local control accountability plan and annual …...lcap year (select from 2017-18, 2018-19, 2019-20)...

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

2018-2019

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name Contact Name and Title Email and Phone

Aspire Richmond Cal Prep Academy Principal: Javier Cabra [email protected]

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

Aspire Richmond California College Preparatory Academy is direct-funded charter school in Richmond, California It is chartered through West Contra Costa Unified School District. The school is designed to serve approximately 514 students in grades 6-12. The school’s demographic profile is 67% Latino, 15% African-American, 2.5% Filipino, 0.4% Indian/Alaskan Native, 6% Asian-American, 3% Caucasian, 1% Multiple, and 27% English Language Learners (31% RFEP) with 65% of the student body eligible for the free and reduced price meals program. Aspire Richmond California College Preparatory Academy is part of the non-profit Aspire Public Schools (APS). Aspire serves Richmond Cal Prep through business services, professional development and other operational support. Aspire’s vision is that every student is prepared to earn a college degree and was founded to address the long-standing inequities in TK-12 education. Its mission is to open and operate small, high-quality charter schools in low-income neighborhoods in order to: increase the academic performance of historically underserved students, develop effective educators, share successful practices with other forward-thinking educators, and to catalyze change in public schools. Specifically, at Richmond Cal Prep our vision and mission are the following: Vision: Richmond Cal Prep is a community in which all members exercise critical consciousness, voice, agency, and leadership to solve the challenges our communities face. We live our core values (community, curiosity, equity, empathy, growth mindset, and integrity) as a means to creating more just and equitable communities for the generations to come.

https://www.caschooldashboard.org/#/Home

Mission: We exist to ensure that all young people at Richmond Cal Prep have the knowledge and skills to thrive in college and in society so that they will solve the challenges our communities face today and tomorrow.

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

Through the process of engaging stakeholders at the school level, during community engagement meetings, and regional and home office staff meetings, Aspire California College Prep has agreed to maintain all aspects of our 2017 goals. The 2017-2018 presented some challenges that were new for our community. Below are the major factors that do not normally impact our community, but did occur and presented challenges. 1. Our sister school, Aspire Richmond Technology Academy, moved out of our building and we grew our student population. 220 new students/families were welcomed to our community. In the last two years, we’ve doubled our student population. This year, because of the expansion, we also welcomed 17 new staff members. 2. 5 people (Principal, Dean of Students, Lead Team Member, Lead Ethnic Studies Teacher, Longest Tenured Teacher) were out on maternity and paternity leaves for at least 10 weeks each. 3. Our lead education specialist passed away at the beginning of second semester Students, families, and staff are looking forward to not growing our student population and having more stability with staff. Throughout this LCAP, one will find four major areas of focus: 1. (Core Competencies, Academics, and Literacy) Deepen implementation of a rigorous TK-12 Common Core, NGSS standards-aligned, and culturally relevant and community responsive instructional program so that all scholars have the academic literacy skills necessary to be prepared for post-secondary success and develop the school’s emphasized core competencies: leadership, agency, critical consciousness, and voice. 2. (Progress Monitoring and Sub-Groups) Implement progress monitoring systems at the school, classroom and student level to develop academic and social improvements with a focus on English Learners, students receiving Special Education services, and those that identify as African American. 3. (Humanizing Youth) Deepen social emotional learning and implement school, classroom, and advisory culture systems, trauma-informed mental health practices, student participatory action (YPAR), and behavioral health interventions in positive, safe school conditions. 4. (College Access) Support each scholar to apply and matriculate to a 4-year college where he/she has the greatest chance of successfully earning a college degree.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in

services for low-income students, English learners, and foster youth have led to improved performance for these students.

