PUBLIC HEARING2018-19

LCAP & BUDGET

BOARD OF EDUCATIONPITTSBURG UNIFIED SCHOOL DISTRICT

J U N E 1 3 , 2 0 1 81

Presented by:Sonya Marturano, Director of Fiscal Services,Anthony Molina,Executive Director, Educational ServicesEileen Chen, Director, Educational Services

Public Hearing for LCFF & LCAP (Info Item 6.02)How the Local Control Funding Formula Works

• Local Control & Accountability Plans• LCAP Timeline

The Big Picture • Overview of our District• Our District’s Student Achievement • Our District’s Plans for Success

New Public Hearing: (Info Item 6.03) Budget Development• District Fiscal Trends – General Fund Revenue• New Revenue• Increase in District Financial Commitments• New Investments Being Considered• Proposed Supplemental & Concentration

Reflections & Feedback

OV E RV I E W O F P R E S E N TAT I O N

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Glossary of Terms

• LCAP: Local Control Accountability Plan• LCFF Local Control Funding Formula• RTI: Response to Intervention• PBIS: Positive Behavioral Interventions and Supports• MTSS: Multi-tiered Systems of Support • Assessments:

– CAASPP: California Assessment of Student Performance and Progress– CAST – California Science Test– CST: California Standards Test – DIBELS: Dynamic Indicators of Basic Early Literacy Skills (Local)– iReady (Local: adaptive diagnostic assessment for ELA and Math)– DRDP: Desired Results Developmental Profile (formative assessment

instrument developed by the California Department of Education used in pre-k)

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ABOUT LCFF AND LCAP

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In 2013, California dramatically reformed the way it funds our public schools. LCFF established a funding system that provides school districts with base funding and additional funds based on how many low-income students, English learners, and foster youth they serve.

H O W T H E L O C A L C O N T R O L F U N D I N G F O R M U L A ( L C F F ) W O R K S

B A S EG R A N T S

Every student generates a base grant, which funds basic educational costs, such as teacher salaries, retirement costs, instructional materials, etc.

S U P P L E M E N TA L G R A N T S

Every student who is low-income, learning English, or in foster care generates 20% more funding above the base grant.

These funds must be spent on increasing and improving services for these high-need student groups in order to improve their achievement.

C O N C E N T R AT I O N G R A N T S

In districts where at least 55% of students are high-need, those high-need students above the 55% enrollment threshold generate an extra 50% of the base grant.

These funds must also be spent to increase or improve services for high-need students in order to improve their achievement.

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All school districts must adopt a Local Control & Accountability Plan (LCAP), a 3-year plan for how districts will use state funds to serve all students.

T H E L O C A L C O N T R O L & A C C O U N TA B I L I T Y P L A N ( L C A P )

Each district’s LCAP must include the following:

Goals

Actions

Related expenditures

LCAPs must include services that target each major student subgroup, including:

Racial/ethnic subgroups

Low-income students

English learners

Students with disabilities

Foster youth

Homeless youth

LCAPs must address the 8 State Priorities*:

1. Basic Services

2. Implementation of standards

3. Parental engagement

4. Student achievement

5. Student engagement

6. School climate

7. Access to courses

8. Other student outcomes

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T H E T I M E F R A M E T O D E V E L O P T H E L C A P

District engaged the community to solicit input on the LCAP.District and community assessed student needs.

District presented main new activities to the Board and Community at Board Workshop in April.

District presented main new activities to parent groups and student groups.District received feedback from County Office of Education

School board adopts plan by July 1st in a public hearing.

Required by Statute

County office of education must approve district LCAPs by October 8th.

Required by Statute

Winter 2018 Spring 2018 Spring 2018 July 1, 2018 October 8, 2018

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LCAP Changes

• Local indicators were officially included in the State Dashboard December 2017. 4 Local Indicators: Basics (teachers, Instructional Materials, Facilities), Implementation of Academic Standards; Parent Engagement; and Local Climate Survey)

• Our local indicators were presented at the November 15th and December 13th Board meetings

• Any indicators that have moved two levels below from previous years must be addressed in the LCAP.

