lcff budget overview for parents - home - vincent academy · 6/25/2019 · compassion and...

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LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Partners in Oakland Education

CDS Code: 01612590123711

Local Control and Accountability Plan (LCAP) Year: 2019-20

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

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Partners in Oakland Education expects to receive in

the coming year from all sources. The total revenue projected for Partners in Oakland Education is $3742856, of which $1910584 is Local Control Funding Formula (LCFF), $612378 is other state funds, $411000 is local funds, and $270344 is federal funds. Of the $1910584 in LCFF Funds, $538544 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

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

This chart provides a quick summary of how much Partners in Oakland Education plans to spend for

2019-20. It shows how much of the total is tied to planned actions and services in the LCAP. Partners in Oakland Education plans to spend $3742856 for the 2019-20 school year. Of that amount, $538544 is tied to actions/services in the LCAP and $3272949 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following: General Fund expenditures include all items related to site upkeep, safety and security, maintenance, copiers, regular and specialed instructional supports for students, and all additional resources, materials and technology including other staffing and substitutes.

Increased or Improved Services for High Needs Students in 2019-20 In 2019-20, Partners in Oakland Education is projecting it will receive $538544 based on the enrollment of foster youth, English learner, and low-income students. Partners in Oakland Education must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Partners in Oakland Education plans to spend $538544 on actions to meet this requirement. The additional improved services described in the LCAP include the following: Additional improved sevices include: Instructional and Behavior support to build the academic and emotional skills needed for uninterrupted access to the curriculuum; increasing active parent communiction and involvement; Technology intervention and project studies to level the playing field; Software and hardware purchases; Curriculum enhancement with small group hands on learning opportunties; Substitute support for Conferences, networking with families and teacher collaboration and observations to identify parctices that support AF AM, ELL, Foster Youth and SED students; study tours for extended learning, identifying and recruiting staff; PD costs for literacy, parent ed, trauma awareness, diversity resposiveness, , social emotional skill building, art integration and ELL instruction including GLAD training; books and material needs that align with integrated instruction and PD targets,; small

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group targeted instuction and access to core for all sub groups; mental health counseling for target students; specific reading intervention; data analysis and teacher coaching; art integration to increase curriculum access and participation for all subgroups.

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LCFF Budget Overview for Parents

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

This chart compares what Partners in Oakland Education budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what Partners in

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

In 2018-19, Partners in Oakland Education's LCAP budgeted $549340 for planned actions to increase or improve services for high needs students. Partners in Oakland Education estimates that it will actually spend $549340 for actions to increase or improve services for high needs students in 2018-19. The difference between the budgeted and actual expenditures of $0 had the following impact on Partners in Oakland Education's ability to increase or improve services for high needs students: Our capacity to provide additional targeted 1:1 intervention and small group support was limited.

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Partners in Oakland Education

Contact Name and Title

Rosette Costello Executive Director

Email and Phone

[email protected] 510 452 2100

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

The mission of Vincent Academy is to provide excellent education, grounded in scholarship, compassion and resilience. Our school originated from a group of parents at the Saint Vincent's Day Home pre-school. Those families in our community were concerned about elementary school options for their children and from these community concerns Vincent Academy was created. Roughly two-thirds of the students population is from West Oakland. The school serves African American students at a higher rate than many charter schools in Oakland, around 85%. Our FRL population is over 80%. We have a growing ELL community comprised of families from the Middle East, Mexico and Central America. We believe academic success is attainable for all students in the context of family support and community involvement. Our school combines a rigorous academic program, augmented by expanding offering of the arts, and a system of education and support services for parents, in partnership with other community organizations. In a strong school program, the instructional approach is adapted to the needs of the learners, and not vice versa. The approach of Vincent Academy encourages culturally responsive teaching and culturally relevant resources; develops curriculum that integrates the arts; engages students to meaningfully engage and develop 21st Century skills; allows for differentiation to meet individual learning needs of all students; relies on useful data streams to make instructional decisions and program improvements; links to ongoing, high-quality professional development, and promotes outreach and inclusion of families.. As recent recipients of The TurnAround Arts Grant, 2018-19 is our first year of implementation.

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

This year's LCAP features 5 goals with Art Integration threaded throughout the curriculum.

https://www.caschooldashboard.org/reports/01612590123711/2018

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1. Writing--- All students will be effective writers, with increased proficiency demonstrated for ELL, African American, under performing and socio-economically disadvantaged students.

• Monthly professional development on writing • PD Integrating Art VIsual Thinking Strategies, Studio Habits, Academic Language, Depth

of Knowledge Questioning • Writing samples scored at least 3 times during the year, and progress communicated to

families • Grades 2-5, 6 unit assessments scored and progress communicated to families • Parent writing workshops • Writing units in grades 2-5 aligned to thematic reading units with complex texts and a

range of genre • Align ELA goals with After school program to support student achievement • Distribute progress reports mid-trimester and required report card conferences • Ongoing teacher/administrative conferencing • ELL targets include using GLAD strategies.

2. Reading---AIl students will be effective readers, with an increased proficiency demonstrated for ELLs, African American, underperforming and socio-economically disadvantaged students.

PD days dedicated to reading data analysis and planning for differentiated instruction PD Integrating Art Studio Habits, Academic Language, Depth of Knowledge Questioning Collaboration with Reading Partners - for 1:1 differentiated support for low performing

students, gifted and talented students, African American and ELL students. Grade level collaboration to create reading units using the Teaching for Understanding

framework Rime Magic professional development to support differentiated phonics instruction Provide complex text with instructional supports to facilitate comprehension Ongoing developmental reading assessments Ongoing teacher/administrative conferencing ELL targets include using GLAD strategies.

3. Technology---All students will use technology effectively in both tech lab and classroom contexts and increase performance in all areas of the curriculum

Provide a tech enrichment course for all students on a weekly basis Purchase additional chromebooks, iPads, and carts so that students have 1:1 access to

technology Provide parent technology training and cyber bullying resources

4. Climate/Culture/Community---All students will participate effectively and report the school as a welcoming, safe and inclusive school culture where safety comes first and learning is uninterrupted.

Refine our PBIS school protocols, based on needs assessments Address the needs for language minority students to be effectively supported and inclusive

members of the school community Hire two full-time staff members to provide specific supports and case management for

Tier 2 and Tier 3 students Provide frequent coaching using the No-Nonsense Nurturer program Implement direct, ongoing communication with families, outreach to homeless and foster

families and language supports for Limited-English speaking families COST meetings held weekly Implement Art Integration across the curriculum to meaningfully engage all students, build

confidence, encourage collaboration and respect for our diversities Calendar celebratory events

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Provide transition events for incoming K students.

5. Math---All students will demonstrate math grade level performance with an increase math proficiency school-wide.

Implement the Bridges Math curriculum and address professional development needs Utilize Reflex Math (an online learning program) to support students in grades 1-5 to

develop math fact fluency Implement math incentives such as Math Olympics Ongoing teacher/administrative conferencing Align math goals with Afterschool Program. Common Core Math learning opportunities will be provided to our families.

Art Integration, including Visual Thinking Strategies and Studio Habits, will be implemented in all areas of instruction.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress We continue to refine implementation of several significant shifts. In terms of our instructional program, by fully engaging our staff, we continue to increase the coherence, alignment, and quality of our literacy program. Building on a school-wide literacy map, reading skills, themes, and texts organized by unit, grade level teams implemented thematic reading units by backwards planning from assessments. Fountas-Pinnell reading assessments were used consistently for all grades, quarterly meetings were held to report out on each grade levels gains in reading achievement. We also joined a partnership with Reading Partners to reach students in most need of reading support. This program serves a caseload of 45 of our students reading below grade level in grades 1-4. Students in the program meet twice a week for 45 minutes with a trained reading mentor who works with them on their individual reading level, monitoring their progress and celebrating their growth. We have implemented quarterly whole school writing assessments. This allows teachers to track student performance on their writing standards and target future instruction. To measure growth throughout the school year, we chose to focus on the genre of persuasive writing. This allowed us to gain mastery of a common rubric and have discussions across grade levels about student strengths and areas of need. Our focus has increased collaboration among teams and greater consistency throughout the school. We plan to continue to build on this progress in the coming year by developing more thorough unit plans that promote critical thinking by using the Art Integrated Visual Thinking Strategies, Studio Habit and Teaching for Understanding Framework and increase the integration of Academic Language and Questioning Strategies throughout the curriculum. Additionally, as a result of the school-wide assessment calendar, our team was able to pause at designated points throughout the school year and reflect on student progress. These checkpoints allowed teachers to adjust instruction to re-teach key skills and provide additional support to

