lcap year local control and annual update lcff … park esd 17-18 lcap.pdf · referring to the lcff...

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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 West Park Elementary School District

Contact Name and Title

Raul Trejo, Jr.

Learning Director

Email and Phone

[email protected]

559-233-6501

2017-20 Plan Summary

THE STORY

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

West Park Elementary School District

West Park Elementary School/District is a small one school district of 380 students. Eighty percent of the students are Hispanic and low socio-economic children who live in a farming community. It is located in the most western part of Fresno and is surrounded by agricultural fields, farms and various farming/housing communities. The majority of families at West Park are farm laborers and live below the poverty level. 87% of our students qualify for Free and Reduced Breakfast and Lunch (CalPADS reference). All measureable goals are school wide objectives in this plan. The purpose of this plan is to meet the instructional, academic, social, and behavioral needs of all our students. To more accurately be supportive of our students, and families, our staff is comprised of mostly Hispanic aides and office staff, some of which are second language learners themselves. This staff has been trained over the last year to prepare for the shift to common core and new teaching strategies, although more is planned and needed. We have purchased new English language arts, English language development, math Common Core Curriculum for grades TK-8 to utilize for preparing our students for SBAC/ CAASPP testing. Our core curriculum and intervention curriculum have allowed all students to have daily access to material that is grade appropriate and differentiated to meet their varying needs, especially our special populations (English learners, RSP, GATE, At-Risk). We are a K-8 School, we do not have 12th grade students who graduate; this is not a measureable objective at West Park Elementary School. West Park is a K-8 district and the following metrics do not apply: A-G, CTE, AP, EAP, High School Graduation, and Dropout rates. API has been suspended.

WPESD has always had success in the area of parental involvement and student/school activities. Parents are invited and involved to our School Site Council/ English Learner Advisory Committee Meetings, as well as, parent workshops, school-wide fundraisers and events. One area that our parents do an extremely good job in is in making sure students report to school as our daily attendance is approximately 96% and enrollment has been consistent.

We have done a fairly good job of modernizing a school that is more than 100 years old. Technology has made a significant impact in the education of students, training of staff, and implementation of the curriculum by teachers. Our Computer Center, student computers and mobile labs have allowed all students to have daily access to technology programs for the purpose of student learning and academic achievement.

mailto:[email protected]

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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

According to LCAP Goal #3 explained by “We will reduce discipline incidences in the classroom and playground,” we have significantly been successful due to our implementation of PBIS-Positive Behavior Interventions and Supports.

There is an array of resources for staff, students, and parents to choose from to help students achieve our desired goals and outcomes of PBIS. Information and training of these resources occur on a consistent basis. PBIS intervention will continue in this plan.

Our Asian population on the California School Dashboard, is listed as blue, which is any area of progress. The Status and Change Report shows the status for this particular subgroup as very low at 0% and the change is maintained at 0%.

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

To address and support LCAP Goal 1- Student Achievement on State Assessments, we will continue to address action 1, 2, 4 and 6 by hiring highly qualified teachers and paraprofessionals, providing teaching staff with Common Core and Next Generation standards resources and curriculum. They will continue to receive on-going support and training with instruction, technology, and curriculum implementation.

According to the California School Dashboard, we are orange in the Mathematics for all students and all subgroups listed: Hispanic, Socioeconomically Disadvantaged, and English Leaners.

The Status and Change Report shows the status for All students as Low (78 points below level 3) with the change report as declined -3.9 points.

For English Learners the status show as Low (79.5 points below level 3) with the change report as declines -3.5 points.

LCAP HIGHLIGHTS

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

Some of the key features of the West Park Elementary School LCAP are as followed:

1) Academic Achievement- annual measurement and progress. We utilize a tiered and targeted math and literacy intervention deployment model basing student placements with STAR Reading, STAR Math, Quarterly ELA, Math, and Science Benchmarks, and utilizing Smarter Balanced Assessments data to determine yearly goals and plans.

(LCAP GOAL #1)

2) Behavior- Positive Behavior Interventions and Supports. We have a school site team consisting of classified and certificated staff members (administrators, teachers, behavioral experts (social workers and school psychologist), and paraprofessionals). We meet monthly to review behavior reports, artifacts used for interventions, and document shared with students, parents, and staff members.

(LCAP GOAL #3)

3) Attendance- monthly measurement and analysis. We track attendance and recognize classrooms with perfect attendance incentives, students for good and perfect attendance, and incentives for students who are not tardy.

(LCAP GOAL #6)

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For Socioeconomically Disadvantaged students the status shows as Low (150.1 points below level 3) with the change report as declined -3.3 points.

For Hispanic students the status shows as Low (83.4 points below level 3) with the change report as declined -3 points.

The following steps will take place in order to provide support with the subgroups in this area (mathematics): Professional Development and workshops specifically in Common Core Mathematics for K-8 teachers and paraprofessionals, classroom instructional support for our English Leaners during math instruction, continued performance based assessments through quarter benchmarks, and analyzing school trends and data with our Hispanic, EL, and socioeconomically disadvantaged populations.

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

According to the California Dashboard information, West Park Elementary School does not have any performance gaps in any of the indicators for any of the subgroups listed for our school.

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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.

We plan to support our English Learners in classrooms with the help of highly qualified and trained coaching staff. These staff members will provide 1 on 1 or small group assistance in multiple subjects throughout the day. (LCAP GOAL #4, Action 5)

We plan to continue to support our low-income students with our behavior interventions and school wide behavior support plan through PBIS, which standards for Positive Behavior Interventions and Supports. This framework would recognize students with good behavior for incentives throughout the year, as well as, intervene with behavior support for students who need it. (LCP Goal #3, Action 1)

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 $4,271,414

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

$2,321,055

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

The General Fund Budget expenditures support the LCAP Goals and actions by providing services/resources to our students (school-wide) and support to our certificated and classified staff.

$780,207 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

(Previous Goal 4 and Goal 11) We will improve student achievement scores on the state assessments, through offering a broad course of study to sustain attendance and decrease absenteeism.

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

All students will have access to Properly Credentialed Teachers.

All teachers will be properly credentialed with no misassignments and no vacancies.

Increased percentage of students Meeting Standards (3) and Exceeding Standards (4) by 5% on the State Assessment. 90-100% of students will be tested in STAR Reading and STAR Math to gage pre-and post-test levels during the school year. API is currently suspended.

To provide access to Fine Arts and Fitness on an ongoing basis to all student as measured by a review of the master schedule.

Attendance percentages will be monitored and tracked to maintain at least 90% average daily attendance throughout the school year. Access to a broad course of study as demonstrated by teacher schedules.

All Teachers were properly credentialed and we had no misassignments and no

vacancies.

The following table shows the CAASSP results for English Language Arts (ELA)

and Math for Spring 2015 and Spring 2016 and the change.

ELA Spring 2015 Spring 2016 Change

Percent Exceeded

Standards

4% 9% +5%

Percent Meeting

Standards

20% 18% -2%

+3% overall

Math Spring 2015 Spring 2016 Change

Percent Exceeded

Standards

2% 5% +3%

Percent Meeting

Standards

12% 12% 0%

+3% overall

Our 2016-2017 Assessment Calendar was followed throughout the year. The

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100% of our students will have access to technologies every day. Decrease chronic absenteeism by 2%.

course of study is reflected in teacher schedules. Fine arts and fitness times

were identified in teacher schedules, as well.

Attendance percentages were maintained above 90% each month throughout the

2016-2017 school year as verified by monthly reports submitted to the Board. The

P2 ADA for the 2015-2016 school year was 96.93%

90% to 100% of the students took the STAR reading and STAR math assessment.

API was not issued this school year.

100% of students have access to multiple technologies throughout the day.

Chronic absenteeism rate was at 7% for 2015-2016 and 6% for 2016-2017.

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 Cell Empty Cell

Actions/Services

PLANNED

1) To support a properly credentialed certificated and classified staff through retention and hire to achieve academic progress. To decrease class sizes and eliminate combo classes.

ACTUAL

We hired highly qualified certificated staff.

We hired highly qualified paraprofessionals.

Expenditures

BUDGETED

1000-1999:Certificated Salaries

2000-2999 Classified Salaries

3000-3999 Benefits

C/S $454,111

LCFF: 1,100,374

ESTIMATED ACTUAL



3000-3999 Benefits

C/S $384,188

LCFF: 1,410,336

Action


Actions/Services

PLANNED

2) To implement the transition to common core and support of a rigorous

ACTUAL

We purchased and adopted new supplemental instructional resources and materials that was common core aligned in

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and relevant curriculum through supplemental instructional materials, and resources.

English Language Arts and Mathematics.