• Homeless students is now a student group that is being reported.

• Differentiated Assistance– Assistance to address identified performance issues,

including significant disparities in performance among student groups

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LCAP Federal Addendum

• LCAP Federal Addendum is meant to supplement the LCAP to ensure LEAs have the opportunity to meet provisions of the Every Student Succeeds ACT (ESSA)

• The LCAP Federal Addendum Template must be completed and submitted to the California Department of Education (CDE) to apply for ESSA funding.

• The LEA will describe efforts to align use of federal funds with activities funded by state and local funds and, as applicable, across different federal grant programs.– Title I– Title II– Title III***note any reference where Title II or Title III funds were used to support Action/Services were removed from the LCAP as they will be addressed in the addendum.

• The LCAP Federal Addendum will be submitted for info in July 2018. It is due August 2018.

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Criteria for Differentiated Assistance

Basic (LCFF Priority 1)– Not Met for Two or More years on Local Performance Indicator

Implementation of State Academic Standards (LCFF Priority 2)– Not Met for Two or More years on Local Performance Indicator

Parent Engagement (LCFF Priority 3)– Not Met for Two or More years on Local Performance Indicator

– Pupil Achievement (LCFF Priority 4)

– Red on both English Language Arts and Math tests OR

– Red on English Language Arts or Math tests AND orange on the other test OR

– Red on English Language Indicator (English Learner Student Group only)

Pupil Engagement (LCFF Priority 5)– Red on Graduation Rate Indicator OR

– Red on Chronic Absence Indicator

School Climate (LCFF Priority 6)– Red on Suspension Rate Indicator OR

– Not Met for Two or More Years on Local Performance Indicator

Access to and Outcomes in a Broad Course of Study (LCFF Priorities 7 & 8)– Red on College/Career Indicator

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LCAP Community Input

LCAP Community Meetings: 2/27; 3/20

LCAP All Admin Meeting: 3/6

Association (PEA and CSEA): 4/23, 4/24

School Site Meetings (Staffs and Parents), All Sites: March - May

Student Groups (PHS Leadership; Black Diamond Leadership; SuperSAC): 3/27, 4/30, 5/3

DELAC and DAC Meetings: 3/13

Public Board Workshop: 4/25

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THE BIG PICTURE

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Hispanic65%

African American

16%

White5%

Filipino5%

Other4% Asian

3%

Pacific Islander2%

71% Free/reduced lunch

30% English Learners

10% Special Education

11,537 enrollment

Unduplicated Count 2016-2017: 81%2017-2018: 79%

Student Demographics 2017-18

Answer the following questions for your stakeholders:

• Which LCAP goals is the district prioritizing to improve student achievement?

• How will our LCFF investments support meeting our district’s goals for improved student achievement?

• How does the LCAP reflect the district’s commitment to closing opportunity and achievement gaps?

OUR DISTRICT’S PLANS FOR SUCCESS: PRIORITY AREAS AND LCAP GOALS

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Goal 1: Engaging and Rigorous Teaching and Learning

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Priority Areas Activities Measurements (* indicates State Dashboard Measure)

Early Literacy

Vision 2027/Graduate Profile

Expanded Learning

Early Literacy Coaches at each Elementary School

Additional Classes/ Professional Development/ Evening School/Counseling Plan/ 8th-9th transition

Before/After School Evening SchoolSummer School

DIBELS Assessment (3 years)

Kinder readiness assessment (DRDP) (new for 17-18)

*Graduation Results*State’s College and Career Readiness Indicator available Fall, 2017

Numbers of CTE/AP/Elective offerings

AP/SAT test results

*CAASPP

iReady Assessments

Goal 1: Engaging and Rigorous Teaching and Learning Timeline

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2015 – 2016 2016 – 2017 2017 – 2018

