htvcs lcap 2015-16 - edl · pdf filethe$local$control$andaccountability$plan ... instructional...

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Harriet Tubman Village Charter School

Local Control & Accountability Plan 2015-‐‑16

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§ 15497.5. Local Control and Accountability Plan and Annual Update Template. Introduction: LEA: Harriet Tubman Village Charter School Contact: Aimee Nimitz, Board President, [email protected] 619.668.8635 LCAP Year: 20155-‐16

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

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

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

Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.

The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-‐110) that are incorporated or referenced as relevant in this document.

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

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

A. Conditions of Learning:

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

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

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

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

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

B. Pupil Outcomes:

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

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

C. Engagement:

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

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

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

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

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

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

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

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the

LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of

the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and

47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for

pupils, including unduplicated pupils, related to the state priorities?

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Involvement Process Impact on LCAP Harriet Tubman Village Charter School (HTVCS) is a direct-funded charter school serving over 370 students in grades K-8 in the College Area of San Diego. Harriet Tubman provides a rigorous instructional program for students through the collaborative efforts of the entire school community. HTVCS supports an atmosphere of active engagement to ensure students grasp knowledge and skills through a standards aligned curriculum. Our school adheres to a data-driven culture, where all adults are held accountable for ameliorating student achievement. In addition, technology is integrated into the curriculum to facilitate life long learning, inquiry-based instruction, research-based pedagogical strategies, critical thought and collaboration. The LCAP involvement process at HTVCS has been ongoing throughout the school year with students, parents, and staff. Online LCAP survey was administered to collect input/feedback on the school’s program. A total of 272 respondents completed the online LCAP survey, comprised of:

• 84.9% Students • 4.4% Parents • 9.9% Teachers • 0.7% Community Members

Meetings took place during ELAC, SSC and board meetings. Translation services are made available to parents at each meeting. Discussion on LCAP goals, actions and services also took place with students in an informal basis during the following events:

• Open House • Student Led Conference: October 20-23, 2014; March 16-19, 2015 • In classrooms by teachers when reporting Galileo Benchmark

assessments (December 8, 2014; March 16, 2015; and June 1, 2015 • STAR Assessments (weeks of August 25; September 29; November

18th; January 26th; March 9th; may 18th

There were no changes made to the LCAP based on stakeholder meetings. Stakeholder involvement has been continued and supported through the following:

• Student surveys • Open communication during board meetings • Parent-Teacher Conferences • IEP meetings • SST Meetings • Home visits

The involvement of stakeholders has resulted in improved outcomes for students including unduplicated counts.

• Parents/guardians have a better understanding of LCFF • Understanding the CCSS • Understanding SBAC/CAASPP • Parents understand the resources that our school

provides to support their children’s education. • They are aware of areas where they can further support

their children at home. • Meetings are held to support attendance. • Students with good attendance are recognized in special

assemblies. Good attendance is maintained by office staff.

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Annual Update: Harriet Tubman Village Charter School hosted numerous events with stakeholders throughout the school year, to ensure input, feedback including but not limited to: Coffee talks with administrators, school site council meetings, town hall meetings, English Learner Advisory Committee, surveys, board meetings, parent-teacher conferences, Open House, school website, mails in Thursday Folders. Stakeholders were included in the charter school’s process via town hall meetings, ELAC/SSC meetings, surveys, board meetings, parent-teacher conferences, Open house and the school’s website. Various types of quantitative and qualitative data was made available including demographics and benchmark assessment findings.

Annual Update: Parents requested a reduction in class sizes to 18:1, and an instructional aide in classrooms to assist ELL’s, however, due to budget constraints class size will remain at 24:1 and instructional aides will work with designated EL’s in pullouts/small group instruction daily. Teachers requested for additional support in ELD instruction so the school hired a part time, on-site teacher to provide professional development and worked with small groups of students. Teachers requested additional resources in ELA, especially informative texts that align with CCSS. The school purchased Scholastic News, Common Core Coach Consumables for ELA, and Time for Kids. The stakeholder process this year included more input/feedback with stakeholders; and it was ongoing rather then a couple of meetings.

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

Instructions:

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

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

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

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-‐specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-‐level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-‐site and district-‐level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

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

Goal: Describe the goal:

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

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Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.

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

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

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

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

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

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

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

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

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

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Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.

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

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

goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-‐depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites,

to English learners, to low-‐income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?

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GOAL: GOAL #1: Provide high quality classroom instruction and curriculum that promotes college & career readiness with academic interventions in place to eliminate the barriers to student success.

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

COE only: 9__ 10__ Local: Specify _____________________

Identified Need:

Goal Applies to: Schools: Harriet Tubman Village Charter School Applicable Pupil Subgroups: All

LCAP Year 1: 2015-16

Expected Annual Measurable Outcomes:

1. 100% of teachers will be appropriately credentialed and assigned. 2. 100% of students will have access to Common Core aligned ELA & Math Curriculum. 3. 100% of teachers will receive Professional Development on CCSS ELA/ELD Frameworks, Math & NGSS 4. Increase Attendance Rates by 1% by 2017-18 5. Decrease Chronic Absenteeism rates by 1% by 2017-18 6. Course Access: 100% of students have access to: Physical Education 7. Maintain MS Dropout Rate below 1% 8. HTVCS serves grades K-8, therefore the following CDE measurable outcomes do not apply:

• HS Dropout Rates • HS Graduation Rate

Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures HQT & STAFF: 1. Principal verifies teachers credentials, CLAD

certifications and ensures live scan are completed and documented in employee’s personnel file. Costs associated live scans.

