§15497.5

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§ 15497.5. Local Control and Accountability Plan and Annual Update Template.

Hope Elementary School District

Contact :

Deborah McCaskill, M.Ed., Superintendent/Principal

[email protected] phone: 559-784-1064 fax: 559-784-1905

LCAP Year: 2015-16

Local Control and Accountability Plan and Annual Update Template

The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.

For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-‐operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) 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 provided to pupils funded by a school district but attending county-‐operated schools and programs, including special education programs.

Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable 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 Education Code.

The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and

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local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-‐110) that are incorporated or referenced as relevant in this document.

For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.

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State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.

A. Conditions of Learning:

Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-‐aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2)

Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)

B. Pupil Outcomes:

Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

C. Engagement:

Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

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Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

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

Code 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 Education Code sections 52062, 52068, and

47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 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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Involvement Process Impact on LCAP Notification of the timeline for the development of the LCAP and school year budget was sent to every district household in English and Spanish version, welcoming input and comments.The 2015 LCAP was developed with consultation from many district stakeholders, including the following:

• Meeting with certificated teachers to review the progress of the current LCAP and receive input on the creation of the 2015 LCAP.

• The Board of Trustees received updates at first and second interim periods, and periodically throughout the school year.

• Monthly updates on progress in achieving goals was provided to parents at scheduled Parent Club meetings (the first Tuesday of every month with the exception of January).

• A meeting for parents of ELL students was held on May 22, 2015 with certificated staff and administration.

• A Student Leadership meeting was held on May 19, 2015. • Weekly staff meetings were held during the 2014-2015 school year and

progress in the development of technology and implementation of CCSS was discussed.

When the first draft was ready in May 2015, we consulted with the Tulare County Office of Education for review of the LCAP Draft. Input received has been integrated into the 2015 LCAP. Additionally, the LCAP Draft was made available for public review and input on May 26, 2015. A meeting was held to provide space and staff assistance for this first review. Further, there was a public hearing held on June 3, 2015 at the regular meeting of the Board of Trustees. The district feels that it has captured all stakeholder input in the creation of the 2015 LCAP. When the state rubrics come out in October 2015, the district will create a committee to review the rubrics and advise the district.

Input from stakeholders included:

• Teachers agreed that there was a need to have a certificated staff member to serve as the LCAP Coordinator to monitor the district’s progress in meeting the goals set forth in the LCAP and to assist with disseminating information to district stakeholders on a regular basis. Additionally, teachers would like more professional development in the implementation of CCSS in the classroom.

• The Board of Trustees felt that the district was progressing in an acceptable manner and desired to see continued progress in meeting all LCAP goals. Decisions at board meetings reflected support for the achievement of outcomes.

• Parents supported the purchase and integration of additional technology in the classroom and stated that their students were more engaged in the curriculum. Parents requested that the district continue developing technology use to support the demands of 21st century learners.

• Notice of ELL Parent Meeting was sent home in English and Spanish version but no parents attended this meeting or contacted the school. Teachers discussed the need to develop a better understanding of ELD standards to make sure the 2015 LCAP goals were applicable to all district students. Teachers would like additional professional development in ELD standards.

• Student Leaders were very happy and commented on the addition of technology in the classrooms and felt more engaged in the curriculum. They would like to see more computers purchased and software to participate in project based learning.

• Teachers would like to have consultants from Tulare County Office of Education provide staff development on campus in CCSS, ELD, and technology at least four times per year.

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Annual Update: The first step in developing this year’s LCAP was doing the annual update because we needed to understand the impact of this year’s activities to determine future steps. First, at all of the above listed meetings, stakeholders were presented with a progress report on this current LCAP for input and feedback. The next step was a more formal analysis of the 2014-15 actions by the Superintendent-Principal and key staff members and consultants. Factors considered were data that would help determine whether the action had been completed and, when possible, what was the impact or result. The completed Update section was then used to determine whether any changes would be needed for the coming year. At all of the above mentioned meetings, it was determined that stakeholder input was very valuable for the district to update the 2015 LCAP.

Annual Update: The District feels that the most appropriate action at this point is to “Stay the Course”. The District has made excellent progress in adding technology and developing an infrastructure to support the use of technology in the classroom and for state testing but additional time is needed to truly implement changes that will reflect in the best learning opportunities for our students. Additionally, with the new implementation of CCSS, teachers feel the need for further professional development to be able to employ the skills and strategies needed for the successful achievement of the LCAP goals. Through the process of the annual update, the District feels that we need to do a better job of evaluating and monitoring our progress throughout the year. The District has created the position of LCAP Coordinator to spearhead this effort.

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Section 2: Goals, Actions, Expenditures, and Progress Indicators

Instructions:

All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-‐year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment.

Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals.

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-‐specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-‐level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil 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 the goal.

Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary.

Goal: Describe the goal:

When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.

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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 defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.

Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).

Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-‐5).

Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils.

Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.

Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-‐5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.

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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 Education Code sections 52061, 52067, and 47606.5.

