lcap year local control accountability plan and …...lcap year (select from 2017-18, 2018-19,...

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

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

LPS Hayward

Contact Name and Title

Michael De Sousa

Email and Phone

[email protected] 510-300-1340

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them. LPS Hayward was established as a school in August of 2005. Our school was launched in response to a growing need to provide high quality secondary school access to students in the Hayward community. Over the 11 years, our school has developed a strong reputation for creating a safe and supportive learning environment for students of a varying skill levels and learner profiles. LPS Hayward currently serves 9th-12th grade students. Our student body consists of over 570 students, of which approximately 60% qualify for Free and Reduced Lunch. We provide a small school setting with a student to teacher ratio of 19:1 and an average class size of 28 students. We have high expectations for all students, significant student support through advisory and tutoring, student leadership development, parent and community involvement, and focus on results. LPS Hayward provides a safe learning environment that requires all students to adhere to strict conduct expectations. Though we have made significant programmatic changes to the school since its inception these following design elements remain core to the school.

• Use of traditions, common experiences and routines to create a school “brand” focused on respect, responsibility, commitment, scholarship and leadership. Examples of long held practices include the Freshmen Retreat, Weekly Family (Whole School) Meeting, Daily Morning Handshake and Affirmations, Annual Stepping Up Ceremony, Shout outs and Earned Free Dress Fridays.

• Programmatic opportunities to accelerate students who enter significantly below grade level so that they can enter college at or above grade level.

• Provide comprehensive college preparatory curriculum where all students graduate meeting the State’s A-G course requirements.

• Common classroom practices and routines that reinforce high urgency classroom culture (teacher welcomes students at door, Bell to Bell learning, Silent Launch upon Entry, Posted Objectives and Agenda)

Since our opening, we have built upon these foundational components to refine our focus on student skills and knowledge that research has shown to be imperative for college success. Namely, we have begun aligning our courses and programs to meet the LPS Graduate Profile, developed from David Conley’s framework for College and Career Readiness. Furthermore, we have reconfigured our programs, instructional delivery models and assessment practices to leverage time and technology in a manner that allows for teachers to spend more of their time supporting the most urgent student

needs. In this reconfiguration, we have also committed to providing students more feedback and opportunities to practices college ready skills so that students become more self directed and collaborative learners. Committed to excellence and equity, Leadership Public Schools’ and LPS Hayward’s goal is to serve diverse and traditionally underserved urban students, their teachers, and the public by sending 100% of our graduates to and through college. We believe that all students, regardless of SES, ethnicity, or neighborhood, have the right to an education that prepares them for admission to and success in college. The majority of our students enter ninth grade scoring below grade level across multiple subjects. A key component of fulfilling our mission thus consists in bringing our students up to or above grade level as rapidly as possible. Further, we collectively aim to narrow the achievement and opportunity gaps between the highest and lowest performing students; eliminating the predictability of which student groups (race, gender, language profile, learning designation) occupy the highest and lowest achievement categories. In addition to our primary mission we also strive to:

• Improve the academic achievement of all students • Close the achievement gap of educationally disadvantaged students • Foster student leadership in their community • Create differentiated supports for college access and success through robust college advising, concurrent & early

enrollment programs and parent education programs • Supporting effective educators, and • Catalyzing change in public schools by sharing successful practices

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

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

As a school we continue to see high graduation and A-G completion rates. In addition, our ELA SBAC results from the 2016-2017 school year are strong school wide, as is our school wide acceleration results. We will continue to support our English program and students in their ELA skills in a similar manner going forward. We will also want to take the lessons learned from the English program and apply it to our math program.

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?

Over the last several years we have greatly expanded our work supporting students’ literacy skills and self-directed learning. We will continue this work moving forward, as we know both are critical to college and career readiness. In addition, we will continue expanding our intervention model and resources. Finally, a review of school wide data has pushed us to refine our focus on improving overall math achievement and more intensely supporting our students who are struggling academically as a result of missing basic knowledge and skills.

Greatest Needs

We have identified two primary needs as a school from our 2016-2017 data. The first is our math achievement – SBAC results demonstrate a need to focus on math proficiency. In addition, we continue to work to see the same success rates for all of our students. We have persistent achievement gaps that exist within our program and these are for our EL and SPED subgroups.

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

While achievement rates between subgroups does not exceed two performance levels, our EL and SPED subgroups continue to underperform relative to our overall student population across multiple indicators. As a school, we will be focusing on intervention and acceleration for these students.

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.

Increased or Improved services

We will continue to expand our literacy intervention courses and supports so that our long-term English Learners receive the supports they need. We will ensure strong professional development for teachers on scaffolding literacy skills for English Learners and low-income students who come to us below grade level. We will also continue to expand our response to intervention model to support our most vulnerable students, through the work of (among other things) staff collaboration, counselors, student allies, and RTI.

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 $7,462,771

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year $1,178,234

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. Expenditures that are not included in the LCAP are primarily salary and operational costs that contribute to schools overall function:

• Additional teacher salary and benefits • General office supplies (including copier leases, supplies, paper, etc) • Curriculum and textbook purchases • Deferred maintenance cost • Utility and facility costs • Some special education costs.

Total Projected LCFF Revenues for LCAP Year

$6,037,007

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

All students have access to individual technology use and access to materials to facilitate standards aligned instruction

State and/or Local Priorities addressed by this goal:

State Priorities: 1 Local Priorities: 1

Annual Measureable Outcomes

Expected Actual

100%ofstudentswithaccesstoindividualtechnology 100%ofstudentswithaccesstoindividualtechnology

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.

Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Students will continue to receive google chromes at the beginning of the school year and maintain throughout the school year. Refresh Chromebooks as needed.

Students continued to receive google chromes at the beginning of the school year and maintained throughout the school year. Refreshed Chromebooks as needed.

General fund $53,454.00

Action 2





There will be a full time staff member to repair chromes and staff technology including internet connectivity and AV equipment.

There was a full time staff member to repair chromes and staff technology including internet connectivity and AV equipment.

$94,080

$103,531

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

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

100% of students had personal devices to use in all of their classes. 10-12th grade students were also allowed to take their devices home to use outside of the school day. We had minimal loss of devices and students have learn to keep their devices in good shape and know when to reach out to Technology Coordinator to get support on problems with their devices.

Furthermore, all teachers were equipped with an Apple laptop, digital projector and document camera in their classrooms.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

No material differences.

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. No changes were made to this goal or outcomes.

We continued to employ an experienced and skillful fulltime technician that has successfully maintained student and staff devices to ensure everyone has access to technology to support teaching and learning.



Goal 2

Maintain a staff of highly qualified teachers




Expected Actual

87%ofteachersappropriatelyassignedandfullycredentialed 69%ofteachersappropriatelyassignedandfullycredentialed


Action 1





Recruit experienced and qualified staff for all open positions. Develop differentiated pathways for teacher development (including undergraduate students interested in education and teaching fellows)

Recruited experienced and qualified staff for all open positions. Developed differentiated pathways for teacher development (including undergraduate students interested in education and teaching fellows)

$42,720

$43,044

Action 2





Provide BTSA Coaching and support to new teachers. Pay for fees to induction plans to clear credentials.

Provided BTSA Coaching and support to new teachers. Paid for fees to induction plans to clear credentials.

$11,520 $25,327



All staff who were ready and willing to begin or continue working towards clearing their credential were supported by an experienced induction coach. This provided opportunities for newer teachers to receive support in reflecting on and developing their practice as well as provide important experienced for more veteran teachers to develop their own instructional leadership capacity.


