posted on the district website. The document was made available in Russian, Hmong and Spanish. December 14, 2017: The LCAP implementation update was shared with the Robla School Board at their regular meeting. December 12, 2017: The LCAP update was shared with the LCAP Parent Advisory Committee and DELAC. The meeting was open and advertised to all employees and parents. Translators were provided. The meeting was advertised on the district website and meeting announcements were sent home with all students. Announcements were translated into Spanish, Hmong and Russian. Bilingual Community Outreach Assistants also called individual parents to invite them to the meeting. February 16, 2018: an second LCAP Update newsletter was shared regarding status on the districts three goals with all staff and community. The document was distributed to all families and posted on the district website. The document was made available in Russian, Hmong and Spanish. Meetings were held to share progress on metrics outlined in the LCAP document and to seek input for possible LCAP revisions:

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February 8, 2018: Board Presentation February 13, 2018: LCAP discussion at cabinet meeting March 5, 2018: Community Meeting & LCAP Parent Advisory Committee/DELAC Between the dates of March 5 and March 30, 2018 sites held the following stakeholder meetings to share progress on metrics outlined in the LCAP document and to seek input for possible LCAP revisions : Student Council (student representatives from grades 4 thru 6 at each site) School Site Council English Learner Advisory Council Parent Teacher Club (if a PTC is present) Classified Personnel (CSEA) Meeting Robla Teacher’s Association (RTA) May 15, 2018: The first draft of the LCAP was shared at a Community Meeting for parents and staff as well as the LCAP PAC/DELAC with the opportunity for feedback. Translation was made available. The Superintendent invited written comments on the draft. He will provide written responses as needed. May 24, 2018: The LCAP draft was posted on the Robla School District website with a link to the Superintendent inviting comment and feedback. June 7, 2018: The LCAP draft and budget was presented for public hearing at the regularly scheduled Board meeting. While public comment on the LCAP draft was solicited at Community Meetings and on the district website, no written comments were received from the public. June 28, 2018: The LCAP and budget were adoption by the Board of Trustees.

Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year?

The stakeholder groups reviewed the actions and services for goals 1-3 identified in the 2017-2018 LCAP. The most impactful data analysis came from individual study sessions with site administrators as they identified areas of growth and concern. The SBAC presentation to the board and the ensuing board discussion also resulted in further analysis of performance data to determine areas

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of focus. Through the analysis of the data the stakeholders identified factors that could be impacting student performance such as student social/emotional needs and additional professional development for teachers These findings reinforced the actions and services that had been previously identified in the LCAP. Since the data is not showing consistent strong gains we feel the need to enhance and refine the current actions and services but maintain our focus on the overall goal areas. To ensure that actions and services are focused and effective, we need to be more deliberate in monitoring and reporting progress towards our goals.

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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.

(Select from New Goal, Modified Goal, or Unchanged Goal) New Goal

Goal 1 Academic Performance: Through the implementation of the Common Core State Standards, provide learning opportunities that result in increased academic achievement and ensure quality classroom instruction for all students, including support systems which meet the needs of targeted populations and support closing the achievement gap for certain groups of students. State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: Expected Annual Measurable Outcomes

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

1.1 Williams Review Full compliance (100%) for all areas: facilities, credentials/assignments and materials

Full compliance (100%) for all areas: facilities, credentials/assignments and materials



1.2 CAASPP – ELA Dashboard

-44.7 points below Level 3

20 point gain (-23.7 points below Level 3)

18.7 point gain (-5 points below level 3)

7 point gain (2 points above level 3)

1.3 CAASPP – Math Dashboard

-50.3 points below level 3

15 point gain (-35.3 points below level 3)

29.3 point gain (6 points below level 3)

4 point gain (2 points below level 3)

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1.4 California Science Test (CAST)

TBD Baseline Set Test Operational Baseline Data Available

1.5 English Language Learner Annual Growth (Illuminate formula)

46.4% 51% Set a new baseline using ELPAC

Increase by 2%

1.6 English Learner Reclassification (CALPADS Census date Data)

4.2% 7.0% 10% 13%

1.7 English Learner Progress Indicator

61.1% 63% temporarily suspended in plan

temporarily suspended in plan

1.8 Fitnessgram 11% 18% 23% 28%

1.9 Efficacy Tool: Self-Reflection for Priority 2, the implementation of academic standards (ELA/ELD, Math, & NGSS)

An Average of 4 or higher in each of the 5 areas




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

startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

Location(s): (Select from All Schools, Specific Schools, and/or Specific Grade Spans)

X All X All Schools

OR

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

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Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

Scope of Services: (Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))


[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

Actions/Services Select from New, Modified, or Unchanged for 2017-18

Select from New, Modified, or Unchanged for 2018-19


X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.1a: Provide Site allocation funding to allow each school community to make local decisions about what services would best serve students and staff in support of CCSS. Funds will be used to purchase supplemental materials to support the Common Core in English Language Arts, and mathematics and ELD; to provide professional development in the Common Core; and to create field trip experiences for students to supplement learning.