Guiding Questions: 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and

school climate)? 4) What are the LEA’s goal(s) to address any locally-‐identified priorities? 5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite

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 Education Code sections 42238.01 and subgroups as defined in 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 schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites,

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?

Funding Source Legend LCFF S/C Local Control Funding Formula Supplemental and concentration grant LCFF Base Local Control Funding Formula Base Funding Title I IASA Title I Basic Grants Low Income

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GOAL:

Goal 1: All students at Hope School will actively engage in and be successful in a broad course of study driven by full implementation of Common Core state standards (CCSS) and state content and performance standards in courses as defined by Ed Code 51210 and implement CCSS in classrooms and other learning spaces through variety of blended learning environments (in school, outdoors) while closing the achievement gap.

Related State and/or Local Priorities: 1_x 2_x 3_ 4_x 5_ 6_x 7_ 8_x

COE only: 9__ 10__ Local: Specify _____________________

Identified Need:

Currently, teachers have not completed either Phase 1 or Phase 2 of Common Core Curriculum Standards training nor have they participated in training for the new state English Language Development Standards. In order to assure that all students at Hope School have the opportunity to be proficient in these standards, it is important that teachers are provided with training and support to achieve full and effective implementation of state standards. Currently, 8 out of ten Hope teachers are fully credentialed while 2 of 10 (20%) are not yet fully credentialed and are enrolled in training (IMPACT intern training at Tulare County Office of Education) to complete their credentials. Based on CST testing, Hope achieved an Academic Performance Score (API) schoolwide of 736 with an achievement gap of as much as 100 points between schoolwide and English learners. Also based on the most recently available state testing, 37% of Hope students were proficient in English Language Arts and 51% proficient in Math with an achievement gap of 17 points between schoolwide and English learners. Metrics: Teachers appropriately assigned; teachers credentialed in their subject area; all pupils schoolwide and by subgroup have access to standards-aligned instructional materials; implementation of ELA standards, including EL; implementation of Math standards, including EL; Implementation of ELD standards; Performance on standardized test schoolwide and subgroups; API score schoolwide and subgroups; ELs that become English proficient; EL reclassification rate; % of ELs who make progress on CELDT or other; broad course of study

Goal Applies to: Schools: Hope School ( a single-school district) Applicable Pupil Subgroups: All and Low Income, English learner, Redesignated English learner, White and

Hispanic Goal 1 LCAP Year 1: 2015-16

Expected Annual Measurable Outcomes:

1. Upon completion of CCSS training (phase 1) and introductory ELD training, all teachers will demonstrate improved knowledge and skills by substantially implementing the CCSS ELA and Math and ELD in their classrooms as measured by weekly lesson plans and observation against the current baseline of 100% of teachers at the beginning level of implementation.

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2. All teachers at Hope School will be fully credentialed and appropriately assigned for the grade level and

subject they teach (baseline is 80%).

3. English learners will demonstrate expanded student access to broad course of study as measured by weekly lesson plans and classroom assessments and by achievement of AMAO's and increase in redesignation rate (baseline AMAO 1= 66%; AMAO 2=18%; 21% of English learners proficient in Language Arts and 37% proficient in math; redesignation=12%))

4. Hope students schoolwide and all subgroups will meet or exceed annual expectations of achievement set

by the state Board of Education in state assessments as measured by state testing reports. Baseline to be set in 2015-16 by State Board of Education.

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

# 1: All teachers will continue to deepen their knowledge and application of CCSS and ELD standards by participating in CCSS and ELD training provided by the Tulare County Office of Educaton.

districtwide _x_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic

Professional development Budget $1500 Source Title I

# 2: Teachers as part of their personal professional development plan participate in CCSS training at TCOE or other sources upon board approval. Each teacher attends at least 1 inservice training per year.


professional development Budget $5,000 Source LCFF base

# 3: Teachers by grade span evaluate existing resources and develop/purchase additional resources to develop Project Based Learning (PBL) units


materials and supplies Budget $2,000 Source LCFF S/C

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#4: Induction Program (BTSA) One teacher districtwide _x_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic

contract for services Budget $8,400 Source LCFF S/C

#5: Provide six days equivalent of tutoring in an extended learning setting ( before & after school and/or summer school


salary and benefits Budget $5,000 Source LCFF base

# 6: Continue current contract for intervention services with TCOE for Special Education, school psychologist and speech therapist


contract for services Budget $7,500 Source LCFF base

# 7: Board establishes calendars and procedures regarding implementation of state standards


no additional costs

# 8: Teachers and administration, as part of the professional learning community work, examine the current curriculum and develop a plan for full implementations of the broad course of study as defined in Ed Code 51210 and 51220


costs included as part of base salaries and duties

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# 9: Teachers, as part of the PLC work, continue to develop and refine PBL units.



