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LCAP Year X 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

LCFF Evaluation Rubrics [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.]: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name Lompoc Unified School District

Contact Name and Title

Trevor McDonald

Superintendent

Email and Phone

[email protected]

(805) 742-3300

2017-20 Plan Summary

Lompoc is located 150 miles northwest of Los Angeles in Santa Barbara County. Lompoc is the support city for Vandenberg Air Force Base, the aerospace center of the West Coast. There is a diverse labor base in Lompoc, although agriculture, mining, oil development and aerospace are major categories in the area. Lompoc Unified School District is the largest employer with Lompoc Valley Medical Center and the Lompoc Federal Correctional Complex coming in 2nd and 3rd.

Lompoc Unified School District serves approximately 9,700 K-12 students. The District offers a wide range of programs for students. There are opportunity classes at the middle and high school levels and there are specialists at all levels who provide support for bilingual students, migrant students, gifted, and students with special needs.

Overview of the District:

mailto:[email protected]

LCAP HIGHLIGHTS

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

Key features of the 2017-2018 LCAP are: The Use of Data to Drive Instruction. Consultant, Dr. Judy K. Sargent, began work with Lompoc Unified School District in 2016-2017 to lead Lompoc Unified School District (LUSD) in the use of data driven decision making. The leadership teams will analyze gaps for students who are low- income, English learner and foster youth as compared with those who are not. Leadership teams will develop their understanding of the Smarter Balanced Assessment, while analyzing student SBAC data, college career readiness, attendance, and suspension rates. Leadership teams will engage in active data inquiry that will lead from important data questions, through data exploration, analysis and the development of hypotheses about professional practices. From this work, leadership teams will create improvement plans to focus the schools on goals and actions based on student data, and professional practices that meet the needs of all their students including low-income, English learners and foster youth. Using the Data Retreat workshop approach to focus attention on student learning, the importance of relevant data, and improvement planning, have become a powerful catalyst for improvement for Lompoc Unified School District. Professional Learning Communities training for administrators and leadership teams will provide the structure and protocols for the work at the site level on using data to drive instruction using state, formative and interim assessments.

Building Capacity – Professional Development Lompoc Unified School District will provide teachers with ongoing evidence based professional development related to instructional practices, implementation of state standards, and core instruction. Using the District-wide professional development days, elementary teachers, 7-8 English Language Arts teachers and 9-12 English Language Arts teachers and Special Education teachers will receive professional development on implementation of core instruction with a focus on State Standards, instructional practices, technology integration and integrated and designated instruction for English Learners. Math teachers, science teachers and social studies teachers at the middle schools and high schools will be provided professional development focused on core instruction, implementation of state standards and instructional practices to meet the needs of at-risk students. Elective teachers will receive professional development on the 4 C’s of the state standards – critical thinking, collaboration, communication and creativity.

District-wide common minimum days provide additional opportunities to build upon the professional development day instruction to ensure implementation of the standards, core instruction and use of effective instructional strategies. The District-wide common minimum days will focus on English language arts and math. Sites have the opportunity to engage in professional development to meet their site needs through the District-wide collaboration schedule.

Administrators engage in professional development through various opportunities in order to lead their school, have the knowledge base in state standards, instructional practices and core curriculum to ensure that all TK-12 teachers deliver effective instruction. In conjunction with SBCEO’s preliminary and clear administrative services credential program, LUSD will provide a mentor/coach to each candidate holding administrative positions in LUSD. The mentor/coach provides intensive, individualized support and assistance, and assures that a Leadership Action Plan for each administrative candidate is rooted in ongoing observation and reflection.

Professional development is scheduled in such a way that Special Education teachers will be able to attend the professional development of core instruction and still receive the necessary trainings from the Special Education department. Special Education professional development will include co-teaching and autism training.

Elementary and Secondary Common Core Councils meet monthly to articulate and plan instructional content and pacing that is coherent and aligned with California State Standards.

English Learners LUSD will contract with the County Education Office ELD consultant to provide professional learning, ongoing monthly on-site support and training to principals and staff at the seven school sites with the lowest English learner performance data status. Sites will analyze data to develop an action plan to implement best practices to ensure equity and access to core, fidelity of instruction, and differentiation based on student EL students’ English proficiency levels.

The consultant will also work with the District English Language Development Leadership Team. The ELD Leadership Team will meet for one hour monthly to review the work and focus at sites developing understanding of the ELA/ELD Framework, California ELD Standards, and implementation of integrated and designated ELD.

The on-site Leadership team work will involve training to develop in-depth knowledge and understanding of the California ELD Standards, and the ELA/ELD Framework aligned to comprehensive integrated and designated ELD, formative assessments, progress monitoring and evidence based ELD instructional practices.

District-wide ELA/ELD curriculum professional development will incorporate ELD educational pedagogy and high-leverage language acquisition. Professional development will be specifically designed to implement instruction that increases student engagement and build language emphasizing speaking, listening, reading and writing skills to increase academic and language acquisition progress in the core classroom.

A District-wide ELD progress monitoring assessment will be utilized to explicitly articulate the content knowledge and skills EL learners need to improve English language development in the core content.

REVIEW OF PERFORMANCE

GREATEST PROGRESS

Based on the review of the California School Dashboard Equity Report, LUSD recognizes on the state indicators of English Language Arts (ELA) and Mathematics, that LUSD status is deemed “Low” with 15.7 points below proficient in ELA and 53.5 points in math. The change data reflects an increase of 10.2 points in ELA and increase of 6.5 points in math. This increase in both subject areas reflects the hard work LUSD has done to understand and implement state standards and focus on evidenced based instructional strategies and best practices. Graduation rates are very high at 95.6% for “All Students.” Suspension rates have declined by -1.2%. LUSD recognizes that there is a discrepancy between “All Students” and subgroups. Students making great progress as determined by the Equity Report and subgroup data are: ELA – Filipino, Two or more Races Math – Filipino, White Graduation Rate – All students, Two or more Races, White, Socio-Economically Disadvantaged, Hispanic Suspension Rates – Asian, Filipino, All Students, Hispanic, Two or more Races, White Healthy Kids Survey data reveal that 88% of parents agree or strongly agree that LUSD schools promote academic success for all students. 88% agree or strongly agree that LUSD schools provide a high quality instruction for his/her child. 92% of parents agree or strongly agree that LUSD schools are safe places for his/her child. 85% of 5th graders state that teachers and other grown-ups care about them most or all of the time and 95% report that they listen when their teacher is talking most or all of the time. Between 72-87% of secondary student’s state, “there is a teacher or some other adult that always wants me to do my best, pretty or very much true.”

LUSD will build upon the growth in both curriculum areas with the continued focus on professional development on state standards, instructional practices, and core instruction. The work of PLCs through common minimum days, the work to use data to drive instruction, and the belief that all students can achieve have led and will continue to lead to improved performances for all students including low-income, English learners, and foster youth in LUSD.

LUSD will continue to build upon the graduation rates with a focus on subgroups graduation rates. Suspension data will continue to decrease with the work to be done with the MTSS grant. In addition, LUSD will continue to build parent and student satisfaction as evidenced by the Healthy Kids Survey through the work schools are doing with culture and expectations and the belief all students can achieve.

GREATEST NEEDS

Math

Math SBAC data as evidenced by the California State Dashboard reflect that LUSD students are performing below the proficiency target established by the state of California. “All students” data show the LUSD students performed 53.5 points below proficient within the performance category of “Low.”

Student groups with the greatest need include Students with Disabilities, Asian, African American and Two or More Races.

LUSD continues to focus on math through the work with consultant Dr. Judy Sargent, to drive instruction through data. Math coaches will continue to support implementation of the adopted text, effective instructional practices, and Common Core State Standards. Special education teachers are being trained in core math programs in order for special education students to gain access to on grade level instruction through the implementation of adopted text with support from special education teachers. SBCEO will continue to work with middle and high school math teachers to support implementation of adopted text, understanding of state standards, and implementation of common formative assessments.

Performance gaps are evidenced in the California State Dashboard and the steps LUSD is taking with math coaches at the elementary and one middle school, the focus on core curriculum in all special education classrooms, and the focus on data to drive instruction with evidence-based outcomes will benefit all students in LUSD.

Language Arts

As with math, SBAC English Language Arts (ELA) data on the California State Dashboard reflect LUSD students are performing below the proficiency target established by the State of California. “All students” data show that LUSD students performed 15.7 points below proficient within the performance category of “Low.” Students with Disabilities is the subgroup of students that are reflected in the Dashboard as having the greatest need.

LUSD will focus on ELA/ELD within the scope of a new standards-aligned language arts adoption. District-wide common minimum days, site-based PLC work and professional development focused on instruction and curriculum with emphasis on integrated and designated instruction for English learners are steps LUSD is taking to improve academic achievement for all students including low-income, English learners and foster youth. Special education teachers will be receiving the same instruction on the ELA/ELD adoption with additional training on differentiation. Special Day Class teachers will receive intervention materials that are aligned to the state standards and core instruction.

English Learner Progress

LUSD recognizes that the progress of English learners has been very slow in the District. The performance levels overall for English learners on all state indicators show a performance category of “Very Low.” Change data from SBAC reflect a 7.3% decline in performance.

LUSD plans to improve the performance of English learners through a vision of academic achievement for all students with a focus on core instruction. An increase in services include bilingual assistants at each school to support students. After school tutoring will be offered to support English learners access to classroom instruction.

The County Education Office ELD consultant will build capacity through professional learning, ongoing monthly on-site support and training to principals and staff at the seven school sites with the lowest English learner performance data statuses. The consultant will work with state assessment data, District interim assessment data, and an ELD benchmark assessment to systematically and routinely guide instructional decisions and meet EL students’ learning needs in all content areas.

The addition the District-wide ELA/ELD curriculum professional development and the newly adopted Language Arts program at the elementary and high school levels, which include the State focus of integrated and designated English Language Development ( ELD), will incorporate ELD pedagogy that increases student egagement and builds language.

Suspension Rates

The state Dashboard reflects suspension rates are declining in LUSD. The performance status category is “Medium.” Suspensions declined by 1.2%. However, there is a marked discrepancy in the subgroup categories of American Indian, English Learners and Students with Disabilities and “All Students.” LUSD’s focus on building capacity through improvement of instruction coincides with the work the District is doing with providing a safe and respectful learning environment for all students with the MTSS grant. Professional development will be provided to special education and general education staff on Autism Spectrum Disorders, including didactic training, classroom strategies, social skills instruction and executive function for curriculum implementation. A behaviorist position will be funded to provide trainings to staff and create student-specific programs for students. A grant to implement and scale new and existing Multi-Tier Intervention practices using an evidence-based continuous improvement process has been written to address specifically the evidenced need of the subgroups including English Learners, and Students with Disabilities.

Graduation Rates

Graduation rates as reflected on the Dashboard indicate that only 73.9% of Students with Disabilities are graduating while “All Students” are graduating at 95.6%. Attention to the special education department reflects a change in the structure of providing services including co-teaching, professional development for general education and special education on Autism Spectrum Disorders including classroom strategies, social skills instruction, didactic training and executive functioning curriculum implementation.

PERFORMANCE GAPS

LUSD recognizes there are many Performance Gaps in SBAC Data, Graduation Rates and Suspension Rates between subgroup. The District Interim Assessment in both ELA and Math demonstrates a positive change that reflects the District’s commitment to all students in particularly the subgroups with performance gaps. Performance gaps are defined as performance for any student group that was two or more performance levels below the “all student” performances. LUSD performance gaps include: Graduation Rates - English Learners and Students with Disabilities Suspension Rates – Students with Disabilities and American Indian English Language Arts – Students with Disabilities Mathematics - Students with Disabilities and Asian students Steps that LUSD is taking to address these areas include a focus on building capacity through improvement of instruction coincides with the work the District is doing with College and Career Readiness. Supporting students with APEX for credit recovery, focusing on a-g requirements with a College and Career Counselor, funding SAT testings for all 11th graders and AP Test for students taking AP courses with the grant to implement and scale new and existing Multi-Tier Intervention practices using an evidence-based continuous improvement process will support LUSD students. Attention to the special education department reflects a change in the structure of providing services including co-teaching, professional development for general education and special education on Autism Spectrum Disorders including classroom strategies, social skills instruction, didactic training and exeuctive functioning curriculum implementation.

INCREASED OR IMPROVED SERVICES

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

BUDGET SUMMARY

Complete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $104,271,840.29

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

16,957,270

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

General fund expenditures not included in the LCAP except where noted include salaries and benefits for certificated and classified staff, instructional materials, services and other operating expenditures, equipment replacement and transportation for special education students.

$87,958,326 Total Projected LCFF Revenues for LCAP Year

Annual Update LCAP Year Reviewed: 2016-2017

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

Goal 1

Maximize academic achievement of all students with performance at or above grade level in ELA and math; and reduce disparity in levels of achievement among low income, English learners and foster youth.

State and/or Local Priorities Addressed by this goal: STATE 1 X 2 3 X 4 5 6 X 7 X 8

COE 9 10

LOCAL ______________________________________

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

Improve SBAC performance scores (met or exceed standards) by 5% in English language arts (to 46%) and math (to 30%) from 2014-2015 baseline, continue to offer professional development for New California State Standards/ELD, improve EAP ELA and math college readiness (+5% in ELA/Literacy to 46% and +5% in math to 30%) (EAP scores derived from

2014-2015 11th grade SBAC scores), improve District elementary STAR reading and math scores (STAR reading 13 to 14 months growth average and STAR math 12 to 13 months growth average), improve RFEP rate (8.4% to 9.4%). Increase UC/CSU required courses completion rate (91% to 94%), AP pass rate (3 or higher) (65% to 67%), AP course enrollment rate (20% to 22%), CTE course enrollment rate (38.28% to 40%), UC/CSU required course enrollment rate (90% to 93%), and AP exam participation rate (57.37% to 59%). Decrease intervention/remedial course enrollment (12.26% to 11%). AMAO 1 (50.1% to 53.1%) AMAO 2 <5 years (17.1% to 20.1%) AMAO 2 >5 years (45.2% to

48.2%).

SBAC performance scores for grades 3-8 reflect proficiency level (met or exceed standards in language arts of 39% and math of 25%).

Continued to offer professional development in the state standards in ELA/ELD, Math and NGSS. Actual EAP ELA and math college readiness scores of Ready and Conditionally Ready were 55% in language arts and 25% for math. RFEP rate was 8.69%. UC/CSU required course completion rate (a-g requirement) was 24.8%. Data from last year included students receiving “D” and was not reported as the state reports. AP pass rate was 97%. AP enrollment is 25.55%. CTE enrollment was 53.42%. Intervention/remedial course enrollment decreased to 19.96% 15-16 District STAR reading reflect a growth of 3 months. STAR math reflected a growth of 1 month average.

ACTIONS / SERVICES

Action

1 Empty Cell Empty Cell

Actions/Services

PLANNED

Continue District-wide collaboration schedule to allow for instruction and curriculum alignment to New California State Standards/ELD and Next Generation Science Standards (NGSS). All elementary schools (with exception of Buena Vista and Crestview) bank minutes for weekly collaboration.

ACTUAL

Sites banked minutes for weekly collaboration through a District-wide collaboration schedule to allow for instruction and curriculum alignment. Site initiatives included UDL, ELD Framework and math instructional strategies. Buena Vista hopes to begin the weekly collaboration schedule in 17-18. This is an effective model to rollout District and site initiatives and we expect all elementary schools to use this model in 17-18.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Individual school sites identify actions and goals via SPSAs for increased services to improve academic proficiency of English learners, low-socio economic and foster youth that are aligned with LCAP goals and the eight state priorities. Development of site budgets for SPSAs are approved by School Site Councils in Spring 2016 and the school board in Fall of 2016. Examples of increased services budgeted at the site level include salaries (above District contribution) for science lab instructional assistant (IA), additional computer, bilingual and library instructional IA hours, part-time support teachers, materials/supplies, technology, home/school liaisons, FSA counselor hours, PD, non-capitalized equipment, STEAM activities, arts/music programs, intervention teacher, tutoring, and EL counselor.

ACTUAL

Through each school’s Single Plan for Student Achievement (SPSA) actions and goals to increase services to improve academic achievement of English Leaners, low-socio economic and foster youth were written that aligned to LCAP goals and the eight state priorities. School Site Councils approved the plans and aided in the development of the site budget. The school board approved all SPSA’s on October 11, 2016. Increased services within the SPSA’s included part-time support teachers, materials/supplies, technology, home/school liaisons, FSA counselor hours, PD, non-capitalized equipment, STEAM activities, arts/music programs, intervention teacher, tutoring, and EL counselor. Salaries above District contribution included science lab instructional assistant (IA), additional computer, bilingual and library instructional IA hours. Providing LCFF funds to sites affords the sites the ability to implement site-specific initiatives and provide support to their specific student population and needs. School Site Council will approve the budget in the spring and approve a preliminary SPSA. In the fall, School Site Council will finalize approval of the SPSA and the plan will be taken to the school board for approval.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $2,351,924 (4000) $1,062,566 (5000) $238,243 (7000) $14,653

ESTIMATED ACTUAL

LCFF Supp/Con (1000-3000) $2,219,603.50 (4000) $747,6053.85 (5000) $173,067.83 (6000) $69,105.58

Action


Actions/Services

PLANNED

Provide teachers with ongoing, research-based professional development related to instructional practices, implementation of New California State Standards/ELD, Next Generation Science Standards (NGSS) and technology integration. Three District-wide professional development days (8/12/16, 10/31/16, 3/6/17) are scheduled to provide multiple opportunities for training in areas such as the District’s math curriculum (My Math, Engage NY, and MVP). ELA/ELD pilot programs (0ver 100 LUSD teachers

participating) and supplemental support program training (STAR Reading/Math, Lexia, Imagine Learning, Power Reading, ADEPT, Systematic ELD, and technology)

ACTUAL

Districtwide PD days included training on: Engage NY, MVP, Math instructional practices (Engaging Students in Math - Math Coaching Team, Fluency - Facts Wise, Intro to Number Talks, Number Talks in Action), ELA/ELD pilot programs, LUSD supplemental programs Differentiation), assessments and technology. The Sept. 7 Elementary Common Minimum day, facilitated and presented by the LUSD Academic Deans, provided collective site collaboration and Professional Development (PD) on the ELA/ELD Framework. The goal of the PD was to inform teachers about Integrated and Designated ELD instructional strategies aligned to CCSS and the CA ELD Standards as stated in the ELA/ELD Framework. Teachers gained applicable instructional resources and implementation of ELD strategies to support EL student achievement in core academic areas. Secondary Common Core Council Science teachers meeting dates as well as Districtwide PD days involved working with Scott Spector - SBCEO Coordinator of Innovation and Academic Events, to collaborate on instruction and NGSS curriculum alignment. Teachers developed NGSS instructional units and course models to transition to complete NGSS instructional implementation. Explicit Districtwide PD resulted in increased knowledge in instructional practices and technical skills that improve teacher performance capabilities in

the classroom to impact student engagement and achievement outcomes.

Expenditures

BUDGETED

Title I (1000-3000) $48,750 (5000) $5,000 Tile ll (1000-3000) $16,250 (5000) $3,947 Title III (1000-3000) $13,000 LCFF Sup/Con

(5000) $47,500

ESTIMATED ACTUAL

Title l (1000-3000) $15,763.13 (5000) $59,709.35 Title ll (1000-3000) $18,525.88 (4000) $4,798.62 (5000) $62,939.23 LCFF Supp/Con (1000-3000) $119,340.48 (4000) $6,233.26 (5000) $72,795.85

Action


Actions/Services

PLANNED

All English learner students receive instruction that includes explicit and integrated English language development – Systematic ELD, Milestones, and Edge are current ELD materials, however, over one hundred District teachers will pilot new ELA/ELD adoption materials.