Greatest Progress

In 2016-17, Cal Prep prioritized literacy as a foundation for improving overall student achievement, to get closer to eradicating the disparity between income and reading levels. For Cal Prep, 30% to 33% were on/above from the reading level from the beginning to end of the year and they had a reduction from 45% to 42% at the significantly below level. Our work in strengthening independent reading practices, using a reading apprenticeship approach, and applying individual intervention to those struggling the most has had a huge effect in accelerating reading levels in all schools K-12, and we will continue to improve in this area as we launch into the 2017-18 school year. We have also worked closely with our partners, such as UC Berkeley Center for Educational Partnership, Reading Partners, Rainen Foundation, Springboard Collaborative and WestEd, in order to ensure our students benefit from best practices in the field and our teachers receive sufficient professional development to be effective in their classroom literacy instruction. Critical Pedagogy: Paulo Freire, author of Pedagogy of the Oppressed, is considered the most important figure in conceptualizing Critical Pedagogy. Critical Pedagogy is a teaching approach that attempts to support students in questioning and challenging systems of oppression that dehumanize people across the world. It supports students in becoming critically conscious of their surroundings and critically literate of both the word and the world. At Cal Prep we use this method of teaching to support students in becoming critically literate (the ability to read, communicate, and write about the world as a first step toward personal and societal transformation). This critical literacy is a desired outcome of Critical Pedagogy. This past year we’ve included a reading intervention block into our master schedule for all students. We’ve offered professional development to get this system up and running at Cal Prep. Additionally, we look to strengthen our support of students and educators in their development of our school’s Core Competencies: We wish to measure and support the development of the following core competencies that we believe are integral to our community achieving our mission and vision at Cal Prep. This year, our educators and students continued their portfolio development to demonstrate growth on our core competencies and pedagogical framework. Since we are in our nascent phase of portfolio development, this will continue to be an area of great need. Last, we used new software to focus our energy around social emotional learning data. Ryecatcher helped us create tiered systems of support for wellness. We additionally built out our ethnic studies framework which is also intentional around our SEL work. Additionally, we continued our partnership with the Richmond Mindful Life Project. With this partnership, we continue our support of mindfulness work within our college preparatory program.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

Greatest Needs

As a school community we see a great need in providing more intentional professional development for educators in support of student subgroups identified in Goal 2. More specifically, we want to be more intentional around our support of students with IEPs. Here are the high leverage areas for growth: • Specialization of Ed Specialists - Consider specialization in academics, IEP compliance and assessment, and/or behavior • Clarity around roles for GE teachers, Ed Specialists, IFs, Student Support Managers/CST - This includes both work to clearly articulate the roles and PD and coaching to ensure everyone understands them • Ongoing PD for Gen Ed Teachers (significant time up front and regular ongoing Friday PD) which may include: -PD on roles for GE teachers, Ed Specialists, IFs, Student Support Managers/CST -Deep understanding of inclusion and key concepts such as accommodations and modifications -How to collaborate and expectations of each person--how to use data and progress monitoring in collaboration meetings -How to grade students with modifications • Master Scheduling to more strategically intervene and support students with high needs -Planning would occur in year 1 (18-19) -Any changes would be implemented in year 2 (19-20) • Refine the SST process

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

Performance Gaps

There are no state indicators for which performance for any student group was two or more performance levels below the “all student” performance.

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

Increased or Improved services

With a focus on improving cohesion between whole school, small group, and intense intervention using the MTSS Framework, the school will adjust support structures and focus on implementing quality professional development and coaching for both the instructional teaching staff and the school’s growing behavioral supports.

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

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures For LCAP Year $ 7,000,000

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year $4,500,000

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

General fund expenditures not included in the LCAP consist of food services, insurance, rent, utilities and communication, leases and printing, home office contribution and regional office contribution.

DESCRIPTION AMOUNT

Total Projected LCFF Revenues for LCAP Year $5,431,000

Annual Update LCAP Year Reviewed: 2017-2018 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 (Core Competencies, Academics, and Literacy) Deepen implementation of a rigorous TK-12 Common Core, NGSS standards-aligned, and culturally relevant and community responsive instructional program so that all scholars have the academic literacy skills necessary to be prepared for post-secondary success and develop the school’s emphasized core competences: leadership, agency, critical consciousness, and voice.

State and/or Local Priorities addressed by this goal:

State Priorities: 1,2,4,8 Local Priorities: NA

Annual Measureable Outcomes

Expected Actual

60% of students Meeting/Exceeding on ELA SBAC (We increased the number of students assessed from the year previous 100% who are in their first year at Cal Prep)

34% 2016-2017 data

33% of students Meeting/Exceeding on Math SBAC (We increased the number of students assessed from the year previous 100% who are in their first year at Cal Prep)

25% 2016-2017 data

30% of scholars meeting/exceeding grade level lexile band 36% as of March, 2018

80% of classes engaged in partial to fully aligned CCSS lessons during 2017-18 Leadership Walk observations


Expected Actual

2016/2017: 90% Teachers With Full Credential 95%

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.

Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

• Implement common core aligned math program

• Implement critical literacy program • Implement student portfolios that

emphasize grade level themes and core competencies

• Intensively support teachers in their first year with classroom management

• Build capacity of leaders and teachers in NGSS

• Introduce new AIR rubric and implement process

• Implemented common core aligned math program (Used new curriculum for both middle school and high school: Middle School Eureka and CPM curriculum, High School Integrated Math CPM

• Math team focused on Standards for Mathematical Practice

• Implemented critical literacy program • Intensively supported teachers in their

first year with classroom management. Had ongoing professional development specifically for new teachers.

• Built capacity of leaders and teachers in NGSS. We worked on half day planning and coaching for NGSS capacity building and Amplify curriculum work.

• Implemented Avid professional development: Critical Reading Process

• Executed on systematized quarterly planning in groups tied to both standards and school’s core competencies

• Department teams executed on literacy planning protocols

1 $1,542,000 2 $135,000 3 $235,000 4 $335,000 5 $43,000 6 $120,000 7 $40,000 8 $10,000 9 $7,000 1 LCFF 2 LCFF 3 LCFF 4 LCFF & Title I 5 Title II 6 LCFF 7 LCFF 8 LCFF 9 LCFF 1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Principal

1 $1,542,000 2 $135,000 3 $235,000 4 $335,000 5 $43,000 6 $120,000 7 $40,000 8 $10,000 9 $7,000





• Facilitated weekly individual instructional coaching to deepen capacity in academic literacy

• Beginning of the year student and staff culturally responsive portfolio development with end of year reflection. Implemented student portfolios that emphasized grade level themes and core competencies

• End of year exhibitions tied to grade level themes

• Teachbacks (RELAY framework) for literacy

• Instructional rounds with Aspire regional principals with a focus on AVID literacy framework

3 Sal + Benefits - Assistant Principal 4 Sal + Benefits - Dean 5 Lead Stipends 6 Books and Materials 7 Travel and Conferences 8 Computers 9 Furniture

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.

(Core Competencies, Academics, and Literacy) Deepen implementation of a rigorous TK-12 Common Core, NGSS standards-aligned, and culturally relevant and community responsive instructional program so that all scholars have the academic literacy skills necessary to be prepared for post-secondary success and develop the school’s emphasized core competences: leadership, agency, critical consciousness, and voice. We are satisfied with our move to fewer goals which helped the school narrow the focus into three important initiatives 1) quality resources aligned to standards and school core competencies 2) school-wide literacy 3) systemic development of school core competencies (1. Leadership 2. Agency 3. Critical Consciousness 4. Voice)

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

Stakeholders are also satisfied with the overall effectiveness of the actions/services to achieve our articulated goals as measured by the LEA. The overall implementation of the actions/services was implemented with an influx of 220 new students/families, and 17 new staff members. This year we made a serious increase in enrollment because of more access to facility space. As a result, we tried to maintain much of our academic culture while also acknowledging the challenge of newness this school year. Having 5 people out on maternity and paternity leaves also had an impact on our work. When it comes to our standardized test results, as the current data rolls in at the present moment, it looks like we will make significant growth in ELA (17-18 data) and drop a little in math (17-18 data). Our continued core competency work and project based learning is an aspect of our work that we are proud of and growing in.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Estimated actual expenditures meet or exceed budgeted expenditures.

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

The school will maintain goal one actions and services. Because we did not meet all expected measureable outcomes, we will keep the same goals for 18-19 school year. For the first time in nearly 4 years, we will not make any significant changes to our enrollment for next year, which allows us to feel confident that this year is a baseline level for our community. Next year, we are only adding about 30 students to our student body.

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 2 (Progress Monitoring and Sub-Groups) Implement progress monitoring systems at the school, classroom and student level to develop academic and social improvements with a focus on English Learners, students receiving Special Education services, and those that identify as African American.