Goal 1 LCAP Year 2: 2016-17


1. Upon completion of CCSS training (phase 2) and continuing ELD training, all teachers will demonstrate improved knowledge and skills by proficiently implementing the CCSS ELA and Math and ELD in their classrooms as measured by weekly lesson plans and observation.

2. All teachers at Hope School will be fully credentialed and appropriately assigned for the grade level and

subject they teach 3. English learners will demonstrate expanded student access to broad course of study as measured by weekly

lesson plans and classroom assessments and by achievement of AMAO's and increase in redesignation rate 4. Hope students schoolwide and all subgroups will meet or exceed annual expectations of achievement set by

the state Board of Education in state assessments as measured by state testing reports.




# 1: All teachers will continue to deepen their knowledge and application of CCSS and ELD standards by participating in CCSS and ELD training provided by the Tulare County Office of Educaton.


professional development Budget $1500 Source Title I

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materials and supplies Budget $2,000 Source LCFF base






# 6: Continue current contract for intervention services with TCOE for Special Education, school psychologist and speech therapist.



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# 7: Board maintains calendars and procedures regarding implementation of state standards


no additional costs

# 8: Teachers and administration, as part of the professional learning community work, begin implementation of the plan for full implementation of the broad course of study per Ed Code 51210 and 51220






Goal 1: LCAP Year 3: 2017-18


1. All teachers will demonstrated mastery of CCSS implementation and ELD implementation in their classrooms as measured by weekly lesson plans and observation.

2. All teachers at Hope School will be fully credentialed and appropriately assigned for the grade level and subject they teach

3. English learners will demonstrate expanded student access to broad course of study as measured by weekly

lesson plans and classroom assessments and by achievement of AMAO's and increase in redesignation rate 4. Hope students schoolwide and all subgroups will meet or exceed annual expectations of achievement set by

the state Board of Education in state assessments as measured by state testing reports.




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#1: All teachers will continue to deepen their knowledge and application of CCSS and ELD standards with follow-up training and support from the Tulare County Office of Education Co-Op services


Professional development Budget $1500 Source Title I






materials and supplies Budget $2,000 Source LCFF Base






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# 6: Continue current contract for intervention services with TCOE for Special Education, school psychologist and speech therapist



# 7: Board maintains calendars and procedures regarding implementation of state standards


no additional costs

# 8: Teachers and administration, as part of the professional learning community work, continue implementation of the plan for full implementation per Ed Code 51210 and 51220






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Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.

GOAL: Goal 2: All students at Hope Elementary School District will have the technology skills critical for access to the curriculum, for success in the curriculum, and for preparation for high school, career, and college

Related State and/or Local Priorities: 1_x 2_x 3_ 4_x _x 6_ 7_x 8_x


Identified Need:

When the state testing system moved from paper and pencil to computer-based in 2014-15, Hope School did not have the technology infrastructure (bandwidth and computers) to conduct the online testing system. As a result of quick adjustments and creative scheduling, Hope was able to conduct the field test online, but this brought to light many deficiencies in infrastructure, knowledge and skills. Attention therefore was paid to determining the starting point for technology implementation at Hope School to expand bandwidth and availability of computers and other technology. Currently, all classrooms are equipped with a basic set of technology for the teacher (computer, online access, projection equipment, etc., depending on grade level). The student to computer ratio is greatly improved but remains at 2:1 in grades 5-8 and 5:1 in K-4, far above the 1:1 desirable level for student and teacher “on demand” access to technology for classroom use. Teachers, in their study of CCSS, have begun to map out the technology skills embedded in the CCSS and determining the baseline of skills students currently have. Parents, in conferences and at school activities, have expressed the need to improve communications and take advantage of technology tools as a way to communicate with parents, especially Spanish-speaking parents.

Goal Applies to: Schools: Hope School (a single school district) Applicable Pupil Subgroups: All and Low Income, English learner, Redesignated English learner, White and



1. All students and all subgroups have access to the technology needed for successful completion of school CCSS assignments resulting in student proficiency in technology skills embedded in CCSS. The current baseline for access is schoolwide availability of 2:1 in grades 5-8 and 5:1 in K-4, and schoolwide WiFi connection with broadband sufficient for state testing.

2. Improved student technology skills and career readiness as measured by classroom assignments, project

based learning rubrics and technology checklists 3. Improved and expanded access to technology for home to school communication and parents to engage in

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their students’ schooling built to improve upon current baseline of no schoolwide student data system or electronic home to school communication system.