2. Acquire, develop and retain 25 highly qualified teachers;

(including Resource Specialist), to provide a rigorous academic program and attend ongoing Professional Development.

3. Costs for Leadership Team:

• Principal • Vice-Principal • 2 Instructional Consultants

Charterwide

X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

1. LCFF Base: $1,000

2. LCFF Base:

$600K EPA: $368K SPED:$100K

3. LCFF Base: $100K LCFF S&C: $125K

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• 1 Counselor Costs include salaries for roles and responsibilities outlined in their job descriptions that support the school’s mission and educational program.

FACILITY & TECHNOLOGY 1. Costs for IT Consultant to install all technology devices,

provide maintenance and technical support to ensure updates of all computers for instructional and assessment use. IT will also assess schoolwide bandwidth to ensure appropriate implementation of web-based curricular programs and expansion of technology devices.

2. Purchase the following technology devices: • 1 Server • 4-5 Netbook replacement screens • 2-4 Netbook/tablet laptop keyboards • Software & licensing • 2 Netbook/tablet charging carts • 10-30 Replacement headphones

3. Provide full-time janitorial services to maintain a clean

and safe school site. Costs for repairs, janitorial service and maintenance.

4. Complete an annual Facilities Inspection (FIT) Report.

Charterwide


1. LCFF S&C: $41K

2. LCFF Base $5K

3. LCFF Base: $40K

4. LCFF Base: $5K

CURRICULUM 1. Costs for the purchase of Common Core aligned

curriculum and digital curricular materials: • Envision Math • Common Core Coach Student Consumable for ELA • Scholastic News and Time for Kids for Social

Charterwide


1. Lottery: $40K LCFF S&C: $50K Lottery 7,500

2. LFCC S&C: $144K

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Studies/Science • Fountas & Pinnell Reading Program • Classroom Leveled Libraries • Learning Headquarters: Writing • Raz Kids • Reading A to Z • Renaissance Learning: Accelerated Reader & Math • Learning Upgrade

2. Costs for instructional classroom materials.

ACADEMIC INTERVENTIONS/STUDENT ENGAGEMENT 1. Provide students with after-school tutoring. 2. Continue to implement Student Council for Elementary

grades; and ASB for Middle School grades. Student government provides students with a voice, in addition to leadership and communication skills.

3. Host schoolwide events: Harvest Festival, Field Day,

etc.

Charterwide


1. S&C: LCFF $25K

2. ASES:$5,000


PROFESSIONAL DEVELOPMENT HTVCS will provide all teachers with Professional Development on the following topics:

• Common Core State Standards ELA/ELD Frameworks

• CCSS Math • NGSS • STEM/STEAM Training • PBIS • Freedom Rights – Character Education • Data Analysis • GLAD Strategies • Teach for Success • Gradual Release of Responsibility

Schoolwide


1. Title II: $5,000

2. Title II: $1,000


4. Title II: $3,000:

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• Problem-based Learning • Project-based Assessment

1. Provide all teachers with 5-days of Summer Professional

Development on topics listed above. 2. Provide all teachers with 2 non-instructional days of

Professional Development. 3. Provide all teachers with weekly Professional

Development to also include lesson planning. 4. Consultant will work with teachers: 4 times/year. ELD/ELD PROGRAM 1. ELD Consultant/CELDT Coordinator and Teachers will

administer CELDT assessments annually for all ELL students.

2. Principal & teachers will analyze data and discuss student progress and routinely and use data to: • Monitor the progress of ELL, Long Term English

Learner (LTEL) and Reclassified Students. • Determine the short and long-term needs of ELL

students • Determine specific actions designed to accelerate

language acquisition and learning for ELL students 3. ELD Consultant/CELDT Coordinator will reclassify

students annually based on school’s reclassification criteria.

4. Implement teacher created ELD curriculum and provide additional academic support including small group instruction with Instructional Assistant for one hour daily.

5. Provide a program to support “new arrivals” that includes

daily, dedicated and integrated ELD instruction,

Schoolwide

_ _ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils X_English Learners __Foster Youth X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

1. Title III: $5,000


3. Title III: $500

4. Title III: $3,000 LCFF Base: $2,000

5. Title III:$1,000

6. Title III:$1,000 LCFF Base: 9,750

7. Title III: $1,000 LCFF: $1,000

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including pictorials, informational charts, and vocabulary strategies.

6. Teachers will provide Integrated ELD (academic

language development across all disciplines), GLAD/ SDAIE strategies; through push-in/pull-out and small group instruction.

7. Implement ELL/LTEL supports that focus on the

following: • Increased reclassification rates • Increase English Proficiency as measured through

AMAO 1/AMAO 2 growth targets










Charterwide



2. LCFF Base:

$650K EPA: $400K SPED:$105K

3. LCFF Base:

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• Principal • Vice-Principal • 2 Instructional Consultants • 1 Counselor Costs include salaries for roles and responsibilities outlined in their job descriptions that support the school’s mission and educational program.

$100K LCFF S&C: $130K



2. Develop an annual technology needs assessment. 3. Provide full-time janitorial services to maintain a clean



Charterwide


1. LCFF S&C: $42K

2. LCFF Base $5K

3. LCFF Base: $42K

4. LCFF Base: $5K

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Charterwide


1. Lottery: $42K LCFF S&C: $60K Lottery $8K

2. LFCC S&C: $155K



3. Host schoolwide events: Harvest Festival, Field Day,

etc.

Charterwide


1. LCFF S&C: $30K

2. ASES: $6,000


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• CCSS Math • NGSS • STEM/STEAM Training • PBIS • Freedom Rights – Character Education • Data Analysis • GLAD Strategies • Teach for Success • Gradual Release of Responsibility • Problem-based Learning • Project-based Assessment




Development to also include lesson planning. 4. Consultant will work with teachers: 4 times/year.

