lcap year local control and annual update lcff evaluation … · 2017-06-06 · page 3 of 92 lcap...

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LCAP Year 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

LCFF Evaluation Rubrics [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.]: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name Robla Elementary School District

Contact Name and Title

Ruben Reyes, Superintendent Email and Phone

[email protected]

2017-20 Plan Summary

THE STORY

Briefly 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 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

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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.

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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.

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.

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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

An analysis of the Dashboard indicates that the Robla district made overall growth in both the ELA (11.4 points) and math (8 points) towards meeting the state target. A closer look at the Dashboard reveals there are “pockets of greatness.” Two schools made significant gains: Bell Ave. ELA 26 points, math 15.9 points; Robla ELA 28.2 points, math 22.1 points and one school, Main Ave. made gains of 16.6 points in ELA and 12 points in math towards the state target. We have been able to increase support for our unduplicated student count which has led to academic gains overall and for significant student groups. Such services include:

EL Support Teachers

Intervention Specialists

Intervention Assistants

Enrichment Teachers

Bilingual and African American Community Outreach Assistants

Increased Professional Learning Time

Increased instructional minutes

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.

See Goal 1 (page 49 )

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 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.

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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 LCFF Evaluation Rubrics reveals that three sites have been showing continuous gains over the last couple of years while two sites (Glenwood and Taylor St.) continue to show decline in growth on the ELA and math Dashboards.

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 have increased for Hispanic and African American students. Three sites continue to have high suspension rates overall.

It is the districts desire to have consistency of performance throughout all its school sites. Therefore there is a need for restructuring leadership and intensifying actions and services at the two lowest performing schools. Additional social work and health support staff will be added to increase and improve our ability to provide social/emotional support for students and families and help build positive school climate.

See Goal 1 (page 67) Goal 2 (page 78 & 79)

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

LCFF Evaluation Rubrics indicate that student group that falls two performance levels below “all students” is our students with disabilities. This group falls below “all students” in ELA and math on the academic indicator. The Robla SD houses an autism program (19 students, 2 classrooms) that spans grades K-6 as well as three Special Day Class classrooms (34 students).

During our professional learning days we will continue to provide training specifically designed for teachers and support staff that address the instructional and social/emotional needs of students with disabilities.

See Goal 1 (page 44)

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INCREASED OR IMPROVED SERVICES

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

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 $26,030,759

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

$5,878,370

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.

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The amount above includes all planned LCAP expenditures as well as $1,250,000 budgeted for a roof replacement at the Glenwood Elementary site. The General Fund has reserved this amount in years past in order to save Bond Measure K funds to continue on with the Facilities Master Plan route of impacting program and implementing 21st Century classroom environments.

$21,542,336 Total Projected LCFF Revenues for LCAP Year

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Annual Update LCAP Year Reviewed: 2016-17

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

Goal 1


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

COE 9 10

LOCAL ______________________________________

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

The measures for the effectiveness of the Common Core implementation (including English Language Arts standards, Mathematics standards, Next Generation Science Standards and ELD standards) shall include:

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

1.2 CAASPP testing will results in an 8% growth overall and for all student groups from 25% to 33% in ELA and 23% to 31% in math.

1.3 Fifth grade STAR Science results will increase from 47% Proficient to 55%.

1.4 Benchmark assessments results will increase from 27% to 35% Proficient in ELA and 37% to 45% Proficient in Math for grades 2-6.

1.5 ELD instruction will result in an increase in AMAO 1 from 57% to 63%, AMAO 2 from 23.9% to 26.5% and 50.7% to 56.0%.

1.6 Increase English Learner Reclassification rate by 2% from 6.7% to 8.7%.

1.7 Annual Fitnessgram results will show an increase of 7% from 19% to

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

1.2 CAASPP testing resulted in a 5% growth overall and for all student groups from 25% to 31% in ELA and 23% to 27% in math. Not Met

1.3 Fifth grade STAR Science resulted in a decrease from 47% Proficient to 39%. Not Met

1.4 Benchmark assessments resulted in an increase from 27% to 27.5% Proficient in ELA and a decrease from 37% to 31% Proficient in Math for grades 2-6. Not Met

1.5 AMAO measures were suspended from data collection

1.6 English Learner Reclassification rate remained consistent at 6.7%. Not Met

1.7 Annual Fitnessgram results will show a decrease to 11% of

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26% of students passing all six measures of fitness.

1.8 Attendance at Professional Development activities by teachers will remain at a minimum of 90% of teachers in attendance.

1.9 One hundred percent of committee members will successfully pilot and select one of two selected ELA/ELD adoptions.

1.10 Maintain Common Core instruction on teacher meeting and cabinet agendas.

1.11 Provide Next Generation Science Standards training for 20 teachers to prepare for STEAM Summer School

students passing all six measures of fitness. Not Met

1.8 Attendance at Professional Development activities by teachers remained at a minimum of 90% of teachers in attendance. Met

1.9 One hundred percent of committee members successfully piloted and selected one of two ELA/ELD adoptions. Met

1.10 Maintained Common Core instruction on teacher meeting and cabinet agendas. Met

1.11 Provided Next Generation Science Standards training for 20 teachers to prepare for STEAM Summer School. 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.

Action

1 Empty Common Core Implementation Cell Emp Common Core Implementation ty Cell

Actions/Services

PLANNED 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.

ACTUAL Common Core Implementation

Service 1.1a: Provided 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 were 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.

Expenditures

BUDGETED Funding Source: LCFF Base $10,000 per school site Res: 0000 Obj: 4300 Site: 231, 232, 233, 234, 236

Local 1: 114

ESTIMATED ACTUAL

$43,000 total at current time. May change as books are closed and entries are necessary

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ACTIONS / SERVICES

Action

1 Empty Common Core Implementation Cell Empty C Common Core Implementation ell

Actions/Services

PLANNED

Service1.1b: Continue and add an additional day of professional learning (for a total of two days) to deepen all teachers, including special education and support teachers knowledge of effective Common Core instruction, including assessment as well as release time for teachers to meet in Professional Learning Communities (PLC’s).

ACTUAL

Service1.1b: Two days of professional learning was provided to deepen all teachers, including special education and support teachers, knowledge of effective Common Core instruction, including assessment as well as release time for teachers to meet in Professional Learning Communities (PLC’s).

Expenditures

BUDGETED

Funding Source:

LCFF Base

$40,000 for Common Core PD and $72,000 for Additional Contract Day of PD.

Res: 0000

Obj: 1XXX, 2XXX, 3XXX and 4XXX

Local 1: 115

Local 2: 502

ESTIMATED ACTUAL

$120,600

ACTIONS / SERVICES

Action

1 Empty Common Core Implementation Cell Em Common Core Implementation pty Cell

Actions/Services

PLANNED

Service 1.lc: Provide Technology to support effective CCSS instruction in all settings as well as the implementation of the new CAASPP system

ACTUAL

Service 1.lc: Provided Technology to support effective CCSS instruction in all settings as well as the implementation of the new CAASPP system

Expenditures

BUDGETED Funding Source: LCFF Base Maintenance, Growth and Replacement

ESTIMATED ACTUAL

$102,931

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$100,000 dedicated to refreshing technology to ensure the District is current with all technological trends.

Resource: 0000

Obj: 4300/5800

Local 1: 105

Local 2: 807

Other Coding as

determined necessary

ACTIONS / SERVICES

Action

1 Em Common Core Implementation pty Cell Empty Cell Common Core Implementation

Actions/Services

PLANNED Service 1.1d: Continue to provide support for existing school library and expand services to support Common Core

ACTUAL Service 1.1d: Continued to provide support for existing school libraries and expand services to support Common Core through the purchase of Common Core aligned materials and additional student support through extended library hours and tutoring services.