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students as needed. Tracking student progress throughout the year led to increases on our CAASPP interim assessments. We have also strengthened our reporting of student performance to families and implement mid-trimester progress reports. Our other significant focus this year has been on improving school culture. In addition to continuing to train all staff on the No Nonsense Nurturer approach to classroom management, we utilize school-wide resources for Social Emotional Learning including Kimochis and Toolbox. Our emphasis this year was to strengthen the school-wide implementation of Toolbox. These resources allowed us to implement a common language across the school for how to identify and regulate one’s own emotions as well as how to more effectively communicate and manage conflict. Students have made substantial progress and are now using these tools more frequently and independently. We established Whole-School Wednesday morning Family Meetings where we reinforce Toolbox and acknowledge student behavior. Our school-wide Positive Behavior Incentive System is used in all classrooms allowing teachers and staff to positively reinforce expectations and further refine our school culture systems. Co-Principals continue to have an increased focus on behavior management coaching and Tier 1 supports while our Behavior Intervention Specialists collaborate with teachers to provide additional support to Tier 2 and Tier 3 students.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs Although our scaled scores showed growth for most subgroups in areas, Vincent Academy is currently in the red performance category for ELA, Mathematics, and English Learner Progress. As a school community we feel a strong sense of urgency towards improving student outcomes in these areas, and our LCAP reflects the actions and services that we will implement to address these needs. In the coming year, we will take the following steps to address these areas in need of improvement: In order to increase performance on the SBAC in ELA, we will support teachers in revising reading unit plans that increase the use of Academic Language and High level Questioning (DOK) strategies. As well, we are dedicated to expanding Art Integration school wide using the Visual Thinking Strategies as well as Studio Habits/Teaching for Understanding protocols. In addition to supporting meaningful student engagement, this emphasis will foster increased opportunities for collaboration, engagement and critical thinking and further increase consistency in the use of effective literacy practices across the school. In addition to regular reading assessments, in the coming year we will add checkpoints for writing instruction so that our school community is regularly reflecting on student progress as well as communicating progress to families. Teachers will receive professional development in writing and phonics, and VA will hold workshops for families to increase family engagement in the writing development process. Reading Partners will provide 1:1 reading intervention for target students in grades 1-4. We also continue to make significant shifts in mathematics by adopting Bridges to Mathematics, a curriculum that promotes flexible mathematical thinking and problem-solving. Given the low level of proficiency in this area, we will invest in professional development as well as curricular resources. We will also continue to utilize Reflex Math to support math fact fluency.

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To improve English Learner Progress we will provide GLAD training, increase small group instruction for ELLs, target academic language supports and more closely align instruction to the ELD standards. In addition we will utilize Reading Partners, a reading tutoring program that will provide 1:1 reading practice with English Learners and other students who are significantly below grade level. We will analyze the effectiveness of Integrated and Designated ELD instruction on an ongoing basis. Our goal is to strengthen integrated and designated ELL instruction.

Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps We do not currently have any sub groups that are two or more performance levels behind the "all student" performance. Our biggest areas for performance growth is in our SBAC results for both Math and Literacy. However, the dashboard indicates that all students are below standard in mathematics and English language arts.

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

N/A

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

N/A

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

N/A

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Annual Update LCAP Year Reviewed: 2018-19

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 All students will be effective writers, with increased proficiency demonstrated for ELLs, African American and socio-economically disadvantaged students.

State and/or Local Priorities addressed by this goal:

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

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator 3% increase in Proficiency on SBAC ELA

18-19 18% Distance From 3 Transition

Baseline 15%

in 2018, 19.28% Met or Exceeded Standard in ELA. an increase by 4.09 from 2017 results that demonstrate 15.18 % of Students Met or Exceeded Standard in ELA.

Metric/Indicator 3% increase in Proficiency for ELL on SBAC ELA

18-19 28% Distance From 3 Transition

Baseline 22%

Overall, ELL performance on the SBAC ELA declined 14.3 Points. Hispanic Performance was maintained from 2017. However, we did exceed the state percentage of students who scored within the well developed range, 36.4% for VA and 30.6 % for the state.

Metric/Indicator 95% of unit assessments are aligned to CCSS writing standards

100% of Unit Assessments are aligned with the CCSS Writng Standards

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Expected Actual

18-19 100% of unit assessments are aligned to CCSS writing standards

Baseline Unit assessments are being written now to be implemented for 2017-2018

Metric/Indicator Each assessment will be graded, analyzed, and data will be communicated to families.

18-19 100% of assessments will be graded, analyzed, and data will be communicated to families.

Baseline Unit assessments are being written now to be implemented for 2017-2018

100% of Assessments are graded and analyzed and are a basis for instructional reflection and adjustments. Results are communicated to families on progress reports, during site conferences, home visits and report cards.

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

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Monthly PD on writing that includes 4 Writing samples collected and scored during the year. Parent workshops to support writing development and ELD engagement and performance. PD integrates Academic Discussion, Critical Thinking and Art integration and increasing effective use of Data and building our assessment capacity.

Site Implemented quatrerly PD on writing that included collaborative scoring and analyzing 3 Writing Samples. PD highlighted integrated writing strategies, developing Academic Discussion, Critical Thinking and Art Integration. Site implemented a program to align grading, create assessments and grade reports.

PD: Developing and implementing an effective assessment system for Writing that includes Writing Prompts, Goal Setting, Strategic Practice, Demonstration Teaching, Co-planning, Coaching and Evaluating Student Performance. Assessment results will be shown to provide the foundation for re-directing instruction to address achievement disparities and equal access to the curriculum. 5800: Professional/Consulting

Title II funding was dedicated to . Writing Professional Development that spanned all aspects of instruction and assessment. PD was in both group and in grade level formats. As well PD included. 11,311

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Services And Operating Expenditures Title II 13,783

Technical support to align grading, create assessments and grade reports. 5800: Professional/Consulting Services And Operating Expenditures LCFF 17,187.50

Technical support was provided in all areas is indicated. 17,187.50

PD: Aligning Unit Plans with Integrated Writing Strategies, including text- based writing contexts for students. enhancing student engagement, confidence and ability to meet academic standards through integrated theme-based ELA/Writing/Art/Academic Discussion Professional Development. Parent workshops will include a focused reach to EL families, SED and Af Am families. Title I 16,000

Budget cuts combined PD topics. 0

Part of Co-Principals' salary devoted to professional development that includes extending and deepening unit assessments, analyzing student writing data and coaching teachers to improve instructional practice. 1000-1999: Certificated Personnel Salaries LCFF 10,000

Professional Development included all aspects of professional development and coaching. 10,000

Not Applicable Not Applicable

Action 2





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Students grades 2-5 given 6 unit assessments per grade, per year aligned to CCSS standards.

Part of Co-Principal Salary devoted to professional development that includes providing supports to utilize data effectively to increase student performance. 1000-1999: Certificated Personnel Salaries LCFF 10,000

As indicated 10,000

Action 3





Integrating writing instruction to increase alignment with the thematic reading units. Use of Complex texts and reading comprehension strategies.

Texts aligned to CCSS curriculum 4000-4999: Books And Supplies Lottery 16,000

Texts Aligned 1600


Instructional materials. books and supplies to support integrated small group instruction, project work and assessment for target students. 4000-4999: Books And Supplies Title I 5733

Budget adjustment 0

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Writing professional was implemented and included all grades. The formats varied and included whole staff, grade level teams and individual conferencing. Data analysis was ongoing and technical support was in place. We did have to combine PD to include all our target areas. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. We consider all actions to have been effectively implemented. We were able to utilize designated Art professional development to reinforce the integrated curriculum/critical thinking and academic language threads to provide additional engagement opportunities

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and supports for targeted students. Technical support provided numerous challenges and involved the leadership team as well as administration. Data analysis was ongoing.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Differences were generated by budget cuts that aligned with drops in enrollment.

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. Targeted PD for ELL students and additional materials. Goal 1.

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Goal 2 All students will be effective readers with one year reading level gains as measured by internal assessments with accelerated gains for all students, particularly for ELLs, African American and socio-economically disadvantaged students.


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


Expected Actual

Metric/Indicator Expected: 3% increase in Proficiency on SBAC ELA

18-19 18%. using Distance From 3 transition

Baseline 15%

ELA SBAC increase was 4.10 % increase with 19.28% students scoring Met or Exceeding. Overall All students increased by 18.9 points. The highest gain was AfAm students with 31.1 points, Students with Disabilities with 23.7 points and SED students with 15 point gain.

Metric/Indicator 3% for ELL’s

18-19 28%

Baseline 22%

ELL students dropped 14.3 points on the SBAC. This sub group showed the greatest drop. ELL students did exceed the state in the category of "Well Developed' with 36.4 % compared to 30.6%.

Metric/Indicator 3% for AA

African American Students had the highest point gain, 31.1 points.

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Expected Actual

18-19 17%

Baseline 11%

Metric/Indicator 3% For SED

18-19 20%

Baseline 14%

SED students show 15 point gain.