ACTUAL

All EL students in the District received explicit English Language Development and Instruction in accordance to their CELDT level for 30–60 minutes per day. Designated ELD instruction was fully implemented at the elementary sites. LUSD Academic Deans monitored and supported teachers at the elementary level in Designated ELD instruction using the Systematic ELD curriculum and ELA/ELD piloted curriculum programs

Leveled ELD courses occur at the secondary level. The secondary ELD curriculum programs are: Edge, Milestones, and English 3D. ELD instruction is designed to assist EL students to acquire English at a level of advanced proficiency that maximizes their capacity to engage successfully and access core content.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000)

$65,000

ESTIMATED ACTUAL

None. PD was during Common Minimum days and no substitutes were required.

Action


Actions/Services

PLANNED

Elementary and Secondary Common Core Councils continue to meet monthly to articulate and plan instructional content and pacing that is coherent and aligned with New California State Standards/ELD.

ACTUAL Elementary Common Core Council team teachers representing grade levels TK – 6th met at the District level on three dates and were paid for their extra duty. Grade Level Members met/communicated monthly. Elementary CCC members collaborated and communicated information to site cohorts on the following topics: ELA/ELD Adoption, Report Cards, Core Instruction Implementation and Professional Development resources and needs. Secondary Common Core Council team teachers representing 5 secondary sites collaborated and communicated information to site cohorts on the following topics: ELA/ELD adoption, and core instruction, content pacing, curriculum planning and implementation in the different content areas, and input on Professional Development resources and needs.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $30,000

ESTIMATED ACTUAL

Title ll

(1000-3000) $ 5,995.89

Action


Actions/Services

PLANNED

Adopt New California State Standards/ELD aligned English Language Arts/ELD curriculum in grades K-5 and 9-12.

ACTUAL

Pilot teachers provided valuable stakeholder input in the ELA/ELD adoption process. The ELA/ELD adoption process for selecting and implementing new instructional materials was thoroughly planned, conducted with transparency and well documented, resulting in a collective District curriculum adoption recommendation for LUSD School Board approval that best serves the ELA/ELD academic needs of LUSD learners in all subgroups.

Expenditures

BUDGETED

LCFF Base /IMFRP (4000) $2,276,000 Lottery (4000) $224,000

ESTIMATED ACTUAL

LCFF Base/IMFRP (4000) $1,536,481.21 Lottery (4000) $774,201.40

Action


Actions/Services

PLANNED

Utilize supplemental programs for targeted support based upon need and assessment data.

Imagine Learning (Newcomers only/perpetual licenses)

Lexia

Power Reading

Renaissance Place (STAR Reading, STAR Math, AR Reading, AR Math, Early Literacy, Spanish STAR Reading)

ACTUAL

Supplemental programs were purchased to support at risk students. STAR Reading, STAR Math and Early Literacy are District interim assessments that provide the District with information three times a year on the progress of students. The use of each program varies between sites and grade levels. With the purchase of the language arts program, and the varied use of supplemental programs, the District will continue to support the sites with STAR Reading, STAR Math and Early Literacy. Sites will purchase supplemental programs through their School Site Council process.

Expenditures

BUDGETED

LCFF Supp/Con

(5000) $152,596

ESTIMATED ACTUAL

LCFF Supp/Con

(5000) $163,911.95

Action


Actions/Services

PLANNED

District math coaches (5) provide ongoing support to elementary teachers in implementing My Math, including development of scope and sequence; identification of instructional materials; development of l es s o n s /units, deve lopment a n d imp lemen ta t i on o f common formative assessments; analysis of District assessment data. Also, support middle school’s continued implementation of Engage NY curriculum.

ACTUAL

The LUSD Math Coaching Team consisted of 5 Math Coaches each assigned to two schools, serving grades K–8th. The Lead Math Coach and Ed. Services Administration met with the Math Coaching Team monthly to collaborate and plan best instructional practices for implementation of the District curriculum programs. Math Coaches supported the instruction of the District curriculum programs, facilitated the intellectual and professional development of teachers, created positive relationships with teachers, students and administrators, and modeled research-based instructional math practices to increase student math performance, as well as facilitating book studies to develop mathematical growth mindsets.

Expenditures

BUDGETED

Educ. Effect.

(1000-3000) $327,500

LCFF Supp/Con

(1000-3000) $219,880

ESTIMATED ACTUAL

Educ. Effect.

(1000-3000) $276,526.24

Title II

(1000-3000) $184,350.17

Action


Actions/Services

PLANNED

Lompoc Apprentice Teacher Support System (LATSS) teachers (3) provide ongoing mentoring and guidance in core instructional practices to new teachers.

ACTUAL

There are 114 teachers participating in the LATSS/PAR Program, with 86 in their first year in Lompoc Unified. Teachers were supported via quick visits with feedback, formal and informal observations, materials and resources as related to professional goals, monthly professional learning sessions, site visits and coaching conversations.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $223,977 Title II (1000-3000) $228,865

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $499,732.09

(5000) $20.00

Action

Empty Cell Empty Cell

10

Actions/Services

PLANNED

Elementary grade level chairs in TK -- 6 (3 per grade level) elected District-wide to serve as instructional leaders for fellow grade level teachers. Grade level chairs work with site principals and District leadership to oversee professional development, coordinate implementation of curriculum using best practices and analyze data to identify areas of improvement.

ACTUAL

Elementary Common Core Council team teachers representing grade levels TK – 6th met at the District level on three dates. Grade Level Members met/communicated monthly. Elementary CCC members collaborated and communicated information to site cohorts on the following topics: ELA/ELD Adoption, Report Cards, Core Instruction Implementation and Professional Development resources and needs.

Expenditures

BUDGETED

LCFF Supp/Con

(1000-3000) $47,673

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $34,687.85

Action


Actions/Services

PLANNED

English Language Development Leadership team meets monthly to articulate and plan instructional content and pacing that is coherent and aligned with New California State Standards/ELD.

ACTUAL

Elementary ELD Leadership Team teachers including Academic Deans representing all nine elementary sites met to collaborate on the following topics: Integrated and Designated ELD progress, analysis of Integrated and Designated ELD in the ELA/ELD adoption pilot programs, ADEPT Benchmark assessment implementation and data analysis, Fluent English Proficiency reclassification criteria and progress, and CELDT to ELPAC transition. ELD Leadership members delivered communication to sites to ensure equity and access to core instruction and explicit focused English Language Development for all EL Learners.

Expenditures

BUDGETED

Title III

(1000-3000) $5,000

ESTIMATED ACTUAL

Title lll

(1000-3000) $3,167.39

Action


Actions/Services

PLANNED

Utilize a data management program (MMARS) for District and site assessment data analysis.

ACTUAL

All District and site administrators were provided access to the MMARS data management system. This portal was used to access all Smarter Balanced Testing Data. The District and site administrators utilized this system for disaggregating the data and reviewing our sub group data looking at areas of strength and areas of need. The system provides correlational data, longitudinal data, current data, like group data and more.

All assessment data is loaded into this system by the IT Data Information Specialists. This data is then accessed by all sites for instructional improvement.

Expenditures

BUDGETED

Title I (5000) $8,500 LCFF Supp/Con (5000) $8,500

ESTIMATED ACTUAL

LCFF Supp/Con (5000) $5,107.49 Title l (5000) $5,107.49

Action

13


Actions/Services

PLANNED

Hire four academic deans (.50 FTE per Title 1 elementary site) to assist in the development and implementation of instructional programs with particular emphasis directed to English learners. Specifically, each academic dean will be assigned two schools and primary duties are to support teachers in the delivery of integrated ELD throughout the day as well as monitor the implementation of SELD in designated classrooms. Identification of long-term English learners and subsequent development of individualized learning plans to support each EL student will be a priority. (.5 FTE assigned to Ed Services for data analysis, professional development, etc.)

ACTUAL

Academic Deans met bi-weekly August through December, and monthly January through June to assist in the development and implementation of ELD instructional programs at the elementary sites. Academic Deans supported sites in the following ELD areas: Integrated and Designated ELD progress, and analysis of Integrated and Designated ELD in the ELA/ELD Adoption piloted programs, ADEPT and STAR Reading assessment implementation and data analysis, Fluent English Proficiency reclassification criteria and progress, and CELDT to ELPAC transition.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $446,775 Title I

(1000-3000) $63,463

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $349,885.19

(5000) $ 96.91

Title lll

(1000-3000) $107,990.32

Action


Actions/Services

PLANNED

Home school liaisons (12 liaisons at 30 hours per week). (District .5 FTE provides support to homeless and foster youth.) Student Safety Community Liaisons provide support to the instructional process with specific responsibilities for the safety and welfare of students while on school grounds; monitoring visitors; contacting parents of students who are not in attendance regularly; enforcing school and District rules and regulations.

ACTUAL

Home school liaisons, District home school liaison, and homeless liaison provide support for our neediest students. Homeless liaison position has been unfilled for months, but is now filled again. These liaisons provide support to the instructional process with specific responsibilities for the safety and welfare of students while on school grounds; monitoring visitors; contacting parents of students who are not in attendance regularly; enforcing school and District rules and regulations. In addition, LHS and LVMS have an Outreach Consultant that supports the most at-risk students and brings all services together for the family.

Expenditures

BUDGETED

Title 1 (2000-3000) $19,185

LCFF Supp/Con (2000-3000) $503,037

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) 60,558.27

Title l

(1000-3000) $11,541.80

Action


Actions/Services

PLANNED

A Spanish District translator and a District Spanish bilingual liaison function as interpreters and translators. Both aide communication with the District’s Spanish community by converting message or text from English into Spanish either orally or in writing.

ACTUAL

District translator and District bilingual liaison. District bilingual liaison is also contracted two weeks during the summer. Additional translation services are sought as necessary.

Expenditures

BUDGETED

LCFF Supp/Con (2000-3000) $116,035 Title I (2000-3000) $19,856

ESTIMATED ACTUAL

LCFF Supp/Con (1000-3000) $97,310.02 (4000) $250.00 (5000) $527.44 Title l (1000-3000) $19,614.38


Action 16

Actions/Services

PLANNED

A Hmong bilingual instructional assistant to provide support of academic goals of English learner students

ACTUAL

LUSD has one Hmong bilingual assistant that provides support to English learners and their families.

Expenditures

BUDGETED

LCFF Supp/Con (2000-3000) $31,000

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $31,400.55

Action


Actions/Services

PLANNED

In conjunction with SBCEO’s preliminary and clear administrative services credential program, LUSD will provide a mentor/coach to each candidate holding administrative positions in LUSD. The mentor/coach provides intensive, individualized support and assistance and assures that a Leadership Action Plan for each administrative candidate is rooted in ongoing observation

ACTUAL

LUSD provided a mentor/coach to each candidate holding an administrative position in LUSD. The effectiveness of this action is reflected in the quality of administrators performing their assigned duties. No movement of administration is expected to happen for the 17-18 school year.

Expenditures

BUDGETED

Teacher Eff. Grant (5000) $35,000 LCFF Supp/Con (5000) $15,000

ESTIMATED ACTUAL

LCFF Supp/Con (5000) $25,000 Teacher Eff. Grant (5000) $40,000

Action


Actions/Services

PLANNED

As part of the Lompoc Apprentice Teacher Support System (LATSS) orientation in August, new teachers will participate in additional training for supplemental support programs (STAR Reading and Math, Lexia and Power Reading).

ACTUAL

New teachers participated in training in August on the supplemental programs used in the District including STAR Reading and Math, Lexia and Power Reading.

Expenditures

BUDGETED

Title II R4035 (1000-3000)

$15,000

ESTIMATED ACTUAL

LCFF/Sup/Con

(1000-3000) $23,924.04

Action


Actions/Services

PLANNED

Professional institutes for administrators (e.g. ACSA Academies).

ACTUAL

Administrators did attend ACSA professional institutes.

Expenditures

BUDGETED

LCFF Base

(5000) $36,500

ESTIMATED ACTUAL

LCFF Base

(5000) $7,346.74

LCFF Supp/Con

(5000) $5,170.81

Action


Actions/Services

PLANNED

MVP Summer Training for approximately 12 teachers and ongoing training throughout 2016-2017 ($35,000). Engage NY continuing training through SBCEO ($12,000), SBCEO Coaches Network ($3,500) and professional development for coaches ($10,000).

ACTUAL

Middle School teachers participated in Engage NY math curriculum training. The training was facilitated by Clanci Chiu – SBCEO Director of Curriculum and Instruction. Trainings provided teachers with effective program implementation and instructional practices that included pacing of units, providing concept development to increase student understanding and engagement in the math standards.

High School teachers participated in MVP math curriculum training. Three of the training dates were facilitated by Clanci Chiu – SBCEO Director of Curriculum and Instruction, and three were facilitated by the Mathematics Vision Project representatives. Trainings provided teachers with effective program implementation and instructional practices that included pacing of units, providing concept development to increase student understanding and

engagement in the math standards.

Expenditures

BUDGETED

LCFF Supp/Con

(5000) $25,500

(5000) $35,000

ESTIMATED ACTUAL

Ed. Eff. Grant

(5000) $28,792

Action


Actions/Services

PLANNED

Professional development for elementary math teachers (i.e.

Saturday classes for upper elementary teachers through SBCEO, UCSB or Cal Poly).

ACTUAL

Elementary teachers attended professional development opportunities through the UCSB Math Project, UCSB Math Leadership Cadre, and SBCEO. Topics included FactsWise, Number Talks, and Fact Fluency.

Expenditures

BUDGETED

LCFF/Supp/Con (5000) $55,000

ESTIMATED ACTUAL

Ed. Eff. Grant (5000) $22,404.92

Action 22

Empty Cell

Actions/Services

PLANNED

LUSD will cover costs of 2016-2017 District teachers in year 2 of SBCEO’s Teacher Induction Program (TIP). LUSD will not cover TIP costs for teachers new to the District until graduation from LATSS.

ACTUAL

LUSD covered the cost of District teachers in year 1 and year 2 of SBCEO’s Teacher Induction Program (TIP).

Expenditures

BUDGETED

LCFF Supp/Con

(5000) $128,000

ESTIMATED ACTUAL

LCFF Supp/Con

(5000) $111,400

Action


Actions/Services

PLANNED

Utilize SBAC summative and interim assessments, SBAC Digital Library, CELDT, supplemental program and STAR test data to inform instruction and lesson/unit planning.

ACTUAL,

To utilize SBAC summative assessments and STAR test data, LUSD contracted with Dr. Judy Sargent. Her Data Retreat workshop system is designed to create professional learning communities, help leaders manage their data, focus attending on student learning, and demonstrate important sources of relevant data. This work has created conversations about data, a deeper understanding of data, and the need to know the data in order to improve student achievement. This work will continue into 18-19.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

Title l

(5000) $45,712.95

Action

24 Empty Cell

Actions/Services

PLANNED

Continue implementing coherent partnership between LUSD and Allan Hancock Community College with articulated pathways and opportunities for high school students to receive an AA degree concurrently with their high school diploma. (French 101/102, History 107/108, Political Science 103, and Prod 301.)

ACTUAL

Meetings are currently being held with Allan Hancock to update the current articulation agreements and CTE pathways with the college. Concurrent enrollment continues to increase with the college. There is one additional course that is being considered for concurrent enrollment for CHS for next year in addition to continuing the current courses.

Expenditures BUDGETED

None

ESTIMATED ACTUAL

None

Action 25 Empty Cell Empty Cell

Actions/Services

PLANNED

A College and Career Readiness course for all high school freshmen using “Get Focused, Stay Focused” curriculum is offered at Cabrillo and Lompoc High Schools. A concurrent enrollment opportunity with Allan Hancock College (AHC) provides District freshmen who elect to register as a concurrently enrolled AHC student to receive 3 college units (PD301- Intro to Life and Career Planning) in the course as well as 5 credits towards high school graduation.

ACTUAL

This item was completed this year and will continue for the 17-18 school year.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Achievement teachers (4-6) support site based priorities for student achievement. Each elementary school will create an achievement plan for grades 4-6 that assists the staff in providing uniform contact minutes for teachers in grades 4-6 by providing teacher with support intervention or enrichment

ACTUAL

LUSD provided achievement teachers to sites to support priorities as determined by the site. Achievement plans were created to support the 4th-6th grade students with intervention time or with enrichment time. The District has determined that this model is not as effective as other actions planned, and will discontinue with Achievement teachers for the 17-18 school year.

Expenditures

BUDGETED

LCFF Supp/Con

(1000-3000) $752,372

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $815,361.66

Action


Actions/Services

PLANNED

All site administrators engage in professional development to ensure that all TK-12 teachers deliver effective New California State Standards/ELD aligned instruction in ELA and math.

ACTUAL

Site administrators have attended math instruction on District-wide PD Days. Carlos Pagan presented on the ELA/ELD Framework at a Principal’s Forum. With the new language arts adoption, site administrators will engage in PD on the implementation as well as a specific Administrator training in the fall.

Expenditures

BUDGETED

Title II (1000-3000) $18,000 Title I

(1000-3000) $18,000

ESTIMATED ACTUAL

Title lll (5000) $856.54

Action


Actions/Services

PLANNED

Professional development opportunities (e.g. Stanford Design School, STEM and NGSS symposium.) for teachers and administrators in NGSS and classroom technology integration strategies.

ACTUAL

Secondary Common Core Council Science teachers met monthly as well as Districtwide PD days, involved Science teachers working with SBCEO Scott Spector - Coordinator of Innovation and Academic Events, to collaborate on instruction and NGSS curriculum alignment. Teachers developed NGSS instructional units and course models to transition to comprehensive NGSS instructional implementation. Secondary sites sent Science teachers to NGSS Rollout Symposiums and the NSTA conference in June 2016 and April 2017. NGSS Rollouts and the NSTA conference support teachers in science content, NGSS instructional strategies, and research to enhance and expand professional growth providing the opportunity to collaborate with science education leaders and peers.

Expenditures

BUDGETED

Title I (5000) $15,000

LCFF Supp/Con

(5000) $15,000

ESTIMATED ACTUAL

LCFF Supp/Con

(5000) $15,714.00

Action


Actions/Services

PLANNED

Support secondary AVID program with one release period for each AVID teacher per site ($60,000) and attendance at AVID Summer Institute (3 teachers per site at CHS, LHS, LVMS and VMS and La Canada Elementary. Provide two release periods for secondary AVID director (not including AVID prep period) ($30,000). Add La Canada as a new elementary site. Continue AVID ADL training for District director ($4,800).

ACTUAL The AVID program was supported with one release period for each AVID teacher per site, and two release periods for the secondary AVID director. WICOR (Writing, Inquiry, Collaboration, Organization and Reading) is the basis for the AVID elementary system. Common binders and agendas have been fully implemented to increase student’s organizational capacity. Students have been organizing their thinking with 3-column notes in both Math and ELA as well as through graphic organizers. Additionally, classrooms have begun using collaborative activities such as Philosophical Chairs. Sixth grade students will participate in the District-wide AVID Write Off contest and develop an argumentative essay in a timed setting. A college-going atmosphere is evident around campus as teachers show off university paraphernalia. AVID students continue to be held to high standards of organizational and collaborative skills. Writing is a bedrock of the AVID system that will be highlighted this year when all AVID students participate in the first annual AVID Write Off contest. College exploration is an important motivational tool and includes fieldtrips, multi-faceted projects, guest speakers, and the annual LUSD College Fair.

Expenditures

BUDGETED

LCFF Supp/Con

(1000-3000)

$79,659

(4000) $5,065

(5000) $28,840

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $55,687.57

(4000) $2,933.44

(5000) $22,048.55

Action


Actions/Services

PLANNED

Pay college age tutors to work with LUSD AVID students in

tutorials.