We had more teachers who needed BTSA support than previously estimated, which lead to more funds required to pay for the additional induction coaching.

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. No material changes were made in this goal area.

Our Academic Dean worked to ensure we provided special sessions targeted towards new teachers this year. These sessions took place during common prep periods as well as during whole staff professional development. Furthermore, new teachers were supported through additional coaching cycles that included more observations and debriefs.



Goal 3

Increase performance in reading for all students performing below grade level.


State Priorities: 2,4 Local Priorities: 3


Expected Actual

Averagegrowthingradelevelequivalency(GLE)of1.5forallstudentsstartingwithaGLEbelow9.


Averagegrowthingradelevelequivalency(GLE)of1.5forELstudentsstartingwithaGLEbelow9.


Averagegrowthingradelevelequivalency(GLE)of1.5forLowSESstudentsstartingwithaGLEbelow9.


Averagegrowthingradelevelequivalency(GLE)of1.5forLatinostudentsstartingwithaGLEbelow9.



Action 1





Reading Intervention courses to serve students reading 4 or more years behind grade level

Reading Intervention courses to serve students reading 4 or more years behind grade level

$36,864 / $35,430

$36,864 / $41,150

Action 2





Provide Summer School programming for students who need to remediate English skills and courses.

Provided Summer School programming for students who need to remediate English skills and courses. $27,200 $25,957

Action 3





All Freshmen will take a Reading Strategies and Leadership Course, called Academic Leadership. The course will help students improve reading comprehension and expository reading skills.

All Freshmen took a Reading Strategies and Leadership Course, called Academic Leadership. The course helps students improve reading comprehension and expository reading skills. $49,857 $58,330

Action 4





Employ Reading Specialist/EL Coordinator to provide direct interventions and case management for our lowest readers and struggling EL students.

Employed Reading Specialist/EL Coordinator to provide direct interventions and case management for our lowest readers and struggling EL students. $49,472 $53,896


We continued to use data to place students who read significantly below grade level in support classes that focused on reading comprehension strategies. This year’s courses also complemented the grade level English course so that students were developing skills at their instructional level as well as appropriate grade level standards. Our Literacy and Leadership class continues to be a vital part of the freshmen experience for incoming students. Students continue to report that the reading strategies and critical studies of the courses prepare them to be stronger readers and leaders in their community. Lastly, we have made important shifts in our summer programming options to better align the goals of summer literacy work to better balance the need between skill development and unit recovery. Students now have the ability to focus on both instructional level goals and as well as prepare for the next grade level English course, which has lead to improved performance in their subsequent years grades.



There unexpected changes in staffing right before school started, who the work load of reading intervention needed to be allocated differently leading to different costs. However, the program was implemented as planned.

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.

No changes.

We continue to see dramatic reading gains from students enrolled in our reading intervention classes. 1 Year Average Reading Level Growth (GLE = Grade Level Equivalent)

• Reader’s Workshop 9th, MAP Scores increased on average +2.26 GLE , from 4.04 GLE --> 6.30 GLE

• Reader’s Workshop 9th, Scholastic Reading Inventory (SRI) increased on average +3.16 GLE from ~4.04 GLE --> 7.20 GLE

2 Year Average Reading Level Growth (GLE = Grade Level Equivalent)

• Reader’s Workshop 10th, MAP: +1.45 GLE (5.54 GLE)

• Reader’s Workshop 10th, SRI: +2.54 GLE (3.00 --> 5.54 GLE)

English Course Performance Data for students enrolled in Reading Intervention Courses # of 2017-2018 RW 9 Students Who Passed English 9 this year: 9 of 17 # of 2016-2017 RW 9 Students Who Passed English 10 this year: 15 of 19



Goal 4

Increase performance in math for all students performing below grade level.




Expected Actual


2.78 GLE growth


1.83 GLE growth


2.75 GLE growth


2.85 GLE growth


Action 1





Provide expanded access to personalized intervention/remediation program for all students behind grade level in mathematics. (Math Lab Position)

Provided expanded access to personalized intervention/remediation program for all students behind grade level in mathematics. (Math Lab Position) $38,228 $40,000

Action 2





Provide Pre-Algebra Course for student at 3rd grade or lower in 9th grade

Provided Pre-Algebra Course for student at 3rd grade or lower in 9th grade $12,160 $13,996

Action 3





Provide Numeracy course to all students who arrive in the 9th grade below grade level in numeracy skills

Provided Numeracy course to all students who arrived in the 9th grade below grade level in numeracy skills $83,213 $80,605



As described above the results of our 9th grade supports continue to exceed our goals with the entire cohort of students enrolled in the numeracy course averaging over 2.8 GLE’s worth of growth.

The increased passage rate in Algebra 1 for students enrolled in our “pre-algebra” is also an exciting indicator of success of the conceptual focus in our Math Game Lab course.


There were no material differences in budgeting for our math supports.

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. There were no material differences in our math supports.

We employed a part time Math Intervention specialist to provide targeted supports during our Learning Lab periods to students in 10th-12th grade who needed additional support to master basic mathematical skills. This served as our Math Lab position and provided opportunities for students to complete their Numeracy course or work on college preparatory math skills using an adaptive online curriculum. 24 students were enrolled in our Pre-Algebra course, also known as Math Game Lab, there students were able to develop mathematical reasoning skills that supporting the problem solving and mindsets needed to succeed in Algebra 1. This past year, since the Math Game Lab course was in its inaugural year we decided to have students concurrently enrolled in both courses. We were happy to see that over 50% of the students were able to pass both courses. In the past, this subset of students failed Algebra 1 85% of the time. We continue to provide a dynamic student centered numeracy class for 9th grade students who were below grade level in basic mathematic fluency. Students in this course learned how to take effective notes from online videos, work effectively in teams to master new content as well as develop sound mathematical problem solving that could be captured in writing and mathematical notation.



Goal 5

Decrease the number of Long Term English Learners


State Priorities: 2,4,5 Local Priorities: 5


Expected Actual

ELPAC Assessments not yet in place ELPAC assessments not yet in place


Action 1





Reading Specialist to provide direct interventions and case management for our lowest readers and struggling EL students.

Reading Specialist to provide direct interventions and case management for our lowest readers and struggling EL students.

[Add budgeted expenditures here]

[Add estimated actual expenditures here]

Action 2





Begin mapping reading and writing skills across all departments and grades.

Began mapping reading and writing skills across all departments and grades. $17,736 / $66,586 $20,688 / $71,409



Based on MAP data and course performance data described earlier in the LCAP students who need to develop the English language skills have been successful.


There were no material changes in the plans for EL supports and therefore there were minimal differences in budgetting for this goal area other than the shifting of staffing to provide EL supports.


There were no material changes in the plans for EL supports and therefore there were minimal differences in budgetting for this goal area other than the shifting of staffing to provide EL supports.

Reading Specialist duties were primarily held by Reading Development teacher who worked with both reading intervention courses and analyzed data for all students below grade level in reading which included all of our EL 1 and 2 students. As previously demonstrated these courses were wildly successful in develop students reading ability. The English team spent several weeks during professional development times organize their individual maps for skill development in their courses. With consistent focus on developing clear plans for what end of course outcomes should be for each grade level the team is poised in the coming years to revise grade level scope and sequences to align up through the four year trajectory for literacy and language development.



Goal 6

Increase number of students meeting or exceeding standards on the SBAC/EAP English Language Arts exam.




Expected Actual

85%ofallstudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam.

Not yet available

84%ofLatinostudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam.

Not yet available

79%ofLowSESstudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam.

[Not yet available

29%ofSPEDstudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam.