Metric/Indicator Reading units revised to promote critical thinking by utilizing the Teaching for Understanding framework.

18-19 80% of the unit plans include core elements of the Teaching for Understanding framework, academic discussion and high level questioning protocols.

Baseline 0% of unit plans follow the Teaching for Understanding framework.

80% of all unit plans include elements of TFU and VTS frameworks with aligning high level discussion and questioning components






PD days dedicated to data analysis.

PD days included data analysis both in small group, grade level and 1:1 sessioins with administration.

Portion of Co-Principals' salaries for analyzing student data and developing action plans with teachers. 1000-1999: Certificated Personnel Salaries Lottery 10,000

Implemented 10,000

Action 2

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1:1 reading tutoring for students significantly below grade level

Reading Partners was implemented successfully.

Reading Partner Tutors to provide support for target students. 5800: Professional/Consulting Services And Operating Expenditures Title I 10,000

Fully implemented Title I 10000

Action 3





Grade level collaboration to create reading units embedding Academic Discussion, DOK questioning strategies and the Teaching for Understanding framework.

Grade leve collaboration was ongoing in both formal and informal settings. Instructional observation and student performace evidenced the suuccess of these efforts to strengthen critical thinking and introduce the Teaching for Understanding Framework.

Ongoing grade level collaboration 0

Action 4





60 minute small group reading instruction block with increased frequency and smaller group size for English Language Learners,low performing students and all demographic groups.

IS support was not available for this implementation.

Staffing Instructional Specialist Positions 2000-2999: Classified Personnel Salaries LCFF 143,000

Because of budget revisiont, only one IS position was available. 36,000

Rime Magic Professional Development 5800: Professional/Consulting Services And Operating Expenditures LCFF 2,000

Because of budget revision, this training was in house. 0

SEL support for instructional foundational skills. 5800: Professional/Consulting Services And Operating Expenditures LCFF 1867

Because of budget revision, ElDorado SELPA provided the training. 0

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Action 5





Texts aligned to CCSS curriculum

Any additional books aligned with the CCSS curriculum to support integrated instruction.

Texts and novels for the curriculum 4000-4999: Books And Supplies Other 10,000

Texts and Novel reduction due to budget revision. 1,000

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Professional Development provided an effective lens to analyze student data and modify instructional strategies. Reading Partners provided effective 1:1 intervention for identified students. Staff worked collaboratively to develop Instructional strategies that focused on developing Critical Thinking Skills, VTS and TFU using thematic studies to engage students in literacy studies. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Every classroom evidenced students demonstrating critical thinking skills through discussion, interaction with complex text, response to high level questioning and inquiry based on the elements of Visual Thinking Strategies Teaching For Understanding. Reading Partners data is showing growth for all students. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Enrolllment drop trigggerd budget cuts.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. The only changes were triggered by budget cuts and we absorbed them using site resources.

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Goal 3 All students will use technology effectively in both teach lab and classroom contexts and demonstrate increase performance in all areas of instruction.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement)

Local Priorities: X Annual Measurable Outcomes

Expected Actual

Metric/Indicator Increase to 1:1 chromebooks over the next two years.

18-19 1:1 Ratio in grades 1-5

Baseline Currently 3:1 Ratio

Outcome was accomplished






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Provide a tech lab and classroom technology access course for all students on a weekly basis. Develop Art/Technology link for integrated instruction.

Planned services fully implemented.

Tech lead - full time tech staff member 2000-2999: Classified Personnel Salaries Base 56,000

Tech Lab Lead 2000-2999: Classified Personnel Salaries Other 74,000

Action 2





Purchase additional carts, chromebooks, equipment

Planned services fully implented Chromebooks, carts and additional technology for students in grades 1-5. 6000-6999: Capital Outlay Other 5,000

Technology 6000-6999: Capital Outlay 4000


Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Full implementaion of Goal 3.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Site has developed a fully functioning Tech Lab that provides all students accces to techololgy programs that integrate common core and the arts. In addition, all students have access to chromebooks and they are used in our classrooms.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Technolgy grant and LPSBG funds.

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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. Any adjustments to procuring services or materials were made because of decreased enrollment and budget cuts.

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Goal 4 All students will participate effectively and report the school as a welcoming, safe and inclusive culture where learning is not interrupted.


State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator 90% of students resolve conflicts using tools from The Toolbox as dedicated with student reflections and staff observations.

18-19 70%

Baseline 40%

We are hovering 70% of students using toolbox to resolve conflicts. We are approaching our goal.

Metric/Indicator 90% of students report a safe environment on the student survey given twice per year.

18-19 90% of students reports a safe environment on the student survey given twice per year.

The follow up 17-18 survey showed no change. Winter 18-19 of students reports 86% indicating a safe environment.

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Expected Actual

Baseline One more survey to give this year, but Winter survey shows 84%

Metric/Indicator

Metric/Indicator

Metric/Indicator

Metric/Indicator






Continue to refine our PBIS system that utilizes the Vincent Student store.

Student Store was re-framed to become classroom centered.

Not Applicable Not Applicable The store was used effectively. Not Applicable Not Applicable 0

Action 2





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Provide specific supports and case management for Tier 2 and Tier 3 students.

Behavior Interventionists fully implemented.

Salaries for two full time Behavior Interventionists providing case management and proactive support as well as responsive support for students exhibiting disruptive or unsafe behaviors with the intent of keeping students in class, learning and maintaining a safe learning environment. The supports will identify strategies for in-class modifications, as well a a variety of reflection, problem solving and communication strategies. Facilitating parent communication and providing information about intervention strategies is a focus. The effectiveness of these strategies to eliminate overuse of discipline and increase student achievement is ongoing. 2000-2999: Classified Personnel Salaries Title I 90,000

Staffing was implemented as budgeted. 2000-2999: Classified Personnel Salaries Title I 90,000

Action 3





Frequent behavior management coaching using the No-Nonsense Nurturer program.

Ongoing coaching for classroom teachers/

Portion of Co-Principals' salaries devoted to behavior management coaching. PD focused on uninterrupted learning environments. 1000-1999: Certificated Personnel Salaries Base 19,000

Alignment adusted. 19,000

No-Nonsense Nurturer professional development for all new staff. 5800: Professional/Consulting Services

Implemented as indicated. Cost reduction because of returning staff who did not need initial training. 1000

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And Operating Expenditures Base 3,000

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. All components of the actions/services were implemented as indicated.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. We enhanced the SEL component many ways. We identified strategies to reinforce safe and attentive behavior that included, for example, weekly school wide assemblies, a range of classroom and school wide incentives and recognitions, developing partnerships with families by conducting home visits, identifying staff mentors who provide 1:1 support for target students, additional small group check-ins by a range of staff. We also partnered with community groups such as the Oakland A's Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Budget adjustments align with decreased enrollment.

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. We intend to continue with our actions as described and if funding permits, explore the Soul Shoppe program for additional SEL/Student /Leadership support. We also are exploring how our Art Integration/Tech Focus can also empower our students to take more leadership in their own learning.

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Goal 5 All students will demonstrate math grade level performance with an aligning increase of math proficiency school-wide.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes)


Expected Actual

Metric/Indicator 5% increase in proficiency on the SBAC in Math

18-19 Distance From 3 transition. %TBD

Baseline 7% increased Proficiency

All students scored 95.1 below standard which represented an improvement of 8.6 points. AfAm students scored 99.3 below standard, an increase of 11.8. SED students scored 103.1 below, an increase of 4.3 points. 19.64% of all students met/exceeded standards while AfAm students had 10.71% and ELL with 4.17% scoring within that range.

Metric/Indicator 80% of students are proficient in foundational math facts (addition/subtraction fact fluency) in 2nd-5th grade.

18-19 60% proficiency

Baseline 0% of students were proficient at the beginning of the 17-18 school year.

Proficiency target reached was 69.2 %

Metric/Indicator 60% of students are proficient in foundational math facts (multiplication/division fact fluency) in 3rd-5th grade.

18-19

Proficiency target reached was 80% fluent

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Expected Actual

40% proficiency

Baseline 0% of students were proficient at the beginning of the 17-18 school year.

Metric/Indicator 80% of students in grades 2-5 are proficient on math unit assessments.

18-19 60% of students in grades 2-5 are proficient on math unit assessments.

Unit Assessments indicate 20% proficient in Math Unit tests






Implement the Bridges Math curriculum and professional development

New Bridges Math Curriculum implemented with aligning PD

Teacher guides as well as consummable materials for students. 4000-4999: Books And Supplies Common Core Standards Implementation Funds 28,000

New Program was implemented 4000-4999: Books And Supplies Other 28,000

Professional development for teachers and school leaders. 5800: Professional/Consulting Services And Operating Expenditures LCFF 2,000

Professional development - Publisher provided- no expense

Action 2





Utilize Reflex Math (an online learning program) to support students in grades 1-5 to develop math fact fluency.