# 1: Teachers trained by TCOE consultants and ERS media contract; 2 days( training &follow-up) on applications and programs available through the ERS portals


professional development Budget $16,000 Source LCFF S/C

# 2: Each teacher will participate in technology workshops in classroom applications (1-3 each depending on experience) at ERS



# 3: All staff will complete training on internet security, cyber bullying, district policies, etc. Parent workshops and handouts in these topics will also be provided.


professional development Budget $ $8,000 Source LCFF base

# 4: Empowered Technology Committee establishes and implements schoolwide strategies to upgrade technology infrastructure and curriculum


salary and benefits Budget $1,000 Source LCFF Base

# 5: Establish budget for purchase of applications and materials to assure that all students have access to standards-based textbooks and instructional materials.


instructional materials Budget $21,000 Source LCFF Base

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# 6: Establish IT contract for maintenance and support for classroom technology


contract for services Budget $ 4,000 LCFF base

# 7: Expand and maintain classroom technology set-ups to assure continuity and access for all teachers and students


equipment Budget $2,500 Source LCFF S/C

# 8: Establish technology curriculum for students schoolwide based on results of Common Core assessments, classroom assessments and curriculum needs


salary and benefits Budget $10,000 Source LCFF S/C

# 9: Purchase minimum three additional mobile laptop carts



# 10: Add CyberQuest as a co-curricular activity; review additional opportunities for students to practice technology skills in co-curricular settings



Goal 2: LCAP Year 2: 2016-17 Expected Annual

Measurable Outcomes:

1. All students and all subgroups have access to the technology needed for successful completion of school CCSS assignments resulting in student proficiency in technology skills embedded in CCSS.

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2. Improved student technology skills and career readiness as measured by classroom assignments, project based learning rubrics and technology checklists

3. Continued improvement, expansion and maintenance of access to technology for home to school communication and parents to engage in their students’ schooling







# 2: Each teacher will participate in technology workshops in classroom applications (1-3 each depending on experience)at ERS.






# 4: Empowered Technology Committee continues to implement and refine schoolwide strategies to upgrade technology infrastructure and curriculum



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# 5: Maintain budget for purchase of applications and materials to assure that all students have access to standards-based textbooks and instructional materials.


instructional materials Budget $15,000 Source LCFF S/C

# 6: Continue IT contract for maintenance and support for classroom technology






# 8: Maintain and continue to improve technology curriculum for students schoolwide based on results of Common Core assessments, classroom assessments and curriculum needs



# 9: Purchase three additional laptop carts districtwide _x_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic


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# 10: Maintain CyberQuest as a co-curricular activity; review additional opportunities for students to practice technology skills in co-curricular settings





1. All students and all subgroups have access to the technology needed for successful completion of school CCSS assignments resulting in student proficiency in technology skills embedded in CCSS.

2. Improved student technology skills and career readiness as measured by classroom assignments, project based learning rubrics and technology checklists

3. Continued improvement, expansion and maintenance of access to technology for home to school communication and parents to engage in their students’ schooling





schoolwide x_ALL ------------------------------------------------------------------------------------ OR: _x_Low Income pupils _x_English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic


# 2: Each teacher will participate in technology workshops in classroom applications (1-3 each depending on experience)at ERS.



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# 4: Empowered Technology Committee continues to implement and refine schoolwide strategies to upgrade technology infrastructure and curriculum



# 5: Maintain budget for purchase of applications and materials to assure that all students have access to standards-based textbooks and instructional materials.


instructional materials Budget $15,000 Source LCFF S/C

# 6: Continue IT contract for maintenance and support for classroom technology






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# 8: Maintain and continue to improve technology curriculum for students schoolwide based on results of Common Core assessments, classroom assessments and curriculum needs



# 9: Purchase three additional laptop carts schoolwide x_ALL ------------------------------------------------------------------------------------ OR: _x_Low Income pupils _x_English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic


# 10: Maintain CyberQuest as a co-curricular activity; review additional opportunities for students to practice technology skills in co-curricular settings



GOAL:

Goal 3: Hope School will provide a safe, secure environment that maximizes available and potential resources, provides technology infrastructure for teacher, student, and administrative use, fosters a productive teaching and learning environment, and creates a positive climate that engages all staff, students, and parents in learning.

Related State and/or Local Priorities: 1_x 2_ 3_x 4_ 5_x 6_ 7_x 8_


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Identified Need:

Currently, Hope School is experiencing student enrollment growth and there is a need to provide safe secure classrooms fully equipped for students and teachers. These are currently needed at the K-3 level. In interviews and parent meetings, parents express great satisfaction with small class sizes as one of the reasons they want their children to attend Hope School. They also note the safe, secure, family environment at Hope School. Well over 65% of parents are active in school events such as parent/teacher conferences and back-to-school nights, but parents express the need to learn more about the new state standards and the technology their children are using at school. Hope enjoys a good attendance rate above 96% but this can and should be improved schoolwide and for all subgroups. There have been no expulsions in the past five years, but by the state’s definition of chronic absenteeism and truancy, improvement is needed. Interventions such as after school programs and tutoring have shown to be effective at helping students improve academic achievement as well as improving behavior. Participation in county-wide student events such as Poetry and Prose are available but participation in events reflecting the broad course of study (Language Arts, Science, Math, History/Social Studies, Visual and Performing Arts) is needed to give students the opportunity to compete county-wide and to refine and enhance the knowledge and skills they ae learning in the classroom and to connect students to learning.

