and annual update lcap year - visalia, california · plan and annual update (lcap) template...

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

2018-19

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

LCFF Evaluation Rubrics: 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

Pixley Union Elementary

Contact Name and Title

Heather Pilgrim Superintendent

Email and Phone

[email protected] 5597575207

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

Pixley Union School District is located in Pixley, CA (population approximately 2,600), Tulare County, in the southern San Joaquin Valley of California's Central Valley, one of the world's richest agricultural areas. Pixley's vast agriculture industry of farms, orchards, and dairies utilizes the latest production technologies and provides most of the local employment of residents. The district is declining slightly in enrollment and currently has 1,072 students enrolled in two schools. Pixley Elementary School has 695 students. Pixley Middle School has 363 students. The elementary school is over 60 years old and is in line for modernization through the state bond system. The community approved a local bond in 2014 and has recently built a gymnasium and band room along with 4 additional classrooms at the middle school. Current projects include adding a new track at the middle school and an outdoor "LifeLab" for all students. Pixley schools are seen as the learning, social, and recreational hub of the community. Students and families also see the schools as a resource for school and community needs. The district provides a Family Resource Center, ASES after school program, Migrant Education, a Cadet Corp program, Character Counts, AVID(Advancement Via Individual Determination), PBIS (Positive Behavioral Intervention & Supports), and a Healthy Start Service center. In the middle of the current school year, the district added a Preschool/Extended TK class to meet the growing needs of early childhood education. The goal is to have a full operating preschool by 2020. The district is also looking into implementing a bilingual program by the 2019-2020 school year.

https://www.caschooldashboard.org/#/Details/54720410000000/3/EquityReport

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

The key features to this years LCAP are: Student Engagement. It is a priority that students have ample opportunities to engage in an environment that is rigorous and meaningful. Pixley students will have access to one to one technology through innovative instructional practices provided by highly trained teachers. The district continues to find ways to incorporate electives at the middle school in order to provide access to various content areas and to bring different experiences that heighten the curiosity of learning. English language learners will be supported through a vibrant ELD department that continues to perfect their practices so that students have the ability to become reclassified. The district is participating in the first cohort of SUMS which implements MTSS and is focused on meeting the individual behavioral, academic, and socio-emotional needs of our students. If students are not making continuous growth in any of these areas, then our RTI Instructional Coach will work with teachers and staff on intervention strategies to ensure student success. Safe, Positive Learning Environment. PUSD is 96% low income. Our students need to feel safe, secure,and accepted every single day. Therefore, another key feature is providing continuous mental health support via our district psychologist and site based counselors. Also, during the 2018-2019 school year, the district is partnering with TCOE SPED services to bring in an IRC (Intervention Resource Class) that will support our neediest special education students who receive Behavioral Health Services so that they can have ample opportunity for success in their education. The IRC will also bring in learning opportunities for our teachers and staff on how to accommodate these student's needs as well as offer behavioral support for informal, general education students. We continue to upgrade safety features on each site, busses, and the internet. It is our goal that our students want to come to school because this is the safest place for them, so it is a priority to create that environment.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress Based on a review of performance on the state indicators, our greatest progress is in the Suspension Rate and the English Learner Progress. In regards to the Suspension Rate indicator, the focus of each's site administration has been on alternative means of discipline. With the addition of the PBIS program at the elementary, along with the continued PBIS program at the middle school we have noticed a change on how teachers are handling minor infractions in the classroom. This program encourages increased parent involvement with student discipline by partnering with the parents in handling minor infractions. Also, the teachers have received additional training on how to implement PBIS thus a reduction of referrals to the office has occurred. English Learner Progress has maintained performance but we see this as progress because the Long Term EL's have improved in ELA performance by increasing almost 17 points at the Middle

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School. This is the second year the district has employed an ELD Coordinator. She, along with her ELD instructional aides and ELD teachers have received additional training on BELIEF and the EL Road Map which is providing them with key strategies to employ with our ELL's. The initial ELPAC results indicate that 50 out of 110, 45%, LTEL's received a passing score of a 3 or a 4. On a site level, Pixley Elementary is showing an increase in math proficiency, especially within the ELL student group. They went from red status in 2016 to yellow status in 2017 and overall the school moved from red to orange in one year. Pixley Middle School had the opposite occur. Their greatest progress was in ELA performance. They jumped two levels from red in 2016 to yellow in 2017. Specifically, ELL's moved from red to orange in one year in ELA proficiency. Based on a review of local performance indicators, specifically the Implementation of State Standards, the district is moving forward with implementing the newly adopted History/SS Framework by adopting a new curriculum to support the Common Core State Standards in History. The addition of a RTI Instructional Coach and her guidance in implementing the MTSS has helped teachers, specifically new teachers, and staff with supporting student's acquisition of the CCSS. We have seen great progress in tier 2 and tier 3 intervention supports that are improving academic performances. Another local performance indicator that is progressing is our Parent Engagement. 100% of our parents were satisfied with our parent education opportunities that were provided this year. There was a slight increase in the amount of parents participating in parent education opportunities. The Family Resource Center has become the parent hub of the elementary campus. You can always find parents in the FRC learning or helping teachers in some way.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs Student CAASPP performance in ELA and math continue to be in the red. ELA performance maintained overall but the performance continues to be very low. Specifically, the SPED student group declined significantly and was the only group that declined. The SPED department has met to analyze the data and has determined that staff needs to be looking at formative assessments more frequently throughout the year to determine instructional shifts that need to occur to meet student needs. Also, it is imperative that IEP goals are explicit and achievement or lack thereof is communicated to students, staff, and parents. Resource teachers will need to focus on providing explicit reading and language arts instruction. We will continue to offer after school tutoring that will be provided by teachers focusing on reading, writing, and mathematics. The district will also increase the amount of days contracted with ELA educational consultants from Tulare County Office of Education. The focus will shift to lesson studies in order to improve instruction first hand versus pulling out teachers for training. The Literacy coach will work closely with the educational consultant in Writing. A deeper focus on Academic Conversations, Close Reading, and holding teachers accountable to teaching the Lucy Calkins Writing curriculum will occur. The district will continue the work of CALLI (California Language and Learning Innovation Collaborations) network in order to learn from other districts around the state on how to increase student achievement though improving academic language. Math performance declined overall by 3.2 points. Every student group declined except for English Learners and White. Although, the middle school in particular declined the most. Every student

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group declined. Whereas the elementary improved in math performance. There needs to be more of a focus on improving math instruction at the middle school. The district is partnering with the feeder high school district on how to improve math instruction by participating in their professional development series provided by Dr. Kanold in 2018-2019. Also, the district is contracting with the Tulare County Office of Education ERS Department for ongoing math instructional coaching. PUSD will enter into the second year of the statewide cohort focused on MTSS (Multi-Tiered Systems of Support) in order to receive technical assistance on how to provide appropriate interventions in an effective and efficient way. We have already begun to shift our practices by adding a RTI Instructional coach that oversees the MTSS process and supports the teachers on how to provide multi tiered supports. We will continue to refine this process and utilize all resources to meet the individual needs of our students. The district will be a 1:1 technology district, minus kindergarten, thus supporting students increased opportunities to use online assessments and other learning tools via technology. The district has negotiated with the teachers union to increase the amount of contracted days for the upcoming 2018-2019 school year by increasing from 184 work days to 190 days. The focus of all 6 PD days will be centered around Common Core instruction in order to provide a more engaging, rigorous instructional classroom for all students, as well as best practices in UDL (Universal Design in Learning), which statistically has shown to be most beneficial for SPED students. One local area of need in regards to parent involvement is encouraging more families to utilize the Family Resource Center. The amount of parents receiving services in comparison to how many families we have in the district is very low and the same parents seem to be participating. An additional local area of need is school climate. The California Healthy Kids Survey for 2017-2018 indicated a decline in school connectedness for both 5th and 7th grade. The middle school stayed status quo on school safety but the elementary 5th grade students felt less safe at school by almost 30%. This could be attributed to multiple threats (bomb scare, and shooting threat) at the middle school last year and this year. The CHKS is only surveying 5th and 7th grade students every year, it might be suggested to find an additional survey that reaches out to more students so that there can be more concise depiction of current climate.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps At the LEA level, the district did not have any state indicators for which the performance of any student group was two or more performance levels below the "all student" performance level. At the elementary site level, the suspension indicator for all students is green and the white student group is orange. This was attributed to one white student that was suspended in 2016-2017 compared to no white students being suspended the year prior. This is a unique situation that does not require a formal plan of action to remedy.

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth. Increased or Improved services Please refer back to section "Greatest Needs" for explanation.

