2019-20 local control accountability plan addendum: general … · 2019. 6. 27. · edward b. cole...

EDWARD B. COLE ACADEMY: 2019-20 LCAP 1

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

California School Dashboard: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name Contact Name and Title Email and Phone

Edward B. Cole Academy Nic Sessions, Principal [email protected]

714.836.9023

2017-20 Plan Summary

The Story Describe the students and community and how the LEA serves them.

Edward B. Cole Academy is a WASC-accredited, direct-funded charter school established in 2003 and in Spring 2018 received a 5-year charter renewal term from its authorizer, Santa Ana Unified School District. Our charter school runs on a traditional year calendar providing its students with 182 instructional days that exceeds the state’s requirements of 175 days. Edward B. Cole Academy currently serves 367 students in grades TK-5 within the community of Santa Ana. Our student demographics include: 98% Hispanic, 1% African American, of which 4% are Students with Disabilities (SWD); 70% English Language Learners; 0% Homeless Youth; 0% Foster Youth; 88% who qualify for free/reduced lunch, and 97% of students are unduplicated pupils, defined by the CA Department of Education, as low-income, English Learners or Foster youth. MISSION Edward B. Cole Academy partners with our community, nurturing and empowering lifelong learners, to achieve excellence in academics, 21st century skills, and personal growth. VISION

https://www.caschooldashboard.org/#/Home


To prepare and motive students to pursue higher levels of education, collaborate with families and stakeholder as our educational team, and to instill in our scholars a sense of responsibility and commitment to their community. We believe the uniqueness of children is revealed in their very existence and that it is the Charter School’s responsibility to foster their innate sense of the mystery and joy of life. The Core Values include: - Commitment to excellence, quality, character, and integrity; - Respect, appreciate and understand diverse cultures, languages and individuals; - Creation and maintenance of a nurturing family environment that fosters a spirit of cooperation, collaboration, and respect; - The growth and education of students come first, enabling pupils to become self-motivated, competent, and lifelong learners

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

Edward B. Cole has recently implemented a Multi-Tiered System of Supports (MTSS).

MTSS is a systemic, continuous-improvement framework in which data-based problem solving and decision-making is practiced across all levels of the school’s system for supporting students. This comprehensive framework focuses on the Common Core Sate Standards, core instruction, differentiated learning, student-centered learning, individualized student needs and the alignment of systems necessary for all students’ academic, behavioral and social success. MTSS has a broader scope than does Response to Intervention (RtI), because MTSS includes focusing on aligning the entire system of initiatives, supports, and resources and systematically addressing support for all students, including gifted and high achievers.

MTSS enables a paradigm shift for providing support and setting higher expectations for all students through intentional design and redesign of integrated services and supports, rather than selection for few components of RtI and intensive interventions. It endorses Universal Design for Learning Instructional strategies so all students have opportunities for learning through differentiated content, processes, and product. MTSS integrates instructional and intervention support so that systemic changes are sustainable and based on the Common Core State Standards aligned classroom instruction.

As a result of our school’s recent training and implementation of Multi-tiered System of Supports (MTSS), analysis of CAASPP and internal benchmark assessment data (ELA/Math), input from stakeholders (staff, parents, and students) and our recent WASC Accreditation visit, the 2019-20 LCAP goals have been revised to:

- Goal #1: Implement a schoolwide Multi-tiered System of Supports (MTSS) utilizing multiple forms of data to identify the academic, social-emotional and/or behavioral needs of our students; inform instructional


decisions; to improve academic outcomes for all students (schoolwide & student groups). Continue to use data to support professional learning for all educators, paraprofessionals and Leadership Team.

- Goal #2: Continue to develop and implement a comprehensive, coherently focused, schoolwide Professional Development Plan that supports all teachers to improve the quality and delivery of a standards-aligned and rigorous instructional program, that includes differentiation to address the diverse learning needs of all students (English Learners, Students with Disabilities), and that engages all learners in order to close the achievement gap among all student groups.

- Goal #3: Engage parents, families, and members of the community as partners through communication and education to support student academic achievement and provide a safe, supportive, inclusive, and positive learning environment.


Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

Greatest Progress

Edward B. Cole Academy is proud of its “Green” Performance for the Suspension and Math CAASPP State Indicators. The following is our school’s 2018 Fall CA School Dashboard:

EBCA’s suspension rate has declined schoolwide, and across all student groups: Hispanic, English Learners, Homeless, and Socioeconomically Disadvantaged and Special Education. We attribute this decline to the significant changes our school has made including but not limited to: (Goal

- Implementation of PBIS

- Core Values

- Second Step Social-emotional Program

- Culture of High Expectations schoolwide

- Culture of Learning

- Team Building activities

- Engaging classroom instruction

- Professional Development for teachers on the use of effective pedagogical strategies: Classroom Management & Behavior

- New in 2018-19: Implementation of “Scholar Dollars,” to recognize students who exude kindness and demonstrate academic achievement. Once per month, students can redeem their scholar dollars for at the “Scholar Dollar Cougar Store,”

Our student’s Math CAASPP performance is a result of:


- Implementation of new EnVision Math Curriculum

- Targeted Math Intervention via Small Group Instruction with Instructional Assistants During School Day

- Meaningful Data Analysis (Tracking Daily and Weekly Student Proficiency)

- After School Tutoring Offered

- Student Ownership of Achievement via Classroom Math Proficiency Wall Trackers

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

Greatest Needs

Edward B. Cole Academy does not have any state or local performance indicators for which the overall performance was in the “Red” or “Orange” performance, or received a “Not Met” or “Not Met for Two or More Years.”

The following chart provides the 2017-18 chronic absenteeism rates. EBCA had an overall 0.5% decline in chronic absenteeism rates from the prior year; and a decline across all student groups including Socio-economically Disadvantaged and Special Education; with the exception of homeless youth, which increased to 6.3% (from 1 student in 2016-17, to 4 students in 2017-18). This academic school year, the Principal has implemented additional lines of outreach, which include but are not limited to: notification letters, parent-administrator conference, to inform families about the school’s attendance policy, chronic absenteeism and the impact of absences on student achievement. In addition, the Principal has met with families to identify root causes and develop a solution for each case. Additionally, home visits took place this year for all students in grades 3-5 to meet with families; thank parents for their commitment to support their child academically; and to recognize students for their commitment to their education; and to provide resources and tips to prepare for the upcoming CAASPP assessment. These tips include going to bed early so students will have plenty of rest, arrive to school on time, access the school breakfast prior to the start of the school day, and to provide words of encouragement for students.


However, our school did receive a “Yellow” Performance for the Chronic Absenteeism and ELA CAASPP State Indicator. As a result our school has implemented the following this school year:

The new Principal met with all parents prior to the start of the 2018-19 school year and throughout the school year via Coffee with the Principal events.

The Bilingual Community Liaison has facilitated the following: (Goal 3, Actions 1-3)

- Parent participation in the School Site Council.

- Renovation of the Community Resource Center for parents

- Hosted Parent Workshops

- Promoted volunteer program

- Provided translation services for all events.

- Issued invitations to families for schoolwide events and forum especially for families/guardian with unduplicated students (EL, low income, foster youth) and families with children identified with a disability.

This year, as a result of the Spring 2018 CAASPP results and English Learner achievement gap the Principal strategically placed a highly experienced teacher was assigned to teach grade 5, which resulted in 3 fifth grade classrooms reducing student to teacher ratio from 30:1 to 20:1. A total of 2 Instructional Assistants were placed in grade 5 to support and provide additional individualized and small group instruction. The Instructional Assistants participated in professional development and grade level planning with teachers.

Edward B. Cole Academy has also implemented a multitude of assessments (internal/benchmark) to monitor student progress, identify areas for growth; and provide appropriate and targeted interventions and supports. (Goal 1, Action 2)

- Illuminate Benchmark Assessments: Grades TK-2: 4 times/year

- NWEA MAP (ELA & Math): Grades K-5

- Illuminate Benchmark Assessments: Grades 3-5: 3 times/year

- SBAC ICA: administered to grades 3-5, in lieu of the fourth benchmark assessments to expose students to the CAASPP testing format, and to gather data on student performance; and to gather feedback from students on their experience.

- Starting 2018-19: SBAC IAB’s: 6 times/year

- Weekly Data Reflections with the Principal: started 2017 – Present

- Schoolwide CREEW Writing Challenge (total: 11)

Teachers and the Leadership Team review, analyze and disaggregate student achievement data during weekly (Data Reflections) data debrief meetings and during Wednesday (minimum day) professional and/or staff development. During data analysis teachers in grade level teams, collaborate to identify students who require additional intervention/support; and those that are ready to progress to the next level and/or challenged further academically. In addition, teachers discuss what story the data is telling them for each classroom, and develop next steps, which are documented in the grade book. The emphasis is on measuring growth for each student, student group and grade level and developing next steps.


For Students:

Teachers provide all students with their individual NWEA MAP Results which students document and graph, to monitor their progress. Students in grades 3-5 are administered a writing performance task where they use the CREEW Response with a Claim, Reason and must provide Evidence.

Data Walls

In 2017-18, Data walls were implemented schoolwide consistently. Prior to 2017-18, data walls were not consistent in use. The “Data walls” consist of classroom data tracking by student for: Envision Math, Wonders ELA Curriculum, ST Math (Supplemental), Achieve 3000 (grades 2-5), Smarty Ants (Grades K-2). The data trackers measure student performance using proficiency bands that are color-coded:

- 0-50%: Red

- 51-69% Yellow

- 70-79% Green

- 80-100% Blue

All teachers update the data trackers weekly to ensure students are able to monitor their progress. Students are also able to post data on the trackers whenever it is possible/feasible. Students track their own progress and achievement on their unit assessments and weekly assessments. Our teachers use the Weekly Data Reflection form, which includes ELA and Math Reflection. This form documents daily, and weekly assessments analysis, including plans for re-teaching, overall class data, and identifies which students are struggling academically. Teachers discuss these forms during weekly staff development meetings facilitated by various key staff at the school.

ENGLISH LANGUAGE LEARNERS (Goal 2, Action 2)

Edward B. Cole Academy continues to take numerous steps to close the achievement gap between EL and EO students. Over the past two years, the following have taken place:

- Professional development has been implemented and strengthened to include training on SDAIE and GLAD strategies

- Implementation of Wonders ELD curriculum (and PD)

- Professional Development on ELA/ELD Standards (Goal 2, Action 1)

- Data analysis disaggregated to include EL students

- Increase in Designated ELD instructional block to 35-40 minutes daily. Revised master schedule.

- Classroom observations conducted by Principal and TOSA weekly to observe scheduled EL Teaching block and provide feedback to improve quality and consistency.

- 2018-19: TOSA provides “push-in” support for EL students, and provides teachers with feedback on how to best engage and differentiate instruction for EL students.

- CAASPP ELA & Math results are disaggregated by student groups and grade level (see Chapter 1 of this report)

- NWEA MAP ELA & Math results are disaggregated by student group and grade level


Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

Performance Gaps

Edward B. Cole Academy does not have any state indicators for which the student group performance was two or more performance levels below the “all student” performance. The following chart provides the 2017-18 chronic absenteeism rates. EBCA had an overall 0.5% decline in chronic absenteeism rates from the prior year; and a decline across all student groups including Socio-economically Disadvantaged and Special Education; with the exception of homeless youth, which increased to 6.3% (from 1 student in 2016-17, to 4 students in 2017-18). This academic school year, the Principal has implemented additional lines of outreach, which include but are not limited to: notification letters, parent-administrator conference, to inform families about the school’s attendance policy, chronic absenteeism and the impact of absences on student achievement. In addition, the Principal has met with families to identify root causes and develop a solution for each case. Additionally, home visits took place this year for all students in grades 3-5 to meet with families; thank parents for their commitment to support their child academically; and to recognize students for their commitment to their education; and to provide resources and tips to prepare for the upcoming CAASPP assessment. These tips include going to bed early so students will have plenty of rest, arrive to school on time, access the school breakfast prior to the start of the school day, and to provide words of encouragement for students.

However, our school did receive a “Yellow” Performance for the Chronic Absenteeism and ELA CAASPP State Indicator. As a result our school has implemented the following this school year:

The new Principal met with all parents prior to the start of the 2018-19 school year and throughout the school year via Coffee with the Principal events.