Reflex Math Program implemented School-wide subscription 4000-4999: Books And Supplies LCFF 3,200

School Wide Subscriptions 4000-4999: Books And Supplies Other 3200

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Extended Learning program Not Applicable After School Education and Safety (ASES) 80,000

Extended Learning 5800: Professional/Consulting Services And Operating Expenditures Other 80,000

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Bridges Math Program and Math computer programs have been implemented.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Bridges Math provides a solid thread of critical thinking ands aligns with state standards.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Budget Adjustments aligned to Enrollment Decline

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. Increase teacher professional development for math curriculum. Revisit support strategies for EL students.

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Stakeholder Engagement

LCAP Year: 2019-20

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

Throughout the 2017-2018 school year, staff, families, and board members participated in the LCAP process. Instructional Leadership Team meetings were held on a bi-weely basis to review progress towards LCAP goals as well as

additional actions and services needed based on the effectiveness of our PD plans and school-wide strategies. December 2017 - During the staff training, time was dedicated towards reviewing student data that was relevant to the LCAP

and gathering feedback and ideas for how to further address student needs related to LCAP goals. March 2018 - All teachers met and reviewed LCAP goals as well as actions/services. Teachers shared specific

practices/resources that would allow them to more fully accomplish each goal. April 2018 - ELAC committee learned about LCAP goals and provided feedback May 2018 - PTAC committee shared feedback about school progress towards goals April-June 2018 - Teachers and other staff members met on a weekly basis to do strategic planning for next year specifically

around school culture June 2018 - Vincent Academy Board reviewed LCAP

Throughout the 2018-19 School year, the staff, families and board members participated in the LCAP process in very similar ways. The strong collaborative climate and culture among staff was critical to grounding all discussions of practice in the context of reflection and assessment of our effectiveness in meeting the needs of our students, reviewing the goals of the LCAP, determining the accuracy of those goals and any needed revisions. Staff and Site Councils participate in ongoing discussions about student performance data.

Fall 2018 School Data is reviewed schoolwide as well as in grade levels and 1:1 sessions with administration. Instructional leadership team meets monthly to review progress toward LCAP goals and identify additional actions/services

needed to review any PD plans and improve school-wide strategies. This year, the Turnaround Arts

Award and integration of strategies aligned with Critical Thinking/Visual Thinking Strategies generated a critical need for feedback about the training and the overall effectiveness of this new initiative.

November SSC Meeting- LCAP goal were reviewed and ranked relative to effectiveness of implementation CHECK DATES Survey Information

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December /January 2019 - During the staff training, time was dedicated towards reviewing student data that was relevant to the LCAP and gathering feedback and ideas for how to further address student needs related to any revised LCAP goals.

February PD Day 2019 included identifying LCAP priorities, SSC input relative to LCAP goals was shared with all staff. Staff input was generated relative to any revised LCAP goals, actions and services.

Jan-May SSC/ELAC Discuss Self-assessment, performance data and LCAP goals

_April -staff and parents provide more specific budget input and LCAP feedback. Site Safety Plan reviewed. May SSC review and approval vote for LCAP. June- Board Approved

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

17-18 By collaborating with students, teachers and other staff members as well as families and the Board, through formal and informal meeting as well as using surveys, we have created a plan that responds to the specific needs of our students, families and school team. For example, while it was clear to all stakeholders that we needed to make significant shifts in our math program, we worked with teachers and students to pilot several different curricular resources before decided on the curriculum that we would implement. Teachers visited two different schools to observe students and teachers using the resources and instructional strategies. Teachers also piloted the curricula in their own classrooms. Based on the increased engagement and the fact that students were eager to continue with the pilot program, we decided to make changes to our budget and LCAP to be able to procure the resources and professional development needed to implement the program. During the ELAC meeting, families shared that they had noticed significant improvements in their children's writing and supported the idea of additional professional development in this area. They also suggested finding opportunities for families to learn more about how to support writing skills at home, and as a result we decided to continue to work with the writing consultant and are planning on her doing workshops for families as well. When discussing the technology goal with families at the PTAC meeting, several families suggested the possibility of including a coding class for students. We are planning to add a technology enrichment class (led by the tech lead) to work with students each week on coding as well as other computer skills.

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And during our planning meetings for next school year, we heard from teachers and other staff about the increased need for support to help students more effectively manage their emotions within the classroom. As a result of these conversations, we added an additional staff member to provide Tier 2 and Tier 3 supports for students with significant behavior challenges. Working with teachers, we evaluated the effectiveness of our Professional Development in the context of student performance and determined next steps on classroom, grade level and school wide levels. An example of one identified need is training on Trauma Informed practices. An all inclusive culture/climate committee was established and will continue to meet regularly. Engagement meeting with both parent and staff, at PTAC and other formats, emphasized the need to incorporate the arts more meaningfully across the curriculum. In response to these discussions, we were able to a. apply and qualify for the Turnaround Arts grant. This award will assist us to build our capacity to implement art base instruction,network with other schools, participate in professional development and help us to refine our vision. In addition, the need for building critical thinking skills was a recurrent theme and integrating the Arts as well as Academic Language and Questioning Strategies will be utilized to support this focus. 18-19 The extensive and thorough consultations about the school program in 17-18 significantly changed the direction of our school for the 18-19 school year. Based on this information, we have an Art Integrated School Focus with a solid Critical Thinking thread, we have ELA training wth a strong writing component, we have established a Tech Lab, we have a Behavioral Intervention Program, have training on Trauma Practices. During the 2018-19 school year, our self reflection has been ongoing, all inclusive ad conclusive. The new initiatives and strategies should not be supplanted. Looking toward 2019-20, the overwhelming feedback is to continue these initiatives with attention to the needs that are derived from reflection and analysis of the program. One need is to have more parent trainings and possibly include families in PD. Our course will be maintained with focus derived from analyzing the successes and areas of need derived from review of student performance data, our program analysis and self assessment. In addition to parent involvement, the following areas are targeted:

Supporting classroom teachers more effectively in the classrooms Strengthening Climate and Culture with Family Partnerships Exploring additional SEL and Student Leadership Opportunities ELL PD for staff

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

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

Goal 1 All students will be effective writers, with increased proficiency demonstrated for ELLs, African American and socio-economically disadvantaged students.

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

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement)

Local Priorities: Identified Need: Based on the results of the 2017-18 SBAC and Unit Writing Assessments, although some improvement is evident, less than 50% of our students are proficient. Given the significant writing demands on the SBAC, in order to increase proficiency, students will need to become comfortable and competent in writing both short and long pieces. These skills will not only prepare them for the SBAC but will ensure they have the research and composition skills needed to be successful in middle school and beyond. In order to significantly increase proficiency, we are making several significant shifts and enhancements in our instruction. ELL students need additional supports.

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Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

3% increase in Proficiency on SBAC ELA

15% 19.28% Met or Exceeded Standards with an 18.9 point improvement

20% Meeting or Exceeding Standards with a 20 point improvement.

22% Meeting or Exceeding Standards with a 22 point improvement

3% increase in Proficiency for ELL on SBAC ELA

22% ELL students were the only subgroup who showed a drop from the prior year by 14.3 points.

Targeting a 10 point increase from prior year ELA performance.

Targeting a 12 point increase from prior year ELA performance.

95% of unit assessments are aligned to CCSS writing standards

Unit assessments are being written now to be implemented for 2017-2018




Each assessment will be graded, analyzed, and data will be communicated to families.

Unit assessments are being written now to be implemented for 2017-2018

100% of assessments will be graded, analyzed, and data will be communicated to families.



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

startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

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

OR

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For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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


X English Learners X Foster Youth X Low Income

X Schoolwide X All Schools Specific Schools: Vincent Academy

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

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


X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Monthly PD on writing, training on writing rubrics/authentic scoring and increased data capacity.

Monthly PD on writing that includes 4 Writing samples collected and scored during the year. Parent workshops to support writing development and ELD engagement and performance. PD integrates Academic Discussion, Critical Thinking and Art integration and increasing effective use of Data and building our assessment capacity.

Monthly PD will focus on writing that includes 4 Writing samples collected and scored during the year. PD integrates VTS, Academic Discussion, Critical Thinking and other Art integration strategies. Also we will target increasing effective use of Data while building our assessment capacity. Parent workshops to support writing development and ELD engagement and performance are needed as well as identifying instructional strategies that support ELL, AFAM, SED, Foster Youth and SPED engagement and achievement. Specific ELL focus will be implemented and include a range of PD and Student support strategies such as GLAD training. Parent training with writing is another focus.

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 20,000 13,783 11,311 20,000 13,783 11,311 Source Title II Title II 20,000 13,783 11,311 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Specific Writing Professional Development

5800: Professional/Consulting Services And Operating Expenditures PD: Developing and implementing an effective assessment system for Writing that includes Writing Prompts, Goal Setting, Strategic Practice, Demonstration Teaching, Co-planning, Coaching and Evaluating Student Performance. Assessment results will be shown to provide the foundation for re-directing instruction to address achievement disparities and equal access to the curriculum.