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Year 2017-18 2018-19 2019-20 Amount $50,000 $50,000 $50,000 $50,000 $50,000 $50,000 Source Base Base Base $50,000 $50,000 $50,000 Budget Reference

4000-4999: Books And Supplies Res: 0000 Obj: 4300 Site: 231, 232, 233, 236 Local 1: 114 ($10,000 per school site)



Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)








2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service1.1b: Continue to provide four days of professional development to deepen all teachers, including special education and

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support teachers knowledge of effective Common Core instruction, including assessment as well as utilizing the enrichment teacher schedule to allow for teachers to meet in Professional Learning Communities (PLC’s). Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $125,600 $175,600 $180,600 $125,600 $175,600 $180,600 Source Base Base Base $125,600 $175,600 $180,600 Budget Reference

1000-1999: Certificated Personnel Salaries Res: 0000 Obj: 1xxx, 2xxx, 3xxx and 4xxx $120,600 for personnel and $5,000 for materials Local 1: 114 Local 2: 502

1000-1999: Certificated Personnel Salaries Res: 0000/3010 Obj: 1xxx, 2xxx, 3xxx, 4xxx and 58xx $120,600 for personnel, $5,000 for materials and $50,000 for additional PD Local 1: 114 Local 2: 502

1000-1999: Certificated Personnel Salaries Res: 0000/3010 Obj: 1xxx, 2xxx, 3xxx, 4xxx and 58xx $125,600 for personnel, $5,000 for materials and $50,000 for additional PD Local 1: 114 Local 2: 502



X All X All Schools

OR


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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.1c: Provide Technology to support effective CCSS instruction in all settings as well as the implementation of the new CAASPP system

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $100,000 $100,000 $100,000 $100,000 $100,000 $100,000 Source LCFF LCFF LCFF $100,000 $100,000 $100,000 Budget Reference

4000-4999: Books And Supplies Resource: 0000 Obj: 4300/5800 Local 1: 105 Local 2: 807 Other Coding as determined necessary



Action 4 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.1d: Continue to provide support for existing school library and expand services to support Common Core


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Year 2017-18 2018-19 2019-20 Amount $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 Source Lottery, LCFF Base System

maintenance And collection expansion

Lottery, LCFF Base System maintenance And collection expansion


$15,000 $15,000 $15,000 Budget Reference

4000-4999: Books And Supplies RSD Library System: Resource: 0000 Object: 4300/5800 Local 1: 114 Site Library Allocation: Resource: 0000 Object: 4300 Sites: 231, 232, 233, 234, 236 Local 1: 114 Other Coding as determined necessary





[Add Students to be Served selection here] [Add Location(s) selection here]

OR




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X English Learners X Limited to Unduplicated Student Group(s) X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.1e: Support the implementation of state English Language Development standards through grant funded Professional Learning Support Teachers

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $283,000 $287,245 $291,554 $283,000 $287,245 $291,554 Source CVF/REEd/Title I CVF/REEd/Title I CVF/REEd/Title I $283,000 $287,245 $291,554 Budget Reference

1000-1999: Certificated Personnel Salaries Resource: 9848/0000/3010 Obj: 1XXX Local 1: 115 Local 2: TBD





X All X All Schools

OR


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X New Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.1f: Implement newly purchased Common Core ELA/ELD Curriculum

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $100,000 $110,000 $110,000 $100,000 $110,000 $110,000 Source Unrestricted IMFRP Unrestricted IMFRP Unrestricted IMFRP $100,000 $110,000 $110,000 Budget Reference

4000-4999: Books And Supplies Resource: 0037 Object: 4300 Local 1: 115 Local 2: 512





X All

OR

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.1g: Continue the addition of instructional minutes added to each school day in 2015-2016

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $374,544 $382,035 $389,676 $374,544 $382,035 $389,676 Source Base Base Base $374,544 $382,035 $389,676 Budget Reference

1000-1999: Certificated Personnel Salaries Resource: 0000 Object: 1xxx and 2xxx Site: 231, 232, 233, 234, 236





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Specific Student Groups: Under-performing subgroups [Add Students to be Served selection here]

[Add Location(s) selection here]

OR




X English Learners X Foster Youth X Low Income [Add Students to be Served selection here]

X LEA-wide [Add Scope of Services selection here]

X All Schools [Add Location(s) selection here]





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.2a: Provide 1.0 FTE Intervention Teachers at each school site.