Schoolwide


1. Title II: $5,500

2. Title II: $1,500


4. Title II: $3,500

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ELD/ELD PROGRAM 1. ELD Consultant/CELDT Coordinator and Teachers will









daily, dedicated and integrated ELD instruction, including pictorials, informational charts, and vocabulary strategies.






Schoolwide

__ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils X_English Learners __Foster Youth X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________



3. Title III: $500



6. Title III: $1,000 LCFF Base: 9,750 LCFF

7. Title III: $1,000 LCFF: $1,000

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• Principal • Vice-Principal • 2 Instructional Consultants • 1 Counselor

Costs include salaries for roles and responsibilities outlined in their job descriptions that support the school’s mission and educational program.

Charterwide



2. LCFF Base:

$675K EPA: $410K SPED:$110K

3. LCFF Base: $110K LCFF S&C: $140K

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2. Develop an annual technology needs assessment. 3. Provide full-time janitorial services to maintain a clean



Charterwide

_X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

1. LCFF S&C: $45K

2. LCFF Base $5K

3. LCFF Base: $45K

4. LCFF Base: $5K





Charterwide


1. Lottery: $43K LCFF S&C: $65K Lottery $8K

2. LFCC S&C: $160K

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Host schoolwide events: Harvest Festival, Field Day, etc.

Charterwide


1. LCFF S&C: $35K

2. ASES: $6,000




• CCSS Math • NGSS • STEM/STEAM Training • PBIS • Freedom Rights – Character Education • Data Analysis • GLAD Strategies • Teach for Success • Gradual Release of Responsibility • Problem-based Learning • Project-based Assessment




Development to also include lesson planning.

Schoolwide


1. Title II: $6,000

2. Title II: $1,500


4. Title II: $3,500

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4. Consultant will work with teachers: 4 times/year.

ELD/ELD PROGRAM 1. ELD Consultant/CELDT Coordinator and Teachers will









daily, dedicated and integrated ELD instruction, including pictorials, informational charts, and vocabulary strategies.


Schoolwide

__ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils X_English Learners __Foster Youth X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________



3. Title III: $550



6. Title III: $1,000 LCFF Base: $10K

7. Title III: $1,000 LCFF: $1,000

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GOAL: GOAL #2: Engage parents as partners through education, communication, and collaboration to promote student a safe, welcoming and inclusive, positive learning environment to ensure students are in class ready to learn.

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


Identified Need: • Decrease Chronic Absenteeism Rates • Decrease Suspension Rates




1. Provide parents with opportunities for decision-making input in the school’s program. 2. Increase parent participation in schoolwide programs/events. 3. Administer annual parent & student surveys to obtain feedback/input. 4. Decrease suspension rates by 1% annually (8.9% to 7.9%) 5. Maintain expulsion rates below 1% 6. Complete annual Facility Inspection (FIT) Report


Expenditures SCHOOL CLIMATE 1. Host schoolwide events that promote a positive school

culture/climate: • “Bully Free” Week

2. Continue to support Peace Patrol and Safety Patrol that

trains students to problem-solve, and conflict resolution skills.

3. Host weekly assemblies & student recognition. 4. Continue to implement Freedom Rights – Character

Education Program through weekly assemblies and monthly character traits. Recognize student who exhibit the Character Traits.

5. Implement PBIS schoolwide, including addressing

student behavior during class, passing period, etc. Host monthly assembly for students led by Counselor.

Schoolwide


1. No costs 2. LCFF Base:

$400 3. LCFF Base:

$500 4. LCFF Base:

$500 5. No Costs

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PARENT AS PARTNERS 1. Host annual parent/student orientation to welcome

students/families, discuss policies/procedures, character education program, tour school and meet staff.

2. Host at least 2 student led parent/teacher conferences. 3. Host Schoolwide events:

• Welcome back BBQ. • Harvest Festival • Family Fridays: Math, Literacy, Science, &

Technology • May Faire • Mother’s Day Breakfast • Science Fair • Family Movie Nights • Talent Show • Family Movie Nights • Sports Event

4. Host workshops for parents from the Parent Institute for

Quality Education (PIQE). 5. Administer annual parent survey to gather input and

feedback.

Schoolwide


1. Cost are covered above

2. No cost 3. Costs

covered above

4. Title I: $500 5. No cost,

address above

PARENT AS DECISION-MAKERS 1. Host at least 2 ELAC meetings annually to address the

school’s Title III/ELL/LTEL Educational Program; address the ELD program and develop methods to support student learning.

2. Host at least 2 School Site Council (SSC) Meetings

annually to address the school’s Title I program, and the

Schoolwide


1. Title I: $100 2. Title I: $200 3. No cost

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academic support programs to increase ELA & Math student academic achievement.

3. Parents also have the opportunity to serve on the

governing board.



1. Provide parents with opportunities for decision-making input in the school’s program. 2. Increase parent participation in schoolwide programs/events. 3. Administer annual parent & student surveys to obtain feedback/input. 4. Decrease suspension rates by 1% annually 5. Maintain expulsion rates below 1% 6. Complete annual Facility Inspection (FIT) Report










Schoolwide



$450 3. LCFF Base:

$550 4. LCFF Base:

$550 5. No Costs

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feedback.

Schoolwide



2. No cost 3. Costs

covered above


addressed above




annually to address the school’s Title I program, and the academic support programs to increase ELA & Math



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student academic achievement. 3. Parents also have the opportunity to serve on the

governing board.