Expenditures

BUDGETED

Funding Source:

Lottery, LCFF Base

System maintenance

And collection expansion

$15,000

RSD Library System:

Resource: 0000

Obj: 4300/5800

Local 1: 114

Site Library Allocation:

ESTIMATED ACTUAL

$15,000

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Resource: 0000

Object 4300

Sites: 231, 232, 233, 234, 236

Local 1: 114

Other Coding as determined necessary

ACTIONS / SERVICES

Action

1 Empty Cell Common Core Implementation Empty Ce Common Core Implementation ll

Actions/Services

PLANNED

Service 1.1e: Further the implementation of state English Language Development standards

ACTUAL

Service 1.1e: Further implemented state English Language Development standards

Expenditures

BUDGETED Funding Source: Title III $40,000 for materials and professional development Resource: 4203 Obj: 4300/5800 Local 1: 000

Local 2: 502

ESTIMATED ACTUAL

$4,365

ACTIONS / SERVICES

Action

1 Empt Common Core Implementation y Cell Empty C Common Core Implementation ell

Actions/Services

PLANNED

Service 1.1f: Pilot Common Core English Language Arts/English Language Development curriculum materials and all grade levels in selected classrooms at all schools.

ACTUAL

Service 1.1f: Piloted Common Core English Language Arts/English Language Development curriculum materials and all grade levels in selected classrooms at all schools.

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Expenditures

BUDGETED

Funding Source:

LCFF S&C

$150,000 (Coding below is estimated)

Resource: 0000/1100/6300/0037

Object: 4300

Local 1: 115

Local 2: 503

ESTIMATED ACTUAL

$800,000 (Represents total cost of the actual adoption – rounded)

ACTIONS / SERVICES

Action

1 Empt Common Core Implementation y Cell Empty Cell Common Core Implementation

Actions/Services

PLANNED

Service 1.1g: Continue the eight minutes added to each school day for instructional purposes

ACTUAL

Service 1.1g: Continued the eight minutes added to each school day for instructional purposes

Expenditures

BUDGETED

Funding Source:

LCFF Base

$360,000 + Increases for Step and Column

Resource: 0000

Obj: 1xxx and 2xxx

Site: 231, 232, 233, 234, 236

Local 1: 114/115

ESTIMATED ACTUAL

$400,000 total when indexed for step/column over time

ACTIONS / SERVICES

Action

2 E Intervention Servicesmpty Cell Em Intervention Servicesmpty pty Cell

Actions/Services PLANNED

Service 1.2a: Provide 1.0 FTE Intervention Teachers

ACTUAL

Service 1.2a: Provided 1.0 FTE Intervention Teachers at each

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at each school site. school site

Expenditures

BUDGETED

Funding Source:

LCFF S&C

$520,000

Increases for Step and Column and expansion of services

Resource: 0000

Obj: 1xxx

Site: 231, 232, 233, 234, 236

Local 1: 115

ESTIMATED ACTUAL

$545,000

ACTIONS / SERVICES

Action

2 Empt Intervention Servicesmpty Empty Cell Intervention Servicesmpty

Actions/Services

PLANNED

Service 1.2b: Substitute Teachers will be provided for Specialist Teachers 2 days per year when they are absent in order to ensure continuity of access to Common Core and ELD instruction

ACTUAL

Service 1.2b: Substitute Teachers were provided for Specialist Teachers 2 days per year when they were absent in order to ensure continuity of access to Common Core and ELD instruction

Expenditures

BUDGETED

Funding Source:

LCFF

$6,000 adjusted

Resource: 0000

Object: 1104

Local 1: 114

ESTIMATED ACTUAL

$3,612

ACTIONS / SERVICES

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Action

2 Empty Cell Intervention Servicesmpty Empty Cel Intervention Servicesmpty l

Actions/Services

PLANNED

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

ACTUAL

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

Expenditures

BUDGETED

Funding Source: LCFF

$223,000

Increases for Step and Column and expansion to other grades

Resource: 0000

Obj: 2100

Local 1:115

ESTIMATED ACTUAL

$162,173

ACTIONS / SERVICES

Action

2 Empty Cel E Intervention Servicesmpty l Empty E Intervention Servicesmpty Cell

Actions/Services

PLANNED

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

ACTUAL

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

Expenditures

BUDGETED

Funding Source: LCFF S&C

Contract with Reading Partners

$30,000

At Bell Avenue School and Glenwood School

Resource: 0000

ESTIMATED ACTUAL

$30,000

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Obj: 5800

Site: 231 and 236

Local 1:115

ACTIONS / SERVICES

Action

2 Empty Cell Intervention Servicesmpty Empty Cell Intervention Servicesmpty

Actions/Services

PLANNED

Service 1.2e: Provide extended learning opportunities for identified students during the summer focusing on Next Generation Science Standards

ACTUAL

Service 1.2e: Provided extended learning opportunities for identified students during the summer focusing on Next Generation Science Standards

Expenditures

BUDGETED


Explore continued funding and expansion to other subgroups

Summer School Cost: $117,000

Freedom School Cost:

$110,000

Resource: 0000

Obj: 5800

Local 1: 115 and 116 (Freedom School Pilot)

Local 2: 504

ESTIMATED ACTUAL

$216,370 (Total both programs)

ACTIONS / SERVICES

Action

3 Empty Cell Enrichment Services Empty Cell Enrichment Services

Actions/Services

PLANNED

Service 1.3a: Continue to provide a Gifted And Talented Education (GATE) program reflective of

ACTUAL

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

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Robla School District’s diversity

Expenditures

BUDGETED

Funding Source:

LCFF Base

$18,675 (Estimated)

Adjusted for step and Column

Resource: 0036

Object: 4300

Local 1:114

ESTIMATED ACTUAL

$4,223

ACTIONS / SERVICES

Action

3 Empty Cell Enrichment Services Empty Cell Enrichment Services

Actions/Services

PLANNED

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

ACTUAL

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

Expenditures

BUDGETED


Art Teachers:

$375,000 for five teachers, providing instruction to students in grades K-6, adjust for step and column. $75,000 ($15,000 per teacher) allocated for materials and supplies and given Object 4300/4400 coding. Local 1 and Local 2 are same as below.

Resource: 0000

Object: 1100

Local 1: 115

Local 2: 505

ESTIMATED ACTUAL

$1,258,648

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Physical Education Teachers:

$375,000 for 5 teachers providing teacher support in grades TK-6, adjust for step and column. $50,000 ($10,000 per teacher) allocated for materials and supplies and given Object 4300/4400 coding. Local 1 and Local 2 are same as below.

Resource: 0000

Object: 1100

Local 1: 115

Local 2: 511

Technology Teachers:

$375,000 for 5 teachers. $50,000 ($10,000 per teacher) allocated for materials and supplies and given Object 4300/4400 coding. Local 1 and Local 2 are same as below.

Resource: 0000 (2) / 3010 (3)

Object: 1100

Local 1: 115

Local 2: 509

ACTIONS / SERVICES

Action

3 Empt Enrichment Services y Cell Empty Cell Enrichment Services

Actions/Services

PLANNED

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

ACTUAL

Service 1.3c: Provided instrumental music enrichment opportunities 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

Expenditures

BUDGETED

Funding Source:

LCFF Base

ESTIMATED ACTUAL

$10,000 total by year end after all entries are made

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$8,000; Robla Education Foundation

Grant $2,000

District Portion:

Resource: 0000

Object: 5800

Local 1: 114

Local 2: 506

REF Portion:

Resource: 9850

Object: 5800

Local 1: 000

Local 2: 506

ACTIONS / SERVICES

Action

4 Em English Learnerspty Cell E English Learnersmpty Cell

Actions/Services

PLANNED

Service 1.4a: Provide Highly Qualified English Language Support Teachers at all five school sites

ACTUAL

Service 1.4a: Provided Highly Qualified English Language Support Teachers at all five school sites

Expenditures

BUDGETED

5 FT EL Support Teachers LCFF S&C

1200 + step & column

$437,000

Resource: 0710

Object: 1100

Local 1: 115

ESTIMATED ACTUAL

$456,209

ACTIONS / SERVICES

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Action

4 Empty C English Learnersell Empty English LearnersCell

Actions/Services

PLANNED 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

ACTUAL

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

Expenditures

BUDGETED

+ Step & Column

$90,000 LCFF S&C

Resource: 0000

Object: 2100

Local 1: 115

ESTIMATED ACTUAL

$162,173

ACTIONS / SERVICES

Action

4 Empty English LearnersCell Empty Cell English Learners

Actions/Services

PLANNED Service 1.4c: Create a committee to plan for the implementation of a primary language program (bilingual) for Spanish-speaking English learner students

ACTUAL

Service 1.4c: Committee planned for the implementation of a primary language program (bilingual) for Spanish-speaking English learner students