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Year 2017-18 2018-19 2019-20 Amount $557,616 $565,980 $574,470 $557,616 $565,980 $574,470 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $557,616 $565,980 $574,470 Budget Reference

1000-1999: Certificated Personnel Salaries Resource: 0000 Obj: 1xxx Site: 231, 232, 233, 234, 236 Local 1: 115





X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service: 1.2b Provide a 1 F.T.E. Facilitator for the Teacher Professional Growth Project to begin the transition to a teacher

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evaluation system based in growth and professional learning. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $113,200 $114,898 $116,621 $113,200 $114,898 $116,621 Source REEd REEd REEd $113,200 $114,898 $116,621 Budget Reference

1000-1999: Certificated Personnel Salaries Resource: 9848 Object 1xxx Local 1: TBD






OR




X English Learners X Foster Youth X Low Income

X LEA-wide X All Schools




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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service: 1.2c: Provide Instructional Assistants to allow opportunities for more focused small group instruction by the classroom teacher and/or support students just below desired achievement levels all at grade levels

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $249,427 $253,168 $256,966 $249,427 $253,168 $256,966 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $249,427 $253,168 $256,966 Budget Reference

2000-2999: Classified Personnel Salaries Resource: 0000 Obj: 2100 Local 1: 115






OR




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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.2d: Provide a wide variety of intervention services to support struggling readers to ensure that all students are reading at grade level by third grade


5800: Professional/Consulting Services And Operating Expenditures Resource: 0000 Obj: 5800 Site: 231 and 236 Local 1: 115






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OR









X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.2e: Expand the Roberts Family Development Center – Freedom School Program to include a larger number of students in the Summer program and school year tutorials

Service 1.2e: Continue the Roberts Family Development Center – Freedom School Program Summer program and school year tutorials


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5800: Professional/Consulting Services And Operating Expenditures LCFF S&C Explore continued funding and expansion to other subgroups Freedom School Cost: $273,207 Resource: 0000 Obj: 5800 Local 1: 115 Local 2: 504





Specific Student Groups: accelerated learners and potential students in under-represented subgroups

OR





Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Enrichment Services Service 1.3a: Provide a Gifted And Talented Education (GATE) program reflective of Robla School District’s diversity


4000-4999: Books And Supplies Resource: 0036 Object: 4300 Local 1: 114






OR


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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.3b: Provide teachers who provide specialized instruction in the arts, technology and physical education integrated with the Common Core standards


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1000-1999: Certificated Personnel Salaries Compensation ($440,288): Resource: 0000 Object: 1100 Local 1: 115 Local 2: 505 Materials ($35,000): Resource: 0000 Object: 4300 Local 1: 115 Local 2: 505



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Amount $481,926 $488,630 $495,434 $481,926 $488,630 $495,434 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $481,926 $488,630 $495,434 Budget Reference

1000-1999: Certificated Personnel Salaries Compensation (446,926) Resource: 0000 Object:1100 Local 1: 115 Local 2: 511 Materials ($35,000): Resource: 0000 Object: 4300 Local 1: 115 Local 2: 511



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1000-1999: Certificated Personnel Salaries Compensation ($474,434) Resource: 0000 (2)/ 3010 (3) Object: 1100 Local 1: 115 Local 2: 509 Materials ($35,000): Resource: 0000 Object: 4300 Local 1: 115 Local 2: 509






OR






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X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.3c: Provide instrumental music enrichment opportunity through the Sacramento State String Program to provide access to community based programs and exposure for under-privileged children to the arts and higher learning opportunities. The program will be offered after school.


5800: Professional/Consulting Services And Operating Expenditures District Portion: Resource: 0000 Object: 5800 Local 1: 115 Local 2: 506



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5800: Professional/Consulting Services And Operating Expenditures REF Portion: Resource: 9850 Object: 5800 Local 1: 000 Local 2: 506






OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services English Learners

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Service 1.4a: Provide Highly Qualified English Language Support Teachers at all five school sites to assist in English language development and the tracking and support of reclassified ELL students Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $508,000 $515,620 $523,354 $508,000 $515,620 $523,354 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration $508,000 $515,620 $523,354 Budget Reference

1000-1999: Certificated Personnel Salaries Resource: 0710 Object: 1100 Local 1: 115






OR





Actions/Services

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.4b: Provide 5 Bilingual Community Outreach personnel (3 Spanish, 1 Hmong, 1 Russian) to assist students in CCSS, increase Parent Involvement, primary language outreach to families, and translation services


2000-2999: Classified Personnel Salaries Resource: 0000 Object: 2100 Local 1: 115






OR


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X Limited to Unduplicated Student Group(s) Specific Schools: Glenwood Elementary School




X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.4c: Begin to implement a Spanish Dual Language Immersion Program beginning with 2 Kindergarten classrooms

Service 1.4c: Expand the a Spanish Dual Language Immersion Program with two 1st grade classrooms

Service 1.4c: Expand the a Spanish Dual Language Immersion Program with two 2nd grade classrooms


4000-4999: Books And Supplies Resource: 0000 Object: 4300 Local 1: 115 (Materials) Local 2: 514

4000-4999: Books And Supplies Resource: 0000 Object: 4300 and 58xx Local 1: 115 (Materials) Local 2: 514

4000-4999: Books And Supplies Resource: 0000 Object: 4300 and 58xx Local 1: 115 (Materials) Local 2: 514


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OR




X English Learners X Limited to Unduplicated Student Group(s) Specific Schools: Glenwood Elementary School