5800: Professional/Consulting Services And Operating Expenditures Specific Writing/ELA Professional Development will include developing and implementing an effective assessment system for Writing that builds on integrated ELA teaching and that includes integrating reading with Writing Prompts, Goal Setting, Strategic Practice, Demonstration Teaching, Co-planning, Coaching and Evaluating Student Performance. Assessment results will be shown to provide the foundation for re-directing instruction to address achievement disparities and equal access to the curriculum. Target instructional strategies that support ELL, AFAM, SED, FOSTER YOUTH and SPED engagement and achievement. Specific ELL professional develpment such as GLAD training is a priority. Consultant will provide parent training.

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Amount 17,187.50 97,842 17,187.50 97,842 Source LCFF Title I 17,187.50 97,842 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Technical support to align grading, create assessments and grade reports.

2000-2999: Classified Personnel Salaries Behavior Intervention that includes working with teachers and students to proactively identify distractors that contribute to student inattention and disrupt learning. BIs will and provide individual and small group interventions including SEL strategies, to support positive and attentive behavior. As well, they will network with families on an ongoing bais. Targeted subgroups include. ELL, AFAM, SED, Foster Youth and SPED.

Amount 16,000 14,000 16,000 14,000 Source Title I LCFF Supplemental and

Concentration 16,000 14,000 Budget Reference

PD: Aligning Unit Plans with Integrated Writing Strategies, including text- based writing contexts for students. enhancing student engagement, confidence and ability to meet academic standards through integrated theme-based ELA/Writing/Art/Academic Discussion Professional Development. Parent workshops will include a focused reach to EL families, SED and Af Am families.

4000-4999: Books And Supplies Books and Supplies that provide complex texts and non-fiction source materials to engage and motivate students to participate in all aspects of the writing process with particular emphasis on materials that provide the opportunity for project based small group work that supports participation and access for unduplicated students. Attention given to identify ELL specific materials.

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Amount 5,000 10,000 45,000 5,000 10,000 45,000 Source LCFF Other 5,000 10,000 45,000 Budget Reference

Specific ELD Professional Development

1000-1999: Certificated Personnel Salaries Part of Co-Principals' salary devoted to professional development that includes extending and deepening unit assessments, analyzing student writing data and coaching teachers to improve instructional practice.

1000-1999: Certificated Personnel Salaries Portion of Administration salary devoted to analyzing student ELA and writing data, identifying students specific needs of unduplicated students, coaching teachers to improve instructional practice and networking with parents to improve student performance of unduplicated students.

Amount 73,309 73,309 Source Not Applicable LCFF Supplemental and

Concentration 73,309 Budget Reference

Not Applicable

1000-1999: Certificated Personnel Salaries Art Integrated learning provides a proven inroad to providing students a meaningful connection to their own learning. It provides access to the curriculum for students with multiple learning styles and a range of access points that facilitate engagement for students at all achievement levels. Art Integrated learning is one strategy we are using to meet the needs of our unduplicated student populations and it will be threaded through all areas of the curriculum. It will include studio and classroom activities for students.

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Amount TBD TBD Source Other TBD Budget Reference

Not Applicable Teachers will identify and use GLAD strategies for target students..

Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)



OR





X Schoolwide X All Schools Specific Schools: Vincent Acadermy Specific Grade Spans: K-5





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Students given 6 unit assessments per grade, per year aligned to CCSS standards.




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Year 2017-18 2018-19 2019-20 Amount 10,000 10,000 0 10,000 10,000 0 Source LCFF Not Applicable 10,000 10,000 0 Budget Reference

1000-1999: Certificated Personnel Salaries Part of Co-Principal Salary devoted to creating assessments

1000-1999: Certificated Personnel Salaries Part of Co-Principal Salary devoted to professional development that includes providing supports to utilize data effectively to increase student performance.

Not Applicable Unit assessments



[Add Students to be Served selection here] Specific Grade Spans: K-5 [Add Location(s) selection here]

OR




X English Learners X Foster Youth X Low Income [Add Students to be Served selection here]

X Schoolwide [Add Scope of Services selection here]

X All Schools Specific Schools: Vincent Academy Specific Grade Spans: K-5 [Add Location(s) selection here]




X New Action X Modified Action X Unchanged Action

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

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Using Being a Writer curriculum Integrating writing instruction to increase alignment with the thematic reading units. Use of Complex texts and reading comprehension strategies.

Integrating writing instruction so that aligns with the thematic reading units.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 12,000 16,000 22287 12,000 16,000 22287 Source Lottery Common Core Standards

Implementation Funds 12,000 16,000 22287 Budget Reference

4000-4999: Books And Supplies Being a Writer Curriculum

4000-4999: Books And Supplies Texts aligned to CCSS curriculum

4000-4999: Books And Supplies Provide selective, accessible and motivationg books for students that integrate with other areas and target unduplicated students access to standards.

Amount 2,000 44364 2,000 44364 Source Not Applicable LCFF Supplemental and

Concentration 2,000 44364 Budget Reference

4000-4999: Books And Supplies Teacher and student supplies for writing

Not Applicable

2000-2999: Classified Personnel Salaries Instructional Specialist provides targeted support for unduplicated students that includes individual and small group literacy intervention and development of technology skills needed for building a 21st century competence.

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Amount 5733 5733 Source Title I 5733 Budget Reference

4000-4999: Books And Supplies Instructional materials. books and supplies to support integrated small group instruction, project work and assessment for target students.

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

Goal 2 All students will be effective readers with one year reading level gains as measured by internal assessments with accelerated gains for all students, particularly for ELLs, African American and socio-economically disadvantaged students.


X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement)

Local Priorities: Identified Need: Based on the results of the 2016-2017 SBAC, 15% of our students are proficient in the English Language Arts. In order to increase proficiency, we will need to focus both on reading comprehension as well as reading stamina. In order to significantly increase proficiency, we are making several significant shifts in our instruction. Expected Annual Measurable Outcomes

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

Expected: 3% increase in Proficiency on SBAC ELA

15% 19.28% Met or exceeded with18.9 point growth.

21% Met or Exceeded Standards with at 20 point growth

22% Met or Exceeded Standards with a 22 point growth

3% for ELL’s 22% ELL only subgroup with 14.3 point drop

ELL target is exceed prior year with a 10% point growth.

ELL target is to exceed prior year with a 15% point growth

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3% for AA 11% AA subgroup increased prior year's performance with a 31.1point growth.

AA subgroup increase over prior year's performance with a 34 point growth.

AA subgroup demonstrated increase over prior year's performance with a 37 point growth.

3% For SED 14% SED subgroup increased prior year's performance with a 15 point growth.

SED subgroup increase over prior year's performance with a 17 point growth

SED subgroup demonstrted increase over prior year's performance with a 19 point growth

Reading units revised to promote critical thinking by utilizing the Teaching for Understanding framework.

0% of unit plans follow the Teaching for Understanding framework.

80% of the unit plans include core elements of the VTS/Teaching for Understanding framework, academic discussion and high level questioning protocols.

100% of the unit plans include core elements of the Teaching for Understanding framework.





OR




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X Schoolwide X All Schools Specific Schools: Vincent Academy Specific Grade Spans: K-5




X New Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services PD days dedicated to data analysis. PD days dedicated to data analysis. PD days dedicated to data analysis,

curriculum revision and adjusting instructional strategies to support unduplicated.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 3700 10,000 0 3700 10,000 0 Source Lottery Not Applicable 3700 10,000 0 Budget Reference

2000-2999: Classified Personnel Salaries 10% Portion of Lead IS salary for developing Professional Development

1000-1999: Certificated Personnel Salaries Portion of Co-Principals' salaries for analyzing student data and developing action plans with teachers.

1000-1999: Certificated Personnel Salaries Portion of Co-Principals' salaries for analyzing student data and developing action plans with teachers.

Amount 7500 7500 7500 Budget Reference

2000-2999: Classified Personnel Salaries PD Staffing Budget for IS development

Action 2 [Add Students to be Served selection here] [Add Location(s) selection here]

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OR



Actions/Services X New Action X Modified Action X Unchanged Action



Budgeted Expenditures Amount 10,000 10,000 10,000 10,000 Source Title I Title I 10,000 10,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Reading Partner Tutors to provide support for target students.

5800: Professional/Consulting Services And Operating Expenditures Collaboration with Reading Partners - an organization that coordinates reading tutors in schools.




OR




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X English Learners X Low Income





X New Action X New Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Adapted lessons through coaching 1:1’s based on data

Grade level collaboration to create reading units embedding Academic Discussion, DOK questioning strategies and the Teaching for Understanding framework.