The Bilingual Community Liaison has facilitated the following: (Goal 3, Actions 1-3)

- Parent participation in the School Site Council.

- Renovation of the Community Resource Center for parents

- Hosted Parent Workshops

- Promoted volunteer program

- Provided translation services for all events.


- Issued invitations to families for schoolwide events and forum especially for families/guardian with unduplicated students (EL, low income, foster youth) and families with children identified with a disability.

This year, as a result of the Spring 2018 CAASPP results and English Learner achievement gap the Principal strategically placed a highly experienced teacher was assigned to teach grade 5, which resulted in 3 fifth grade classrooms reducing student to teacher ratio from 30:1 to 20:1. A total of 2 Instructional Assistants were placed in grade 5 to support and provide additional individualized and small group instruction. The Instructional Assistants participated in professional development and grade level planning with teachers.

Edward B. Cole Academy has also implemented a multitude of assessments (internal/benchmark) to monitor student progress, identify areas for growth; and provide appropriate and targeted interventions and supports. (Goal 1, Action 2)

- Illuminate Benchmark Assessments: Grades TK-2: 4 times/year

- NWEA MAP (ELA & Math): Grades K-5

- Illuminate Benchmark Assessments: Grades 3-5: 3 times/year

- SBAC ICA: administered to grades 3-5, in lieu of the fourth benchmark assessments to expose students to the CAASPP testing format, and to gather data on student performance; and to gather feedback from students on their experience.

- Starting 2018-19: SBAC IAB’s: 6 times/year

- Weekly Data Reflections with the Principal: started 2017 – Present

- Schoolwide CREEW Writing Challenge (total: 11)

Teachers and the Leadership Team review, analyze and disaggregate student achievement data during weekly (Data Reflections) data debrief meetings and during Wednesday (minimum day) professional and/or staff development. During data analysis teachers in grade level teams, collaborate to identify students who require additional intervention/support; and those that are ready to progress to the next level and/or challenged further academically. In addition, teachers discuss what story the data is telling them for each classroom, and develop next steps, which are documented in the grade book. The emphasis is on measuring growth for each student, student group and grade level and developing next steps.

For Students:

Teachers provide all students with their individual NWEA MAP Results which students document and graph, to monitor their progress. Students in grades 3-5 are administered a writing performance task where they use the CREEW Response with a Claim, Reason and must provide Evidence.

Data Walls

In 2017-18, Data walls were implemented schoolwide consistently. Prior to 2017-18, data walls were not consistent in use. The “Data walls” consist of classroom data tracking by student for: Envision Math, Wonders ELA Curriculum, ST Math (Supplemental), Achieve 3000 (grades 2-5), Smarty Ants (Grades K-2). The data trackers measure student performance using proficiency bands that are color-coded:

- 0-50%: Red

- 51-69% Yellow


- 70-79% Green

- 80-100% Blue

All teachers update the data trackers weekly to ensure students are able to monitor their progress. Students are also able to post data on the trackers whenever it is possible/feasible. Students track their own progress and achievement on their unit assessments and weekly assessments. Our teachers use the Weekly Data Reflection form, which includes ELA and Math Reflection. This form documents daily, and weekly assessments analysis, including plans for re-teaching, overall class data, and identifies which students are struggling academically. Teachers discuss these forms during weekly staff development meetings facilitated by various key staff at the school.

ENGLISH LANGUAGE LEARNERS (Goal 2, Action 2)

Edward B. Cole Academy continues to take numerous steps to close the achievement gap between EL and EO students. Over the past two years, the following have taken place:

- Professional development has been implemented and strengthened to include training on SDAIE and GLAD strategies

- Implementation of Wonders ELD curriculum (and PD)

- Professional Development on ELA/ELD Standards (Goal 2, Action 1)

- Data analysis disaggregated to include EL students

- Increase in Designated ELD instructional block to 35-40 minutes daily. Revised master schedule.

- Classroom observations conducted by Principal and TOSA weekly to observe scheduled EL Teaching block and provide feedback to improve quality and consistency.

- 2018-19: TOSA provides “push-in” support for EL students, and provides teachers with feedback on how to best engage and differentiate instruction for EL students.

- CAASPP ELA & Math results are disaggregated by student groups and grade level (see Chapter 1 of this report)

- NWEA MAP ELA & Math results are disaggregated by student group and grade level


Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts.

Schools Identified

Identify the schools within the LEA that have been identified for CSI.

Not applicable

Support for Identified Schools

Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

Not applicable

Monitoring and Evaluating Effectiveness

Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

Not applicable


Annual Update LCAP Year Reviewed: 2018-19

Goal 1

Develop & implement a common core aligned benchmark assessment system across all subjects that includes the collection, disaggregation, analysis, application and reporting of student achievement data, in order to identify learning gaps in ‘real-time’ that will be used to drive curricular and instructional decision-making, the allocation of resources in order to close the achievement gap among ELL and non-ELL. (Aligns with WASC Action Plan #1,2).

State and/or Local Priorities addressed by this goal:

State Priorities: 1, 4, 5, 7, 8

Local Priorities: 1

Annual Measurable Outcomes

Expected Actual

Annual Growth on CAASPP ELA distance from Level (DFL) 3 Scale Scores: Grades 3-5: -57 points below DFL3


Annual Growth on CAASPP Math distance from Level (DFL) 3 Scale Scores: Grades 3-5: -42 points below DFL3

Maintain attendance rates: >97% 2017-18: 96.6%

Decrease Chronic Absenteeism rates to 5%

% of students including Unduplicated Pupils & Students with Disabilities (SWD) have access and are enrolled in a broad course of study: Music, Art & PE: 100%

2017-18: 100%

2018-19: 100%

Verified via master schedule

Increase % of Grade 5 Students meeting 6 of 6 Healthy Fitness Zone (HFZ) Areas on PFT: Develop annual growth targets once Spring 2018 PFT results released.

2017-18: 16.4%

Administer Facility Inspection Tool (FIT): Score Good or Better 2018-19: Exemplary

CA Science Test (CAST) (Grade 5) Spring 2018 CAST results are pending.


Actions / Services

Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

STAFF TO SUPPORT SCHOOL’S BASE PROGRAM

Edward B. Cole Sr. Academy will employ 16 appropriately credentialed teachers and a School Director/Principal as part of the school’s base program

STAFF TO SUPPORT SCHOOL’S CORE PROGRAM

Edward B. Cole Academy employed a total of 16 classroom teachers who were appropriately credentialed and assigned, and a school Principal.

Edward B. Cole Academy provides a longer school year, and school day, and instructional minutes that far exceed CA State Requirements as outlined in the following chart.

Edward B. Cole Academy provides a total of 182 instructional days that includes: 36,770 additional minutes for grades TK/K; 22,370 additional minutes for grades 1-3; and 18,770 additional minutes for grades 4-5.

1. $1590876

1. LCFF Base

1. 1000, 3000

1. $1399097

1. LCFF Base

1. 1000, 3000






In January 2019, based on an analysis of CAASPP, NWEA MAP and weekly data reflections, 7 teachers in grades 3-5 provided additional academic intervention blocks of 45 minutes each as follows:

• ELA: 2 times per week

• Math: 2 times per week

In addition, our teachers attend 10 days of Summer Professional Development; 5 non-instructional days and weekly professional development during the academic school year.


Action 2





ASSESSMENTS Edward B. Cole Sr. Academy staff will continue to implement multiple types of assessments, in order to monitor each student’s: academic progress; identify their strengths and needs in order to modify instruction; and identify the type of academic intervention needed.

• NWEA MAP Assessment: 2 times/year Grades 1-5 Fall/Spring; Kindergarten: Spring

• Illuminate Benchmark Assessment (TK-2: 4 times/year; Gr. 3-5: 3 times/year)

• Pearson Envision Math: Weekly

• Wonders ELA: Weekly

• Foss Science: Weekly

• Schoolwide Writing Exam: 3 times/year – Narrative, Expository, Opinion)

• Project-based Learning: 3 times/year that are cross-curricular projects that embed current trimester standards

• Wonders ELD Assessments: Weekly

• ESGI online assessments for TK-1

ASSESSMENTS

Edward B. Cole Academy has implemented the following assessments to measure student progress and identify areas for growth. Assessments administered this year include:

• NWEA MAP Reading & math Assessment: 3 times/year Grades K-5

• Illuminate Benchmark Assessment: Grades K-2: 2 times/year


• Wonders ELA: weekly

• Foss Science: weekly

• CREEW: 11 times/year

• Exploratory Learning integrated throughout the year

• ESGI Online Assessment for TK-1

• ICA: Grades 3-5: 2 times/year

• IAB: Grades 3-5: 5 times/year

• State-mandated assessments:

✓ ELPAC for EL

✓ CAASPP ELA & Math: Grades 3-5

✓ Fitnessgram: Grade 5

✓ CA Science Test: Grade 5

$35500

Supplemental and Concentration Funds

4000

$22960


4000






In addition, Edward B. Cole Academy will administer the following state-mandated assessments:

• ELPAC: Initial & Summative for ELL

• CAASPP: ELA & Math – Grades 3-5

• CA Science Test: Grades 5

• Physical Fitness Test (PFT): Grades 5


Action 3





STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS TO PROVIDE ACADEMIC INTERVENTIONS: Edward B. Cole Academy will continue to align academic interventions to core instruction; and grade level content to ensure all students including unduplicated students, are on track towards grade level mastery, in order to narrow any achievement gaps.

The Academic Coach will provide our teachers with instructional and curricular coaching, through classroom observations, and feedback, that will be ongoing throughout the school year. Students will receive additional academic support from the Instructional Aides (12), during the instructional day.

Our students will have access to the following academic intervention web-based programs that will be used during the instructional day and the intervention block.

• ST Math (subscription)

STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS FOR ACADEMIC INTERVENTIONS:

Edward B. Cole Academy uses multiple forms of data to identify student who require academic intervention, in order to ensure all students including unduplicated students, are on track towards grade level mastery, in order to narrow all achievement gaps.

This academic year, the Teacher on Special Assignment (TOSA) provided evidence-based Instructional and Curricular Coaching for all teachers, through classroom observations, professional development and feedback, that was ongoing, throughout the school year. Students also received additional academic support from the Instructional Aides (9), during the instructional day.

Our students also had access to the following web-based academic intervention programs and supplemental instructional materials:

1. $843809

2. $32350

3. $90000

1. $182006 (Title I), $661803 (Supplemental and Concentration Funds)

2, 3: Supplemental and Concentration Funds

1. 1000, 2000, 3000

2, 3: 4000

1. $356339

2. $32721

3. $100955

1. $78618 (Title I), $277,921 (Supplemental and Concentration Funds)

2. Title I

3. Supplemental and Concentration Funds

1. 1000, 2000, 3000

2. 4000

3. 1000, 3000






• Achieve 3000 (subscription)

• Smarty Ants (subscription)

• Brain Pop (subscription)

• Learning Upgrade (subscription)

• XtraMath (subscription): to increase math fluency

Our teachers will also utilize the RtI curriculum during weekly re-teaching for struggling students that is embedded in the Envision, Wonders, and Foss curriculum that was purchased in 2017-18 school year.

Edward B. Cole will offer a longer school year, 214 instructional days, to support the academic needs and learning gaps of our students. Our students will receive an additional 39 instructional days that far exceeds the CA state requirements of 175 instructional days.

• ST Math

• Achieve 3000

• Smarty Ants

• Books for Classroom libraries


Action 4





COURSE ACCESS:

In order to prepare all students for the careers of the 21st century, it is critical that our school provide students with access to a broad course of study (science, history) and the following:

• Meet the Masters Art Program

• Physical Education

• Dance Instruction

COURSE ACCESS:

At Edward B. Cole Academy all students are enrolled in ELA, Math, Science and Social Studies/History. In addition, our students have access to a broad course of study including the following:


• Physical Education: Credentialed PE teacher

• Dance Instruction Provided after-school 3 times/week.

$30146


5000

$103148


1000, 3000, 5000


Action 5





FACILITIES The following actions and services are required in order to: ensure a safe, and well-maintained school facility; and appropriate classroom space to implement the school’s program:

• Annual facility leasing cost for school site.