1. Provide parents with opportunities for decision-making input in the school’s program. 2. Increase parent participation in schoolwide programs/events. 3. Administer annual parent & student surveys to obtain feedback/input. 4. Decrease suspension rates by 1% annually 5. Maintain expulsion rates below 1% 6. Complete annual Facility Inspection (FIT) Report










Schoolwide



$500 3. LCFF Base:

$600 4. LCFF Base:

$600 5. No Costs

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feedback.

Schoolwide



2. No cost 3. Costs

covered above


addressed above




annually to address the school’s Title I program, and the

Schoolwide



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academic support programs to increase ELA & Math student academic achievement.

3. Parents also have the opportunity to serve on the

governing board.

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GOAL: GOAL #3: Develop an infrastructure for ongoing analysis of data including: student achievement, performance data, and demographics to measure program efficacy and ensure maximization of physical, human, and fiscal resources.

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


Identified Need: • Develop growth targets for SBAC Assessments in ELA & Math • Develop growth targets for benchmark assessment in ELA & Math




1. Establish growth targets for Common Core aligned benchmark assessments, upon release of SBAC results. 2. Establish growth targets for SBAC assessments in ELA/Math for all subgroups upon release of SBAC results 3. 2016 API will serve as a baseline 4. Establish growth targets for continuously enrolled ELL using CELDT Performance 5. Develop a plan to meet annual AMAO 1 and AMAO 2 growth targets. 6. Establish annual Reclassification Rate of ELL in Early Advance/Adv. upon release of SBAC results 7. HTVCS serves grades K-8, therefore the following CDE measurable outcomes do not apply:

• % Achievement UC A-G requirements • % College & Career Ready • % AP Passage rate • % College ready by EAP • Other Pupil Outcomes


Expenditures ASSESSMENTS 1. Administer DRA Assessments for grades K-3: 3

times/year. 2. Administer Renaissance Learning STAR Reading &

STAR Math assessments: Every 6 weeks 3. Administer Illuminate Common Core aligned

assessments 4. Administer Engage NY Unite assessments (Summative)

twice/month.

Schoolwide



2. LCFF: $7,000



$2,000 6. No cost 7. No cost 8. LCFF Base:

$200 9. LCFF Base:

$1,200

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5. Administer Writing Prompts using Learning Headquarters

6. Administer SBAC Interim assessments (CDE Digital

Library). 7. Administer interim benchmark assessments using

Illuminate Common Core aligned assessments. 8. Costs for PowerSchool Student Information System. 9. Administer the following state mandated assessments:

• CELDT: for ELL • CST Science: Grade 5 & 8 • CAASPP/SBAC: Grades 3-8 • Physical Fitness Test: Grade 5 & 7



1. Establish growth targets for Common Core aligned benchmark assessments, upon release of SBAC results. 2. Establish growth targets for SBAC assessments in ELA/Math for all subgroups upon release of SBAC results 3. Establish 2017 API Growth target 4. Establish growth targets for continuously enrolled ELL using CELDT Performance 5. Develop a plan to meet annual AMAO 1 and AMAO 2 growth targets. 6. Establish annual Reclassification Rate of ELL in Early Advance/Adv. upon release of SBAC results 7. HTVCS serves grades K-8, therefore the following CDE measurable outcomes do not apply:



Expenditures

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ASSESSMENTS 1. Administer DRA Assessments for grades K-3: 3




twice/month. 5. Administer Writing Prompts using Learning

Headquarters 6. Administer SBAC Interim assessments (CDE Digital



• CELDT: for ELL • CST Science: Grade 5 & 8 • CAASPP/SBAC: Grades 3-8 • Physical Fitness Test: Grade 5 & 7

Schoolwide



2. LCFF: $7,500




$200 9. LCFF Base:

$1,500



1. Establish growth targets for Common Core aligned benchmark assessments, upon release of SBAC results. 2. Establish growth targets for SBAC assessments in ELA/Math for all subgroups upon release of SBAC results 3. Establish 2018 API Growth Target 4. Establish growth targets for continuously enrolled ELL using CELDT Performance 5. Develop a plan to meet annual AMAO 1 and AMAO 2 growth targets.

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6. Establish annual Reclassification Rate of ELL in Early Advance/Adv. upon release of SBAC results 7. HTVCS serves grades K-8, therefore the following CDE measurable outcomes do not apply:



Expenditures ASSESSMENTS 1. Administer DRA Assessments for grades K-3: 3




twice/month. 5. Administer Writing Prompts using Learning

Headquarters 6. Administer SBAC Interim assessments (CDE Digital



• CELDT: for ELL • CST Science: Grade 5 & 8

Schoolwide



2. LCFF: $7,750




$200 9. LCFF Base:

$1,750

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• CAASPP/SBAC: Grades 3-8 • Physical Fitness Test: Grade 5 & 7

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Annual Update

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

Guiding Questions:

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not

limited to, English learners, low-‐income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving

the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making

progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

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

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Original GOAL from prior year

LCAP:

Goal #1: All students will be provided with rigorous, high quality core curriculum & instruction. - HQ Teachers - Increase effectiveness of teachers - Access to CCSS aligned curriculum - Increase the percentage of students who will meet or exceed the expectations defined by the Common Core State Standards (CCSS)

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

COE only: 9__ 10__

Local : Specify _____________________


Expected Annual

Measurable Outcomes:

1. 100% of students will receive instruction from a fully certified, high quality teacher with appropriate EL authorization;

2. 100% teachers will implement various types of

pedagogical strategies.