Expenditures

BUDGETED

Estimated Cost: 4000-4999 Books and Supplies LCFF: 30,000 C/S: 100,000

ESTIMATED ACTUAL

Estimated Cost: 4000-4999 Books and Supplies

LCFF: 28,906

C/S: 98,961

Action


Actions/Services

PLANNED

3) To ensure and support student engagement in rural regions by providing transportation.

Due to rural setting, 100% of students are transported.

ACTUAL

We provide transportation to students on a daily basis before and after school.

Expenditures

BUDGETED

Estimated Cost

5000-5999 Services and Other Operating Expenditures

LCFF: 242,639

ESTIMATED ACTUAL

5000-5999 Services and Other Operating Expenditures :

LCFF 242, 773

Action


Actions/Services

PLANNED

4) To provide for multiple technologies and teacher technology resources in the classroom for the purpose of instruction and learning that is principally directed toward our unduplicated students.

ACTUAL

Admin., Teachers, and students had access to following technologies: ipads, desktops, Smartboards, document cameras, Apple TVs and laptops, for the following purposes: to engage in research, create, and publish presentations. Also to have access to Smarter Balanced Testing.

Expenditures

BUDGETED

Estimated Cost 4000-4999 Books and Supplies LCFF:15,000 C/S: 50,000

ESTIMATED ACTUAL

4000-4999 Books and Supplies

LCFF: 17,364

C/S: 50,000

Action


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Actions/Services

PLANNED

5) Administrative and support staff are required to support parents with the integration of technology and involve them in the digital educational process.

ACTUAL

We provided workshops for parents throughout the year.

Expenditures

BUDGETED

Estimated Cost


LCFF: 15,000

ESTIMATED ACTUAL


C/S: 15,000

Action


Actions/Services

PLANNED

6) To provide digital resources, internet programs, material/supplies and technology to students/teachers to maximize the learning potential for all learners.

ACTUAL

We purchased Chromebooks for students in grades 4th-8th to prepare them for the educational trends involving technology.

Expenditures

Estimated Cost: 4000-4999 Books and Supplies


LCFF: 20,000 C/S: 20,000

ESTIMATED ACTUAL



LCFF: 18,906

C/S: 20,000

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ANALYSIS


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

Empty Cell

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

LCAP Goal #1

Action 1) Highly Qualified Staff- Having teachers and paraprofessional who pass the requirements to be highly qualified gives our students access to trained professionals who understand the educational implications of meeting LCAP Goal 1-Student academic achievement. We met the targeted metric for this action.

Action 2) Supplemental/ instructional resources- Having interventional and supplemental resources, in a tiered designed program, gives equitable educational experiences for students at varying academic abilities and levels. We met the targeted metric for this action.

Action 3) Transportation-Providing transportation to school and home afterschool are critical components to the success of our students and school overall. Without transportation, many students would not be able to come to school.

Action 4) Access to Technology- With multiple technologies in each classroom, teachers and students experience educational opportunities on a daily basis in various capacities. We met the targeted metric for this action.

Action 5) Parent Curricular Workshops- Parents are involved in the learning process of their children via educational events organized by the school. We met the targeted metric for this action.

Action 6) Chromebooks for 3rd-8th grade classes- To help students understand the technological components of Smarter Balanced testing, we purchased Chromebooks to be used in classrooms.

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

Action 1) We have 90-100% of our teaching and paraprofessional staff identified as highly qualified.

Action 2) The Common Core Standards Plus intervention curriculum targets standards and identifies student needs.

Action 3) Transportation has helped our students arrive to school on time and ready for instruction in the morning.

Action 4). Computer labs on campus, have helped students with digital programs to target ELA and Math goals.

Action 5) Parent workshops have helped our Spanish speaking population learn English.

Action 6) Google Chromebooks have helped support digital research, literacy, and projects in the classroom.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

There are no material differences between the Budgeted Expenditures and Estimated Actual Expenditures.

Action Item 5 was paid with C/S funds to meet this need.

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

There were no changes made to this goal from the 2016-2017 to 2017-2018 school year. All of the actions listed were maintained.

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Goal 2

(Includes previous Goal 3)We will provide students with before school enrichment and after school Intensive intervention classes to increase student achievement in common core state standards.

State and/or Local Priorities Addressed by this goal:

STATE 1 2 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

15% of our students receive 30-45 minutes of after school SES tutoring in addition to the ELA and MATH interventions using our intervention curriculum. Documentation of students requesting and receiving these services along with options available to them. Students will show an increase on their benchmarks by 2-3% (for every benchmark) as per Data Analysis every 6 weeks.)

Student participation in GATE before school enrichment intervention program will target at least 15% of our Proficient/Advanced population as measured by verification of attendance data.

Students have academic goals (based on SBAC scores) in English Language Arts

and Mathematics for District Benchmarks. We track the percentage of students

who meet their goals each quarter and award them Academic Achievement awards

at our Awards Assemblies.

Enrollment for SES Program for the 2016-2017 school year is 35 students for fall

session, 45 students for winter session, and 45 students for spring session. 20% of

our students participated in SES during the 2016-2017 school year.

Benchmarks are tracked every quarter to see who qualifies for academic

recognition. As for which students showed an increase on their benchmarks, this

expected measurable outcome will not be used to measure pross as benchmarks

are not cumulative and cannot be used to measure growth through the year.

GATE students are invited to the program based on their achievement and

performance on district benchmarks in English Language Arts and Mathematics.

Students scoring in the “Exceeding Standards” and “Meeting Standards” are

invited to participate in GATE. 30% of our students participated in GATE during

the 2016-2017 school year.

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ACTIONS / SERVICES


Action


Actions/Services

PLANNED

1) To provide intervention support in mathematics/English language arts to meet needs for Common Core Standards.

ACTUAL

We maintained our intervention design and focused on deploying students based on independent literacy and math levels.

Expenditures

BUDGETED

Estimated Cost 4000-4999 Books and Supplies LCFF: 5,000 C/S: 50,000

ESTIMATED ACTUAL

4000-4999 Books and Supplies C/S: 50,000

ACTIONS / SERVICES


Action


Actions/Services

PLANNED

2) To support a highly qualified paraprofessional and support staff through retention and hire to help implement the learning goals established by the school.

ACTUAL

We hired or maintained highly qualified paraprofessional and support staff.

Expenditures

BUDGETED

Estimated Cost


3000-3999 Employee Benefits

LCFF: 35,000

C/S:20,000

ESTIMATED ACTUAL



C/S: 22,944

ACTIONS / SERVICES


Action

3 Empty Cell2 Empty Cell

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Actions/Services

PLANNED

3) To implement the transition to common core and support of a rigorous and relevant curriculum through supplemental instructional materials and resources.

ACTUAL

West Park Elementary developed and implemented a Professional Development calendar which included times for Staff Meetings, Professional Learning Communities, and Professional Development Trainings in CCSS for K-8th Grade in English Language Arts, Mathematics, English Language Development, Kagan Strategies, and Behavior Management.

Expenditures

BUDGETED

Estimated Cost

2000-2999 Certificated Salaries


LCFF: 5,000 C/S: 50,000

ESTIMATED ACTUAL



LCFF: 28,678

C/S: 50,000

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Goal (Previously names Goal 5) We will reduce discipline incidences in the classroom and playground.

ASNALYSIS



Empty Cell


GOAL #2

Action 1) Literacy and Math Intervention-We provide students with literacy and math intervention on a daily basis. Students are deployed by grade level to their targeted areas. Students are also invited to our GATE and SES program which are before and after school to receive additional intervention and enrichment support.

Action 2) Intervention Paraprofessionals- Students are provided with targeted support from trained paraprofessionals for focusing on grade level standards.

Action 3) Intervention Supplemental Instructional Materials/Resources- Specific Common Core aligned and standards based educational material is purchased annually to target students’ needs in the areas of English Language Arts and Math.


Action 1-3) Our students in grades 1st-8th have shown progress on our local measure STAR Reading and Math, in their independent reading and math levels. Student in Kindergarten also improved on their letter and number identification as well as their letter sounds. Proficiency towards state standards is measured by district benchmarks, as well as STAR reading and math scores.


There are no material differences between the Budgeted Expenditures and Estimated Actual Expenditures.

Base funds were not needed for action item #2 to meet this need.

For action item #3 more instructional materials were needed using base funds.



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3


STATE 1 2 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

ALL staff to receive training on increase positive school climate.

Suspension and expulsion rates will be decreased on a yearly basis, reduced by 2% or annually for all students and all subgroups.

All staff did receive training on positive school climate/positive classroom management through PBIS-Positive Behavior Interventions and Supports.