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 1.4d: Add one Spanish speaking Intervention Assistant to support students in the Dual Language Immersion Program (DLI)


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2000-2999: Classified Personnel Salaries Resource: 0000 Object: 2100 Local 1: 115 Local 2: TBD






OR




X Foster Youth





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Services 1.5a: Provide a social worker to communicate, track and act as a liaison between county, district, school and Foster

Services 1.5a: Provide a social worker to communicate, track and act as a liaison between county, district, school and Foster

Services 1.5a: Provide a social worker to communicate, track and act as a liaison between county, district, school and Foster

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Youth to ensure academic success and continued enrollment



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $13,000 $13,195 $13,393 $13,000 $13,195 $13,393 Source McKinney Vento McKinney Vento McKinney Vento $13,000 $13,195 $13,393 Budget Reference

2000-2999: Classified Personnel Salaries Resource: 5630 Object: 2100



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Goal 2 School Climate: Enhance the current learning environment to ensure that our schools provide a physically and emotionally safe environment that is culturally responsive to all students.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 5: Pupil Engagement (Engagement)

X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning)

Local Priorities: Identified Need: Expected Annual Measurable Outcomes


2.1 Attendance 95% 95% 95% 95%

2.2a Reduce overall suspension rates 2.2b Reduce suspension rates by reducing the suspension rates of African American and Hispanic students

4.1% Overall African American: 67 total Hispanic: 76 total

3.6% Overall African American: 64 total Hispanic: 72 total (5% decrease)



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2.3 Healthy Kids Survey: Students Feel Safe at School all or most of the time (Table A7.1)

73.5% 76% 78% 80%

2.4 Healthy Kids Survey: Students Feel Connected to their School(Table A4.2)

94% 95% Maintain 95% or higher Maintain 95% or higher

2.5 Healthy Kids Survey: Parents felt School is a Safe Place for Children (Table A7.3)

92% 93% 93% 95%

2.6 Healthy Kids Survey: Parents felt Connected and school is a welcoming place (Table A12.1)

95% Maintain 95% or higher Maintain 95% or higher Maintain 95% or higher

2.7 Healthy Kids Survey: Staff felt Work Environment is Supportive and Inviting (Table A4.10)

93% 94% 95% 96%

2.8 Expulsion Rate 0% 0% 0% 0%

2.9 Chronic Absenteeism (reported in CRDC)

259 total 233 total (10% decrease)

210 total (10% decrease)

189 total (10% decrease)

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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service: 2.1a: Continue to provide professional Development focused on Resilience: cultural responsiveness (Contracts with Roberts Family Development Center, RFDC)

(Contracts with RFDC - Programs will be evaluated and discussed with Program Director after year end. Changes and new contracts drawn up and budgeted at that time.)

(Contracts with RFDC - Programs will be evaluated and discussed with Program Director after year end. Changes and new contracts drawn up and budgeted at that time.)


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4000-4999: Books And Supplies Resource: 0000 Object: 4000/4300/5800 Local 1: 115





X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 2.1b: Continue to implement facility upgrades from the Facilities Study


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Year 2017-18 2018-19 2019-20 Amount $10,000,000 $4,963,530 $4,500,000 $10,000,000 $4,963,530 $4,500,000 $10,000,000 $4,963,530 $4,500,000 Budget Reference

Funding Source: Measure K Bond funds and General Fund as needed for immediate needs. Coding and costs to be determined. Fund 21 Sources





X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 2.1c: Monitor student attendance closely and take appropriate action, including Student Attendance Review Team and Student Attendance Review

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Board; Continue to provide incentives to students with good attendance Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $60,400 $30,000 $30,000 $60,400 $30,000 $30,000 Source McKinney Vento McKinney Vento McKinney Vento $60,400 $30,000 $30,000 Budget Reference






X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services

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Service 2.1d: Continue services and programs that address bullying prevention and provide conflict resolution strategies which result in fewer student suspensions


2000-2999: Classified Personnel Salaries Resource: 0000 (LCFF) Object: 2100 Local 1: 114






OR






Actions/Services

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X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 2.1e: Continue implementation of Year 2 Positive Behavior and Interventions Supports (PBIS)




Resource: 0000 Object: Various 1100-4000 Local 1: 115 $4,000 per site CSC to implement program and purchase materials ($20,000 total) $10,000 Districtwide for meetings and materials






OR


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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 2.1f: Continue with the half time Coordinators of School Climate and Behavioral Supports at all 5 school sites

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $356,484 $361,831 $367,258 $356,484 $361,831 $367,258 Source Base Supplemental and Concentration Supplemental and Concentration $356,484 $361,831 $367,258 Budget Reference

1000-1999: Certificated Personnel Salaries Resource: 0000 Object: 1100 Local 1: 114 Local 2: 507





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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 2.1g: Provide yard duty supervisors at all five school sites







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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 2.1h: Provide an additional 1 F.T.E. Social Worker to increase and improve services the social and emotional needs for unduplicated pupils and foster youth