Goal Applies to: Schools: Hope School ( a single-school district) Applicable Pupil Subgroups: All and Low Income, English learner, Redesignated English learner, White and



1. Expand classroom space by the addition of one classroom and equip classrooms to accommodate population growth and provide productive environment for learning.

2. Expanded technology infrastructure for implementation of the technology requirements embedded in

common core will assure that all teachers and students have access to needed resources for learning and demonstrating proficiency.

3. Expanded parent involvement in student homework and school activities and parent satisfaction with

involvement activities as measured by teacher observation, survey response, and rate of return of signed reports above current baseline of 65%

4. Improved student attendance and behaviors as measured by an attendance rate increase of 0.05 and

10% decrease in suspension rate.

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# 1: Add an additional portable and continue to support additional classrooms


lease/purchase Budget $80,000 Source LCFF S/C and $$65,000 Source LCFF base Source

# 2: Aeries:purchase, maintenance, contract, and continued training



# 3: Improve and expand use of website and other technologies to provide school to parent linkages



# 4: Maintain reduced class size for Grade K to 3rd at 21:1



# 5: Continue current contract with Choices program for enhancement and support for students


contract for services Budget $7,000 Source LCFF Base

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# 6: Expand current participation in county wide student events by two per year to provide opportunity for students to demonstrate knowledge and skills learned in the CCSS curriculum.



# 7: Implement multiple strategies to inform parents about common core and provide multiple workshops for parents such as CCSS Literacy



#8: Provide multiple trainings on internet safety, cyber bullying, board policies, etc. for parents


materials and suppliesBudget $1,739 Source LCFF S/C

# 9: Provide two workshops per year for parents on applications and software being used in the classroom


materials and Supplies Budget $1,500 Source LCFF base

Goal 3 LCAP Year 2: 2016-17


1. Maintain expanded classroom space and equip classrooms to accommodate population growth and provide productive environment for learning.


common core will assure that all teachers and students have access to needed resources for learning and

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demonstrating proficiency.

3. Expanded parent involvement in student homework and school activities and parent satisfaction with involvement activities as measured by teacher observation, survey response, and rate of return of signed reports above current baseline of 65%






# 1: Add camera for campus security, install sprinkler system to back fields


equipment Budget $55,000 LCFF S/C/ and $2,000 LCFF Base

# 2: Aeries: maintenance, contract, and continued training



# 3: Improve and expand use of website and other technologies to provide school to parent linkages



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# 4: Maintain class size for Grade K to 3rd districtwide _x_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic








# 7: Implement multiple strategies to inform parents about common core


materials and supplies Budget $2,000 Source LCFF base and $5,000 LCFF S/C

# 8: Provide multiple trainings on internet safety, cyber bullying, board policies, etc. for parents


materials and suppliesBudget $1,739 Source LCFF S/C

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1. Maintain expanded classroom space and equip classrooms to accommodate population growth and provide productive environment for learning.


common core will assure that all teachers and students have access to needed resources for learning and demonstrating proficiency.

3. Expanded parent involvement in student homework and school activities and parent satisfaction with

involvement activities as measured by teacher observation, survey response, and rate of return of signed reports above current baseline of 65%






# 1: Maintain campus improvements districtwide _x_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic

equipment Budget $55,000 LCFF S/C/ and $2,000 LCFF Base

# 2: Aeries: maintenance, contract, and continued training


contract for services Budget $1,000 Source LCFF

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base # 3: Improve and expand use of website and other technologies to provide school to parent linkages



# 4: Maintain class size for Grade K to 3rd districtwide _x_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic








# 7: Implement multiple strategies to inform parents about common core


materials and supplies Budget $2,000 Source LCFF base and $5,000 LCFF S/C

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# 8: Provide multiple trainings on internet safety, cyber bullying, board policies, etc. for parents






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Annual Update

Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.

Guiding Questions:

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 Education Code 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 schoolsites 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?

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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original GOAL

from prior year

LCAP:

Goal 1: All students at Hope Elementary School District will have the technology skills critical for access to the curriculum, success in the curriculum, and preparation for high school, career, and college readiness.

Related State and/or Local Priorities: 1_x_ 2_x 3_x 4_x 5_x 6_x 7_x 8x_

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: Hope School (a single-school district) Applicable Pupil Subgroups: All and

Hisp; EL; White; SES Subgroups ; special education and foster youth

Expected Annual


1. Classroom space will be expanded and equipped to accommodate population growth and technology needs conditions of learning (1,2,7)

2. Improved access to technology for all students

conditions of learning (1,2,7)

3. Improved infrastructure for implementation of the common core conditions of learning (1,2,7)

4. Improved access to Common Core testing

system pupil outcomes (4,8)

5. Improved student technology skills and career readiness pupil outcomes (4,8)

6. Improved school to parent communication

Engagement (3, 5,6)

Actual Annual


1. Expanded by 2 portable classrooms. 2. Installation of wireless routers throughout

campus, purchase of chromebooks and laptop computers.