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Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION AMOUNT Total General Fund Budget Expenditures For LCAP Year $14,620,937

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

$3,290,029.00

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

All expenditures that are budgeted in the LCAP are from Supplemental and Concentration monies. This LCAP does not reflect any General Fund expenditures. The General Fund provides salaries, materials and supplies, and all other operating expenses for all students. DESCRIPTION AMOUNT Total Projected LCFF Revenues for LCAP Year $11,678,357

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Annual Update LCAP Year Reviewed: 2017-18

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

Goal 1 Increase student achievement and engagement for all students and subgroups.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator Student Class Rosters

17-18 Middle School music students will have the opportunity to compete in marching band, concert band, and colorguard.

Baseline 1 class at the MS 4th and 5th grade classes on teacher prep at elem

Middle School music class is offered to all interested middle school students. The enrollment reached 65 students during the 2017-2018 school year. Marching Band, Concert Band, Jazz Band, and drum line were available for students to participate in. Color Guard was also offered, having 22 students participating.

Metric/Indicator Focus Walk Thru Data on Engagement

During the first focus walk, December 12th, for Technology Integration, 55% of teachers were incorporating 2 or 3 strategies from the 4C's (Creativity, Collaboration, Communication, and Critical Thinking). During the second walk

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Expected Actual

17-18 All students will have access to innovative instructional technology in the classroom in order to increase student engagement and access to computer based testing in order to prepare for the CAASPP. Technology Focus Walks will indicate 60% of instruction is utilizing technology.

Baseline None

thru, February 1, 50% of teachers were incorporating up to 4 of the 4C's within their lessons.

Metric/Indicator English learner progress

17-18 Thirty percent of our English Language Learner's will gain proficiency on the ELPAC/CELDT.

Baseline 2016-2017 26% proficiency rate on the CELDT

45% of our LTELs are proficient on the ELPAC.


17-18 The amount of Long Term English Learner's (LTELs) will decrease by 5%.

Baseline 143 LTELs

The amount of LTELs decreased to 117, more that the 5% goal.

Metric/Indicator ROLA Scores

17-18 ROLA scores will show an increase of students reading on grade level by 5%.

Baseline 81% Reading on grade level in 2016-2017

ROLA scores increased 1%. 82% of students are reading on grade level.

Metric/Indicator SARC

17-18 100% of teachers are appropriately assigned.

Baseline 100%

100% of teachers are appropriately assigned.

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

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startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Six additional teacher days will be added to the school year for professional development in instructional technology.

Six additional teacher days were added to the school and teachers were provided professional development in the area of Instructional Technology.

1000-1999: Certificated Personnel Salaries Supplemental and Concentration 147,844.00


Action 2





Ongoing instruction coaching and professional development through On Point Innovations.

Ongoing instruction coaching and professional development through On Point Innovations was provided.

5800: Professional/Consulting Services And Operating Expenditures Supplemental and Concentration 100,000.00


Action 3





In maintaining the policy of our district of providing appropriately assigned and credentialed teachers in their perspective subject area, we will maintain a technology teacher to provide students with 21st Century skills in preparation for College and Career.

A technology teacher was provided to students at the Middle School.



Action 4





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In an effort to provide students with the latest innovative technology, the district will provide technology and the infrastructure necessary to ensure equal access to all students including students with special needs.

The district provided additional technology devices and the infrastructure necessary to ensure equal access for all students including students with special needs.

4000-4999: Books And Supplies Supplemental and Concentration 70,000.00


Action 5





The district will maintain 3 ELD teachers in order to support English Language Learners in obtaining reclassification.

The district maintained 3 ELD teachers in order to support English Language Learners in obtaining reclassification.



Action 6





Provide an ELD coordinator to assist the needs of English Language Learners.

Provided an ELD coordinator to assist the needs of English Language Learners.


1000-1999: Certificated Personnel Salaries Supplemental and Concentration 124,180

Action 7





Provide two additional part time instructional aides to support the classroom teacher in EL strategies.

Provided two additional part time instructional aides to support the classroom teacher in EL strategies.

2000-2999: Classified Personnel Salaries Supplemental and Concentration 56,391.00


Action 8





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Provide an ELD instructional aide to the ELD Coordinator to assist all new students that do not speak any English in order to improve their English language proficiency.

Provided an ELD instructional aide to the ELD Coordinator to assist all new students that do not speak any English in order to improve their English language proficiency.



Action 9





The district will maintain two literacy aides to assist in the intervention reading program that is aligned with the literacy goals of the district.

The district maintained two literacy aides to assist in the intervention reading program that is aligned with the literacy goals of the district.



Action 10





Provide a Literacy Coach to support teachers in literacy intervention strategies.

Provided a Literacy Coach to support teachers in literacy intervention strategies.



Action 11





Support and meet the target needs of our students below grade level in reading through the ASES program.

Provided teacher tutors after school for reading intervention.



Action 12





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The music program will be expanding to ensure all students have access to marching band, concert band, and color guard to experience the visual and performing arts. The district will be purchasing marching band uniforms, storage space, new instruments and equipment, a trailer to haul equipment to competitions, and pay for registrations costs/transportation cost to participate in competitions.

The music program was expanded by providing marching band, concert band, and color guard. The district purchased marching band uniforms, storage space, new instruments and equipment, a trailer to haul equipment to competitions, and paid for registrations costs/transportation cost to participate in competitions.





6000-6999: Capital Outlay Supplemental and Concentration 20,000.00


Action 13





Provide a Response to Intervention Instructional Coach to monitor the MTSS intervention program and the students.

Provided a Response to Intervention Instructional Coach to monitor the MTSS intervention program and the students.



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. Overall every action item was implemented. The district understands that as technology becomes an integral part of our children's lives, the classroom needs to shift to include instructional technology that engages students with core content. The addition of 6 professional development days for teachers supports this effort. Teachers were afforded the opportunity to learn best practices in instructional technology. The six days were spread out throughout the year, so teachers were able to acquire new skills, had time to implement those skills, and then came back to another PD day to ask clarifying questions or learn more skills to implement. This went on for five cycles. The contract with On Point Innovations continues to provide the infrastructure needed to support technology in the classroom to help achieve this goal.

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The ELD department continues to hold steady with a Coordinator, teachers, and aides. All of which are implementing key strategies to support our EL students. This year our ELD teachers, with the guidance of our Coordinator, trained the general education teachers on BELIEF strategies so that ELD can be integrated throughout the day in all content areas, along with having designated time. Our newcomers continue to be a focus in order to give them a strong start as well as focusing on key strategies to help reclassify our LTELs. The Literacy department is holding steady as well. The Coach and aides continue to support the classroom teacher in implementing the Guided Reading program which provides tier 2 support to struggling readers. The department has expanded their services this year by providing Close Read and Academic Conversations training to our 4th -6th grade teachers. These strategies are essential not only for our EL students but also for our low income students that do not have opportunities to hear academic language or utilize higher order thinking skills. This was the first year of having a RTI Instructional Coach and it has been a great added support. The district is in the first cohort of SUMS (California Scale-Up MTSS Statewide) Initiative. This is a three year commitment to making systematic changes to the district's academic, behavioral, and socio-emotional intervention programs and the RTI Instructional Coach leads this effort. The coach works directly with teachers on how to implement intervention strategies to struggling students. The coach maintains the student performance data and monitors the SST process for the entire district. Our music program continues to expand. There is now a marching band, concert band, drum line, and color guard. More than 65 students 6th-8th grade are in the program. The band director also meets with every 4th and 5th grade student to introduce music to the students. Students are thirsting for more thus next year we will begin looking into implementing a beginning band and advanced band. There is also a desire to bring in drama and art. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. There has been a shift in instruction due to our efforts to train teachers in instructional technology. The focus walk thru data reflects an increase in the implementation of the 4 C's (creativity, collaboration, critical thinking, and communication) by our teachers. During a single lesson, 55% of teachers went from implementing 2 to 3 of the 4C's within the lesson to those same teachers implementing 3-4 of the 4C's within a lesson. Principal's are also seeing the 1:1 implementation of the Chromebooks being used more consistently throughout the day and lesson plans are showing that technology is being more used for creativity versus consumption. Although we had a technology teacher for the middle school, it has been decided that with the implementation of 1:1 Chromebooks, there is no need for a technology teacher because all teachers are teaching technology throughout their lessons now. Students reading on grade level did not grow the 5% we were hoping but we did grow 1%, from 80%-81%. This is a fairly high percentage already, but our goal is to make sure they are maintaining reading proficiency as they move to the next grade level. The Literacy coach and the RTI instructional coach are extremely important in making sure that reading groups, formative assessments, interventions, and fidelity to teaching the programs are occurring. The coaches provide the in-classroom support and training that the teachers need, especially for our STSP and PIP teachers.