Kept Main Activities from 2014 –2015• Early Literacy• Increased Extended Learning• Increased Restorative

Practices• Added Black Diamond to

Vision 2027• Expanded CTE, LMC Class• Identified Counselor Support

for students who are English language learners

• Full time Vice Principals at the Elementary Schools

• Implemented Garden Program

• Ed Tech Cadre• 8th grade College and Career

awareness

Keep Main Activities from 2015-2016• Expand Early Literacy coaches to

1.0 FTE at elementary• Continue Expanded Learning-

increase participation, focus on ELLs

• Determine plan of ELD and Dual Immersion

• Expand CTE classes/pathways, AP classes , LMC classes

• Expand Ed Tech opportunities, including Coding , Mentor Teacher

• Focus on targeted student groups – Newcomer students, Foster Students and African American male

• Relevant Learning: Financial Literacy, Pittsburg Historical Society (3rd grade), College Visits (Jr. High)

• Comprehensive Counseling Plan; EAOP support

• Secondary Teaching and Learning support

• Initial work increasing access to

Keep Main Activities from 2016-2017• Collaboration with West Ed at

Willow Cove• Soul Shoppe at all Elementary

Schools• Hired Coordinator of Data Reporting

and Educational Technology• Hired Coordinator of English Learner

and Dual Language Instruction Programs

• Researched Spanish Language Development Assessment

• Updated Dual Language Immersion Program manual

• Relevant Learning: Elementary Field Trips to State Capital

• Monthly meeting to develop Arts Program at the Elementary level

Goal 1: Data Highlights State Indicators

• State Indicator for Graduation is Blue: High/Increased Significantly– Significant increase since last Dashboard, 8% for all students.

Increased significantly for most student subgroups, notably English Learners (+17.1%), Students with Disabilities (+11.7%) and African American students (+11.5%). Even with County, Above State and County in all student groups

– Only Significant Decline was for Homeless students (-12.5%)– Significant Gap continues between male and female – UC/CSU Rates grew nearly 4%; still lower than State and County

• State Indicator for CAASPP ELA is Orange: Low/Declined– Low generally, with specific gaps for Homeless students and Students

with Disabilities, Filipinos as a group score “High”

• State Indicator for CAASP Math is Orange: Low/Declined– Low generally, with specific gaps for Homeless, Students with

Disabilities and African American students.– Math Outcomes for All Students is significantly lower than ELA

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Graduation Data Reviewed in Detail at Board Meeting 5/10/17; CAASPP Data Reviewed in Detail at Board Meeting 10/11/17; State DashBoard Data Reviewed in Detail at Board Meeting 11/15/17; Updates and Changes Regarding Local Indicators Overviewed in Detail at Board Meeting 12/13/17; Expanded Learning Outcomes Reviewed at Board Meeting 9/13/17

Goal 1: Data Highlights PUSD Indicators

• Baseline of DRDP exceeded initial goal

• 3 years of DIBELS Composite Data Shows Growth

• iReady Data shows growth in percent of students performing on or above level in English and Math

• Increase to 19 AP courses, with an increase in AP course-takers from 2015-16 to 2017-18 (from 965 to 1271) and an increase of students scoring 3+ on AP exams from 2015-16 to 2016-17 (266 to 362); Increase in CTE courses to 22 and continued Concurrent Enrollment offerings with Los Medanos College.

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Graduation Data Reviewed in Detail at Board Meeting 5/10/17; CAASPP Data Reviewed in Detail at Board Meeting 10/11/17; State DashBoard Data Reviewed in Detail at Board Meeting 11/15/17; Updates and Changes Regarding Local Indicators Overviewed in Detail at Board Meeting 12/13/17; Expanded Learning Outcomes Reviewed at Board Meeting 9/13/17

Goal 1: Data Highlights PUSD Indicator detail: iREADY Fall 2017 to Spring 2018

ELEMENTARY iREADY DATA SUMMARY: • ELA: In 2017-18 the percent of Elementary students performing On or Above

Level in ELA on iReady increased as follows: 1st Grade – from 8% to 43%; 2nd

Grade – from 22% to 49%; for 3rd Grade – from 30% to 53%; for 4th Grade –from 17% to 32%; and for 5th Grade – from 14% to 24%.