State Priorities: 4 Local Priorities: NA


Expected Actual

Increase 7% of students on ELA SBAC Meeting/Exceeding for FRL, EL, and SPED subgroups: FRL: 60% EL: 17% SPED: 32%

FRL: 30% EL: 31% (increase of 21%) SPED: 6%

Increase 7% of students on Math SBAC Meeting/Exceeding for FRL, EL, and SPED subgroups: FRL: 33% EL: 7% SPED: 7%

FRL: 22% EL: 9.4% SPED: 6%

Increase 7% of students progressing in proficiency bands on CELDT: 67% 38%

Increase 7% of students reclassified as Fluent English Proficient: 48% 29%


Action 1





• Implement formative assessment cycles for Tier 1 instruction (student work, interims, etc.)

• Monitor progress of EL and SPED scholars to drive instructional strategies through Tier 1 program

• Evaluate and identify data protocol • Use LLI for Tier 3 intervention &

SPED instruction • Develop opportunities in the school day

schedule for EL shadow classes and math small group instruction

• Implemented Aspire-wide formative assessment cycles for Tier 1 instruction (student work, interims, etc.)

• Monitored progress of EL and SPED scholars

• Evaluate and identify data protocol • Monitored subgroup data via RTI and

Wellness Team meetings • Analyzed discipline data in Wellness

Team meetings • Supported students with own progress

monitoring through distribution of progress reports (every 3 weeks)

• 4 rounds of Family/Teacher conferences

• Student work analysis in department teams and grade level teams

• Facilitated Data Dialogues - focus groups for ELL, SpEd, African American Students

• Meetings with families - Family Affinity Groups. EL family affinity group and African American Family affinity group.

• IEP Meetings • SST meetings • ELL Strategies: Piloting of ELL

strategies for region (constructive response)

1 Duplicate Goal 1 2 Duplicate Goal 1 3 Duplicate Goal 1 4 $85,000 5 $140,000 6 $295,000 7 Duplicate Goal 1 8 $49,000 9 $13,000 10 $60,000 1 Duplicate Goal 1 2 Duplicate Goal 1 3 Duplicate Goal 1 4 LCFF 5 ASES 6 LCFF/Sped 7 Duplicate Goal 1 8 LCFF 9 LCFF 10 LCFF 1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Assistant Principal 3 Sal + Benefits - Dean

1 Duplicate Goal 1 2 Duplicate Goal 1 3 Duplicate Goal 1 4 $85,000 5 $140,000 6 $295,000 7 Duplicate Goal 1 8 $49,000 9 $13,000 10 $60,000





• Weekly SPED with regional support meetings that included data analysis and next steps in response to data

• Monitored progress and provided Study Skills class for MS students who have an IEP and needed extra supports around study skills.

• LLI groups - reading intervention tier 2 and 3. Ed specialists led them.

• Professional learning community for sped professionals across the Bay Area Aspire region

• Eureka math PD which supported ed specialists diving into standards

• SPED Inclusion PD at the very beginning of the year for general ed teachers

• SPED Accommodation Parties for teachers. Focused on planning.

• Analysis and commitment to suspensions not being overrepresented in school-wide suspension data

• Intentional focus on retention rate for ed specialists

• Changed mandated singular graduation pathway to be better supportive of students with IEPs.

• First three months, we had Aspire SPED University: New to Aspire PD. Aug-Dec every Friday. Topics included:

o Writing IEPs o Ed benefit: Golden

thread...has educational benefit to students

o Goals aligned to curricluum and student abilities

o Behavior intervention plan o How to progress monitor

4 Sal + Benefits - Blended Learning staff 5 Sal + Benefits - After School Staff 6 Sal + Benefits - Sped Staff 7 Books and Materials 8 Software 9 Educational Consultants 10 Other Professional Services





o Navigating the data systems

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. Cell


Overall, actions and services were implemented as planned. One success was our ability to expand small group intervention to math foundation groups. Efforts were made to align these targeted supports to grade level content classes. One challenge was ensuring that departments had enough time and training to clarify and maximize department time devoted to analyzing formative assessments for students in sub groups. Our lead education specialist passed away mid-year which made the year challenging for us since we couldn’t find a replacement. Because of this, much of the emphasis and focus was on compliance of state SPED law versus effectiveness. This is a direct result of capacity and skill set for newer education specialists. Our EL data showed significant growth in our school community because of our school-wide literacy focus. Additionally, we are in the beginning stages of our African American student achievement programming. Foundationally, we were able to create and sustain an African American Family Group, High School Black Student Union, and Middle School Black Student Union. We are looking to move toward an academic achievement focus for next year.