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The amount of Long Term English Learner's (LTELs) decreased by 13%, surpassing our goal of 5%. On the state indicator, English learner progress, English learner's maintained their progress at 71.4% (yellow). The ELD Coordinator is an essential component for monitoring our RFEPs, newcomers, and reclassifying our students. As it is the districts goal to reclassify all ELLs prior to leaving the district and head off to high school. The amount of training the ELD Coordinator provides for our ELD teachers, our general education teachers, and our EL instructional aides is phenomenal. Systems and best practices are becoming sustainable through the work of the Coordinator. This is especially important for a district that has a high population of EL students and we are beginning to see the fruits of our labor. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. In action 11 the district ended up spending more in our after school program because 1) the boards priority of not having a waiting list, 2) reserving monies to use for summer school which is now run through the after school program, and 3) the unexpected growth of our music program thus needing more music tutors.

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. The district feels that there is not a need to have a Technology Teacher at the middle school for the 2018-2019 school year. As the middle school implements 1:1 devices for their students, every teacher now becomes a technology teacher, thus why the additional 6 PD days for the year was focused around Instructional Technology. Therefore, this action will be removed for the 18/19 SY. Also, depending on the outcome of certificated negotiations, the amount, if any, of PD days for the 18/19 SY may change. The ELD Coordinator is removed from the LCAP due to administrative changes. ELD will now be overseen by the Director of Students Services, which is not an LCAP expenditure. Along with this change, the ELD aide that was assigned to the ELD Coordinator is also removed and added to action 7, thus there now being 3 ELD instructional aides. An incentive to attract and retain teachers for our rural school district was added as well.

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Goal 2 Implement state standards in ELA/ELD, mathematics, VAPA, and science.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Board approved PE Minutes Verification Form

17-18 All students will receive the required physical education minutes.

Baseline 100% of students received PE minutes

All students received their required PE minutes as verified by the board.

Metric/Indicator Progress in implementing academic standards

17-18 All students will have access to board adopted standards aligned materials.

Baseline All core curriculum standards aligned

The district has newly adopted ELD curriculum that is aligned with the CCSS.

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Expected Actual

Metric/Indicator ELD Focus Walk Thru data English learner progress

17-18 The district will implement the ELD standards and programs/services to enable ELL's access to all standards.

Baseline 100% of ELD teachers utilize the board adopted ELD curriculum

100% of the ELD teachers utilized the adopted ELD curriculum with fidelity.

Metric/Indicator Field trip rosters and field trip descriptions

17-18 All students, including unduplicated students and those with special needs, will have the opportunity to participate in various field trips in order to have first hand experiences with content standards.

Baseline 100% of students have the opportunity to participate

100% of our students, K-8th grade, had the opportunity to participate in grade level field trips (12 total).

Metric/Indicator Test scores

17-18 All students, including EL's,foster students, and low income students, will show growth on statewide assessments.

Baseline ELA 86.8 points below level 3,Math 104.5 points below level 3

Student progress in ELA state indicator for all students grew 2.7 points. Student progress in the Math state indicator for all students decreased by 3.2 points.

Metric/Indicator Progress in implementing academic standards

17-18 State Academic Standards Reflection Tool will indicate an increase in progress towards implementing academic standards.

Baseline Baseline will be determined in 2017/2018

Increase in implementing state standards by adopting History/SS curriculum and progressing towards unpacking the NGSS.


17-18 English learner's will show an increase in proficiency on the CELDT/ELPAC of 5%.

ELPI data released in the Fall of 2017 reflected English Learner Progress of 71.4%.

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Expected Actual

Baseline Low 64.4% Increased 2.7% in Spring 2017

Metric/Indicator Grade Level Plan Test scores

17-18 All students will participate in project based learning via the Life Lab in order to become more familiar with NGSS.

Baseline CAST

The Life Lab was not completed due to DSA delays.

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1





Implementation of effective staff development to increase teacher knowledge of common core implementation. Services provided by TCOE consultants.

Implemented staff development to increase teacher knowledge of common core implementation. Services provided by TCOE consultants.



Action 2





Expand the garden into a "life lab" to support a common core project based learning environment for all students, including students with special needs.

Continued to expand the Life Lab, yet delayed due to DSA requirements.



Action 3

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All students will be provided with academic and physical activities to ensure the development of mind and body through maintaining the appropriate physical education minutes mandated by the state standards. This will be provided by an elementary physical education teacher. This will include unduplicated pupils and students with exceptional needs.

All students were provided with academic and physical activities to ensure the development of mind and body through maintaining the appropriate physical education minutes mandated by the state standards. An elementary physical education teacher was provided. This included unduplicated pupils and students with exceptional needs.



Action 4





Purchase curriculum titled English 3D to be used in ELD classes at the middle school for our long term EL's (LTELs).

Purchased curriculum titled English 3D to be used in ELD classes at the middle school for our long term EL's (LTELs).



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. As content frameworks and standards are being adopted by the state, it is a goal of the district to support its implementation. The Tulare County Office of Education assists the district in this endeavor by providing the necessary training to support the common core. Although, there was a delay by DSA to construct our outdoor life lab to support the NGSS, therefore we will need to continue this action in the 18/19 SY. We have been able to maintain a PE teacher at the elementary school in order to adhere to the mandated PE minutes. The purchase of E3D curriculum has been crucial in supporting our LTELs in English proficiency.

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Overall, our classrooms are making the instructional shifts to support the common core. Teachers are being supported directly inside the classroom by the TCOE education consultants to implement new standards aligned curriculum and deliver the content using key instructional practices that support ELL's. Although, the district maintained progress in the ELA state indicator, our progress in the Math indicator declined. More specifically, the middle school is declining in math performance and improving in ELA. Whereas, the elementary is just the opposite. They are improving in math performance and declining in ELA performance. The SPED student group declined drastically from the previous year in both ELA and math. The EL's maintained progress in the state EL Progress indicator (yellow). There was positive results with the new EL intervention curriculum, E3D, because the amount of LTELs has decreased by 13% this year. 45% of LTELs were proficient on the CELDT/ELPAC. The amount of field trips increased this year allowing 100% of our students to have the opportunity to venture out of Pixley and put what they are learning into context. Although there was not an opportunity to participate with the Life Lab and the NGSS, it will be completed for the 18/19 SY. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. There was not an opportunity to complete the Life Lab due to DSA delays but phase one work was completed. The projected costs of the project ended up being more due to the unforeseen underground issues that arose and that were required by DSA to complete.

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. The E3D curriculum was a one time purchase, thus it will not be written as an action item in the 18/19 SY. Goal #2 includes the implementation of VAPA standards yet there has not been an action written to support this endeavor, therefore, there will be a new action item to support the implementation of VAPA. With the Life Lab almost ready, it is time to add an Ag Pathway teacher that will utilize and manage the outdoor Life Lab, along with assisting with the implementation of the NGSS.

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Goal 3 Increase services, resources, and educational opportunities for all parents including parents of children with special needs.


State Priorities: X Priority 3: Parental Involvement (Engagement) Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator Parent Program Services Survey

17-18 The effectiveness and quality of the parent education opportunities provided throughout the year will reflect a 70% approval rating from our parents.

Baseline none

Parent Program Services Survey indicates an overall 95% approval rating for all of our parent education opportunities that were given throughout the year.

Metric/Indicator FRC Intake Questionnaire

17-18 Family Resource Center staff will facilitate the meeting of 100% of our parents needs that come into the FRC.

Baseline none

100% of our families' needs were met through the Family Resource Center.

Metric/Indicator PIQE Graduation List

17-18 Target goal of 20 families participating in PIQE.

12 Families graduated from PIQE.

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Expected Actual

Baseline 13 families graduated in 2016- 2017






The district will provide a Family Resource Center that is managed by a Family Community Liaison to assist with families in need of outside resources and/or educational support.

The district provided a Family Resource Center that was managed by a Family Community Liaison to assist with families in need of outside resources and/or educational support such as: medical, dental, and eye assistance; guidance with health and human services; and literacy, education, and career services.



Action 2





Provide a bilingual intake secretary at the Family Resource Center in order to ensure families are receiving appropriate services.

A bilingual intake secretary at the Family Resource Center was provided in order to ensure families are receiving appropriate services.



Action 3





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Provide various parent education opportunities through the Family Resource Center. This includes guest speakers, food, and materials.

Various parent education opportunities through the Family Resource Center was provided. This included guest speakers on various health related topics, parenting topics, and how to navigate the education system.



Action 4





Provide recognition nights, awards and rewards for parents and students.

Recognition nights, awards and rewards for parents and students were provided throughout the year.



Action 5





Provide the opportunity to participate in PIQE, classes for parents, and family nights to all parents in the district.

PIQE, classes for parents, and family nights were provided to all parents in the district.