Grade level collaboration to (1) identify reading needs to support leveled instruction; (2) integrate VTS/TFU with integrated literacy units; (3) use data to modify instructional strategies;(3) Target ELL growth impediments

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 0 Source Not Applicable 0 Budget Reference

Not Applicable Site generated reflection on incicated foci.




OR

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

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Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)








X New Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 90 minute small group reading instruction block

60 minute small group reading instruction block with increased frequency and smaller group size for English Language Learners,low performing students and all demographic groups.

Small group reading instruction block with increased frequency and smaller group size for English Language Learners. Ongoing Developmental Reading Assessments to identify instructional levels.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 168,800 143,000 0 168,800 143,000 0 Source LCFF Not Applicable 168,800 143,000 0 Budget Reference

2000-2999: Classified Personnel Salaries Staffing Instructional Specialist Position

2000-2999: Classified Personnel Salaries Staffing Instructional Specialist Positions

2000-2999: Classified Personnel Salaries Staffing Instructional Specialist Position- included in prior action- to support target students with literacy skill development.

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Amount 17,000 2,000 6,000 17,000 2,000 6,000 Source LCFF LCFF Supplemental and

Concentration 17,000 2,000 6,000 Budget Reference

4000-4999: Books And Supplies SIPPS curriculum

5800: Professional/Consulting Services And Operating Expenditures Rime Magic Professional Development

4000-4999: Books And Supplies Early Intervention Literacy program to support foundational skill development for unduplicated students.

Amount 1867 0 1867 0 Source LCFF Other 1867 0 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures SEL support for instructional foundational skills.

Not Applicable




OR






Actions/Services

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X New Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Technology within classroom to push CCSS standards.

Progress Reports distributed each trimester to engage families in discussions about student progress and identify strategies to improve performance. Home visits are implemented school wide to build partnerships.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 20,000 11, 713 20,000 11, 713 Source Other 20,000 11, 713 Budget Reference

New Laptops and Carts

4000-4999: Books And Supplies Texts and novels aligned with integrated units and CCSS

Amount 3,400 3,400 3,400 Budget Reference

4000-4999: Books And Supplies CCSS aligned software (RAZ Kids, typing, math)




OR

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

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Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)




X Schoolwide Specific Schools: Vincent Academy Specific Grade Spans: K-5




X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Texts aligned to CCSS curriculum Texts aligned to CCSS curriculum Texts aligned to CCSS curriculum Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 16,000 10,000 TBD 16,000 10,000 TBD Source Other Other 16,000 10,000 TBD Budget Reference

4000-4999: Books And Supplies Texts and Novels for New Curriculum

4000-4999: Books And Supplies Texts and novels for the curriculum

4000-4999: Books And Supplies Texts and novels for the curriculum

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

Goal 3 All students will use technology effectively in both teach lab and classroom contexts and demonstrate increase performance in all areas of instruction.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 2: State Standards (Conditions of Learning)

X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement)

Local Priorities: X Identified Need: Over the last few years, our students have gotten a lot of time on online learning programs, but they have not spent time learning how to type, research, edit and create projects on the technology. By increasing access to these skills, we believe we can improve SBAC performance, and get our students the skills they need to compete in the 21st century. We have identified the need for a Technology Lab which will integrate Art/Technology skills. Expected Annual Measurable Outcomes


Increase to 1:1 chromebooks over the next two years.

Currently 3:1 Ratio 1:1 Ratio in Grades 3-5 1:1 Ratio in grades 1-5 1:1 Ratio in grades 1-5


startcollapse

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OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Move Tech to classes to support typing and writing instruction.

Provide a tech lab and classroom technology access course for all students on a weekly basis. Develop Art/Technology link for integrated instruction.

Provide a technology access for all students with emphais on identifying and addressing the needs of unduplicated students to access the core curriculum with confidence as leaners. The formats will include small and large group formats, 1:1 intervention and integrating technology in the classrooms.


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Year 2017-18 2018-19 2019-20 Amount 3,000 56,000 73,610.000 3,000 56,000 73,610.000 Source Base LCFF Supplemental and

Concentration 3,000 56,000 73,610.000 Budget Reference

Tech Support Stipend for one Instructional specialist

2000-2999: Classified Personnel Salaries Tech lead - full time tech staff member

2000-2999: Classified Personnel Salaries Unduplicated students will have individual and small group access to curriculum supported technology in addition to learning the tech skills needed to be prepared for the demands of the 21st Century. Our focus is on leveling the playing field by providing access to art/tech integrated learning, building self esteem and confidence as learners.



X All [Add Students to be Served selection here]

X All Schools Specific Schools: Vincent Acade my Specific Grade Spans: K-5 [Add Location(s) selection here]

OR




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Specific Schools: Vincent Academy Specific Grade Spans: K-5 [Add Location(s) selection here]





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Purchase new carts and chromebooks Purchase additional carts, chromebooks,

equipment Maintain and purchase new chromebooks

and carts. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 5,000 12,000 5,000 12,000 Source Other LCFF Supplemental and

Concentration 5,000 12,000 Budget Reference

6000-6999: Capital Outlay Chromebooks, carts and additional technology for students in grades 1-5.

4000-4999: Books And Supplies Educational Software to enhance unduplicated students' access to 21st Century technology skills and all aspects of the curriculum.

Amount TBD TBD Source Not Applicable Other TBD Budget Reference

Not Applicable

6000-6999: Capital Outlay Additional technology to support equal access for unduplicated students

Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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


X All Specific Schools: Vincent Academy Specific Grade Spans: K-5

OR




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




X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Write grants to provide more technology. Budgeted Expenditures Year 2017-18 2018-19 2019-20

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

Goal 4 All students will participate effectively and report the school as a welcoming, safe and inclusive culture where learning is not interrupted. State and/or Local Priorities addressed by this goal: State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes)

X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Identified Need: Keeping a safe environment for our students is of paramount importance. In order to learn, students must feel safe in the classroom and around campus. Our mantra this year has been "Safety First, and Learning Always!" and while students have started to develop the social-emotional skills that are a critical part of peacefully resolving disagreements, this is still a significant area of need. Expected Annual Measurable Outcomes


90% of students resolve conflicts using tools from The Toolbox as dedicated with student reflections and staff observations.

40% 40% 70% of students are using SEL/Toolbox strategies to resolve conflict

75% of students use SEL/Toolbox strategies to resolve conflicts.

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90% of students report a safe environment on the student survey given twice per year.

One more survey to give this year, but Winter survey shows 84%

90% of students reports a safe environment on the student survey given twice per year.

86 % of students reports a safe environment on the student survey given twice per year.

90% of students reports a safe environment on the student survey given twice per year.




[Add Students to be Served selection here] Specific Schools: Vincent Academy Specific Grade Spans: K-5 [Add Location(s) selection here]

OR




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







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

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Create a robust Tier 1 PBIS system. Continue to refine our PBIS system that utilizes the Vincent Student store.

Continue to refine our PBIS system that utilizes a modification of the school store that is classroom based as well as other incentives and community events to celebrate student growth and behavior. Continue to refine the strategies and staff support to develop SEL skill, problem solve in ways that eliminate class disruption and missing class time. Solicit and use student survey information more effectively.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 2,000 1000 2,000 1000 Source Not Applicable Other 2,000 1000 Budget Reference

4000-4999: Books And Supplies Materials for our PBIS Tier 1 Systems

Not Applicable

4000-4999: Books And Supplies Materials for incentives and recognition



X All [Add Students to be Served selection here]


OR




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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide direct support and restorative conversations for students during after a behavior incident.

Provide specific supports and case management for Tier 2 and Tier 3 students.

Provide specific supports and case management for Tier 2 and Tier 3 students. Build in clear communication strategies or to ensure parents are updated about all aspects of student behavior and progress.


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Year 2017-18 2018-19 2019-20 Amount 50,000 90,000 Identified Prior 50,000 90,000 Identified Prior Source Title I Not Applicable 50,000 90,000 Identified Prior Budget Reference

2000-2999: Classified Personnel Salaries Salary for a Behavior Interventionist.

2000-2999: Classified Personnel Salaries Salaries for two full time Behavior Interventionists providing case management and proactive support as well as responsive support for students exhibiting disruptive or unsafe behaviors with the intent of keeping students in class, learning and maintaining a safe learning environment. The supports will identify strategies for in-class modifications, as well a a variety of reflection, problem solving and communication strategies. Facilitating parent communication and providing information about intervention strategies is a focus. The effectiveness of these strategies to eliminate overuse of discipline and increase student achievement is ongoing.

2000-2999: Classified Personnel Salaries Salaries for two full time staff members that will provide case management and proactive support as well as responsive support for students exhibiting disruptive or unsafe behaviors. Duties will include specific support and outreach for Foster and Homeless youth and families.