The following table shows the suspension and expulsion rates from 15-16 and 16-17 and the change.

2015-16 2016-17 change

Suspension Rate

4.5% 3% -1.5%

Expulsion rate 0% 0% 0%

ACTIONS / SERVICES


Action


Actions/Services

PLANNED

1) Administrative and support staff are required to support new standard implementation, behavioral interventions and involve parents in positive behavior intervention discipline process.

ACTUAL

West Park Elementary provided teachers with school-wide discipline policy plans and expectations for classroom rules via PBIS. We provided classroom incentives for positive behavior and classroom perfect attendance. We increase student praise in all areas of the school: cafeteria, office, classroom, library, and recess times via PAW Pride Tickets , PAW points, and

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PAWgress slips.

All staff received training on positive student discipline.

Expenditures

BUDGETED

Estimated Cost 4000-4999 Book and Supplies 5000-5999 Services and Other Operating Expenditures LCFF: 5,000 C/S: 67,000

ESTIMATED ACTUAL

4000-4999 Book and Supplies 5000-5999 Services and Other Operating Expenditures

C/S: 71,409

ANALYSIS



Empty Cell


GOAL #3

Action 1) PBIS-Positive Behavior Interventions and Supports- Our PBIS School Team and Coaches make critical decisions to support our certificated and classified staff with student behavior throughout the day. Several artifacts have been created throughout the year: Behavior Matrix of expectations, PAWS passports, Paw Pride tickets, expectation posters, noise level posters, and behavior documents. We met the targeted metric.


Action 1) Our school achieved 97% on our school visit evaluation which measures the proficiency of school wide expectations that are understood by students, teachers, and staff. We also achieved 86.7% on our School Climate Survey which measure potential risks and positive factors that may affect the school. In addition, the number of suspension decreased from 2015-2016 of 30 to 19 in 2016-2017.


C/S funds were needed to implement this goal. Base funds were not needed for action item #1 for this goal.



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Goal 4

(Previously names goal 6 includes previous Goal 7, 13, and 14) We will provide classified and certificated staff with training, strategies, professional development, assessments and curriculum/supplemental material aligned to the new Common Core/NGSS/ELD Standards to effectively measure student academic achievement and English Learner reclassification.


STATE 1 2 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Each teacher will receive training on the new CCSS Curriculum or the new CCSS standards throughout the year. 80-100% of our certificated staff will participate in training to Common Core Curriculum that has been adopted by our local Board of Trustees. State standards, including ELD standards will be implemented for all students and subgroups as evidenced by a review of records that verify PD provided for all teachers on all state standards, including ELD standards. 80-100% of our certificated staff and paraprofessionals will participate in Professional Development that is offered on a Quarterly basis throughout the school year. 100% of students will have sufficient standards aligned materials as measured by board resolution. Increase the percentage of EL students who are reclassified by 2%, based off the previous year. Meet state EL proficiency targets (AMAO 1 and 2)

Teachers received training throughout the year on several different topics during our professional development weeks. Participation and attendance is measured by sign-in sheets. 90% of our certificated staff attended our training to help them understand our new Common Core Curriculum adoptions.

English Language Development in implemented during our wolf time blocks in grades K-8. State standards are implemented and measured by teacher/grade level lesson plans. 100% of our English Learners receive ELD on a daily basis from a board adopted curriculum that supports ELD.

90% of our certificated staff and paraprofessionals participated in the provided Professional development that was made available to them, as verified by sign in sheets.

All of our students (100%) have access to standards-aligned materials on a daily basis.

4% of our English Learners were reclassified for the 2016-2017 school year. AMAO El proficiency targets no longer used by the state.

2015-2016 2016-2017 Change

Percent Reclassified 9% 4% -5%

Net change in % reclassified

-5% overall

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Increase our inventory of books by 2-3%, by purchasing non-fiction text/resources for the school library and classroom libraries.

The following table shows the CELDT scores and annual growth for the 2016-2017 school year.

CELDT Scores/Total Movement

15-16 Level Neg Mvmt No Mvmt Pos Mvmt

Beg N/A 4 9

EI 3 8 8

I 9 28 17

EA 8 18 1

Adv 1 0 N/A

# 21 58 35

% 18.42% 50.88% 30.70%

The following table shows the CELDT scores and annual growth for the 2015-2016 school year.

CELDT Scores/ Total Movement

14-15 Level Neg Mvmt No Mvmt Pos Mvmt

Beg N/A 4 16

EI 1 4 27

I 4 22 21

EA 0 9 5

Adv 0 0 N/A

# 5 39

% 4.42% 34.51%

Scholastic non-fiction texts were purchased for classroom libraries to support students’ reading skills at school and home.

ACTIONS / SERVICES


Action


Actions/Services

PLANNED

1) To provide supplemental training/professional development

ACTUAL

We provided teachers and classified staff with Professional Development to help them understand the learning goals established

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opportunities to our credential and classified staff to meet the learning goals established by the school.

by the school.

Expenditures

Certificated Staff: Costs:




LCFF: 22,500 C/S: 5,000

ESTIMATED ACTUAL




LCFF: 25,000

C/S: 1,987

Action


Actions/Services

PLANNED

2) To involve community members, parents, and students in trainings, workshops, coaching, and classes that bridge classroom learning to families and parents and meet learning goals established by the school.

ACTUAL

We provided curriculum based nights during the year to engage parents, community members, and students to bridge learning from school to home via- STEM Night and History/Science/ Literacy Night.

Expenditures

BUDGETED



3000-3999 Benefits

LCFF: 6,000

ESTIMATED ACTUAL



3000-3999 Benefits

LCFF: 6,000

Action


Actions/Services

PLANNED

3) To collectively implement state board-approved Common Core aligned Curriculum, materials, and supplies.

ACTUAL

Daily schedules and lesson plans reflect maximized learning opportunities for students. This is monitored on a weekly basis.

Expenditures

BUDGETED

Estimated Cost: 4000-4999 Book and Supplies LCFF: 10,000

ESTIMATED ACTUAL

4000-4999 Book and Supplies

LCFF: 10,000

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Action


Actions/Services

PLANNED

4) To provide professional development to teachers in a systematic way that connects to the standards.

ACTUAL

Teachers participate in Professional Learning Communities every minimum day, usually on Wednesdays to meet with their colleagues for planning and collaborating purposes.

Expenditures

BUDGETED

Estimated Cost: 4000-4999 Book and Supplies


Base: 5,000

ESTIMATED ACTUAL

4000-4999 Book and Supplies 5000-5999 Services and Other Operating Expenditures LCFF: 5,000

Action


Actions/Services

PLANNED

5) To support our English Language Development program through highly qualified trained and coached staff.

ACTUAL

All students received high quality instruction from Multiple Subject

Teachers with English language authorization or an equivalent credential

Expenditures

BUDGETED Estimated Cost:



3000-3999 Benefits

LCFF: 20,000

C/S: 20,000

ESTIMATED ACTUAL



3000-3999 Benefits

LCFF: 5,736

C/S: 17,208

Action


Actions/Services

PLANNED

6) To implement the English Language Development standards with Common Core aligned English Learner Curriculum to maintain and improve the English proficiency of our students.

ACTUAL

All ELL students participated in English Language Development instruction on a daily basis, deployed, at their CELDT level and reading range.

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Expenditures

BUDGETED


LCFF: 10,000

ESTIMATED ACTUAL


LCFF: 10,000

Action


Actions/Services

PLANNED

7) To ensure access to high quality supplemental resources and to support students with nonfiction resources and texts.

ACTUAL

All students, including EL’s and Special Populations had access to newly purchased supplemental leveled books for individual and instructional use in the classroom and library.

Library Inventory was completed to determine the number of multiple subject books/resources is needed to meet interest levels.

Expenditures

BUDGETED

Estimated Costs: 4000-4999 Book and Supplies C/S: 5,000

ESTIMATED ACTUAL

4000-4999 Book and Supplies C/S:10,000

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ANALYSIS

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Empty Cell


LCAP Goal #4

Action 1) Curriculum based Professional Development- Teachers and support staff attend monthly PLC and Quarterly workshops in various academic and behavioral areas.

Action 2) Parent Academic Nights- We organized History/Literacy Night and STEM Night twice a year for students to show their projects for families and visitors.

Action 3) Common Core materials/supplies/lessons- Materials needed for classrooms are purchased annually so that students have access to standards-based curriculum.

Action 4) Professional Learning Communities- Minimum days are designated for staff meetings and PLCs for certificated staff to meet, collaborate, prep, and plan.

Action 5) Highly Qualified Teachers with EL Authorization-Students received designated English Language Development for targeted instruction to support vocabulary, writing, and listening/speaking.