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. The Family Resource Center (FCR) has been open for almost 4 years now. The services provided continue to grow and this includes the implementation of PIQE, Parent Institute on Quality Education. The Community Liaison, along with the intake secretary, continue to serve the families of Pixley by providing a link or referrals to outside health and human services. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Every family that came into the FRC had there needs met either locally or referred to outside agencies. Parent surveys indicated a 95% approval rating on services that were provided. Although at times it feels that the same families are being serviced, the district wants to make sure that we are reaching all families in need and therefore need to come up with strategies to accomplish this for the

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18/19 SY. One area of improvement needed is increasing the amount of parents that graduate from PIQE. We need to improve how we advertise and sign up our parents for PIQE.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. There were no significant material differences between the budgeted and estimated actual expenditures.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. There is a continuous need to try and reach our parents via various communication efforts. The district would like to add electronic school marquee's along with adding an online phone app for better, consistent communication.

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Goal 4 To provide facilities that are in excellent repair, overall have a positive school climate, and a safe learning environment.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)


Expected Actual

Metric/Indicator Board approved PE Minutes Verification Form

17-18 All middle school students will meet the required PE minutes through the use of an improved track and field.

Baseline 100%

100% of middle school students met the required PE minutes through the use of an improved field. The track is delayed in construction due to delays in DSA timelines.

Metric/Indicator School climate

17-18 Climate surveys will indicate an improvement in a positive school climate and safety.

Climate surveys showed a decline in School Connectedness, from 66.5% in the previous year to 34.5% in the current year. Feeling safe also declined from 73% to 61%. This was especially noted at the elementary school, as it declined the most from 82% to 58%.

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Expected Actual

Baseline District-wide 66.5% School-Connectedness 73% Feel Safe

Metric/Indicator Nurse's End of Year Report

17-18 100% of health needs will be met.

Baseline 100%

100% of all health needs were met.

Metric/Indicator CalPADS reporting & End of Year Attendance Reporting

17-18 Maintain or improve the following rates: increase attendance rate, lower chronic absenteeism rates, suspensions decrease by 5, expulsions <5, and dropout rate of 0%.

Baseline 95.55% Attendance 10.58% Chronic Absenteeism 53 Suspensions 1 Expulsion 0% Dropout rate

Actual Attendance Rate: 96.33% Actual Chronic Absenteeism: 10.16 Actual Suspensions: 61 Actual Expulsions: 1 Actual Dropout Rate: 0%

Metric/Indicator FIT

17-18 School facilities are maintained and in good repair.

Baseline Good Rating at Middle School and Elementary

Exemplary rating at both Elementary and Middle School.

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As the language needs of our students increase, the district will employ a full time speech pathologist to meet their IEP goals.

A full time speech pathologist was provided to meet the increasing amount of students with speech IEP goals.



Action 2





Provide one elementary school counselor and one middle school counselor to support parents, unduplicated pupils, and students with exceptional needs.

One elementary school counselor and one middle school counselor were provided to support parents, unduplicated pupils, and students with exceptional needs.



Action 3





Maintain a fulltime psychologist to meet the growing emotional needs of our at risk students.

A full time psychologist was provided to meet the growing emotional needs of our at risk students.



Action 4





Maintain the LVN to provide medical support for our growing student health needs.

A LVN was provided to support our growing student health needs.



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Action 5





Maintain a skilled maintenance worker to ensure that both sites are being maintained and repaired in a timely manner.

A skilled maintenance worker was provided to ensure that both sites are being maintained and repaired in a timely manner.



Action 6





99% of our families are low income and battle with socio-emotional and physical needs that make them vulnerable. In an effort to provide them with a safe environment from the time they enter the bus to the time they enter their home, the district will install additional cameras on the bus, cameras on the elementary campus, and an outdoor PA system at the elementary school.

The district installed additional cameras on the bus, cameras on the elementary campus, and an outdoor PA system at the elementary school in order to keep students safe.



Action 7





Installation of core switches, content filters, and firewalls will keep the students safe while on the internet.

Content filters and firewalls were installed in order to keep the students safe while on the internet. Core Switches were not installed due to timeline constraints. It needs to be done during the summer time, therefore, will be moved to the 18/19 SY.



Action 8

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Improve the track and fields at the middle school in order to provide an adequate physical education learning environment to meet the PE standards.

The fields at the middle school were developed in order to provide an adequate physical education learning environment to meet the PE standards. The track was not developed yet due to DSA delays. This will be moved to the 18/19 SY.



Action 9





Provide a school library by purchasing new library books, furnishings, shelving, and technology to create a 21st century research/media library.

The school library was refurbished and new library books, furnishings, shelving, and technology was purchased in order to create a 21st century research/media library.



Action 10





Add additional playground equipment to the upper elementary school playground in order to provide more activities for students to participate in during recess and to support a positive environment.

Additional playground equipment was added to the upper elementary school playground in order to provide more activities for students to participate in during recess and to support a positive environment.



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Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Overall the facilities at both sites are in good shape and are being maintained by appropriate staffing. The playgrounds continue to be upgraded, the library was enhanced, and new soccer fields were created. Students physical and mental health needs continue to be met by our Psychologist, counselors, speech pathologists, and nurses. Our students are being kept safe on the internet, buses, and the playground. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The results of our Healthy Kids Survey that is given to all 5th and 7th grade students was disappointing. This survey is given to current 5th and 7th grade students, therefore, it does not paint a true picture of the entire student body. This is something to consider for next years survey selection. Nevertheless, the results showed an overall LEA decline in school connectedness of over 30%, and a 28% decline in school safety specifically at the elementary school. The current 5th grade class is very challenging and the amount of referrals to the office is higher than normal, even though there is a PBIS program in place. This might be a reflection of how they are feeling about being connected to their school. The middle school 7th grade students feel safer this year and have had less experiences with bullying and or harassment. Our attendance rate of 96.33% increased from last year, our chronic absenteeism rate of 10.16% improved from last year, but our number of suspensions increased slightly. The expulsions decreased to only one. 100% of our students health needs were met due to having an LVN full time. This is especially important because the amount of diabetic students and students on medication has increased district-wide. Middle School students now have the opportunity to have quality, outdoor PE instruction utilizing the open fields for soccer, baseball, and football instruction. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. The core switches that account for approximately $70,000 was not purchased and that money was moved to the Life Lab project. The library project ended up costing more to complete and the track/fields project was delayed due to DSA requirements therefore this will continue on into the next fiscal year.

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. The library project has concluded for this year and will not be necessary for the 18/19 SY. The district continues to improve safety measures and this includes facility upgrades as well as adding a Learning Director to the Middle School in order to improve school safety and discipline. It is also necessary to put money away for a deferral in site improvements if they should arise due to the elementary school being over 60 years old. The addition of an IRC classroom will also assist with supporting our neediest mental health students as we are seeing these needs increasing every year.

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Stakeholder Engagement

LCAP Year: 2018-19

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

LCAP review and analysis is an on-going conversation throughout the year with a variety of stakeholders. The district moved from giving a "survey" to all stakeholders to detailed narrative discussions about the successes of the district and areas of growth. Listed below is when and how the engagement occurs: Wellness Committee: Tri-Annually (September, February, May) Certificated and Classified Labor Management Meeting: every other month LCAP Advisory: Tri-Annually (September, February, May) Grade level lead meetings: Monthly (Every 1st Monday) Superintendent Cabinet Meetings: Monthly (Friday prior to a board meeting) School Board Meeting: (2nd Tuesday) Monthly, Town Hall Meetings: (4th Monday) Monthly ASB meetings with leadership students from each site: Annually in March DELAC: Semi-Annually (September and April) ELAC/SSC: Quarterly Donuts and Coffee with the Principal: Quarterly

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

Full involvement and representation was an opportunity for PUSD stakeholders to blend the values of the community with the State priorities. The data consisted of quantitative data such as; teacher misalignment data, facility inspection data, English learner reclassification rate, course enrollment, local benchmark assessments, CAASPP results, CELDT data, attendance rates, and suspension/expulsion rates. Data was also collected qualitatively through in-depth conversations with all stakeholders. Results are as followed:

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Goal 1 (Student Achievement & Engagement) Middle school students are finishing their first year of being 1:1 with technology. Although, the 1:1 technology is in their classroom, they do not carry their device with them throughout the day. This will be a shift next year. The student will retrieve their device in the morning, walk to each class with their device, and then return it to the classroom at the end of the day. This will require the district to purchase more devices because in the past, while student were in PE, they did not need to have 1:1 so a portion of the student body was not using a device, thus less devices were needed. With this new model, we will need to add more devices. Due to the 6 days of PD Instructional Technology training that occurred this year, teachers are becoming more comfortable integrating technology into their lessons. The elementary principal received feedback from 1st and 2nd grade teachers and they would like there classrooms to be 1:1 as well. Thus more devices are needed there as well.This will only benefit our students by becoming more familiar with online assessments, research, and inquiry at a lower level thus building a stronger foundation. As we add more devices, we are continuing to see the need to replace older computers. Teachers will continue to get support with instructional technology thru classroom coaching by TCOE Technology Educational Consultants. The districts student groups, ELL's and SED, need continuous support in order to shrink the achievement gap. Additional staffing is targeted in assisting these students. The ELD department is seeing improvements in ELL proficiency and we are exceeding our goals of reclassification of ELL's. Our Literacy department is maintaining our students reading on grade level at 81%. This continues to be a successful program. With the addition of the RTI Instructional Coach this year, our new teachers are feeling more supported by being coached on how to differentiate instruction for our neediest students. This combined with participating in the SUMS MTSS cohort, the goal is to see improvements within our SED population. We continue to extended student learning through our after school program, thus there is a continuation of funds to support this program as needed. The governing board continues to support a no-waiting list for the ASES program. The music program is flourishing and equal access to education continues to be a board priority. The band finished its first year as a marching band competing in various competitions around the valley. But this isn't the only area of musical growth. The band director has created a concert and jazz band, as well as a a drum line and color guard program due to the high interest from the students. Increased funds for this flourishing program is needed. Goal 2 (Implementation of Common Core State Standards) Staff surveys from the 6 professional development days indicated that they were very happy with the content and the time spent on the trainings. Therefore, the additional professional development days will continue for the 18/19 SY. The focus will shift from instructional technology to teaching common core lessons and what that all entails i.e. interdisciplinary teaching, real world applications, and collaborative peer groups. The creation of the outdoor life lab will support the NGSS and ELA curriculum and teachers are excited to be able to apply hands on learning in their instruction. Staff will need to be trained on how to apply project based learning in order to benefit from the life lab. The district curriculum council thought they would be adopting a science curriculum this year, but due to there not being an approved curriculum adoption list at the CDE, it was decided to look at a History/Social Studies curriculum adoption instead. The Tulare County Office of Education provided an Adoption Toolkit training therefore the district curriculum council decided on a CCSS aligned History/SS adoption. Teachers will be trained by the publishers, along with county educational consultants on how to integrate the content standards within the ELA block. Teachers feel that there is not enough time to teaching "all" the required standards, so interdisciplinary teaching of CCSS will be a focus of the 6 professional development days. Math, ELA/ELD, and writing curriculum training will be ongoing for any new teachers that have not previously received the training. The district will also begin to unpack the NGSS in order to be prepared to adopt a new

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science curriculum in the 19/20 SY that will also support the life lab. The ELD Coordinator is seeing positive results from the purchase of E3D, ELD curriculum for LTEL's, based on our English Learner Progress indicator. English proficiency in our LTELs is improving. Goal 3 (Increase parent involvement) The Family Resource Center continues to be actively utilize by the parents. There is more data being collected on our families due to the continued bilingual clerical support. This is allowing us to provide more succinct services that meet our families specific needs. Expanding resources is vital for continued success. Parents have voiced, via SSC/ELAC, that they would like to see increased communication to more families because it seems to be the same families participating in events, trainings, etc. They have specifically suggested an electronic billboard that will inform families of district events. PIQE continues to be offered but there has been a decline in attendance. The district needs to find alternative ways to advertise this program in order to increase participation. This might include providing child care and a light dinner since it falls during the evening time. Goal 4 (Improve facilities, overall school climate, improve basic services) Mental health support continues to be a need. Our referrals to the district psychologist and outside counseling services have increased this year. So much so, that there is a need for a county run Intervention Resource Class at the middle school. This will provide our neediest students with behavioral modification therapy needed in order for them to access core curriculum. Safety continues to be a concern in light of recent US school tragedies, along with local threats at the middle school. Therefore, we continue to add cameras on the school sites and buses, electronic entrance gates, an internal PA system for our aging elementary school. Families continue to ask for a new track and field to secure a full range of athletic sport opportunities for their children, and so that families in the evening and weekends can utilize the facilities to promote healthy families. The student leadership class feels that there needs to be more shade with places to sit on the playground, along with more playground equipment. What was added is great, but they would like more because there is still not enough space for everyone to use the equipment. Due to the uncertainty of state bonds for modernization, it is imperative that we continue to deposit money into the deferred maintenance fund until the aging elementary school is modernized.

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

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

Goal 1 Increase student achievement and engagement for all students and subgroups.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: Based on the 2017 CAASPP data results, Pixley Elementary School declined in performance (stayed red) on the ELA indicator and increased (moved to yellow) on the math indicator. Pixley Middle School increased performance (moved to yellow) on the ELA indicator and declined in performance (stayed red) on the math indicator. English learner progress is improving at the middle school (green) yet declining at the elementary school (red). Students with disabilities declined significantly in ELA (declined 17.5 points) and math (declined 24.5 points). Metric: Illuminate, ROLA, SRI, Walk Thru data, State Indicator's Expected Annual Measurable Outcomes

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

Student Class Rosters

1 classes at the MS 4th and 5th grade classes on teacher prep at elem

Middle School music students will have the opportunity to compete in marching band,



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concert band, and colorguard.



Focus Walk Thru Data on Engagement

None All students will have access to innovative instructional technology in the classroom in order to increase student engagement and access to computer based testing in order to prepare for the CAASPP. Technology Focus Walks will indicate 60% of instruction is utilizing technology.

All students will have access to innovative instructional technology in the classroom in order to increase student engagement and access to computer based testing in order to prepare for the CAASPP. Using the 4C's of a 21st century learner, we will increase the area of "Creation of Content" by 10%

All students will have access to innovative instructional technology in the classroom in order to increase student engagement and access to computer based testing in order to prepare for the CAASPP. Using the 4C's of a 21st century learner, we will increase the area of "Creation of Content" by 10%

English learner progress 2016-2017 26% proficiency rate on the CELDT

Thirty percent of our English Language Learner's will gain proficiency on the ELPAC/CELDT.



English learner progress 143 LTELs The amount of Long Term English Learner's (LTELs) will decrease by 5% to 136.

The amount of Long Term English Learner's (LTELs) will decrease by 5% to 129.

The amount of Long Term English Learner's (LTELs) will decrease by 5% to 123.

ROLA Scores 81% Reading on grade level in 2017-2018

ROLA scores will show an increase of students reading on grade level by 5%.

ROLA scores will show an increase of students reading on grade level by 2.5%

ROLA scores will show an increase of students reading on grade level by 1%.

Percentage of teachers that are appropriately assigned and credentialed.

100% 100% 100% 100%

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

startcollapse 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)

[Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (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))


X English Learners X Foster Youth X Low Income

X LEA-wide X All Schools

Actions/Services Select from New, Modified, or Unchanged for 2017-18

Select from New, Modified, or Unchanged for 2018-19


X New Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Six additional teacher days will be added to the school year for professional development in instructional technology.

Six additional teacher days will be added to the school year for professional development in common core teaching.

Negotiated year-to-year.


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Year 2017-18 2018-19 2019-20 Amount 147,844.00 153,141.00 147,844.00 153,141.00 Source Supplemental and Concentration Supplemental and Concentration 147,844.00 153,141.00 Budget Reference

1000-1999: Certificated Personnel Salaries


Action 2 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)



OR









X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Ongoing instruction coaching and professional development through On Point Innovations.




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Year 2017-18 2018-19 2019-20 Amount 100,000.00 75,000.00 50,000.00 100,000.00 75,000.00 50,000.00 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration 100,000.00 75,000.00 50,000.00 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures






OR





X Schoolwide Specific Schools: Pixley Middle Specific Grade Spans: 6, 7, 8




X Unchanged Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services In maintaining the policy of our district of providing appropriately assigned and credentialed teachers in their perspective subject area, we will maintain a technology

17/18 action removed in 18/19 because the position was no longer needed.

17/18 action removed in 18/19 because the position was no longer needed.

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teacher to provide students with 21st Century skills in preparation for College and Career. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 121,923.00 0 0 121,923.00 0 0 Source Supplemental and Concentration 121,923.00 0 0 Budget Reference





OR










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

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 70,000.00 225,000.00 200,000.00 70,000.00 225,000.00 200,000.00 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration 70,000.00 225,000.00 200,000.00 Budget Reference

4000-4999: Books And Supplies






OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services The district will maintain 3 ELD teachers in order to support English Language Learners in obtaining reclassification.










OR




X English Learners X Limited to Unduplicated Student Group(s) X All Schools






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Provide an ELD coordinator to assist the needs of English Language Learners.

This action removed in 18/19 because the ELD coordinator duties were assigned to another administrator in the district.

This action removed in 18/19 because the ELD coordinator duties were assigned to another administrator in the district.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 124,180.00 0 0 124,180.00 0 0 Source Supplemental and Concentration 124,180.00 0 0 Budget Reference





OR





X Schoolwide Specific Schools: Pixley Elementary Specific Grade Spans: Kindergarten, 1, 2,

3, 4, 5






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Provide two additional part time instructional aides to support the classroom teacher in EL strategies.