• Math: In 2017-18 the percent of Elementary students performing On or Above Level in Math on iReady increased as follows: 1st Grade – from 3% to 33%; 2nd

Grade – from 8% to 33%; for 3rd Grade – from 8% to 35%; for 4th Grade – from 14% to 41%; and for 5th Grade – from 17% to 33%.

JUNIOR HIGH iREADY DATA SUMMARY:• ELA: In 2017-18 the percent of Junior HS students performing On or Above

Level in ELA on iReady increased as follows: 6th Grade – from 18% to 25%; 7th Grade – from 21% to 27%; and for 8th Grade – from 23% to 27%.

• Math: In 2017 the percent of Junior HS students performing On or Above Level in Math on iReady increased as follows: 6th Grade –from 11% to 22%; 7th Grade – from 8% to 21%; 8th Grade – from 14% to 21%.

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• Addition of a 0.5 Puente counselor at the high school

• Hired Coordinator of Data Reporting and Educational Technology (Kevin Rocap)

• Principals receive monthly reports for academic (when applicable), attendance and behavior data

• Monthly meetings conducted with all site Ed Tech mentors

• Did not fill position to focus on Foster Youth for 2017-2018. Anticipate filling the position for 2018-2019.

• Continued focused on math

• Teachers and administrators attended several trainings offered by Silicon Valley Math Institute (SVMI), CCCOE

and Region 6.

• Elementary expanded trainings during the school day as well as after school for all grade levels

• Focused on MARS tasks for grades 1-8

• Increase CTE courses (4) and LMC concurrent enrollment (afternoon cohort at LMC) and at Black Diamond

• Initial funds for expanding arts/music program reallocated to parcel tax

• Monthly meetings to develop Elementary Arts program

• Initial purchase of base equipment made for Elementary schools and common curriculum

• Partial funds for athletic materials and uniforms reallocated to parcel tax

L C A P U P DAT E S 2 0 1 7 – 2 0 1 8Goal 1: Engaging and Rigorous Teaching and Learning

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• Addition of a 1.0 FTE counselor for Independent Study

• Addition of 1.0 FTE for another College & Career Technician (split with PHS site budget)

• Addition of a 1.0 FTE for Garden Technician

• Filling 1.0 FTE for Early Literacy coach that was vacant for 2017 -2018 school year

• Increased Ed Tech mentors for Adult Ed and Counselors

• Fill position to focus on Foster Youth and Homeless students

• Expanding Advancement Via Individual Determination (AVID) to two elementary sites

with the Dual Language Immersion program

• Increase funding for secondary instructional materials

• Funding for secondary textbooks. 2018-2019 Social Science; 2019-2020 Science

L C A P U P DAT E S & R E V I S I O N S 2 0 1 8 – 2 0 1 9Goal 1: Engaging and Rigorous Teaching and Learning

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Goal 2: Professional Development

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Priority Areas Activities Measurements (* is State Dashboard Measure)

Focus on Students with Disabilities

Focus on Students who are English language learners

Recruit and Retain Highly Qualified Staff

Professional Development: Common Core Instructional Practices

Professional Development with Stetson/ All of Our Students Succeeding Plan

Newcomer/ Professional Development/ELD/expanded learning

Mentor Teacher Recruitment PlanCompetitive Salary/Benefits

Coaching and Professional Development/

*Accelerated outcomes for Students with Disabilities in CAASPP, Grad Rates

*English learner progress indicator

Retention rate of teachers, rates of credentialed placements, and increases in diversity, placement in County

*Student outcomes on CAASPP, CAST

Goal 2: Professional Development and Coaching Timeline

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2015 – 2016 2016 – 2017 2017 – 2018