Expenditures

BUDGETED

Funds for Spanish materials and Professional Development

LCFF S&C Funding

$2,000 (estimated)

ESTIMATED ACTUAL

$4,339

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Resource: 0000

Object: 4300

Local 1: 115

(Materials)

Local 2: 502 (PD

ACTIONS / SERVICES

Action

4 Empty Cell English Learners Empty Cell English Learners

Actions/Services

PLANNED Service 1.4d: EL Support teachers track academic progress, communicate with families and provide intervention opportunities for students beginning to fall below grade level standards

ACTUAL

Service 1.4d: EL Support teachers tracked academic progress, communicated with families and provided intervention opportunities for students beginning to fall below grade level standards

Expenditures

BUDGETED

EL Support Teachers

5%

$21, 250 + Step & Column

Resource: 0000

Object: 1200

Local 1: 115

ESTIMATED ACTUAL

$11,359 at 5%, but likely will adjust up to meet projected amount

ACTIONS / SERVICES

Action

5 Empty Foster Youth Cell Empty Cell Foster Youth

Actions/Services

PLANNED

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

ACTUAL

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

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Expenditures

BUDGETED

10% Social Worker

$12,000 McKinney-Vento

Resource: 5630

Object: 2100

ESTIMATED ACTUAL

$10,733

ANALYSIS

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

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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. The actions and services planned were put in place to assist with the implementation of Goal 1, Academic Performance and the Common Core state standards:

- A committee of teachers, which included specialist, i.e. EL Support teachers, resource specialist and intervention teachers piloted new ELA/ELD Common Core materials. Professional development on the use of these materials was provided by the publishers. Teachers piloted and selected a program for adoption.

- The additional of enrichment teachers and the additional minutes added to the day to increase instructional time for students has also allowed the time for the implementation professional learning communities. Additional staff development days were added to the calendar to support teacher learning and collaboration.

- 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.

We were able to implement all actions and services with the exception of two items. The implementation process included the addition of enrichment teachers in art, P.E. and technology. We were able to find and hire personnel to fulfill all but one of these positions, a technology teacher. We have been unable to find a qualified applicant therefore we continue to have one opening. Currently, four technology teachers are serving all five sites. We planned to have coverage for Specialist teachers (EL Specialists, Intervention teachers and Resource Specialist teacher) to maintain program consistency.

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Due to a lack of substitute teacher availability, we have not always been able to cover a Specialist Teacher when needed. The lack of the availability of substitute teachers in general has continued to be a problem throughout the district.

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

An analysis of the CAASPP and Benchmark data indicates that we did not meet our self-set growth targets. However, overall growth for the district is being made on the ELA and math CAASPP tests. A closer look at the Dashboard reveals there are “pockets of greatness.” Two schools made gains of over 20 points, Bell Ave. and Robla, and one school, Main Ave. made gains of at least 7 points towards the state target (green). Taylor St. and Glenwood declined in progress towards the state target.

Analysis of 5th grade STAR science results indicates that we declined in overall performance. In a deeper analysis of the data we have found again pockets of greatness. Bell and Glenwood exceeded our self-set target of 55% proficient with 58% and 56% respectively.

Current year English Learner Progress indicator reveals Robla SD has maintained English learner progress towards meeting the state target. Taylor St., Robla and Main Ave. Schools increased by more than 1.5 (Main Ave.+6.4%, Robla +4.5%, Taylor +1.6%. Robla and Main Ave. Schools are in the state target zone (green). Bell Ave. and Glenwood declined, 7.4% and 4.9% respectively. We increased the number of Physical Education enrichment teachers from 3 to 5 positions to

allow for one per school site. However, Fitnessgram data indicates we 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.

The addition of one more professional learning day, increased minutes in the school day and

the addition of enrichment teachers has allowed more time for scheduled collaboration time

and increased professional development opportunities. Staff attendance remains at 90% or

above.

ELA/ELD materials were successfully piloted during the 2016-17 school year. The board has

approved the adoption of Wonders by McGraw Hill and materials have been ordered for the

2017-18 school year.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Material differences in this section are as follows:

1.1b – Materials budget was overestimated during the LCAP process in 2016-2017 and the LCAP was not revised to show the total of the recently settled upon Professional Development days the District now offers.

1.1e – Above explanation is applicable for this service as well. Materials were not needed as much as anticipated.

1.1f – Pilot Program materials were purchased and through the course of the year, the administration and staff came to the conclusion that one program stood well above others. The program Wonders was purchased in its entirety.

1.2c – Initial budgeting for this service overestimated the cost of the IA’s. Corrections were made during the year.

1.3a – GATE program does not always incur large expenditures as was the case in 2016-2017. We continue to encourage the use of the funding which is available to ensure students are provided with the best materials.

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 most actions and services provided for the 2017-18 LCAP with some minor changes:

- Service 1.1f New ELA/ELD curriculum TK-6, supported by professional development, will be implemented starting Fall of 2017. Curriculum embedded assessments that align with the Common Core state standards and state assessments will be reviewed and may potentially replace existing benchmark assessments. This will results in the elimination of Benchmarks as a metric of measurement for LCAP purposes.

- Service 1.2b This will no longer be a service item found in the new plan. Going forward substitutes will not be capped at two days but will be provided for specialists as needed and as available. Service 1.2b will now reflect the addition of a Teacher Growth Project Facilitator position which will be described in the 2017-20 LCAP.

- Service 1.2e The focus of summer learning will be consolidated to one expanded program. The focus of summer learning will shift from Science to reading. The Freedom School model will be implemented and expanded to include more students (160 students, double the current target). Unduplicated students with the need for academic support will be targeted for participation in the extended learning summer program.

- Service 1.3b The physical education enrichment teachers will adjust the curriculum being taught and support classroom teachers in incorporating more health/fitness related activities

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in to physical education instruction. This will result in improved physical fitness levels of students as measured by the Fitnessgram.

- Service 1.4c As a result of the committee’s findings, we will be moving forward with the implementation of a Spanish Dual Immersion program. The program will begin at one site, Glenwood Elementary School, with Kindergarten in the 2017-18 school year. The program will grow by one grade level each subsequent year. An additional Spanish speaking instructional assistant will be hired to support students in the dual immersion program (Service 1.4d ). The responsibilities of the implementation will no longer require the need for the committee. The implementation will be handled by school site personnel.

Evaluation of the metrics used revealed the following changes to be made to best reflect growth and effectiveness of services.

- Metric 1.4 Benchmark assessments have been removed. The availability of new curriculum imbedded assessments and IABs has made the current Benchmark assessments unnecessary.

- Metric 1.5 AMAO data will be replaced with English Language Learner Annual Growth measured through local data system

- Metrics 1.8 and 1.10 will be combined and replaced with the Self-Assessment Tool as Metric 1.8

-Metrics 1.9 and 1.11 have been removed as the action and services items related to these metrics have been completed

Goal 2



COE 9 10

LOCAL ______________________________________


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EXPECTED

2.1 Maintain school attendance rate of 95% minimum.

2.2 Decrease the number of suspensions from 9% to 8%.

2.3 Decreased the number of students with multiple suspensions by 5% from 199 to 189 suspensions.

2.4 Reduce the suspension rates of African American students and Hispanics by 5% from 42 to 40 African American students and from 23 to 22 Hispanic students.

2.5 Lesson plans will show the use of bullying prevention and conflict resolution curriculum.

2.6 Maintain attendance at professional development opportunities that address: cultural responsiveness (Resiliency) at a minimum of 40 participants.

2.7 Conduct the Healthy Kids Survey for students in grades 5-6 district-wide and site-wide for staff and parents to measure the percentage of children that feel safe and connected school. Increase from 72% of 5th and 6th graders “Feel Safe at School” to 75%. Increase staff reporting work environment is supportive and inviting from 89% to 93%. Increase parent response to our schools being a safe place for children from 92% to 95%

2.8 Conduct the Sacramento County Bullying Prevention Project Survey to 5th grade students at Bell Ave. and Glenwood Schools in accordance with funding guidelines. 2.9 Continue to experience zero expulsions in the Robla School District

2.10 Chronic absenteeism will decrease 10% from 299 students to 269 students as reported in Civil Rights Data Collection.