2 tutors at LVMS X 4 periods = 8 tutor hours X twice/wk = 16 tutor

hours/wk

2 tutors at VMS X 5 periods = 10 tutor hours X twice/wk = 20 tutor

hours/wk

1 tutor at CHS X 2 periods = 2 tutor hours X twice/ wk = 4 tutor

hours/wk

1 tutor at LHS X 3 periods = 3 tutor hours X twice/wk = 6 Tutor

hours/wk

46 total tutor hours hired from October 15th-May 15th (25 weeks) = 1150 tutor hours X $14/hr. = $16100

ACTUAL

An average of 10 tutors work from 2 hours a week to 10 hours week at the various sites. An estimated total of 528.25 hours have been worked through the month of February. AVID elective classrooms at all four secondary sites have been working hard to strengthen tutorials with the support of our new AVID tutors. The process has become much more rigorous as students use inquiry and higher level questions to help guide their peers toward better understanding

Expenditures

BUDGETED

LCFF Supp/Con

(5000) $16,100

ESTIMATED ACTUAL

LCFF Supp/Con

(2000-3000) $13,792.09

Action


Actions/Services

PLANNED

Support a computer lab instructional assistant (IA) at all sites (13 IA’s at 30 hours per week) to optimize efficiency and effectivity of District computer based technology programs. Instructional assistants support New California State Standards/ELD 21st century technology skills.

ACTUAL

Each site has a computer lab instructional assistant. The instructional assistant helps with SBAC testing, overall computer operation, student logins, software assistance, technical support and computer program operational assistance.

Expenditures

BUDGETED

LCFF Supp/Con (2000-3000) $383,196

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $408,520.44

Action


Actions/Services

PLANNED

The District’s high school Independent Study Program (ISP) will pilot the use of APEX licenses for original credit in math and science. A science and math teacher will provide tutoring services 2 days per week for 45 minutes at each high school (schedule to ensure coverage MTWTH). The science teacher will facilitate “wet labs” when necessary. Six (6) hours per week @ $33/hour.

ACTUAL

Tutoring services 2 days per week for 45 minutes at each high school. Science teacher facilitates wet labs. Support is for independent study students in math and science.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $20,000

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $7,361.17

(4000) $1,498.07

Action


Actions/Services

PLANNED

Provide LUSD’s under-served elementary students who do not meet grade level standards in English language arts and/or math with a summer school program. The program will target students who struggle in specific academic areas and will focus on academic instruction that allows students to enhance cognitive skills and abilities.

ACTUAL

LUSD will serve 720 K- 6th elementary school students in a 5-week summer school program June 19 – July 20 to be held at two elementary sites (With the Special Education Extended School Year (ESY) summer school program). The summer school program will implement designated Next Generation Science Standards (NGSS), integrating correlating ELA and Math foundational skills and standards. Grade levels at sites prioritize and select students 1-2 years below grade level in ELA and Math. Students will receive instruction to improve academic literacy and core academic concept skills through an engaging, collaborative, direct instruction learning environment. The STAR Reading and Math assessment will provide pre-and post-assessment data of the summer program student academic growth.

Expenditures

BUDGETED

Title l

(1000-3000) $150,000 LCFF Supp/Con (1000-3000) $150,000

ESTIMATED ACTUAL

Funding will cross school years as summer school ends July 20th.

LCFF Supp/Con

(1000-3000) $1,064.22

Title l

(4000) $8,051.90

(5000) $3,398.00


Action

34

Actions/Services

PLANNED

Continue an ongoing EL progress monitoring system facilitated by academic deans that gives teachers and administrators easy access to relevant EL student information (e.g. Bench-mark assessment results, CELDT, ADEPT, SBAC, years in District, STAR Reading and Math, etc.).

ACTUAL

Academic Deans supported sites in the following ELD areas: Integrated and Designated ELD progress, and analysis of Integrated and Designated ELD in the ELA/ELD Adoption piloted programs, ADEPT and STAR Reading assessment implementation and data analysis, Fluent English Proficiency reclassification criteria and progress, and CELDT to ELPAC transition.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Partner with Cal-SOAP to provide a tutor at Maple High to increase academic support, formal outreach and mentoring to underrepresented students (Cal-SOAP funds tutors at Cabrillo and Lompoc High Schools). Add a tutor to each of the District’s elementary schools and middle schools to help students with reading and math skills. The use of Cal SOAP tutors shall supplement existing services provided by CSEA bargaining unit instructional paraeducators, and shall in no way cause any reduction and/or elimination of those CSEA paraeducator services.

ACTUAL

CAL-SOAP tutors have added extra support at all levels. LUSD intends on continuing this program for the 17-20 school year.

Expenditures

BUDGETED

LCFF Supp/Con (2000-3000) $60,000

ESTIMATED ACTUAL

LCFF Supp/Con

(5000) $60,000

Action


Actions/Services

PLANNED

District secondary counselors increase access and strengthen services to support all students, with an emphasis on English Learners, foster youth, African American and Latino males, low socio-economic, Special Ed, and first generation students. High school counselors will also support the Bridges to Success program by attendance at regular meetings with Allan Hancock College (AHC). The partnership between AHC and LUSD works to collaboratively promote student success.

ACTUAL

Secondary Counselors coordinate the partnership between LUSD and AHC continue to increase access and strengthen services to support all students, with an emphasis on English learners, foster youth, African American and Latino males, low socio-economic, Special Ed, and first generation students. High school counselors will also support the Bridges to Success program by attendance at regular meetings with Allan Hancock College (AHC). The partnership between AHC and LUSD works to collaboratively promote student success.

Expenditures

BUDGETED

LCFF Supp/Con

(1000-3000) $1,292,147

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $1,282,160.77

(5000) 204.19

Action


Actions/Services

PLANNED Provide funding for two LUSD employees to attend the Just Communities Institute for Equity in Education (IEE). The comprehensive program is designed to eliminate the gaps in educational opportunity and achievement and other disparities in our schools. The 5-day workshop increases understanding of how race, socio-economic class and individual and institution bias affect teaching and learning.

ACTUAL LUSD staff was not able to attend the Just Communities Institute for Equity in Education (IEE).


Title III R4203 (5000) $4,100

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Provide opportunities for students to retake courses for credit recovery purposes as well as obtain original credit for science and/ or math courses using the APEX online program. (Math 1 and 2, Algebra 2/2A/2B, Pre-Calculus and Pre-Calculus Honors, Earth Science, Biology 9 Honors, Biology and Chemistry.)

ACTUAL

Credit Recovery using APEX online. Licenses were purchased for all high schools (and adult education from their funds). LHS has an after school credit recovery, CHS has a class within the school day, MHS has an after school component and CDS uses APEX during the school day for intervention. Credit recovery will be offered during the summer for high school students.


LCFF Supp/Con (5000) $70,000

ESTIMATED ACTUAL

LCFF Supp/Con (5000) $39,200

Action


Actions/Services

PLANNED

Bob Forinash Community Day School serves mandatory and other expelled students, and other high-risk youths. The instructional day includes academic programs that provide challenging curriculum and individual attention to student learning modalities and abilities. Development of pro-social skills and student self-esteem and resiliency are also included in a student’s individualized learning

ACTUAL

Bob Forinash Community Day School has served approximately 11 middle school and 25 high school students during the 16-17 school year. In January, an Assistant Principal position was added to support the needs of this high-risk school.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $414,940 (4000) $7,912 (5000) $65,200

ESTIMATED ACTUAL

LCFF Supp/Con (1000-3000) $439,491.44 (4000) $11,913.49 (5000) $48,509.70

Action


Actions/Services

PLANNED

District library technicians provide support and guidance with supplementary reading programs, contribute to the development of a library master plan, and update catalog circulation database and other essential functions that promote learning. LUSD’s library services will use OPALS, a web-based Open-source Automated Library System program to provide Internet access to information databases, library collections and digital archives. Secondary schools’ textbook system to use Textbook Tracker.

ACTUAL

District librarians have provided support and guidance at the school sites. They work with students providing them with supplemental reading programs. They manage the database and inventory.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $623,000 (4000) $50,000 (5000) $209,027

ESTIMATED ACTUAL

LCFF Supp/Con (1000-3000) $712,507.81 (4000) 31,307.76 (5000) $15,500

Action


Actions/Services

PLANNED

Partner with science enrichment organizations including environmental literacy organizations (e.g. Endeavour Center and AIAA).

ACTUAL

We are ready to partner with science enrichment organizations. This has not occurred in the 2016-2017 school year. These opportunities have been site funded.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Students are healthy and physically fit as evidenced by performance in the California fitness exams. Elementary teachers trained in SPARKS.

ACTUAL

Elementary teachers were not trained in SPARKS. PE Teachers at the elementary level will be added for 17-18 in order to meet this goal.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Continue development of District STEAM initiative and integration of STEAM instructional strategies.

ACTUAL

STEAM initiatives are being included in activities at various school sites and will continue next year. This is school site initiatives and not a District-wide initiative. Funding will be out of school funds.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Support secondary music programs with funding for expenditures such as new instruments, instrument repair, sheet music and uniforms.

Cabrillo High $25,000

Lompoc High $25,000

Lompoc Valley Middle $15,000

Vandenberg Middle $15,000

ACTUAL

Secondary music programs were able to fund new instruments, instrument repair, sheet music and uniforms.

Expenditures

BUDGETED

LCFF Supp/Con

(4000) $80,000

ESTIMATED ACTUAL

LCFF Supp/Con

(4000) $43,921.53

(5000) $6,581.00

(600) $22,251.24

Action

45 ell Empty Cell

Actions/Services

PLANNED

Increase grade level expansion of Two-way Dual Immersion magnet program.

ACTUAL

The LUSD Dual Immersion Language Academy is a program of choice that thrives with a Two-Way Language Immersion 90:10 model. With this model, 90% of instruction is taught in Spanish and 10% in English in Kindergarten and first grade. Instruction in English increases each year until 50% of instruction is in English and Spanish by fifth grade. This is an additive language approach with language instruction. Classes are comprised of one-third native Spanish speakers, one-third native English speakers and one-third of students who are bilingual.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $10,000

Title III

(1000-3000) $5,000

ESTIMATED ACTUAL

Title lll

(4000) $1,028.75

Action

46 Empty Cell

Actions/Services

PLANNED Addition of 3 Model Tech classrooms at the middle schools and high school. Chromebooks ($24,150), charging carts ($6,000) and mice/headphones ($6,720) a r e required for e a c h classroom. Attendance at the CUE Conference ($4,200), SBCEO training ($2,400) and Google Summit ($2,100) and 9 professional development days at sites plus regular monthly meetings and sub costs for meetings and model lessons ($2,835).

ACTUAL There is at least one model technology teacher at each of the nine elementary schools, both middle schools and all three high schools. Each classroom has been provided with a enough devices for a 1 to 1 program of integrated technology implementation. All Model Tech Teachers were provided:

training and classes through licensing with Professional Development Learning Network (PDLN)

All Day technology integration techniques and quality instruction training with Jon Corrippo, Director Academic Innovation – CUE.

Technology integration training and quality instruction with SBCEO – Matt Zuchowicz – Director Educational Technology

The teachers meet regularly each month and provide PD to their sites based on the individual needs of each site.

Expenditures

BUDGETED LCFF Supp/Con (1000-3000) $2,835 (4000) $36,870 (5000) $8,700

ESTIMATED ACTUAL LCFF Supp/Con (1000-3000) $12,801.38 (4000) $30,640.20 (5000) $19,632.00

Action


Actions/Services

PLANNED

Provide ongoing support to 10 established Model Tech classrooms for materials and operational costs (e.g. CUE - $21,000, Google Summit - $10,500). Provide model tech teachers with 9 professional development days at sites plus regular monthly meetings and sub development days at sites plus regular monthly meetings and sub costs for meetings and model lessons

ACTUAL

All Model Tech Teachers were provided:

training and classes through licensing with Professional Development Learning Network (PDLN)

All Day technology integration techniques and quality instruction training with Jon Corrippo, Director Academic Innovation – CUE.

Technology integration training and quality instruction with SBCEO – Matt Zuchowicz – Director Educational Technology

Monthly meetings were held to support learning

Classroom visits were conducted to gain additional knowledge from observing quality technology integration

Model Technology Teachers shared information during the school year on the basic fundamentals of quality tech integration that included:

o Digital Citizenship o Google Drive, Classroom, Docs, Forms, Sheets and Slides o Infographics o Coding o Productivity Tools and Presentation Tools o Digital and Multimedia tools and apps o Teacher productivity tools

o SAMR Model of Instruction

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $14,175 (5000) $31,500

ESTIMATED ACTUAL

(5000) $23,629.72

Action


Actions/Services

PLANNED

District school sites enhance technology capability (i.e.

computers, LCD projectors, etc.) to provide students with 21st

century skills. Also, purchase computers for the District’s new teachers (70) to ensure access to reliable technology.

ACTUAL

The IT department recommended the purchase of Lenovo N42 Chromebooks for all 70 new teachers. They purchased, set up and distributed the Chromebooks at the new teacher orientation in August of 2016.

Expenditures

BUDGETED

LCFF Supp/Con (4000) $30,000 (6000) $100,000

ESTIMATED ACTUAL

LCFF Supp/Con (4000) $21,580.89 (5000) $18,990

Action


Actions/Services

PLANNED

Provide LUSD’s Information Technology department with professional development in current industry standards and practices. CEPTA – IT Director and 3 staff members, ($7,200), Google Summit – IT Director ($2,100), CUE Conference – IT Director ($4,200), CISCO & Microsoft training ($15,000), ACSA – IT Director - ($1,900), CISC – IT Director ($1,500), and CNT Training ($12,500). Purchase materials for computer equipment tests ($5,200).

ACTUAL

Different members of the IT department have participated in the following trainings: CISCO Q – Aequitas Phone communications F5 Server Training CNT basic server training Costs were limited – the IT Department did not attend CETPA or CUE this year, but anticipate attending in future years as funding permits.

Expenditures

BUDGETED

LCFF Supp/Con

(5000) $44,800

(4000) $5,200

ESTIMATED ACTUAL

LCFF Supp/Con

(4000) 0

(5000) $20,019.37

Action


Actions/Services

PLANNED

Provide funding for 2 FTE teachers at Lompoc High in support of the following CTE courses: Advanced Automotive and Health Careers/Medical Science. The courses have classroom-linked work-based learning and work experience education opportunities that provide support for instructional activities and services for at risk students, and materials for Cabrillo and Lompoc High Schools’ ROP/CTE programs.

ACTUAL

Meeting are currently being held with Allan Hancock to update the current articulation agreements and CTE pathways with the college. Concurrent enrollment continues to increase with the college. There is one additional course that is being considered for concurrent enrollment for CHS for next year in addition to continuing the current courses.

Expenditures

BUDGETED

LCFF Sup/Con

(1000-3000) $180,000

CTEIG GRANT

(4000) $143,953

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $343,165

CTEIG Grant

(1000-3000) $198,927.58

(6000) $49,515.42

Action


Actions/Services

PLANNED

LUSD staff will participate in a countywide workgroup to identify effective practices concerning information sharing specific to foster youth. Specifically, refine practices associated with transfer of foster youth educational and placement information. Data sharing systems will be evaluated as a part of this process.

ACTUAL

For foster youth, LUSD is issuing partial credits using a uniform formula recommended by the state of California. Foster youth students have access to SB 216

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

LUSD staff will participate in ongoing communication and collaboration between other LEAs and county agencies to ensure minimal disruption to school placement of foster youth and timely sharing of educational information between agencies.

ACTUAL

LUSD is currently exploring participating in an online database to encourage the sharing of education information of foster youth. The cost of this will be a one-time set-up fee of $5,000 (half-covered by SBCEO) and an ongoing cost of $500.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

LUSD will develop and implement a policy ensuring foster youth are immediately enrolled and appropriately placed in the same/equivalent grade and classes; and partial credits are calculated using a uniform formula and are consistently issued.

ACTUAL

The District staff works with the schools to ensure that foster youth are immediately enrolled in school with the most accurate courses. Partial credits are awarded to students that leave LUSD schools.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

LUSD will collaborate with SBCEO Transitional Youth Services to provide training to District staff to ensure foster youth have access to AB 216 rights (exempts a pupil in foster care who transfers between schools any time after the completion of the pupil’s second year of high school from all coursework and other requirements adopted by the governing board of the school District that are in addition to the statewide coursework requirements).

ACTUAL

For foster youth, LUSD is issuing partial credits using a uniform formula recommended by the state of California. Foster youth students have access to SB 216.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Provide resources for District to participate in STEM Expo and STEAM Festival in May 2017.

ACTUAL

Resources have been made available for the STEM Expo and STEAM Festival to be held in May.

Expenditures

BUDGETED

LCFF Supp/Con (4000) $8,000

(5000) $2,000

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $721.86

(5000) $1,051.90

Action


Actions/Services

PLANNED

Support continuing implementation of a Visual and Performing Arts program at Los Berros Elementary by providing release time for secondary music teacher to teach beginning band and/or strings.

ACTUAL

Continued to support implementation of a Visual and Performing Arts program at Los Berros Elementary.

Expenditures

BUDGETED

Title I (1000-3000) $5,000

ESTIMATED ACTUAL

LCFF Supp/Con

$25,654.54

Action


Actions/Services

PLANNED

Offer opportunities to extend science learning outside classroom in all elementary and secondary sites (i.e. clubs, lunchtime activities, science education in the garden, field trips, maker spaces, etc.).

ACTUAL

Sites are extending learning outside the classroom. Schools received partnership grants to fund the garden.

Expenditures

BUDGETED

LCFF Supp/Con

(5000) $27,000

ESTIMATED ACTUAL

LCFF Supp/Con

(5000) $8,150

ANALYSIS

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

Empty Cell

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

Actions and Services for this goal were generally implemented as planned with few exceptions. While the District is pleased with the growth data as evidenced on the State Dashboard, the realization that students are performing at a Status of “Low” reflects the work LUSD is doing and the work LUSD must continue to do in order to see student achievement increase.

LUSD plans to build upon the growth shown in the data for Language Arts with an adoption of a State approved Language Arts curriculum that is aligned to the state standards. (Action 6) Professional development will continue with a focus on English Learners and Special Education students as these two subgroups did not perform as well as other subgroups. The Actions and Services described in Goal 1 reflect LUSD’s goal to raise student achievement and reduce the achievement gap for low-income, English learners, foster youth and Special Education students. The comprehensive actions of support for students through AVID (Action 29 & 30), Cal Soap tutoring (Action 35), APEX credit recovery (Action 32& 38), counselors (Action 36), and summer school (Action 33) are reflective of the commitment to close the achievement gap. The effectiveness of each of these actions can be measured by the increase in the number of students each Action supports while we wait for SBAC data.

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

The implementation of the position of math coaches has been received in a positive manner as evidenced by the response of teachers to the math coach being in the building. The number of classrooms that they are able to impact by way of modeling, team teaching, holding book talk lunches and support has increased from the first of the year. Trust and relationships are being built and this adds to the positive manner in which the math coach is received (Action 8). North Santa Barbara Math Super Bowl results reflect the growth in math. Schools that placed in the Overall School Winners category include Crestview – 1st place, Buena Vista -2nd place. Team Winners for 4th grade had 3 teams place in the top 5 spots, 5th two teams and 6th grade had 1 team. Two Lompoc students placed in the top 5 spots in 4th grade, three in 5th grade, 2 in 6th grade. Evidence of the work done in mathematics.