Amount 1500 1500 Source Other 1500 Budget Reference

Not Applicable Behavior reporting materials that standardize language about student behavior and facilitate home communication and shared understanding.

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Amount 0 0 Source Not Applicable 0 Budget Reference

Convene fully functioning COST and SST meetings to address student needs and partner with families.

Action 3 [Add Students to be Served selection here] Specific Schools: Vincent Academy

Specific Grade Spans: K-5 [Add Location(s) selection here]

OR


[Add Scope of Services selection here] Specific Schools: Vincent Academy Specific Grade Spans: K-5 [Add Location(s) selection here]

Actions/Services X New Action X New Action X Modified Action

Frequent behavior management coaching using the No-Nonsense Nurturer program.

Frequent coaching using the No-Nonsense Nurturer program and research methods to support participation of low income, foster youth and English Learners.


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Amount 19,000 0 19,000 0 Source Base Other 19,000 0 Budget Reference

1000-1999: Certificated Personnel Salaries Portion of Co-Principals' salaries devoted to behavior management coaching. PD focused on uninterrupted learning environments.

Not Applicable Teachers regularly meet with most high risk students in small group targeted instruction and SEL support.

Amount 3,000 3,000 3,000 3,000 Source Base Other 3,000 3,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures No-Nonsense Nurturer professional development for all new staff.

5800: Professional/Consulting Services And Operating Expenditures No Nonsense Nurturer Coaching and professional development for all new staff.


4000-4999: Books And Supplies Soul Shoppe program to support student leadership and SEL skill development.

Amount 5,000 5,000 Source Other 5,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Substitute support for conferences and meetings to build connections with families.

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Not Applicable Home visits to develop relationships with families.


Not Applicable Transition activities on and off site with Pre-schools and Day Care Centers to build relationships, share readiness materials, other resources including training resources. Provide on site Kinder Transition activities.

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

Goal 5 All students will demonstrate math grade level performance with an aligning increase of math proficiency school-wide.


X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes)

Local Priorities: Identified Need: Math is a significant area of concern. In the 2016-2017 school year, 7% of students were proficient on the SBAC math assessment. Across the school, there is a great deal of variation in the approach to teaching mathematics. While some teachers are more comfortable with teaching various strategies for solving problems and developing conceptual understandings, more novice teachers lean heavily on teaching the math algorithmically. In order to increase coherence in our mathematics program and support our students in developing the problem-solving and flexible thinking required by the Common Core Standards for Mathematics, we will be adopting instructional materials and focusing on mathematics instruction in our professional development as well. A school wide focus on critical thinking, academic discussion, high level questioning and integrated curriculum will support all aspects of math learning. Expected Annual Measurable Outcomes


5% increase in proficiency on the SBAC in Math

7% increased Proficiency

For all students 12.04% met or exceeded standard. Overall, students were 95.1 points below standard,

Target is for 20% of students to meet or exceed standard and demonstrate a 10 point

Target is for 25% of students to meet or exceed standard and demonstrate a 10 point

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showing an 8.6 point growth from the prior year. point growth.

growth from the prior year.

growth from the prior year.

80% of students are proficient in foundational math facts (addition/subtraction fact fluency) in 2nd-5th grade.

0% of students were proficient at the beginning of the 17-18 school year.

40% proficiency 60% proficiency 80% proficiency

60% of students are proficient in foundational math facts (multiplication/division fact fluency) in 3rd-5th grade.

0% of students were proficient at the beginning of the 17-18 school year.

30% proficiency 40% proficiency 60% proficiency

80% of students in grades 2-5 are proficient on math unit assessments.

40% proficiency 60% of students in grades 2-5 are proficient on math unit assessments.

80% of students in grades 2-5 are proficient on math unit assessments.


startcollapse Action 1


OR

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Actions/Services X New Action X Unchanged Action X Unchanged Action



Budgeted Expenditures Amount 28,000 4000 28,000 4000 Source Common Core Standards

Implementation Funds Common Core Standards

Implementation Funds 28,000 4000 Budget Reference

4000-4999: Books And Supplies Teacher guides as well as consummable materials for students.

4000-4999: Books And Supplies Consummable replacement core materials for students.

Amount 2,000 2,000 Source LCFF 2,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Professional development for teachers and school leaders.



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OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Utilize Reflex Math (an online learning program) to support students in grades 2-5 to develop math fact fluency.

Utilize Reflex Math (an online learning program) to support students in grades 1-5 to develop math fact fluency.

Utilize Reflex Math (an online learning program) provides focused support for unduplicated students in grades 1-5 to develop math fact fluency and confidence

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 3,200 3,200 3,200 3,200 3,200 3,200 Source LCFF LCFF Supplemental and

Concentration 3,200 3,200 3,200 Budget Reference

4000-4999: Books And Supplies School-wide subscription

4000-4999: Books And Supplies School-wide subscription

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Amount 80,000 0 80,000 0 Source After School Education and Safety

(ASES) Not Applicable

80,000 0 Budget Reference

Not Applicable Extended Learning program

Not Applicable Mathematics Vertical alignment and Differentiation will be evidenced in lesson plans and walkthroughs.

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Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2019-20

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

$538,544 28% 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).

Our Unduplicated Students are approaching 85% of our enrollment and we have determined the following programs are principally directed to this population of students and will also enhance all aspects of student engagement, confidence and performance for these students and others. The high population of low income, foster youth and EL students necessitates that many of the actions using supplemental and concentration funds are allocated to pursue school-wide activities to improve the academic achievement of all students versus being specifically concentrated on a single subgroup. The actions and services, however, have all been included/designed to support the academic achievement and school success of the unduplicated populations and are principally directed towards those students. For our students, leveling the playing field and developing the 21st Century skills are critical components of an effective education and will continue to be a focus for 2019-20. We will continue with our tech-art lab to provide students more focused experiences with technology which includes developing technical skills, expanding their access and meaningful connection with curriculum and to encourage their creativity with this media. We recognize this technology implementation is an essential component to helping our students develop the confidence and skills to necessary for the 21st Century. Instructional Specialist support will be utilized to support access to integrated literacy and technology skills. We are also planning to implement an Early Literacy Program to strengthen foundational skills for target students. Fine arts will be taught with both a self-contained studio and classroom integrated mode. We recognize the power of arts learning to motivate our students, to build confidence and the perseverance needed to succeed. Also, art learning strongly celebrates our diversities and develops a can-do attitude; it presents an integrated approach to learning the ever child can access. We have

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reviewed Create California, A Blueprint for Arts Learning and are moving forward with implantation ideas. Also, we one of 27 California recipients of the Turnaround Arts Grant, which will support his vision. Materials, Books and supplies will support all aspects of the art-technology program with an emphasis on hands on thematic studies. ------- ------- LCAP Year: 2018-19


$603,302 29% 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).

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The 29% increase in funding approximates $135,626.00 Our Unduplicated Students are over 75% of our enrollment and we have determined the following programs are principally directed to this population of students and will enhance all aspects of student engagement, confidence and performance for these students. The high population of low income, foster youth and EL students necessitates that many of the actions using supplemental and concentration funds are allocated to pursue school-wide activities to improve the academic achievement of all students versus being specifically concentrated on a single subgroup. The actions and services, however, have all been included/designed to support the academic achievement and school success of the unduplicated populations and are principally directed towards those students. The need for well articulated and comprehensive math instructional implementation as been identified and staff has met with the County Office of Education, observed a range of implementations, piloted materials and reviewed student performance data for identified students. Our focus was on evidence of closing the achievement gap. Program will cost in the range of $30,000 and it includes an engaging professional development component. We are aware, however, that additional costs my be incurred for materials that will provide the opportunity for our students to have ample manipulative for hands-on learning and building conceptual understandings. We will We anticipate that cost will not exceed $5,000. The need has been established for a system that will provide classroom and school wide access to developing common core based assessments, for recording student assessment data that will guide instructional targets both within and across grade levels and that will align with report cards. This system will cost approximately $18,000. For our students, leveling the playing field and developing the 21st Century skills are critical components of an effective education. This year, we have determined that two specific resources will be developed. A tech-art lab will be developed to provide students more focused experiences with technology which includes developing technical skills, expanding their access and meaningful connection with curriculum and to encourage their creativity with this media. We recognize this technology implementation is an essential component to helping our students develop the confidence and skills to necessary for the 21st Century. This cost will approximate $60,000 and we have written a grant to secure an additional 60,000 for equipment. Fine arts will be taught with both a self-contained and classroom integrated mode. We recognize the power of arts learning to motivate our students, to build confidence and the perseverance needed to succeed. Also, art learning strongly celebrates our diversities and develops a can-do attitude; it presents an integrated approach to learning the ever child can access. We have reviewed Create California, A Blueprint for Arts Learning and are moving forward with implantation ideas. Also, we one of 27 California recipients of the Turnaround Arts Grant, which will support his vision. A credentialed teacher will provide this support and the cost approximates $60,000. We continue to evaluate and reflect on data to make best determinations for students. School admin will continue to maintain this percentage of funding to improve services and program components. We've hired a SPED Director and are working diligently to