Kept Main Activities from 2014-2015• District wide Professional

Development; in partnership with PEA/CTA: Focus on Opportunity Gap

• 2 days of PD for our classified staff

• Professional Development for Project Based Learning & Tech Integration: Vision 2027

• Identified mentor teachers to support intern and temp teachers

• Developed a marketing plan for the District

• Reviewed our services to students with disabilities

• Revised of Reclassification Criteria for ELLs

• Marketing materials and social media, website updates

Keep Main Activities from 2015 – 2016• Expand Professional Development

for Teachers• Special Educations Services

(Stetson) and Compliance Issues

• Expand opportunities for DI teachers

• Advanced Placement and AVID teachers

• New Teachers Support• Math adoption and ELA/ELD

pilot• Coding lessons – Code.org • Science – expansion of

Stanford partnership• Mentor Teacher• Administrator PD: Equity Focused

groups, expand to Assistant Principals

• Professional Development for Classified: including math, students with disabilities

Keep Main Activities from 2016 – 2017• Continued partnership with Silicone

Valley Math Institute (SVMI)• Pittsburg High School exploring PD

online options• Partnership with WestEd• SEL Training• Expanded ELD/DI trainings for teachers

and admin• ATLDE• CABE• ELD Institutes

• Dual Language Immersion School visits• Staff Presentations at Conferences

• ASCA• CAAASA• FSCS• MTSS

Goal 2: Data Highlights State Indicators

• Accelerated graduation results for Students with Disabilities (12% increase) and Students who are English Language learners (17% increase).

• State Indicator for English language learner progress is Orange: Medium/ Decreased (-2%)

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Graduation Data Reviewed in Detail at Board Meeting 5/10/17; CAASPP Data Reviewed in Detail at Board Meeting 10/11/17; State DashBoard Data Reviewed in Detail at Board Meeting 11/15/17; Updates and Changes Regarding Local Indicators Overviewed in Detail at Board Meeting 12/13/17; Expanded Learning Outcomes Reviewed at Board Meeting 9/13/17; ELD Data Reviewed at Board Meeting 1/10/18.

• Instructional coaches reduced from 10 to 8 FTE

• Teachers are continuing to utilize the opportunity to collaborate and plan instruction specific to

Common Core.

• 20+ teachers who are not eligible for the traditional Teacher Induction Program (TIP)

are being served through the mentor support

• All school sites have received additional Professional Development for their students with

disabilities through the partnership with Stetson for Students.

• Stetson provided additional Professional Development for classified staff (instructional aides) in

October.

• Willow Cove is partnering with WestEd to provide additional Professional Development to

support their high English Learner population.

• Increased focus on Math

LC A P UPDAT ES 2 0 1 7 – 2 0 1 8Goal 2: High quality professional development and coaching

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• Addition of a 1.0 FTE counselor for Independent Study

• Funding for new teachers eligible for the Teacher Induction Program (previously paid from

Educator Effectiveness grant which expired June 2018)

• Addition of a 1.0 FTE for a Program Specialist

• Professional Development for Instructional Aides

• Continue additional support at Willow Cove for ELD

L C A P U P DAT E S & R E V I S I O N S 2 0 1 8 – 2 0 1 9Goal 2: High quality professional development and coaching

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Goal 3: Supportive Environments Conducive to Student Learning

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Priority Areas Activities Measurements (* is State Dashboard Measure)

Restorative Practices/PBIS

Mental Health Supports

Family and Parent Engagement

Full Service Community Schools

Restorative Practices Coaches at all schoolsCommon PBIS at elementary schools (SoulShoppe)

Therapists at all schools; additional support services at secondary

Parent and Family Liaisons at each school; parent workshops

FSCS at Hillview and Highlands

*Attendance Rates

*Suspension Rates

Socio-Emotional Student Survey

Healthy Kids Survey• Staff• Parents• Students

Parent Participation/Completion on parent workshops

Goal 3: Supportive environments conducive to learning Timeline

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2015 – 2016 2016 – 2017 2017 – 2018