ACTUAL

2.1 Maintained school attendance rate of 95% minimum. Met

2.2 Number of suspensions remained at 9%. Not Met

2.3 Decrease the number of students with multiple suspensions by 5% from 199 to 40 suspensions. Met

2.4 Suspension rates of African American students and Hispanics rose from 42 to 67 African American students and from 23 to 76 Hispanic students. Not Met

2.5 Lesson plans showed the use of bullying prevention and conflict resolution curriculum. Met

2.6 Attendance at professional development opportunities that address: cultural responsiveness (Resiliency) was 72 participants. Met

2.7 Conducted the Healthy Kids Survey for students in grades 5-6 district-wide and site-wide for staff and parents to measure the percentage of children that feel safe and connected school. Increased from 72% of 5th and 6th graders “Feel Safe at School” to 73.5%. Not Met: Staff reporting work environment is supportive and inviting increased to 93%. Met: Parent response to our schools being a safe place for children maintained at 92%. Not Met

2.8 Conducted the Sacramento County Bullying Prevention Project Survey to 5th grade students at Bell Ave. and Glenwood Schools in accordance with funding guidelines. 2.9 Continued to experience zero expulsions in the Robla School District

2.10 Chronic absenteeism decreased 13% from 299 students to 259 students as reported in Civil Rights Data Collection.

ACTIONS / SERVICES

Action

1 Empty CelSocial Emotional/ School Climate Em CelSocial Emotional/ School Climate pty Cell

Actions/Services

PLANNED

Service: 2.1a: Continue to provide professional development focused on Resilience: cultural responsiveness

ACTUAL

Service: 2.1a: Provided professional development focused on Resilience: cultural responsiveness

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Expenditures

BUDGETED Funding Source LCFF Supplemental and Concentration Grants Contract with Roberts Family Development Center Cost: $30,000 Resource: 0000 Object: 5800 Local 1: 115

ESTIMATED ACTUAL

$98,958 (total RFDC contract expenditures)

ACTIONS / SERVICES

Action

1

Empty

Cell CelSocial Emotional/ School Climate Empty Cell CelSocial Emotional/ School Climate

Actions/Services

PLANNED

Service 2.1b: Begin implementation of facility upgrades as identified in the Facilities Study

ACTUAL

Service 2.1b: Implemented facility upgrades as identified in the Facilities Study

Expenditures

BUDGETED Funding Source: The District will utilize its Measure K bond proceeds to fund the modernization of school sites and will leverage other fund sources as necessary.

ESTIMATED ACTUAL

TBD

ACTIONS / SERVICES

Action

1 Empty Cell CelSocial Emotional/ School Climate Empty Cell CelSocial Emotional/ School Climate

Actions/Services

PLANNED

Service 2.1c: Monitor student attendance closely and take appropriate action, including Student

ACTUAL

Service 2.1c: Monitored student attendance closely and took appropriate action, including Student Attendance Review Team

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Attendance Review Team and Student Attendance Review Board; Continue to provide incentives to students with good attendance

and Student Attendance Review Board; Continued to provide incentives to students with good attendance

Expenditures

BUDGETED

Funding Source:

McKinney-Vento (amount equal to portion of Social Worker salary)

$60,400

Resource: 5630

Object: 2100

Local 1: 114

ESTIMATED ACTUAL

$34,364

ACTIONS / SERVICES

Action

1 Empty Cell CelSocial Emotional/ School Climate Empty CelSocial Emotional/ School Climate Cell

Actions/Services

PLANNED

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

ACTUAL

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

Expenditures

BUDGETED

Funding Source: LCFF Base

$5,000

Resource: 0000 (LCFF)

Object: 2100

Local 1: 114

ESTIMATED ACTUAL

$5,000

ACTIONS / SERVICES

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Action

1 Empty Cel CelSocial Emotional/ School Climate l Empty C CelSocial Emotional/ School Climate ell

Actions/Services

PLANNED

Service 2.1e: Continue with year two of implementation and delivery of Positive Interventions and Behavioral Supports (PBIS)

ACTUAL

Service 2.1e: Continued with year two of implementation and delivery of Positive Interventions and Behavioral Supports (PBIS)

Expenditures

BUDGETED


$17,000 (Stipend Portion)

$5,000 (Materials)


Object: 1100 (Stipend)

Object : 4300 (Materials)

Local 1: 115

Local 2: 507

ESTIMATED ACTUAL

$16,995 Materials and stipend

ACTIONS / SERVICES

Action

1 Empty C CelSocial Emotional/ School Climate ell Empty Cell CelSocial Emotional/ School Climate

Actions/Services

PLANNED

Service 2.1f: Continue with a half time administrator to coordinate behavioral supports at all 5 school sites

ACTUAL

Service 2.1f: Continued with a half time administrator to coordinate behavioral supports at all 5 school sites

Expenditures

BUDGETED


$290,000


Object: 1300

ESTIMATED ACTUAL

$300,650

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Sites: 231, 232, 233, 234, 236

Local 1: 115

ACTIONS / SERVICES

Action

1 Empty C CelSocial Emotional/ School Climate ell Empty Ce CelSocial Emotional/ School Climate ll

Actions/Services

PLANNED

Service 2.1g: Continue to provide yard duty supervisors at all school sites

ACTUAL

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

Expenditures

BUDGETED

Funding Source: LCFF Base

$44,000

Resource: 0000

Object: 2100

Local 1: 114

ESTIMATED ACTUAL

$48,000

ANALYSIS


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Analysis of the data indicates the actions and services under goal 2 have progressed nicely overall.

- We have seen an increase in attendance in the professional development series on Resilience. Implementing the program during the work day rather than after school has resulted in an increase in the number of classified staff participating as well as new staff members participating in the program.

- We continue to make progress on facility upgrades and maintenance as outlined in the facility study. New carpets have been installed at Robla and Bell Ave, new flooring in the kitchen at Bell Ave, and dry rot at Robla, Bell and Taylor St. school is being addressed. The 2nd phase of remodel at Main Ave. school will begin this Spring with the addition of a two story classroom building. The building of the new wing at Taylor St. school will follow.

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- 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 to ensure that our schools provide a physically and emotionally safe environment that is culturally responsive to all students. A .5 administrator, Coordinator of School Climate and Behavior Support, was added to each school site in the 2015-16 school year. Due to staff changes and the inability to find qualified personnel; two openings have existed for the majority of this school year. We continue to advertise and search for viable candidates. These services were put in place to support school climate/learning environment; improve school attendance; and decrease suspension rates.


We have met our targets regarding school attendance, the decrease in students with multiple suspensions and a decrease in chronic absenteeism. Overall suspension rates remained unchanged but suspension rates for Hispanic and African American students went up.

We continue to make progress in standardizing instruction in bullying prevention and developing social/emotional skills. We continue to have new staff requiring the need for on-going support for implementation of the program.

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.

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”. Staff participation also remained consistent with previous year’s numbers, and the number of staff responding that they feel the “work environment is supportive and inviting” increased. The number of parents that responded to the Healthy Kids Survey Parent Survey increased dramatically from the prior year (18 respondents to 798 respondents). The percentage of parents that found our schools to be a safe place for children remained the same. The increase in parent participation reflects the effort site staff put in to obtaining a valid sample group for data analysis.


Material differences in this section are as follows:

2.1a – Total contract with RFDC considered in both services. When total contract is considered, material differences do not exist.

21.c – McKinney-Vento could not beat the full cost of the social worker and the budget was adjusted accordingly.

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- In analysis of the Healthy Kid Survey data collected under goal 2, it has come to our attention that utilizing staff data as collected does not support goal 2 as written. Going forward, staff results will not be included as a self-reported metric for Goal 2. The Parent Healthy Kid survey results likewise do not support goal 2. Going forward Parent Healthy Kid survey results will be a metric included under goal 3.

- Service 2.1e In analysis of our implementation of Year 1 and 2 of PBIS, we have determined that we will defer the implementation of PBIS year 3 in order to ensure the fidelity of the program and its multiple components. We continue to refine and bolster Year 1 and 2 implementation:

- Service 2.1h: an additional 1 F.T.E. Social Worker will be added to support school climate/learning environment; improve school attendance; and decrease suspension rates.

-Service 2.1i: a Vocational Nurse will be added to support school climate and support student and family health.