• Administer an annual Facility Inspection (FIT) report; and make all necessary improvements as required.

• Security Staff

• School maintenance, repairs, & janitorial services to ensure a safe and clean school facility for students and staff.

FACILITIES

Edward B. Cole Academy leases its facility from its authorizer, Santa Ana Unified School District.

To maintain a safe and clean school site, Edward B. Cole Academy annual makes appropriate repairs, including maintenance, and janitorial services.

A Facility Inspection Tool (FIT) report is completed annually and reported on the school’s SARC and LCAP.

1. $158967

2. $1000

3. $96957

4. $97588

1,2,4,5: LCFF Base

3: Supplemental and Concentration Funds

1-2: 5000

3: 2000, 3000

4: 2000, 3000, 4000

1. $158967

2. $15721

3. $99797

1,2,3: LCFF Base

1,2,3: 2000, 3000, 5000


Action 6





STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS THAT PROVIDE SOCIAL-EMOTIONAL/BEHAVIORAL SUPPORT/INTERVENTION: Upon a review and analysis of our school’s student profile data, discussions with teachers, students and parents, our school has implemented a comprehensive suite of services to meet the needs of our students including implementation of Positive Behavior Intervention Support (PBIS), an alternatives to suspension to improve school climate, behavior, and reduce suspension rates.

Edward B. Cole Academy will contract services with a counselor to provide our at-risk students with social-emotional and/or behavioral counseling. Our school will also implement Cloud 9 Character Development Program that will be embedded in the instructional day by classroom teachers.

Our teachers will continue to implement the LOVE Value Lesson (Heart, Persistence, Encouragement, and Unity) in combination with Cloud 9. In addition, our teachers will

STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS THAT PROVIDE SOCIAL-EMOTIONAL/BEHAVIORAL SUPPORT/INTERVENTION:

In order to address the Social-emotional and/or behavioral needs of our students, our school has implemented the following:

• Counseling services (Turning Point) that has provided social-emotional counseling twice per week.

• Implemented Cloud 9 Character Development Curriculum, which introduces a different character trait each month to students.

• Class Dojo was used but found not to be as effective as anticipated

• Implemented Scholar Dollars & EBC Cougar Store – where students redeem their scholar dollars (tickets earned from exuding the Cloud 9 Character Traits).

1. $30000

2. $12000


1, 2: 4000, 5000

1. $6480

2.


1, 2: 4000, 5000






utilize Class Dojo that will communicate with parents and students as a behavior management system.


Action 7





STAFFING, SERVICES & PROGRAM TO SERVICE SPED STUDENTS:

SPED Team: will provide instructional and social emotional supports as outlined in the student’s IEP. Our staffing will include but is not limited to:

• 1 RSP Teachers

• Contracted services: Psychologist, Speech Therapist

STAFFING, SERVICES & PROGRAM TO SERVICE SWD:

Edward B. Cole Academy’s SELPA provider is Santa Ana Unified School District who provided an RSP teacher, and our school contracted services for Students with Disabilities.

$0


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

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

All actions were implemented with fidelity to achieve Goal 1, with the exception of hiring additional instructional aides, and instead hiring the TOSA to coach all teacher to improve the delivery of instruction.

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

All actions/services were highly effective in supporting Goal #1 in meeting our annual growth target for ELA and Math CAASPP State Indicator, and demonstrated a significant improvement in Mathematics this year. However, our school did not meet the annual growth target for chronic absenteeism. Attendance rates, and percentage of fifth grade students meeting 6 of 6 Healthy Fitness Zone (HFZ) targets. Our school continues to strengthen ELA and math instruction including using multiple forms of data to measure student progress, identify students for intervention, and to challenge students academically.

As identified in Action 2 multiple assessments have been administered to monitor student progress and inform instruction. Actions 3 & 6 were implemented to address the academic needs of each of our student groups, including unduplicated students, which included Instructional coaching (TOSA), Instructional Aides that were strategically placed in classrooms to provide push-in support. Action 6 focused the social-emotional and behavioral needs of our students, which is critical to increasing student academic performance, school climate, and overall schoolwide student achievement. The following NWEA MAP Reading & Math charts; and Achieve Chart disaggregated by grade level, English Learner and Students with Disabilities (SWD) student group, which illustrate the overall effectiveness of the actions/services outlined under Goal #1.


Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The following are the material differences between Budgeted Expenditures and Estimated Actual Expenditures:

- Action 2: Project-based learning was eliminated and replaced with Exploratory Learning integrated throughout the school year.

- Action 3: The Instructional Coach position was revised and filled by the Teacher on Special Assignment, who provided instructional coaching, feedback, facilitated professional development, trained Paraprofessionals, and provided academic support to ELs. The total number of instructional days was decreased from 214 to 182, that far exceeds the CA requirement of 175 days.

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

As a result of our school’s recent training and implementation of MTSS, analysis of CAASPP and internal benchmark assessment data (ELA/Math), there is a need to revise LCAP Goal #1 to “Implement a schoolwide Multi-tiered System of Supports (MTSS) utilizing multiple forms of data to identify the academic, social-emotional and/or behavioral needs of our students; inform instructional decisions; to improve academic outcomes for all students (schoolwide & student groups). Continue to use data to support professional learning for all educators, paraprofessionals and Leadership Team.” In addition, Action 5 – Long-range Planning was eliminated. Our school’s focus will be to maximize student enrollment.


Goal 2

Develop a comprehensive, coherently focused, schoolwide Professional Development Plan that includes the CCSS ELA/ELD/Math & NGSS, differentiation, and research-based instructional strategies to address the diverse learning needs of all students, and provides relevant learning experiences that encourages student engagement. (Aligns with WASC Action Plan #2, 3)


State Priorities: 1, 2, 4

Local Priorities: 1, 2, 4


Expected Actual

% of students that will have access to standards-aligned instructional materials: 100%

2017-18:100%

2018-19: 100%

This is verified by the Principal

% of teachers who are appropriately credentialed and assigned: 100% 2017-18: 100%

2018-19: 100%

% of EL who progress in English Proficiency as measured by ELPAC 2017-18: 39.3% (ELPAC)

Increase English Learner reclassification rate as measured by ELPAC 2017-18: 0.4% (CELDT)

2018-19: 0% (ELPAC)


Implementation of academic content standards will improve to “Full Implementation” (Level 4) or “Full Implementation and Sustainability” (Level 5) for all students, including access for English Learners, as measured by the Local Indicator rubric.


Actions / Services

Action 1





PROFESSIONAL DEVELOPMENT Edward B. Cole Academy provides all teachers with evidence based professional development aligned to the CA State Standards, school’s mission and educational program and targeted to meet the needs of our students. Topics of focus will include:

• Pearson Envision Math

• McGraw-Hill: Wonders ELA

• Delta Education Foss Science

• NGSS

• Writing Exam workshop

• Project-based Learning

• Building Positive Culture

• PBIS

• GLAD Strategies

• Room Environment Expectations Workshop

In addition, our teachers will receive professional development during the summer (prior to the start of the school year), and during the school year (minimum days).

PROFESSIONAL DEVELOPMENT

Edward B. Cole Academy provided all teachers and paraprofessionals with ongoing evidence-based professional development with a focus on improving the deliver of instruction resulting in positive student academic outcomes.

Topics this year included:


• McGraw-Hill Wonders ELA


• NGSS

• PBIS

• GLAD Strategies

• Danielson’s Framework (Title II)

• CREEW Writing Format

• 3-Part Learning Objectives

In addition, Edward B. Cole Academy provides its Principal, teachers and paraprofessionals with professional learning opportunities through conferences and workshops:

1. $29807

2. $10000

1. $19807 (Title II), $10000 (LCFF Base)


1-2: 5000

1. $112317

1. $6847 (Supplemental and Concentration Funds), $7500 (Title II), $97970 (LCFF Base)






• Danielson’s Framework Conference (Title II)

• Cognitive Coaching: Orange County Department of Education (OCDE)

• Good Teaching Conference

• Pre-K-Grade 1: Educator’s Conference

• Project X – UCLA

• Leadership Coaching: Principal


Action 2





ELD PROGRAM

Edward B. Cole Academy will review and revise its EL Master Plan to align with the implementation of the ELPAC; recently adopted ELD Wonders Curriculum and supplemental/intervention web-based programs (outlined earlier in this LCAP under intervention), in order to ensure that all ELs receive appropriate, adequate and targeted ELD designated and integrated instruction. Our teachers will administer the ELPAC assessment and meet with the Academic Coach and principal to analyze ELPAC results, EL student work, and assessment results (internal and state mandated) to assess EL for reclassification, academic intervention and/or SST.

ELD PROGRAM

Edward B. Cole Academy reviewed and revised the school’s EL Master Plan to align with the CDE/SBE’s reclassification criteria and Wonders ELD Curriculum. Our teachers provide our EL students with designated and integrated ELD instruction via 40-minute instructional blocks 3-5 times per week. All Instructional Aides (see Goal 1, Action 3) are bilingual and provide push-in and pullout academic support for our English Learners (EL). The TOSA (See Goal 1, Action 3) also monitors EL student progress and trains all Instructional Aides.

See Goal 1, Action 3 $4102


4000


Action 3





CORE CURRICULUM TO BE PURCHASED:

Every student has access to standards-aligned curriculum. Edward B. Cole Academy made significant curricular purchases for adoption and currently do not need to purchase additional curriculum for the 2018-19 school year.


At Edward B. Cole Academy all students have access to standards aligned curriculum across all core subjects, which is verified by the TOSA and school principal during classroom observations and purchases made. This year our school purchased:

• FOSS Kits

• Studies Weekly (Social Studies)

$0 $2662

LCFF Base

4000


Action 4





TECHNOLOGY Edward B. Cole Academy has successfully implemented a 1:1 student to device ratio, and teachers utilize Google Apps for Education (GAFE). Annually, the conducts a needs assessment based on staff and student needs. Annual, purchases for technology include but are not limited to:

• Chromebooks replacement

• Laptops (teachers) replacement

TECHNOLOGY

This year Edward B. Cole Academy purchased Microsoft Surface Tablets, Microsoft Surface Pro 6, Mimeo Doc Cams, Projectors, and Mimeo Boards to ensure a 1:1 student to device ratio, and ensure all students have access to technology devices to access web-based intervention programs, Google Apps for Education, and to complete coursework. Our school contracts IT support services to ensure all devices are safe and working properly.

$30000

Supplemental and Concentration Funds 4000

$355897


4000, 5000


Action 5





STAFFING, STRATEGIES, PROGRAMS & ACTIVITIES TO PROMOTE STUDENT ENGAGEMENT: In order to provide students with relevant learning experiences outside of the classroom, our school will host and/or provide the following:

• Field trips aligned to the content standards

• Field trips college/universities

• Host schoolwide events: Family Feast, Winter Program, Carnival

• Promote Data Walls: that will illustrate how each class is performing and develop rewards for high academic achievement.

• Offer after-school academic/social enrichment program (ASES Grant)

STAFFING, STRATEGIES, PROGRAMS & ACTIVITIES TO PROMOTE STUDENT ENGAGEMENT:

In order to ensure students are engaged in the learning process, our school/teachers provide students with experiential learning opportunities that extend beyond the classroom through Biz World, field trips aligned to the content standards; including field trips to colleges/universities. Every grade level participated in at least 2 academic field trips and 1 college field trip. Our school also hosted Open House, Back-to-School Night and Family Fun Night.

Edward B. Cole Academy provides 120 students with after-school academic and social enrichment program.

1. $12674

2. $132787

1. LCFF Base

2. $99840 (ASES); $32347(LCFF Base)

1-3: 5000

1. $26423

2. $177395

1. LCFF Base

2. $99870 (ASES); $46816 (Supplemental and Concentration Funds), $30,709 (LCFF Base)

1,2: 5000




All actions were implemented with fidelity to achieve Goal 2. The TOSA provided evidence-based professional development and coaching for all teachers on improving the delivery of instruction, including strengthening ELD Instruction (designated and integrated) to support our EL Students.


All actions/services were highly effective in supporting Goal #2, however there is a need to continue to strengthen our the delivery of ELD Instruction (Designated and integrated) to support all ELs academically and improve reclassification rates with ELPAC.