3. 100% of students will have access to Common Core standards-aligned instructional materials and supplemental materials;

4. Implement Common Core Aligned benchmark

assessments for all students in ELA & Math. 5. 2014-15 CAASPP (ELA & math) assessment results will

serve to establish a baseline.

Actual Annual Measurable Outcomes:

1. 100% of teachers are fully credentialed and hold CLAD certifications as documented in Human Resources records, CALPADS and annual SARC reporting.

2. 100% of teachers implement researched-based pedagogical strategies as observed during ongoing classroom observations by the Principal.

3. Based on classroom observations by the Principal, all students have access to Common Core aligned instructional materials in ELA & Math.

4. HTVCS has administered STAR Reading and STAR Math common core aligned benchmark assessments, three times per year.

5. Student Achievement - Spring 2015 CAASPP/SBAC assessments were administered to all students in grades 3-8 in ELA & Math and results will serve as a baseline.

6. Student Achievement – 2014-15 API is not available 7. HTVCS serves Grades K-8, therefore the following CDE

Metrics do not apply: • % Achievement in UC A-G requirements • % College & Career Ready • % AP Passage Rate • % College Ready by EAP • Other Pupil Outcomes

LCAP Year: 2014-15

Planned Actions/Services Actual Actions/Services

Budgeted Expenditures

Estimated Actual Annual

Expenditures

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1. Teacher Quality, Highly Qualified Teacher Authorizations, Live Scan, Credential Clearance costs, Teacher exit survey, BTSA Program Costs.

2. Costs associated with a full-time Instructional Program

Coordinator, who will observe teacher/classrooms, provide feedback, & collaborate with the teaching faculty on lesson planning, instructional practice.

1. $0

2. $80,000 Title I & LCFF Base

1. Costs incurred for live scans, review & ensure all teachers are properly credentialed and hold proper certifications. A total of 1 teacher was enrolled in BTSA program.

2. The following occurred: • 1 Part-time onsite contracted consultant • 1 Part-time onsite ELD instructor • 1 Full-time onsite Instructional Program Coordinator

(Since April 2015)

1. $2,500 LCFF Base

2. $48K LCFF BASE $44 Title I

Scope of service: Schoolwide Scope of service: Schoolwide

X_ALL X_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

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

1. Costs associated with the Purchase of Common Core aligned curricular & instructional materials for ELA & Math (grades K-8)

2. Costs associated with Guided Reading Program.

1. $25,000 LCFF Base

2. $10,000 LCFF S&C

1. Cost for purchasing the following Common Core Aligned curriculum for ELA & Math for grades K-8: • Scholastic News • Common Core Coach Student Consumables for

ELA • Time for Kids • Leveled Readers from Award Winning K-2

2. No purchase was made for the Guided reading

Program.

1.$29K Common Core; $1,600 Title III; 2. $0.00

Scope of service: Charterwide Scope of service: Charterwide

X_ALL X_ALL

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


1. Costs for administering CAASPP Testing. 2. IT Consultant for infrastructure upgrades,

maintenance, and preparation for SBAC/ CAASPP testing.

3. Costs associated with the purchase of benchmark

assessments for ELA & math. 4. Costs for Data Analyst to collect, disaggregate,

analyze and present data.

1. Unknown


3. $2,000

LCFF

1. Costs for administering CAASPP testing for grades 3-8 including testing coordinator, headphones and tablets.

2. Cost for full-time IT staff and 1 Part-tie staff to provide technical support, maintenance for technology devises and ensure all devices are upgraded for SBAC/CAASPP testing implementation.

3. Action Learning System was not purchased nor

implemented. Instead Galileo benchmark assessment was purchased from Assessment Technology Incorporated (ATI)

4. Data analyst was not hired.

1.$5,000 LCFF Base 2.$35K LCFF Base 3.$7K LCFF S&C

Scope of service: Schoolwide Scope of service: Charterwide



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

reviewing past progress and/or changes to goals?

There is a need to revise this goal to include all measurable outcomes outlined in State Priority 1.

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LCAP:

Goal #2: Teachers will receive professional development on research-based strategies, ELD and ELA frameworks to improve EL attainment of English proficiency while mastering content

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

COE only: 9__ 10__ Local : Specify _____________________


Expected Annual


1. Students will receive instruction by teachers who are participating in CCSS ELA/ELD Framework training.

2. EL students will improve by one performance level

annually as identified in CELDT. 3. Establish a baseline for Reclassification Rates.


1. 100% of teachers have received Professional Development in CCSS ELA/ELD Frameworks as documented in sign-in sheets and observed in classroom observations and lesson planning.

2. CELDT Performance Level: • 2013-14: 40 out of 102 ELL students improved by at

least 1 Performance Level (PL); 55 students remained at the same PL; 7 students declined by at least one PL.

• 2014-15: 41 out of 130 ELL students improved by at least 1 Performance Level (PL); 77 remained at the same level and 12 declined by at least 1 PL.

3. Reclassification Rates: • 2013:14: 24% • 2014-15: 5%

4. Teachers will be receiving training on the NGSS in 2015-16.

LCAP Year: 2014-15




Expenditures Costs associated with Professional Development on the following: • Common Core State Standards including NGSS • Gradual Release of Responsibility • School wide Writing Project • Professional Learning Communities • Focused Literacy Blocks • Teach for Success • Research-based pedagogical strategies: Differentiated

$70,000 LCFF Base

1. All teachers attended Professional Development on the following topics, as documented by sign-in sheets: • Gradual Release of Responsibility • School wide Writing Project • Focused Literacy Blocks • Teach for Success • Research-based pedagogical strategies:

Differentiated Instruction, Project & Problem-based Learning, Webb’s Depth of Knowledge)

$7K Title II $6K LCFF S&C $17K Common Core

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Instruction, Project & Problem-based Learning, Webb’s Depth of Knowledge)

• Freedom Rights Character Development • Restorative Practice Principles • Using Technology to enhance and engage student

learning (21st Century, & Google Apps for Education Training)

• Using data to drive instructional practice

• Freedom Rights Character Development • Using Technology to enhance and engage student

learning (21st Century, & Google Apps for Education Training)

• Using data to drive instructional practice


X_ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other SubgroupsLSpecify)______________

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other SubgroupsLSpecify)________________________

1. Costs associated with Professional Development on CCSS ELA & ELD Framework, interpreting CELDT results & supporting ELL’s academically.