Action 6) English Language Development-Students are deployed based on their English ability levels and CELDT scores daily to received ELD via our Wolf Time section of the day. This is reflected in lesson plans.

Action 7) Classroom Inventories and Library Books- Books are purchased annually to make sure students have access to updated and relevant titles for reading.

All of the proposed actions were effectively implemented and goals were met.


All seven of the actions listed in LCAP Goal #4- target the need to provide standards-based education for English Learners and promote continual learning through Professional Development/Cycle of Inquiry to meet the needs of students at West Park Elementary School.

In 2016-2017 we had 90% of our teachers attend professional development and trainings that were offered throughout the year to learn new strategies and relevant information to support their instruction.

According to the STAR Reading and MATH local measures, every grade in 1st-8th improved in their independent reading and math scores. It is our expectation that continued professional development and giving students access to high quality books, as well as, implementing our ELD and intervention programs on a daily basis, will support continued improvement on CAASPP and local measures, such a District Benchmarks and STAR Reading/Math scores..


There are no differences between the budgeted and estimated actuals.



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WEST PARK ELEMENTARY SCHOOL


Goal 5

(Previously named Goal 8) We will increase parental involvement in school functions.


STATE 1 2 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Parent involvement at school meetings and activities will be increased by 5%, based on the total number of participants from the previous year, as measured by sign-in sheets, surveys.

Parent involvement was increased by 5% as measured by sign-in sheets and completed surveys. In 2015-2016 17% of parents completed our survey, whereas 28% of parents completed our survey in 2016-2017.

ACTIONS / SERVICES


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Action


Actions/Services

PLANNED

1) To involve parents in the learning process of their children by providing workshops/classes/trainings.

ACTUAL

We organized Data Works Parent Workshops in the following topics: English/ Spanish bilingual classes. We organized various School/ Classroom Activities including: Cookies with Grandparents, Muffins with Mom, Breakfast with Santa, Donuts with Dad, Read Across America, Open House, Parent-Teacher Conferences, Back To School Night, and Fall Carnival.

We organized ELAC/DELAC and SSC meetings throughout the year with the appropriate amount of school members and community/parent members.

Expenditures

BUDGETED



LCFF:5,000

C/S 5,000

ESTIMATED ACTUAL



LCFF 5,000

C/S 4,000

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Goal 6

(Previously names Goal 9) We will provide resources for reinforcement for positive behavior / attendance incentives, and recognition for achievement in academics and behavior.


STATE 1 2 3 4 5 6 7 8

COE 9 10

ANALYSIS



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Action 1) Parent workshops/ classes/ trainings-We offer several opportunities for parents to be involved at school, such as English/ Spanish classes and conferences to engage and support them with their children’s education.


This proposed action was implemented and goals were met. We increased our parent participation by 5%. We providing English classes utilizing English for Spanish speakers workbooks for adults and a credentialed teachers as our trainer, who is bilingual and holds a BCLAD credential.


There were no material differences between budgeted expenditures and actual expenditures.



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LOCAL ______________________________________


EXPECTED ACTUAL

We will increase the percentage of students participating in school–wide good behavior incentives and activities by 5%. (based on the total number of participants from the previous year) Middle school dropout rate will be maintained at 0%.

Chronic absenteeism will decrease.

Student Participation at Good Behavior Activity was maintained or

increased by 5% based on the previous year. Last year 300 out of 380 students participated in our school wide good behavior incentives and activities. This year 320 out of 380 students participated in our school wide good behavior incentives and activities.

Our Middle School Dropout Rate was maintained at 0%.

Chronic Absenteeism was met via SARB-School Attendance Review Board meetings with parents. Chronic absenteeism rate was at 7% for 2015-2016 and 6% for 2016-2017.

ACTIONS / SERVICES


Action


Actions/Services

PLANNED

1) To maximize positive reinforcement and provide behavior and academic incentives, activities, study trips and recognitions for students.

ACTUAL

The District and school provided incentives to students for attendance, behavior, academic achievement, CELDT and benchmark results. Student attendance field trips for their performance on CELDT Test, Benchmark scores, and Citizenship achievement.

Expenditures

BUDGETED



LCFF: 25,000

ESTIMATED ACTUAL



C /s: 9,105

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Action


Actions/Services

PLANNED

2) To provide transportation to recognize academic achievement and behavioral improvement and engagement principally devote toward the unduplicated students.

ACTUAL

We provided study trips to recognize academic and behavioral achievement.

Expenditures

BUDGETED

Estimated Cost: 4000-4999 Book and Supplies 5000-5999 Services and Other Operating Expenditures LCFF: 25,000

C/S: 5,000

ESTIMATED ACTUAL



LCFF: 25,000

C/S: 5,000

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Goal 7

We will provide for a safe and secure school environment and well-maintained facilities.

ANALYSIS



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GOAL #6

Action 1) Incentives and Positive Reinforcement for Behavior/ Attendance/ Academic Achievement- Students received recognition for their academic, citizenship, and attendance every quarter. There is also a Student Store which allows students to purchase items with their school money.

Action 2) Reward Trips for students for Citizenship, Assessment Performance, and EL Reclassification- We take annual trips to recognize all of the hard work that students have shown throughout the year. This is highly effective and motivating for students to want to reach their highest potential.


Action 1 and 2) As the students become aware of PBIS and the rewards and incentives available to them, the number of students who participated in our good behavior activities increased for the 2016-2017 school year from 300 students to 320 students out of 380.Additionally, the number of students who were suspended decreased from 30 students in 2015-2016 to 19 in 2016-2017. Our students are benefiting from PBIS efforts because our suspension rates are improving. All the proposed actions were implemented effectively and goals were met.


For Action item #1- C/S Funds were needed to meet this need.



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STATE 1 2 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

School facilities will be measured as good or better by a comprehensive facilities inspection tool.

100% of our students had access to textbooks and essential classroom furniture

Our school facilities inspection tool (FIT) was good.

We did not need to purchase an intervention portable classroom because we

utilized an existing classroom on campus for these services.

ACTIONS / SERVICES


Action


Actions/Services

PLANNED

1) To establish compliance with Williams Act and maintain requirements defined therein.

Establish an intervention classroom principally directed towards support of our unduplicated population where students are provided supplemental instruction to help close the achievement gap.

ACTUAL

All teaches were trained on emergency drills during our Orientation. We provided child abuse training and work place bullying for staff members and students. The District/ School performed monthly drills in the following capacities: lockdowns, Earthquake drill, fire drills, and duck and cover. These drills were done during instructional and recess times.

Equipment for site security was purchased for campus surveillance and maintenance.

Expenditures

BUDGETED

4000-4999 Book and Supplies 5000-5999 Services and Other Operating Expenditures LCFF: 10,000 C/S: 10,000

ESTIMATED ACTUAL



LCFF: 10,000

C/S: 10,000

Action


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Actions/Services

PLANNED

2) To provide and maintain a safe and healthy environment through facility upkeep, improvements, expansions, and awareness.

ACTUAL

We maintained good standing in our facilities report.

Expenditures

BUDGETED

Maintenance and operations Costs: 4000-4999 Supplies 5000-5999 Services and Other Operating Expenditures LCFF: 350,000

ESTIMATED ACTUAL

4000-4999 Supplies


LCFF: 123,103

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ANALYSIS



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GOAL #7

Action 1) Williams Act criteria- Following the criteria to make sure textbooks, classroom furniture is safe for students and teachers and highly qualified and not misassigned is important for us at West Park Elementary.

Action 2) Safe and Healthy Environment/ Facility Report- Maintaining and up keeping our facilities is a high priority which helps keep students and staff safe while at school.

The need for an intervention classroom was proposed but not needed because we used an existing room for delivering intervention services to students.


Action 1) All our students had access to each of the Board adopted textbooks and we make sure they everyone has a desk, chair, and proper materials for learning.

Action 2) Safety drills were conducted on a monthly basis and tracked/monitored by school staff members with (dates, times, and efficiency).


The funds for an intervention class were not expended because we were able to use an existing classroom on campus to meet this need and provided services to students out of this room.


For action 1, an intervention classroom was created with existing room that was available on campus. Student met in this room for intervention support throughout the year. There was no need to purchase an extra portable for us to implement this service/support for our students.

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Stakeholder Engagement

WEST PARK ELEMENTARY SCHOOL

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?

1. WPESD has involved its stakeholders in the following ways:

The teaching staff and parents have been involved in the LCAP information and plan since its inception this year via staff meetings, power point presentation and survey.

The community has been involved via power point, survey and direct explanation in the following group gatherings: ELAC/DELAC, SSC, district-wide meeting and school website.