Kept Main Activities from 2014 –2015• Parent and Community

Engagement• Parent & Family Volunteer

Coordinator (District)• Parent Volunteer

Coordinators at each school site• Parent Workshops:

Early Literacy, Restorative Justice, Truancy, CAASPP

• Restorative Practices in Junior High and High School

• Expanded mental health services to serve all students• Increased Lincoln Center

on-site support

• Nursing services for schools with

Keep Main Activities from 2015 –2016• Increase Parent and Family

classes; family engagement plans

• Expand Community Schools (Highlands)

• Expand Restorative Practices: Elementary

• Expand translation services• Establish Parent Advisory Group

for Students with Disabilities (CAC)

• Dual Immersion Community Advisory Group

• Coordination of Mental Health and Behavior Support

Keep Main Activities from 2016 –2017• Developed English Learner

Advisory Council manual• Continue to increase Parent

and Family classes • Added Triple P

• Healthy Kids Survey for Students, Staff, and Parents administered in Spring

• Laptop computers distributed to Newcomer students in Junior High

• Focus on MTSS and best practices from Community Schools shared to all sites.

• Added SoulShoppe to all elementary schools

Goal 3: Data Highlights

• State Indicator for Suspension is Orange: High/Increased (+1.1%)

– Significant gaps exist in suspension rates between African American students (13.6%); students with disabilities (11.6%); Foster Youth (23.2%) and Homeless Students (15.4%); and the average suspension rate (6.8%).

• PUSD Indicators & Local Indicators: Parent & Family workshops, truancy meetings; Social Emotional Survey; Parent Satisfaction Survey; Healthy Kids Survey

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Parent & Family Engagement Plan and Outcomes Reviewed in Detail at Board Meeting 3/21/18

• Address verification conducted during the summer and fall for school with high affidavit

population

• Soul Shoppe at all Elementary schools to provide a consistent PBIS model

• Contract with Community Options for Families and Youth (COFY) for our Counseling Enriched

Special Education Programs

• Panorama (Social and Emotional) Survey (Grit, Growth Mindset, School Safety and Self-

Management) administered two times in 2017-2018 school year

• Data reported in the LCAP and as part of the Federal Addendum required under the ESSA

in July, 2018

• Healthy Kids Survey for Students, Parents and Staff Satisfaction administered.

• Data reported in the LCAP and as part of the Federal Addendum required under the ESSA

in July, 2018

L C A P U P DAT E S 2 0 1 7 – 2 0 1 8Goal 3: Supportive environments conducive to learning

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• Included funding for nursing services

• Addition of a 1.0 FTE for a Psychologist

• Increased funding for additional parent workshops due to interest

• Increased funding for mental health services to cover more students not eligible for

medical reimbursement

• Addition of a 1.0 FTE for a Supervisor of Site Safety Planning and Emergency

Preparedness

• Funding for site safety planning

• Increased funding for an additional School Resource Officer (SRO)

• Survey questions specific to PUSD will be added to Healthy Kids surveys for students, staff

and families

L C A P U P DAT E S & R E V I S I O N S 2 0 1 8 – 2 0 1 9Goal 3: Supportive environments conducive to learning

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BUDGET DEVELOPMENTPublic Hearing

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E N R O L L M E N T T R E N D S 2 0 1 3 - 2 0 2 1

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2013-14 2014-15 2015-16 2016-17 2017-182018-192019-202020-21

Grades TK-3 3,497 3,549 3,378 3,504 3,498 3,529 3,508 3,532

Grades 4-6 2,580 2,561 2,649 2,610 2,633 2,522 2,607 2,652

Grades 7-8 1,578 1,678 1,771 1,790 1,750 1,865 1,814 1,746

Grades 9-12 3,159 3,221 3,315 3,629 3,701 3,633 3,710 3,926

Total 10,814 11,009 11,113 11,533 11,582 11,548 11,639 11,856

E N R O L L M E N T T R E N D S 2 0 1 3 - 2 0 2 1

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-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