-Service 2.1j: a Student Health Services Coordinator position will be added and initially funded by Title I to coordinate Social/Emotional services as well as other community resources (United Way, AARP, etc.) to best serve the students and community.

Goal 3



COE 9 10

LOCAL ______________________________________


EXPECTED

3.1 Increase participation in decision making bodies at both the site and district level. Meeting attendance will increase by 5% as indicated by sign-in sheets from an average of 23 parents to 24 parents.

3.2 The annual school calendar will reflect both increased opportunities and a

ACTUAL

3.1 Participation in decision making bodies at both the site and district level. Meeting attendance increased by 5% as indicated by sign-in sheets from an average of 23 parents to 24 parents. Met

3.2 ESL for adults’ classes was to be offered by a Charter School. Classes

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wider variety of opportunities for parent education by increasing the location of ESL for adults classes from 3 school sites to all 5 school sites.

3.3 Increased attendance at district and school site parent involvement events. Attendance will increase by 10% as indicated by sign-in sheets from an average of 88 parents to 96 parents.

3.4 Provide two (2) additional specially designed opportunities which meet the needs of parents of unduplicated and special needs students

3.5 Provide opportunities for parents to closely monitor their child’s progress at school through the use of the Illuminate Parent Portal and increase parent use from 572 parents districtwide to 600 parents.

did not take place. Not Met

3.3 Increased attendance at district and school site parent involvement events. Attendance increased by 10% as indicated by sign-in sheets from an average of 88 parents to 96 parents. Met

3.4 Provided two (2) additional specially designed opportunities which meet the needs of parents of unduplicated and special needs students (Sacramento STRINGS Project Concert offered at the Parent Empowerment Dinner, Latino Family Literacy Project) Met

3.5 Provided opportunities for parents to closely monitor their child’s progress at school through the use of the Illuminate Parent Portal and increased parent use from 572 parents districtwide to 643 parents. Met

ACTIONS / SERVICES

Action

1 Empty Cell Parent Involvement Empty Cell Parent Involvement

Actions/Services

PLANNED

Service 3.1a: Continue to provide parent involvement activities which include Parent Empowerment workshops. Expand services to include two additional ESL classes for parents for a total of 5 classes. Provide training for parents including those for unduplicated pupils and students with disabilities to deepen parents understanding of Common Core standards.

ACTUAL

Service 3.1a: Provided parent involvement activities which include Parent Empowerment workshops.

Expand services to include two additional ESL classes for parents for a total of 5 classes.

Provided training for parents including those for unduplicated pupils and students with disabilities to deepen parents understanding of Common Core standards.

Expenditures

BUDGETED

Funding Source LCFF S&C

Contract with Roberts Family Development Center

LCFF S&C: $60,000

Resource: 0000

Object: 5800

Local 1: 115

ESTIMATED ACTUAL

$98,958 (total RFDC contract expenditures)

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ACTIONS / SERVICES

Action


Actions/Services

PLANNED

Service 3.1b: 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

ACTUAL

Service 3.1b: 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. Met

Expenditures

BUDGETED

Funding Source: Unrestricted funding (LCFF Base)

Resource: 0000

Yearly cost varies but is approximately $5,000

ESTIMATED ACTUAL

$5,000

ACTIONS / SERVICES

Action

1 Empty C Parent Involvement ell Empty C Parent Involvement ell

Actions/Services

PLANNED

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

ACTUAL

Service 3.1c: Provided outreach to African-American families through a community outreach liaison

Expenditures

BUDGETED

Funding Source: LCFF S&C $28,000

Resource: 0000

Object: 2100

Local 1: 115

ESTIMATED ACTUAL

$32,700

ACTIONS / SERVICES

Action

1 Empty Cell Parent Involvement Empty C Parent Involvement ell

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Actions/Services

PLANNED

Service 3.1d: As school facilities are modernized, explore creating space for Parent Centers at each school site which provides resources to parents for communication, training and collaboration

ACTUAL

Service 3.1d: School facilities are still being modernized, explore creating space for Parent Centers at each school site which provides resources to parents for communication, training and collaboration is still a consideration

Expenditures

BUDGETED

Coordinate exploration with Facilities Study as completed and funding permitted

Funding will depend on the project and scope of services. District is anticipating Bond funds or assigned General Fund dollars, or other funding source as permitted.

ESTIMATED ACTUAL

TBD

ACTIONS / SERVICES

Action

1 Empty Cel Parent Involvement l Empt Parent Involvement y Cell

Actions/Services

PLANNED

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

ACTUAL

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

Expenditures

BUDGETED

Funding Source:

Title I & Title III

Resources: 3010 and 4203

ESTIMATED ACTUAL $18,952

ACTIONS / SERVICES

Action


Actions/Services

PLANNED

Service 3.1f: Provide district-wide ELAC and SSC training to increase parent understanding of roles,

ACTUAL

Service 3.1f: Provided district-wide ELAC and SSC training to increase parent understanding of roles, responsibilities in the

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responsibilities in the decision making process decision making process

Expenditures

BUDGETED

Funding Source:

Title I & Title III


ESTIMATED ACTUAL

TBD

ANALYSIS


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Robla School District’s overall efforts to increase parent, family, and community involvement in the education of all students continues.

- We have seen an increase in the number of workshops for parent empowerment and an increase in parent participation. The Robert’s Family Development Center continues to provide outstanding speakers that engage parents in their child’s education and family development such as Pedro Noguera, Ramona Bishop and Gabe Salazar.

- 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 classes offered at Taylor St. School.

- Our original plan was to expand the English for Adults class to all 5 sites. These classes were to be provided by Highlands Charter School. Highlands was unable to provide the program as planned. However we were able to provide the Latino Family Literacy Project program at Taylor St. School which incorporated ESL as a part of the program. 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 library club program was offered to parents of Kindergarten families. The program was an eight week program that covered topics such as brain research, parenting strategies and the benefits of reading with your child.

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- The district State and Federal Program Director held districtwide 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.

- 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.


Robla met or exceeded our targets for parent participation at events at both the site and district level. We also met and/or exceeded our target for providing meaningful events for parents both site and districtwide as well. The one exception was the offering of English for adult classes. The contacted agency to provide those services was unable to make it happen.


Most of the information presented above will need to be adjusted as the District books are being closed in July of 2017. Some of the amounts listed were not indexed for step/column increases and moving forward in the new LCAP, these amounts will reflect more current amounts. Material differences have been budgeted for and all Interim Reports reflect actual budget amounts.


In analysis of the data, the following changes to Actions and Services have been identified:

- Service 3.1a The three components currently in 3.1a will be divided into three separate services; Parent engagement events, English for adults and parent trainings to more efficiently evaluate and measure parent involvement (3.1a-c).

- Service 3.1d Due to space constraints and an increasing student population parent centers are no longer being considered in their configuration.

- Service 3.1f regarding SSC and ELAC this item has been removed because though they are provided, no funding is required.

- Services 3.1b, 3.1c and 3.1e remain in the new LCAP but have been renumbered due to the change in 3.1a. They are 3.1d, 3.1e and 3.1f respectively.

Service 3.1g: has been added to reflect the districts efforts in finding an efficient and meaningful way to track parent participation through the use of the district data management system, Illuminate

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Stakeholder Engagement

LCAP Year 2017–18 2018–19 2019–20

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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 17, 2016 (training with Sacramento County Office of Education) November 1, 2016 November 29, 2016 (training with Sacramento County Office of Education) February 3, 2017 February 7, 2017 (training with Sacramento County Office of Education) April 26, 2017 During the month of October, 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. October 4, 2016: A Work Study Session was held with Robla School District Cabinet members to begin the data review process. October 2016 – June 2017: Data was reviewed at cabinet meetings on a regular basis. November 10, 2016: The LCAP implementation update was shared with the Robla School Board at their regular meeting. January 10, 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. Meetings were held to share progress on metrics outlined in the LCAP document and to seek input for possible LCAP revisions: February 28, 2017: Community Meeting &LCAP Parent Advisory Committee/DELAC March 8, 2017: LCAP discussion at cabinet meeting March 9, 2017: Board Presentation

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Between the dates of March 8 and April 7, 2017 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) During the month of March, a 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. May 9, 2017: The first draft of the LCAP was shared at a Community Meeting for parents and staff. Translation was made available. The Superintendent invited written comments on the draft. He will provide written responses as needed. May 9, 2017: Revisions to the LCAP were shared by the Superintendent with the LCAP PAC/DELAC with the opportunity for feedback. The Superintendent invited written comments on the draft. He will provide written responses as needed. Translation was made available. June 8, 2017: The LCAP draft was posted on the Robla School District website with a link to the Superintendent inviting comment and feedback. June 8, 2017: The LCAP draft and budget was presented for public hearing at the regularly scheduled Board meeting. While public comment on the LCAP daft was solicited at Community Meetings and on the district website, no written comments were received from the public.