- Action 1: Implementation of Danielson’s Framework extensive ongoing training for all teachers. Provided substitute teachers to fill-in for classroom teachers who participated in workshops/training.

- Action 3: Purchase of FOSS Kits, and Studies Weekly curriculum

- Action 4: Purchase of technology devices for student and staff use including Chromebooks, Projectors, and Mimeo Boards.


As a result of our school’s transition to a MTSS, analysis of CAASPP and internal benchmark assessment data (ELA/Math), and Fall 2018 CA School Dashboard, there is a need to revise LCAP Goal #2 to “Continue to develop and implement a comprehensive, coherently focused, schoolwide Professional Development Plan that supports all teachers to improve the quality and delivery of a standards-aligned and rigorous instructional


program, that includes differentiation to address the diverse learning needs of all students (English Learners, Students with Disabilities), and that engages all learners in order to close the achievement gap among all student groups. “ In addition, Action 5 will be eliminated and moved to/combined with Goal 3, Action 1, because in order to have a positive school culture and climate, student engagement is an essential component.


Goal 3

Engage parents as partners through education, communication, and collaboration to provide students with a safe, welcoming and inclusive, positive learning environment to ensure students are in class ready to learn.


State Priorities: 3, 6

Local Priorities: 3, 6


Expected Actual

Parent involvement through input in decision-making via SSC, ELAC & PTC: Met

2018-19: Met

See Action 2 for description

Parent involvement will include opportunities for participation in programs for unduplicated students: Met

2018-19: Met

See Action 3 for description & survey results

Suspension rates: <2%

Maintain expulsion rates: <2% 2017-18: 0%


Expected Actual

Increase participation rate on parent survey to 78%

2018-19 Survey: >90% Parent Participation Rate (Total: 311 parents)

• 98% Agree/Strongly Agree - School allows input and welcomes parents’ contribution

• 97% Agree/Strongly Agree – School encourage me to be an active partner with the school in educating my child.

• 96% Agree/Strongly Agree – School actively seeks the input of parents before making important decisions.

• 99% Agree/Strongly Agree – Parents feel welcome to participate

at this school.

• 98% Agree/Strongly Agree – School staff treat parents with respect.

• 97% Agree/Strongly Agree – School Staff take parent concerns seriously.

• 97% Agree/Strongly Agree – School staff are helpful to parents.

• 76% have attended a school or class event.

• 90% have attended a general school meeting.

• 64% have attended a meting of the parent-teacher organization or association.

Increase participation rate on student survey to 90% 2018-19: Participation Rate: 95% (Grade 5) – Results pending

Increase participation rate on staff survey 2018-19: Participation Rate: 90% - Results pending


Actions / Services

Action 1





STAFFING, PROGRAMS, STRATEGIES & ACTIVITIES TO PROMOTE A POSITIVE SCHOOL CLIMATE & ENSURE A SAFE SCHOOL: Edward B. Cole Academy will implement the following actions and services to ensure all students are provided with a safe, welcoming and positive learning community.

• The Leadership Team will annually review and revise the Comprehensive School Safety Plan.

• The school’s entire staff will be trained on the School Safety Plan, and monthly drills will take place.

• Continue to implement Second Step Character Education Program

• Participate in mentoring program with Sage Hill HS (Jr. Achievement Day)

• Host quarterly assemblies to recognize students for citizenship, honor roll and attendance

• Implement Spirit Days to improve school climate and culture building.

• Administer annual staff and student

STAFFING, PROGRAMS, STRATEGIES & ACTIVITIES TO PROMOTE A POSITIVE SCHOOL CLIMATE & ENSURE A SAFE SCHOOL:

Edward B. Cole Academy has successfully implemented the following actions and services:

• Leadership Team reviewed and revised the Comprehensive School Safety Plan; safety drills took place, and our school made purchases based on its needs assessment including additional emergency packs.

• Students participated in Participate in mentoring program with Sage Hill HS (Jr. Achievement Day)

• Contracted Nursing services to provide hearing, and vision screening for students.

• Implemented Spirit Days to improve school climate and culture building.

• Employed 6 School Safety Squad staff to provide supervision and ensure school safety

• Administered the CA Healthy Kids

1.See Goal 1, Action 1

2. $81159


2. 2000, 3000

1. $93222

2. $31938


2000, 3000






survey.

• Recess Aides

Survey, Parent and Staff Survey.

Action 2





PARENT INPUT IN DECISION-MAKING At Edward B. Cole Academy, parent input in decision-making will take place through the following:

• School Site Council (SSC)

• English Language Advisory Committee (ELAC)

• Parent-Partnership Committee (PPC)

The School Principal is responsible for organizing these meetings with teacher, classified staff and parents to participate in these committees.

PARENT INPUT IN DECISION-MAKING

At Edward B. Cole Academy parent input in decision-making with our school’s LCAP, use of Title Funds, Analysis of CAASPP/ELPAC data and 2018 CA Schools Dashboard, took place through the following committees and groups


• English Language Advisory Committee (ELAC): ELPAC Bootcamp

• Parent Partnership Committee (PPC)

$1000

LCFF Base

4000

$2000

LCFF Base

4000

Action 3










OPPORTUNITIES PROVIDED TO SUPPORT PARENT ENGAGEMENT & PARTICIPATION: Edward B. Cole Academy will provide all parents (including unduplicated students, and Students with Disabilities) with numerous opportunities to engage as partners in their child’s education. The Community Liaison will facilitate the following:

• Parent workshops

• Communicate with families on upcoming events, committee meetings, etc.

• Promote volunteer program

• Provide translation services

• Issue invitations to families for schoolwide events, and forum especially for families/guardian with unduplicated students (EL, low income, foster youth) and families with children identified with a disability.

• Families/guardians will also have access to Illuminate (parent portal) where they can view their child’s academic progress and communicate with teachers.

• Ensure school’s website is updated

OPPORTUNITIES PROVIDED TO SUPPORT PARENT ENGAGEMENT & PARTICIPATION:

At Edward B. Cole Academy, we strive to engage parents and have implemented the following to increase/improve parent participation at the school, which impact student academic outcomes.

The Bilingual Community Liaison has facilitated the following:

• Student recruitment, including School Site Council.

• Renovation of the Community Resource Center

• Hosted Parent Workshops

• Promoted volunteer program

• Provided translation services

• Issued invitations to families for schoolwide events and forum especially for families/guardian with unduplicated students (EL, low income, foster youth) and families with children identified with a disability.

• Parents also have access to a parent portal on Illuminate to access their child’s attendance, and academic grades.

$60893


2000, 3000

$51268


2000, 3000






regularly for parents

• Administer annual Parent Survey




All actions were implemented with fidelity to achieve Goal 3. Our SSC & ELAC participation were strengthened this year by our Principal and Bilingual Community Liaison.


All actions/services were highly effective in supporting Goal #3. The Principal hosted numerous parent and schoolwide events to meet families and welcome them to the school, knowing that parent participation and engagement is critical to student academic success.



- Action 1: Contracted nursing services to provide hearing, and vision screening for students.


As a result of our school’s program and need to encourage parent and community participation/engagement, there is a need to revise LCAP Goal #3 to: “Engage parents, families, and members of the community as partners through communication and education to support student academic achievement and provide a safe, supportive, inclusive, and positive learning environment.”


Stakeholder Engagement

LCAP Year: 2019-20

Involvement Process for LCAP and Annual Update How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?


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

EBC has consistently engaged our community stakeholders in an effort to offer the best possible educational program. Any time a concern was brought forward the EBC Admin team worked to find a solution. At EBC we have embraced the mindset that parent communication must be consistent and meaningful so that everyone is working toward the same goal of helping their student grow academically, socially and emotionally. This is evidenced by our Parent Survey Results that reported 98% of parents agreed that the school allows input and welcomes parents' contributions and 96% of parents agreed that the school actively seeks the input of parents before making important decisions.

Throughout the school year, EBC has utilized staff meetings and professional development to ensure our staff continually puts the needs of our students first. EBC Staff has worked together to more efficiently and effectively analyze student achievement data and discuss best teaching practices. All of our parent and staff consultations have impacted our LCAP for the upcoming year by helping us reflect and identify MTSS implementation, continued Professional Development and enhanced parent engagement as LCAP goals.


Goals, Actions, & Services Strategic Planning Details and Accountability

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

Modified Goal

Goal 1

Implement a schoolwide Multi-tiered System of Supports (MTSS) utilizing multiple forms of data to identify the academic, social-emotional and/or behavioral needs of our students; inform instructional decisions; to improve academic outcomes for all students (schoolwide & student groups). Continue to use data to support professional learning for all educators, paraprofessionals and Leadership Team.


State Priorities: 1, 4, 5, 7, 8

Local Priorities: 1

Identified Need:

There is a need to continue to improve student academic achievement (including all student groups) on the ELA & Math CAASPP; and improve on the Fitnessgram.


Expected Annual Measurable Outcomes

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

Annual Growth on CAASPP ELA distance from Standard (DFS) Scale Scores: Grades 3-5

-67.7 points below DFS

-54.1 points

below DFS

-50 points

below DFS

-45 points

below DFS

Annual Growth on CAASPP Math distance from Standard (DFS) Scale Scores: Grades 3-5

-52.1 points below DFL3

-19.9 points below DFS

-15 points

below DFS

-10 points

below DFS

Maintain attendance rates: >96% 97.2% 96.6% >96% >96%

Decrease Chronic Absenteeism rates: (0.5% decline annually)

6% 5.4% 5% 4.5%

% Students including Unduplicated Pupils & Students with Disabilities (SWD) have access and are enrolled in a broad course of study: Music, Art & PE.

100% 100% 100% 100%

Increase % of Grade 5 Students meeting 6 of 6 Healthy Fitness Zone (HFZ) Areas on PFT

Not Reported 16.4% 18% 20%

Administer Facility Inspection Tool (FIT): Score Good or Exemplary

Good Good Good or

Exemplary Good or Exemplary

CA Science Test (Grade 5): N/A N/A Spring 2019

results will serve as a baseline

Will develop annual growth targets once Spring 2019 results

are reported

Note: 2017-18 results reflect CALPADS reporting. 2018-19 data is preliminary as the school year is not over and CALPADS reporting has not been finalized.


Planned Actions / Services

Action 1

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

Students to be Served:

(Select from All, Students with Disabilities, or Specific Student Groups)

Location(s):

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

OR

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


(Select from English Learners, Foster Youth, and/or Low Income)

Scope of Services:

(Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))

Location(s):

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

English Learners, Foster Youth and Low Income LEA-wide All Schools

Actions/Services

Select from New, Modified, or Unchanged for 2017-18



New Modified Modified

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services

STAFF TO SUPPORT SCHOOL’S PROGRAM

STAFF TO SUPPORT SCHOOL’S BASE PROGRAM

STAFF: TO SUPPORT THE SCHOOL’s PROGRAM:



Edward B. Cole Academy will employ the following staff to support the school’s educational program, goals, actions and services outlined in this LCAP and provide all students including unduplicated pupils with access to a high quality educational program with extended learning opportunities. 1. 16 Classroom Teachers that are

appropriately credentialed and assigned, who will also provide academic intervention small group instruction.

2. 1 Enrichment Instructor: Meet the Masters 3. 9 Instructional Aides/Assistants: provide

academic support in the classroom under the supervision of the classroom teacher/Academic Coach (Principal) and will attend teacher professional development.

4. Leadership Team: in charge of meeting

weekly; to review school data; student achievement data; assess impact of academic and social-emotional interventions; and ensure schoolwide policies and procedures are adhered to:

• Executive Director

• Associate Director

• Principal/Academic Coach: provide

Edward B. Cole Sr. Academy will employ 16 appropriately credentialed teachers and a School Director/Principal as part of the school’s base program

Edward B. Cole Academy will employ 16 teachers who are appropriately credentialed and assigned and a School Principal to support the school’s educational program, and the goals outlined throughout the LCAP.

Edward B. Cole Academy provides a longer school year, and school day, and instructional minutes that far exceed CA State Requirements as outlined in the following chart.