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $60,400 $61,306 $62,226 $60,400 $61,306 $62,226 Source State Mental Health Funds State Mental Health Funds State Mental Health Funds $60,400 $61,306 $62,226 Budget Reference

2000-2999: Classified Personnel Salaries Resource: 6512 Object: 2xxx




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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 2.1i: Provide 1 F.T.E. Licensed Vocational Nurse to increase services for unduplicated students and their families


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2000-2999: Classified Personnel Salaries Resource: 0000 Object: 2xxx Local 1: 115






OR











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Service 2.1j: Provide 1 F.T.E. Student Health Services Coordinator for students and families to oversee programs focused on student health, nutrition and prevention (i.e. dental, site)



2000-2999: Classified Personnel Salaries Resource: 0000 Object: 2xxx and 3xxx

2000-2999: Classified Personnel Salaries Resource: 0000 Object: 2xxx and 3xxx

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Goal 3 Parent Involvement: Increase parent, family, and community involvement in the education of all students.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 3: Parental Involvement (Engagement) Local Priorities:

Identified Need: Expected Annual Measurable Outcomes


3.1 Parent Involvement measured by HKS California School Parent Survey (HKS) (Table A12.1): ‘School encourages me to be an active partner with school in educating my child’

90% 92% 94% 96%

3.2 Percentage of parents that attended a school or class event

80% 82% 84% 86%

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HKS-CSPS (Table A12.2) 3.3 Opportunities for parents to monitor student achievement (Parent Portal Access)

643 parents 675 parents 707 parents 739 parents

3.4 Provide specially designed opportunities for Parent Involvement of unduplicated and special needs students

2 Parent Empowerment Dinners Teaching Pyramid Program 3 Special Education Parent/Family Forums

2 Parent Empowerment Dinners Teaching Pyramid Program 3 Special Education Parent/Family Forums ESL for Adults class



3.5 Analyze parent involvement data to determine its impact on student achievement and engagement

Baseline information will be gathered through Illuminate Data Management System

Baseline Set





OR


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X Modified Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 3.1a: Continue to provide parent involvement activities which include Parent Empowerment workshops.


5800: Professional/Consulting Services And Operating Expenditures Resource: 0000 Object: 5800 Local 1: 115





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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 3.1b: Provide training for parents including those for unduplicated pupils and students with disabilities to deepen parents understanding of Common Core standards

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount TBD TBD TBD TBD TBD TBD Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration TBD TBD TBD Budget Reference




Action 3

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For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)



OR




X English Learners X Limited to Unduplicated Student Group(s) Specific Schools: Glenwood Elementary School and Bell Avenue Elementary School





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 3.1c: Provide ESL classes for parents






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X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 3.1d: Continue approaches to communication with parents, including the School Messenger system, School Newsletters, the Robla School District website, school websites and Illuminate Parent Portal, Information Display Screens and explore engagement through social media


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Year 2017-18 2018-19 2019-20 Amount $25,000 $25,000 TBD $25,000 $25,000 TBD Source Base Base Base $25,000 $25,000 TBD Budget Reference



Program will continue if marketing efforts yield success




OR




X Foster Youth X Low Income







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Service 3.1e: Continue to provide outreach to African-American families through a community outreach liaison







X All X All Schools

OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 3.1f: Continue to provide access to school libraries for parents and students before and/or after school, targeting families of unduplicated pupils.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $18,952 $19,236 $19,525 $18,952 $19,236 $19,525 Source Title 1 & Title III Title 1 & Title III Title 1 & Title III $18,952 $19,236 $19,525 Budget Reference

Resources: 3010 and 4203






OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Service 3.1g: Explore new ways to generate data about parent involvement and its impact on student achievement and engagement utilizing the Illuminate Data Management System





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Goal 5

State and/or Local Priorities addressed by this goal: State Priorities: Local Priorities:

Identified Need: Expected Annual Measurable Outcomes

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


startcollapse Action 1

OR

Actions/Services Budgeted Expenditures

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Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2018-19

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$6,019,056 37.17% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Robla has calculated its Minimum Proportionality Percentage for 2018-2019 to be 37.17%. The District has maintained services for its children (based on expenditures) by implementing additional PLST’s, filling the vacant Technology Education teacher position, creating a Facilitator position which assists in the implementation of a new teacher review program, a Spanish speaking Instructional Assistant position for the Dual Language Immersion program (which now expanded to Grade 1) the District is implemented in August of 2017 (and will expand in August of 2018), another 1.0 FTE social worker, a 1.0 FTE Health Services Coordinator and a Licensed Vocational Nurse to support the full time Registered Nurse were added in 2017-2018 and maintained in 2018-2019. The District has maintained all LCAP programs from the 2017-2018 LCAP. These services are principally directed towards unduplicated students who are also under performing. The District continues to run schoolwide programs which is in line with our high Unduplicated Count Students. The cost of maintaining the Art, Technology and P.E. (not including funds allocated for the purchase of materials and supplies; $7,000 per Art teacher, $7,000 per technology teacher and $7,000 per physical education teacher. Total of $105,000 to support teachers through materials, supplies and equipment through Supplemental and Concentration grants) is $1,382,073 for certificated staff as a whole (Title I pays for $295,390). The addition of a second day of professional learning in 2016-2017, was of great benefit to the students as teachers will be given a significant amount of professional learning time in order to implement strategies and techniques which should help drive student achievement. The District continues to be cautious with the implementation of programs and personnel and has chosen to not fully use every dollar of its LCFF funding in each year. The District continues to evaluate and implement programs as they are vetted to ensure students receive the highest level of service and effective in meeting the goals for our unduplicated student groups. A variety of services are currently in place to benefit targeted students. LCFF funding will allow for