Not yet available


Action 1





Offer Reader’s Workshop for 11th grade students.

Offered Reader’s Workshop for 12th grade students. Repeat Goal 3 Action 4 Repeat Goal 3 Action 4

Action 2





Begin mapping reading and writing skills across all departments and grades.

Began mapping reading and writing skills across all departments and grades. $17,736 / $66,586 $20,688 / $71,409

Action 3





Provide additional paid professional development days to teachers to develop curriculum to support literacy integration and deeper learning.

Provided additional paid professional development days to teachers to develop curriculum to support literacy integration and deeper learning. $14,528 $18,161



While 2018 SBAC scores are not yet available, SBAC scores in ELA continue to show relative strength in comparison to all local schools in 2017. ELA Proficiency rate for all students equals 84.4% ELA Proficiency rate for Latino students equals 83% ELA Proficiency rate for SPED students equals 27% ELA Proficiency rate for Low SES students equals 78% The significant gap in our SPED performance points toward continued focus on providing a comprehensive plan to accelerate learning for our SPED students.


Going into the school year we realized there was a greater need to support a larger cohort of students entering the 12th grade. We staffed a language lab course where seniors who were reading below grade level or struggling to succeed in writing at grade level received differentiated supports to master grade level appropriate work that would best prepare them for entering college courses the following year. We will again provide this support for rising seniors in the coming year. As mentioned before, we provided over 18 hours of time for English teachers to refine their backwards mapped plans for end of course goals. This was done during Wednesday professional development time in the Fall. During each summer English course teams have the opportunity for additional paid days to refine and revise curriculum plans for the coming year to best meet the needs of our students. These Curriculum Institutes continue to be an important time for teachers to align plans to support literacy and language development into the grade level courses that are aligned to college preparatory goals.

There were no material difference in the expenditures made in this goal area.


There were no material difference in this goal area.



Goal 7

Increase number of students meeting or exceeding standards on the SBAC/EAP Math exam.




Expected Actual

58%ofallstudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam.

Not yet available

51%ofLatinostudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam.

Not yet available

54%ofLowSESstudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam.

Not yet available

17%ofSPEDstudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam.

Not yet available


Action 1





Develop common instructional practice guide for math classrooms.

Developed common instructional practice guide for math classrooms. $14,158 $13,520

Action 2





Provide additional math support classes to address basic skill gaps that are obstacles to achievement in grade level courses.

Provided additional math support classes to address basic skill gaps that are obstacles to achievement in grade level courses. $38,228 $40,000

Action 3





Allocate staffing to ensure the math classrooms can offer individualized support for students who are struggling to engage and master course content

Allocated staffing to ensure the math classrooms can offer individualized support for students who are struggling to engage and master course content

Repeat Goal 4 Action 1 [Add estimated actual expenditures here]



Our scores on the 2016-17 SBAC continue to outpace that of all local schools, but we continue to see discrepancies between our SPED students and our General Education students. Continued focus on comprehensive supports are required for our students with learning differences. Furthermore, we have reached out highest level of CSU eligible students in our graduating class, which is a result of improved scores in Math course and SAT scores. Below are the SBAC scores of meeting or exceeding standard in Mathematics for 2017: 58% All students 50% Latino students 17% SPED students

Math department met in three different configurations on a consistent basis to align practices within and across courses. The first meeting, which occurred at least once a week, consisted of teachers who taught the same courses, which allowed to ensure common practices and assessments were used in the same course. The second configuration for meetings brought together lower school and upper school teachers to ensure the freshmen to sophomore transition in math and the 11th grade to 12th grade transition was intentional and aligned to end of course and goals. Lastly, the whole math department was able to meet to align department wide policies and strategies. These three different types of meetings help all math teacher develop practices that had both the immediate and long term goals for our students. As previously mentioned we were able to provide two different types of intervention programs for 10-12th grade students who have yet to master basic skills. One leveraged the Numeracy program, but was held during our Learning Lab periods, while the second program leverage adaptive online software that allowed for 11th and 12th grade students who had completed the requirements for graduation but would benefit from additional math skill development. Lastly, our third action in this goal area allowed for us to staff targeted college preparatory math courses with two adults when there was a higher density of underprepared students. This allowed for differentiated support to students in these special courses as well as more small group instruction to take place with students who benefit from different modes of instruction.


There were no changes between planned and actual expenditures.

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. There were no changes to goals or expected outcomes for this goal area.



Goal 8

Increase graduation rate (4 year cohort graduation rate) for all students




Expected Actual

Fouryearcohortgraduationrate(80%ofAfricanAmericanstudents) Not available until August

Fouryearcohortgraduationrate(96.5%ofallstudents) Not available until August

Fouryearcohortgraduationrate(85%ofELstudents) Not available until August

Fouryearcohortgraduationrate(98%ofLatinostudents) Not available until August

Fouryearcohortgraduationrate(98%ofLowSESstudents) Not available until August


Action 1





Provide additional counseling staff to support, advisory, additional college counseling and career exploration.

Provided additional counseling staff to support, advisory, additional college counseling and career exploration. $142,787 $172,721

Action 2





Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions)

Implemented revised Response to Intervention model (with strengthened Tier 1 and 2 interventions) $70,080 $73,441

Action 3





Implement advisory program for all grades Implemented advisory program for all grades $189,942 $206,876



These programs to increase cohort graduation rates continue to garner positive results as our graduation rate continues to be above 98% and student surveys show a high level of satisfaction with advisory and generally positive school wide culture data as illustrated on the Panorama Survey. 62% of students showed they valued school, which is in the 90% percentile for Urban High Schools nationally. 45% of students feel like they belong which is in the 70th percentile for alike schools in the nation. Lastly, 63% of students reported having academic mindsets that show they believe that effort is the key to success rather than innate qualities. This last measure places our student body in the 99th percentile when compared to alike schools. These indicators along with our high graduation rates point to the positive influence of our advisory, counselor and intervention programs.


There were no material differences in planned and actual expenditures. Differences that do show reflect the projected salaries for new positions as compared to the actual salaries and benefits of those hired.

All the planned actions and services were implemented to the highest level. Students continue to report high levels of satisfaction with our Advisory and counseling programs. Our counseling program has done amazing work to ensure all students graduate and have post high school plans. Advisory continues to be foundational to this process since much of the work to prepare students for tracking their own progress towards graduation and college takes place through our advisory program. Over the past year we have continued to refine our Intervention model to ensure all students who are struggling to pass their classes get personalized support. Specifically, we have targeted services to specific needs of students by identify students needs more acutely. Students who require mathematics or language support are getting placed in special learning lab courses with tutors, students with social emotional needs get placed with a mental health counselor and students who need academic mentoring get served by an Academic Coach or Mentor. Weekly data analysis by the Intervention Coordinator has allowed for us to ensure the right supports are being given to the right students at the right time.

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. There were not changes to the goals or outcomes for this goal area.