Edward B. Cole Academy provides a total of 182 instructional days that includes: 36,770 additional minutes for grades TK/K; 22,370 additional minutes for grades 1-3; and 18,770 additional minutes for grades 4-5. All teachers will also provide after-school tutoring weekly for ELA and Math across all grade levels. Our teachers will also participate in 10 days of intensive summer professional development; 4



supervision, and training for instructional assistants

• 5 lead teachers

• Business Manager

• School Counselor: Provide social-emotional support, Cloud 9 Character Education Program, and SST process

5. Classified staff:

• HR/Business Manager

• Registrar: in charge of registration, attendance and providing weekly updates to school’s director on chronic absenteeism rates.

• Janitorial Staff: 1 6. SPED Team: to provide instructional and

social-emotional supports as outlined in the student’s IEP:

• 1 RSP Teachers

• 9 Instructional Assistants

• 1 Psychologist

• 1 Speech Pathologist

• Occupational Therapist 7. Contracted services:

• Janitorial services (evening)

• ExED Back office reporting: financial reporting, fiscal training, payroll, and CALPADS reporting

non-instructional days during the academic school year, in addition to weekly professional development.



• School Meal Program


Year 2017-18 2018-19 2019-20

Amount 1. $1113200

2. $97750

3. $178075

4. $474150

5. $61802

6. $0

7. $155283

1. $1590876 $1661567

Source 1. $55660 (LCFF Base), $1057540 (Supplemental and Concentration Funds)

2. $4888 (LCFF Base), $92863 (Supplemental and Concentration Funds)

3. $5899 (LCFF Base), $112080 (Supplemental and Concentration Funds), $60096 (Title I)

4 – 7. LCFF Base

1. LCFF Base

LCFF Base: $1318737

Supplemental and Concentration Funds: $342830 (Additional Teacher days, portion of Principal salary and benefits)

Budget Reference

1, 2. 1000, 3000

3, 5. 2000, 3000

4. 1000, 2000, 3000

7. 5000

1. 1000, 3000 1000, 3000


Action 2




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services






ASSESSMENTS 1. Edward B. Cole Academy staff will

implement multiple types of assessments in order to monitor each student’s: academic progress; identify their strengths

ASSESSMENTS Edward B. Cole Sr. Academy staff will continue to implement multiple types of assessments, in order to monitor each student’s: academic progress; identify their strengths and needs in

ASSESSMENTS Edward B. Cole Academy staff will implement multiple types of assessments in order to monitor each student’s: academic progress; identify their strengths and needs in order to



and needs in order to modify instruction; and identify the type of academic intervention needed.

• Achieve 3000 Reading Assessments: after each module (weekly): Grades 2-5

• Smarty Ants Reading Assessments (Grades K-1)

• DIBELS Reading Comprehension assessment for Grades K-5: 3 times/year

• ADEPT assessment for all ELL’s: 3 times/year.

• Learning Upgrade Benchmark Assessment in Math: 3 times/year

• NWEA MAP Assessments in ELA & Math: 3 times/year

• All students will participate in at least 2 Presentations of Learning (POL); and will be provided with rubrics. Teachers will use POL’s to assess student learning.

2. In addition, Edward B. Cole Academy students will also participate in the following state-mandated assessments:

• CAASPP ELA & Math: Grades 3-5

• CELDT: Initial only

• ELPAC: ELL students only

• CA Science Test (CAST): Grades 5

order to modify instruction; and identify the type of academic intervention needed.

• NWEA MAP Assessment: 2 times/year Grades 1-5 Fall/Spring; Kindergarten: Spring

• Illuminate Benchmark Assessment (TK-2: 4 times/year; Gr. 3-5: 3 times/year)


• Wonders ELA: Weekly

• Foss Science: Weekly

• Schoolwide Writing Exam: 3 times/year – Narrative, Expository, Opinion)

• Project-based Learning: 3 times/year that are cross-curricular projects that embed current trimester standards

• Wonders ELD Assessments: Weekly

• ESGI online assessments for TK-1

In addition, Edward B. Cole Academy will administer the following state-mandated assessments:

• ELPAC: Initial & Summative for ELL

• CAASPP: ELA & Math – Grades 3-5

• CA Science Test: Grades 5


modify instruction; and identify the type of academic intervention needed.

• NWEA MAP ELA & Math: 3 times/year

• CAASPP IAB: Grades 3-5

• CAASPP ICA’s: Grades 3-5

• CREEW Writing Assessments: Gr. K-5

• ESGI Online Assessment: Gr. TK-1


• Wonders ELA

• Foss Science

• State mandated assessments:

✓ ELPAC (Initial & Summative) for EL

✓ CAASPP ELA & Math: Grades 3-5

✓ Fitnessgram: Grade 5

✓ CA Science Test: Grade 5





Year 2017-18 2018-19 2019-20

Amount 1. $45500

2. $5000

$35500 $21973

Source 1. $1393 (LCFF Base), $26467 (Supplemental and Concentration Funds), $17640 (Prop 20 Lottery)

2. $5000

Supplemental and Concentration Funds Supplemental and Concentration Funds

Budget Reference

1, 2. 4000 4000 4000


Action 3




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services






ACADEMIC & SOCIAL-EMOTIONAL INTERVENTIONS & SUPPORTS To support Edward B. Cole Academy’s program of academic interventions, our team includes Principal/Academic Coach, Counselor, and (9)

STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS TO PROVIDE ACADEMIC INTERVENTIONS: Edward B. Cole Academy will continue to align academic interventions to core instruction; and

STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS TO PROVIDE ACADEMIC INTERVENTIONS: Edward B. Cole Academy will continue to align academic interventions to core instruction;



Instructional Assistants.

The following outlines how students will be assessed for intervention and describe the types of intervention strategies that will be implemented during classroom instruction. Using our data from our instructional program, our school will scale up the SST Program, and research a method to develop a more comprehensive Support System (ex. MTSS) Framework for academic and behavioral programs for unduplicated pupils. The instructional methods and educational components at Edward B. Cole Academy are designed to address the needs of this population. Edward B. Cole uses assessment data to identify which students require academic intervention. The following are the processes for identifying students for academic intervention:

• SST Referral/Process

• Research comprehensive program (MTSS) for planning, piloting & implementation

• Club Z - off site tutoring

• In-house Afterschool tutoring

• Small group instruction during

• Use Smarty Ants: will be used for

grade level content to ensure all students including unduplicated students, are on track towards grade level mastery, in order to narrow any achievement gaps.






• Brain Pop (subscription)


• XtraMath (subscription): to increase

math fluency

Our teachers will also utilize the RtI curriculum during weekly re-teaching for struggling students that is embedded in the Envision,

and grade level content to ensure all students including unduplicated students, are on track towards grade level mastery, in order to narrow any achievement gaps.

The Academic Coordinator will serve as the academic coach, providing evidence-based instructional and curricular coaching, through classroom observations, and feedback, that will be ongoing throughout the school year. Students will receive additional academic support from the Instructional Aides (10), during the instructional day.



• Smarty Ants/Achieve 3000 (subscription)

• Xtra Math: to increase math fluency

• Dibels K-5

• Illuminate Benchmark Assessments

• Dibels: K-5

• SIPPS: RtI curriculum that will be used by classroom teachers for student foundational reading skills.



assessment and intervention

• Achieve 3000: will be used for assessments and intervention

• The full-time counselor provides social-emotional, leads PBIS team; and will be piloting Restorative Justice

• 9 Instructional Assistants provide push-in/pullout academic support

• Principal/Academic coach provides professional development for Instructional assistants and will monitor, assign all instructional assistants.

Wonders, and Foss curriculum that was purchased in 2017-18 school year.



Year 2017-18 2018-19 2019-20

Amount 1. 241600

2. See Goal 1, Action 1


1. $843809

2. $32350

3. $90000

$436986

Source 1. $120000 (Title I), $121600 (ASES)



1. $182006 (Title I), $661803 (Supplemental and Concentration Funds)

2, 3: Supplemental and Concentration Funds

Title I, Title IV: $201319 (Academic Coordinator, Instructional Aides)

Supplemental and Concentration Funds: $235667 (Instructional Aides, Web-based programs)


Year 2017-18 2018-19 2019-20

Budget Reference

1. 5000



1. 1000, 2000, 3000

2, 3: 4000

1000, 2000, 3000, 4000


Action 4




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services






COURSE ACCESS:

In order to prepare all students for the careers of the 21st century, it is critical that our school provide students with access to a broad course

COURSE ACCESS:


COURSE ACCESS:




of study beyond core subjects to include: Meet the masters Art, Music and PE.

of study (science, history) and the following:


• Physical Education

• Dance Instruction

of study (science, history) and the following:


• Physical Education: Credentialed teacher

• Tech Skills (Coding)


Year 2017-18 2018-19 2019-20

Amount $5500 $30146 $80118

Source LCFF Base Supplemental and Concentration Funds Supplemental and Concentration Funds

Budget Reference

5000 5000 1000, 3000, 5000


Action 5




Location(s):


All All Schools

OR




Scope of Services:


Location(s):


Actions/Services








FACILITIES

Edward B. Cole Academy strives to provide a safe, clean, and well-maintained school site for all students and staff. In order to accomplish



1. Annual facility leasing cost for school site. 2. Administer an annual Facility Inspection

(FIT) report; and make all necessary improvements as required.

3. Santa Ana Unified School District will install security lock, camera, and intercom for front gate entrance.

• Annual facility leasing cost for school site.

• Administer an annual Facility Inspection (FIT) report; and make all necessary improvements as required.

• Security Staff

• School maintenance, repairs, & janitorial services to ensure a safe and clean school facility for students and staff.

this the following will take place:

• Facility leasing expenses (District)

• Facility maintenance, repairs, and janitorial staff to ensure a safe and clean facility for students and staff

• Administer annual FIT Report


Year 2017-18 2018-19 2019-20

Amount

1. $81172

2. $1000

3. $0

1. $158967

2. $1000

3. $96957

4. $97588

$380120

Source

1-3: LCFF Base

1,2,4,5: LCFF Base

3: Supplemental and Concentration Funds

LCFF Base

Budget Reference

1-3: 5000 1-2: 5000 2000, 3000, 4000, 5000


Year 2017-18 2018-19 2019-20

3: 2000, 3000

4: 2000, 3000, 4000


Action 6




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services




Modified (From Action 3) Modified


STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS THAT PROVIDE SOCIAL-EMOTIONAL/BEHAVIORAL SUPPORT/INTERVENTION: Upon a review and analysis of our school’s

STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS THAT PROVIDE SOCIAL-EMOTIONAL/BEHAVIORAL SUPPORT/INTERVENTION: Upon a review and analysis of our school’s



student profile data, discussions with teachers, students and parents, our school has implemented a comprehensive suite of services to meet the needs of our students including implementation of Positive Behavior Intervention Support (PBIS), an alternatives to suspension to improve school climate, behavior, and reduce suspension rates.


Our teachers will continue to implement the LOVE Value Lesson (Heart, Persistence, Encouragement, and Unity) in combination with Cloud 9. In addition, our teachers will utilize Class Dojo that will communicate with parents and students as a behavior management system.

student profile data, discussions with teachers, students and parents, our school has implemented a comprehensive suite of services to meet the needs of our students including implementation of Positive Behavior Intervention Support (PBIS), an alternatives to suspension to improve school climate, behavior, and reduce suspension rates.

Edward B. Cole Academy will continue to provide counseling services (Turning Point) to provide our at-risk students with social-emotional and/or behavioral counseling. Our school will also continue to implement Cloud 9 Character Development Program that will be embedded in the instructional day by classroom teachers.


Year 2017-18 2018-19 2019-20


Year 2017-18 2018-19 2019-20

Amount 1. $30000

2. $12000

$12000

Source Supplemental and Concentration Funds Supplemental and Concentration Funds

Budget Reference

1, 2: 4000, 5000 5000


Action 7




Location(s):


Students with Disabilities All Schools

OR




Scope of Services:


Location(s):


Actions/Services




New Modified


STAFFING, SERVICES & PROGRAM TO SERVICE SPED STUDENTS:

SPED Team: will provide instructional and social emotional supports as outlined in the

STAFFING, SERVICES & PROGRAM TO SERVICE STUDENTS W/DISABILITIES (SWD):

Edward B. Cole Academy’s SELPA provider is Santa Ana Unified School District who



student’s IEP. Our staffing will include but is not limited to:

• 1 RSP Teachers

• Contracted services: Psychologist, Speech Therapist

provided an RSP teacher, and our school contracted services for Students with Disabilities.