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). expansion of programs and enhanced approaches to meeting the educational needs of these groups. The new or increased services being offered by Robla meet the criteria for improving the educational experience of its targeted populations. The District will carefully monitor all implemented programs as the LCFF is now at target (beginning in 2018-2019) and will assess the effectiveness of each. Should new money by way of the expansion of Base Grants or Supplemental and Concentration Grants become available, additional programs and services will be considered and discussed by stakeholders. The following services will continue:

(2.1a and 3.1a) Resilience Services/Parent Empowerment - $150,000 ( 1.2a) Five full time Intervention Support Teachers - $565,980 (1 per school site) (1.4b) Five full time Bilingual Community Outreach Assistants - $257,731 (3.1e) One African American Community Outreach Assistant - $35,388 (1.4a) Five full time English Language Support Teachers - $515,620 (1 per school site) (1.2c) Ten Intervention Assistants to allow for small group work at all grade levels - $253,168 (2 per school site) (1.3b) Five full time Art Enrichment Teachers - $446,892 (1 per school site) (2.1f) Five half time Coordinators of School Climate and Student Behavior Support - $361,831 (1 per school site) (1.2d) Reading Partners Intervention services at two (2) sites - $46,000 (1.1a) Funding for addition common core related materials - $50,000 ($10,000 each school site) (1.1b) Two (2) non-student contractual days for professional development - $125,600 (also allocated an additional $55,000 for

Professional Development opportunities district-wide) (1.1f) Allocation of $110,000 in LCAP for training and implementation of new ELA and ELD curriculum set for 2018-2019 and

2019-2020. (1.2e) Freedom Summer Schools - $280,000 (1.3b) Five full time physical education teachers - $453,630 (1.3b) Five full time technology: $481,551 (funded through LCFF (2 teachers) and Title I (3 teachers): With the addition of

technology and physical education teachers, each site will have a full time technology, art and physical education teacher on site. The careful coordination of scheduling these activities will allow teachers release time for planning and professional learning communities. Materials, supplies and equipment budgets are also being maintained for each of these positions for a total of $105,000 allocated for programs ($7,000 per teacher)

(1.3c) Instrumental Music Enrichment ($10,000 per year)

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

(2.1e) Positive Intervention and Behavioral Supports ($30,000) (3.1g) Parent Involvement ($5,000) (1.4d) One Spanish speaking Instructional Assistant for the Dual Language Immersion Program - $ 34,000 (1.2b)1.0 FTE Facilitator positions - $114,898 (2.1i) One Licensed Vocational Nurse (LVN) - $39,546 (2.1j) One Health Services Coordinator - $75,000 (2.1h and 1.5a) One Social Worker - $74,501 (3.1b) Parent Training for Unduplicated Counts (Title I)

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

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2017-18

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$$ 5,783,644 37.25%

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Robla has calculated its Minimum Proportionality Percentage for 2017-2018 to be 37.25%. The District has increased services for its children (based on expenditures) by implementing additional PLST’s, filling the vacant Technology Education teacher position, creating a Facilitator position which assists in the implementation of a new teacher review program, a new Spanish speaking Instructional Assistant position for the Dual Language Immersion program the District is implementing in August of 2017, another 1.0 FTE social worker, a 1.0 FTE Health Services Coordinator and a Licensed Vocational Nurse to support the full time Registered Nurse. These services are principally directed towards unduplicated students who are also under performing. The District continues to run schoolwide programs which is in line with our high Unduplicated Count Students. The cost of maintaining the Art, Technology and P.E. (not including funds allocated for the purchase of materials and supplies; $7,000 per Art teacher, $7,000 per technology teacher and $7,000 per physical education teacher. Total of $105,000 to support teachers through materials, supplies and equipment through Supplemental and Concentration grants) is $1,358,648 for certificated staff as a whole (Title I pays for $289,598). The addition of a second day of professional learning in 2016-2017, was of great benefit to the students as teachers will be given a significant amount of professional learning time in order to implement strategies and techniques which should help drive student achievement. The District continues to be cautious with the implementation of programs and personnel and has chosen to not fully use every dollar of its LCFF funding in each year. The District continues to evaluate and implement programs as they are vetted to ensure students receive the highest level of service and effective in meeting the goals for our unduplicated student groups. A variety of services are currently in place to benefit targeted students. LCFF funding will allow for expansion of programs and enhanced approaches to meeting the educational needs of these groups. The new or increased services being offered by Robla meet the criteria for improving the educational experience of its targeted populations. The following services will continue:

(2.1a and 3.1a) Resilience Services/Parent Empowerment - $137,607 ( 1.2a) Five full time Intervention Support Teachers - $557,616 (1 per school site) (1.4b) Five full time Bilingual Community Outreach Assistants - $253,922 (3.1e) One African American Community Outreach Assistant - $34,865 (1.4a) Five full time English Language Support Teachers - $508,000 (1 per school site) (1.2c) Ten Intervention Assistants to allow for small group work at all grade levels - $249,427 (2 per school site)

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(1.3b) Five full time Art Enrichment Teachers - $440,288 (1 per school site) (2.1f) Five half time Coordinators of School Climate and Student Behavior Support - $356,484 (1 per school site) (1.2d) Reading Partners Intervention services at two (2) sites - $46,000 (1.1a) Funding for addition common core related materials - $50,000 ($10,000 each school site) (1.1b) Two (2) non-student contractual days for professional development - $125,600 (1.1f) Implementation of ELA/ELD curriculum materials in all grade levels - $800,000 (Purchase occurred in 16-17 Fiscal Year)

Allocation of $100,000 in LCAP for training and implementation set for 2017-2018. (1.2e) Freedom Summer Schools - $273,207 (Increased to 160 students in 17-18 from 80 in 16-17) (1.3b) Five full time physical education teachers - $446,926 (1.3b) Five full time technology: $471,434 (funded through LCFF (2 teachers) and Title I (3 teachers): With the addition of

technology and physical education teachers, each site will have a full time technology, art and physical education teacher on site. The careful coordination of scheduling these activities will allow teachers release time for planning and professional learning communities. Materials, supplies and equipment budgets are also being maintained for each of these positions for a total of $105,000 allocated for programs ($7,000 per teacher)

(1.3c) Instrumental Music Enrichment ($10,000 per year) (2.1e) Positive Intervention and Behavioral Supports ($22,000) (3.1g) Parent Involvement ($5,000)

The following services have been added: (1.4d) One Spanish speaking Instructional Assistant for the Dual Language Immersion Program - $ 31,000 (1.2b)1.0 FTE Facilitator positions - $169,804 (2.1i) One Licensed Vocational Nurse (LVN) - $39,000 (2.1j) One Health Services Coordinator - $65,000 (2.1h and 1.5c) One Social Worker - $73,400 (3.1b) Parent Training for Unduplicated Counts (Title I)

Additional items, major in nature, are currently being bargained on and the District LCAP will be amended to show those items as time progresses and agreements are reached.

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). ------- -------

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

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

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

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

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

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

Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students

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

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

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

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

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with

mailto:[email protected]

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

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the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

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

Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected.

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

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

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

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

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

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

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

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided

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in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

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

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

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

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

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

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

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

Related State and/or Local Priorities List the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

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

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

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

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by entering “All”, “Students with Disabilities”, or “Specific Student

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Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate.

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

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

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:

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

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

If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter “LEA-wide.”

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

If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”.

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

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

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

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

New/Modified/Unchanged: Enter “New Action” if the action/service is being added in any of the three years of

the LCAP to meet the articulated goal.

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

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

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

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

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP. If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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

Estimated Supplemental and Concentration Grant Funds Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

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

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

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

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

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

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

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

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State Priorities Priority 1: Basic Services addresses the degree to which:

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

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

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

students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and

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

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

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

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

A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California

(UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);

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

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

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

A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates;

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

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

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

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

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

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

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

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

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

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

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APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the

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

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

(3) Divide (1) by (2). (b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1. (c) “High school dropout rate” shall be calculated as follows:

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

(2) The total number of cohort members. (3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an

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

(2) The total number of cohort members. (3) Divide (1) by (2).

(e) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

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

the academic year (July 1 – June 30). (3) Divide (1) by (2).

(f) “Expulsion rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

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

the academic year (July 1 – June 30). (3) Divide (1) by (2).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

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APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis

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

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

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

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

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

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

Guiding Questions: Stakeholder Engagement 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated

pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

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

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

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

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

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

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

Guiding Questions: Goals, Actions, and Services 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic

Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

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

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

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

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

6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils?

