Local Control Funding Formula

LCAP/LCFF 2015-16

Local Control & Accountability Plan

Jurupa Unified School District

LCAP/LCFF Overview• LCAP is a three-year local plan, annually updated

to support improved student results in eight state priority areas

• LCAP requires stakeholder engagement in planning process around eight state priority areas

• LCAP is intended to be comprehensive and can include local Title I and Title III Improvement Plans and must be included as part of Single Plans at site level

• LCFF is designed to close the achievement gap by providing additional funds to support improved student outcomes and accountability

• LCFF and LCAP system of accountability based upon local needs, measured by progress toward annual goals, and explicitly linked to the district’s budget

A comprehensive and cohesive learning blueprint that includes stakeholder input, systematic implementation, monitoring of effectiveness, and modification based on student outcomes.

Every StudentLearning in Every

ClassroomEvery Day

High-Quality

Classroom Instruction

and Curriculum

Professional Learning

Assessment, Data

Analysis, and

MonitoringSafe and Orderly School

Environment

Academic and

Behavior Intervention

s

Parent, Student,

and Community Engagemen

tData Review

around

Focus Areas,

State Priorities,

and Goals

Eight State Priority Areas in LCAPPriority 1--Basic Services

• Percentage of properly credentialed teachers

• Student access to standards-aligned instructional materials

• Facilities in good repairPriority 2—Implementation of CCSS

• Implementation of CCSS for all students including EL

Priority 3—Parent Involvement

• Efforts to seek parent input

• Promotion of parent participationPriority 4—Student Achievement

• Performance on standardized and district tests

• Score on Academic Performance Index

• Share of students that are college and career ready

• Share of English learners that become English proficient

• English learner reclassification rate

• Share of students that pass Advanced Placement exams with 3 or higher

• Share of students determined prepared for college by the Early Assessment Program

Priority 5—Student Engagement

• School attendance rates

• Chronic absenteeism rates

• Middle and High school drop out rates

• High school graduation ratesPriority 6—School Climate

• Student suspension rates

• Student expulsion rates

• Other local measures, including surveys of students, parents, and teachers on sense of safety and school connectedness

Priority 7—Course Access

• Student access and enrollment in all required areas of studyPriority 8—Other Student Outcomes

• Other indicators of performance in required areas of study

LCAP Overarching Goals

LCAP reflects the following three goals that address the eight required state priorities:

Goal1.0

College and Career Readiness

Safe, Orderly and Inviting Environment

Parent, Student, and Community

Engagement

Priority 1 – Basic ConditionsPriority 2 – CCSS ImplementationPriority 4 - Student AchievementPriority 7 – Course AccessPriority 8 – Other Student Outcomes

Priority 1 – Basic ConditionsPriority 3 – Parent InvolvementPriority 5 – School ClimatePriority 6 – Student Engagement

Priority 3 – Parent InvolvementPriority 5 – School ClimatePriority 6 – Student Engagement

Goal2.0

Goal3.0

Stakeholder Engagement Process

• Multiple stage process to gather stakeholder input through staff and parent forums and a survey in areas of college and career readiness, safe and orderly school environments, and ways to involve parents and community in their student’s learning with open-ended comment opportunities.

COMMUNITY, TEACHER, PRINCIPALS, DEPARTMENTAL, ASSOCIATION, DAC, DELAC,

ELAC, SSC OUTREACH

Engagement ResultsCOMMON RESPONSES

The LCAP writing team reviewed all of the stakeholder input, district-wide student data, annual update from last year, quantitative and qualitative program data, and foundational documents in preparing the draft LCAP document.

• Student priorities: AVID, motivational incentives, college and career, sports program, clubs, tutoring, more technology, advanced classes, and more engaging classes

• Parent/Community priorities: College readiness, CTE pathways, advanced classes, summer and after school, exposure to music and art, parent involvement opportunities, smaller class sizes, technology training, and parent information on helping their children

• Staff priorities: Career pathways, funding for consumables, gifted/advanced programs, music, arts and physical education programs, technology training and access, updated curriculum, mental health services, increased AVID, and primary intervention

LCAP ActionsGoal 1.0 College and Career

Readiness1.1 Provide standards-aligned curriculum and high quality classroom instruction to

prepare students to graduate college and career ready.