Year 2017-18 2018-19 2019-20

Amount $0 $656527

Source NA LCFF Base

Budget Reference

NA 5000



Modified Goal

Goal 2

Continue to develop and implement a comprehensive, coherently focused, schoolwide Professional Development Plan that supports all teachers to improve the quality and delivery of a standards-aligned and rigorous instructional program, that includes differentiation to address the diverse learning needs of all students (English Learners, Students with Disabilities), and that engages all learners in order to close the achievement gap among all student groups.


State Priorities: 1, 2, 4


Identified Need:

There is a need to continue to expand professional development for all teachers and paraprofessionals to strengthen the quality and delivery of instruction. In addition, there is a need to continue to strengthen designated and integrated ELD Instruction to improve academic outcomes for all students and EL.



% of students that will have access to standards-aligned instructional materials:

100% 100% 100% 100%



Implementation of academic content standards will improve to “Full Implementation” (Level 4) or “Full Implementation and Sustainability” (Level 5) for all students, including access for English Learners, as measured by the Local Indicator rubric.

% of teachers who are appropriately credentialed and assigned.

100% 100% 100% 100%

% of EL who progress in English Proficiency as measured by CELDT/ELPAC:

15% 39.3% 40% 41%

Increase English Learner reclassification rate: 35% 14%

CELDT

0.4%

CELDT

0%

ELPAC

1%

ELPAC

Note: 2017-18 Data was extracted from CALPADS certified data. Since the school year is not yet over, 2018-19 data are preliminary.



Action 1




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services






PROFESSIONAL DEVELOPMENT 1. In order to provide all students with a high

PROFESSIONAL DEVELOPMENT Edward B. Cole Academy provides all teachers

PROFESSIONAL DEVELOPMENT

Edward B. Cole Academy provides all teachers



quality rigorous standards-aligned instructional program, it is critical that our teaching staff is provided with appropriate and targeted, research-based professional development. The focus this year will primarily include the following topics:

• Differentiation & Scaffolding

• CCSS ELA/ELD Frameworks

• CCSS Math

• NGSS

• Data Analysis: NWEA

• Developing & Implementing Formative Assessments

• Classroom Management

2. All order to provide all students with a high quality rigorous standards-aligned instructional program, it is critical that our teaching staff is provided with appropriate and targeted, research-based professional development. The focus this year will primarily include the following topics:

• Differentiation & Scaffolding

• CCSS ELA/ELD Frameworks

• CCSS Math

• NGSS

• Data Analysis: NWEA

• Developing & Implementing Formative Assessments

with evidence based professional development aligned to the CA State Standards, school’s mission and educational program and targeted to meet the needs of our students. Topics of focus will include:


• McGraw-Hill: Wonders ELA


• NGSS

• Writing Exam workshop

• Project-based Learning


• PBIS

• GLAD Strategies

• Room Environment Expectations Workshop

In addition, our teachers will receive professional development during the summer (prior to the start of the school year), and during the school year (minimum days).

with evidence based professional development aligned to the CA State Standards, school’s mission and educational program and targeted to meet the needs of our students. The focus for the 2019-20 school year will include:

• Pearson- Envision Math

• McGraw-Hill Wonders ELA/ELD


• CREEW Writing Workshop


• PBIS

• GLAD Strategies

• Room Environment Expectations

• Microsoft Innovative Educator Certification

• Danielson’s Framework (Title II)

• Cognitive Coaching (OCDE)

• Coaching – For Principal

• Teacher Induction (Title II)

All teachers and paraprofessionals will participate in 10 days of Summer Professional Development/Learning prior to the start of the school year. During the 2019-20 academic year, teachers and paraprofessionals will participate in 4 non-instructional days; and weekly professional development.



• Classroom Management

3. Members of our teaching staff and/or Leadership team plan to attend in the following conferences:

• Leadership Team will attend the STEM Conference and CCSA along with new teacher hires


Year 2017-18 2018-19 2019-20

Amount 1. $9963

2. $5000

3. $5000

1. $29807

2. $10000

$224603

Source 1. $8000 (Educator Effectiveness), $1963 (Title II)

2, 3: LCFF Base

1. $19807 (Title II), $10000 (LCFF Base)


Title II: $20148 (PD)

Supplemental and Concentration Funds: $204455 (PD)

Budget Reference

1-3: 5000 1-2: 5000 5000


Action 2




Location(s):


OR




Scope of Services:


Location(s):


English Learners LEA-wide All Schools

Actions/Services




New Modified


ELD PROGRAM

Edward B. Cole Academy will review and revise its EL Master Plan to align with the CDE’s recent reclassification guidance; shift from

ELD PROGRAM Edward B. Cole Academy will review and revise its EL Master Plan to align with the implementation of the ELPAC; recently adopted ELD Wonders Curriculum and

STAFFING, SERVICES & PROGRAM TO SERVICE ELL STUDENTS:

The Principal and TOSA will review and revise the EL Master Plan to align with the ELPAC,



CELDT to implementation of the ELPAC; ELD Curriculum and supplemental materials, in order to ensure that all ELs receive appropriate, adequate and targeted ELD designated and integrated instruction. The school’s CELDT Coordinator (Credentialed teachers) will administer the CELDT, and ELPAC. The principal and teachers will review, analyze and closely monitor the academic progress of all ELL using multiple forms of data from assessments to ensure academic growth in ELA and math.

supplemental/intervention web-based programs (outlined earlier in this LCAP under intervention), in order to ensure that all ELs receive appropriate, adequate and targeted ELD designated and integrated instruction. Our teachers will administer the ELPAC assessment and meet with the Academic Coach and principal to analyze ELPAC results, EL student work, and assessment results (internal and state mandated) to assess EL for reclassification, academic intervention and/or SST.

ELD curriculum (Wonders), in order to ensure that all ELs receive appropriate, adequate and targeted ELD designated and integrated instruction across all grade levels. Teachers will utilize Wonders ELD Assessments on a weekly basis and analyze data during weekly data reflection meetings.

The Instructional Aide will provide EL students with additional academic support and intervention through push-in and small group instruction.


Year 2017-18 2018-19 2019-20

Amount See Goal 1, Action 1 See Goal 1, Action 3 $25840

Source

See Goal 1, Action 1

See Goal 1, Action 3 Title III: $23479

Supplemental and Concentration Funds: $2360 (Instructional Aide)

Budget Reference

See Goal 1, Action 1 See Goal 1, Action 3 2000, 3000


Action 3




Location(s):


All All Schools

OR




Scope of Services:


Location(s):


Actions/Services






CURRICULUM Every student has access to standards-aligned curriculum. Edward B. Cole Academy will purchase the following additional curriculum and/or supplemental instructional materials:


Every student has access to standards-aligned curriculum. Edward B. Cole Academy made significant curricular purchases for adoption

CORE CURRICULUM TO BE PURCHASED: Edward B. Cole Academy will continue to ensure that every student has access to standards-aligned curriculum across all disciplines. Purchases for the 2019-20 school



• Eureka Math

• Adopting ELA curriculum

• Adopting ELD Curriculum



• JIJI Math Program (subscription)


• Google Classroom

• Moby Max (subscription)

• Learn 360 (subscription) • Math manipulatives

and currently do not need to purchase additional curriculum for the 2018-19 school year.

year include:

• FOSS Kits

• Studies Weekly: History

• Studies Weekly: Science

• Curricular purchase for additional Kindergarten class.


Year 2017-18 2018-19 2019-20

Amount 1. $58300


$0 $48143

Source 1. $2915 (LCFF Base), $55385 (Supplemental and Concentration Funds)


NA LCFF Base: $26140

Lottery: $22003

Budget Reference

1. 4000


NA 4000


Action 4




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services






TECHNOLOGY In order to provide all students with access to digital media, our school will implement the following:

TECHNOLOGY Edward B. Cole Academy has successfully implemented a 1:1 student to device ratio, and teachers utilize Google Apps for Education (GAFE). Annually, the conducts a needs

TECHNOLOGY Edward B. Cole Academy has successfully implemented a 1:1 student to device ratio. Annually, the conducts a needs assessment based on staff and student needs. Annual,



1. Purchase the following technology devices:

• Chromebooks

• Chromebooks warranties

• Printers

• LCD Projector

• School Wide Licenses 2. The IT Specialist will also develop an

annual needs assessment for future purchases and upgrades.

3. Will contract IT services to provide tech support, installation of new devices, server, upgrades to site infrastructure, virus Internet WIFI, etc.

assessment based on staff and student needs. Annual, purchases for technology include but are not limited to:

• Chromebooks replacement

• Laptops (teachers) replacement

purchases for technology include but are not limited to: Microsoft Surface Tablets for students and staff. Our plan is to provide families who lack a computer at home, with access to a Chromebooks (borrow). In addition, Edward B. Cole Academy will begin to utilize Microsoft Education Platforms in addition to Google Apps for Education.


Year 2017-18 2018-19 2019-20

Amount 1. $30000

2, 3. $60000

$30000 $137286

Source

1-3. LCFF Base

Supplemental and Concentration Funds LCFF Base: $113000

Supplemental and Concentration Funds: $24286 (Technology Equipment)

Budget Reference

1. 4000

2, 3. 5000

4000 4000, 5000


Action 5




Location(s):


OR




Scope of Services:


Location(s):


Actions/Services






STUDENT ENGAGEMENT In order to provide students with relevant learning experiences outside of the classroom, our school will host and/or provide the following:

STAFFING, STRATEGIES, PROGRAMS & ACTIVITIES TO PROMOTE STUDENT ENGAGEMENT: In order to provide students with relevant learning experiences outside of the classroom,

This action has been moved to/combined with Goal 3, Action 1.



1. Provide field (learning) trips to the

following museums.

• Natural History Museum LA

• San Juan Capistrano Mission

• Philharmonic Orchestra - Segerstrom Center for the Arts

• Fire Station

• Disneyland Resort Salutes the American Band

• California Science Center

• Kid BIZ

• 5th Grade Science Camp

• LA Zoo

• Tanaka Farms

• Tongva Trails

2. As part of our school’s college-going culture, all 4th/5th grade students will visit a college-university

3. Provide students with leadership

opportunities through Scholar Council. 4. Will offer after-school clubs and

organizations: OASIS International (Architect/engineering, Creative Art. Journaling, Media Design

our school will host and/or provide the following:

• Field trips aligned to the content standards

• Field trips college/universities

• Host schoolwide events: Family Feast, Winter Program, Carnival

• Promote Data Walls: that will illustrate how each class is performing and develop rewards for high academic achievement.

• Offer after-school academic/social enrichment program (ASES Grant)



5. Offer after-school academic/social enrichment program.

• ASES Grant

• Club Z: after-school at-home tutoring 6. Community service and/or Service

Learning

• Sage Hill HS Service Learning Program


Year 2017-18 2018-19 2019-20

Amount 1, 2: $12000

3, 4, 6: $0

5: See Goal 1, Action 3

1. $12674

2. $132787

N/A

Source 1, 2: LCFF Base


1. LCFF Base

2. $99840 (ASES); $32347(LCFF Base)

Budget Reference

1, 2: 5000


1-3: 5000



Modified Goal

Goal 3

Engage parents, families, and members of the community as partners through communication and education to support student academic achievement and provide a safe, supportive, inclusive, and positive learning environment.


State Priorities: 3, 6


Identified Need:

There is a need to continue to strengthen parent participation and engagement at the school; and collaborate as partners to improve academic outcomes for all students. There is also a need to develop partnerships with community based organizations that support our school’s mission, vision and our student body.



Parent involvement through input in decision-making via SSC, ELAC & PTC.

Met Met Met Met

Parent involvement will include opportunities for participation in programs for unduplicated students.

Met Met Met Met



Suspension rates: <2% 2.9% 1.7% <2% <2%

Maintain expulsion rates <1% 0% 0% <1% <1%

Increase participation rate on parent survey: Baseline 77%

191 parents 311 respondents >80%

Increase participation rate on student survey: Baseline 88%

Gr. 2-5 95% >90%

Increase participation rate on staff survey: Baseline Not reported 90% >90%

Note: 2017-18 Data was extracted from CALPADS certified data. Since the school year is not yet over, 2018-19 data are preliminary.