3. Underground installation of conduit, wireless

routers. 4. SBAC training, chromebooks placed on a

Google Education console, downloaded secure testing browsers.

5. Students educated on basic computer uses,

including keyboarding skills, web browsing.

6. Newsletters, online web resources such as Class Dojo.

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Goal 1: LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services


Estimated Actual Annual Expenditures

Teachers trained by TCOE consultants and ERS media contract; 2 days( training &follow-up) on applications and programs available through the ERS portals

Budget $16,000 Resource 07200

One day of on-site training with ERS staff member, follow-up training as per needed, contact with ERS staff to clarify issues, grade level collaboration on use of technology and use of ERS portal in the classroom. Result: Teachers report a better understanding on how to access resources on the ERS portal, including reading resources, educational videos, and ordering of supplemental curriculum. Future plans: Follow-up training with ERS staff, send staff to TCOE trainings.

No expenses for 14-15

Scope of service: schoolwide Scope of

service: districtwide

_x_ALL

_x_ALL

OR: _x_Low Income pupils _x_English Learners __Foster Youth _x_Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)__White; Hispanic

Each teacher will participate in technology workshops in classroom applications (1-3 each depending on experience) at ERS.

Budget $1500 Resource 07200

25% of teachers have completed training at ERS or at TCOE conference workshops. Teachers report the workshops have immediate use in the classroom. An on-campus teacher has trained other teachers in use of Google Chromebooks and in the practical use of google docs in the classroom. Additionally, teachers in grades 3 – 8 have also received additional training in use of computers in the classroom for state testing.


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Result: Teachers having attended trainings report a better understanding of how to utilize technology in the classroom and provide support to other teachers. Data teacher lesson plans; student projects Future plans: Plan for on-site training for all teachers in use of technology in the classroom. Focus on developing student skills.



_x_ALL

_x_ALL



All staff will complete training on internet security, cyber bullying, district policies, etc.


This training has not been done this year for staff. It will be a priority for next year’s LCAP. On-site training by ERS or TCOE staff is calendared for August.




_x_ALL

_x_ALL



Technology committee reviews available resources and makes recommendations as to infrastructure, hardware and applications needed for successful implementation of CCSS


Administration and teachers have worked with trade representatives to make key decision on the purchase of technology and set-up google accounts for student computer use in the classroom. Staff has been trained two times by


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CAASPP representatives on use of the computers for state testing. Result: Plan was developed to move this along, purchases made, work completed, vendors identified. Future plans: More formal committee to ensure continued progress, embedding parent involvement.



_x_ALL

_x_ALL



Contract for IT support

Budget $3000 Base funding

While a formal contract has not been developed, the district has obtained the services of an IT support specialist for routine needs and IT support from CAASPP for testing needs. Future plans: Develop actual contract.




_x_ALL

_x_ALL



Aeries: set-up, contract, and training

Budget $23,000 Base funding

While information has been gathered and initial contact with Eagle Aeries has been made, this

sub-goal will be given high priority in 2015-2016. With the change of key staff, this has not been

completed as originally planned.


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Future plans: Purchase program, install and train.



_x_ALL

_x_ALL



Two classrooms (one additional and one replacement) to account for enrollment growth.

Budget $113,000 Resource 07200: $106,000 Base funding: $7000

During the 2014-2015 school year, the addition of two portable classrooms was completed to meet the need of enrollment growth.

Lease/purchase $140,357.40 from LCFF-S/C



_x_ALL

_x_ALL



Outfit new classrooms with basic technology necessary for instruction and internet access (laptop, mounted projector, Elmo, WiFi, screen, etc.)


During the 2014-2015 school year, all new portable classrooms were outfitted with technology necessary for instruction, including new wireless routers for internet access, laptop computers, speaker systems, ELMO projectors and screens. Result:Teachers and students have necessary equipment to support curriculum.

Included with classroom expenses above

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Future plans: Continue to build classroom inventory of computers and needed equipment.



_x_ALL

_x_ALL



Develop and implement technology curriculum for students that includes at minimum: Office Suite, basic skills, online applications for project based learning and assessment in grades 5-8

Budget $5,000 Base funding

Teachers have made excellent progress in integrating technology skills into the classroom curriculum and report that students are utilizing a variety of different programs and resources to present reports and complete research activities. However, teachers continue to build skills in the area of utilizing the new technology for assessments. Teachers in these grade levels are navigating the Smarter Balanced Assessment Consortium to learn more about released practice assessments geared at preparing students for state testing. Result: Students are developing important computer skills and expanding their abilities to present their work. Data? Future plans: Continue to develop curriculum in this area and acquire software.

No expenses in 2014-15


service: schoolwide

_x_ALL _x_ALL

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Technology committee examine CCSS to determine technology skills embedded in CCSS per grade span


Teachers meet monthly in grade level collaboration and discuss embedding technology in the classroom curriculum, sharing ideas and strategies, but a committee has not addressed this issue. This will be a priority for 2015-2016. Future plans: Create a committee and develop a written resource that identifies technology standards at each grade level.