June 22, 2017: The LCAP and budget will be adopted by the Board of Trustees.

IMPACT ON LCAP AND ANNUAL UPDATE

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

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The stakeholder groups reviewed the actions and services for goals 1-3 identified in the 2016-2017 LCAP. The most impactful data analysis came from a district work study session that met in January which was comprised of board members, administration, teachers and parents. The group analyzed the results of teacher responses to a variety of data affecting student performance. Through this analysis the group identified factors that could be impacting student performance; student social/emotional needs; additional professional development to support new curriculum and the needs of new 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.

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Goals, Actions, & Services

Strategic Planning Details and Accountability

New Modified Unchanged

Goal 1


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Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need Robla students are scoring at the Medium (Yellow) status on the California Dashboard in ELA and Math. Historically the African American subgroup has lagged in achievement. Recent levels of service have shown improvement but they are performing Low (Orange) on the ELA status indicator. English learners scored in the Low status (Orange) on the English Learner Indicator. Low percentages (11%) of Robla School District students are able to pass all six sections of the Fitnessgram assessment.

EXPECTED ANNUAL MEASURABLE OUTCOMES

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

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1.1 Williams Review

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)

1.4 CAST TBD Baseline Set TBD TBD

1.5 English Language Learner Annual Growth (Illuminate formula)

46.4% 51% 56% 61%

1.6 English Learner Reclassification (CALPADS Census date Data)

4.2% 7.0% 10% 13%

1.7 Fitnessgram 11% 18% 23% 28%

1.8 Self-Reflection Tool

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




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PLANNED ACTIONS / SERVICES

Action 1 Common Core Implementation

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

Students to be Served All Students with Disabilities [Specific Student Group(s)]___________________

Location(s) All schools Specific Schools:___________________ Specific Grade spans:__________________

OR

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

Students to be Served English Learners Foster Youth Low Income

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


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

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.

BUDGETED EXPENDITURES Empty Cell Empty Cell

2017-18 2018-19 2019-20

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Amount $10,000 Amount $10,000 Amount $10,000

Source LCFF Base Source LCFF Base Source LCFF Base

Budget Reference

Res: 0000

Obj: 4300

Site: 231, 232, 233, 236

Local 1: 114

Budget Reference

Res: 0000

Obj: 4300

Site: 231, 232, 233, 236

Local 1: 114

Budget Reference

Res: 0000

Obj: 4300

Site: 231, 232, 233, 236

Local 1: 114



Empty Cell




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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

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enrichment teacher schedule to allow for teachers to meet in Professional Learning Communities (PLC’s).


2017-18 2018-19 2019-20

Amount $125,600 for PD and materials. Amount $125,600 for PD and materials.

Amount $130,600 for PD and materials

Source LCFF BASE Source LCFF Base Source LCFF Base

Budget Reference

Res: 0000

Obj: 1xxx, 2xxx, 3xxx and 4xxx

$120,600 for personnel and $5,000 for materials

Local 1: 115

Local 2: 502

Budget Reference

Res: 0000



Local 1: 115

Local 2: 502

Budget Reference

Res: 0000



Local 1: 115

Local 2: 502



Empty Cell




OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount

$100,000 dedicated to refreshing technology to ensure the District is current with all technological trends

Amount


Amount


Source LCFF Maintenance, Growth and Replacement



Budget Reference

Resource: 0000

Obj: 4300/5800

Local 1: 105

Local 2: 807


Budget Reference

Resource: 0000

Obj: 4300/5800

Local 1: 105

Local 2: 807


Budget Reference

Resource: 0000

Obj: 4300/5800

Local 1: 105

Local 2: 807


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Empty Cell




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Service 1.1d: Continue to provide support for existing school library and expand services to support Common Core


2017-18 2018-19 2019-20


Source

Lottery, LCFF Base System maintenance And collection expansion

Source


Source


Budget Reference

RSD Library System: Budget Reference

RSD Library System: Budget Reference

RSD Library System:

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Resource: 0000

Object: 4300/5800

Local 1: 114


Resource: 0000

Object: 4300

Sites: 231, 232, 233, 234, 236

Local 1: 114


Resource: 0000

Object: 4300/5800

Local 1: 114


Resource: 0000

Object: 4300

Sites: 231, 232, 233, 234, 236

Local 1: 114


Resource: 0000

Object: 4300/5800

Local 1: 114


Resource: 0000

Object: 4300

Sites: 231, 232, 233, 234, 236

Local 1: 114




Empty Cell




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20

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


2017-18 2018-19 2019-20

Amount $283,000 Amount $287,245 Amount $291,554 +Step/Column

Source CVF/REEd/Title I Source CVF/REEd/Title I Source CVF/REEd/Title I

Budget Reference

Resource: 9848/0000/3010

Obj: 1XXX

Local 1: 115

Local 2: TBD

Budget Reference

Resource: 9848/0000/3010

Obj: 1XXX

Local 1: 115

Local 2: TBD

Budget Reference

Resource: 9848/0000/3010

Obj: 1XXX

Local 1: 115

Local 2: TBD



Empty Cell




OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount $100,000 estimated for materials Amount N/A Amount N/A

Source Source Source

Budget Reference

Resource:

0000/1100/6300/0037

Object: 4300

Local 1: 115

Local 2: 503

Budget Reference

Budget Reference






OR


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ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20



Budget Reference

Resource: 0000

Object: 1xxx and 2xxx

Site: 231, 232, 233, 234, 236

Budget Reference

Resource: 0000


Site: 231, 232, 233, 234, 236

Budget Reference

Resource: 0000


Site: 231, 232, 233, 234, 236


Action 2 Intervention Services

Empty Cell

Empty Cell


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


OR

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Scope of Services LEA-wide Schoolwide OR Limited to Unduplicated Student

Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount

$557,616 plus

Increases for Step and Column and expansion of services

Amount $565,980

Amount $574,470

Source LCFF Supplemental and Concentration



Budget Reference

Resource: 0000

Obj: 1xxx

Site: 231, 232, 233, 234, 236

Local 1: 115

Budget Reference

Resource: 0000

Obj: 1xxx

Site: 231, 232, 233, 234, 236

Local 1: 115

Budget Reference

Resource: 0000

Obj: 1xxx

Site: 231, 232, 233, 234, 236

Local 1: 115



Empty Cell

Empty Cell


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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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.


2017-18 2018-19 2019-20


Source REEd Source REEd Source REEd

Budget Reference

Resource: 9848

Object 1xxx

Local 1: TBD

Budget Reference

Resource: 9848

Object 1xxx

Local 1: TBD

Budget Reference

Resource: 9848

Object 1xxx

Local 1: TBD


Empty Cell

Empty Cell


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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20


Source LCFF S & C Source LCFF S & C Source LCFF S & C

Budget Reference

Resource: 0000

Obj: 2100

Local 1: 115

Budget Reference

Resource: 0000

Obj: 2100

Local 1: 115

Budget Reference

Resource: 0000

Obj: 2100

Local 1: 115


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Empty Cell

Empty Cell


Students to be Served All Students with Disabilities [Specific Student Group(s)]Under-performing subgroups


OR




Location(s) All schools Specific Schools:___________________ Specific Grade spans:__K-3_____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20


Source

LCFF S&C



Source

LCFF S&C



Source

LCFF S&C



Budget Reference

Resource: 0000 Budget Reference

Resource: 0000 Budget Reference

Resource: 0000

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Obj: 5800

Site: 231 and 236

Local 1: 115

Obj: 5800

Site: 231 and 236

Local 1: 115

Obj: 5800

Site: 231 and 236

Local 1: 115


Empty Cell

Empty Cell




OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount $273,207 Amount $273,207 (Depending on funding available and success of the program,

Amount $273,207 (Depending on funding available and success of the

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amount may change) program, amount may change)

Source

LCFF S&C / Banked LCAP General Fund, Fund Balance

Source


Source


Budget Reference

LCFF S&C



$273,207

Resource: 0000

Obj: 5800

Local 1: 115

Local 2: 504

Budget Reference

LCFF S&C



$273,207

Resource: 0000

Obj: 5800

Local 1: 115

Local 2: 504

Budget Reference

LCFF S&C



$273,207

Resource: 0000

Obj: 5800

Local 1: 115

Local 2: 504


Action 3 Enrichment Services Empty Cell


Students to be Served All Students with Disabilities [Specific Student Group(s)] accelerated learners and potential students

in under-represented subgroups


OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount $19,000 Amount $19,000 or amount available for expenditures

Amount $19,000 or amount available for expenditures


Budget Reference

Resource: 0036

Object: 4300

Local 1: 114

Budget Reference

Resource: 0036

Object: 4300

Local 1: 114

Budget Reference

Resource: 0036

Object: 4300

Local 1: 114



Empty Cell




OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount

$440,288 for five teachers, providing instruction to students in grades K-6, adjust for step and column.