Action 1




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services






SCHOOL CLIMATE & SAFETY Edward B. Cole Academy will implement the

STAFFING, PROGRAMS, STRATEGIES & ACTIVITIES TO PROMOTE A POSITIVE SCHOOL

STAFFING, PROGRAMS, STRATEGIES & ACTIVITIES TO PROMOTE STUDENT



following actions and services to ensure all students are provided with a safe, welcoming and positive learning community,

1. The Leadership Team will annually review and revise the Comprehensive School Safety Plan. The school’s entire staff will be trained on the School Safety Plan, and monthly drills will take place.

2. Leadership Team/Principal will develop a supervision schedule that includes supervision of students before/during and after-school.

3. Edward B. Cole Academy will

implement the following character education program: that includes Cloud 9 character program

4. Assemblies will take place monthly to

recognize students for the following: exuding positive character traits/behavior.

5. Assemblies will take place each

trimester to acknowledge perfect attendance, “Star Scholars” and “most improved.”

CLIMATE & ENSURE A SAFE SCHOOL: Edward B. Cole Academy will implement the following actions and services to ensure all students are provided with a safe, welcoming and positive learning community.

• The Leadership Team will annually review and revise the Comprehensive School Safety Plan.

• The school’s entire staff will be trained on the School Safety Plan, and monthly drills will take place.

• Continue to implement Second Step Character Education Program


• Host quarterly assemblies to recognize students for citizenship, honor roll and attendance

• Implement Spirit Days to improve school climate and culture building.

• Administer annual staff and student survey.

• Recess Aides

ENGAGEMENT, A POSITIVE SCHOOL CLIMATE & PROVIDE SAFE SCHOOL ENVIRONMENT: Edward B. Cole Academy will implement the following:

• Continue EBC Scholar Dollar/Cougar Store Program

• Provide students with College T-shirts on Fridays (College-going culture)

• Classrooms will be renamed after a college/university and students will learn the details of their “college/university”

• Field trips to colleges/universities

• Provide students with experiential learning opportunities through field trips

• After-school Dance Program

• Administer Parent, student, and staff survey

• The Leadership Team will annually review and revise the Comprehensive School Safety Plan; and develop a needs assessment annually.


• School Safety Squad will provide supervision throughout the school day including student drop-off and pick-up

• Implement schoolwide identification



6. All students will attend assemblies/workshops on the following topics: Bullying, restorative justice/practices, cyber-bullying, Internet safety, etc.

safety protocols.

• Host trimester assemblies to recognize students for citizenship, honor roll and attendance.


Year 2017-18 2018-19 2019-20

Amount 1, 2: See Goal 1, Action 4

3. $10500

4-6: $0


2. $81159

$445088

Source

1, 2: See Goal 1, Action 4

3. LCFF Base



Supplemental and Concentration Funds: $345248 (Field trips, buses, dance, recess aides, security, after school program)

After School Education and Safety Funds: $99840

Budget Reference

1, 2: See Goal 1, Action 4

3. 4000


2. 2000, 3000

5000


Action 2




Location(s):


All All Schools

OR




Scope of Services:


Location(s):


Actions/Services




New Unchanged Unchanged




METHODS BY WHICH PARENTS PARTICIPATE IN DECISION-MAKING: In order to promote and elicit parent input in decision-making, Edward B. Cole Academy will host and facilitate SSC, and ELAC Meetings





• Parent-Partnership Committee (PPC) The School Principal is responsible for organizing these meetings with teacher, classified staff and parents to participate in these committees.



• Parent-Partnership Committee (PPC) The School Principal is responsible for organizing these meetings with teacher, classified staff and parents to participate in these committees.

during the school year with annual elections to include parents, staff, and teachers.

Edward B. Cole Academy will continue to adhere to the requirements of AB716, and the school’s LCAP will serve as its School Plan for Student Achievement (SPSA).

During the school year SSC and ELAC will provide input/feedback on the LCAP Actions/services and monitor annual measurable outcomes. This is an opportunity for parents and community members to provide input on student programs and the allocation of Title Funds.

The Parent Partnership Committee also provides a venue for parents to participate in decision-making.


Year 2017-18 2018-19 2019-20

Amount $0 $1000 $2000

Source See Goal 1, Action 1 LCFF Base LCFF Base

Budget Reference

See Goal 1, Action 1 4000 4000


Action 3




Location(s):


OR




Scope of Services:


Location(s):



Actions/Services






OPPORTUNITIES FOR PARENT PARTICIPATION Edward B. Cole Academy provides (or will provide) the following opportunities to engage parents as partners in their child’s education. They include:

OPPORTUNITIES PROVIDED TO SUPPORT PARENT ENGAGEMENT & PARTICIPATION: Edward B. Cole Academy will provide all parents (including unduplicated students, and Students with Disabilities) with numerous

OPPORTUNITIES PROVIDED TO SUPPORT PARENT ENGAGEMENT & PARTICIPATION:

At Edward B. Cole Academy, we strive to engage parents and have implemented the



1. Volunteer in school wide events; and/or

assist teachers in the classroom. All volunteers will be scanned into Raptor system to provide background checks.

2. Parent workshops on the following topics

as requested by parents:

• How to support my child academically

• Positive Discipline

• Understanding CAASPP results

• Healthy Living

• Financial Education Support 3. Administer an annual parent survey to

obtain input and feedback on the school’s program.

4. Ensure school website and social media is updated on a regular basis as a method to communicate with parents.

opportunities to engage as partners in their child’s education. The Community Liaison will facilitate the following:

• Parent workshops

• Communicate with families on upcoming events, committee meetings, etc.



• Issue invitations to families for schoolwide events, and forum especially for families/guardian with unduplicated students (EL, low income, foster youth) and families with children identified with a disability.

• Families/guardians will also have access to Illuminate (parent portal) where they can view their child’s academic progress and communicate with teachers.

• Ensure school’s website is updated regularly for parents

• Administer annual Parent Survey

following to increase/improve parent participation at the school, which impact student academic outcomes.

The Bilingual Community Liaison will facilitate the following:

• Student recruitment, including School Site Council.

• Communicate with families on upcoming events, and committee meetings especially for families/guardian with unduplicated students (EL, low income, foster youth) and families with children identified with a disability.

• Host Parent Workshops



• Host EBC Family Fridays – on a rotation basis focus on a different topic

• Teaches will communicate with families using Class Dojo

Parents will also have access to a parent portal on Illuminate to access their child’s attendance, and academic grades.



Year 2017-18 2018-19 2019-20

Amount $1000 $60893 $72237

Source LCFF Base Supplemental and Concentration Funds Supplemental and Concentration Funds

Budget Reference

5000 2000, 3000 2000, 3000


Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year: 2019-20

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$1203970 34.97%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

2019-20

The following improved actions and services are principally directed towards unduplicated pupils and funded using Supplemental & Concentration Funds.

- Goal 1, Action 1: EBCA provides an educational program that offers a longer school day, longer school year. Teachers participate in 10 days of intensive summer professional development; 4 non-instructional days during the academic school year; and weekly during the academic year.

- Goal 1, Action 2: NWEA MAP Assessments in ELA/Math & ESGI Online Assessments to monitor academic progress multiple times throughout the year.

- Goal 1, Action 3: Academic Interventions: ST Math, Smarty Ants/Achieve 3000,

- Goal 1, Action 4: In order to prepare all students for the careers of the 21st century, it is critical that our school provide students with access to a broad course of study (science, history) and the following: Meet the Masters Art Program; Physical Education; and Technical Skills (Coding class).


- Goal 1, Action 6: Edward B. Cole Academy will continue to provide counseling services (Turning Point) to provide our at-risk students with social-emotional and/or behavioral counseling. Our school will also continue to implement Cloud 9 Character Development Program that will be embedded in the instructional day by classroom teachers.

- Goal 2, Action 1: Professional Development Cognitive Coaching, Pearson-Envison math, McGraw Hill Wonders ELA/ELD Curriculum, Building Positive Culture, PBIS, and GLAD Strategies.

- Goal 2, Action 2: ELD Program: The Instructional Aide will provide EL students with additional academic support and intervention through push-in and small group instruction.

- Goal 2, Action 4: Microsoft Surface Tablets for students use.

- Goal 3, Action 1: Student Engagement & School Climate/Safety: Field trips that provide experiential learning opportunities for students; field trips to colleges/universities; After-school dance program; staff/parent/student survey, EBC Scholar Dollar Positive behavior incentive program.

- Goal 3, Action 3: At Edward B. Cole Academy, we strive to engage parents and have implemented the following to increase/improve parent participation at the school, which impact student academic outcomes. The Bilingual Community Liaison will facilitate the following: Parent workshops, EBC Family Fridays, Communicate with families on upcoming meetings/events. Parents will also have access to a parent portal on Illuminate to access their child’s attendance, and academic grades.

2018-19

Edward B. Cole Academy provides a rigorous academic educational program serving a high percentage of English Learners, and socio-economically disadvantaged (and homeless) students. Our student demographics include: 97% Hispanic, 1% White, 1% African American, of which 3% are Students with Disabilities; 60% English Language Learners; 13% Homeless Youth; 0.5% Foster Youth; and 93% who qualify for free/reduced lunch

Edward B. Cole Academy will provide an extended school year of 214 instructional days that includes a comprehensive suite of academic, social-emotional and behavioral supports for our students. Our school provides students with enrichment electives that Art, Dance and physical education. The PE program will include nutritional and healthy eating components since our students struggle with the Physical Fitness Test (PFT) and reside in a community with high childhood morbidity rates.

The following improved actions and services are principally directed towards unduplicated pupils and funded using Supplemental & Concentration Funds.

- Goal 1, Action 2: Internal and benchmark assessments (ELA, Math, Writing, Science, ELD) for all grade levels to monitor for student academic growth and needs.


- Goal 1, Action 3: STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS TO PROVIDE ACADEMIC INTERVENTIONS:


Our students will have access to the following academic intervention web-based programs that will be used during the instructional day and the intervention block that includes subscriptions to: ST Math: Achieve 3000: Smarty Ants, Brain Pop, Learning Upgrade, and XtraMath, to increase math fluency.

Our teachers will also utilize the RtI curriculum during weekly re-teaching for struggling students that is embedded in the Envision, Wonders, and Foss curriculum that was purchased in 2017-18 school year.


- Goal 1, Action 4: COURSE ACCESS

In order to prepare all students for the careers of the 21st century, it is critical that our school provide students with access to a broad course of study (science, history) and the following: Meet the Masters Art Program, Physical Education and Dance Instruction.

- Goal 1, Action 6: STAFFING, SUPPLEMENTAL CURRICULUM, & PROGRAMS THAT PROVIDE SOCIAL-EMOTIONAL/BEHAVIORAL SUPPORT/INTERVENTION:


Our teachers will continue to implement the LOVE Value Lesson (Heart, Persistence, Encouragement, and Unity) in combination with Cloud 9. In addition, our teachers will utilize Class Dojo that will communicate with parents and students as a behavior management system.

- Goal 2, Action 1: PROFESSIONAL DEVELOPMENT


Professional Development for all teachers on GLAD Strategies, PBIS, Building Positive Culture, and room environment expectations.

- Goal 2, Action 4: TECHNOLOGY

Implementation of 1:1 Chromebooks (replacement) to ensure all unduplicated students have access to technology and web-based intervention programs.

- Goal 3, Action 1: STAFFING, PROGRAMS, STRATEGIES & ACTIVITIES TO PROMOTE A POSITIVE SCHOOL CLIMATE & ENSURE A SAFE SCHOOL:

To maintain a safe campus and ensure a positive school climate, our school will survey students, staff and parents; and employ recess aides.

- Goal 3, Action 3: OPPORTUNITIES PROVIDED TO SUPPORT PARENT ENGAGEMENT & PARTICIPATION:

Edward B. Cole Academy will provide all parents (including unduplicated students, and Students with Disabilities) with numerous opportunities to engage as partners in their child’s education. Edward B. Cole Academy will employ a Community Liaison who will facilitate parent workshops, provide translation services (Spanish), communicate with families, host parent workshops and train parents to use the Illuminate parent portal so they can view their child’s academic progress, attendance, and message school staff. A parent survey will be administered annually.