Goal 9

Increase the percent of students completing all 15 A-G Required Courses


State Priorities: 2,4,7,8 Local Priorities: 9


Expected Actual

A-GCompletionRatesforstudents(80%ofAfricanAmericanstudentscompleting15A-Gunits)

Not available until August

A-GCompletionRatesforstudents(93%ofallstudentscompleting15A-Gunits)


A-GCompletionRatesforstudents(93%ofLatinostudentscompleting15A-Gunits)


A-GCompletionRatesforstudents(93%ofLowSESstudentscompleting15A-Gunits)



Action 1





Provide additional College Counselor. Provided additional College Counselor. Repeat Goal 8 action 1 [Add estimated actual expenditures here]

Action 2






Implemented revised Response to Intervention model (with strengthened Tier 1 and 2 interventions)

Repeat Goal 8 action 2 [Add estimated actual expenditures here]


All the planned actions and services were implemented to the highest level. Students continue to report high levels of satisfaction with our counseling programs. Our counseling program has done amazing work to ensure all students graduate and have post high school plans. Furthermore, advisory continues to be foundational to this process since much of the work to prepare students for tracking their own progress towards graduation and college takes place through our advisory program. Over the past year we have continued to refine our Intervention model to ensure all students who are struggling to pass their classes get personalized support. Specifically, we have targeted services to specific needs of students by identify students’ needs more acutely. Students who require mathematics or language support are getting placed in special learning lab courses with tutors, students with social emotional needs get placed with a mental health counselor and students who need academic mentoring get served by an Academic Coach or Mentor.


90% of 2018 graduating class were minimally eligible to apply to a four year college (highest ever) - this is based on the CSU Index which takes into consideration grades earned in 10th & 11th “a-g” courses AND SAT / ACT scores. This bar is above the A-G requirements. All graduates other than the 7 that earned California Standard Diplomas completed the A=G requirements, which means over 95 percent of all students completed the A-G requirements. For all subgroups listed above the completion rate was above 95%.


There were no material differences between budgeted and actual expenditures.


There were no material differences between planned and actual goals and outcomes.

Weekly data analysis by the Intervention Coordinator has allowed for us to ensure the right supports are being given to the right students at the right time.



Goal 10

Foster a strong culture and reduce the percentage of students who receive one or more suspensions during the school year.




Expected Actual

13%ofAfrican-Americanstudentssuspended 13.6%ofAfrican-Americanstudentssuspended

4%ofallstudentssuspended 2.2%ofallstudentssuspended

4%ofELstudentssuspended 0%ofELstudentssuspended

4%ofLatinostudentssuspended 1.9%ofLatinostudentssuspended

4%ofLowSESstudentssuspended 2.3%ofLowSESstudentssuspended

7%ofSPEDstudentssuspended 12.5%ofSPEDstudentssuspended


Action 1






Implemented revised Response to Intervention model (with strengthened Tier 1 and 2 interventions)

Repeat goal 8 action 2 [Add estimated actual expenditures here]

Action 2





Implement group counseling sessions. Implemented group counseling sessions. $36,864 0

Action 3





Staff Student Ally to provide 1:1 support to our most vulnerable students.

Staff Student Ally to provide 1:1 support to our most vulnerable students. $36,864 $34,511



We see the actions being successful in preventing behaviors that lead to suspension as a whole, but more work needs to be done to consider what other interventions can be in place instead of suspension.


The primary difference between planned and actual expenditures were because the group counseling was able to be funded through a PBIS grant..


There were no material differences goals, outcomes or actions in this goal area..

We implemented all the services described above as planned however, the suspensions as a whole school dropped, we continue to see the planned actions falling short in preventing one of behaviors that lead to suspension. Namely, the interventions that are meant to prevent behaviors that lead to suspension did not prevent specific events that skewed the data for subgroups. Namely, with our SPED and AA American populations being relative small over all percentages of the student body, one incident that leads to suspension skews the data for that subgroup.



Goal 11

Increase parental input in academics and school culture




Expected Actual

Average of 80 families at our monthly parent workshops.

On Average 92 families attended monthly parent workshops


Action 1





Administer Panorama survey once per year to collect parental input.

Hold townhalls instead of digital survey, because we had a very low completion rate the previous year.

General Fund General Fund

Action 2





Hold quarterly town halls for all families. Hold quarterly town halls for all families. General Fund General Fund



Our counseling and advising team continues to plan regular workshops and engagement opportunities for our families. While our level of engagement is high, we would like to see an increase for families from particular subgroups, including English Learners, African American students, and students with disabilities.


There was no difference between projected and actual budget expenditures.


Moving into next year, we will review the parental input from the panorama survey before determining what changes to make regarding our family engagement strategy.

We implemented all actions with special focus on quarterly meeting where we engaged with all families to discuss school programming and collect feedback. We also decided to use these town halls to collect feedback rather than use the Panorama survey for families, since our responses rate was so low.



Goal 12

Increase parental participation in school community and events




Expected Actual

Average of 80 families at our monthly parent workshops.

On Average 92 families attended monthly parent workshops

Increase in positive responses for parent engagement and satisfaction on parent survey by 3% above previous year.

We did not collect survey data from parents this spring. Instead, town hall sessions or “platicas” were held 4 times throughout the year where families were able to give feedback and interact with school design and programming.

Chronic absent rate = 10.0% Chronic absent rate = 10.3%


Action 1





Hold parent workshops or community meetings at least once per month.

Held parent workshops or community meetings at least once per month. General fund General fund

Action 2





Continue to carefully plan outreach campaigns for family engagement, specifically focused on specific subgroups (English Learners, Low Income, and SPED)

Continued to carefully plan outreach campaigns for family engagement, specifically focused on specific subgroups (English Learners, Low Income, and SPED)

General fund General fund



With the parent workshops, outreached and expanded intervention staff we successfully connected with all families that could help us better serve their students. Parents attendance and participation at parent events continues to be strength of our school.


We choose to increase general parent workshops available to all families rather than lead specific subgroup meetings because we were not able to get high interest in the specialized meetings. Instead, we used one on one contact with students who we saw struggling in school and in their coursework using our intervention team.

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 continue to run the parent outreach program as illustrated above with the described changes.

All actions and services were implemented as described above. We have expanded our use of text and phone strategies to reach out to families. Including personal calls to families with students who are struggling in their classes.



Goal 13

Decrease the number of students absent 10% or more days each (chronic absenteeism).




Expected Actual

9%ofAfrican-Americanstudentsabsent10%ormoreschooldays 9.1%ofAfrican-Americanstudentsabsent10%ormoreschooldays

8%ofallstudentsabsent10%ormoreschooldays 6.9%ofallstudentsabsent10%ormoreschooldays

21%ofELstudentsabsent10%ormoreschooldays 19.6%ofELstudentsabsent10%ormoreschooldays

8%ofLatinostudentsabsent10%ormoreschooldays 7.3%ofLatinostudentsabsent10%ormoreschooldays

8%ofLowSESstudentsabsent10%ormoreschooldays 5.7%ofLowSESstudentsabsent10%ormoreschooldays

25%ofSPEDstudentsabsent10%ormoreschooldays 27.5%ofSPEDstudentsabsent10%ormoreschooldays


Action 1






Staff Student Ally to provide 1:1 support to our most vulnerable students. $36,864 $34,511



Though we met most targets outlined in our goals, we continue to see additional supports needed to support our SPED students who do not receive supports from the Student Allies or Intervention Coordinator since SPED students already have Resource teachers as their case manager. Moving into next year, we should consider leveraging the support of our Mental Health counselor or counseling staff to complement the case manager role with students to provide additional attendance interventions.


No material changes existed between planned and actual expenditures.


Our Student Ally in coordination with our Intervention coordinate planned and delivered one on one mentoring and support to students most at risk of missing school. This support included consistent family contact.

Stakeholder Engagement

LCAP Year: 2017-18

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?

The LCAP goals and actions steps review and analysis took place in alignment with our community’s normal cycle of reflection, inquiry and program improvement cycle. Staff, Students, and Families all engaged in data analysis and input through various structures. Below is an overview of some of the key structures and events through which stakeholders provided input

Leadership Team: This team met throughout the year every three weeks to review data and plan professional development. It is comprised of at least one member from each department and their analysis greatly contributed to our LCAP priorities.