$40,000 ($8,000 per teacher) allocated materials and supplies and given Object 4300/4400 coding. Local 1 and Local 2 are same as below.


$446,926 for 5 teachers providing teacher support in grades TK-6, adjust for step and column. $40,000 ($8,000 per teacher) allocated for materials and supplies and given

Object 4300/4400 coding. Local 1 and Local 2 are same as below.

Amount

$446,892 for five teachers, providing instruction to students in grades K-6





Amount

$453,595 for five teachers, providing instruction to students in grades K-6, plus step and column.






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$474,434 for 5 teachers.

$40,000 ($8,000 per teacher)

Allocated for materials and supplies and given Object 4300/4400 coding. Local 1 and Local 2 are same as below.



$40,000 ($8,000 per teacher)



$40,000 ($8,000 per teacher)


Source LCFF S&C Source LCFF S & C Source LCFF S & C

Budget Reference

Resource: 0000

Object: 1100

Local 1: 115

Local 2: 505

Resource: 0000

Object:1100

Local 1: 115

Local 2: 511

Resource: 0000 (2)/ 3010 (3)

Object: 1100

Local 1: 115

Local 2: 509

Budget Reference

Resource: 0000

Object: 1100

Local 1: 115

Local 2: 505

Resource: 0000

Object:1100

Local 1: 115

Local 2: 511

Resource: 0000 (2)/ 3010 (3)

Object: 1100

Local 1: 115

Local 2: 509

Budget Reference

Resource: 0000

Object: 1100

Local 1: 115

Local 2: 505

Resource: 0000

Object:1100

Local 1: 115

Local 2: 511

Resource: 0000 (2)/ 3010 (3)

Object: 1100

Local 1: 115

Local 2: 509





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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount

$8,000 from District; Robla Education Foundation Grant $2,000

Amount


Amount



Budget Reference

District Portion:

Resource: 0000

Object: 5800

Budget Reference

District Portion:

Resource: 0000

Object: 5800

Budget Reference

District Portion:

Resource: 0000

Object: 5800

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Local 1: 115

Local 2: 506

REF Portion:

Resource: 9850

Object: 5800

Local 1: 000

Local 2: 506

Local 1: 115

Local 2: 506

REF Portion:

Resource: 9850

Object: 5800

Local 1: 000

Local 2: 506

Local 1: 115

Local 2: 506

REF Portion:

Resource: 9850

Object: 5800

Local 1: 000

Local 2: 506


Action 4 English Learners Cell Empty Cell




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


English Learners

Service 1.4a: Provide Highly Qualified English Language Support Teachers at all five school sites to assist in English language development

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and the tracking and support of reclassified ELL students


2017-18 2018-19 2019-20


Source

LCFF S&C

5 FT EL Support Teachers

Source LCFF S&C

5 FT EL Support Teachers Source

LCFF S&C

5 FT EL Support Teachers

Budget Reference

Resource: 0710

Object: 1100

Local 1: 115

Budget Reference

Resource: 0710

Object: 1100

Local 1: 115

Budget Reference

Resource: 0710

Object: 1100

Local 1: 115


Action 4 English Learners Empty Cell




OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

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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


2017-18 2018-19 2019-20


Source LCFF S&C Source LCFF S&C Source LCFF S&C

Budget Reference

Resource: 0000

Object: 2100

Local 1: 115

Budget Reference

Resource: 0000

Object: 2100

Local 1: 115

Budget Reference

Resource: 0000

Object: 2100

Local 1: 115






OR




Group(s)

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Location(s) All schools Specific Schools: Glenwood___________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount

$2,000 (estimated)


Amount

$4,000 (estimated)


Amount

$6,000 (estimated)


Source Costs to be determined but will be funded through LCFF S&C

Source

Costs to be determined but will be funded through LCFF S&C

Source Costs to be determined but will be funded through LCFF S&C

Budget Reference

Resource: 0000

Object: 4300

Local 1: 115

(Materials)

Local 2: 502 (PD)

Budget Reference

Resource: 0000

Object: 4300

Local 1: 115

(Materials)

Local 2: 502 (PD)

Budget Reference

Resource: 0000

Object: 4300

Local 1: 115

(Materials)

Local 2: 502 (PD)





OR

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Group(s)

Location(s) All schools Specific Schools:___Glenwood_________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20



Budget Reference

Resource: 0000

Object: 2100

Local 1: 115

Local 2: TBD

Budget Reference

Resource: 0000

Object: 2100

Local 1: 115

Local 2: TBD

Budget Reference

Resource: 0000

Object: 2100

Local 1: 115

Local 2: TBD


Action 5 Foster Youth Empty Cell



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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20

Amount $13,000

10% Social Worker Amount

$13,195

10% Social Worker Amount

$13,393

10% Social Worker plus Step/Column

Source McKinney Vento Source McKinney Vento Source McKinney Vento

Budget Reference

Resource: 5630

Object: 2100

Budget Reference

Resource: 5630

Object: 2100

Budget Reference

Resource: 5630

Object: 2100

Goals, Actions, & Services

Strategic Planning Details and Accountability

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Goal 2


Empty Cell

Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need Overall attendance is high (95%). However suspension results indicate disproportionality exist between student groups. Teachers, parents, and students expressed a need for socio-emotional and student health support in district wide surveys and community meetings.



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

4.1% Overall

African American: 67 total

Hispanic: 76 total

3.6% Overall


Hispanic: 72 total

(5% decrease)

3.0% Overall


Hispanic: 68 total

(5% decrease)

2.5% Overall


Hispanic: 64 total

(5% decrease)

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and Hispanic students

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: Parents felt School is a Safe Place for Children

(Table A7.3)

92% 93% 94% 95%

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

93% 94% 95% 96%

2.6 Expulsion Rate 0% 0% 0% 0%

2.7 Chronic Absenteeism (reported in CRDC)

259 total 233 total (10% decrease) 210 total (10% decrease) 189 total (10% decrease)


Action 1 Social Emotional/School Climate




OR

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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Service: 2.1a: Continue to provide professional Development focused on Resilience: cultural responsiveness


2017-18 2018-19 2019-20

Amount

$137,607 (Total contract with RFDC exclusive of Freedom Schools)

Amount

$137,607 (Total contract with RFDC exclusive of Freedom Schools in 17-18. Amount will be adjusted after review of program and determination of funding. Evaluation will take place during the course of the year)

Amount


Source

LCFF Supplemental and Concentration Grants


Source



Source



Budget Reference

Resource: 0000

Object: 5800

Local 1: 115

Budget Reference

Resource: 0000

Object: 5800

Local 1: 115

Budget Reference

Resource: 0000

Object: 5800

Local 1: 115

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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount $10,000,000 Amount $5,000,000 Amount $4,500,000

Source

The District will utilize its Measure K bond proceeds to fund the modernization of school sites and will leverage other fund sources as necessary.