The action to add .5 Academic Deans at the elementary school sites to improve and increase services to English learners was met with mixed results (Action 13). The intent was for Academic Deans to assist in the development and implementation of ELD instructional programs at the elementary sites. The Academic Dean position did not create the focus in ELD that was anticipated. The position will be replaced with a more focused ELD Leadership Team and work with SBCEO with site principals. As evidenced by the state data, English learner instruction will continue to be a focus of the District. The position of Achievement Teacher will also be eliminated (Action 26). There is little evidence that this position is an effective model for intervention. Based on the State Dashboard data on suspension and EL students, LUSD is committed to improving services to students, supporting the school/family connection and provide services needed by the most at-risk students through the use of Home School Liaisons, School Safety Liaisons and Outreach Consultants (Action 14).

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Differences between budgeted and actual expenditures include a 3% one-time funding for personnel, which increased personnel costs. One change from the budgeted to actual is Action 14 and is the result of a targeted approach to student support. Small changes were made in budget areas to reflect Restrictive fund requirements. (Action 8, 9, 13, 27)

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

Analysis of the data resulted in contracting with Dr. Judy Sargent to work with principals and their leadership teams to create professional learning communities, manage their data and deepen understanding of the use of data to drive student achievement. (Goal 1, Action 23) LUSD committed to funding the cost approximately $30,000 of AP Exams for low income, foster youth and English learners to encourage students to participate in AP classes who otherwise would not be able to take the course and the exam.

Goal 2 Promote effective communication among students, staff, community and stakeholders

State and/or Local Priorities Addressed by this goal: STATE 1 2 X 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Increase parent attendance in school site organizations (PTSA, DELAC, ELAC and GATE Advisory) through community outreach. Establish baseline for parent attendance data at Back to School Nights, Open House and teacher conferences. Increase participation rate by 5% for completion of community stakeholder involvement survey (571 to 600). Continue Education Services Update to LUSD staff. Maintain District website and continue LUSD social media platform of Twitter messaging, Facebook and Instagram.

Notes home, phone calls and parent liaisons are helping with community outreach. Baseline data for parent attendance at Back to School Nights, Open Houses, and teacher conferences did not occur. The District will continue to work to establish the baseline. The California Healthy Kids Survey with the California School Parent Survey (CSPS) was offered to parents to fill out in order to provide the District with pertinent information from the parent view. 420 community stakeholder involvement surveys were returned which is down from 2015-2016.

ACTIONS / SERVICES

Action


Actions/Services

PLANNED

Increase outreach to English Learner’s parents in their primary language via:

1. Electronic means 2. Meeting formats 3. Flyers 4. Letters 5. Newsletters 6. Home Visits

ACTUAL

All services to English Learner parents are in their primary language in order to increase communication and outreach. Home Liaisons made home visits and assisted the schools in reaching parents.

Expenditures

BUDGETED

Title I (4000) $19,643 (5000) $1,000 LCFF Supp/Con

(4000) $2,238

ESTIMATED ACTUAL

Title l (1000-3000) $5,688.13 (4000) $10,194.19 (5000) $557.79 LCFF Supp/Con $766.70

Action


Actions/Services

PLANNED

Use Parent Link to increase parent, family and community engagement for K-12 students. Emergency messaging, language translation, surveys and custom messages give LUSD and its schools a tool to get school related information to parents and families

ACTUAL

Parent Link was used to increase parent, family and community engagement. Parent Link is used for emergency messaging, surveys, language translation and custom messages and is a tool to get information to parents and families in a timely manner.

Expenditures

BUDGETED

LCFF Supp/Con

(5000) $30,550

ESTIMATED ACTUAL

LCFF Supp/Con

(5000) $30,550

Action


Actions/Services

PLANNED

Provide training for community liaisons and interpreters to promote parent-school-community partnerships.

ACTUAL

Training has been provided to community liaisons in the areas of interpretation, translation, parenting classes, confidentiality, etc.

Expenditures

BUDGETED

Title I

(5000) $10,000

ESTIMATED ACTUAL

Title lll

(1000-3000) $2,664.78

Action


Actions/Services

PLANNED

Weekly Good News email to classified and certificated staff

members.

ACTUAL

Weekly Good News is used to communicate District events that occur at school

sites. It is an effective method of keeping everyone involved and aware of the happenings within the District.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Nixle registration availability on District website to keep parents and community up-to-date with relevant information about local public safety and schools.

ACTUAL

Nixle registration is available on the District website.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Maintain District webpage with information such as upcoming events, calendars, services, menus, New California State Standards/ELD, Smarter Balanced Assessment (SBAC), Dual Immersion Magnet Program and LCAP.

ACTUAL

LUSD IT department maintains the District webpage for all schools and the entire District. All departments and sites have access to their specific information for updating and current posting purposes. Each year the cost to the District for the licensing for this website is approximately $30,000+ dollars. The Blackboard platform provides assistance with making sure the website is accessible to all that may seek information from this site. The District employs a webmaster to work and update this site daily. The webmaster works with all schools and all departments to make sure that the data is current, accurate and easy to access.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Increase parent engagement starting with training for school personnel using the CDE’s Family Engagement Framework. The framework identifies District principles that are essential actions for supporting family engagement. The principles address capacity building, leadership, resource allocation, progress monitoring, access and equity.

ACTUAL

School site liaisons have been trained in parenting classes. Currently a plan is being developed for the District for a series of parent classes for the following school year. Parent engagement training will take place during the 2017-2018 school year.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Expand Spanish (ELD) parent class offerings from every other month to once a month providing training for parents to further equip them to effectively support their children’s progress in acquiring English and mastering content standards

ACTUAL

The plan to expand classes monthly in 2016-2017 was changed due to parent input and presenter availability. Five EL Parent information classes were provided. Topics included: LUSD Handbook Orientation, Technology, Bullying, ELD Math, and Assessments. Parents provided input on the class topics and feedback to improve parent involvement at home and school. The parent classes provided a partnership with EL families that responds to EL parent concerns, honors their contributions, and shares decision-making responsibilities sustaining connections towards improving student achievement.

Expenditures

BUDGETED

Title III

(1000-3000) $3,500

(5000) $2,500

ESTIMATED ACTUAL

Title lll (1000-3000) $2,350.78

Action


Actions/Services

PLANNED

Leadership and parental involvement training will be offered to DELAC members.

ACTUAL

The goals and objectives of DELAC are to provide advice, assistance and advisory recommendations to the administration and the Board of Education for the continuing improvement of the general education of English language learners. DELAC informs parent representatives so they can share the information back to the ELAC committee at the school sites. Topics addressed this year included understanding CELDT data and the transition to ELPAC, student reclassification, LCAP stakeholder input, Con-Ap and Title III reports, ELD requirements through the ELA/ELD Framework, CCSS, Integrated and Designated ELD instructional services for EL student achievement, and Community Services for EL families.

Expenditures

BUDGETED

Title III

(1000-3000) $5,450

ESTIMATED ACTUAL

Title lll (1000-3000) $2,990.72

Action


Actions/Services

PLANNED

Adult Literacy/ESL classes will be provided to parents through LUSD adult education programs. Provide classes for parents to develop skills, techniques and strategies to assist their children at home.

ACTUAL

Lompoc Adult School provides ESL classes for adult students to learn, practice and strengthen English communication skills in reading, writing, speaking, and listening skills. All ESL adult learners are assessed to determine the best placement in classes based on their language abilities. Adult students gain skills to assist elementary and secondary students with homework, access school services, and communicate with their child’s teacher. An intermediate ESL was added this year.

Expenditures

BUDGETED

Adult Ed Fund

(1000-3000) $35,000

ESTIMATED ACTUAL

Adult Ed Fund

(1000-3000) $82,847.26

Action


Actions/Services

PLANNED

Ensure that all school information sent home are translated into major languages represented at the schools. Provide oral translation for advisory meetings and parent conferences at the District level. Provide simultaneous translation technology and training for interpreters.

ACTUAL

Translation is offered at conferences and meetings. Additional translation services are contracted at the District as necessary

Expenditures

BUDGETED

Title III

(2000-3000) $10,000

ESTIMATED ACTUAL

Site translation services are included in site funds. No additional cost for District translation.

Action

12


Actions/Services

PLANNED

Provide resources and supports for Family Science Nights or Festivals.

ACTUAL

Funds have been set aside to support Family Science Nights and Festivals.

Expenditures

LCFF Base (1000-3000) $1,000

(4000) $2,000

ESTIMATED ACTUAL

None

ANALYSIS

Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Empty Cell


Services and Actions were implemented with modifications. The goal to provide monthly EL parent trainings was a challenge (Action 8). Parents preferred less meetings. We also had difficulty in finding presenters. The strength of the parent trainings were the topics presented. Plans for the upcoming year will be to continue the parent trainings and add the use of the Adult School as a way to provide parent trainings. Due to the high need in transportation for a bilingual translator, a .5 position was added.


LUSD is committed to parent outreach and communication. This year was a planning and training year for the home school liaisons. Although there were home visits and phone calls made, there was very little documented outreach to parents. Parent survey participation was low, however, the results reflect a high degree of satisfaction (+80%) and approximately 75% of parents state they attend school or class events or volunteer in the classroom. The baseline for parent engagement at school sites did not occur. The C D E Family Engagement Framework will be a focus for principals at their monthly meeting. Home school liaisons will work to organize their data.


The difference between budgeted expenditures and estimated actual expenditures was the addition of a .5 Bilingual translator for transportation position to aid parents when they call with questions or concerns. Fiscally, the difference is $29,297.02.


No changes have made to this goal based on the California School Parent Survey.

Goal 3

Develop capacity of all staff to meet the academic needs of all students.

State and/or Local Priorities Addressed by this goal: STATE X1 2 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Credentialed teacher rate (99% to 100%), credentialed teacher teaching outside of subject area rate (1% to 0%), highly qualified teacher rate (99.93% to 100%), most recently adopted textbooks rate (maintain 100%), overall facility rating (maintain good), student lacking own copy of textbook rate (maintain 0%), and teacher misassignment rate (maintain 0%).

Credentialed teacher rate (97%), credentialed teacher teaching outside of subject area rate (-1%), highly qualified teacher rate (93.52%), most recently adopted textbook rate (100%), overall facility rate (good), student lacking own copy of textbook rate (0%), and teacher misassignment rate (0%).

ACTIONS / SERVICES

Action


Actions/Services

PLANNED

Continue to improve level of LUSD facility maintenance and cleanliness by monitoring custodial staff distribution (addition of 14 custodians in 2015-2016).

ACTUAL

Actual action was an increase of 11 rather than 14 custodians in 15/16. Subsequently, a greatly improved District-wide classroom cleaning standard and frequency of service was implemented now allowing for daily (rather than every other) servicing of classrooms that includes vacuuming with HEPA filtered vacuums, damp mopping hard flooring, sanitizing of sinks, fountains and desktops. Prior to implementation classroom cleaning was limited to vacuuming and removing trash.

Expenditures

BUDGETED

LCFF Supp/Con (2000-3000) $505,357

ESTIMATED ACTUAL

LCFF Supp/Con

(2000-3000) $894,463.91

Action


Actions/Services

PLANNED

Continue to improve LUSD grounds maintenance (addition of 5 grounds employees in 2015-2016).

ACTUAL

Actual action was in increase of 5 grounds employees in 15/16. APPA (Association of Physical Plant Administrators) service level was subsequently upgraded from a 5.25 to a 4.25 now allowing for field mowing, edging, and trimming every 10 as opposed to 14 work days. Dead or dying bush, foliage and trees have been removed from most sites, and regular trimming now occurs.

Expenditures

BUDGETED

LCFF Supp/Con (2000-3000) $246,980

ESTIMATED ACTUAL

LCFF Supp/Con (2000-3000) $302,813.51


Actions/Services

PLANNED

LUSD’s Maintenance and Operations Department implement/monitor schedule of prioritized facility upgrades.

ACTUAL

LUSD has implemented and is continually monitoring and prioritizing work from a five-year maintenance planner.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

LUSD’s Child Nutrition Services, in concert with the Operations and Maintenance Department, will coordinate the kitchen remodels at Los Berros, La Honda and Miguelito Elementary Schools ($44,000) so that every District school is prepared to serve real & fresh food. Kitchen remodel completion in Summer 2016 at Clarence Ruth and Fillmore Elementary Schools ($24,000).

ACTUAL

Clarence Ruth and Fillmore Elementary Schools were remodeled this past summer. Los Berros, La Honda and Miguelito Elementary Schools will not be remodeled with LCAP funding.

Expenditures

BUDGETED

LCFF Supp/Con Fund Transfer To Fund 14 (6000) $68,000

ESTIMATED ACTUAL

Fund 13 (6000) $23,977.69

Action


Actions/Services

PLANNED

Maintenance and Operations to paint exterior of the La Canada, Miguelito and VMS.

ACTUAL

A total of two clear and two color coats to all external surfaces were completed at La Canada, Miguelito and VMS in July 2016.

Expenditures

BUDGETED

Fund 14 (6000) $114,600

ESTIMATED ACTUAL

Fund 14

(6000) $133,239.73

Action


Actions/Services

PLANNED

Maintenance and Operations to repair roofs at Fillmore, Maple, El Camino and CHS.

ACTUAL

Roof repairs and/or replacements were completed at Fillmore overhang walkways, Maple rooms 712, CHS Library & Girl’s locker room, and El Camino room 21 in July 2016.

Expenditures

BUDGETED

Fund 21

6000) $124,560

ESTIMATED ACTUAL

LCFF Supp/Con

(5000) $10,700

Fund 21

(6000) $18,426.84


Actions/Services

PLANNED

Maintenance and Operations to repair and/or replace asphalt at multiple sites. Engineering, Labs & Inspection – PEI ($225,000).

ACTUAL

Asphalt repair and/or replacements were completed in July 2016 at La Honda, Hapgood, LVMS, Miguelito, Clarence Ruth, Maple, CHS, Buena Vista, VMS, and Manzanita Public Charter. Subsequently, LUSD’s Pavement Condition Index (PCI) has been upgraded from 74 to 79 and the most egregious asphalt safety conditions have been resolved.

Expenditures

BUDGETED

LCFF Base

Fund Transfer to Fund 40

ESTIMATED ACTUAL

Fund 21

(6000) $151,758

(6000) $1,320,000 Fund 40

(6000) $787,385.31

Action


Actions/Services

PLANNED

Maintenance and Operations plans to add fencing to selected sites.

ACTUAL

Security perimeter fencing has been installed at Miguelito, Los Berros, La Canada, and Maple. The focus will now be on LUSD’s secondary schools.

Expenditures

BUDGETED

LCFF Supp/Con (6000) $60,000

ESTIMATED ACTUAL

Transfer from LCFF Supp/Con to Fund 14

(6000) $ 88,591.00

Action


Actions/Services

PLANNED

LUSD’s Information Technology department to upgrade network support equipment.

ACTUAL

Over the past three years, the IT department has continually worked to improve, maintain, upgrade and reinforce a robust infrastructure for LUSD. Some of the major improvements have included adding a new server to support the Aequitas/Q/Zangle student information system, installing an F5Network Load balancing device, replaced over 100 old switches, replaced or added over 70 new access points, and maintained and added additional bandwidth to all school sites.

Expenditures

BUDGETED

LCFF Supp/Con (6000) $100,465

ESTIMATED ACTUAL

LCFF Supp/Con (6000) $85,162.32


Actions/Services

PLANNED

Maintenance and Operations plans to refurbish floors at Clarence Ruth and Los Berros, Buena Vista and VMS (Other District M & O needs ($40,400).

ACTUAL

Cafeteria Asbestos Containing Tile (ACT) was abated at VMS, and a portion of Clarence Ruth. Food Grade Epoxy flooring was installed at Clarence Ruth and a rubberized Omni-Sport flooring was installed at VMS. The remaining portion of Clarence Ruth’s Cafeteria is scheduled for abatement and installation of VCT in July 2017.

Expenditures

BUDGETED

Fund 14 (6000) $105,400 Fund 21

ESTIMATED ACTUAL

Fund 14 (5000) $ 13,155 (6000) $53,304.58

(6000) $108,000 Fund 21 (6000)$115,664.95

ANALYSIS

Empty Cell


The Actions and Services of Goal 3 were met with satisfaction. We continue to have a high rate of credentialed teachers, a low rate of credentialed teacher teaching outside of subject area, and a 100% rate of recently adopted textbooks. With the addition of the custodian staff, a greatly improved District-wide classroom cleaning standard and frequency of service was implemented now allowing for daily (rather than every other) servicing of classrooms that includes vacuuming with HEPA filtered vacuums, damp mopping hard flooring, sanitizing of sinks, fountains and desktops. Prior to implementation classroom cleaning was limited to vacuuming and removing trash. (Action 1) Overall facility rating is considered “good”.


The effectiveness of the actions and services as written in Goal 3 achieved the goal as measured by LUSD. Action 1 and Action 2 were a result of parent and community input, and both actions have resulted in a facility rating of “good.” Adding in these two Actions have ensured that parents know the district is responding to their needs and has impacted other areas of parent and community opinion.


Action items 1 and 2 difference between budgeted and estimated actual expenditures was due to the cost of the 11 custodians and 5 grounds maintenance staff being higher than anticipated. Action items 6, 7 and 10 reflect a difference between budgeted and estimated actual expenditures due to the work continuing through funding years.


No changes have been made.

Goal 4

Provide a safe and respectful learning environment for students and staff.

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 X 5 X 6 7 8

COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Increase school attendance District-wide (93.77% to 95%). Decrease chronic absenteeism at all schools (13% to 11%). Decrease dropout rates of high school pupils (2.9 to 2%). Increase graduation rates for all pupils (87.31% to 90%). Decrease suspension (4.3% to 4.0%) and expulsion rates (0.1% to 0%) for all pupils. Increase the level of school connectedness of pupils, staff and parents. Increase level of sense of safety of pupils, staff and parents (analyze California School Climate Survey results).

School Attendance was 93.43%. Chronic absenteeism rate increased to 13.9%. CHS and LHS cohort dropout rates were reduced to 2.4%. Cohort graduation rates increased to 88.3%. Suspension rates increased to 4.75%. Expulsion rate remained the same at 0.1%. According to current California School Parent Survey 92% of parents agree or strongly agree that school is a safe place for his/her child. Healthy Kids Survey data reveal between 66-77% of secondary students report they feel safe in their school while 80% of 5th graders state they feel safe at school most or all of the time.

ACTIONS / SERVICES

Action


Actions/Services

PLANNED

Increase all school attendance rates by training staff on positive behavior intervention and support model (BEST) to facilitate student connections to school. Purchase student incentives such as iTunes cards, movie card and swim passes (any food item incentives to meet District wellness policy guidelines).

ACTUAL

Attendance data has been provided to site administration monthly for their review.

Expenditures

BUDGETED

LCFF Base (2000-3000) $2,000

LCFF Supp/con (4000) $5,000

ESTIMATED ACTUAL

LCFF Supp/Con (4000) $4,390.32

Action


Actions/Services

PLANNED

Decrease chronic absenteeism at all schools. Site administration team performs monthly attendance review and schedules SSTs for chronically absent students to evaluate and implement individualized action plan.

ACTUAL

Attendance data has been provided to site administration monthly for their review. SST process has been updated. .

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Decrease dropout rates of all students. Site administration team performs regular attendance review, grade analysis and behavior history for at- risk students and schedules SSTs to evaluate and implement individualized action plan.

ACTUAL

SARB and District truancy processes have been revised and communicated to site administrators.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Increase graduation rates for all students. Utilize recommendations from prior year’s data-driven evaluation to identify the critical factors of high school graduation with recommendations to increase graduation rate.

ACTUAL

LUSD saw a growth of 8% with a status of Very High at 96.6%. Cohort graduation rates increased to 88.3%.