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provide support and services academically and behaviorally for our Tier 2 and 3 students. Our SPED program has shown tremendous progress while we need continued growth in the area of supporting academic growth ELs and low socioeconomic groups. School leaders will be trained in GLAD and Staff PD will unroll these GLAD strategies to instructional staff to further support subgroups. Our focus on small group instruction is targeting the reclassification of ELL students. While students in these subgroups have not met proficiency, 70% of SPED students grew more than one year on their F&P and 90% of SPED moved one year or more in reading progress. ------- ------- LCAP Year: 2017-18


$ % Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

------- -------

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

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

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

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

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

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

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services


Demonstration of Increased or Improved Services for Unduplicated Students

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

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

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

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

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

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

mailto:[email protected]

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

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

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

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

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

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

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

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

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

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires

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charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

New/Modified/Unchanged:

Enter “New Action” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

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

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

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

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

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

Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

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If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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

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

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

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of K-8 students who were absent 10 percent or more of the school days

excluding students who were: (A) enrolled less than 31 days (B) enrolled at least 31 days but did not attend at least one day (C) flagged as exempt in the district attendance submission. K-8 students are considered to be exempt if they: (i) are enrolled in a Non-Public School (ii) receive instruction through a home or hospital instructional setting (iii) are attending a community college full-time.

(2) The number of students who meet the enrollment requirements. (3) Divide (1) by (2).

(b) “High school dropout rate” shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where

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

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

(c) “High school graduation rate” shall be calculated as follows: (1) For a 4-Year Cohort Graduation Rate:

(A) The number of students in the cohort who earned a regular high school diploma by the end of year 4 in the cohort.

(B) The total number of students in the cohort. (C) Divide (1) by (2).

(2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate: (A) The number of students who either graduated as grade 11 students or who earned any

of the following: (i) a regular high school diploma (ii) a High School Equivalency Certificate (iii) an adult education diploma (iv) a Certificate of Completion and was eligible for the California Alternative

Assessment if under the age of 20. (B) The number of students in the DASS graduation cohort. (C) Divide (1) by (2).

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

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

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

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

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

the academic year (July 1 – June 30).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Where can these expenditures be found in the LEA’s budget? Prepared by the California Department of Education, January 2019

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 551,770.50 406,298.50 343,600.00 551,770.50 430,923.00 1,326,293.50 0.00 121,098.50 343,600.00 0.00 0.00 343,600.00 After School Education and Safety (ASES) 80,000.00 0.00 0.00 80,000.00 0.00 80,000.00 Base 78,000.00 0.00 0.00 78,000.00 0.00 78,000.00 Common Core Standards Implementation Funds 28,000.00 0.00 0.00 28,000.00 26,287.00 54,287.00 LCFF 189,254.50 0.00 0.00 189,254.50 0.00 189,254.50 LCFF Supplemental and Concentration 0.00 0.00 0.00 0.00 226,483.00 226,483.00 Lottery 26,000.00 0.00 0.00 26,000.00 0.00 26,000.00 Not Applicable 0.00 0.00 0.00 0.00 0.00 0.00 Other 15,000.00 185,200.00 0.00 15,000.00 59,000.00 74,000.00 Title I 121,733.00 100,000.00 0.00 121,733.00 107,842.00 229,575.00 Title II 13,783.00 0.00 0.00 13,783.00 11,311.00 25,094.00

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

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Total Expenditures by Object Type

Object Type 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 551,770.50 406,298.50 343,600.00 551,770.50 430,923.00 1,326,293.50 16,000.00 127,098.50 31,200.00 16,000.00 0.00 47,200.00 1000-1999: Certificated Personnel Salaries 49,000.00 0.00 10,000.00 49,000.00 118,309.00 177,309.00 2000-2999: Classified Personnel Salaries 289,000.00 164,000.00 230,000.00 289,000.00 215,816.00 734,816.00 4000-4999: Books And Supplies 62,933.00 31,200.00 52,400.00 62,933.00 65,487.00 180,820.00 5800: Professional/Consulting Services And Operating Expenditures

49,837.50 80,000.00 20,000.00 49,837.50 29,311.00 99,148.50

6000-6999: Capital Outlay 5,000.00 4,000.00 0.00 5,000.00 0.00 5,000.00 Not Applicable 80,000.00 0.00 0.00 80,000.00 2,000.00 82,000.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

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

Total All Expenditure Types All Funding Sources 551,770.50 406,298.50 343,600.00 551,770.50 430,923.00 1,326,293.50 0.00 117,098.50 31,200.00 0.00 0.00 31,200.00 Not Applicable 0.00 0.00 0.00 0.00 0.00 0.00 Title I 16,000.00 10,000.00 0.00 16,000.00 0.00 16,000.00 1000-1999: Certificated Personnel Salaries

0.00 0.00 10,000.00 0.00 0.00 10,000.00

1000-1999: Certificated Personnel Salaries

Base 19,000.00 0.00 0.00 19,000.00 0.00 19,000.00


LCFF 20,000.00 0.00 0.00 20,000.00 0.00 20,000.00


LCFF Supplemental and Concentration

0.00 0.00 0.00 0.00 73,309.00 73,309.00


Lottery 10,000.00 0.00 0.00 10,000.00 0.00 10,000.00


Not Applicable 0.00 0.00 0.00 0.00 0.00 0.00


Other 0.00 0.00 0.00 0.00 45,000.00 45,000.00

2000-2999: Classified Personnel Salaries

0.00 0.00 230,000.00 0.00 0.00 230,000.00


Base 56,000.00 0.00 0.00 56,000.00 0.00 56,000.00


LCFF 143,000.00 0.00 0.00 143,000.00 0.00 143,000.00



0.00 0.00 0.00 0.00 117,974.00 117,974.00


Not Applicable 0.00 0.00 0.00 0.00 0.00 0.00


Other 0.00 74,000.00 0.00 0.00 0.00 0.00


Title I 90,000.00 90,000.00 0.00 90,000.00 97,842.00 187,842.00

4000-4999: Books And Supplies

0.00 0.00 52,400.00 0.00 0.00 52,400.00

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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

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

Total 4000-4999: Books And Supplies

Common Core Standards Implementation Funds

28,000.00 0.00 0.00 28,000.00 26,287.00 54,287.00


LCFF 3,200.00 0.00 0.00 3,200.00 0.00 3,200.00



0.00 0.00 0.00 0.00 35,200.00 35,200.00


Lottery 16,000.00 0.00 0.00 16,000.00 0.00 16,000.00


Other 10,000.00 31,200.00 0.00 10,000.00 4,000.00 14,000.00


Title I 5,733.00 0.00 0.00 5,733.00 0.00 5,733.00

5800: Professional/Consulting Services And Operating Expenditures

0.00 0.00 20,000.00 0.00 0.00 20,000.00


Base 3,000.00 0.00 0.00 3,000.00 0.00 3,000.00


LCFF 23,054.50 0.00 0.00 23,054.50 0.00 23,054.50


Other 0.00 80,000.00 0.00 0.00 8,000.00 8,000.00


Title I 10,000.00 0.00 0.00 10,000.00 10,000.00 20,000.00


Title II 13,783.00 0.00 0.00 13,783.00 11,311.00 25,094.00

6000-6999: Capital Outlay 0.00 4,000.00 0.00 0.00 0.00 0.00 6000-6999: Capital Outlay Other 5,000.00 0.00 0.00 5,000.00 0.00 5,000.00 Not Applicable After School Education and

Safety (ASES) 80,000.00 0.00 0.00 80,000.00 0.00 80,000.00

Not Applicable Not Applicable 0.00 0.00 0.00 0.00 0.00 0.00 Not Applicable Other 0.00 0.00 0.00 0.00 2,000.00 2,000.00

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Total Expenditures by Goal

Goal 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 88,703.50 50,098.50 49,000.00 88,703.50 308,113.00 445,816.50

Goal 2 176,867.00 57,000.00 236,400.00 176,867.00 16,000.00 429,267.00

Goal 3 61,000.00 78,000.00 3,000.00 61,000.00 85,610.00 149,610.00

Goal 4 112,000.00 110,000.00 52,000.00 112,000.00 14,000.00 178,000.00

Goal 5 113,200.00 111,200.00 3,200.00 113,200.00 7,200.00 123,600.00

Goal 6 0.00 0.00 0.00 0.00

Goal 7 0.00 0.00 0.00 0.00

Goal 8 0.00 0.00 0.00 0.00 * Totals based on expenditure amounts in goal and annual update sections.

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Expenditures Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

lcff budget overview for parents - home - vincent academy · 6/25/2019 · compassion and...

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