Teachers have been presented with LCAP information in a PLC. Staff Meetings/ Professional Learning Communities

May 3, 2017

Student representatives have also been involved via the survey of the 8 State Priorities.

Certificated and classified staff are not part of collective bargaining units.

Staff, Parent, and Student Surveys- Each of these were presented separately to our School Board and School Site Council. 2. We have allowed for sufficient time in the LCAP presentations so that stakeholders have time to present any information or concerns. We have also had

the following meetings for stakeholders to be involved Meeting agenda and minutes reflect the ongoing collaboration between stakeholders and school administration. Communication between all parties has been recorded at the following venues:

School Site Council Meetings March 6, 2017 May 15, 2017

ELAC/DELAC Meetings March 6, 2017

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May 15, 2017 District Advisory Committee/Management Meetings

Various Dates Throughout The Year District Board Meetings/ Public Comment Period

May 8, 2017- Public Hearing and Public comment period begins June 12, 2017 Public comment period ended.

District Board Approval Date June 26, 2017 June 29, 2017

3. The stakeholders have been given information throughout the school year and we have had informal meetings so that stakeholders can ask clarifying questions before the presentation of the LCAP.

4. A survey detailing the 8 State Priorities and stakeholders satisfaction in these areas was sent to all in order to tally satisfaction in all areas. The survey also allows for stakeholders to write in any comments on this survey so they can express their thoughts. WPESD tallied up all information and determine the stakeholders’ feelings on the 8 State Priorities. This information was presented to our stakeholders at our School Site Council/ ELAC/DELAC Meeting and District Board Meeting.

5. Upon the completion of the LCAP we focused our concerns by stakeholders in the areas of professional development & parental involvement along with fine arts offerings and curriculum/technology needs. Survey results helped us shaped the goals and objectives for the school year.

6. WPESD has fulfilled all statutory requirements in involving stakeholders by involving all parent groups, community members, students and school staff. For our student English Learner identifier we have checked and determined if student/parent information is accurate by looking at student data mechanism and contacting parents in any missing information.

Involving the stakeholders in the annual update has supported improved student achievement by giving us a more grass roots response to questions on how students are doing in their assessments. It has also allowed for us to address curriculum and technology needs entering into the Common Core. Parental and community involvement has addressed updating our LCAP by helping us to address community concerns that are affecting our students in their academic endeavors.

IMPACT ON LCAP AND ANNUAL UPDATE

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

1. As a result of the gathered data we have decided to focus our efforts on the following:

Increase student achievement (LCAP Goal 1)

Student interventions time and classes (LCAP Goal 2)

Resources for Students and Families (LCAP Goal 5)

Increase Parental Involvement (LCAP Goal 5)

Purchase Updated Curriculum (LCAP Goal 4)

Provide Professional Development (LCAP Goal 1)

Decrease discipline issues (LCAP Goal 3)

Increase school safety (LCAP Goal 7)

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Improve School Environment (LCAP Goal 6)

Increase School Technology (LCAP Goal 4)

Increased Other Courses of Study and Extended Learning Opportunities (LCAP Goal 2)

2. This sufficient amount of time has allowed for all stakeholders to research and formulate good comments, questions and concern in regard to the LCAP in the areas of:

Safety (LCAP Goal 7)

Intervention (LCAP Goal 1, 2 and 4)

School/ Family Resources (LCAP Goal 5)

Student morale (LCAP Goal 3 and 6)

Discipline (LCAP Goal 3)

Technology LCAP Goal 1 and 4)

3. Allowing for additional input from parents has allowed us to expand our programs in the following areas:

Teacher student interactions, discipline (LCAP Goal 3)

Resources for parents (LCAP Goal 5)

Parental classes (LCAP Goal 5)

Parental contact with school information (LCAP Goal 5)

Technology (LCAP Goal 1 and 4)

More tutoring offerings (LCAP Goal 5)

4. The LCAP addressed, in a budgetary fashion, more intervention for students, offer extended learning opportunities and purchase new Common Core curriculum and technology.

5. Committees such as ELAC/DELAC, SSC, Leadership Teams, Teachers, parents, community members and students have given us input that will guide our

LCAP.

6. This information has allowed for us to provide for technology concerns and assessment planning in a budgetary fashion.

To make the LCAP more transparent, we decided to reduce the amount of goals from 14 to 7, starting in 2016-2017 LCAP and subsequent years.

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Goals, Actions, & Services

Strategic Planning Details and Accountability. Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

New Modified Unchanged

Goal 1

Goal 1: We will improve student achievement scores on the state assessments, through offering a broad course of study to sustain attendance and decrease absenteeism.

Empty Ce

Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need We will continue to participate in and organize the following: Student Quarterly School Benchmarks and SBAC achievement along with other metrics will assist in addressing API Improvement of student academic achievement. Additional Tools: STAR Reading/ Math, IXL Math, Lexia Core 5 Reading, Quick Checks, Ongoing Curriculum Formative and Summative Assessments Feedback Survey, ELAC/DELAC, SSC, Faculty Advisory Council Demonstrated measures through good attendance and decreased absenteeism. Technology Network, Curriculum Committee, Management Meetings Increase the technology inventory to allow students to have access to multiple technologies throughout the school year. According to the California Dashboard the Status and Change Report shows the following: Our English Language Arts indicator is yellow for all students and yellow for the following subgroups: English Learners, Socioeconomically Disadvantaged, and Hispanic students. The Status Report shows as Low at 46.1 points below level 3 and the Change Report shows as Increased by +12.1 points. Our Mathematics indicator is orange for all students and orange for the following subgroups: English Learners, Socioeconomically Disadvantaged, and Hispanic students. The Status Report shows as Low at 78 points below level 3 and the Change Report shows as Declined by -3.9 points. We do not yet have information about chronic absenteeism on the California School Dashboard. The California School Dashboard also lists Basics (Teachers) as a local indicator, which can be measured by a Board approved credentialed staff who are hired to work at West Park Elementary School District.

EXPECTED ANNUAL MEASURABLE OUTCOMES

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

Chronic Absenteeism by 2%

For 2016-2017 current absenteeism is at 6%.

To be sustained or decreased between 0.5%-2%



Access to Technology

100% of students

For 2016-2017 100% Students have access to technology throughout the school day.

To be maintained at 100% To be maintained at 100%. To be maintained at 100%

Properly Credentialed teachers with no misassignments nor vacancies as measured by Credentials or SARC review

For 2016-2017 100% Properly Credentialed with no misassignments or

vacancies

100% Properly Credentialed with no misassignments or

vacancies


vacancies


vacancies

State Standards Implemented as

measured by State Reflection Tool

Average score of 4.0 Average score of 4.1 or higher Average score of 4.2 or higher Average score of 4.3 or higher

State Standardized Assessments as

measured by Math CAASPP scores

Distance from level 3

In 2016-2017 all Students scored -46 points below level

3.

-40 points -35 points -30 points

State Standardized Assessments as

measured by ELA CAASPP scores

Distance from level 3

In 2016-2017 all students scored -78 points below level

3.

-70 points -60 points -50 points

Access to a broad course of study as

measured by review of teacher and/or master

schedules

2015-2016 100% access to a broad course of study at all

school sites

100% access to a broad course of study at all school

sites

100% access to a broad course of study at all school

sites

100% access to a broad course of study at all school sites

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PLANNED ACTIONS / SERVICES

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

Action 1 Empty Cell Empty Cell

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:: West Park Elementary 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)

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

spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

1) The unduplicated student population is some of the lowest performing students in the LEA. The LEA will support and retain properly credentialed teachers and classified staff to improve academic progress through eliminating combo classes. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving student achievement for these student groups.



BUDGETED EXPENDITURES Empty Cell Empty Cell

2017-18 2018-19 2019-20

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Amount

$404,947 (C/S)

$951,172 (LCFF)

Amount

$417,095 (C/S)

$620,703 (BASE)

$359,003 (EPA)

Amount

$430,043 (C/S)

$638,778 (BASE)

$369,459 (EPA)

Source Concentration / Supplemental

LCFF Source

Concentration / Supplemental

LCFF

Source Concentration / Supplemental

LCFF

Budget Reference

1000-1999: Certificated Personal Salaries

2000-2999 Classified Personnel

3000-3999: Employee Benefits

Budget Reference


2000-2999 Classified personnel


Budget Reference


2000-2999 Classified personnel


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OR



Scope of Services LEA-wide Schoolwide OR Limited to

Unduplicated Student Group(s)


spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


2) The unduplicated pupils have the lowest performance on CAASPP/SBAC; to address this need, West Park Elementary will implement the transition to common core and support of a rigorous and relevant curriculum through supplemental instructional materials, and resources. It is our expectation that providing these materials/resources will support our unduplicated students understand state standards and increased CAASPP scores. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving instruction by providing supplemental materials and relevant curriculum.