• Three days Professional Development (PD) in August—Two on Integrated and Designated ELD and alignment to UoS; one day on New Math Adoption and alignment to UoS and Balanced Math instruction

• Continue refinement of UoS and integration of ELD and Digital Platform upgrades; NGSS Committee

• Professional Development contracts for UoS Curriculum Design, Balanced Math, GATE Certification, Dual Immersion, Cognitive Coaching, Principal Coaching, Intensive Intervention, Special Education Collaboration, and Early Literacy

• Coordinator to support Professional Development program and Coaching Staff

• Eighteen (18) or Nine (9 FTEs) Instructional Classroom Coaches added includes two Education Technology Coaches

1.2 Provide standards-aligned instructional materials and technology to increase the quality and rigor of core curriculum and instruction.

• New Secondary Integrated Mathematics and K-8 English Language Arts (ELA)/English Language Development (ELD) textbook materials.

• Supplemental UOS gap materials for ELA/ELD and Mathematics materials (includes copy machines, printing, graphing computers, novels, leveled readers, manipulatives, Spanish texts, and informational texts).

LCAP ActionsGoal 1.0 College and Career

Readiness1.2 Provide standards-aligned instructional materials and technology to increase the

quality and rigor of core curriculum and instruction.

• Visual and Performing Arts (VAPA) musical supplies and instruments, string and replacement band instruments, elementary band teachers and new string teacher; site-based VAPA enrichment

• Digital Resources (eBooks, EBSCO, World Book Online)

• Technology access through increased equipment for laptops, iPads, document cameras, digital projectors, mobi devices, including computer support technician and custodial specialist to support management and maintenance of equipment.

1.3 Provide professional support systems and learning opportunities necessary to maintain highly qualified and highly effective teachers and staff.

• Teacher preparation and collaboration time with additional 15 minutes of preparation time, site based collaboration time, and data team leader stipends.

• Teacher induction program for new teachers includes instructional mentoring and systematic approach to teacher development, higher benchmark salaries and signing bonuses to attract and retain new staff with longevity increases for retention of our current HQT staff.

• Reducing class sizes through Grade Span Adjustment (GSA) towards 24:1; minimizing combos through volunteered flexibility over contractual class sizes; and middle and high school student to teacher allocation from 34:1 to 33:1 and 35:1 to 34:1, relatively.

LCAP ActionsGoal 1.0 College and Career

Readiness1.4 Provide a variety of student learning support systems including career technical

opportunities and multi-tiered intervention for all students.

• Intervention teachers, 1.0 FTE at every elementary site, plus additional site-based teachers that continue to provide early literacy, primary and intensive intervention support.

• Prevention, intervention and course access software licenses, Imagine Learning Pilot (K-3 SA/SS), Language (4-6), VocabJourneys, Journeys (7-8), Language Live Pilot (7-8), Reading 180/System 44 (Cloud-based 9-12), Edgenuity (Rivercrest), Odysseyware (9-12), and Turnitin (9-12)

• Extended Learning Opportunity (ELO) programs, includes late middle school bus runs and increased credit recovery and expanded course offerings at the high school.

• Intervention support teachers 3.0 FTEs at each high school for math and intervention tutorials and double block support.

• Early Childhood Development program support due to increased negotiated costs.

• Elementary Media Center Clerks (EMCCs)/Library Technicians (LTs) will provide 8 hours of library access and management support and covered entirely at district level.

• Resource Specialist Program (RSP) aides retain additional 30 minutes to reinforce instruction for special education students.

• High School Guidance Coordinator hourly and additional 1.0 FTE Counselor at each middle school

• Career Technical Education (CTE) pathways expanding to Project Lead the Way (STEM) at JVHS, First Responders at PHS, Medical Front Office at RHS, and RCC welding at NVHS.

• Career Center Clerks at each high school with Career Cruising software to middle and high school students to promote college and career planning.

• AVID support increased at middle and high school and annual fee support and summer institutes for new elementary AVID.