Expenditures

BUDGETED

None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

The ASES programs at four LUSD elementary schools provide an opportunity to merge school reform strategies with community resources. The goal is to support local efforts to improve assistance to students and broaden the base of support for education in a safe, constructive environment. It is the intent of ASES program to provide safe and educationally enriching alternatives for children and youth during non-school hours. The program creates incentives for establishing locally driven before and after school education and enrichment programs

ACTUAL

Lompoc Unified School District provides expanded day opportunities at four elementary school sites for students grades K-6th. The collaboration between the After School and Education Safety (ASES) program and the classrooms provides students with educational and literacy components which includes computer programs, homework assistance in math, language arts, social studies, computers and/or science. Educational enrichment includes physical fitness and fine arts. There are approximately 329 students enrolled in the ASES program. Two additional schools are requesting to be a part of the After School and Education Safety (ASES) program for 17-18.

Expenditures

BUDGETED

ASES

(1000-3000) $17,165

(4000) $31,778 (5000) $364,411

(7000) $5,039

ESTIMATED ACTUAL

LCFF Supp/Con (1000-3000) $18,077.17 (5000) $ 353,508.86 (7000) $2,500.19

Action


Actions/Services

PLANNED

District Truancy Task Force identifies causes of truancy and makes remediation recommendations.

ACTUAL

The SARB panel has been utilized to identify the causes of truancy and to make recommendations. A truancy task force will be started in the 2017-2018 school year.

Expenditures

BUDGETED

None ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Decrease suspension rates for all students by training staff on positive behavior intervention and support model (BEST) to facilitate student connections to school.

ACTUAL Schools sites have provided PBIS training to their staff this year through site funding. BEST will be enfolded into the MTSS system of intervention. Additional noon duty aides provide support to the instructional process with specific responsibilities for the safety and welfare of students while on school grounds to ensure student safety.


None ESTIMATED ACTUAL

$227,103.17

Action


Actions/Services

PLANNED

Decrease expulsion rates for all students by training staff on positive behavior intervention and support model (BEST) to facilitate student connections to school.

ACTUAL

Expulsion rates continue to be low. BEST will be enfolded into the MTSS system of intervention.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Increase level of school connectedness of students, staff and parents through analysis of annual community stakeholder survey responses.

ACTUAL

The California Healthy Kids Survey was given to students in grades 5, 7, 9, 11 this year and offered to all parents at all schools. Schools have been provided the data from past surveys and will be provided the data from this year’s survey when available.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Continue Phase II of a project for UCSB with Lompoc Unified School District titled Racial and Ethnic Disparity (RED). The ultimate goal of RED, funded by the Office of Juvenile Justice and Delinquency Prevention, is to reduce the overrepresentation of people of color coming into contact with the juvenile justice system by a) reducing the number of youth of color in contact with the juvenile justice systems and b) reducing bias in juvenile justice system policies and practices. The purpose of the second phase of the RED Grant is to strengthen the foundation for the RED initiative including engaging youth-serving agencies (e.g., education, social services, mental health) in addition to juvenile justice systems.

ACTUAL

LUSD has participated in Phase II of the RED report through UCSB


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

Expand Restorative Justice model at VMS by training school site teacher leaders and administrators.

ACTUAL

VMS Restorative Justice training has not occur as of yet. Plans are underway for a summer workshop. Schools in the District are looking into Restorative Justice and training for the 2017-2018 school year.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $2,500

ESTIMATED ACTUAL None


Actions/Services

PLANNED

Contract with Family Services Agency (FSA) to provide social/emotional support for students and families.

ACTUAL

Family Services Agency (FSA) provided individual and group counseling services to students at 12 school sites during the ’16-‘17 school year. They conducted pre and post assessment, and will provide an annual report for ’16-’17 following the completion of the school year. The 2015-2016 School-Based Services Final Report indicated 132 youth received individual counseling and support and 39 youth received group counseling and support in grades TK-12. FSA helped 76% of all District student participating in FSA counseling met their established counseling goals.

Expenditures

BUDGETED

LCFF Supp/Con (5000) $30,000 Title l (5000) $50,000

ESTIMATED ACTUAL LCFF Supp/Con $25,500 Title l $84,045

Action


Actions/Services

PLANNED

District nurses and health clerks improve attendance through health promotion, disease prevention and disease management. Academics are improved because nurses enable better performance because healthy students are in classrooms ready to learn. District Wellness Committee promotes health and wellness and updates Wellness Policy as required. All schools to participate in self-assessment for wellness using assessment tool developed by District’s Wellness Committee.

ACTUAL

The District RN’s, LVN’s and health clerks focused on improving attendance through increased communication with parents, school staff, and the medical community. The focus area for this year has been to improve the return rate of students from homebound instruction to the school program, improve attendance rates, immunization rates

and manage individual student health care needs.

Expenditures

BUDGETED

LCFF Supp/Con (1000-3000) $474,359

ESTIMATED ACTUAL

LCFF Supp/Con

(1000-3000) $689,748.36Barthel

Action


Actions/Services

PLANNED

Schools monitor and enforce site safety plans and conduct disaster drills in accordance with District policy.

ACTUAL

All LUSD schools revised their safety plan and held regular safety meetings to implement safety plans in schools. Disaster drills are conducted monthly at school sites. Drill schedules are communicated with the District office.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

District Safety Committee meets monthly to review safety policy and procedures and maintains ongoing interface with local law enforcement agencies.

ACTUAL

The District safety committee will begin meeting in Spring 2017 and will meet quarterly in the 2017-2018 school year.


None

ESTIMATED ACTUAL

None

Action


Actions/Services

PLANNED

The District and the City of Lompoc agree to terms of an MOU that establish scope of services to be provided by School Resource Officers (SROs). The SRO works in a proactive role with students and LUSD officials to counsel and advise the LUSD on important student-police related issues, as well as working on campuses on a daily basis in order to assist students in learning how to de-escalate situations or conflicts with both peers and adults. SROs will work five (5) days a week, eight (8) hours a day. Contracted daily rate: 2 X 180/97,000 = $269.44 per day.

ACTUAL

LUSD pays for a full-time SRO at LHS.

Expenditures

BUDGETED

LCFF Supp/Con (5000) $97,000

ESTIMATED ACTUAL

LCFF Supp/Con (5000) $77,732.80

Action


Actions/Services

PLANNED

Lompoc Unified School District, in support of Youth Leadership Lompoc Valley (YLLV), agree to split transportation costs for the topic days. An MOU will be written outlining roles and responsibilities of the partnership. YLLV is a program sponsored by the Lompoc Chamber of Commerce and is designed to motivate and empower a select group of 20 high school students through issue related seminars and interaction with community leaders. Students participate in full-day events centered on an industry or theme. Topics usually include law enforcement, military/aerospace, education, business and economics, quality of life and health and human services. Leaders in the topic fields work with students providing hands-on experiences and participation in community activities.

ACTUAL

LUSD will support the Youth Leadership Lompoc Valley with one half of the transportation costs.

Expenditures

BUDGETED

LCFF Base

(5000) $1,500

ESTIMATED ACTUAL

None at this time. Invoice has not been received.

ANALYSIS

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

Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

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Goal 4 was implemented with some modifications. School sites have been providing positive behavior intervention training for staff this year. BEST will be enfolded into the MITS system of intervention. (Action 7) We did add noon duties aide to assist in the supervision of playgrounds at the elementary level to ensure student safety. (Action 7). VMS did not provide Restorative Justice training for the staff. (Action 11) Other actions were implemented as planned.


The overall effectiveness of the actions of Goal 4 was mixed. Chronic absenteeism rates increased by .9% as did suspension rates to 4.75%, up from 4.5%. Both of these measureable outcomes were expected to decrease. The dropout rate did decrease from 2.9% to 2.4% and graduation rates increased to 88.3%. LUSD expects to add two schools to the ASES after school program. (Action 5) Increasing support on the playground at the elementary level helps support student and parent satisfaction that their child is safe at school as evidenced by the Healthy Kids Survey.


Material differences between budgeted expenditures and estimated actual expenditures reflect the addition of noon duty aide positions at the schools of $179,514.91. (Action 7)


As a result of the analysis of the LCFF Evaluation Rubric, State and District data, LUSD will make the following changes in the 2017-2018 Actions. LUSD recognizes that a safe and respectful learning environment plays a large role in student achievement. LUSD District team will participate in training on implementing a Multi-Tier Intervention System (MTSS) in order to develop, align, and improve academic and behavior resources, programs, supports and services that engages and supports all systems and students. (Action 1) Student attendance is one component of that safe and respectful learning environment. Towards this end, LUSD is in the process of writing the California Learning Communities for School Success Program Support Grant. The funding from this grant will be used to expand and improve outcomes K-12 students by reducing truancy and supporting students who are at risk of dropping out of school or are victims of crime. (Action 10)

Stakeholder Engagement

LCAP Year X 2017–18 2018–19 2019–20

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INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

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

Lompoc Unified School District actively engaged all stakeholders in the development of the Local Control Accountability Plan. Parents, advisory committees, teachers, support staff, local bargaining units, administrators, and the community contributed their ideas and suggestions, which led to the development of the plan’s goals and actions. The following groups were actively involved in the LCAP development process described below.

Superintendent’s Advisory Committee – The Superintendent’s Advisory Committee consists of parents, site administrators, Lompoc Federation of Teachers (LFT), California School Employees Association (CSEA), and District administration. The Committee met seven times to review, prioritize, and align goals and resources from November 2016 through May 2017. The final LCAP was presented to the LCAP Advisory Committee with time to allow for the Superintendent to post any written comments to stakeholder questions if applicable prior to the June 13, 2017 Public Hearing on the LCAP, LCFF and budget review.

Parent Groups - A presentation on LCFF and LCAP was presented to the District English Language Advisory Group (DELAC). Every school met with their SSC and PTSA to review LCFF information and LCAP development process. Schools that have over 35 English Learners with an active ELAC also met with the group for input.

LCAP Stakeholder Input and Feedback Survey – LUSD created a survey for all stakeholders that was online for two weeks. Of the responses received 17.02% were parents, 4.26% were community members, 55.32% were certificated employees, 21.28% were classified employees and 2.13% were designated other.

Student Groups - The Assistant Superintendent of Educational Services presented to Lompoc High School and Cabrillo High School ASB, AVID and EL Student groups.

The Local Business Community – A presentation on LCFF and LCAP was presented to the Lompoc City Council, Economic Development Committee and the Rotary Club during the month of February and March.

District Staff – District staff was represented on the District LCAP Committee as noted above. School sites have involved staff in faculty meetings to obtain input on LCAP development. Principal’s Forum provided principals with the opportunity to give input and discuss the LCAP.

The School Board – As an integral part of the District governance team providing local accountability, the School Board has been involved in the LCAP development and approval process. Review of LCFF and the LCAP development process was done at the March 7, 2017 Board Meeting. Preliminary review of the draft LCAP was held on April 18, 2017. A draft of the LCAP was presented to the School Board on May 23, 2017. A Public Hearing on the LCAP was held on June 13, 2017. The School Board adopted the LCAP on June 27, 2017.

IMPACT ON LCAP AND ANNUAL UPDATE

How did these consultations impact the LCAP for the upcoming year?

The input received during the process yielded several themes and priorities. Discussions and feedback were held based on (1) what is in place but needs to be modified, (2) what is in place that can be eliminated, and (3) ideas that should be considered but are not already in the LCAP.

Additional support was necessary if their children were to be successful with the new California State Standards.

Career Technical Education (CTE) programs.

Increase parent engagement.

P.E. teachers at the elementary level. Recommendations that resulted in modification or deletions including the following:

AVID tutors will begin in September and work through May.

Increase the number of students that attends summer school.

Credit recovery through APEX opportunities will be increased to include students who receive a “D” in a-g requirements.

Increase parent engagement starting with training for school personnel using the CDE’s Family Engagement Framework.

T he framework identifies District principles that are essential actions for supporting family engagement.

Specific Actions and Services added as a result of stakeholder engagement process include:

Enrichment Saturday School.

College & Career Counselor has been added to work with students to promote a-g requirements, and opportunities through pathways.

Program specialist was added to build CTE pathways.

P.E. teachers will be added at the nine elementary sites.

Goals, Actions, & Services

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

New Modified X Unchanged

Goal 1

Maximize academic achievement of all students with performance at or above grade level in ELA and math; and reduce disparity in levels of achievement among low income, English learners and foster youth.

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State and/or Local Priorities Addressed by this goal: STATE 1 X 2 3 X4 5 6 X7 X 8

COE 9 10

LOCAL ______________________________________

Identified Need

EXPECTED ANNUAL MEASURABLE OUTCOMES

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

Improve SBAC - ELA 39% 40.95% or 7 point increase 43% or 7 point increase 45.15% or 7 point increase

Improve SBAC - Math 25% 26.25% or 7 point increase 27.56% or 7 point increase 28.94% or 7 point increase

Improve RFEP 8.69% 9% 9.45% 9.90%

Improve EAP ELA College and Career Readiness

55% 57.75% 60.64% 63.67%

Improve EAP Math College and Career Readiness

25% 26.25% 27.56% 28.94%

Improve A-G requirement course completion rate

24.8% 26% 27.30% 28.67%

Improve AP pass rate 97% 98% 98% 98%

Improve AP course enrollment rate

25.55% 26.83% 28.17% 29.58%

Improve CTE enrollment rate

53.42% 56.09% 58.89% 62.83%

Decrease Intervention/ remedial course enrollment rate

19.96% 18.96% 18.01% 17.11%

Improve STAR Reading growth average

3 months average 6 month average 1 year average 1 year average

Improve STAR Math growth average

1 month average 6 month average 1 year average 1 year average

PLANNED ACTIONS / SERVICES WAIT FOR BUDGETS FROM SCHOOL TO COMPLETE BOTTOM

Action 1 S Empty Cell

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

Students to be Served All Students with Disabilities [Specific Student Group(s)]___________________

Location(s) All schools Specific Schools:________________ Specific Grade

spans:__________________

OR

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

Students to be Served X English Learners X Foster Youth X Low Income

Scope of Services X LEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)

Location(s) X All schools Specific Schools:___________________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified X Unchanged New Modified X Unchanged New Modified X Unchanged

Increase services at school sites based on the individual needs of the school aligned to LCAP goals and 8 state priorities. Examples of increased services budgeted at the site include hiring additional computer instructional assistants, bilingual and library instructional IA hours, part-time support teachers, materials/supplies, technology, home/school liaisons, FSA counselor hours, PD, non-capitalized equipment, STEAM activities, arts/music programs, intervention teacher, tutoring, and EL counselor. Individual school sites identified actions and goals via SPSAs for increased services to improve academic proficiency of English learners, low-socio economic and foster youth. School site councils (SSC) approve development of site budgets for SPSAs. Matrix used to determine increase services available at each site is based on number of students in each area: 1) Unduplicated Count, 2)

Increase services at school sites based on the individual needs of the school aligned to LCAP goals and 8 state priorities. Examples of increased services budgeted at the site include hiring additional computer instructional assistants, bilingual and library instructional IA hours, part-time support teachers, materials/supplies, technology, home/school liaisons, FSA counselor hours, PD, non-capitalized equipment, STEAM activities, arts/music programs, intervention teacher, tutoring, and EL counselor. Individual school sites identified actions and goals via SPSAs for increased services to improve academic proficiency of English learners, low-socio economic and foster youth. School site councils (SSC) approve development of site budgets for SPSAs. Matrix used to determine increase services available at each

Increase services at school sites based on the individual needs of the school aligned to LCAP goals and 8 state priorities. Examples of increased services budgeted at the site include hiring additional computer instructional assistants, bilingual and library instructional IA hours, part-time support teachers, materials/supplies, technology, home/school liaisons, FSA counselor hours, PD, non-capitalized equipment, STEAM activities, arts/music programs, intervention teacher, tutoring, and EL counselor. Individual school sites identified actions and goals via SPSAs for increased services to

Number of English Learners, and 3) Unduplicated Count above 55%. All school budgets will be approved by LUSD School Board in June 2017. 10% of Title 1 funds have not been budgeted, but in a site Hold Harmless Account until final allocation from state is determined and is not allocated in the budget below.

site is based on number of students in each area: 1) Unduplicated Count, 2) Number of English Learners, and 3) Unduplicated Count above 55%. All school budgets will be approved by LUSD School Board in June 2017. 10% of Title 1 funds have not been budgeted, but in a site Hold Harmless Account until final allocation from state is determined and is not allocated in the budget below.

improve academic proficiency of English learners, low-socio economic and foster youth. School site councils (SSC) approve development of site budgets for SPSAs. Matrix used to determine increase services available at each site is based on number of students in each area: 1) Unduplicated Count, 2) Number of English Learners, and 3) Unduplicated Count above 55%. All school budgets will be approved by LUSD School Board in June 2017. 10% of Title 1 funds have not been budgeted, but in a site Hold Harmless Account until final allocation from state is determined and is not allocated in the budget below.

BUDGETED EXPENDITURES Empty Cell Empty Cell

2017-18 2018-19 2019-20

Amount a. $2,167,899 b. $1,304,339

Amount a. $2,167,899 b. $1,304,339

Amount a. $2,167,899 b. $1,304,339

Source a. LCFF Supp/Con b. Title l



Budget Reference

a. (1000-3000) $657,814.96 (4000) $1,158,301 (5000) $331,783 (6000) $20,000 b. (1000-3000) $553,227 (4000)$ 324,233 (5000) $278,665 (6000) $40,000

Budget Reference

a. (1000-3000) $657,814.96 (4000) $1,158,301 (5000) $331,783 (6000) $20,000 b. (1000-3000) $553,227 (4000)$ 324,233 (5000) $278,665 (6000) $40,000

Budget Reference

a. (1000-3000) $657,814.96 (4000) $1,158,301 (5000) $331,783 (6000) $20,000 b. (1000-3000) $553,227 (4000)$ 324,233 (5000) $278,665 (6000) $40,000

PLANNED ACTIONS / SERVICES




Location(s) All schools Specific Schools:_______________ Specific Grade

spans:_______________

OR




Location(s) X All schools Specific Schools:_________________ Specific Grade spans:________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New X Modified Unchanged New Modified X Unchanged New Modified X Unchanged

Provide professional development for all TK through 12th grade teachers to build their capacity in educational pedagogy and assessment. The topics of the PD will be related to instructional practices, implementation of California State Standards, ELA/ELD, Math, Next Generation Science (NGSS), Social Studies, Foreign Language, and technology integration in order to meet the District’s initiatives of high achievement for all students and closing the achievement gap, especially targeting low-income students, English learners, and foster youth.




2017-18 2018-19 2019-20

Amount a.$101,142 b.$220,000

Amount a.$101,142 b.$220,000

Amount a.$101,142 b.$220,000

Source a. LCFF Supp/Con b. Title ll

Source c. LCFF Supp/Con d. Title ll

Source e. LCFF Supp/Con f. Title ll

Budget Reference

a.(1000-3000) $61,142 (4000) $40,000 b.(10000-3000) $50,000 (5000) $170,000

Budget Reference

a.(1000-3000) $71,142 (5000) $30,000 b. (10000-3000) $50,000 (5000) $170,000

Budget Reference

a.(1000-3000) $51,142 (4000) $25,000 (5000) $25,000 b. (10000-3000) $50,000 (5000) $170,000





Location(s) All schools Specific Schools:__________________ Specific Grade spans:___________

OR




Location(s) X All schools Specific Schools:________________ Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide District Interim Assessment (STAR Early Literacy, STAR Reading STAR Reading and Math) to guide instruction of English learners, foster youth and low income students.