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

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

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

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

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

Where can these expenditures be found in the LEA’s budget? Prepared by the California Department of Education, October 2016

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2017-18

Annual Update Budgeted

2017-18 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 15,325,472.00 11,334,591.00 15,470,472.00 10,579,611.00 10,172,570.00 36,222,653.00 10,000,000.00 0.00 10,000,000.00 4,963,530.00 4,500,000.00 19,463,530.00 Base 964,228.00 1,079,164.00 1,004,228.00 698,864.00 687,245.00 2,390,337.00 CVF/REEd/Title I 283,000.00 294,311.00 283,000.00 287,245.00 291,554.00 861,799.00 LCFF 100,000.00 109,912.00 100,000.00 100,000.00 100,000.00 300,000.00 Lottery, LCFF Base System maintenance And collection expansion

15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 45,000.00

McKinney Vento 73,400.00 57,496.00 73,400.00 43,195.00 43,393.00 159,988.00 Other 0.00 6,023,000.00 0.00 0.00 0.00 0.00 REEd 113,200.00 128,148.00 113,200.00 114,898.00 116,621.00 344,719.00 State Mental Health Funds 60,400.00 64,396.00 60,400.00 61,306.00 62,226.00 183,932.00 Supplemental and Concentration 3,547,292.00 3,505,825.00 3,702,292.00 4,166,337.00 4,227,006.00 12,095,635.00 Title 1 & Title III 18,952.00 20,000.00 18,952.00 19,236.00 19,525.00 57,713.00 Unrestricted IMFRP 50,000.00 37,339.00 100,000.00 110,000.00 110,000.00 320,000.00 100,000.00

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

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Total Expenditures by Object Type

Object Type 2017-18



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 15,325,472.00 11,334,591.00 15,470,472.00 10,579,611.00 10,172,570.00 36,222,653.00 10,058,952.00 6,097,945.00 10,058,952.00 5,022,766.00 4,559,525.00 19,641,243.00 1000-1999: Certificated Personnel Salaries 3,680,092.00 3,665,366.00 3,785,092.00 3,890,282.00 3,951,336.00 11,626,710.00 2000-2999: Classified Personnel Salaries 845,614.00 847,612.00 845,614.00 853,663.00 868,809.00 2,568,086.00 4000-4999: Books And Supplies 357,987.00 332,563.00 397,987.00 421,900.00 421,900.00 1,241,787.00 5800: Professional/Consulting Services And Operating Expenditures

382,827.00 391,105.00 382,827.00 391,000.00 371,000.00 1,144,827.00

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

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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2017-18 Annual Update

Budgeted

2017-18 Annual Update Actual

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

Total All Expenditure Types All Funding Sources 15,325,472.00 11,334,591.00 15,470,472.00 10,579,611.00 10,172,570.00 36,222,653.00 10,000,000.00 0.00 10,000,000.00 4,963,530.00 4,500,000.00 19,463,530.00 Other 0.00 6,023,000.00 0.00 0.00 0.00 0.00 Supplemental and

Concentration 40,000.00 54,945.00 40,000.00 40,000.00 40,000.00 120,000.00

Title 1 & Title III 18,952.00 20,000.00 18,952.00 19,236.00 19,525.00 57,713.00 1000-1999: Certificated Personnel Salaries

Base 856,628.00 883,026.00 856,628.00 557,635.00 570,276.00 1,984,539.00

1000-1999: Certificated Personnel Salaries

CVF/REEd/Title I 283,000.00 294,311.00 283,000.00 287,245.00 291,554.00 861,799.00


REEd 113,200.00 128,148.00 113,200.00 114,898.00 116,621.00 344,719.00


Supplemental and Concentration

2,427,264.00 2,359,881.00 2,532,264.00 2,930,504.00 2,972,885.00 8,435,653.00

2000-2999: Classified Personnel Salaries

Base 53,600.00 116,615.00 53,600.00 54,329.00 55,069.00 162,998.00


McKinney Vento 73,400.00 57,496.00 73,400.00 43,195.00 43,393.00 159,988.00


State Mental Health Funds 60,400.00 64,396.00 60,400.00 61,306.00 62,226.00 183,932.00



608,214.00 609,105.00 658,214.00 694,833.00 708,121.00 2,061,168.00

4000-4999: Books And Supplies

Base 50,000.00 56,325.00 69,000.00 61,900.00 61,900.00 192,800.00


LCFF 29,000.00 109,912.00 100,000.00 100,000.00 100,000.00 300,000.00



100,000.00 15,000.00 15,000.00 15,000.00 15,000.00 45,000.00



15,000.00 113,987.00 113,987.00 135,000.00 135,000.00 383,987.00


Unrestricted IMFRP 113,987.00 37,339.00 100,000.00 110,000.00 110,000.00 320,000.00

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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2017-18 Annual Update

Budgeted

2017-18 Annual Update Actual

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

Total 5800: Professional/Consulting Services And Operating Expenditures

Base 100,000.00 23,198.00 25,000.00 25,000.00 0.00 50,000.00

5800: Professional/Consulting Services And Operating Expenditures


25,000.00 367,907.00 357,827.00 366,000.00 371,000.00 1,094,827.00

357,827.00 * Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Goal

Goal 2017-18



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 4,449,164.00 4,376,707.00 4,594,164.00 4,724,445.00 4,796,434.00 14,115,043.00

Goal 2 10,758,871.00 6,847,093.00 10,758,871.00 5,735,542.00 5,280,692.00 21,775,105.00

Goal 3 117,437.00 110,791.00 117,437.00 119,624.00 95,444.00 332,505.00 * Totals based on expenditure amounts in goal and annual update sections.

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