Weekly Professional Development: Staff engaged in Design Thinking sessions where staff dig deep into Alumni feedback, focus group data, “Day in the Life” data, school performance data and staff and student survey responses to analyze areas of growth (our design challenges) and potential program changes to meet our design challenges. This happens each Wednesday from 3-5:30. All sessions were grounded in school data or students feedback. Specifically all staff review our LCAP goals and progress on 3/28/18 for a 2 hour session.

Annual Day of Reflection: All staff attended an annual meeting the Monday after graduation to analyze school wide data to identify strengths and areas of growth for the school. The day of reflection helped us refine our professional development goals for the upcoming year and finalize our LCAP actions. This takes place each year on the first Monday after the last day of school.

Student Focus Groups and Surveys: Throughout the year, we held student focus groups and administered multiple school wide surveys to collect student input on our progress and areas of growth. Students also participated in the PGA LCAP review on 1/10/18.

Parent Involvement in LCAP: LPS has a thriving parent community where each month over 90 parents attending workshops, forums and discussions aimed at providing parents with the resources to best support their students on their path to college. We also use this forum to collect feedback from parents on how the school if serving their students. Namely, during our December and January sessions (9/13/17,12/6/17 and 1/10/18) Parent Guardian Association meeting we present all parents with a summary of our school’s performance indicators with a focus on our state test scores and our students college matriculation rates. During this session we ask parents to provide feedback and reflections on the data and our program’s effectiveness. We also have an active School Site Council that represents our parent community. The council meets each month to develop our school’s single site plan. This team annual analyzes student performance data and presents its findings and suggestion to the Parent Guardian Association each Winter. The School Site Council also reviews annual school performance data, participates in LCAP review and revision and leads an annual presentation to all parents summarizing key findings and next steps in our school’s continuous improvement. The dates of this review were 10/10/17, 11/14/17, 12/12/18, 1/9/18, 5/2/18, 5/8/18.

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

Many of our actions will carry forward into the coming years. The greatest areas of need are around math and achievement and supporting students who have yet to mastered basic skills.

In effort to accelerate achievement for all students and to meet our mission of getting students to and through college, our first critical area of need is to continue to improve supports for students who have yet to master grade level standards and skills. In order to do this, we believe we need to focus on the following:

1. Revise and effectively implement a coherent intervention model to provide personalized support for the diverse needs of our emerging bilingual students, students with IEP’s and students who arrive below grade level in math and/or English.

2. Implement a coherent system of oversight (ex. Intervention Team and caseload managers) to ensure that high-priority students are receiving essential services to support their academic achievement and socio-emotional growth.

3. Allocate staffing to ensure the school can offer individualized and group sessions to support student motivation, student engagement, and high-priority intervention needs.

4. Increase reading and math intervention and supports to ensure students have more opportunities to access grade level standards and graduate college ready.

5. Continue to refine and augment a long-term plan to support student profiles that are most likely to need additional support.

To meet our mission of getting students to and through college, our students will need to graduate ready for college level math. Currently students at LPS Hayward are much more likely to fail their math courses. Furthermore, far fewer students have shown mastery on Common Core math standards by the end of the 11th grade (60%). In order to address this concern, we believe we must focus on the following:

1. Develop math teachers’ capacity to deliver common core aligned instruction, curriculum and assessments.

2. Develop math teachers’ ability to address fixed mindsets and make math learning more relevant and engaging.

3. Allocate staffing to ensure the math classrooms can offer individualized support for students who are struggling to engage and mastery course content.

4. Provide additional math support classes to address basic skill gaps that are obstacles to achievement in grade level courses.

5. Continue to refine and augment personalized learning tools and classroom structures that allow for greater differentiation, small group instruction and one on one coaching.

6. Develop a schoolwide approach to addressing fixed mindsets and stereotype threat as it relates to math and technical careers/studies.

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)

Unchanged Goal

Goal 1

100% access to individual technology to facilitate standards aligned instruction



Identified Need:

Provide access to technology to support academic achievement.

Expected Annual Measureable Outcomes

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

Percentofstudentswithaccesstoindividualtechnology 100% 100% 100% 100%


Unchanged Goal

Goal 2

Maintain a staff of 100% highly qualified teachers



Identified Need:

Ensure all students are taught by highly qualified staff



Percentofteachersappropriatelyassignedandfullycredentialed

90% 87 90 93


Unchanged Goal

Goal 3

Accelerated growth of 1.5 years in reading for all students entering below grade level on NWEA MAP assessment.



Identified Need:

Accelerate the reading growth of students entering below grade level so that they can access high school level core content and enter college without remediation.



%ofallstudentswhoenterbelow9thgradelevelandmake>(greaterthan)1yearsgrowthinreadingasmeasuredbyMAPNWEA 1.9 1.5 1.5 1.5

%ofELstudentswhoenterbelow9thgradelevelandmake>(greaterthan)1yearsgrowthinreadingasmeasuredbyMAPNWEA 1.1 1.5 1.5 1.5


%ofLowSESstudentswhoenterbelow9thgradelevelandmake>(greaterthan)1yearsgrowthinreadingasmeasuredbyMAPNWEA 1.6 1.5 1.5 1.5

%ofLatinostudentswhoenterbelow9thgradelevelandmake>(greaterthan)1yearsgrowthinreadingasmeasuredbyMAPNWEA 1.7 1.5 1.5 1.5


Unchanged Goal

Goal 4

Accelerated growth of 1.5 years in math for all students entering below grade level on NWEA MAP assessment.


State Priorities: 2,4

Local Priorities: 4

Identified Need:

Accelerate the math growth of students entering below grade level so that they can access high school level core content and enter college without remediation.



Averagegrowthingradelevelequivalency(GLE)forallstudentsstartingwithaGLEbelow9. 2.6 1.5 1.5 1.5

Averagegrowthingradelevelequivalency(GLE)forELstudentsstartingwithaGLEbelow9. 1 1.5 1.5 1.5

Averagegrowthingradelevelequivalency(GLE)forLatinostudentsstartingwithaGLEbelow9. 2.3 1.5 1.5 1.5

Averagegrowthingradelevelequivalency(GLE)forLowSESstudentsstartingwithaGLEbelow9. 2.6 1.5 1.5 1.5


[Add selection here]

Goal 5

Reduce the number of Long Term English Learners


State Priorities: 2,4,5 Local Priorities: 5

Identified Need:

Ensure that all English Learners are achieving fluency in English and have access to the common core in order to graduate high school prepared for success in college.





Goal 6

Increase number of students meeting or exceeding standards on the SBAC/EAP English Language Arts exam or maintain at 85% or greater



Identified Need:

Ensure that all students achieve proficiency in ELA and are able to enter college without remediation, prepared for success in college and career.



%ofallstudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam. 85% 85% 86% 87%

%ofLatinostudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam. 83% 84% 85% 86%

%ofLowSESstudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam. 79% 79% 80% 81%

%ofSPEDstudentsmeetingorexceedingstandardsontheSBAC/EAPEnglishLanguageArtsexam. 27% 29% 30% 31%



Goal 7

Increase number of students meeting or exceeding standards on the SBAC/EAP Math exam or maintain at 85% or greater



Identified Need:

Ensure that all students achieve proficiency in math and are able to enter college without remediation, prepared for success in college and career.



%ofallstudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam. 58% 58% 59% 60%

%ofLatinostudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam. 51% 51% 52% 53%

%ofLowSESstudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam. 54% 54% 55% 56%


%ofSPEDstudentsmeetingorexceedingstandardsontheSBAC/EAPMathexam. 17% 17% 18% 19%



Goal 8

Increase graduation rate (4 year cohort graduation rate) for all students or maintain at 90% or greater



Identified Need:

Ensure that all students graduate high school and are prepared for success in college and career.