The overall effectiveness of the actions and services to achieve the articulated goal was mixed. On the one hand, the school demonstrated significant increases in EL student performance as measured by the California Dashboard data. We also significantly increased the number of students reclassified as English Fluent. On the other hand, we did not see significant growth outside of suspension data for our students in the SPED program. In regards to suspension results, we were able to eliminate disproportionate suspensions for students in our SPED department.




The school will maintain goal two actions and services. We will still incrementally increase all academic goals by 7% though because the baseline remained low, we will also adjust the growth targets accordingly. In addition, because we did not meet the expected measureable outcomes in SPED and African American proficiency, we will add an expected measurable outcome using California Dashboard measures of growth.


Goal 3 (Humanizing Youth) Deepen social emotional learning and implement school, classroom, and advisory culture systems, trauma-informed mental health practices, student participatory action (YPAR), and behavioral health interventions in positive, safe school conditions.




Expected Actual

All subgroups will achieve and maintain a 95% or above attendance rate 96.7%

Expected Actual

Decrease suspension rate by .5% to 3.8% 3.9%

Decrease chronic absenteeism rate by 25% from baseline data: 6% or lower 3.4%

Maintain a 90% or higher rate of students feeling safe and welcomed at school per Aspire’s Student Survey: 85% or higher

66%

Maintain a 90% or higher rate of parents feeling safe and welcomed at school per Aspire’s Family Survey 92.5%

School Conditions Status reported/evaluated on FIT evaluation as reported on SARC at “Fair” or better Good

Expulsion: 17-18: maintain below 1% 0%


Action 1





• Consistently implement Restorative Practices, Behavior Wellness Team, attendance practices

• Identify a vision for Mental Health program

• Ensure efficient and effective ongoing school site operations

• Develop and implement year-round enrollment plan

• Engage community in facilities visioning sessions with contractor

• Consistently implemented Restorative Practices, Behavior Wellness Team, attendance practices

• Identified a vision for Mental Health program through the Wellness Team and Wellness Center

• Ensured efficient and effective ongoing school site operations with the support of principal and dean of operations

• Developed and implemented year-round enrollment plan with support of Aspire regional office

1 Duplicate Goal 1 2 $240,000 3 Duplicate Goal 2 4 Duplicate Goal 1 5 Duplicate Goal 1 6 $405,000 7 $255,000 8 Duplicate Goal 2 9 Duplicate Goal 1 10 Duplicate Goal 1 11 Duplicate Goal 2

1 Duplicate Goal 1 2 $240,000 3 Duplicate Goal 2 4 Duplicate Goal 1 5 Duplicate Goal 1 6 $405,000 7 $255,000 8 Duplicate Goal 2 9 Duplicate Goal 1 10 Duplicate Goal 1 11 Duplicate Goal 2





• Implement the Wellness Center for Students, Staff, and Families

• Implemented the Wellness Center for Students, Staff, and Families

• Proposed, planned, and implemented Yin Yang / Humanizing professional development that included overview during school retreat, educator participatory action research PD, Grief PD, and ongoing circles for staff and students. Some were connected to our ethnic studies program, others through our mindfulness approach.

• Ethnic Studies Book Launch - documenting and celebrating oral histories in the community

• EPAR with YPAR coordinator work: Wellness Team

• School-wide use of RyeCatcher software to collect and support use of data and survey results

• Growth Mindset Hierarchy alignment for Middle School

• Mindfulness programming • Access to regional counselors when we

a death within our teacher community • Student support groups (anxiety +

stress group, young women’s group, young men’s group)

• 6/7th grade health class to support with SEL and health

12 Duplicate Goal 2 13 $17,000 14 $10,000 15 $55,000 1 Duplicate Goal 1 2 LCFF 3 Duplicate Goal 2 4 Duplicate Goal 1 5 Duplicate Goal 1 6 LCFF 7 LCFF 8 Duplicate Goal 2 9 Duplicate Goal 1 10 Duplicate Goal 1 11 Duplicate Goal 2 12 Duplicate Goal 2 13 LCFF 14 LCFF 15 LCFF 1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Specials Teachers 3 Sal + Benefits - Blended Learning staff 4 Sal + Benefits - Assistant Principal 5 Sal + Benefits - Dean 6 Sal + Benefits - Counselors