2017-18 2018-19 2019-20

Amount $140,000 Amount $140,000 Amount $140,000

Source LCFF Supp/Con Source LCFF Supp/Con Source LCFF Supp/Con

Budget Reference (5000) Budget Reference (5000) Budget Reference (5000)




Students to be Served All Students with Disabilities [Specific Student Group(s)]_____

Location(s) All schools Specific Schools:__________ Specific Grade spans:__

OR




Location(s) X All schools Specific Schools:___________ Specific Grade spans:________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

X New Modified Unchanged New X Modified Unchanged New X Modified Unchanged

Continue District-wide collaboration schedule to allow for instruction and curriculum alignment to New California State Standards, curriculum and student learning needs through a PLC professional learning model. Provide PLC training on the structure and protocols necessary for the work at the school sites to administrators and their leadership teams.

Continue District-wide collaboration schedule to allow for instruction and curriculum alignment to New California State Standards, curriculum and student learning needs through a PLC professional learning model.

Continue District-wide collaboration schedule to allow for instruction and curriculum alignment to New California State Standards, curriculum and student learning needs through a PLC professional learning model.


2017-18 2018-19 2019-20

Amount $8,000 Amount None Amount None

Source Title l Source Source

Budget Reference (5000) Budget Reference Budget Reference




Students to be Served All Students with Disabilities [Specific Student Group(s)]________________

Location(s) All schools Specific Schools:________________ Specific Grade spans:_____________

OR



Scope of Services LEA-wide X Schoolwide OR Limited to Unduplicated Student Group(s)

Location(s) All schools X Specific Schools: All elementary schools, LVMS Specific Grade spans:_____

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Based on the Dashboard Data, EL students, Low Income and Foster Youth hare performing at the “Low” Level in math. The use of elementary math coaches (4.5 ) and .5 middle school coach is designed to increase and improve achievement. Math coaches will provide ongoing support to elementary teachers in implementing math instruction including development of scope and sequence, identification of instructional materials, development of lessons/units, development and implementation of common formative assessments, and an analysis of District assessment data.




2017-18 2018-19 2019-20

Amount $565,000 Amount $580,000 Amount a. $625,000

Source a. Ed Eff. Grant b. Title l



Budget Reference

a. (1000-3000) $335,000 b. (1000-3000) $230,000

Budget Reference

a.(1000-3000) $350,000 b.(1000-3000) $230,000

Budget Reference a.(1000-3000)$395,000 b.(1000-3000) $230,000





Location(s) All schools Specific Schools:____________ Specific Grade spans:________________

OR




Location(s) X All schools Specific Schools:_______________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Secondary Common Core Council will work in content departments with SBCEO personnel to articulate and plan instructional content and pacing that is coherent and aligned with content Frameworks and State Standards. Elementary grade level chairs TK – 6 serve as instructional leaders for grade level cohorts throughout the District performing duties essential to the efficient operation of the grade level. Grade level chairs will collaborate, plan and present District information to all elementary sites and grade level cohorts.




2017-18 2018-19 2019-20


Source Title ll Source Title ll Source Title ll

Budget Reference (1000-3000) Budget Reference

(1000-3000) Budget Reference

(1000-3000)




Students to be Served All Students with Disabilities [Specific Student Group(s)]__________________

Location(s) All schools Specific Schools:__________ Specific Grade spans:___________

OR


Students to be Served X English Learners Foster Youth Low Income


Location(s) All schools X Specific Schools: LHS,LVMS, Hapgood, Ruth, La Canada, Fillmore, La Honda Specific Grade spans:_______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

X New Modified Unchanged New Modified X Unchanged New Modified X Unchanged

The LUSD English Language Development (ELD) Leadership Team will be comprised of site Principals, ELD Department Chair from the secondary schools, and a primary and upper elementary teacher from each of the elementary schools. The ELD Leadership Team will review the work and focus at sites developing understanding of the ELA/ELD Framework, CA ELD Standards, and implementation of integrated and designated ELD. The ELD Leadership Team will work to provide a District-wide ELD progress monitoring assessment that will be utilized to explicitly articulate the content knowledge and skills EL learners need to improve English language development in core content.

The LUSD English Language Development (ELD) Leadership Team will be comprised of site Principals, ELD Department Chair from the secondary schools, and a primary and upper elementary teacher from each of the elementary schools. The ELD Leadership Team will review the work and focus at sites developing understanding of the ELA/ELD Framework, CA ELD Standards, and implementation of integrated and designated ELD. The ELD Leadership Team will work to provide a District-wide ELD progress monitoring assessment that will be utilized to explicitly articulate the content knowledge and skills EL learners need to improve English language

The LUSD English Language Development (ELD) Leadership Team will be comprised of site Principals, ELD Department Chair from the secondary schools, and a primary and upper elementary teacher from each of the elementary schools. The ELD Leadership Team will review the work and focus at sites developing understanding of the ELA/ELD Framework, CA ELD Standards, and implementation of integrated and designated ELD. The ELD Leadership Team will work to provide a District-wide ELD progress monitoring assessment that will be utilized to explicitly articulate the content knowledge and skills EL learners need to improve English language development in core content.

development in core content.


2017-18 2018-19 2019-20


Source Title lll Source Title lll Source Title lll

Budget Reference

(1000-3000) $10,000 Budget Reference (1000-3000) $10,000

Budget Reference (1000-3000) $10,000




Students to be Served All Students with Disabilities [Specific Student Group(s)]______________

Location(s) All schools Specific Schools:___________________ Specific Grade spans:

OR




Location(s) All schools X Specific Schools: High Schools: CHS, LHS, MHS Specific Grade

spans:______

ACTIONS/SERVICES

2017-18 2018-19 2019-20


LUSD will provide support for all students with a District-wide commitment for all 11th grade students to take the SAT test and for students completing AP courses to take the College Board Advanced Placement tests at no cost to them.




2017-18 2018-19 2019-20


Source LCFF Supp/Con Source LCFF Supp/Con

Source LCFF Supp/Con






Location(s) All schools Specific Schools:_________________ Specific Grade spans:______

OR




Location(s) All schools X Specific Schools: Elementary Schools X Specific Grade spans: 6th grade

ACTIONS/SERVICES

2017-18 2018-19 2019-20


In order to support equity in LUSD and knowing the LCFF unduplicated count and percentage of households that have not been traditionally able to access this type of learning opportunity, funding will be provided to ensure that all 6th grade students in LUSD will experience attending an outdoor science school. Student will attend the 3 day Catalina Island Marine Institute. The Catalina Island Marine Institute focuses on science, technology, engineering and math.



2017-18 2018-19 2019-20








Location(s) All schools Specific Schools:_________________ Specific Grade spans:__________________

OR




Location(s) X All schools Specific Schools:__________________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New X Modified Unchanged New Modified X Unchanged New X Modified Unchanged

Utilizing SBAC summative and interim assessments, LUSD will provide Leadership Teams with Data Inquiry workshops with Dr. Judy K. Sargent in the use of data driven decision making.

Utilizing SBAC summative and interim assessments, LUSD will provide Leadership Teams with Data Inquiry workshops with Dr. Judy K. Sargent in the use of data driven decision making.

Using SBAC summative and interim assessments, schools will use the methods gained by the work with Judy Sargent to use data to drive decision making.


2017-18 2018-19 2019-20

Amount $34,000 Amount $34,000 Amount None

Source Title l Source Title l Source


(5000) $22,000 Budget Reference

1000-3000) $12,000

(5000) $22,000 Budget Reference






OR




Location(s) X All schools Specific Schools:___________________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20

Amount a. $8,500

b. $8,500 Amount

a. $8,500

b. $8,500 Amount

a. $8,500

b. $8,500

Source a. LCFF Supp/Con

b. Title l Source

a. LCFF Supp/Con

b. Title l Source

a. LCFF Supp/Con

b. Title l






Location(s) All schools Specific Schools:_______________ Specific Grade spans:____________

OR




Location(s) X All schools Specific Schools: _____________ Specific Grade spans:_______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Increase and improve science lab equipment ($25,000) at each of the comprehensive high schools, $10,000 for each middle school and $5,000 for each elementary school to support implementation of Next Gen Science Standards.




2017-18 2018-19 2019-20



Budget Reference

(4000) $70,000

(5000)$30,000

(6000)$15,000

Budget Reference

(4000) $70,000

(5000)$30,000

(6000)$15,000

Budget Reference

(4000) $70,000

(5000)$30,000

(6000)$15,000





Location(s) All schools Specific Schools:________________ Specific Grade spans:______________

OR




Location(s) X All schools Specific Schools:_________________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Purchase a device management system (MDM) to manage mobile devices, with the capability of deploying apps for professional development, student enrichment, special

education instruction, and apps for EL development.

Purchase a device management system (MDM) to manage mobile devices, with the capability of deploying apps for professional development, student enrichment, special education instruction, and apps

for EL development.

Purchase a device management system (MDM) to manage mobile devices, with the capability of deploying apps for professional development, student enrichment, special education instruction, and apps

for EL development.


2017-18 2018-19 2019-20



Budget Reference

(5000) Budget Reference


(5000)




Students to be Served All X Students with Disabilities [Specific Student Group(s)]___________________

Location(s) All schools X Specific Schools:___________________ Specific Grade spans:__________________

OR


Students to be Served English Learners Foster Youth Low Income

Scope of Services LEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)

Location(s) All schools Specific Schools:___________________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide professional development on co-teaching and full inclusion for general education teachers and special education teachers. In addition, provide 3 hours per month for collaboration time to co-teachers (Gen Ed & Sp Ed, subject-area team, grades 7-12) to increase access to CORE instruction for all students.




2017-18 2018-19 2019-20

Amount a. $8,500 b. $61,000

Amount a.$8,500

b.$61,000 Amount

a. $8,500 b. $61,000

Source a. Title ll b. Sp. Ed Funding



Budget Reference a. (1000-3000) $8,500 b. (1000-3000) $19,000 (5000) $61,000

Budget Reference

a. (1000-3000) $8,500 b. (1000-3000)

$19,000 (5000) $61,000

Budget Reference a. (1000-3000) $8,500 b. (1000-3000) $19,000 (5000) $61,000






OR




Location(s) All schools Specific Schools:___________________ X Specific Grade spans: 9th-12th grade

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continue implementing coherent partnership between LUSD and Allan Hancock Community College with articulated pathways and opportunities for high school students to receive an AA degree concurrently with their high school diploma.




2017-18 2018-19 2019-20

Amount None Amount None Amount None

Source Source Source

Budget Reference

Budget Reference

Budget Reference





Location(s) All schools Specific Schools:_________________ Specific Grade spans:________________

OR




Location(s) All schools Specific Schools:___________________ X Specific Grade spans:9th-12th grade

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20



Budget Reference Budget Reference Budget Reference





Location(s) All schools Specific Schools:_____________ Specific Grade spans:_______________

OR




Location(s) All schools X Specific Schools: Elementary Schools X Specific Grade spans: 4th-6th grades

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide each elementary school with a P.E. teacher to promote a healthy lifestyle for English learners, foster youth and low income Students who have less access. Provide P.E. teachers with professional development and P.E. equipment through the SPARKS program.

Provide each elementary school with a P.E. teacher to promote a healthy lifestyle for English learners, foster youth and low income Students who have less access.

Provide each elementary school with a P.E. teacher to promote a healthy lifestyle for English learners, foster youth and low income Students who have less access.


2017-18 2018-19 2019-20

Amount $1,000,000 Amount $1,016,087 Amount $1,028,799

Source a.LCFF Supp/Con b.Title ll


Budget Reference

a.(1000-3000) $935,000 a.(4000) $65,000 b.(5000) $20,000

Budget Reference

(1000-3000) $971,087 (4000) $45,000

Budget Reference

(1000-3000) 1,008,799 (4000) $20,000






OR




Location(s) All schools X Specific Schools: Clarence Ruth, La Canada, Fillmore, La Honda, Hapgood, Lompoc Valley

Middle School, Lompoc High School Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


SBCEO to work directly with District coordinator, five elementary principals, one middle and one high school principal. The Consultant will provide professional learning, ongoing monthly on-site support and training to Principals and staff at the seven school sites with the lowest English learner performance data status by building of capacity in developing integrated ELD in all content areas and monitoring of progress.




2017-18 2018-19 2019-20



Budget Reference

(1000-3000) $120,386 (4000) $5,000 (5000) $65,000

Budget Reference

(1000-3000) $80,000 (4000) $5,000 (5000) $65,000

Budget Reference

(1000-3000) $80,000 (4000) $5,000 (5000) $65,000





Location(s) All schools Specific Schools:______________ Specific Grade spans:________________

OR




Location(s) All schools X Specific Schools: La Canada, VMS, LVMS, LHS, CHS Specific Grade spans:______

ACTIONS/SERVICES

2017-18 2018-19 2019-20


$120,0 (2 teachers per site at CHS, LHS, LVMS and VMS and La Canada Elementary). Provide two release periods for secondary AVID director (not including AVID prep period). Continue AVID ADL training for District director.

Support secondary AVID program with one release period for each AVID teacher per site and attendance at the AVID Summer Institute (2 teachers per site at CHS, LHS, LVMS and VMS and La Canada Elementary). Provide two release periods for secondary AVID director (not including AVID prep period). Continue AVID ADL training for District director.

Support secondary AVID program with one release period for each AVID teacher per site and attendance at the AVID Summer Institute (2 teachers per site at CHS, LHS, LVMS and VMS and La Canada Elementary). Provide two release periods for secondary AVID director (not including AVID prep period). Continue AVID ADL training for District director.


2017-18 2018-19 2019-20


Source Title l Source Title l Source Title l

Budget Reference

(1000-3000) $80,000 (4000) $5,000 (5000) $35,000

Budget Reference (1000-3000) $95,000 (4000) $5,000 (5000) $35,000

Budget Reference

(1000-3000) $100,000 (4000) $5,000 (5000) $35,000


Action 20



Location(s) All schools Specific Schools:___________________ Specific Grade

spans:__________________

OR




Location(s) All schools X Specific Schools: CHS, LHS, VMS, LVMS Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


College age tutors will work with LUSD Avid students in tutorials from September through May, 2018.

2 Tutors at LVMS X 3 periods = 5.5 tutor hours X twice/wk = 11 tutor hours/wk

2 Tutors at VMS X 5 periods = 8.5 tutor hours X twice/wk = 17 tutor hours/wk

2 Tutor at CHS X 3 periods = 6 tutor hours X twice/ wk = 12 tutor hours/wk

2 Tutor at LHS X 4 periods = 7 tutor hours X twice/wk = 14 Tutor hours/wk


2 Tutors at LVMS X 3 periods = 5.5 tutor hours X twice/wk = 11 tutor hours/wk

2 Tutors at VMS X 5 periods = 8.5 tutor hours X twice/wk = 17 tutor hours/wk

2 Tutor at CHS X 3 periods = 6 tutor hours X twice/ wk = 12 tutor hours/wk

2 Tutor at LHS X 4 periods = 7 tutor hours X twice/wk = 14 Tutor hours/wk


2 Tutors at LVMS X 3 periods = 5.5 tutor hours X twice/wk = 11 tutor hours/wk 2 Tutors at VMS X 5 periods = 8.5 tutor hours

X twice/wk = 17 tutor hours/wk 2 Tutor at CHS X 3 periods = 6 tutor hours

X twice/ wk = 12 tutor hours/wk 2 Tutor at LHS X 4 periods = 7 tutor hours X twice/wk = 14 Tutor hours/wk

2017-18 2018-19 2019-20



Budget Reference (1000-3000)







Location(s) All schools Specific Schools:________________ Specific Grade spans:__________

OR




Location(s) All schools X Specific Schools: CHS, LHS. VMS, LVMS Specific Grade spans:_________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Support secondary math programs by providing funds for boot camps, freshman support sections to increase and support “a-g” courses for students who without the support would not take the course or fall behind and not complete it.




2017-18 2018-19 2019-20





Budget Reference a. (1000-3000) $30,000 b. (1000-3000) $30,000

Budget Reference a. (1000-3000) $30,928 b. (1000-3000) $30,928

Budget Reference

a. (1000-3000) $31,876

b. (1000-3000)

$31,876





Location(s) All schools Specific Schools:____________ Specific Grade spans:_____________

OR




Location(s) X All schools Specific Schools:____________ Specific Grade spans:____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New X Modified Unchanged New Modified X Unchanged New Modified X

Unchanged

For a one year period, support a computer lab instructional assistant (IA) at all sites (13 IA’s at 30 hours per week) to optimize efficiency and effectivity of District based technology programs. Instructional assistants support New California State Standards/ELD 21 s t century technology skil ls. During this year, the job description of the computer lab instructional assistant can be reviewed and revised, if necessary, to accurately describe the new tasks that accompany computers in the classroom instead of in labs. Add an additional 3 days at the beginning of the year for classroom set up.

For a one year period, support a computer lab instructional assistant (IA) at all sites (13 IA’s at 30 hours per week) to optimize efficiency and effectivity of District based technology programs. Instructional assistants support New California State Standards/ELD 21 st century technology skil ls. During this year, the job description of the computer lab instructional assistant can be reviewed and revised, if necessary, to accurately describe the new tasks that accompany computers in the classroom instead of in labs.

For a one year period, support a computer lab instructional assistant (IA) at all sites (13 IA’s at 30 hours per week) to optimize efficiency and effectivity of District based technology programs. Instructional assistants support New California State Standards/ELD 21s t century technology skil ls. During this year, the job description of the computer lab instructional assistant can be reviewed and revised, if necessary, to accurately describe the new tasks that accompany computers in the classroom instead of in

labs

.


2017-18 2018-19 2019-20



Budget Reference (1000-3000) Budget Reference (1000-3000) Budget Reference

(1000-3000)




Students to be Served All Students with Disabilities [Specific Student

Group(s)]___________________

Location(s) All schools Specific Schools:__________ Specific Grade

spans:_____________

OR




Location(s) All schools X Specific Schools: CHS, LHS Specific Grade

spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Utilizing the online curriculum accessible through APEX licenses, LUSD will provide alternatives for students to receive course credit for math and science courses in the high school independent study programs. A science and math teacher will provide tutoring services 2 days per week for 45 minutes at each high school. The science teacher will facilitate “wet labs” when necessary.




2017-18 2018-19 2019-20



Budget Reference (1000-3000) $20,000 (4000) $15,000








OR




Location(s) All schools X Specific Schools CHS, LHS, Maple Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Utilizing the online curriculum accessible through APEX licenses, LUSD will provide alternatives for students to receive “a-g subject requirement” through credit recovery. Provide opportunities for students to retake courses for credit recovery for all subject areas during the school year and during the summer months.




2017-18 2018-19 2019-20



Budget Reference

(1000-3000) $50,000

(5000) $70,000

Budget Reference

(1000-3000) $50,000

(5000) $70,000

Budget Reference

(1000-3000) $50,000

(5000) $70,000





Location(s) All schools Specific Schools:_____________ Specific Grade spans:________________

OR




Location(s) All schools Specific Schools:________________ X Specific Grade spans: 1st-6th grade

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide LUSD’s under-served elementary students who do not meet grade level standards in English language arts and/or math with a “jump start” summer school program. The program will target students who struggle in specific academic areas and will focus on academic instruction that allows students to enhance cognitive skills and abilities.

Provide LUSD’s under-served elementary students who do not meet grade level standards in English language arts and/or math with a “jump start” summer school program. The program will target students who struggle in specific academic areas and will focus on academic instruction that allows students to enhance cognitive skills and abilities.

Provide LUSD’s under-served elementary students who do not meet grade level standards in English language arts and/or math with a “jump start” summer school program. The program will target students who struggle in specific academic areas and will focus on academic instruction that allows students to enhance cognitive skills and abilities .