Fouryearcohortgraduationrate(%ofAfricanAmericanstudents) 80% 80% 81% 82%

Fouryearcohortgraduationrate(%ofallstudents) 99% 96.50% 96.50% 96.50%

Fouryearcohortgraduationrate(%ofELstudents) 100% 85% 86% 87%

Fouryearcohortgraduationrate(%ofLatinostudents) 98.30% 98% 98% 98%


Fouryearcohortgraduationrate(%ofLowSESstudents) 100% 98% 98% 98%



Goal 9

Increase the percent of students completing all 15 A-G Required Courses or maintain at 90% or greater


State Priorities: 2,4,7,8 Local Priorities: 9

Identified Need:

Ensure that all students graduate high school completing the A-G requirements and are prepared for success in college and career.



A-GCompletionRatesforAfricanAmericanstudents(%ofstudentscompleting15A-Gunits) 80% 80% 82% 84%

A-GCompletionRatesforallstudents(%ofstudentscompleting15A-Gunits) 97% 93% 93% 93%

A-GCompletionRatesforLatinostudents(%ofstudentscompleting15A-Gunits) 97% 93% 93% 93%


A-GCompletionRatesforLowSESstudents(%ofstudentscompleting15A-Gunits) 95% 93% 93% 93%



Goal 10

Foster a strong culture and reduce the percentage of students who receive one or more suspensions during the school year or maintain at 4% or fewer



Identified Need:

Ensure an equitable and positive school culture that will allow all students to access to the full academic program.



AfricanAmericanSuspensionRate 3.90% 13% 11% 9%

TotalSuspensionRate 2.80% 4% 4% 4%

ELSuspensionRate 8.70% 4% 4% 4%

LatinoSuspensionRate 2.50% 4% 4% 4%

LowSESSuspensionRate 8.10% 4% 4% 4%

SPEDSuspensionRate 18% 7% 6% 5%


Unchanged Goal

Goal 11

Increase parental input in academics and school culture



Identified Need:

[Add text here]



80familiesattendedmonthlyparentworkshops N/A

92 families attended monthly parent workshops



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

Increase in positive responses for parent engagement and satisfaction on parent survey by 3% above previous year.

Goal 12



Identified Need:

Increasing parent satisfaction with LPS Hayward



3%yearlyincreaseinpositiveresponses

N/A

We did not collect survey data from parents this spring. Instead, town hall sessions or “platicas” were held 4 times through out the year where families were able to give feedback and interact with school design and programming.

70% positive survey responses on parent satisfaction

75% positive survey responses on parent satisfaction


New Goal

Goal 13

Decrease the number of students absent 10% or more days each (chronic absenteeism) or maintain below 10% of students



Identified Need:

[Add text here]



PercentofAfricanAmericanstudentsabsent10%ormoreschooldays 4.20% 9% 8% 7%

Percentofallstudentsabsent10%ormoreschooldays 2.50% 8% 7% 6%

PercentofELstudentsabsent10%ormoreschooldays 6.50% 21% 19% 17%

PercentofLatinostudentsabsent10%ormoreschooldays 1.80% 8% 7% 6%

PercentofLowSESstudentsabsent10%ormoreschooldays 0.70% 8% 7% 6%

PercentofSPEDstudentsabsent10%ormoreschooldays 5.10% 25% 23% 21%

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.

Goal 1 / 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)

All

Location(s):

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

LPS Hayward

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


(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))


Location(s):

(Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add selection here]

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

Students will continue to receive Google Chromebooks at the beginning of the school year and maintain throughout the school year. Refresh Chromebooks as needed.

2018-19 Select from New Action, Modified Action, or Unchanged Action: Unchanged Action





2017-18 2018-19 2019-20

Amount $45,000 $45,000

Source General Funds General Funds

Budget Reference

[Add budget reference here] [Add budget reference here] [Add budget reference here]





All

Location(s):


LPS Hayward





Scope of Services:



Location(s):


Actions/Services2017-18 Select from New Action, Modified Action, or Unchanged Action: [Add selection here]

There will be a full-time staff member to repair Chromes and staff technology including internet connectivity and AV equipment.


There will be a full-time staff member to repair Chromes and staff technology including internet connectivity and AV equipment.

2019-20 Select from New Action, Modified Action, or Unchanged Action: [Add selection here]

[Describe the action/service here]


2017-18 2018-19 2019-20

Amount $94,080 $96,000 [Add amount here]

Source LCFF SUPP LCFF SUPP [Add source here]

Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):


Actions/Services 2017-18 Select from New Action, Modified Action, or Unchanged Action: [Add selection here]

Recruit experienced and qualified staff for all open positions. Develop differentiated pathways for teacher development (including undergraduate students interested in education and teaching fellows).






2017-18 2018-19 2019-20


Source Title II & LCFF SUPP Title II & LCFF SUPP [Add source here]

Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):









2017-18 2018-19 2019-20



Budget Reference






Specific Student Groups

Location(s):


LPS Hayward




English Learners & Low Income

Scope of Services:



Location(s):



Reading Intervention courses to serve students reading 4 or more years behind grade level.


Reading Intervention courses to serve students reading 4 or more years behind grade level.




2017-18 2018-19 2019-20

Amount $36,864 / $35,430 $37,440 / $38,400 [Add amount here]

Source LCFF SUPP & LCFF CONC / LCFF SUPP

LCFF SUPP & LCFF CONC / LCFF SUPP

[Add source here]

Budget Reference







Location(s):


LPS Hayward





Scope of Services:



Location(s):



Provide Summer School programming for students who need to remediate English skills and courses


Provide Summer School programming for students who need to remediate English skills and courses




2017-18 2018-19 2019-20


Source LCFF CONC General Funds [Add source here]

Budget Reference






All

Location(s):


Specific Grade Spans





Scope of Services:



Location(s):



All freshmen will take a Reading Strategies and Leadership course called Literacy and Language. The course will help students improve reading comprehension and expository reading skills.


All freshmen will take a Reading Strategies and Leadership course called Literacy and Language. The course will help students improve reading comprehension and expository reading skills.




2017-18 2018-19 2019-20


Source Title I & LCFF SUPP Title I & LCFF SUPP [Add source here]

Budget Reference







Location(s):


LPS Hayward





Scope of Services:


Limited to Unduplicated Student Group

Location(s):

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



2018-19 Select from New Action, Modified Action, or Unchanged Action: Modified Action





2017-18 2018-19 2019-20


Source Title III & LCFF SUPP Title III & LCFF SUPP [Add source here]

Budget Reference







Location(s):


LPS Hayward




English Learner & Low Income

Scope of Services:



Location(s):



Provide expanded access to personalized intervention/remediation program for all students behind a grade level in mathematics. (Math Lab Position)


Provide expanded access to personalized intervention/remediation program for all students behind a grade level in mathematics. (Math Lab Position)




2017-18 2018-19 2019-20



Budget Reference







Location(s):


Specific Grade Span




English Learners and Low Income

Scope of Services:



Location(s):



Provide Math Game Lab for students at 3rd grade or lower in 9th grade.


Provide Math Game Lab for students at 3rd grade or lower in 9th grade.




2017-18 2018-19 2019-20



Budget Reference







Location(s):


Specific Grade Spans




English Learners and Low Income

Scope of Services:



Location(s):



Provide Navigate Math course to all students who arrive in the 9th grade below grade level in numeracy skills.


Provide Navigate Math course to all students who arrive in the 9th grade below grade level in numeracy skills.