Provide three additional part time instructional aides to support the classroom teacher in EL strategies.

Provide three additional part time instructional aides to support the classroom teacher in EL strategies.


2000-2999: Classified Personnel Salaries





[Add Students to be Served selection here] Specific Schools: [Add Location(s) selection here]

OR




X English Learners [Add Students to be Served selection here]

X LEA-wide [Add Scope of Services selection here]

X All Schools [Add Location(s) selection here]




X Modified Action X Modified Action X Unchanged Action


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Provide an ELD instructional aide to the ELD Coordinator to assist all new students that do not speak any English in order to improve their English language proficiency.

This position merged with action 7. This position merged with action 7.






OR






3, 4, 5





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services The district will maintain two literacy aides to assist in the intervention reading program that is aligned with the literacy goals of the district.










OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide a Literacy Coach to support teachers in literacy intervention strategies.










OR











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Support and meet the target needs of our students below grade level in reading through the ASES program.

Support and meet the target needs of our students who are below grade level in reading by adding teacher tutors through the ASES program.

Support and meet the target needs of our students who are below grade level in reading by adding teacher tutors through the ASES program.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 43,434.00 73,366 75,000.00 43,434.00 73,366 75,000.00 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration 43,434.00 73,366 75,000.00 Budget Reference







OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services The music program will be expanding to ensure all students have access to marching band, concert band, and color guard to experience the visual and performing arts. The district will be purchasing marching band uniforms, storage space, new instruments and equipment, a trailer to haul equipment to competitions, and pay for registrations costs/transportation cost to participate in competitions.

Action moved to Goal 2 in 18/19.

Action moved to Goal 2 in 18/19.



Amount 10,000.00 0 10,000.00 0 Source Supplemental and Concentration 10,000.00 0 Budget Reference


Amount 20,000.00 0 0 20,000.00 0 0 Source Supplemental and Concentration 20,000.00 0 0 Budget Reference

6000-6999: Capital Outlay

Action 13 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)



OR









X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide a Response to Intervention Instructional Coach to monitor the MTSS intervention program and the students.

Continue to provide a Response to Intervention Instructional Coach to monitor the MTSS intervention program and the students.

Re-evaluate Response to Intervention Instructional Coach need for future years. TBD





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OR









X New Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A Provide an incentive of $1600 per teacher

to attract and retain teachers due to being a small rural school district which has 90% of the staff that drives in from neighboring communities that range from a 15-45 minute commute.

18/19 action is negotiated year to year.


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Year 2017-18 2018-19 2019-20 Amount 90,000.00 90,000.00 Source Supplemental and Concentration 90,000.00 Budget Reference


Amount 40,000.00 40,000.00 Source Supplemental and Concentration 40,000.00 Budget Reference


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

Goal 2 Implement state standards in ELA/ELD, mathematics, VAPA, and science.


X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: Full implementation of the state standards in ELA/ELD, math and science is expected and required by the state ofCalifornia.Teachers need to be familiarized with the new Next Generation Science Standards (NGSS). Therefore, there is a need foron-going professional development in common core and 21st century skills so teachers can master common core teachingstrategies in core content.Metric: lesson plans, walk thru data, coaching schedule, state and local assessment results Expected Annual Measurable Outcomes


Board approved PE Minutes Verification Form

100% of students received PE minutes

All students will receive the required physical education minutes.



Degree to which students have

100% of students have standards-aligned instructional materials.

100% 100% 100%

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standards-aligned instructional materials. Programs/services will enable EL's to access the CCSS and the ELD standards (ELD Focus Walk Thru data)

100% of ELD teachers utilize the board adopted ELD curriculum

The district will implement the ELD standards and programs/services to enable ELL's access to all standards.

100% of teachers will implement the ELD standards and programs/services to enable ELL's access to all standards.

100% of teachers will implement the ELD standards and programs/services to enable ELL's access to all standards.

Field trip rosters and field trip descriptions

100% of students have the opportunity to participate

All students, including unduplicated students and those with special needs, will have the opportunity to participate in various field trips in order to have first hand experiences with content standards.



CAASPP Test scores ELA 86.8 points below level 3,Math 104.5 points below level 3

All students, including EL's, foster students, and low income students, will show growth on statewide assessments. (Actual ELA: 84.1 points below level 3; Actual Math: 107.7 points below level 3)

All students, including EL's, foster students, and low income students, will show growth on statewide assessments. ELA: Improve 5 points Math: Improve 5 points

All students, including EL's, foster students, and low income students, will show growth on statewide assessments. ELA: Improve 5 points Math: Improve 5 points

Implementation of academic content and performance standards for all students.

ELA-Initial ELD-Initial Math-Full NGSS-Exploration and Research

ELA-Initial ELD-Initial Math-Full Implementation NGSS-Exploration and Research

ELA-Full Implementation ELD-Full Implementation Math-Full Implementation and Sustainability

ELA-Full Implementation & Sustainability ELD-Full Implementation & Sustainability

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History/Social Science Exploration and Research

History/Social Science- Exploration and Research

NGSS-Exploration and Research History/Social Science-Initial

Math-Full Implementation and Sustainability NGSS-Initial History/Social Science-Full Implementation

Percentage of El's who make progress toward English proficiency as measured by CELDT and/or ELPAC.

Low 64.4% Increased 2.7% in Spring 2017

English learner's will show progress towards proficiency on the CELDT/ELPAC. 71.4%

English learner's will show progress towards proficiency on the ELPAC by improving 5%.

English learner's will show progress towards proficiency on the ELPAC by improving 5%.

Proficiency on the California Science Test

Baseline pulled from Spring 2019 administration

All students will participate in project based learning via the Life Lab in order to become more familiar with NGSS.

All students will participate in project based learning via the Life Lab in order to become more familiar with NGSS. CAST baseline scores will be generated this SY.

All students will participate in project based learning via the Life Lab in order to become more familiar with NGSS. Improve CAST scores by 5%.

Percentage of students, including Unduplicated and those with exceptional needs, that have access to and participate in a broad course of study.

100% (2016-2017) 100% 100% 100%

EL Reclassification Rate 15.1% (2016-2017) 18.2% 19% 20%


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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)



OR









X Modified Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Implementation of effective staff development to increase teacher knowledge of common core implementation. Services provided by TCOE consultants.




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OR









X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Expand the garden into a "life lab" to support a common core project based learning environment for all students, including students with special needs.

Expand the garden into a "life lab" which is an outdoor science classroom that will support a common core project based

Maintenance to Life Lab from year 1

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learning environment for all students, including students with special needs.








OR






3, 4, 5






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OR






Actions/Services

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X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Purchase curriculum titled English 3D to be used in ELD classes at the middle school for our long term EL's (LTELs).

Action no longer needed

Action no longer needed






OR





X Schoolwide Specific Schools: Middle School Specific Grade Spans: 6-8

Actions/Services

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X New Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A Employ an Ag Science teacher to teach

the Ag CTE Pathway that is in collaboration with the feeder high school, in order to provide college and career readiness skills.

Employ an Ag Science teacher to teach the Ag CTE Pathway that is in collaboration with the feeder high school, in order to provide college and career readiness skills.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 80,750.00 83,175.00 80,750.00 83,175.00 Source Supplemental and Concentration Supplemental and Concentration 80,750.00 83,175.00 Budget Reference






OR






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X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services The music program will be expanding to ensure all students have access to marching band, concert band, and color guard to experience the visual and performing arts. The district will be purchasing marching band uniforms, storage space, new instruments and equipment, a trailer to haul equipment to competitions, and pay for registrations costs/transportation cost to participate in competitions.

The music program will continue to expand to ensure all students have access to marching band, concert band, and color guard to experience the visual and performing arts. The district will continue to purchase new instruments and equipment, and pay for registrations/transportation cost to participate in competitions.

The music program will continue to expand to ensure all students have access to marching band, concert band, and color guard to experience the visual and performing arts. The district will continue to purchase new instruments and equipment, and pay for registrations/transportation cost to participate in competitions.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 10,000.00 10,000.00, 10,000.00 10,000.00, Source Supplemental and Concentration Supplemental and Concentration 10,000.00 10,000.00, Budget Reference



Amount 45,000.00 45,000.00 45,000.00 45,000.00 Source Supplemental and Concentration Supplemental and Concentration 45,000.00 45,000.00 Budget Reference



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Amount 50,000 18,000.00 18,000.00 50,000 18,000.00 18,000.00 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration 50,000 18,000.00 18,000.00 Budget Reference




Amount 10,000 13,000.00 13,000.00 10,000 13,000.00 13,000.00 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration 10,000 13,000.00 13,000.00 Budget Reference


5000-5999: Services And Other Operating Expenditures


Amount 20,000 20,000 Source Supplemental and Concentration 20,000 Budget Reference


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

Goal 3 Increase services, resources, and educational opportunities for all parents including parents of children with special needs.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 3: Parental Involvement (Engagement)

X Priority 4: Pupil Achievement (Pupil Outcomes) Local Priorities:

Identified Need: Current statistics show that 99% of our families live in poverty and are in need of support services that include access tofood, clothing, mental health, medical, legal, and learning opportunities. Expected Annual Measurable Outcomes


Parent participation in district decision-making and in programs that support Unduplicated students and those with exceptional needs. (Parent Program Services Survey-approval rating)

17-18 Baseline: 95% approval rating

The effectiveness and quality of the parent education opportunities and student programs throughout the year will reflect a 70% approval rating from our parents.