2) The unduplicated pupils have the lowest performance on CAASPP/SBAC; to address this need, West Park Elementary will implement the transition to common core and support of a rigorous and relevant curriculum through supplemental instructional materials, and resources. It is our expectation that providing these materials/resources will support our unduplicated students understand state standards and increased CAASPP scores.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving

2) The unduplicated pupils have the lowest performance on CAASPP/SBAC; to address this need, West Park Elementary will implement the transition to common core and support of a rigorous and relevant curriculum through supplemental instructional materials, and resources. It is our expectation that providing these materials/resources will support our unduplicated students understand state standards and increased CAASPP scores.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving instruction

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instruction by providing supplemental materials and relevant curriculum.

by providing supplemental materials and relevant curriculum.


2017-18 2018-19 2019-20

Amount $100,000 (C/S)

$30,000 (LCFF) Amount

$103,000 (C/S)


$106,000 (C/S)

$31,800 (LCFF)

Source C/S

LCFF Source

C/S

LCFF Source

C/S

LCFF

Budget Reference 4000-4999 Books and Supplies Budget Reference


Budget Reference


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OR



Scope of Services LEA-wide Schoolwide OR Limited to

Unduplicated Student Group(s)


spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


3) We will ensure and support student engagement in rural regions by providing transportation. Due to rural setting, 100% of students are transported.

3) We will ensure and support student engagement in rural regions by providing transportation.


3) We will ensure and support student engagement in rural regions by providing transportation.



2017-18 2018-19 2019-20

Amount $242,639 Amount $249,918 Amount $257,197

Source LCFF Source LCFF Source LCFF

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Budget Reference 5000-5999 Services and Other Operating Expenditures

Budget Reference


Budget Reference


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OR



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

Group(s)

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

ACTIONS/SERVICES

2017-18 2018-19 2019-20


4) The unduplicated pupils have the least opportunity and exposure to using multiple relevant technologies for learning; to address this need West Park Elementary will provide for multiple technologies and teacher technology resources in the classroom for the purpose of instruction and learning. It is our expectation that providing more technology in the classroom or computer labs across campus will increase CAASPP scores. This action is principally directed toward providing technology for our unduplicated students.

4) The unduplicated pupils have the least opportunity and exposure to using multiple relevant technologies for learning; to address this need West Park Elementary will provide for multiple technologies and teacher technology resources in the classroom for the purpose of instruction and learning. It is our expectation that providing more technology in the classroom or computer labs across campus will increase CAASPP scores.

This action is principally directed toward providing technology for our unduplicated students.

4) The unduplicated pupils have the least opportunity and exposure to using multiple relevant technologies for learning; to address this need West Park Elementary will provide for multiple technologies and teacher technology resources in the classroom for the purpose of instruction and learning. It is our expectation that providing more technology in the classroom or computer labs across campus will increase CAASPP scores.

This action is principally directed toward providing technology for our unduplicated students.


2017-18 2018-19 2019-20

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Amount $50,000 (C/S)


$51,500 (C/S)


$53,000 (C/S)

$15,900 (LCFF)

Source C/S

LCFF Source

C/S

LCFF Source

C/S

LCFF

Budget Reference



Budget Reference



Budget Reference



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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


5) The unduplicated pupils have the least exposure to relevant educational technologies at home; to address this need West Park Elementary will provide Administrative and support staff to support parents with the integration of technology and involve them in the digital educational process through workshops or family nights. It is our expectation that providing our parents of these populations with technology/family nights will result in increased parental engagement and increased understanding of technology integration across several disciplines. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of supporting parents of these student groups.

5) The unduplicated pupils have the least exposure to relevant educational technologies at home; to address this need West Park Elementary will provide Administrative and support staff to support parents with the integration of technology and involve them in the digital educational process through workshops or family nights. It is our expectation that providing our parents of these populations with technology/family nights will result in increased parental engagement and increased understanding of technology integration across several disciplines.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of supporting parents of these student groups..

5) The unduplicated pupils have the least exposure to relevant educational technologies at home; to address this need West Park Elementary will provide Administrative and support staff to support parents with the integration of technology and involve them in the digital educational process through workshops or family nights. It is our expectation that providing our parents of these populations with technology/family nights will result in increased parental engagement and increased understanding of technology integration across several disciplines.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of supporting parents of these student groups.

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2017-18 2018-19 2019-20


Source C/S Source C/S Source C/S

Budget Reference



Budget Reference



Budget Reference



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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


6) Our English Leaner, Foster Youth and low income populations have the least exposure to digital resources, internet programs, material/supplies and technology. We will provide these to students/teachers to maximize the learning potential for all learners. It is our expectations that these programs and resources for our unduplicated population will result in improve test scores and EL proficiency. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal or providing digital resources to students/teachers.

6) Our English Leaner, Foster Youth and low income populations have the least exposure to digital resources, internet programs, material/supplies and technology. We will provide these to students/teachers to maximize the learning potential for all learners. It is our expectations that these programs and resources for our unduplicated population will result in improve test scores and EL proficiency.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal or providing digital resources to students/teachers..

6) Our English Leaner, Foster Youth and low income populations have the least exposure to digital resources, internet programs, material/supplies and technology. We will provide these to students/teachers to maximize the learning potential for all learners. It is our expectations that these programs and resources for our unduplicated population will result in improve test scores and EL proficiency.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal or providing digital resources to students/teachers.


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2017-18 2018-19 2019-20

Amount $20,000 (C/S)


$20,600 (C/S)


$21,200 (C/S)

$20,900 (LCFF)

Source C/S

LCFF Source

C/S

LCFF Source

C/S

LCFF

Budget Reference



Budget Reference



Budget Reference



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


Goal 2

Goal 2: We will provide students with before school enrichment and after school Intensive intervention classes to increase student achievement in common core state standards.

Empty Cell

Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need

Demonstrate student achievement increases through benchmark assessments. Benchmark assessment data shows a percentage of students Not Meeting Standards. Supplemental support is needed for students in grade K-8. Student participation in SES afterschool intensive intervention program will target at least 15% of our At-Risk population.

Demonstrated student achievement increases through focus standards.

Benchmark assessment data shows a percentage of students Exceeding Standards. Supplemental enrichment is needed for students in grades 1-8. Student participation in before school enrichment will target 15% of our Advanced population.

The California School Dashboard also lists Basics (Instructional Materials) as a local indicator, which can be measured by a Board adopted curriculum and purchased curriculum, materials, and supplies for high quality instruction for all students.

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Other Pupil Outcomes: SES participation rate

2016-2017 rate of SES is 15% of our At-Risk population.

Maintain prior year or increased by 0.5%



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Location(s) All schools Specific Schools: West Park Elementary Specific Grade spans:__________________

OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


1) The unduplicated pupils have the least exposure to targeted instruction and intervention support; to address this need West Park Elementary will provide intervention support in mathematics/English language arts to meet needs for Common Core Standards. It is our expectation that providing this action/service will result in increased CAASPP scores, increased EL performance on ELPAC, increased EL reclassification, and increased attendance.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving intervention support for these student groups.


This action is principally directed toward the


This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving intervention support for

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unduplicated student population to help the LEA achieve its goal of improving intervention support for these student groups.

these student groups.


2017-18 2018-19 2019-20

Amount $50,000 (C/S) Amount $51,500 Amount $53,000


Budget Reference



Budget Reference



Budget Reference



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OR



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


ACTIONS/SERVICES

2017-18 2018-19 2019-20


2) The unduplicated pupils have the least exposure to additional support in the classroom setting; to address this need, West Park Elementary will provide highly qualified paraprofessionals and support staff to help implement the learning goals established by the school. It is our expectation that providing this additional support will result in increased CAASPP scores, increased attendance, and decreased suspension rate.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of providing paraprofessionals who are highly qualified to work with these groups.

2)The unduplicated pupils have the least exposure to additional support in the classroom setting; to address this need, West Park Elementary will provide highly qualified paraprofessionals and support staff to help implement the learning goals established by the school. It is our expectation that providing this additional support will result in increased CAASPP scores, increased attendance, and decreased suspension rate.


2)The unduplicated pupils have the least exposure to additional support in the classroom setting; to address this need, West Park Elementary will provide highly qualified paraprofessionals and support staff to help implement the learning goals established by the school. It is our expectation that providing this additional support will result in increased CAASPP scores, increased attendance, and decreased suspension rate.


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groups.