_x_ALL

_x_ALL



Add CyberQuest as a co-curricular activity


The addition of CyberQuest was discussed this year and plans to integrate the activity for the 2015-2016 school year is a top priority. Result: NOT YET DONE. Future plans: Identify staff member to serve as a CyberQuest coach, register students for event, develop guidelines for participation.




_x_ALL _x_ALL

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Provide multiple trainings on internet safety, cyber bullying, board policies, etc. for parents


This has not been done. The priority this school year was the acquisition of technology and the establishment of a strong wireless network. Future plans: Do staff training first and then expand to parent trainings.




_x_ALL

_x_ALL



Provide two workshops per year on applications and software being used in the classroom


Teachers attended a countywide all-day conference and had the opportunity to select break-out sessions of choice. Approximately 25% of the teachers attended one or more sessions related to use of technology in the classroom.

Mileage reimbursement $1,000 LCFF- Base funding



_x_ALL

_x_ALL



Technology committee develop a plan for teachers to be able to put classroom updates and projects on the web for parents


Plans for the development of a school website are being implemented and will be a top priority for the 2015-2016 school year. Teachers in grades 5 – 8 report that they are using web-based sites to


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communicate with parents regarding student and classroom activities, as well as student progress. Future plans: Develop website.



_x_ALL

_x_ALL



What changes in actions, services, and expenditures will be made as a

result of reviewing past progress and/or changes to goals?

The development of infrastructure, changes in staff, student enrollment growth, and acquisition of technology necessarily took precedence this year and necessitated moving some of the first year actions and services forward to 2015-16.

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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original GOAL

from prior year

LCAP:

Goal 2: All students at Hope School will have access to a learning environment that empowers them to actively engage in and be successful in a broad course of study as defined by Ed Code 51210

Related State and/or Local Priorities: 1_x_ 2_x 3_x 4_x 5_x 6_x 7_x 8x_

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: Hope School (a single-school district) Applicable Pupil Subgroups: All and

Hisp; EL; White; SES Subgroups ; special education and foster youth

Expected Annual


• Improved teacher knowledge and skills in implementation of the CCSS(conditions of learning (1,2,7)

• Improved teacher knowledge and skills in implementation of the ELD standards (conditions of learning (1,2,7)

• Expanded student access to broad course of study (conditions of learning (1,2,7)

• Improved student achievement in state and local assessments(pupil outcomes (4,8)

• Improved achievement in AMAOs (pupil outcomes (4,8)

• Expanded parent involvement in student homework school activities(Engagement (3, 5,6)

• Improved student attendance and behaviors (Engagement (3, 5,6)

Actual Annual


1. Teachers are creating weekly lesson plans integrating CCSS. Weekly review of lessons confirms that all teachers are making significant progress.

2. Teacher knowledge and skills regarding the new ELD standards have increased (lesson plan review, interviews)

3. Teachers are lesson planning curriculum and supporting activities across the content areas.

4. Student achievement in state assessments is not yet measurable, as scores are not yet generated. Local assessments confirm progress.

5. Student progress on AMAO’s remains stable compared to last year.

6. Teachers report increase in homework return at all grade levels

7. Attendance rates are stable compared to last year.

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LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services


Estimated Actual Annual Expenditures

All teachers will participate in basic training for common core, including ELD standards

Budgeted in goal 1

Teachers participated in a countywide all-day conference and selected multiple break-out sessions in various areas regarding common core standards. Additionally, one teacher has been trained as a CELDT Coordinator and provides support to other teachers with regard to the implementation of ELD strategies in the classroom. Result: Teachers report a better understanding of the CCSS and are able to integrate CCSS in weekly lesson plans. Data: weekly lesson plans Future plans: Additional training and support are needed in CCSS ELA/ELD and Math. Continued identification of available trainings and providing release time for trainings.

Budgeted in goal 1



_x_ALL

_x_ALL



Teachers as part of their personal professional development plan participate in CCSS training at TCOE or other sources upon board approval


All teachers have participated in at least one training on CCSS implementation during the 2015-2016 school year. All teachers participated in an all-day Tulare County Small Schools


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conference with various break-out sessions. Future plans: Continued training and support



_x_ALL

_x_ALL



Teachers by grade span evaluate existing resources and develop/purchase additional resources to develop PBL units


Teachers participate in monthly grade level collaboration and examine current curriculum and discuss the purchase of additional curriculum and resources to support lesson plans. Result: Better team collaboration. Future plans: Continue grade level collaboration, review current curriculum and make recommendations for purchase.




_x_ALL

_x_ALL



Induction Program for new teachers


One teacher is completing the requirements for BTSA Year 2 in accordance with TCOE timeline. Two additional teachers working under a permit are not yet eligible for an induction program but are being supported by on-campus colleagues and the Lead Teacher. Result: Excellent support for teachers. Future plans: Continue contract with BTSA for

Contract with BTSA provider $2,800 LCFF-Base funding

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induction services.