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Family Resource Center (FRC) Intake Questionnaire

17-18 Baseline: 100% of parents needs are met

FRC staff will facilitate the meeting of 100% of our parents needs that come into the center.



PIQE Graduation List 13 families graduated in 2016-2017

Target goal of 20 families participating in PIQE.







OR











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OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide a bilingual intake secretary at the Family Resource Center in order to ensure families are receiving appropriate services.










OR









X New Action X Unchanged Action X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide various parent education opportunities through the Family Resource Center. This includes guest speakers, food, and materials.










OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide recognition nights, awards and rewards for parents and students.










OR











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OR










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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A Purchase an electronic marquee that will

help inform parents of district wide events. One time purchase.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 20,000 20,000 Source Supplemental and Concentration 20,000 Budget Reference





OR











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N/A Purchase a license for an online app, called Apptegy, that will allow for our district to expand our ability to communicate with parents with more efficiency.

Maintain the yearly license for Apptegy.




Amount 6,800.00 6,800.00 Source Supplemental and Concentration 6,800.00 Budget Reference


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

Goal 4 To provide facilities that are in excellent repair, overall have a positive school climate, and a safe learning environment.


X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)

Local Priorities: Identified Need: Ninety-nine percent of our families are living in poverty and endure emotional hardships. There is a need for our students tofeel safe in their environment and to be supported through various mental health services. The elementary school is nearing 60 years old and there is a need to prepare for possible facility repairs for improvements. Expected Annual Measurable Outcomes


Board approved PE Minutes Verification Form

100% All middle school students will meet the required PE minutes through the use of an improved track and field.

All middle school students will meet the required PE minutes through the use of an improved track, fields, and equipment in the gymnasium.

All middle school students will meet the required PE minutes through the use of an improved track, fields, and equipment in the gymnasium.

Student sense of school safety and

District-wide

Climate surveys will indicate an improvement



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connectedness (Climate Survey)

66.5% School-Connectedness 73% Feel Safe

in a positive school climate and safety. (Actual: 34.5% School Connectedness 61% Feel Safe)

greater than 5% in a positive school climate and safety.

greater than 5% in a positive school climate and safety.

Nurse's End of Year Report

100% 100% of health needs will be met.

100% of health needs will be met.

100% of health needs will be met.

FIT Good Rating at Middle School and Elementary

Per annual update, facility rating was exemplary.

School facilities are maintained and in good repair.

School facilities are maintained and in good repair.

Attendance Rate (CalPADS reporting & End of Year Attendance Reporting)

95.55% Attendance increase attendance rate by 1%

increase attendance rate by 1%

increase attendance rate by 1%

Chronic Absenteeism (CalPADS reporting & End of Year Attendance Reporting)

10.58% Chronic Absenteeism

decrease chronic absenteeism rates by 1%



Suspensions (CalPADS reporting & End of Year Attendance Reporting)

53 Suspensions suspensions decrease by 5

suspensions decrease by 5

suspensions decrease by 5

Expulsions (CalPADS reporting & End of Year Attendance Reporting)

1 Expulsion expulsions <5 0 expulsions 0 expulsions

Dropout Rate (CalPADS reporting & End of Year Attendance Reporting)

0% Dropout rate dropout rate of 0% dropout rate of 0% dropout rate of 0%

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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services As the language needs of our students increase, the district will employ a full time speech pathologist to meet their IEP goals.




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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide one elementary school counselor and one middle school counselor to support parents, unduplicated pupils, and students with exceptional needs.



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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain a fulltime psychologist to meet the growing emotional needs of our at risk students.



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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain the LVN to provide medical support for our growing student health needs.



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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain a skilled maintenance worker to ensure that both sites are being

Action being paid out of general fund. Action being paid out of general fund.

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maintained and repaired in a timely manner. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 66,599.00 0 0 66,599.00 0 0 Source Supplemental and Concentration 66,599.00 0 0 Budget Reference





OR









X New Action X Modified Action X Unchanged Action


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99% of our families are low income and battle with socio-emotional and physical needs that make them vulnerable. In an effort to provide them with a safe environment from the time they enter the bus to the time they enter their home, the district will install additional cameras on the bus, cameras on the elementary campus, and an outdoor PA system at the elementary school.

99% of our families are low income and battle with socio-emotional and physical needs that make them vulnerable. In an effort to provide them with a safe environment from the time they enter the bus to the time they enter their home, the district will continuously analyze the districts safety needs and provide various upgrades to safety features such as additional cameras, safety gates, etc. as needed.

99% of our families are low income and battle with socio-emotional and physical needs that make them vulnerable. In an effort to provide them with a safe environment from the time they enter the bus to the time they enter their home, the district will continuously analyze the districts safety needs and provide various upgrades to safety features such as additional cameras, safety gates, etc. as needed.








OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Installation of core switches, content filters, and firewalls will keep the students safe while on the internet.

Installation of core switches in order to keep students safe while on the internet.

Installation of core switches in order to keep students safe while on the internet.








OR






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X Modified Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Improve the track and fields at the middle school in order to provide an adequate physical education learning environment to meet the PE standards.

Improve the track and fields at the middle school in order to provide an adequate physical education learning environment to meet the PE standards.

Action completed in 18/19

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 100,000.00 325,000.00 0 100,000.00 325,000.00 0 Source Supplemental and Concentration Supplemental and Concentration 100,000.00 325,000.00 0 Budget Reference






OR





X Schoolwide Specific Schools: Pixley Elementary Specific Grade Spans: Preschool,

Kindergarten, 1, 2, 3, 4, 5

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide a school library by purchasing new library books, furnishings, shelving, and technology to create a 21st century research/media library.

One time purchase from year 1 One time purchase from year 1






OR





X Schoolwide Specific Schools: Pixley Elementary Specific Grade Spans: 3, 4, 5

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X New Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Add additional playground equipment to the upper elementary school playground in order to provide more activities for students to participate in during recess and to support a positive environment.

Add additional playground equipment to the upper elementary school playground in order to provide more activities for students to participate in during recess and to support a positive environment.

Purchases completed in 18/19.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 30,000.00 75,000.00 0 30,000.00 75,000.00 0 Source Supplemental and Concentration Supplemental and Concentration 30,000.00 75,000.00 0 Budget Reference






OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A Contract with TCOE to provide an

Intervention Resource Classroom for our our neediest students with behavioral modification therapy needed in order for them to access core curriculum and improve their academic achievement.

Contract with TCOE to provide an Intervention Resource Classroom for our our neediest students with behavioral modification therapy needed in order for them to access core curriculum and improve their academic achievement.




Amount 5000.00 5000.00 5000.00 5000.00 Source Supplemental and Concentration Supplemental and Concentration 5000.00 5000.00 Budget Reference






OR

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X Schoolwide Specific Schools: Middle School




X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A Hire a Learning Director that possess an

administrative credential as well as a counseling credential in order to provide additional behavioral and mental health support for our low income students.







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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A State bond modernization funding is an

uncertainty. Due to the elementary school being over 60 years old, repairs (such as roofing, HVAC, concrete/asphalt, poor building conditions, etc.) relating to safety concerns and/or are of an emergency nature must be addressed. Funds must be available to address facility concerns. A contribution toward deferred maintenance is essential in maintaining facilities in good repair and safe for all all to use.

State bond modernization funding is an uncertainty. Due to the elementary school being over 60 years old, repairs (such as roofing, HVAC, concrete/asphalt, poor building conditions, etc.) relating to safety concerns and/or are of an emergency nature must be addressed. Funds must be available to address facility concerns. A contribution toward deferred maintenance is essential in maintaining facilities in good repair and safe for all all to use.




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Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2018-19

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

$3,290,029.00 40.18% 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).