2017-18 2018-19 2019-20


Source Title I Title I [Add source here]

Budget Reference







Location(s):


LPS Hayward





Scope of Services:


Unduplicated Student Groups

Location(s):

(Select from All Schools, Specific Schools, and/or Specific Grade Spans) Schoolwide


Student Support Coordinator to provide direct interventions and case management for our lowest readers and struggling EL students


Student Support Coordinator to provide direct interventions and case management for our lowest readers and struggling EL students




2017-18 2018-19 2019-20

Amount [Add amount here] Repeat Goal 3 Action 4 [Add amount here]

Source [Add source here] [Add source here] [Add source here]

Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):



Begin mapping reading and writing skills across all departments and grades by providing common meeting times for department teams and creating space in Dean job responsibilities.


Begin mapping reading and writing skills across all departments and grades by providing common meeting times for department teams and creating space in Dean job responsibilities.




2017-18 2018-19 2019-20

Amount $17,736 / $66,586 $17,736 / $42,496 [Add amount here]

Source LCFF SUPP / LCFF SUPP & LCFF CONC

LCFF SUPP / LCFF SUPP & LCFF CONC

[Add source here]

Budget Reference






All

Location(s):


Specific Grade Span





Scope of Services:



Location(s):









2017-18 2018-19 2019-20



Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):

(Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add selection he


Begin mapping reading and writing skills across all departments and grades by providing a common meeting time for grade level and department teams


Begin mapping reading and writing skills across all departments and grades by providing a common meeting time for grade level and department teams




2017-18 2018-19 2019-20



Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):









2017-18 2018-19 2019-20


Source Title II General funds [Add source here]

Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):









2017-18 2018-19 2019-20



Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):



Provide additional math support classes to address basic skill gaps that are obstacles to achievement in grade level courses


Provide additional math support classes to address basic skill gaps that are obstacles to achievement in grade level courses




2017-18 2018-19 2019-20



Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):









2017-18 2018-19 2019-20



Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):



Provide additional counseling staff to support advisory, additional college counseling, and career exploration.


Provide additional counseling staff to support advisory, additional college counseling, and career exploration.




2017-18 2018-19 2019-20


Source LCFF SUPP & LCFF CONC LCFF SUPP & LCFF CONC [Add source here]

Budget Reference






Location(s):






Scope of Services:


Schoolwide

Location(s):

(Select from All Schools, Specific Schools, and/or Specific Grade Spans) LPS Hayward


Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions).


Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions) including increased PD and coaching on differentiation.




2017-18 2018-19 2019-20


Source LCFF CONC Title I, Title II, and Title III, LCFF CONC, general fund

[Add source here]

Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):



Implement advisory program for all grades


Implement advisory program for all grades




2017-18 2018-19 2019-20



Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):



Provide additional College Counselor


Provide additional College Counselor

2019-20 Select from New Action, Modified Action, or Unchanged Action:

[Add selection here] Provide additional College Counselor


2017-18 2018-19 2019-20


Source LCFF SUPP & CONC LCFF SUPP & CONC [Add source here]

Budget Reference







Location(s):


LPS Hayward





Scope of Services:



Location(s):



Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions

2018-19

Select from New Action, Modified Action, or Unchanged Action: Unchanged Action

Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions

2019-20 Select from New Action, Modified Action, or Unchanged Action:




2017-18 2018-19 2019-20


Source LCFF CONC LCFF CONC [Add source here]

Budget Reference







Location(s):


LPS Hayward





Scope of Services:



Location(s):









2017-18 2018-19 2019-20



Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):



Implement group counseling sessions


Implement group counseling sessions




2017-18 2018-19 2019-20



Budget Reference







Location(s):


LPS Hayward





Scope of Services:



Location(s):









2017-18 2018-19 2019-20



Budget Reference





All

Location(s):


LPS Hayward





Scope of Services:



Location(s):


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

2018-19 Select from New Action, Modified Action, or Unchanged Action: New Action

Build belonging and inclusion for entering Freshmen in Freshman Retreat.




2017-18 2018-19 2019-20

Amount $10,000 [Add amount here]

Source Title IV [Add source here]

Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):



Administer Panorama survey annually to collect parental and student input.


Administer Panorama survey annually to collect parental and student input.


Administer Panorama survey annually to collect parent and student input


2017-18 2018-19 2019-20

Amount [Add amount here] $8,000 [Add amount here]

Source General Funds General Funds [Add source here]

Budget Reference






All

Location(s):


LPS Hayward





Scope of Services:



Location(s):









2017-18 2018-19 2019-20

Amount [Add amount here] $9,000 [Add amount here]

Source General Funds General Funds [Add source here]

Budget Reference







Location(s):


LPS Hayward




Scope of Services:



Location(s):









2017-18 2018-19 2019-20


Source LCFF CONC General Funds [Add source here]

Budget Reference





Location(s):






Scope of Services:


Unduplicated Student Groups

Location(s):

(Select from All Schools, Specific Schools, and/or Specific Grade Spans) LPS Hayward

Actions/Services 2017-18

Select from New Action, Modified Action, or Unchanged Action: [Add selection here]

Staff Student Ally to provide 1:1 support to our most vulnerable students

2018-19

Select from New Action, Modified Action, or Unchanged Action: Unchanged Action

Staff Student Ally to provide 1:1 support to our most vulnerable students

2019-20

Select from New Action, Modified Action, or Unchanged Action: [Add selection here]



2017-18 2018-19 2019-20



Budget Reference


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

Estimated Supplemental and Concentration Grant Funds:

$ 841,380 Percentage to Increase or Improve Services:

16.19%

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. DIISUP The count of unduplicated students at LPS Hayward is 62.56% meaning that the majority of actions and services are schoolwide. Those actions and services specifically targeting English Learners or English Learners and Low-Income Students are highlighted below. Through out process of continuous inquiry, we focus on how to improve and expand these services to meet the needs of our students. In particular we have increased the amount, quality and coordination of our Tiered Support System. We are also investing both effort and resources in continuing to improve our math program and support for our large number of new math teachers with a particular focus on how they can, in turn, support our English Learners, low-income and Special Education students. GOAL#

ACTION# ACTIONS/SERVICES Rationale

1 1

Students will continue to receive google chromes at the beginning of the school year and maintain throughout the school year. Refresh Chromebooks as needed.

Access to individual devices or computers for all students will ensure all students have access to rigorous content and help them learn tech skills that will prepare them for effectively using technology in their careers and in college.

1 2 There will be a full time staff member to repair chromes and staff technology including internet connectivity and AV equipment.

Since we have over 600 computers and 35 AV systems across the school we need a full time person to maintain the technology we need to provide great teaching and learning in all classrooms.

2 1


We have needed to hire people each spring to replace staff who have moved on to new positions. The need to prioritize resources to recruit greater teachers continues.

2 2 Provide BTSA Coaching and support to new teachers. Pay for fees to induction plans to clear

This year we are experiencing a high number of new teachers and the need to ensure strong instructional support so they are

credentials. able to in turn support our students.

3 1 Reading Interventions courses to serve students reading 4 or more years behind grade level.

The Reading Intervention course has accelerated the reading level of students who have entered high school 4 or more years below grade level.

3 2Provide Summer School programming for students who need to remediate English skills and courses.

Summer school provides students a chance to catch up if they need more time to be able to pass their courses and continue on track to completing our A-G graduation criteria.

3 3

All Freshmen will take a Reading Strategies and Leadership Course, called Literacy and Language. The course will help students improve reading comprehension and expository reading skills.

The majority of our students enter high school below grade level. The Literacy and Language course is an access strategy to ensure that they can be successful in a college-prep academic sequence.