_x_ALL

_x_ALL



Provide six days equivalent of tutoring in an extended learning setting ( before & after school and/or summer school


70% of teachers provide after school tutoring to students with special needs. Result: improved student outcomes Future plans: Establish formal tutoring program for intervention and continue volunteer tutoring

Tutoring provided on volunteer basis



_x_ALL

_x_ALL



Continue current contract Intervention services with TCOE


Current contract for intervention services is in place to provide support and intervention for high-need students, Result: Excellent support services in areas we could not otherwise affordably provide. Future plans: Continue contract services.

Contract with TCOE for services $3,000 LCFF Base funding



_x_ALL _x_ALL

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Board reviews its policies and regulations regarding implementation of state standards

Included in base funding

Board reviews and adopts all necessary board policies as available. Result” Ensure most accurate and professional board policies and structure for curriculum development Future plans: Review and adopt as needed.




_x_ALL

_x_ALL



Teachers and administration examine, as part of the professional learning community work, current course of study to develop a long range plan for full implementation per Ed Code 51210 and 51220

Included in teacher base funding

Teachers and administrators have begun the process of surveying curriculum needs in this area and will develop a calendar and plan of action in the 2015-16 academic year.




_x_ALL

_x_ALL



Teachers, as part of the PLC work, continue to develop and refine PBL units

Included in teacher base

Monthly grade level collaboration. Established and producing collaborative results.


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funding

Result: 21st century curriculum, excellent opportunities for student learning. Future plans: Continue to develop strong PLCs, be creative in developing staff development opportunities.



_x_ALL

_x_ALL



Continue current contract with Choices program for enhancement and support for students


Continued with increase in staffing to meet the needs of enrollment growth. Result: Defined after school program for students, offering academic, social and recreational development. Future plans: Continue contract.

Contract fees $3,000 LCFF Base funding



_x_ALL

_x_ALL



Expand current participation in county wide student events by two per year


Students participate in the county Spelling Bee and Friday Night Live Leadership activities. Result: expanded opportunities for students to learn leadership skills and compete against their peers county-wide Future plans: continue to expand these opportunities for students

No expenses

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_x_ALL

_x_ALL



Implement multiple strategies to inform parents about common core


Information is disseminated at monthly Parent Club meetings, Back-to-School Night, Open House, Parent-Teacher conferences, classroom newsletters, and via online resources such as Class Dojo. Result: Parents report better understanding of CCSS and technology changes resulting in greater comfort levels with helping their children in school work Future plans: Continue to deploy multiple strategies to maximize parent involvement




_x_ALL

_x_ALL



What changes in actions, services, and expenditures will be made as a

result of reviewing past progress and/or changes to goals?

Develop formal action plan for effective implementation and evaluation of all aspects of the LCAP in anticipation of state evaluation rubrics and State Board standards and expectations for each state priority.

Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

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A. In the box below, 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 pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $ 255,246 Hope is a single-‐school district with 72% low income and 31% English learners. Hope has examined the academic needs of these students and has detailed actions and expenditures in Section 2 to address those needs in a districtwide program effectively and efficiently. Given the large number and percentage of low income learners, all district goals are designed to close the achievement gap and meet the needs of these “unduplicated count” students (low income, English learners, and foster youth). Programs to be implemented include high quality professional development designed to empower teachers and staff to fully and effectively implement California state content and performance standards; purchase of standards-‐based textbooks and instructional materials to assure that all students have full and appropriate access to the tools of learning; greatly expanded technology access for students and staff including high quality instruction in the technology skills necessary for success in school and beyond; and expanded , safe, secure facilities to assure that all students engage in an environment for learning designed to accommodate student needs and enhance student knowledge and skills. By implementing high quality programs to close the achievement gap for these students, all students benefit from the exemplary practices and strategies to be implemented. At the heart of the district’s goals is a research-‐based, high quality learning approach to teaching all students districtwide. It is the best approach for accelerating learning for high risk students. Every student is provided a high quality learning program based upon his/her individual learning needs and builds upon every student’s individual strengths and talents. By providing these services districtwide we are better able to the research-‐based, high quality services and programs needed to accelerate learning by the students who generated the supplemental and concentration grant funds as described in this plan.

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B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

Using the calculation tool provided by the state, Hope District has calculated that in 2015-‐16 it will receive $ 255,246 in Supplemental and Concentration funding under the Local Control Funding Formula (LCFF). In addition using the same calculation tool the proportionality percentage has been calculated at 16.32%. Hope has demonstrated the district is meeting its minimum proportionality requirement by expenditure of the total 2015-‐16 supplemental and Concentration Grant funding for qualifying purposes as listed on Attachment A.

16.32% %

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02,

42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

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LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, 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 California Code of Regulations, title 5, 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).

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(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).


(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).


(3) Divide (1) by (2).

8-22-14 [California Department of Education]

§15497.5

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