2. Costs associated with providing ELD Services to improve student achievement for English Learners (Program & service costs), including CELDT Coordinator, and prevent Long-term EL. Costs for ELD Curriculum.

1. $4,000 LCFF Base


$6,000 Title III & LCFF Base for curriculum

1. Costs for CELDT coordinator to administer CELDT assessment, interpret CELDT Results and support ELL’s academically.

2. Costs for ELD Services for ELL’s that includes: • CELDT Coordinator

1. LCFF Base 2. $10,000 title

III $15,000 LCFF Base


__ALL __ALL

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OR: __Low Income pupils X_English Learners __Foster Youth __Redesignated fluent English proficient __Other SubgroupsLSpecify)______________

OR: __Low Income pupils X_English Learners __Foster Youth X_Redesignated fluent English proficient __Other SubgroupsLSpecify)________________________

1. Costs associated with Professional Development on CCSS ELA & ELD Framework, interpreting CELDT results & supporting ELL’s academically.

2. Costs associated with providing ELD Services to improve student achievement for English Learners (Program & service costs), including CELDT Coordinator, and prevent Long-term EL

1. $4,000 LCFF Base

2. $70,000 Instructional Aides LCFF Base $6,000 ELD Curriculum Title III & LCFF Base

1. Costs for CELDT coordinator to administer CELDT assessment, interpret CELDT Results, reclassify students and support RFEP’s academically.

2. Costs for ELD Services for RFEP students to prevent

LTELs.

1. Title III $1,000

2. LCFF S&C $50,000


__ALL __ALL OR: __Low Income pupils __English Learners __Foster Youth X_Redesignated fluent English proficient __Other SubgroupsLSpecify)______________

OR: __Low Income pupils __English Learners __Foster Youth X_Redesignated fluent English proficient __Other SubgroupsLSpecify)________________________



Revise goal to include CDE measurable outcomes and combine with other similar goals.

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LCAP:

Goal #3: Strengthen parent involvement to include workshops, activities, and parent input in decision-making.

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



Expected Annual


1. Ensure parent representative in the school’s governing board.

2. Host at least 3 school wide events annually that includes

community-building activities.

3. Develop an outreach plan to increase parent

participation in SSC, ELAC and parent monthly meetings.

4. Administer annual parent survey


1. Parent decision-making input takes place in various ways: • Serving on the governing board • School Site Council (SSC) • English Language Advisory Committee (ELAC)

2. HTVCS has hosted the following schoolwide events that

includes community building activities: • Welcome Back BBQ • Parent Institute for Quality Education (PIQE) • Family Fridays, Math, Literacy, and Science Night • Science Fair • Talent Show • Learning Comes to Life

3. SSC & ELAC meetings have taken place 3 times per year.

4. Parent survey was administered. LCAP Year: 2014-15




Expenditures 1. Costs for a full-time Parent Liaison 2. Costs associated with implementation of SSC, ELAC,

parent advisory group, and school wide parent events and workshops on: • Understanding Common Core State Standards • Supporting your child academically • Freedom Rights • Restorative Practices

1. Parent Liaison - $25,000 [LCFF base]

2. $2,000 for

costs associated with

1. A parent liaison was not hired. 2. HTVCS has hosted SSC, ELAC parent advisory group

and school parent events and workshops on the following: • Welcome Back BBQ • Parent Institute for Quality Education (PIQE) • Harvest Festival • Family Fridays: Math, Literacy, Science,

1. $0.000 2. LCFF Base:

$2,000 3. Costs

covered in #2

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• Preparing your child for college (UC A-G, financial aid, navigating the public education system, etc.)

• PIQUE – parent participation 3. Costs incurred from 9-week parent certification course.

parent/school events (baby-sitting, refreshments, etc.) [LCFF base]

3. $500 for costs incurred from PIQE course [LCFF base]

Technology • May Faire • Learning Comes to Life • Mother’s Day Breakfast • Science Fair • Family Movie Nights • Sports Events • Talent Show • Various grade level events • Various assemblies

3. Parent certification course was offered through PIQE

Workshops.




Costs associated with hosting school wide events annually that include community-building activities

$5,500 LCFF Base

The following schoolwide, community building events were held:

• Welcome Back BBQ • Parent Institute for Quality Education (PIQE) • Family Fridays, Math, Literacy, and Science Night • Science Fair • Talent Show • Learning Comes to Life

Costs covered above


X_ALL X_ALL

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Revise goal to include School Climate State Priority and measurable outcomes.

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LCAP:

GOAL #4: The school provides a safe, well-maintained facility and positive learning climate that support the academic, social, emotional and physical needs of all students.

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



Expected Annual


1. All students will receive instruction in facilities that are safe, secure, clean and well maintained.

2. Hosts at least 2 Student Led Conferences

(Presentations of Learning) 3. Implement Monthly Assembly of Freedom Rights &

Student recognition. 4. Ensure all students & staff are annually trained in

Restorative Practices. Appoint Student Peace Ambassadors annually.