2017-18 2018-19 2019-20

Amount a. $100,000 b. $100,000

Amount c. $100,000 d. $100,000

Amount e. $100,000 f. $100,000


Source c. LCFF Supp/Con d. Title l

Source e. LCFF Supp/Con f. Title l

Budget Reference

a. (1000-3000) $80,000 . (5000) $20,000 b.(1000-3000) $80,000 (4000) $10,000 . (5000) $10,000

Budget Reference

a. (1000-3000) $80,000 . (5000) $20,000 b.(1000-3000) $80,000 (4000) $10,000 . (5000) $10,000

Budget Reference

a. (1000-3000) $80,000 . (5000) $20,000 b.(1000-3000) $80,000 (4000) $10,000 . (5000) $10,000






spans:__________________

OR




Location(s) X All schools Specific Schools:_________________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Partner with Cal-SOAP to provide a tutors at each of the high schools to increase academic support, formal outreach and mentoring to underrepresented students. Provide a tutor to each of the District’s elementary schools and middle schools to help students with reading and math skills. The use of Cal SOAP tutors shall supplement existing services provided by CSEA bargaining unit instructional para-educators, and shall in no way cause any reduction and/or elimination of those CSEA para-educator services.




2017-18 2018-19 2019-20



Budget Reference (2000-3000) Budget Reference


(2000-3000)





Location(s) All schools Specific Schools:_____________ Specific Grade spans:________________

OR




Location(s) All schools X Specific Schools: CHS, LHS, MHS, VMS, LVMS Specific Grade spans:__________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


District secondary counselors increase access and strengthen services to support all students, with an emphasis on English learners, foster youth, African American and Latino males, low socio-economic, Special Ed, and first generation students. High school counselors will also support the Bridges to Success program by attendance at regular meetings with Allan Hancock College (AHC). The partnership between AHC and LUSD works to collaboratively promote student success.




2017-18 2018-19 2019-20

Amount $1,250,741 Amount $1,367,092 Amount $1,425,299


Budget Reference



(1000-3000)





Location(s) All schools Specific Schools:____________ Specific Grade spans:_________________

OR




Location(s) X All schools Specific Schools:______________ Specific Grade spans:_____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


District library technicians provide support and guidance with supplementary reading programs, contribute to the development of a library master plan, and update catalog circulation database and other essential functions that promote learning. LUSD’s library services will be modified to the Follett Destiny Library Manage to empower digital learning to impact student. Resource Manager will ensure that resources are accessible to the students who need them most. An additional day of extra duty will be provided for professional development on the new Follett Library Manager program.

District library technicians provide support and guidance with supplementary reading programs, contribute to the development of a library master plan, and update catalog circulation database and other essential functions that promote learning. LUSD’s library services will be modified to the Follett Destiny Library Manage to empower digital learning to impact student. Resource Manager will ensure that resources are accessible to the students who need them most.

District library technicians provide support and guidance with supplementary reading programs, contribute to the development of a library master plan, and update catalog circulation database and other essential functions that promote learning. LUSD’s library services will be modified to the Follett Destiny Library Manage to empower digital learning to impact student. Resource Manager will ensure that resources are accessible to the students who need them most.


2017-18 2018-19 2019-20

Amount $601,421.45 Amount $572,196 Amount $595,940



Budget Reference

(1000-3000) $547,462 (5000) $24,734

Budget Reference

(1000-3000) $571,206 (5000) $24,734





Location(s) All schools Specific Schools:_____________ Specific Grade spans:_______________

OR


Students to be Served X English Learners X Foster Youth XLow Income


Location(s) All schools X Specific Schools BFCDS Specific Grade spans:_______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Bob Forinash Community Day School serves mandatory and other expelled students, and other high-risk youths. The instructional day includes academic programs that provide challenging curriculum and individual attention to student learning modalities and abilities. Development of pro-social skills and student self-esteem and resiliency are also included in a student’s individualized learning. With the high-risk students, Bob Forinash Community Day School services, an Assistant Principal has been added to aide in the functioning of the school’s high-risk population.




2017-18 2018-19 2019-20




Budget Reference

(1000-3000) $611,412 (4000) $15,000 (5000) $35,000

Budget Reference

(1000-3000) $636,392 (4000) $15,000 (5000) $35,000






OR




Location(s) All schools X Specific Schools: CHS, LHS, LVMS, VMS Specific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20



Lompoc High School $10,000 Cabrillo High School $10,000 Lompoc Valley Middle School $ 5,000

Vandenberg Middle School $ 5,000








2017-18 2018-19 2019-20



Budget Reference (4000) $30,000 Budget Reference (4000) $30,000 Budget Reference (4000) $30,000






OR




Location(s) All schools X Specific Schools: CHS, LHS X Specific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continue to provide funding for teachers at Lompoc High School and Cabrillo High School to continue the current CTE program. Continue to develop and execute a CTE improvement plan for LUSD, including hiring a program specialist and administrative assistant support.




BUDGETED EXPENDITURES

2017-18 2018-19 2019-20

Amount a. $558,100 b. $415,000 c. $ 85,000

Amount a. $577,062 b. $415,000 c. $ 85,000

Amount a. $599,106 b. $415,000 c. $ 85,000

Source a. LCFF/Supp/Con b. CTEIG Incentive Grant c. Perkins



Budget Reference

a. (1000-3000) $558,100 b. (1000-3000) $115,000

(4000) $220,000 (5000) $30,000 (6000) $50,000

c. (4000) $55,000 (5000) $10,000 (6000) $20,000

Budget Reference

a. (1000-3000) $577,062 b. (1000-3000) $115,000

(4000) $220,000 (5000) $30,000 (6000) $50,000

c. (4000) $55,000 (5000) $10,000 (6000) $20,000

Budget Reference

a. (1000-3000) $599,106 b. (1000-3000) $115,000

(4000) $220,000 (5000) $30,000 (6000) $50,000

c. (4000) $55,000 (5000) $10,000 (6000) $20,000






spans:__________________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continuation and ongoing support of 14 established Model Tech Classrooms for materials and operational costs. Services to sites will be held after school at each site. Model tech teachers will meet after school as a group once per month. In District professional development (experts brought to our District to work with our Model Technology Teachers on best practices in quality technology integration. We will use the services of the EdTechTeam and CUE, plus a third party for additional training.

Continuation and ongoing support of 14 established Model Tech Classrooms for materials and operational costs. Services to sites will be held after school at each site. Model tech teachers will meet after school as a group once per month. In District professional development (experts brought to our District to work with our Model Technology Teachers on best practices in quality technology integration. We will use the services of the EdTechTeam and CUE, plus a third party for additional training.

Continuation and ongoing support of 14 established Model Tech Classrooms for materials and operational costs. Services to sites will be held after school at each site. Model tech teachers will meet after school as a group once per month. In District professional development (experts brought to our District to work with our Model Technology Teachers on best practices in quality technology integration. We will use the services of the EdTechTeam and CUE, plus a third party for additional training

.


2017-18 2018-19 2019-20



Budget Reference

(1000-3000) $28,150

(4000) $600

(5000) $12,000

Budget Reference

(1000-3000) $28,150

(4000) $600

(5000) $12,000

Budget Reference

(1000-3000) $28,150

(4000) $600

(5000) $12,000






OR




Location(s) All schools X Specific Schools: Sites with new teachers Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide computers for District’s new teachers to ensure access to reliable technology.




2017-18 2018-19 2019-20



Budget Reference

(5000) Budget Reference (5000) Budget Reference

(5000)





Location(s) All schools Specific Schools:__________________ Specific Grade

spans:__________________

OR




Location(s) X All schools Specific Schools:__________________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Purchase/upgrade computers in IT in support of 21st century skills for students and to ensure teachers have access to reliable

technology, testing devices and platforms. Professional

development for IT department to keep up with changing 21st century technology education.

Purchase/upgrade computers in IT in support of 21st century skills for students and to ensure teachers have access to reliable technology, testing

devices and platforms. Professional

development for IT department to keep up with changing 21st century technology education.

Purchase/upgrade computers in IT in support of 21st century skills for students and to ensure teachers have access to reliable technology,

testing devices and platforms. Professional

development for IT department to keep up with changing 21st century technology education


2017-18 2018-19 2019-20

Amount a. $35,000

b. $15,000 Amount

c. $35,000

d. $15,000 Amount

e. $35,000

f. $15,000

Source a. LCFF Supp/Con

b. Title ll Source

c. LCFF Supp/Con

d. Title ll

Source e. LCFF Supp/Con

f. Title ll

Budget Reference

a. (6000) $35,000

b. (5000) $15,000

Budget Reference

c. (6000) $35,000

d. (5000) $15,000 Budget Reference

e. (6000) $35,000

f. (5000) $15,000






OR


Students to be Served English Learners X Foster Youth Low Income

Scope of Services X LEA-wide Schoolwide OR X Limited to Unduplicated Student Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

X New Modified Unchanged New Modified X Unchanged New Modified X

Unchanged

Participate in the Foster Focus program to have immediate access to information about foster youth.




2017-18 2018-19 2019-20

Amount $2,750 Amount $250 Amount $250


Budget Reference



(5000)






OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


LUSD staff will participate in ongoing communication and collaboration between other LEAs, county agencies, and nongovernmental organizations regarding foster and homeless youth to ensure immediate enrollment, partial credits for mid-semester changes, adequate transportation to school and graduation credit exemptions as appropriate.




2017-18 2018-19 2019-20



Budget Reference Budget Reference

Budget Reference





Location(s) All schools Specific Schools:____________ Specific Grade spans:_______________

OR




Location(s) X All schools Specific Schools:_________ Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


LUSD will develop and implement a policy ensuring foster youth are immediately enrolled and appropriately placed in the same/equivalent grade and classes. Partial credits are calculated using a uniform formula and are consistently issued.




2017-18 2018-19 2019-20









spans:_________________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


LUSD will collaborate with SBCEO Transitional Youth Services to provide training to District staff to ensure foster youth have access to AB 216 rights. AB 216 exempts a pupil in foster care who transfers between schools any time after the completion of the pupil’s second year of high school from all coursework and other requirements adopted by the governing board of the school District that are in addition to the statewide coursework requirements.




2017-18 2018-19 2019-20



Budget Reference

Budget Reference Budget Reference





Location(s) All schools Specific Schools:_________________ Specific Grade spans:________________

OR




Location(s) X All schools Specific Schools:________________ Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New X Modified Unchanged New X Modified Unchanged New X Modified Unchanged

Provide resources for District to build outside participation in STEAM Festival yearly and STEM Expo every other year.




2017-18 2018-19 2019-20



Budget Reference

(1000-3000) $3,000

(4000) $2,000

Budget Reference

(1000-3000) $8,000

(4000) $2,000

Budget Reference

(1000-3000) $3,000

(4000) $2,000





Location(s) All schools Specific Schools:______________ Specific Grade spans:_____________

OR




Location(s) X All schools Specific Schools:_____________ Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

X New Modified Unchanged New Modified X

Unchanged New Modified X Unchanged

The District will provide site support through personnel in order to support monitoring LCAP goals, actions and expenditures to ensure the actions are tied to District and school goals to ensure increased and improved services to students.




2017-18 2018-19 2019-20

Amount a. $33,934 b. $102,509 c. $307,510

Amount a. $25,319 b. $108,046 c. $324,404

Amount a. 36,057 b. $113,888 c. $338,152

Source a. LCFF Base b. Title l c. LCFF Supp/Con



Budget Reference a. (1000-3000) $33,934 b. (1000-3000) $102,509 c. (1000-3000) $307,510

Budget Reference

a. (1000-3000) $25,319 b. (1000-3000) $108,046 c. (1000-3000) $324,404

Budget Reference

a. (1000-3000) $36,057 b. (1000-3000)$113,888 c. (1000-3000) $338,152




Location(s) All schools Specific Schools:____________ Specific Grade spans:______________

OR




Location(s) X All schools Specific Schools:_____________ Specific Grade spans:_____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Increase alternative education opportunities, including opportunities for 18-22 year old students with disabilities. The addition of

Increase alternative education opportunities, including opportunities for 18-22 year old students with disabilities. The addition of

Increase alternative education opportunities, including opportunities for 18-22 year old students with disabilities.

adult transition program for mild/moderate students includes career training, access to adult school and APEX courses to increase acquisition of diploma.

adult transition program for mild/moderate students includes career training, access to adult school and APEX courses to increase acquisition of diploma.

The addition of adult transition program for mild/moderate students includes career training, access to adult school and APEX courses to increase acquisition of diploma.


2017-18 2018-19 2019-20


Source Sp. Ed. Funding Source Sp. Ed. Funding Source Sp. Ed. Funding

Budget Reference (4000) $10,000 (5000) $15,000

Budget Reference (4000) $10,000 (5000) $15,000

Budget Reference

(4000) $10,000 (5000) $15,000






OR



Scope of Services LEA-wide Schoolwide OR X Limited to Unduplicated Student Group(s)

Location(s) All schools Specific Schools: La Honda, Ruth, Hapgood, Fillmore, La Canada, Miguelito, Los

Berros, Buena Vista, LVMS Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19

2019-20


Provide bilingual instructional assistants to sites based on the number of English learners for the purpose/s of providing support to the instructional program within assigned classroom. Specific responsibility will be assisting a certificated teacher in providing instruction to individuals or small groups of limited or non-English speaking students and serving as a resource to other school personnel requiring assistance with non-English speaking persons.




2017-18 2018-19 2019-20



Budget Reference



(1000-3000)






OR




Location(s) All schools Specific Schools: Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Support professional learning for teachers that supports use of infused technology resources in our instructional practices that effectively uses technology integration, encompasses many different facets, tools, and application to support and empower teachers and students to learn new content. Use Google EdTech Team, CUE, and other quality technology leaders through after school and Saturday learning opportunities.




2017-18 2018-19 2019-20



Budget Reference

(1000-3000) $30,000 (5000) $15,000

Budget Reference

(1000-3000) $30,000 (5000) $15,000

Budget Reference

(1000-3000) $30,000 (5000) $15,000






OR




Location(s) All schools X Specific Schools: various schools through the school year Specific Grade

spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide enrichment opportunities through Saturday school. The plan to hold Saturday School in 2017-2018 for LUSD’s neediest students is in response to the community’s desire for extended learning.




2017-18 2018-19 2019-20



Budget Reference

(1000-3000) 50,000 (4000) $10,000

Budget Reference

(1000-3000) 50,000 (4000) $10,000

Budget Reference

(1000-3000) 50,000 (4000) $10,000






OR




Location(s) All schools X Specific Schools: CHS, LHS, LVMS, VMS Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


College and Career Readiness counselor works with middle school and high school students and parents to promote a-g requirements, high school requirements and understanding of pathways. The counselor will work to extend the “Stay Focused, Get Focused” modules to 10th, 11th and 12th grades.




2017-18 2018-19 2019-20


Source College Readiness Block Grant (CRBG)



Budget Reference



(1000-3000)





Location(s) All schools Specific Schools:____________ Specific Grade spans:__________

OR




Location(s) All schools X Specific Schools: CHS, LHS, LVMS, VMS Specific Grade spans:__________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Support secondary English learners through support classes in order for them to access core curriculum.




2017-18 2018-19 2019-20



Budget Reference



(1000-3000)

Goal 2 Promote effective communication among students, staff, community and stakeholders

Empty Cell

Empty Cell

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 X4 5 6 7 8

COE 9 10

LOCAL ______________________________________

Identified Need Productive community partnerships to improve student achievement and participation of parents in decision making regarding school and District priorities.



Establish baseline for parent attendance at site events

No Baseline – will be done 17-18 75% at site events 80% at site events 85% at site events

Increase participation rate by 5% for completion of community stakeholder involvement survey

420 surveys 441 surveys 463 surveys 486 surveys





Group(s)]___________________

Location(s) All schools Specific Schools:____________ Specific Grade

spans:_____________

OR




Location(s) X All schools Specific Schools:_____________ Specific Grade spans:___________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Increase outreach to English Learner’s parents in their primary language via:

1. Electronic means 2. Meeting formats 3. Flyers 4. Letters 5. Newsletters 6. Home Visits

Increase outreach to English Learner’s parents in their primary language via: Electronic means Meeting formats Flyers Letters Newsletters Home Visits

Increase outreach to English Learner’s parents in their primary language via: Electronic means Meeting formats Flyers Letters Newsletters Home Visits


2017-18 2018-19 2019-20





Budget Reference

(1000-3000) $20,420 (4000) $4,828 (5000) $1,000





Location(s) All schools Specific Schools:_________________ Specific Grade

spans:____________

OR




Location(s) X All schools Specific Schools:______________ Specific Grade spans:_____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Use Parent Link to increase parent, family and community engagement for TK- families 12 students. Emergency messaging, language translation, surveys and custom messages give LUSD and its schools a tool to get school related information to parents and the community.

Use Parent Link to increase parent, family and community engagement for TK- families 12 students. Emergency messaging, language translation, surveys and custom messages give LUSD and its schools a tool to get school related information to parents and the community.

Use Parent Link to increase parent, family and community engagement for TK- families 12 students. Emergency messaging, language translation, surveys and custom messages give LUSD and its schools a tool to get school related information to parents and the community


2017-18 2018-19 2019-20





Budget Reference (5000) Budget Reference (5000) Budget Reference (5000) $30,550

$30,550 $30,550





Group(s)]___________________


spans:_________________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified X Unchanged New Modified X Unchanged New Modified X

Unchanged

Weekly Good News email to classified and certificated staff members. Weekly Good News email to classified and certificated staff members.

Weekly Good News email to classified and certificated staff members.


2017-18 2018-19 2019-20







Group(s)]___________________


spans:________________

OR




Location(s) X All schools Specific Schools:__________________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified X Unchanged New Modified X Unchanged New Modified X

Unchanged

Home school liaisons provide case management to families to connect them to school and community resources, as well as regular contact regarding student attendance. Train liaisons to work individually with families to address needs and connect families to appropriate resources. Utilize a 0.5 FTE homeless liaison to address the needs of homeless students and a 0.5 FTE District liaison to address the needs of foster youth.




2017-18 2018-19 2019-20

Amount $379,090.72 Amount $382,127 Amount $400,940



Source

a. LCFF Supp/Con

b. Title l

Budget Reference

a. (1000-3000) $352,832.72 (4000) $2,308 (5000) $5,000 b. (1000-3000) $18950 (4000) $2,308 (5000) $5,000

Budget Reference

a. (1000-3000) $347,011

(4000) $2,308 (5000) $5,000

b. (1000-3000) $20,500 (4000) $2,308 (5000) $5,000

Budget Reference

a. (1000-3000) $361,904

(4000) $2,308

(5000) $5,000 b. (1000-

3000) $24,420

(4000) $2,308

(5000) $5,000





Group(s)]___________________

Location(s) All schools Specific Schools:________________ Specific

Grade spans:__________________

OR




Location(s) X All schools Specific Schools:________________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New X Modified Unchanged New Modified X Unchanged New Modified X

Unchanged

LUSD has one Spanish District translators and a District Spanish bilingual liaison who function as interpreters and translators. Both aid communication with the District’s Spanish community by converting message or text from English into Spanish either orally or in writing. Ensure that all school information sent home is translated into major languages represented at the schools. Provide oral translation for advisory meetings and parent conferences at the District level. Provide simultaneous translation technology and training for interpreters. LUSD has added transportation support to aid communication with parents regarding busing.

LUSD has one Spanish District translators and a District Spanish bilingual liaison who function as interpreters and translators. Both aid communication with the District’s Spanish community by converting message or text from English into Spanish either orally or in writing. Ensure that all school information sent home is translated into major languages represented at the schools. Provide oral translation for advisory meetings and parent conferences at the District level. Provide simultaneous translation technology and training for interpreters. LUSD has added transportation support to aid communication with parents regarding busing.