2017-18

The Supplemental and Concentration Funds are being expended on actions and services that are principally directed toward unduplicated student groups.

• Goal 1 includes a full-time counselor time to provide social-emotional support to unduplicated students (Goal 1, Actions 1, 3) and staff development Cloud 9 Character Education Program (Goal 2, Action 1)

• Goal 1, Action 3 includes subscription to academic intervention web-based supplemental programs: Learn 360, Achieve 3000, JiJi Math, Moby Max, Learning Upgrade and Smarty Ants.

• Goal 1 includes 9 instructional assistants that will provide push-in/pull out academic support (Goal 1, Action 3) under the supervision of classroom teachers (planning); and the Principal/Academic coach who will provide professional development/training and assigning.


• Implementation of additional assessments (Achieve 3000, Dibels, Learning Upgrade, Smarty Ants) beyond interim benchmark assessment of NWEA MAP ELA/Math (Goal 1, Action 2)

The Principal/Academic Coach will provide training and supervision/evaluation of Instructional Assistants, and conduct classroom observations, coaching (teachers and instructional assistants); and professional development on research and evidence-based pedagogical strategies in working with ELL, low-income, foster youth, including reading strategies, differentiation, scaffolding, and writing strategies that will benefit all students. Unduplicated student groups who are scoring below their peers in ELA and Math will benefit from these strategies, which hare specially designed to increase student engagement and access to the rigor of the CA. State Standards.

Local Control Funding Formula (LCFF)

Budget Overview for Parents Template

Developed by the California Department of Education, December 2018

LCFF Budget Overview for Parents: Data Input

Not for Inclusion with the Template

Local Educational Agency (LEA) name: Edward B. Cole AcademyCDS code: 30-66670-010626

LEA contact information: Nic Sessions, Principal 714.836.9023. [email protected]

Coming LCAP Year: 2019-20

Current LCAP Year 2018-19*NOTE: The "High Needs Students" referred to in the tables below are Unduplicated Students for LCFF funding purposes.

EmptyCell

Projected General Fund Revenue for the 2019-20 LCAP Year Amount

Total LCFF funds $ 4,647,033 LCFF supplemental & concentration grants $ 1,203,970 All other state funds $ 212,350 All local funds $ 67,056 All federal funds $ 490,483 Total Projected Revenue $ 5,416,922 EmptyCell EmptyCellTotal Budgeted Expenditures for the 2019-20 LCAP Year Amount

Total Budgeted General Fund Expenditures $ 6,085,468 Total Budgeted Expenditures in LCAP $ 4,206,244 Total Budgeted Expenditures for High Needs Students in LCAP $ 1,339,952

Expenditures not in the LCAP $ 1,879,224 EmptyCell EmptyCellExpenditures for High Needs Students in the 2018-19 LCAP Year Amount

Total Budgeted Expenditures for High Needs Students in the LCAP $ 1,033,120

Estimated Actual Expenditures for High Needs Students in LCAP $ 1,033,120

End of Sheet End of Sheet

LCFF Budget Overview for Parents: Narrative Response Page

Not for Inclusion in the Template

Required Prompt(s)

Briefly describe any of the General Fund Budget Expenditures for the LCAP year not included in the LCAP.

A prompt may display based on information provided in the Data Input tab.

A prompt may display based on information provided in the Data Input tab.

LCFF Budget Overview for Parents: Narrative Response Page

Not for Inclusion in the Template

Response(s)Included in General Fund Budget Expenditures but not included in the LCAP include, but are not limited to the following costs associated with operating the school program: Auxiliary Staff Members, Staff Benefits, Operational Supplies, General Insurance costs, Legal/Audit Fees, Various non-instructional consultants, Administration Fees.

[Respond to the prompt here; if there is no prompt a response is not required.]

[Respond to the prompt here; if there is no prompt a response is not required.]

LCFF Budget Overview for Parents

Page 5 of 9

Local Educational Agency (LEA) Name: Edward B. Cole AcademyCDS Code: 30-66670-010626Local Control and Accountability Plan (LCAP) Year: 2019-20LEA contact information: Nic Sessions, Principal 714.836.9023. [email protected]

School districts receive funding from different sources: state funds under the Local Control Funding Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based on the enrollment of high needs students (foster youth, English learners, and low-income students).

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Edward B. Cole Academy expects to receive in the coming year from all sources.

The total revenue projected for Edward B. Cole Academy is $5,416,922.00, of which $4,647,033.00 is Local Control Funding Formula (LCFF), $212,350.00 is other state funds, $67,056.00 is local funds, and $490,483.00 is federal funds. Of the $4,647,033.00 in LCFF Funds, $1,203,970.00 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school districts must work with parents, educators, students, and the community to develop a Local Control and Acccountability Plan (LCAP) that shows how they will use these funds to serve students.

LCFF supplemental & concentration grants ,

$1,203,970 , 22% All Other LCFF funds, $3,443,063 , 64%

All other state funds, $212,350 , 4%

All local funds, $67,056 , 1%

All federal funds, $490,483 , 9%

Total LCFF funds, $4,647,033 , 86%

Projected Revenue by Fund Source


Page 6 of 9

This chart provides a quick summary of how much Edward B. Cole Academy plans to spend for 2019-20. It shows how much of the total is tied to planned actions and services in the LCAP.

Edward B. Cole Academy plans to spend $6,085,468.00 for the 2019-20 school year. Of that amount, $4,206,244.00 is tied to actions/services in the LCAP and $1,879,224.00 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:

Included in General Fund Budget Expenditures but not included in the LCAP include, but are not limited to the following costs associated with operating the school program: Auxiliary Staff Members, Staff Benefits, Operational Supplies, General Insurance costs, Legal/Audit Fees, Various non-instructional consultants, Administration Fees.

Increased or Improved Services for High Needs Students in 2019-20

In 2019-20, Edward B. Cole Academy is projecting it will receive $1,203,970.00 based on the enrollment of foster youth, English learner, and low-income students. Edward B. Cole Academy must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Edward B. Cole Academy plans to spend $1,339,952.00 on actions to meet this requirement.

Total Budgeted General Fund Expenditures

$6,085,468 Total Budgeted Expenditures in LCAP

$4,206,244

$ 0

$ 1,000,000

$ 2,000,000

$ 3,000,000

$ 4,000,000

$ 5,000,000

$ 6,000,000

$ 7,000,000



Page 7 of 9

Update on Increased or Improved Services for High Needs Students in 2018-19

This chart compares what Edward B. Cole Academy budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what Edward B. Cole Academy

estimates it has spent on actions and services that contribute to increasing or improving services for high needs students in the current year.

In 2018-19, Edward B. Cole Academy's LCAP budgeted $1,033,120.00 for planned actions to increase or improve services for high needs students. Edward B. Cole Academy estimates that it will actually spend $1,033,120.00 for actions to increase or improve services for high needs students in 2018-19.

$1,033,120

$1,033,120

$ 0 $ 200,000 $ 400,000 $ 600,000 $ 800,000 $ 1,000,000 $ 1,200,000

Current Year Expenditures: Increased or Improved Services for High Needs Students

Total Budgeted Expenditures for HighNeeds Students in the LCAP

Estimated Actual Expenditures for HighNeeds Students in LCAP

LCFF Budget Overview for Parents Data Entry Instructions

8 of 9

These instructions are for the completion of the Local Control Funding Formula (LCFF) Budget Overview for Parents. The local educational agency (LEA) will enter its data in the ‘Data Input’ tab in the Excel workbook and respond to the available prompts in the ‘Narrative Response’ tab. This information will automatically populate the 'Template' pages of the Budget Overview for Parents with the information. To start, ensure that you are on the ‘Data Input’ worksheet by clicking on the ‘Data Input’ in the lower left hand side.

*NOTE: The "High Needs Students" referred to below are Unduplicated Students for LCFF funding purposes.

Data Input TabLEA Information (rows 1-3)The LEA must enter the LEA name, county district school (CDS) code, and LEA contact information (name, phone number and email address) in the corresponding blue boxes.

Identify the Applicable LCAP Year• Coming LCAP Year (row 4): Enter the upcoming fiscal year for which the Local Control and Accountability Plan (LCAP) is adopted or updated on or before July 1. Enter in this format 20XX-XX.

• Current LCAP Year (row 5): Enter the current fiscal year for which the previous LCAP was adopted or updated on July 1. Enter in this format 20XX-XX.

Projected General Fund Revenue for the Coming LCAP Year

All amounts should be entered in the gray boxes adjacent to the corresponding amount title. The coming LCAP year (as indicated in row 4) means the fiscal year for which an LCAP is adopted or updated by July 1. • Total LCFF funds (row 8): This amount is the total amount of LCFF funding (including supplemental & concentration grants) the LEA estimates it will receive pursuant to California Education Code (EC ) sections 2574 (for county offices of education) and 42238.02 (for school districts and charter schools), as applicable for the coming LCAP year. This amount is the amount indicated in the Standardized Account Code Structure (SACS) Budget Fund Form 01, Column F, row A.1 (LCFF Sources).• LCFF supplemental & concentration grants (row 9): This amount is the total amount of LCFF supplemental and concentration grants the LEA estimates it will receive on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR ) Section 15496(a)(5), pursuant to EC sections 2574 and 42238.02, as applicable for the coming LCAP year.

• All other state funds (row 11): This amount is the total amount of other state funds (not including LCFF funds) the LEA estimates it will receive.

• All local funds (row 12): This amount is the total amount of local funds and entitlements the LEA estimates it will receive.• All federal funds (row 13): This amount is the total amount of federal funds (including all Every Student Succeeds Act Title funds) the LEA estimates it will receive.The total of the General Fund Revenue should equal the amount indicated in the SACS Budget Fund Form 01, Column F, row A.5 (Total Revenues).

LCFF Budget Overview for Parents Data Entry Instructions

9 of 9

Total Budgeted Expenditures for the Coming LCAP Year

• Total Budgeted General Fund Expenditures (row 17): This amount is the LEA’s total budgeted General Fund expenditures for the coming LCAP year as indicated on SACS Budget Fund Form 01, column F, Row B.9 (Total Expenditures). The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

• Total Budgeted Expenditures in the LCAP (row 18): This is the total amount of budgeted expenditures on the planned actions and services to meet the goals included in the LCAP for the coming LCAP year.• Total Budgeted Expenditures for High Needs Students in LCAP (row 19): This is the total amount of the budgeted expenditures, from all fund sources, in the planned actions and services included in the LCAP that are identified as contributing to the increased or improved services for high needs students pursuant to EC Section 42238.07.

Expenditures for High Needs Students in the Current LCAP Year• Total Budgeted Expenditures for High Needs Students in the LCAP (row 23): This amount is the total of the budgeted expenditures, from all fund sources, in the planned actions and services included in the LCAP that are identified as contributing to the increased or improved services for high needs students pursuant to EC Section 42238.07 for the current LCAP year.• Estimated Actual Expenditures for High Needs Students in LCAP (row 24): This is the total of the estimated actual expenditures, from all fund sources, on the actions and services included in the LCAP that are identified to contribute to the increased or improved services for high needs students pursuant to EC Section 42238.07, as reflected in the Annual Update for the current LCAP year.

Narrative Responses TabThe LEA's response for each prompt is limited to 75 words. Double click on the applicable cell to respond to the required prompt(s).

• Brief description for General Fund Expenditures (row 2): Briefly describe any of the General Fund Budget Expenditures for the LCAP year that are not included in the LCAP.

• Brief description for High Needs Students (row 3): If the amount on line 19 ('Data Input' tab) is less than the amount on line 9 ('Data Input' tab), a prompt will appear and the LEA must provide a brief description of how the actions and services in the LCAP will meet the requirement to improve services for high needs students. If no prompt appears, the LEA is not required to supply a description.

• Brief description for actual expenditures for high needs students (row 4): If the amount in line 23 ('Data Input' tab) is greater than the amount in line 24 ('Data Input' tab), a prompt will appear and the LEA must provide a brief description of how the difference impacted the actions and services and overall increased or improved services for high needs students in the current fiscal year pursuant to EC Section 42238.07. If no prompt appears, the LEA is not required to supply a description.

2019-20 local control accountability plan addendum: general … · 2019. 6. 27. · edward b. cole...

Documents