5. Maintain suspension rates at <1% 6. Maintain expulsion rates at <1%


1. Fit Report Score: Good 2. HTVCS has hosted 2 Student Led Conferences

(Presentations of Learning) in October & March. 3. Monthly assemblies took place on Freedom Rights &

Student Recognition. 4. All staff and students have received training on Positive

Behavior Management Systems (PBIS). In addition, a Student Peace Ambassador was appointed.

5. Suspension Rates: • 2013-14: 9.6% • 2014-15: 8.9%

6. Expulsion Rates: • 2013-14: 0% • 2014-15: 0%

7. Attendance Rates: • 2013-14: 97.1% • 2014-15: 96.3%

8. Chronic Absenteeism Rates: • 2013-14: 2.7% • 2014-15: 3.6%

9. MS Dropout Rates: • 2013-14: 0% • 2014-15: 0%

10. HTVCS serves grades K-8, therefore the following CDE metric does not apply: • HS Dropout Rate • HS Graduation Rate

LCAP Year: 2014-15


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Expenditures 1. Costs associated with hosting at least 2 Student Led

Conferences (Presentations of Learning) whereby students take ownership of data and develop individualized academic goals.

2. Costs associated with hosting monthly Assembly of

Freedom Rights & Student recognition awards to support a positive school climate.

3. Costs associated with training staff on Restorative

Practices.

1. HTVCS has hosted 2 Student Led Conferences (Presentations of Learning) that took place in October 2014; and March 2015.

2. HTVCS hosted monthly assembly of Freedom Rights and Student Recognition.

3. The entire staff received Professional Development on

PBIS. In addition, Peace Ambassadors were established in addition to weekly assemblies.

1. No costs 2. Cost covered

above 3. LCFF Base

$500




1. Costs for bus passes (to increase attendance) 2. Costs for providing school uniforms.

1. $3,600 LCFF Base

2. $1,000 LCFF Base

1. Costs for providing bus passes for students in an effort to increase student attendance, decrease truancy, and decrease chronic absenteeism rates.

2. Costs for providing all students with uniforms.

1. LCFF Base: $550

2. LCFF Base: $500


__ALL __ALL

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OR: X_Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: X_Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

1. Costs for bus passes (to increase attendance) 2. Costs for providing school uniforms.

1. $3,600 LCFF Base

2. $1,000 LCFF Base

1. Costs for providing bus passes for foster youth students in an effort to increase student attendance, decrease truancy, and decrease chronic absenteeism rates.

2. Costs for providing foster youth students with uniforms.

1. Cost covered above

2. Cost covered above


__ALL __ALL OR: __Low Income pupils __English Learners X_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils __English Learners X_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________



There is a need to add CDE measurable outcomes and revise goal.

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LCAP:

Goal #5: To provide increased opportunities that support student engagement in learning through technology based activities & project-based learning

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



Expected Annual


1. All students will demonstrate social responsibility by working to improve their school & community.

2. 100% of 8th graders will develop their UC A-G Academic

Plan for HS. 3. 100% of Grade 6-8 students will participate in College

Field Trips 4. 100% of students will participate in school wide projects

annually. 5. All students in Grades 3-8 will receive instruction on

computer literacy and typing skills. 6. Implement a 1:1 Google Chromebooks for students in

Grades 7-8


1. HTVCS students participate in schoolwide and community wide events with a focus on social responsibility through peer tutoring, reading buddies, community clean up, and 5th graders went to Bizz Town. However, this is an action not a measurable outcome.

2. All 8th grade students have developed their UC A-G Academic Plan in preparation for high school, as part of the College & Career Readiness in their AVID Course.

3. HTVCS 6-8th grade students have participated in the following College field trips to SDSU, UCSD, and USD.

4. All students have participated in schoolwide projects such as: • Learning Headquarters Writing Tasks • Science Fair • Spelling Bee • Learning Comes to Life Open House

5. All students in grades 3-8 received instruction on digital literacy and typing skills: Keyboarding, Learning Upgrade, Raz Kids, Reading A to Z, and online component of Scholastic News

6. Course Access: Student to Computer Ratio: • 2013-14: 1:1 • 2014-15: 1:1

7. Course Access: 100% of students are enrolled and have access to Physical Education

LCAP Year: 2014-15




Expenditures

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1. Costs for full-time counselor & AVID Program Coordinator for: • Academic counseling • Assisting grade 8 students with UC A-G Academic

Plan • Financial Aid Workshop • Behavioral Issues • Planning College & University Field Trips and

events 2. Costs associated with 6th Grade Camp.

1. $70,000 LCFF Base $1,000 AVID Program Coordinator LCFF S&C


1. HTVCS employs a full-time counselor who also serves as the AVID Coordinator to address student academic issues and the school’s College Going Culture.

1. LCFF S&C: 60,000

2. LCFF Base:0.00




1. Costs for IT Specialist to provide: • Tech Support • Installation of hardware and software • Infrastructure upgrades for Chromebook

implementation and preparation for CAASPP testing

2. Costs for purchasing 100 Chromebooks 3. Costs for designing and implementing a typing and

computer literacy course for students in preparation for the CAASPP testing.

1. $7,500 LCFF Base

2. $30,000 LCFF S&C

3. $7,200

LCFF Base

1. Costs for IT Staff to provide the following services: • Tech Support • Installation of hardware and software • Infrastructure upgrades for Netbooks • implementation and preparation for CAASPP testing

2. HTVCS purchased SS netbooks, and XX PC Tablets for

student use in daily instruction and for SBAC/CAASPP assessments.