Grades TK-3 Grades 4-6 Grades 7-8 Grades 9-12

A DA T R E N D S 2 0 1 3 - 2 0 2 1

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2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

Grades TK-3 3,335.47 3,371.29 3,222.00 3,316.12 3,320.19 3,351.55 3,331.86 3,354.83

Grades 4-6 2,460.75 2,433.10 2,527.05 2,470.63 2,499.53 2,394.97 2,476.11 2,519.10

Grades 7-8 1,504.86 1,593.79 1,688.84 1,694.40 1,661.65 1,770.97 1,722.38 1,657.76

Grades 9-12 3,013.60 3,060.30 3,161.55 3,434.59 3,513.45 3,449.88 3,523.46 3,728.28

Total 10,314.68 10,458.48 10,599.44 10,915.74 10,994.82 10,967.37 11,053.81 11,259.97

A DA T R E N D S 2 0 1 3 - 2 0 2 1

36

-

500.00

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

Grades TK-3 Grades 4-6 Grades 7-8 Grades 9-12

D I S T R I C T F I S C A L T R E N D S – G E N E R A L F U N D R E V E N U ETotal General Fund Revenue 2013-2021

37

$-

$20,000,000

$40,000,000

$60,000,000

$80,000,000

$100,000,000

$120,000,000

$140,000,000

$160,000,000

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

D I S T R I C T F I S C A L T R E N D S – G E N E R A L F U N D R E V E N U E 2 0 1 8 - 1 9

38

$91,168,259 $25,088,166

$10,910,486

$4,905,308 $5,826,515

LCFF Sources Supplemental & Concentration Other State Other Local Federal

D I S T R I C T F I S C A L T R E N D S – G E N E R A L F U N D R E V E N U E 2 0 1 8 - 1 9

39

66.11%

18.19%

7.91%

3.56%4.23%

LCFF Sources Supplemental & Concentration Other State Other Local Federal

LC F F 2 0 1 3 - 2 0 2 1 B A S E F U N D I N G

40

$-

$20,000,000

$40,000,000

$60,000,000

$80,000,000

$100,000,000

$120,000,000

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

LC F F 2 0 1 3 - 2 0 2 1 S U P P L E M E N TA L & C O N C E N T R AT I O N

41

$23,500,000

$24,000,000

$24,500,000

$25,000,000

$25,500,000

$26,000,000

$26,500,000

$27,000,000

$27,500,000

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

LC F F 2 0 1 3 - 2 0 2 1 U N D U P L I C AT E D C O U N T

42

86.54%

84.27%83.29%

80.58%

78.69%78.16% 78.00%

77.42%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

84.00%

86.00%

88.00%

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

LC F F 2 0 1 3 - 2 0 2 1 P R O P O R T I O N A L I T Y

43

45.20%

36.08%

30.77%29.28% 29.39% 29.30%

27.00%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

S U P P L E M E N TA L & C O N C E N T R AT I O N F U N D S A L LO C AT I O N P E R G OA L

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TOTAL EXPENDITURES BY GOAL

2017-18 ANNUAL UPDATE

BUDGETED

2017-18 ANNUAL UPDATE ACTUAL 2017-18 2018-19 2019-20

2017-18 THROUGH 2019-

20 TOTAL

GOAL 1 $ 13,111,600 $ 11,714,100 $ 13,111,600 $ 13,756,300 $ 14,194,600 $ 41,062,500

GOAL 2 $ 3,246,400 $ 3,222,400 $ 3,246,400 $ 3,827,400 $ 3,910,900 $ 10,984,700

GOAL 3 $ 5,723,200 $ 5,023,600 $ 5,723,200 $ 6,631,750 $ 6,764,500 $ 19,119,450

TOTAL $ 22,081,200 $ 19,960,100 $ 22,081,200 $ 24,215,450 $ 24,870,000 $ 71,166,650

$41,062,500

$10,984,700

$19,119,450

TOTAL EXPENDITURES BY GOAL 2017-18 TO 2019-20

GOAL 1 GOAL 2 GOAL 3

S U P P L E M E N TA L & C O N C E N T R AT I O N F U N D S A L LO C AT I O N P E R O B J E C T C O D E

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D I S C R E T I O N A RY A L LO C AT I O N P E R S O U R C E P E R S C H O O L