12 Duplicate Goal 2 13 $17,000 14 $10,000 15 $55,000





7 Sal + Benefits - School Operation Staff 8 Sal + Benefits - After School Staff 9 Books & Materials 10 Travel and Conferences 11 Software 12 Educational Consultants 13 Early College High School 14 Repairs and Maintenance 15 Facility Contractors



Overall, Goal 3 actions and services were mostly implemented as planned. This year we took on starting a Wellness Center that combined the expertise of our dean of students, student support coordinator, counselors, and SEL coaches. We began the early stages of community SEL programming but have much more work to do. We knew going into the school year that with an influx of over 200 students, we needed extra support in SEL programming for our students. We used new software to focus our energy around data. Ryecatcher helped us create tiered systems of support for wellness. We additionally built out our ethnic studies framework which is also intentional around our SEL work. Lastly, we continued our partnership with the Richmond Mindful Life Project. With this partnership, we continue our support of mindfulness work within our college preparatory program.


The overall effectiveness of the actions and services to achieve the articulated goal was positive, but the conditions within our school year were difficult. As stated above: - 220 new students/families, and 17 new staff members. - 5 people (Principal, Dean of Students, Lead Team Member, Lead Ethnic Studies Teacher, Longest Tenured Teacher) out on maternity and paternity leaves also had an impact on our work. - Ed Specialist passed away mid-year As a result we had mixed results. We very much feel like we were stretched thin as a school community and were trying to maintain versus excel and grow. In reality, high school excelled while middle school saw an influx in incidents that are emblematic of social emotional distress. Our suspension rates and expulsion rates continue to be some of best with our 40 school charter school system.




The school will maintain and deepen all goal three actions and services. We want to focus our energy around students feeling welcomed and safe.


Goal 4 (College Access) Support each scholar to apply and matriculate to a 4-year college where he/she has the greatest chance of successfully earning a college degree.


State Priorities: 4, Local Priorities: NA


Expected Actual

% of students meeting a-g requirements: Increase to 95% or higher

95% of graduate completers met a-g requirements

% of students graduating high school: Maintain 95% or higher

93.5% of 16-17 class graduated from Cal Prep. 95% graduated from high school.

% of students scoring proficient or above on ACT Composite: Increase 5% so that 44% meets ACT composite criteria

40%

% of students who drop out of school: 17-18: less than 5%

5%

% of students who score a 3 or higher on an AP exam out of the student who take the exam: 17-18: 10%

0%


Action 1





• Implement College Knowledge course in Grade 9

• Continue implementation of Senior College Readiness course

• Implement a MATCH approach to college counseling

• Build STEAM Pathway • Pilot internship opportunities • Build at-risk counseling protocols to

include 10th grade retention practices

• Implemented College Knowledge course in Grade 8

• Continued implementation of Senior College Readiness course

• Implemented a MATCH approach to college counseling

• Built STEAM Pathway • Piloted internship opportunities • Built at-risk counseling protocols to

include 10th grade retention practices • All (100%) seniors applied to two and

four year colleges, FAFSA or Dream Act

• Continued implementation of First-Year-Experience (9th grade), College Support Group (12th grade)

• Planned and executed a College Fair that was open to the public

• Went on college Field Trips for all levels 6-12

• Held Family College Talks • Provided ACT prep • Practice ACT for 9th and 10th grade /

ACT for 11th • Continued with our annual UC

Berkeley College Week for our seniors led by UC Berkeley faculty

• Career workshops with auto-mechanic and culinary departments at CCC

• Matriculation planning with Contra Costa College (Comet Day, Registration on RCAL campus)

• Concurrent enrollment

1 Duplicate Goal 1 2 Duplicate Goal 3 3 Duplicate Goal 1 4 Duplicate Goal 1 5 Duplicate Goal 2 6 Duplicate Goal 3 7 $80,000 8 Duplicate Goal 3 9 Duplicate Goal 1 10 Duplicate Goal 2 11 Duplicate Goal 1 12 $5,000