• Adult Education program support due to program funding elimination.

LCAP ActionsGoal 1.0 College and Career

Readiness1.5 Provide a variety of professional and student learning support systems with an

emphasis on English Language Arts and English Language Development support for English learners.

• Two teachers on special assignment provide support to EL classroom instruction and coaching on new ELD framework and support for integrated and designated ELD.

• EL facilitators continue to assist with placement and monitoring of EL and redesignated student progress with improved access through electronic follow up forms.

• Dual Immersion (DI) support through expansion to JMS and adding additional K program at SS with necessary tutors, portables, Spanish materials, and summer planning.

1.6 Provide standards-aligned assessments with data analysis and monitoring support.

• EADMS and Key Data Contract for data management, analysis services, expansion for online assessments and item banks.

• Assessment Annex staff who do the review, development, and distribution of district assessments.

• Assessment Review Committee (ARC) and UoS Committee work on pre- and post-assessments, performance assessments, and online integration.

• Data analysis support for UoS review and instructional alignment.

• Pilot instructional walkthrough observation model and professional development support.

LCAP ActionsGoal 2.0 Safe, Orderly, and Inviting

Environment

2.1 Provide well maintained, orderly, and safe environment that will support student learning.

• Deferred Maintenance maintained facilities based on identified facility and infrastructure needs (includes flooring, HVAC systems, benches and tables, roofing, paving, painting, plumbing, and electrical supplies)

• Capital Outlay (includes security systems, replacement furniture)

2.2 Provide effective learning environments that develop positive social relationships, extracurricular support, and behavior intervention systems.

• Positive Behavior Interventions and Support (PBIS) training and support along with Boys Town training for staff and parents (includes site-based resources and incentives)

• Student training and materials for implementation and case management of Youth Court and Restorative Justice (RJ) practices

• PBIS Coaching support stipends and monthly support for Tier II and III interventions

• Saturday School Implementation for ADA recovery through programs that support academic achievement and student health and wellbeing

• Sports program support with increased site entitlements, and helmet and shoulder pad replacement

• Safe School Plans implementation and emergency supplies (includes detection canines and coordination with sheriff’s department)

• Mental health support services through coordinator and contract counseling services

LCAP ActionsGoal 3.0 Student, Parent, and Community

Engagement

3.1 Provide improved opportunities for parents and community to partner and feel connected to their school through professional support and increased communication.

• Professional development on customer service and welcoming environment expand and monitor

• Parent trainings expanded, i.e., CSS, ESL, Report Cards, Bullying Prevention, Art Fairs, Nutrition Classes, Career Day, Wellness and Preventative Health Care Workshops, Technology Workshops, PBIS, Math nights, College Systems, FAFSA, College Application process, Mental Health, Healthy Relationships, Health Fairs, 100 Mile Club, Pathways to Higher Learning, Community Symposium, ABC Kinder Music

• Shared Leadership through Parent Engagement Leadership Initiative (PELI), Action Team for Partnerships (ATP), and advanced leadership training for parent leaders

• Director for parent, student, and community outreach

• Parent stations in every front office

• Advisory committee implementation DAC, DELAC, ELAC, SSC, GAC, PTA

• Communication enhanced through Intouch, Parent Connect, Parent notification system, redesign of district website, digital access to new K-8 math resources, additional web-based options, community guides, and signage

• Translator Clerk Typists (TCTs) to support translation and parent outreach

• Health Care Aides (HCAs) at every site to support parent and student referral and access to health and immunization support

Continuing Steps• LCAP/School Improvement Addendum: This addendum will

identify site-based LCAP actions and guide progress on site-level implementation strategies.

• Development of Continuous Feedback System: System will support district staff in collection and ability to synthesize stakeholder feedback, state priority data, and annual implementation to make improvements to LCAP. As soon as state approved, new state evaluation rubric will be integrated into system.

• LCAP/LEAP Advisory Process: Informs the design and implementation of the LCAP/LEAP, i.e., Education Services, Principals, Board, Instructional Council, SBCP, DAC, DELAC, SSCs, and ELACs.

• District Education Services, Business Services, and Administrative Council: Oversees and manages the implementation of the LCAP, and is made up of district department leads and staff.