2017-18 2018-19 2019-20



Budget Reference




Budget Reference




Budget Reference




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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3) The unduplicated pupils have the least exposure to relevant curriculum and materials/resources; to address this need, West Park Elementary School will implement the transition to common core and support of a rigorous and relevant curriculum through supplemental instructional materials and resources. It is our expectation that providing these materials/resources to our unduplicated pupils will result in increased CAASPP scores, increased EL performance on ELPAC, and increased EL reclassification rate. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving relevant and rigorous instruction using supplemental materials for these groups.

3) The unduplicated pupils have the least exposure to relevant curriculum and materials/resources; to address this need, West Park Elementary School will implement the transition to common core and support of a rigorous and relevant curriculum through supplemental instructional materials and resources. It is our expectation that providing these materials/resources to our unduplicated pupils will result in increased CAASPP scores, increased EL performance on ELPAC, and increased EL reclassification rate.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving relevant and rigorous instruction using supplemental materials for these

3) The unduplicated pupils have the least exposure to relevant curriculum and materials/resources; to address this need, West Park Elementary School will implement the transition to common core and support of a rigorous and relevant curriculum through supplemental instructional materials and resources. It is our expectation that providing these materials/resources to our unduplicated pupils will result in increased CAASPP scores, increased EL performance on ELPAC, and increased EL reclassification rate.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving relevant and rigorous instruction using supplemental materials for these

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groups. groups.


2017-18 2018-19 2019-20

Amount $50,000 (C/S) Amount $51,500 Amount $53,000


Budget Reference




Budget Reference




Budget Reference






Goal 3 Goal 3: We will reduce discipline incidences in the classroom and playground.

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COE 9 10

LOCAL ______________________________________

Identified Need We will continue to participate in and organize the following: the Feedback Survey, ELAC/DELAC, SSC, Report on discipline incidents, expulsions and suspensions. Suspension and expulsion rates will be decreased on a yearly basis, by 1.0%, based on the total number from the previous year, or sustained.

According to the California Dashboard the Status and Change Report shows the following: Our Suspension Rate indicator is yellow for all students and yellow for the following subgroups: English Learners, Socioeconomically Disadvantaged students, Student with Disabilities, and Hispanic students. The Suspension Rate indicator is blue for Asian students.

The Status Report shows as High at 5.3% and the Change Report shows as Declined Significantly by -1.1%.

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Suspension rate During the 2016-2017 school year, West Park Elementary School had 5% student suspensions in 2016-2017.

To be maintained or decreased by 0.5%

To be maintained or decreased by 1%

To be maintained to decreased by 1.5%

Expulsion Rate During 2016-2017 the district had 0% student expulsions.

To be maintained below 0.5%. To be maintained below 0.5%. To be maintained below 0.5%.

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1) The unduplicated pupils have the least exposure to behavior/discipline strategies and interventions; to address this need West Park Elementary will support students with administrative and support staff who will provide behavioral intervention and support students/parents/staff with the PBIS/discipline systems. It is our expectation that providing this action/service will result in increased parental engagement and decreased suspension rate.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of providing behavioral interventions and staff to work with these groups.





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2017-18 2018-19 2019-20

Amount 71,409 Amount 73,551 Amount 75,693


Budget Reference




Budget Reference




Budget Reference



3000-3999 Employee Benefits.

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Goal 4

Goal 4: We will provide classified and certificated staff with training, strategies, professional development, assessments and curriculum/supplemental material aligned to the new Common Core/NGSS/ELD Standards to effectively measure student academic achievement and English Learner reclassification.

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COE 9 10

LOCAL ______________________________________

Identified Need We will continue to participate and organize the following: Feedback Survey, Curriculum Committee, Textbook Inventory Measured by sign-in sheets and demonstrated coaching strategies. ELAC/DELAC, SSC, Curriculum Committee Measure sufficient material in use for student access. Common Core Standards. CELDT, Benchmarks, SBAC (EL Proficiency (AMAO 1&2), Imagine Learning, STAR Reading/ MATH, Wonders/ Study Sync/ Inside (ELD-English Language Development) Assessments, Summative Exams and El reclassification.

Faculty Advisory Council

According to the California School Dashboard the Status and Change Report shows the following: Our English Learner Progress indicator is yellow for all students. The Status Report shows as Low at 61.1% and the Change Report shows as Increased by +3.5 points.

The California School Dashboard also lists Basics (Instructional Materials) as a local indicator, which can be measured by a Board adopted curriculum and purchased curriculum, materials, and supplies for the purpose of high quality instruction for all students.



EL Access to State Standards/ ELD

IN 2016-2017, 100% of English Leaders receive instruction on

To be maintained at 100% and an average score of 4.1 or higher.

To be maintained at 100% and an average score of 4.2 and higher.

To be maintained at 100% and an average score of 4.3 and higher.

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Standards as measured by Narrative Summary or State Reflection tool

English Language Development and state standards.

Average score of 4.0.

Percentage of EL students who advance

1 proficiency level

IN 2016-2017, 30% of students advanced 1

proficiency level.

32% 34% 36%

EL reclassification as measured by prior

year percentage of re-designated students

In 2016-2017 the percentage of students reclassified was

4%.

5% 10% 15%

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Location(s) All schools Specific Schools:-West Park Elementary Specific Grade spans:__________________

OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


1) The unduplicated pupils have the least exposure to new educational trends, strategies, and resources, to address this need, West Park Elementary will provide training/ PD to our certificated and classified staff to support their lessons and interactions with students. It is our expectation that providing this will result in increased CAASPP scores, increased EL performance on ELPAC, and increased EL reclassification rate. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal by providing PD workshops for staff to support them when working with these students.

1) The unduplicated pupils have the least exposure to new educational trends, strategies, and resources, to address this need, West Park Elementary will provide training/ PD to our certificated and classified staff to support their lessons and interactions with students. It is our expectation that providing this will result in increased CAASPP scores, increased EL performance on ELPAC, and increased EL reclassification rate. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal by providing PD workshops for staff to support them when

1) The unduplicated pupils have the least exposure to new educational trends, strategies, and resources, to address this need, West Park Elementary will provide training/ PD to our certificated and classified staff to support their lessons and interactions with students. It is our expectation that providing this will result in increased CAASPP scores, increased EL performance on ELPAC, and increased EL reclassification rate. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal by providing PD workshops for staff to support them when working with these students.

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working with these students.


2017-18 2018-19 2019-20

Amount

$2,500 (C/S)

$22,500 (LCFF)

Amount $2,575 C/S


$2,650 C/S

$23,850 (LCFF)

Source C/S

LCFF Source

C/S

LCFF Source

C/S

LCFF

Budget Reference




Budget Reference




Budget Reference




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Location(s) All schools Specific Schools- West Park Elementary Specific Grade spans:__________________

OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


2) We will involve community members, parents, and students in trainings, workshops, coaching, and classes that bridge classroom learning to families and parents and meet learning goals established by the school.




2017-18 2018-19 2019-20



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Budget Reference



Budget Reference



Budget Reference



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Action 3 y Cell Empty Cell




OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


3) We will collectively implement state board-approved Common Core and NGSS by purchasing Curriculum, materials, and supplies.




2017-18 2018-19 2019-20



Budget 4000-4999 Books and Supplies Budget 4000-4999 Books and Budget 4000-4999 Books and Supplies

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Reference 5000-5999 Services and Other Operating Expenditures

Reference Supplies


Reference 5000-5999 Services and Other Operating Expenditures

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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


4) We will provide professional development to teachers/staff in a systematic way that connects to the standards.




2017-18 2018-19 2019-20



Budget Reference


5000-5999 Services and Other Operating

Budget Reference


Budget Reference


5000-5999 Services and Other

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Expenditures


Operating Expenditures

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Location(s) All schools Specific Schools:- West Park Elementary Specific Grade spans:__________________

OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


5) We will provide highly qualified trained and coached staff (paraprofessionals) to support our English Language Development program. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of improving high quality ELD instruction to these student groups.




2017-18 2018-19 2019-20

Amount 17,208 (C/S) Amount 17,724 (C/S) Amount 18,240 (C/S)

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5, 736 (LCFF) $5,908 (LCFF) $6,080 LCFF)

Source C/S

LCFF Source

C/S

LCFF Source

C/S

LCFF

Budget Reference



Budget Reference



Budget Reference



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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


6) We will implement the English Language Development standards by purchasing English Learner Curriculum to maintain and improve the English proficiency of our students.




2017-18 2018-19 2019-20



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Budget Reference



Budget Reference



Budget Reference



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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


7) The unduplicated students have the least exposure to high quality books and resources, to address this need, West Park Elementary will purchase supplemental resources to support students with nonfiction texts for school, classroom, and home use to increase CASSPP scores.