Using the calculation tool provided by the state, Pixley Union School district has calculated that it will receive $3,290,029 in Supplemental and Concentration funding under the Local Control Funding Formula (LCFF). We will also provide the following services to our unduplicated students: The ELD department will consist of a ELD teachers and instructional aides that are overseen by the Director of Student Services. They manage ELL progress on coursework and proficiency on the ELPAC as well as work directly with the teachers on ensuring best instructional practices. This also consist of professional development and peer coaching. EL instructional aides work directly with students in their classrooms and in small group instruction. Currently the demographics of the Pixley Union School District indicates that 96.2% of the district's students are socioeconomically disadvantaged and 60.2% are English Learners. Given the large numbers of Unduplicated count students, district Goals, Actions/Services, and Supplemental and Concentration funding are designed to address all students in a district wide/site wide manner and are principally focused on closing the achievement gap and meeting the needs of "Unduplicated count" students (Low Income, English Learners, and Foster Youth). For the low income and foster youth students, equity in access to curriculum and technology is a priority for the district. One-to-one technology (Chromebooks) is provided 1st through 8th grade, along with appropriate internet safety features. Teachers are adding 6 additional professional development days to their contract in order to receive common core and UDL training that will not only provide equity in instruction but will also engage all of our students (we are district-wide free lunch) in a rigorous, relevant, and forward thinking curriculum that prepares students for college and careers. The Family Resource Center continues to be a vital resource for our low

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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). income, foster youth, and homeless families. It is managed by a Community Liaison and an Intake Secretary, both of whom are bilingual. Various resources such as clothing and school supplies are provided as well as referrals to outside agencies to meet all their needs. The center also provides parent education opportunities throughout the day by approved speakers/educators and the topics are based on need. Additionally health, psychological, counseling, and speech services are compounded needs of unduplicated pupils in a high poverty community and are provided within the district as well. Additionally during the 2018-2019 SY, the district is adding an Ag Science teacher to support the Outdoor Life Lab curriculum and instruction for our students in order for them to have access to hands on learning of the NGSS. All grades will have access to the outdoor science lab. The district is also collaborating with the Tulare County Office of Education to provide an IRC (Intervention Resource Class) class for our students that struggle with mental health needs that impede on their learning. The program will not only provide daily support for our formal and informal students that qualify but will also provide optimal training of our teachers and staff on how to prevent and support behavioral health issues. Pixley Union School District has demonstrated the district is meeting its minimum proportionality requirement by expenditure of the total 2018- 2019 Supplemental and Concentration Grant funding for qualifying purposes in relation to those listed above. ------- -------

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2017-18

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

$2,945,543.00 35.8%

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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).

Using the calculation tool provided by the state, Pixley School district has calculated that it will receive $2,945,543 in Supplemental and Concentration funding under the Local Control Funding Formula (LCFF). In addition to the services provided districtwide, as described above, we will also provide the following services to our unduplicated students: The ELD department will consist of a ELD teachers and instructional aides that are overseen by the Director of Student Services. They manage ELL progress on coursework and proficiency on the ELPAC as well as work directly with the teachers on ensuring best instructional practices. This also consist of professional development and peer coaching. EL instructional aides work directly with students in their classrooms and in small group instruction. For the low income and foster youth students, equity in access to curriculum and technology is a priority for the district. One-to-one technology (Chromebooks) is provided 1st through 8th grade, along with appropriate internet safety features. Teachers are adding 6 additional professional development days to their contract in order to receive common core and UDL training that will not only provide equity in instruction but will also engage all of our students (we are district-wide free lunch) in a rigorous, relevant, and forward thinking curriculum that prepares students for college and careers. The Family Resource Center continues to be a vital resource for our low income, foster youth, and homeless families. It is managed by a Community Liaison and an Intake Secretary, both of whom are bilingual. Various resources such as clothing and school supplies are provided as well as referrals to outside agencies to meet all their needs. The center also provides parent education opportunities throughout the day by approved speakers/educators and the topics are based on need. Additionally health, psychological, counseling, and speech services are compounded needs of unduplicated pupils in a high poverty community and are provided within the district as well. Pixley Union School District has demonstrated the district is meeting its minimum proportionality requirement by expenditure of the total 2017- 2018 Supplemental and Concentration Grant funding for qualifying purposes in relation to those listed above. ------- -------

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Addendum The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

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For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5. Budget Summary

The LEA must complete the LCAP Budget Summary table as follows:

Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with

mailto:[email protected]

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

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the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/Services Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

Analysis Using actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

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

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

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided

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in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, enter the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

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New, Modified, Unchanged As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Goal State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local Priorities List the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

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

Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years. The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

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

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by entering “All”, “Students with Disabilities”, or “Specific Student

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Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate.

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

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

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

Students to be Served For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service For each action/service contributing to meeting the increased or improved services requirement, identify the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must identify one of the following three options:

If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter “LEA-wide.”

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

If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”.

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

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

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

Actions/Services For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged: Enter “New Action” if the action/service is being added in any of the three years of

the LCAP to meet the articulated goal.

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

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

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

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

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

Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP. If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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Demonstration of Increased or Improved Services for Unduplicated Students This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant Funds Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:

For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

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For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

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State Priorities Priority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all

students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and

each individual school site; B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional

needs. Priority 4: Pupil Achievement as measured by all of the following, as applicable:

A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California

(UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);

E. The English learner reclassification rate; F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or

higher; and G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the

Early Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates;

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Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and

school connectedness. Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable;

B. Programs and services developed and provided to unduplicated pupils; and C. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils. Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of

services to foster children, including educational status and progress information that is required to be included in court reports;

C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and

D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.

Local Priorities address: A. Local priority goals; and B. Methods for measuring progress toward local goals.

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APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the

academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2). (b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1. (c) “High school dropout rate” shall be calculated as follows:

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members. (3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an

adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members. (3) Divide (1) by (2).

(e) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

suspended during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during

the academic year (July 1 – June 30). (3) Divide (1) by (2).

(f) “Expulsion rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

expelled during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during

the academic year (July 1 – June 30). (3) Divide (1) by (2).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

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APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to EC Section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes?

4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

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

pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?

3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?

4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)?

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7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

Guiding Questions: Goals, Actions, and Services 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic

Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the

development of meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?

8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?

9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in EC Section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant

to EC Section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified?

Where can these expenditures be found in the LEA’s budget? Prepared by the California Department of Education, October 2016

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2017-18

Annual Update Budgeted

2017-18 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 2,764,643.00 2,812,127.00 2,844,643.00 3,290,029.00 2,404,962.00 8,539,634.00 0.00 0.00 0.00 0.00 0.00 0.00 Supplemental and Concentration 2,764,643.00 2,812,127.00 2,844,643.00 3,290,029.00 2,404,962.00 8,539,634.00

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type

Object Type 2017-18



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 2,764,643.00 2,812,127.00 2,844,643.00 3,290,029.00 2,404,962.00 8,539,634.00 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries 1,443,238.00 1,479,590.70 1,443,238.00 1,562,829.00 1,351,671.00 4,357,738.00 2000-2999: Classified Personnel Salaries 308,675.00 385,600.30 308,675.00 372,781.00 340,153.00 1,021,609.00 4000-4999: Books And Supplies 355,000.00 380,029.00 405,000.00 368,000.00 258,000.00 1,031,000.00 5000-5999: Services And Other Operating Expenditures

0.00 0.00 0.00 39,800.00 13,000.00 52,800.00


467,730.00 485,441.00 477,730.00 406,619.00 332,138.00 1,216,487.00

6000-6999: Capital Outlay 190,000.00 81,466.00 210,000.00 540,000.00 110,000.00 860,000.00 * Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2017-18 Annual Update

Budgeted

2017-18 Annual Update Actual

2017-18 2018-19 2019-20 2017-18 through 2019-20

Total All Expenditure Types All Funding Sources 2,764,643.00 2,812,127.00 2,844,643.00 3,290,029.00 2,404,962.00 8,539,634.00 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries

Supplemental and Concentration

1,443,238.00 1,479,590.70 1,443,238.00 1,562,829.00 1,351,671.00 4,357,738.00



308,675.00 385,600.30 308,675.00 372,781.00 340,153.00 1,021,609.00



355,000.00 380,029.00 405,000.00 368,000.00 258,000.00 1,031,000.00



0.00 0.00 0.00 39,800.00 13,000.00 52,800.00



467,730.00 485,441.00 477,730.00 406,619.00 332,138.00 1,216,487.00

6000-6999: Capital Outlay Supplemental and Concentration

190,000.00 81,466.00 210,000.00 540,000.00 110,000.00 860,000.00

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Goal

Goal 2017-18



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 1,339,534.00 1,443,123.56 1,339,534.00 1,348,050.00 1,037,293.00 3,724,877.00

Goal 2 402,626.00 442,620.00 482,626.00 384,720.00 309,634.00 1,176,980.00

Goal 3 99,286.00 95,700.30 99,286.00 138,480.00 111,052.00 348,818.00

Goal 4 923,197.00 830,683.14 923,197.00 1,418,779.00 946,983.00 3,288,959.00 * Totals based on expenditure amounts in goal and annual update sections.

and annual update lcap year - visalia, california · plan and annual update (lcap) template...

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