2015-2016 Adopted Budget

Jurupa Unified School District

Funding Model - LCFF• Every district receives a per pupil base grant allocation

• Districts serving Low Income (LI), English Learner (EL), and Foster Youth (FY) students receive a supplemental grant allocation for each unduplicated student

• Districts with 55% or higher unduplicated LI, EL, and FY students, receive an additional concentration grant

• At a districtwide 80.04% Unduplicated Count, JUSD receives Base, Supplemental, and Concentration funds

May Revision

Item January Budget May Revision

LCFF Gap Funding Percentage 32.19% 53.08%

(51.5%)Proposition 98 Minimum

Funding Guarantee2014-152015-16

$63.2 billion$65.7 billion

$66.3 billion$68.4 billion

2015-16 COLA 1.58% 1.02%

One-time Discretionary Funds for 2015-16

$1.1 billion$180 per ADA

$3.5 billion$601 per ADA

(~$516 per ADA)

LCFF Implementation

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-210

10

20

30

40

50

60

70

80

90

100

Trend Actual

Full LCFF Im-plementation

2020-212015-16 Governor’s

State Budget: 70% Cu-mulative Gap Closure

2015-16 Trend Line

Janu

ary

May

%

%

%

%

%

%

%

%

%

%

%

JUSD Gap Funding

19

$146M(29.15%)

Base Grant

Base Grant

Supplemental/Concentration

$196M Target 2020/21

2014-15Funding

Target

LC

FF D

olla

rs

Supplemental/Concentration

$127M(12%)

Base Grant

Supplemental/Concentration

2013-14Funding

$170M(estimate 53.08%)

Base Grant

Supplemental/Concentration

2015-16Funding

Total Gap

2015-2016 Proposed Budget(In Millions) Unrestricted Restricted TotalBeginning Fund Balance (Est.) 18.1$ 3.3$ 21.4$

Projected Revenues 175.3$ 24.6$ 200.0$ Contributions (SPED & RRMA) (20.9)$ 20.9$ -$

Projected Expenses Certificated Salaries 77.4$ 16.8$ 94.2$ Classified Salaries 22.9$ 7.1$ 30.0$ Employee Benefits 29.4$ 7.4$ 36.8$ Books & Supplies 8.3$ 2.3$ 10.6$ Services 12.3$ 7.1$ 19.4$ Capital Outlay 0.2$ -$ 0.2$ Other Outgo 2.7$ 0.8$ 3.5$ Dir. Supp./Ind. Costs (0.5)$ 0.3$ (0.2)$ Total Expenses 152.7$ 41.8$ 194.5$

Transfers In/Out -$ 2.5$

Net Increase/Decrease to Ending Balance 1.7$ 1.2$ 2.9$ Projected Ending Fund Balance 19.8$ 4.5$ 24.3$

MYP Budget AssumptionsAssumptions 2015-2016

LCFF Gap Funding 53.08% (includes EPA $22.7M)

$170.9M

COLA 1.02%

Projected Enrollment (increase 141 students) 19,470

Average Daily Attendance (ADA) 18,802

Projected 15/16 STRS increase of 1.85%

Projected 15/16 PERS increase of .076%

Routine Restricted Maintenance Account (RRMA)

3%

NEA-J, CSEA and Mgmt. salary and H&W increase

6% $735

Assumptions 2016-2017

LCFF Gap Funding 37.40% (DOF) $180.1M

COLA 1.60%

Assumptions 2017-2018

LCFF Gap Funding 36.70% (DOF) $187.5M

COLA 2.48%

Stor

es (i

nven

tory

)

Lega

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estri

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Econ

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taintie

s (re

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)

Assigne

d - O

ther

Car

ryov

er

Assigne

d - L

CFF R

eser

ve

Assigne

d - L

CAP Res

erve

d $-

$1.0

$2.0

$3.0

$4.0

$5.0

$6.0

$7.0

$8.0

$0.2

$4.5

$5.9

$1.0

$5.9

$6.8

2015-2016 Projected Components of Ending Fund Balance

Mill

ions

Questions?

Thank You