Source


Source


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Budget Reference

Fund 21 Sources Budget Reference

Fund 21 Sources Budget Reference

Fund 21 Sources





Location(s) All schools Specific Schools:___________________ Specific Grade

spans:__________________

OR




Group(s)

Location(s) All schools Specific Schools:___________________ Specific Grade

spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount $60,400

(amount equal to portion of Social Amount

$61,306

(amount equal to portion Amount

$62,226

(amount equal to portion of

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Worker salary) of Social Worker salary) Social Worker salary)

Source McKinney Vento Federal Funds Source McKinney Vento Federal Funds

Source McKinney Vento Federal Funds

Budget Reference

Resource: 5630

Object: 2100

Budget Reference

Resource: 5630

Object: 2100

Budget Reference

Resource: 5630

Object: 2100






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


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2017-18 2018-19 2019-20



Budget Reference

Resource: 0000

(LCFF)

Object: 2100

Local 1: 114

Budget Reference

Resource: 0000

(LCFF)

Object: 2100

Local 1: 114

Budget Reference

Resource: 0000

(LCFF)

Object: 2100

Local 1: 114

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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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

Service 2.1e Begin the implementation of Year 3 Positive Behavior and Intervention Support (PBIS)

Service 2.1e continue the implementation of Positive Behavior and Intervention Support (PBIS)


2017-18 2018-19 2019-20



Budget Reference

Resource: 0000

Object: Various 1100-4000

Budget Reference

Resource: 0000


Budget Reference

Resource: 0000


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Local 1: 115 Local 1: 115 Local 1: 115






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20



Budget Resource: 0000 Budget Resource: 0000 Budget Resource: 0000

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Reference Object: 1100

Local 1: 114

Local 2: 507


Local 1: 114

Local 2: 507


Local 1: 114

Local 2: 507






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20



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Budget Reference

Resource: 0000

Object: 2100

Local 1: 114

Budget Reference

Resource: 0000

Object: 2100

Local 1: 114

Budget Reference

Resource: 0000

Object: 2100

Local 1: 114






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

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Source State Mental Health Funds Source State Mental Health Funds

Source State Mental Health Funds

Budget Reference

Resource: 6512

Object: 2xxx

Budget Reference

Resource: 6512

Object: 2xxx

Budget Reference

Resource: 6512

Object: 2xxx






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

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Budget Reference

Resource: 0000

Object: 2xxx

Local 1: 115

Budget Reference

Resource: 0000

Object: 2xxx

Local 1: 115

Budget Reference

Resource: 0000

Object: 2xxx

Local 1: 115






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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)


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2017-18 2018-19 2019-20


Source Title I Source Title I Source Title I

Budget Reference

Resource: 3010

Object: 2xxx

Budget Reference

Resource: 3010

Object: 2xxx

Budget Reference

Resource: 3010

Object: 2xxx






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


Service 2.1j: Continue to provide yard duty supervisors at all sites


2017-18 2018-19 2019-20


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Budget Reference


Object: 1300

Sites: 231, 232, 233, 234, 236

Local 1: 114

Budget Reference


Object: 1300

Sites: 231, 232, 233, 234, 236

Local 1: 114

Budget Reference


Object: 1300

Sites: 231, 232, 233, 234, 236

Local 1: 114


Goal 3


Empty Cell

Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need The results of the district wide survey, input from school advisory committees, and community meetings indicate that parent involvement can be improved. In particular is concern for more parent participation for unduplicated students and individuals with exceptional needs (foster youth, students with disabilities, English learners, and low performing students).



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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 HKS-CSPS (Table A12.2)

80% 82% 84% 86%

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




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

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Action 1 Parent Involvement




OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20

Amount $137,607 (Contract with RFDC for Resilience services)

Amount

$137,607 (Total contract with RFDC exclusive of Freedom Schools in 17-18. Amount will be adjusted after review of program and determination of

Amount


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funding. Evaluation will take place during the course of the year)


Budget Reference

Resource: 0000

Object: 5800

Local 1: 115

Budget Reference

Resource: 0000

Object: 5800

Local 1: 115

Budget Reference

Resource: 0000

Object: 5800

Local 1: 115






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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

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Common Core standards


2017-18 2018-19 2019-20

Amount TBD Amount TBD Amount TBD


Budget Reference

Resource: 0000

Local 1: 115

Budget Reference

Resource: 0000

Local 1: 115

Budget Reference

Resource: 0000

Local 1: 115






OR




Group(s)

Location(s) All schools Specific Schools:__Glenwood, Bell_________ Specific Grade

spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Service 3.1c: Provide ESL classes for parents

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2017-18 2018-19 2019-20


Source LCFF S& C Source LCFF S& C Source LCFF S& C

Budget Reference

Resource: 0000

Local 2: 115

Budget Reference

Resource: 0000

Local 2: 115

Budget Reference

Resource: 0000

Local 2: 115






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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

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Screens and explore engagement through social media


2017-18 2018-19 2019-20

Amount Approx. $25,000 Amount TBD Amount TBD

Source LCFF Base Funding Source TBD Source TBD

Budget Reference

Resource: 0000

Object: 5800

Local 1: 114

Budget Reference

Program will continue if marketing efforts yield success

Budget Reference

Program will continue if marketing efforts yield success




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


OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20



Budget Reference

Resource: 0000

Object: 2xxx

Local 1: 115

Budget Reference

Resource: 0000

Object: 2xxx

Local 1: 115

Budget Reference

Resource: 0000

Object: 2xxx

Local 1: 115






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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


2017-18 2018-19 2019-20


Source Title 1 & Title III Source Title 1 & Title III Source Title 1 & Title III

Budget Reference


Budget Reference

Resources: 3010 and 4203 Budget Reference






OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


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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


2017-18 2018-19 2019-20



Budget Reference

Resource: 0000

Local 1: 115

Budget Reference

Resource: 0000

Local 1: 115

Budget Reference

Resource: 0000

Local 1: 115

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year 2017–18 2018–19 2019–20

Estimated Supplemental and Concentration Grant Funds: $ 6,181,458 Percentage to Increase or Improve Services:

40.82 %

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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Robla has calculated its Minimum Proportionality Percentage for 2017-2018 to be 40.82%. 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 District has also tied compensation increases for bargaining units to an additional 8 minutes of instructional time each day during the 2015-2016 year. 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. 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. Almost all of 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:

- Five full time Intervention Support Teachers - $557,616 (1 per school site) - Five full time Bilingual Community Outreach Assistants - $253,922 - One African American Community Outreach Assistant - $34,865 - Five full time English Language Support Teachers - $507,993 (1 per school site) - Ten Intervention Assistants to allow for small group work at all grade levels - $326,847 (2 per school site) - Five full time Art Enrichment Teachers - $440,288 (1 per school site) - Five half time Coordinators of School Climate and Student Behavior Support - $356,484 (1 per school site) - Reading Partners Intervention services at two (2) sites - $30,000 - Funding for addition common core related materials - $50,000 ($10,000 each school site) - Two (2) non-student contractual days for professional development - $120,600 - Implementation of ELA/ELD curriculum materials in all grade levels - $800,000 (Purchase occurred in 16-17 Fiscal Year) - Freedom Summer Schools - $273,207 (Increased to 160 students in 17-18 from 80 in 16-17) - Five full time physical education teachers - $446,926

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- 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)

The following services have been added:

- One Spanish speaking Instructional Assistant for the Dual Language Immersion Program - $ 31,000 - 1.5 FTE Facilitator positions - $$169,804 - One Licensed Vocational Nurse (LVN) - $39,000 - One Health Services Coordinator - $65,000 - One Social Worker - $107,329

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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Local Control and Accountability Plan and Annual Update Template Instructions

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


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, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.

In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.

An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget 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 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.)

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

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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. 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.


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

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


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, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

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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.

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

Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

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

Expected Annual Measurable 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).

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Planned Actions/Services

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

For Actions/Services Not Contributing to Meeting the Increased or Improved Services 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 checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.

Location(s)

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

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

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

Students to be 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 scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:

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

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

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

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

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Location(s)

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

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

Actions/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:

Check “New” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

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

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

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

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

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

Budgeted 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 mark the appropriate LCAP year. Using the copy of the table, complete the table as required for the current year LCAP. Retain all prior year tables for this section for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant 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.

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;

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.

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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).

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(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)?

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?

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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

lcap year local control and annual update lcff evaluation … · 2017-06-06 · page 3 of 92 lcap...

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