This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of providing classroom library books for students to access to school and home use.






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2017-18 2018-19 2019-20



Budget Reference



Budget Reference



Budget Reference



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Goal 5 Goal 5: We will increase parental involvement in school functions.

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COE 9 10

LOCAL ______________________________________

Identified Need Maintain parent involvement at activities and events and increase participation to workshops provided by 2%.

We will continue to participate in and organize the following: Feedback Survey, ELAC/DELAC, SSC, Parent meetings, school event activities, and sign-in sheets.

The California School Dashboard lists Parent Engagement as a local indicator, which can be measured by involvement and attendance to school events, activities, workshops, and conferences.



Parental Engagement as measured by a

summary of progress based either on 1)

information collected through surveys of

parents/guardians or 2) other local

measures

Parent involvement was measured by a summary of

progress through information collected through parent surveys in 2016-2017.

The percentage of surveys collected schoolwide was:

28%

Schoolwide percentage of surveys 30%

School percentage of surveys 33%

Schoolwide percentage of surveys: 35%

School Climate Survey- % responses high levels for school

connectedness.

The percentage of survey responses for school connectedness that were collected in 2016-2017 were:

(K-5) 55% (6-8) 35%

(K-5) 60% (6-8) 40%

(K-5) 86% (6-8) 66%

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(K-5) 50% (6-8) 30%

School Climate Survey- % responses

feel very safe at school

The percentage of survey responses for school connectedness that were collected in 2016-2017 were: (K-5) 50% (6-8) 30%

(K-5) 55% (6-8) 35%

(K-5) 60% (6-8) 40%

(K-5) 80% (6-8) 60%

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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


1) The unduplicated pupils have the least opportunity to communicate with their parents about their education (class, homework, programs), to address this need West Park Elementary will provide classes/workshops/training for parents to increase parent engagement and increase CAASPP scores.




2017-18 2018-19 2019-20

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Amount $4,000 (C/S)

Amount $4,120 Amount $4,240

Source C/S

Source

C/S

Source

C/S

Budget Reference



Budget Reference



Budget Reference



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Goal 6

Goal 6: We will provide resources for reinforcement for positive behavior / attendance incentives, and recognition for achievement in academics and behavior.

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Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need West Park Elementary School will help our population become better students by encouraging them to be better citizens, achieve behavior and academic goals, and work together socially as responsible citizens. We plan to increase school climate for positive rewards, recognition, and incentives for students. Increase attendance by providing classroom perfect attendance prizes for reaching daily checkpoints (5, 10, 15, 20, 30, etc.) We will continue to participate in and organize the following: Feedback Survey, ELAC/DELAC, SSC, Faculty Advisory Council, Student Activities Committee

The California School Dashboard lists Chronic Absenteeism as a State Indicator, but information is not available yet.



M.S. Dropout as measured by formula

in LCAP appendix

0% drop out rate for Middle School 2015-2016 and

2016-2017.

0% 0% 0%

Chronic Absenteeism as measured by %

students with 10% or more absenteeism

Chronic absenteeism is being studied. 2015-2016 has

absentee rate of 7% 2016-2017 has an absentee

rate of 8%.

5.5% 5.0% 4.5%

14Attendance as measured by district average attendance

2016-2017 attendance rate was 96%

Maintained at 96% or better. Maintained at 96.25% or better Maintained at 96.50% or better.

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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


1) The unduplicated pupils have the lowest attendance rate, to address this need West Park Elementary will maximize positive reinforcement and provide behavior and academic incentives, activities, and recognitions for students to increase attendance and increased participation in PBIS behavior efforts. It is our expectation that positive reinforcement and behavior incentives will increase attendance rates for our unduplicated students.




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2017-18 2018-19 2019-20



Budget Reference



Budget Reference



Budget Reference



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Location(s) All schools Specific Schools-West Park Elementary Specific Grade spans:__________________

OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


2) The unduplicated pupils have the least exposure to targeted recognition trips and to address this need West Park Elementary will provide transportation/admittance to increase attendance, participation in PBIS behavior efforts, and increase CASSPP scores. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of providing transportation for these student groups to incentive recognition trips.

2) We will provide transportation to targeted recognition trips to recognize academic achievement and behavioral improvement and engagement principally devote toward the unduplicated students. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of providing transportation for these student groups to incentive recognition trips.

2) We will provide transportation to targeted recognition trips to recognize academic achievement and behavioral improvement and engagement principally devote toward the unduplicated students. This action is principally directed toward the unduplicated student population to help the LEA achieve its goal of providing transportation for these student groups to incentive recognition trips.


2017-18 2018-19 2019-20

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Amount $5,000 (C/S)

Amount $5,150 Amount $5,300

Source C/S

Source

C/S

Source

C/S

Budget Reference



Budget Reference



Budget Reference



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Goal 7

Goal 7: We will provide for a safe and secure school environment and well-maintained facilities.

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Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need We will continue to participate in and organize the following: Feedback Survey, ELAC/DELAC, SSC, Safety Committee, Management Meetings, William’s Act report. Facility reporting tools. The California School Dashboard also lists Basics (Facilities) as a local indicator, which can be measured by the Williams Act report and Facility Inspection Tool. This information is also included in our SARC-School Accountability Report Card. 100% of our students have access to sufficient textbooks, desks, chairs, and materials in compliance with the Williams Act inventory visit. It is our goal to maintain this rate year after year.



Facilities Maintained as measured by annual FITs or SARC review

For 2015-2016 All (100%) site FITs scored “good” or higher

All (100%) site FITs will score “good” or higher



Sufficient core instructional materials as measured by annual board resolution of ‘Sufficiency of Instructional Materials’ or SARC review

2016-2017 School board adoption of

“sufficiency of Instructional Materials” resolution. Positive

report.

100% sufficient instructional materials



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OR




Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20


1) We will provide and maintain a safe and healthy environment through facility upkeep, improvements, expansions, and awareness.




2017-18 2018-19 2019-20

Amount $125,000 Amount 128,750 Amount 132,500


Budget Reference



Budget Reference


Budget Reference



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Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year 2017–18 2018–19 2019–20

Estimated Supplemental and Concentration Grant Funds: $780,207 Percentage to Increase or Improve Services:

27.49 %

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).

Wee End

Using the calculation tool provided by the state, West Park Elementary School District has calculated that it will receive $780,207 in Supplemental and Concentration funding under the Local Control Funding Formula (LCFF). The details of these expenditures are itemized in the Goals, Actions, and Services section of this plan and include the following major actions and services to better serve our highly at risk and mobile population of English Learners, Socio-economically disadvantaged students, and Foster Youth: LCAP Goal 1, Action 1- Eliminate Combo Classes LCAP Goal 1, Action 2- Supplemental Resources/ Materials LCAP Goal 1, Action 4- Teacher Technologies LCAP Goal 1, Action 5- Parent Technology Support LCAP Goal 1, Action 6- Digital Resources for Students and Teachers LCAP Goal 2, Action 1- Intervention Support LCAP Goal 2, Action 2- Highly Qualified Paraprofessionals LCAP Goal 2, Action 3- Supplemental Instructional Materials LCAP Goal 3, Action 1- Administrative and Support Staff for PBIS LCAP Goal 4, Action 1- Professional Development for Teachers LCAP Goal 4, Action 5- EL Paraprofessionals LCAP Goal 4, Action 7- Non-Fiction Texts LCAP Goal 5, Action 1- Parent Workshops LCAP Goal 6, Action 1- Behavior Recognition Incentives/Trips LCAP Goal 6, Action 2- Reward Trip Transportation All actions and expenditures of funds marked as contributing to increased or improved services were developed specifically to focus on the needs of our unduplicated population based on a careful analysis of data and input from our stakeholders. All these actions are principally directed toward our unduplicated

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student population to help West Park Elementary School be effective in meeting the goals of the LEA LCAP and the identified needs of the unduplicated student population. Under each action marked for increased or improved services is a detailed explanation of how that action is principally directed toward the unduplicated student population and effective in helping those students close equity gaps and meet the goals of West Park Elementary School District. Since our unduplicated student population count is 94.28% all of these actions and services are being performed on a school wide or districtwide basis in order to increase efficiency delivery and effectiveness of these actions and serves. In addition, using the same calculation tool, the proportionality percentage has been calculated at 27.49% West Park Elementary School District has demonstrated that it has met the 27.49% proportionality percentage by expending $780,207 in funds on actions and services that are principally directed towards the unduplicated student population as summarized above and as explained in detail in this plan in the Goals, Actions, and Services section.

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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 … park esd 17-18 lcap.pdf · referring to the lcff...

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