3 4


We have decided to discontinue to reading specialist position in order to allow funding to have 1/5th of our English courses have multiple educators to support students who have yet to meet grade level expectation in English.

4 1Provide expanded access to personalized intervention/remediation program for all students behind grade level in mathematics. (Math Lab Position).

We have successfully provided a Navigate Math course for students entering 9th grade below grade level, but have found that there is a small subset, those with skills below 4th grade level, that are missing fundamental math concepts. Math Lab is designed to address this the needs of these students.

4 2Provide Math Game Lab for student at 3rd grade or lower in 9th grade.

We have successfully provided a Navigate Math course for students entering 9th grade below grade level, but have found that there is a small subset, those with skills below 4th grade level, that are missing fundamental math concepts. Math Lab is designed to address this the needs of these students.

4 3Provide Navigate Math course to all students who arrive in the 9th grade below grade level in numeracy skills.

Navigate Math has allowed students to grow over 2 grade levels in a year.

5 1Student Support Coordinator to provide direct interventions and case management for our lowest readers and struggling EL students.

We have moved this role from Reading Specialist to the Student Support Coordinator.

5 2 Begin mapping reading and writing skills across all departments and grades by providing common

We have facilitated this by creating common meeting time for departments.

meeting time for department teams and creating space in Dean job responsibilities.

Greater alignment of reading and writing skills across grade levels will increase the ability of teachers to provide consistent support for long-term English Learners. The common meeting time has facilitated this.

6 1 Offer Reader’s Workshop for 11th grade students.

Instead we have provided more tutors to support students in class and during independent work periods to support ELD for struggling readers and students are emerging bilingual students.

6 2

Begin mapping reading and writing skills across all departments and grades by providing common meeting time for grade level and department teams.

Greater alignment of reading and writing skills across grade levels will increase the ability of teachers to provide consistent support. The common meeting time has facilitated this.

6 3Provide additional paid professional development days to teachers to develop curriculum to support literacy integration and deeper learning.

Integrating literacy development into core curricula provides access to the common core for all students.

7 1 Develop common instructional practice guide for math classrooms.

Common instructional practices facilitate the alignment of math instruction throughout a student's four years and help both students and teachers transition to the common core.

7 2Provide additional math support classes to address basic skill gaps that are obstacles to achievement in grade level courses.

The Navigate Math course supports students entering math below grade level while the Math Games Lab builds conceptual skills for students entering with skills below 4th grade level.

7 3

Allocate staffing to ensure the math classrooms can offer individualized support for students who are struggling to engage and master course content.

Additional staffing for key math courses allows for greater personalization.

8 1 Provide additional counseling staff to support advisory, additional college counseling and career exploration.

We have expanded our advisory and counseling programs to include career exploration and a focus on life after high school. We have increased our support for students envisioning a community college pathway.

8 2


We are continuing and deepening our Tiered Support program with an increase on classroom accommodations in addition to intervention services.

8 3Implement advisory program for all grades.


9 1Provide additional College Counselor.


9 2Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions).


10 1

Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions).


10 2 Implement group counseling sessions. We are adding group counseling sessions to our Tiered Support services in order to serve a greater number of students

10 3Staff Student Ally to provide 1:1 support to our most vulnerable students.

We are continuing the successful 1:1 support for our most vulnerable students.

10 4Build belonging and inclusion for entering Freshman in Freshman Retreat.

Freshman Retreat is an important culture and community builder. We are building in specific efforts to more fully incorporate students that have historically felt less included in the school.

11 1Administer Panorama survey annually to collect parental and student input.

We have in place a robust community conversation and design process to get parent input. However, it does not yield concrete data. We are adding in the Panorama survey as an additional lens.

12 1Hold parent workshops or community meetings at least once per month.

We are continuing and deepening our community meetings to respond to areas of parent interest.

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).

GOAL#

ACTION# SCHOOLWIDE ACTIONS/SERVICES Rationale

1 1Students will continue to receive google chromes at the beginning of the school year and maintain throughout the school year. Refresh Chromebooks as needed.

Access to individual devices or computers for all students will ensure all students have access to rigorous content and help them learn tech skills that will prepare them for effectively using technology in their careers and in college.

1 2 There will be a full time staff member to repair chromes and staff technology including internet connectivity and AV equipment.

Since we have over 600 computers and 35 AV systems across the school we need a full time person to maintain the technology we need to provide great teaching and learning in all classrooms.

2 1


We have needed to hire people each spring to replace staff who have moved on to new positions. The need to prioritize resources to recruit greater teachers continues.

2 2Provide BTSA Coaching and support to new teachers. Pay for fees to induction plans to clear credentials.

This year we are experiencing a high number of new teachers and the need to ensure strong instructional support so they are able to in turn support our students.

3 3

All Freshmen will take a Reading Strategies and Leadership Course, called Literacy and Language. The course will help students improve reading comprehension and expository reading skills.

The majority of our students enter high school below grade level. The Literacy and Language course is an access strategy to ensure that they can be successful in a college-prep academic sequence.

5 2 Begin mapping reading and writing skills across all departments and grades by providing common meeting time for department teams and creating space in Dean job responsibilities.

We have facilitated this by creating common meeting time for departments. Greater alignment of reading and writing skills across grade levels will increase the ability of teachers to provide consistent support for long-term English Learners. The common meeting time has facilitated this.

6 1


Instead we have provided more tutors to support students in class and during independent work periods to support ELD for struggling readers and students are emerging bilingual students.

6 2 Begin mapping reading and writing skills across all departments and grades by providing common meeting time for grade level and department teams.

Greater alignment of reading and writing skills across grade levels will increase the ability of teachers to provide consistent support. The common meeting time has facilitated this.

6 3Provide additional paid professional development days to teachers to develop curriculum to support literacy integration and deeper learning.

Integrating literacy development into core curricula provides access to the common core for all students.

7 1 Develop common instructional practice guide for math classrooms.

Common instructional practices facilitate the alignment of math instruction throughout a student's four years and help both students and teachers transition to the common core.

7 2 Provide additional math support classes to address basic skill gaps that are obstacles to achievement in grade level courses.

The Navigate Math course supports students entering math below grade level while the Math Games Lab builds conceptual skills for students entering with skills below 4th grade level.

7 3Allocate staffing to ensure the math classrooms can offer individualized support for students who are struggling to engage and master course content.

Additional staffing for key math courses allows for greater personalization.

8 1 Provide additional counseling staff to support advisory, additional college counseling and career exploration.


8 2



8 3

Implement advisory program for all grades.


9 1Provide additional College Counselor.


9 2 Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions).


10 1Implement revised Response to Intervention model (with strengthened Tier 1 and 2 interventions).


10 2 Implement group counseling sessions.

We are adding group counseling sessions to our Tiered Support services in order to serve a greater number of students.

10 3Staff Student Ally to provide 1:1 support to our most vulnerable students.

We are continuing the successful 1:1 support for our most vulnerable students.

10 4Build belonging and inclusion for entering Freshman in Freshman Retreat.

Freshman Retreat is an important culture and community builder. We are building in specific efforts to more fully incorporate students that have historically felt less

included in the school.

11 1Administer Panorama survey annually to collect parental and student input.

We have in place a robust community conversation and design process to get parent input. However, it does not yield concrete data. We are adding in the Panorama survey as an additional lens.

12 1Hold parent workshops or community meetings at least once per month.

We are continuing and deepening our community meetings to respond to areas of parent interest.

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lcap year local control accountability plan and …...lcap year (select from 2017-18, 2018-19,...

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