3. HTVCS has implemented a typing program for all students in grades 3-8:

1. Cost cover earlier

2. LCFF S&C: $2,000

3. LCFF Base: $2000


X_ALL __ALL

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There is a need to combine this goal with Goal #6.

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LCAP:

Goal #6: To provide increased opportunities to support academic achievement.

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



Expected Annual


1. 100% of all students will be assessed in Reading twice per year.

2. Develop baseline growth targets for Students with

Disabilities. 3. Identify at-risk, and/or academically struggling students

during SST. Develop an individualized learning plan with growth targets for each student.

4. Ensure 100% of “at-risk” Grade 6-8 students are

enrolled in Extended Day Program/Extended Learning Center.

5. Provide 2 Intensive Intervention ½ days twice per year.


1. HTVCS administer reading assessments to all grades K- students at least twice per year using: • Galileo Benchmark Assessments • Assessment Technology Incorporated (ATI) • Developmental Reading Assessment (DRA) • STAR Reading via Renaissance learning • Teacher created ELA unit tests However, this is an action/service not a measurable outcome.

2. Baseline growth targets were developed for all Students with Disabilities.

3. HTVCS has implemented the SST Process to identify at-risk and academically struggling students. All students referred to SST are provided with an Individualized Learning Plan.

4. 100% of students in grades 6-8, were enrolled in after school tutoring. HTVCS no longer has Extended Learning Centers (ELC).

5. Students have access to 2 weeks of intensive intervention in Fall and Spring.

LCAP Year: 2014-15




Expenditures 1. Costs associated with implementing DRA in grades K-

8 including testing coordinator. Administer 4 times per year for grades K-5. Costs for substitutes and materials.

2. Costs associated with SST including developing

1. $9,600 LCFF S&C

2. $7,200 LCFF Base

1. HTVCS implemented DRA reading assessment for grades K-8, administered at least 2 times per year. • Galileo Benchmark Assessments • Assessment Technology Incorporated (ATI) • Developmental Reading Assessment (DRA) • STAR Reading via Renaissance learning

1. LCFF S&C: $5,000


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individualized learning plans for every student. Cost for data meetings twice per year for substitutes.

• Teacher created ELA unit tests

2. Costs for strengthening SST Program to identify at-risk and academically struggling students for academic interventions and develop an Individualized Learning Plan with growth targets. Resource and Special Education Team: 2 full-time Educational Specialists, Speech Pathologist, Counselor, Occupational Therapist, P.E. Coaches, and various instructional aides.




Costs associated with the Extended Learning Center Program targeted for at-risk, low-performing students in grades 6-8 (twice per week). The ELC provides academic tutoring, organizational skills workshop, small group instruction with teachers.. Costs for Extended Learning Center for grades 6-8, 2 times per week with teachers and tutors.

$5,000 LCFF S&C LCFF Base

HTVCS provided all Grade 6-8 at-risk and low-performing students with access to after-school tutoring, and study skills course.

• Tutoring • Organizational Skills • Small Group instruction

LCFF S&C & ASES: $15,000


X_ALL

X_ALL



Costs associated with 2 intensive intervention ½ day workshops, twice per year (Fall & Spring). Costs for intensive intervention weeks twice per year.

$40,000 LCFF S&C

HTVCS provided 2 weeks of intensive intervention courses in Fall and Spring.

LCFF S&C: $25,000

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Costs for after-school academic tutoring (intervention)

$20,000 ASES Grant & LCFF Base

After school program was provided for all students for academic and social enrichment.

ASES Grant and LCFF S&C: $10,000






There is a need to combine Goal #5 and #6.

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

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).

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

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

Total amount of Supplemental and Concentration grant funds calculated: $_384,727____________________________ Stakeholder input in combination with schoolwide data on student performance support the continued improvement of the school. Harriet Tubman Village Charter School (HTVCS) has committed these funds to support the academic and social-emotional needs of English Language Learners, Low-Income and Foster Youth. HTVCS is expending funds in the 2015-16 school year in the following ways:

• ELD/ELA Instructional Consultant (Coach) • Math Instructional Consultant (Coach) • Purchase of Curriculum: Fountas & Pinnell; Renaissance Learning (Accelerated Reader & Accelerated Math); Learning Upgrade; Raz

Kids • Leveled Libraries • Professional Development for all teachers on the Common Core State Standards (CCSS) ELA/ELD; GLAD Strategies, Gradual

Release of Responsibility; and Character Education (Freedom Rights) • Implementation of PBIS

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

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

The services in the LCAP far exceed the 13.33% increased or improved services for unduplicated students as compared to the services provided the prior year. In order to ensure equity, we recognize the need to improve and expand services for our students in need. Consistent with our core vision, goals and schoolwide action plan, the actions and services outlined and described in Sections 2, 3A and 3B are designed to ameliorate academic achievement for ELL, Low-income and Foster Youth. In addition, services include providing an ELA/ELD Coach & Math Coach (instructional consultant) to ensure ELL, Low-income & Foster Youth students receive additional academic support through small group instruction, and push-in/pull out instruction. Renaissance Learning will serve to ameliorate student achievement in Literacy by monitoring student Lexile Reading Levels & monitor math progress on an ongoing basis throughout the school year, measuring for growth.

13.33 %

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

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

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LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

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

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

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

(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.

(c) “High school dropout rate” shall be calculated as follows:

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

(2) The total number of cohort members.

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

(d) “High school graduation rate” shall be calculated as follows:

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

(2) The total number of cohort members.

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

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(e) “Suspension rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).


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

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).


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

8-22-14 [California Department of Education]

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