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BASE GRANT TITLE I SUPPLEMENTAL/CONCENTRATION

Site No. Allocation Emp. Cost Excess Allocation Emp. Cost Excess Allocation Emp. Cost Excess

Foothill 101 $58,752 $11,177 $47,575 $89,656 $0 $89,656 $83,752 $29,765 $53,987

Heights 102 $66,606 $0 $66,606 $108,271 $0 $108,271 $105,844 $41,059 $64,785

Highlands 103 $50,796 $0 $50,796 $90,298 $38,532 $51,766 $76,552 $56,106 $20,446

Los Medanos 104 $74,766 $0 $74,766 $125,176 $98,884 $26,292 $115,062 $23,782 $91,280

Parkside 105 $66,198 $0 $66,198 $116,403 $46,998 $69,405 $113,545 $13,717 $99,828

Willow Cove 106 $65,688 $0 $65,688 $121,752 $28,958 $92,794 $101,555 $10,329 $91,226

Stoneman 107 $65,178 $0 $65,178 $103,992 $27,348 $76,644 $100,329 $49,266 $51,063

Marina Vista 108 $70,584 $0 $70,584 $117,044 $0 $117,044 $112,690 $37,452 $75,238

Rancho Medanos 230 $104,004 $68,610 $35,394 $149,141 $23,765 $125,376 $173,627 $40,318 $133,309

Hillview 231 $103,896 $0 $103,896 $155,346 $14,782 $140,564 $143,597 $34,475 $109,122

MLKJr. 234 $79,056 $0 $79,056 $121,752 $66,548 $55,204 $118,134 $0 $118,134

PHS 250 $444,654 $29,069 $415,585 $0 $0 $0 $989,961 $77,354 $912,607

Blk Dmnd 353 $30,719 $0 $30,719 $0 $0 $0 $67,172 $0 $67,172

Total $1,280,897 $108,856 $1,172,041 $1,298,831 $345,815 $953,016 $2,301,819 $413,623 $1,888,196

TOTA L D I S C R E T I O N A RY A L LO C AT I O N P E R S C H O O L

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Site No. Allocation Emp. Cost OTPS

Foothill 101 $232,160 $40,942 $191,218

Heights 102 $280,721 $41,059 $239,662

Highlands 103 $217,646 $94,638 $123,008

Los Medanos 104 $315,004 $122,666 $192,338

Parkside 105 $296,146 $60,715 $235,431

Willow Cove 106 $288,995 $39,287 $249,708

Stoneman 107 $269,499 $76,614 $192,885

Marina Vista 108 $300,318 $37,452 $262,866

Rancho Medanos 230 $426,772 $132,693 $294,079

Hillview 231 $402,839 $49,257 $353,582

MLKJr. 234 $318,942 $66,548 $252,394

PHS 250 $1,434,615 $106,423 $1,328,192

Blk Dmnd 353 $97,891 $0 $97,891

Total $4,881,547 $868,294 $4,013,253

REFLECTIONS & FEEDBACK

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Questions for discussion:

• What questions do you have about the information we presented? Is there anything we need to clarify?

• In what ways do these spending priorities resonate with you? In what ways do they not resonate with you?

• Which investments might we increase or add, and why? Which investments might we decrease or eliminate, and why?

• In what ways is this spending plan helping to close opportunity and achievement gaps within our district?

R E F L E C T I O N S & F E E D B A C K

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THANK YOU!

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