LUSD has one Spanish District translators and a District Spanish bilingual liaison who function as interpreters and translators. Both aid communication with the District’s Spanish community by converting message or text from English into Spanish either orally or in writing. Ensure that all school information sent home is translated into major languages represented at the schools. Provide oral translation for advisory meetings and parent conferences at the District level. Provide simultaneous translation technology and training for interpreters. LUSD has added transportation support to aid

communication with parents regarding busing.


2017-18 2018-19 2019-20



Source a. LCFF

Supp/Con b. Title l

Source a. LCFF

Supp/Con b. Title l

Budget Reference a. (2000-3000) $111,242 b. (2000-30000 $20,101

Budget Reference

a. (2000-3000) $114,899

b. (2000-3000) $20,101

Budget Reference

a. (2000-3000) $121,485

b. (2000-3000) $20,101






spans:__________________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


A Hmong bilingual instructional assistant to provide support of academic goals of English learner students.




2017-18 2018-19 2019-20




Budget Reference (1000-3000) Budget Reference (1000-3000) Budget Reference (1000-3000)




Students to be Served All Students with Disabilities [Specific Student Group(s)___________________


spans:________________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20







Students to be Served All Students with Disabilities [Specific Student Group(s)___________________


spans:________________

OR




Location(s) X All schools Specific Schools:________________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20









spans:________________

OR




Location(s) X All schools Specific Schools:__________________ Specific Grade spans:___________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20








Location(s) All schools Specific Schools:_______________ Specific Grade spans:________________

OR




Location(s) X All schools Specific Schools:_______________ Specific Grade spans:_______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Adult Education will initiate Parent University classes in the area of parental support strategies and support students’ academic achievement.




2017-18 2018-19 2019-20


Source Adult Education Block Grant Source Adult Education Block Grant

Source Adult Education Block Grant

Budget Reference

(1000-3000) $7,000

(4000) $15,000

Budget Reference

(1000-3000) $7,000

(4000) $15,000

Budget Reference

(1000-3000) $7,000

(4000) $15,000





Location(s) All schools Specific Schools:______________ Specific Grade spans:______________

OR




Location(s) X All schools Specific Schools:______________ Specific Grade spans:_________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20




(4000) $ 500 Budget Reference

(1000-3000) $2,000

(4000) $ 500 Budget Reference

(1000-3000) $2,000

(4000) $ 500




Students to be Served All Students with Disabilities [Specific Student Group(s)]__________

Location(s) All schools Specific Schools:________ Specific Grade spans:__________

OR




Location(s) X All schools Specific Schools:____________ Specific Grade spans:_________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20












Location(s) All schools Specific Schools:____________ Specific Grade spans:____________

OR




Location(s) X All schools Specific Schools:_____________ Specific Grade spans:_____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


The LUSD Resource Center will support families by connecting them to community resources, parenting classes, and assistance with home-school communication. District-wide workshops will be available to help families to provide further support to their students through parenting skills, academic preparation, and school engagement. The center will also provide information about and referrals to local community organizations that can provide assistance to families with regards to health, financial, legal, and social-emotional issues.




2017-18 2018-19 2019-20



Budget Reference (4000) Budget Reference (4000) Budget Reference

(4000)

Goal 3 Develop capacity of all staff to meet the academic needs of all students.

Empty Cell

Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE 1 2 3 X4 5 6 7 8

COE 9 10

LOCAL ______________________________________

Identified Need Productive community partnerships to improve student achievement and participation of parents in decision making regarding

school and District priorities.


Metrics/Indicators Baseline 2017-

18 2018-19 2019-20

Credentialed teacher rate 97% 98% 99% 100%

credentialed teacher teaching outside of subject area rate

-1% -1% -1% -1%

most recently adopted textbooks rate 100% 100% 100% 100%

student lacking own copy of textbook rate 0% 0% 0% 0%

teacher misassignment rate 0% 0% 0% 0%





Location(s) All schools Specific Schools:________________ Specific Grade spans:_______________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


In order to hire highly qualified teachers to serve all students including English learners, foster youth and low income students, the District will ensure that each new teacher will be screened using the program Teacher Match prior to interviewing.




2017-18 2018-19 2019-20



Budget Reference (5000) Budget Reference (5000) Budget Reference

(5000)





Location(s) All schools Specific Schools:____________ Specific Grade spans:___________

OR




Location(s) X All schools Specific Schools Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


In conjunction with SBCEO’s preliminary and clear administrative services credential program, LUSD will provide a mentor/coach to each candidate holding administrative positions in LUSD. The mentor/coach provides intensive, individualized support and assistance and assures that a leadership action plan for each administrative candidate is rooted in ongoing observation.




2017-18 2018-19 2019-20


Source Teacher Eff. Grant Source Title II Source Title II







OR




Location(s) X All schools Specific Schools Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20


Source Teacher Eff. Grant Source Title II Source Title II

Budget Reference



(5000)






spans:__________________

OR




Location(s) All schools X Specific Schools: Schools with Year 1 and Year 2 beginning teachers Specific

Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


LUSD will cover costs of District teachers in year 1 and year 2 of SBCEO’s Teacher Induction Program (TIP).




2017-18 2018-19 2019-20



Budget Reference

(1000-3000) $134,500 (5000) $115,400

Budget Reference

(1000-3000) $138,760 (5000) $115,400

Budget Reference

(1000-3000) $143,016 (5000) $115,400

Goal 4 Provide a safe and respectful learning environment for students and staff.

Empty Cell

Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE 1 2 3 4 X 5 6 7 8

COE 9 10

LOCAL ______________________________________

Identified Need Productive community partnerships to improve student achievement and participation of parents in decision making regarding school

and District priorities.



Increase school attendance District-wide

93.43% 95.65% 97.56% 99.51%

Decrease chronic absenteeism at all schools

13.9% 13.2% $12.54% 11.9%

Decrease dropout rates of high school pupils

2.4% 2.35% 2.3% 2.25%

Increase graduation rates for all pupils

88.3% 92.72% 94.57% 96.46%

Decrease suspension 4.75% 4.66% 4.56% 4.47%

Decrease expulsion rates 0.1% 0% 0% 0%

Increase the level of school connectedness of pupils, staff and parents.

82% 86% 90% 95%

Increase level of sense of safety of pupils, staff and parents

79%

82% 86% 90%

overall facility rating Good Good Good Good





Group(s)]_______________

Location(s) All schools Specific Schools:____________ Specific Grade

spans:__________

OR




Location(s) X All schools Specific Schools:____________ Specific Grade spans:_____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

X New Modified Unchanged New Modified Unchanged New Modified Unchanged

LUSD District team will participate in training on implementing a Multi-Tier Intervention System through the Orange County Department of Education. The team will work to develop, align, and improve academic and behavioral resources, programs, supports, and services utilizing a coherent MTSS framework that engages all systems leading to improved student outcomes.




2017-18 2018-19 2019-20

Amount $25,000 Amount None Amount None

Source MTSS Grant Source Source

Budget Reference (5000) Budget Reference Budget Reference





Location(s) All schools Specific Schools:______________ Specific Grade spans:________________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

Decrease chronic absenteeism through the LUSD Attendance Mediation Program, which includes letters to parents, classroom interventions, home visits, administrative meetings, and referrals to SARB.




2017-18 2018-19 2019-20



Budget Reference



(5000)





Location(s) All schools Specific Schools:______________ Specific Grade spans:_______________

OR




Location(s) X All schools Specific Schools:_______________ Specific Grade spans:_______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Decrease dropout rates of all students. Site administration team performs regular attendance review, grade analysis, and behavior history for at- risk students and schedules SSTs to evaluate and implement individualized action plan.




2017-18 2018-19 2019-20






Students to be Served All Students with Disabilities [Specific Student Group(s)]_________

Location(s) All schools Specific Schools:___________ Specific Grade spans:________

OR




Location(s) All schools X Specific Schools: CHS, LHS, Maple Specific Grade spans:______

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20








Location(s) All schools Specific Schools:____________ Specific Grade spans:__________

OR




Location(s) All schools X Specific Schools: Hapgood, La Honda, Fillmore, Ruth, La Canada Specific Grade

spans:__________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


The ASES programs at four LUSD elementary schools provide an opportunity to merge school reform strategies with community resources. The goal is to support local efforts to improve assistance to students and broaden the base of support for education in a safe, constructive environment. It is the intent of the ASES program to provide safe and educationally enriching alternatives for children and youth during non-school hours. The program creates incentives for establishing locally driven before and after school education and enrichment programs. One additional elementary school site will receive an ASES grant for 2017-2018.

The ASES programs at four LUSD elementary schools provide an opportunity to merge school reform strategies with community resources. The goal is to support local efforts to improve assistance to students and broaden the base of support for education in a safe, constructive environment. It is the intent of the ASES program to provide safe and educationally enriching alternatives for children and youth during non-school hours. The program creates incentives for establishing locally driven before and after school education and enrichment programs. One additional elementary school site will receive an ASES grant for 2017-2018.

The ASES programs at four LUSD elementary schools provide an opportunity to merge school reform strategies with community resources. The goal is to support local efforts to improve assistance to students and broaden the base of support for education in a safe, constructive environment. It is the intent of the ASES program to provide safe and educationally enriching alternatives for children and youth during non-school hours. The program creates incentives for establishing locally driven before and after school education and enrichment programs. One additional elementary school site will receive an ASES grant for 2017-

2018.


2017-18 2018-19 2019-20


Source a. LCFF Supp/Con b. ASES Funding



Budget Reference a. (1000-3000) $16,000 b. (5000) $453,388

Budget Reference

a. (1000-3000) $16,831 b. (5000) $453,388

Budget Reference

a. (1000-3000) $17,416 b. (5000) $453,388





Group(s)]___________________


spans:__________________

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20

New X Modified Unchanged New Modified X

Unchanged New Modified X Unchanged

Contract with outside agencies to provide social/emotional support for students and families.




2017-18 2018-19 2019-20


Source School-Based Medi-Cal Program Source School-Based Medi-Cal Program

Source School-Based Medi-Cal Program

Budget Reference (5000) Budget Reference


(5000)





Location(s) All schools Specific Schools:_______________ Specific Grade spans:________________

OR




Location(s) X All schools Specific Schools:_________________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20




Budget Reference

(2000-3000) Budget Reference (2000-3000)






Location(s) X All schools Specific Schools:_________________ Specific Grade spans:______________

OR




Location(s) All schools Specific Schools:________________ Specific Grade spans:_____________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide professional development opportunities for general education and special education staff on Autism Spectrum Disorders, including didactic training, classroom strategies, social skills instruction, and executive functioning curriculum

implementation.

Provide professional development opportunities for general education and special education staff on Autism Spectrum Disorders, including didactic training, classroom strategies, social skills instruction, and

executive functioning curriculum implementation.

Provide professional development opportunities for general education and special education staff on Autism Spectrum Disorders, including didactic training, classroom strategies, social skills instruction, and executive

functioning curriculum implementation.


2017-18 2018-19 2019-20

Amount a. $13,500 b. $8,500

Amount a. $13,500 b. $8,500

Amount a. $13,500 b. $8,500

Source a. Special Ed. Funding b. Title ll



Budget Reference

a. (1000-3000) $8,500 (5000) $5,000 b. $8,500

Budget Reference

a. (1000-3000) $8,500 (5000) $5,000 b. $8,500

Budget Reference

a. (1000-3000) $8,500 (5000) $5,000 b. $8,500






OR




Location(s) All schools Specific Schools:_________________ Specific Grade spans:____

ACTIONS/SERVICES

2017-18 2018-19 2019-20

X New Modified Unchanged New Modified X Unchanged New Modified X

Unchanged

Fund one full time behaviorist to provide training to staff and create student-specific programs for students with autism.




2017-18 2018-19 2019-20





Budget Reference (1000-3000) Budget Reference (1000-3000)





Location(s) All schools Specific Schools:__________________ Specific

Grade spans

OR




Location(s) X All schools Specific Schools:_________________ Specific Grade spans:_____

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New X Modified Unchanged New Modified X Unchanged New

Modified X Unchanged

Student Safety Community Liaisons provide support to the instructional process with specific responsibilities for the safety and welfare of students while on school grounds; monitoring visitors; contacting parents of students who are not in attendance regularly; enforcing school and District rules and regulations. Outreach Consultants at LHS and LVMS work with the high at-risk population working to bring all services together for families




2017-18 2018-19 2019-20




(2000-3000)






spans:__________

OR




Location(s) X All schools Specific Schools:_________________ Specific Grade spans:_________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Noon duty aides provide support to the instructional process with specific responsibilities for the safety and welfare of students while on school grounds to ensure student safety. Crossing Guards help students cross the street at key locations and help develop the skills to cross streets safety at all times.




2017-18 2018-19 2019-20




(2000-3000)





Location(s) All schools Specific Schools:_______________ Specific Grade spans:_______________

OR




Location(s) All schools X Specific Schools CHS, LHS, MHS, BFCDS Specific Grade spans:___________

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified X Unchanged New

Modified X Unchanged

The District and the City of Lompoc agree to terms of an MOU that establish scope of services to be provided by School Resource Officers (SROs). The SRO works in a proactive role with students and LUSD officials to counsel and advise the LUSD on important student-police related issues, as well as working on campuses on a daily basis in order to assist students in learning how to de-escalate situations or conflicts with both peers and adults. SROs will work five (5) days a week, eight (8) hours a day. One SRO will work with Lompoc High School, the other SRO will work with Cabrillo High, Maple High and Bob Forinash Community Day School.

The District and the City of Lompoc agree to terms of an MOU that establish scope of services to be provided by School Resource Officers (SROs). The SRO works in a proactive role with students and LUSD officials to counsel and advise the LUSD on important student-police related issues, as well as working on campuses on a daily basis in order to assist students in learning how to de-escalate situations or conflicts with both peers and adults. SROs will work five (5) days a week, eight (8) hours a day. One SRO will work with Lompoc High School, the other SRO will work with Cabrillo High, Maple High and Bob Forinash Community Day School.

The District and the City of Lompoc agree to terms of an MOU that establish scope of services to be provided by School Resource Officers (SROs). The SRO works in a proactive role with students and LUSD officials to counsel and advise the LUSD on important student-police related issues, as well as working on campuses on a daily basis in

order to assist students in learning how to de-escalate situations or conflicts with both peers and adults. SROs will work five (5) days a week, eight (8) hours a day. One SRO will work with Lompoc High School, the other SRO will work with Cabrillo High, Maple High and Bob Forinash Community Day School.


2017-18 2018-19 2019-20





Action

13



Students to be Served All Students with Disabilities [Specific Student Group(s)___________

Location(s) All schools Specific Schools:_______________ Specific Grade spans:

OR




Location(s) X All schools Specific Schools:______________ Specific Grade spans:__

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified X Unchanged New Modified X

Unchanged New Modified X

Unchanged

Continue to improve level of LUSD facility maintenance and cleanliness by monitoring custodial staff distribution (addition of 14 custodians in 2015-2016). Safe facilities that are in good repair support academic growth, and with stakeholder input and recommendation, LUSD increased staffing to provide support to the maintenance and operations department in order to maintain a healthy learning environment for staff and students.

Continue to improve level of LUSD facility maintenance and cleanliness by monitoring custodial staff distribution (addition of 14 custodians in 2015-2016). Safe facilities that are in good repair support academic growth, and with stakeholder input and recommendation, LUSD increased staffing to provide support to the maintenance and operations department in order to maintain a healthy learning environment

Continue to improve level of LUSD facility maintenance and cleanliness by monitoring custodial staff distribution (addition of 14 custodians in 2015-2016). Safe facilities that are in good repair support academic growth, and with stakeholder input and recommendation, LUSD increased staffing to provide support to the maintenance and operations department in order to maintain a healthy learning environment for staff and students.

for staff and students.


2017-18 2018-19 2019-20



Budget Reference



(2000-3000)





Location(s) All schools Specific Schools:______________ Specific Grade spans:______________

OR




Location(s) X All schools Specific Schools:_______________ Specific Grade spans:______________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20








Location(s) All schools Specific Schools:_________________ Specific Grade spans:_________________

OR




Location(s) X All schools Specific Schools:___________________ Specific Grade spans:________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20






2017-18 2018-19 2019-20



Budget Reference

Budget Reference

Budget Reference

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year X 2017–18 2018–19 2019–20

Estimated Supplemental and Concentration Grant Funds: $ 12,051,062 Percentage to Increase or Improve Services:

16.52 %

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

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

The estimated LCFF grant amount for 2017-2018 of $12,051,062 reflects the step #5 of the LCFF Minimum Proportionality Percentage (MPP) formula. Funds will be used to provide consistent services at all school sites Districtwide. LUSD current unduplicated percentage is over 67%. 65% of students come from households that qualify for free and reduced lunch. With the exception of two elementary sites, Buena Vista, and Crestview, Vandenberg Middle School and Cabrillo High School, schools receive Title l Schoolwide. Given the large percent of households that are considered low income, all District goals and activities are principally directed at our unduplicated students. The focus of LUSD’s LCAP is to provide tools and learning opportunities to unduplicated student populations to prepare students for 21st century and to ensure student identified population success. Written into the LCAP to help address needs specific to English learners, low income and foster youth are the following services:

Provide teachers with ongoing, evidenced-based professional development opportunities for teachers and administrators in ELA/ELD, Math,

NGSS, History, Foreign languages, CTE, and classroom technology integration strategies.

AVID Program – Staff professional development and program at four secondary sites and one elementary school.

Tutors to work with LUSD AVID students. Support a computer lab instructional assistant at all sites to optimize efficiency and effectivity of district computer based technology programs.

Instructional assistants support New California State Standards/ELD 21st century technology skills.

Bilingual Assistants to provide ongoing support to English learners ensure student achievement. Technology equipment and integration – acquisition of computers to support classroom implementation of New California State Standards/ELD and

NGSS.

Provide opportunities for students to retake courses for credit recovery purposes, as well as obtain credit for science and/or math courses using

the APEX online program.


The District will provide the funds for each 11th grade student to take the SAT exam and students taking AP classes will be able to take the

AP exam at no cost to family.

Partner with Cal-SOAP to provide academic support to underrepresented students. Summer School Program to provide under-served elementary students who do not meet grade level standards in English language arts and/or math. Support secondary students who do not meet grade level standards in math with math support

Home School Liaisons/School Safety Liaisons provide support to homeless and foster youth.

District translator (Spanish) and Spanish bilingual liaisons at school sites and district office to provide support to parents for student success.

District nurses and health clerks improve attendance through health promotion, disease prevention and disease management.

Bob Forinash Community Day School serves mandatory and other expelled students, and other high-risk youths. District library technicians provide support and guidance with supplementary reading programs, contribute to the development of a library master plan,

update catalog circulation database and other essential functions that promote learning.

Provide enrichment Saturday School to support students.

Provide Secondary Schools with English learner support

Work with ELD Consultant from SBCOE to support English learners.

Additional SRO for Cabrillo High School, Maple and Bob Forinash Community Day School to counsel and advise the LUSD on important

student-police related issues, as well as working on campuses on a daily basis in order to assist students in learning how to de-escalate

situations or conflicts with both peers and adults

Increase Noon Duty and Crossing Guards provide support to the instructional process with specific responsibilities for the safety and welfare of

students while on school grounds to ensure student safety. Crossing Guards help students cross the street at key locations and help develop the skills

to cross streets safety at all times.

The supplemental/Concentration funds will be utilized to increase services to low socio economic, English learners, foster youth, and homeless student’s district wide. The justification of the expenses is based on number of unduplicated count population and percent of long-term EL students within Lompoc Unified School District.

lcap year local control accountability plan and annual ... · support and training to principals...

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