1 Duplicate Goal 1 2 Duplicate Goal 3 3 Duplicate Goal 1 4 Duplicate Goal 1 5 Duplicate Goal 2 6 Duplicate Goal 3 7 LCFF 8 Duplicate Goal 3 9 Duplicate Goal 1 10 Duplicate Goal 2 11 Duplicate Goal 1 12 LCFF

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Specials Teachers






• Early College High School (ECHS) program with Alliant University

3 Sal + Benefits - Principal 4 Sal + Benefits - Assistant Principal 5 Sal + Benefits - Sped Staff 6 Sal + Benefits - Counselors 7 Sal + Benefits - Family Coordinator 8 Early College HS 9 Books & Materials 10 Software 11 Computers 12 Field Trip



There are three main implementation strategies we use at Cal Prep to ensure that all students can apply and matriculate to best-fit post-secondary options. One is college-readiness classes and advisory , focused on career and college fit, as well as financial literacy and financial wellness. We have courses offered at the 6th, 7th, 9th, and 12th grades to ensure that all students receive counseling and advising around post-secondary options. In the 12th grade, students receive support three times a week to apply to colleges and financial aid. For the grade

levels that do not meet in a weekly class, students receive a monthly workshop to go over post-secondary planning progress and updates. Advisory is also a space/time that allows for students to continue with post-secondary planning and advising. Advisory is a class that all secondary students attend every day for 30 minutes. Advisory teachers receive graduation plans, post-secondary plans, and exploration lessons to help students build up the knowledge and skills to successfully apply and matriculate to college. We also provide family workshops for students at every grade level to stay connected and involved with the post-secondary planning process. The family workshops are provided in the evening to accommodate for working parents and are also open to the community at large. In these workshops, we cover how students can be successful in their classes, A-G requirements, Aspire requirements, standardized testing, college match and fit, summer and extracurricular opportunities, financial aid and financial literacy, and FAFSA and Dream Act application support. There are also whole-school events that are open to every student 6-12. These include local college visits for 6-10th grade and southern California college tours for the 11th grade. These trips include both 2-year and 4-year colleges, CSU, UC, and private schools so that students are exposed to as many campuses and options as possible before the 12th grade application season. We have college and scholarship/financial aid fairs every year in partnership with the College Place and Higher Ed Week, where there are over 30 college representatives and financial aid experts on site to answer questions for students and families.


The overall effectiveness of the actions and services to achieve the articulated goal was mixed. On the one hand, the school maintained or came very close to meeting the A-G, graduation rate, drop-rate, and ACT composite goals, but fell short on AP results. Last year we had fewer than 10 students take an AP exam, because we’ve made more of an effort for students to take college courses instead. Our infrastructure is better suited to support students taking college courses. Every senior but 1 (98% of seniors) took a college course.




The school will maintain and deepen all goal three actions and services. We want to focus our energy around graduation rate and college readiness. Aspire will adopt new college ready metrics moving forward. We hope next year will give us baseline data for this so that we can create a goal in next year’s LCAP.

Stakeholder Engagement

LCAP Year: 2018-2019

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?

Cal Prep held quarterly School Site Council led by a combination of admin, teachers, family members and students. In addition, the school supports two other groups with quarterly opportunities to provide input – our ELPAC family group composed of families of EL students, and our Leadership team composed of admin and lead teachers. The parent leadership group focused on facilities, school culture, SEL, college readiness and academic achievement goals. The ELPAC group monitored actions and services for EL students. These smaller family groups helped develop what information and training was most relevant to share at the larger general family university meetings. The school shares quarterly progress reports on school LCAP goals after each quarter. We also invite all students and all family members to provide input via annual surveys in the spring.

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

Since most of the year we focused on progressing monitoring on last year’s LCAP goals, we spent less time building our LCAP goals and plan for next year. As a result, we spent most of fourth quarter only thinking about our hopes, growth areas, and foci for the 2018-2019 school year. With those times, what was clear was a focus on SEL, academic supports, and community belonging. This is primarily our focus for next year as a result.

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)

Unchanged Goal

Goal 1

(Core Competencies, Academics, and Literacy) Deepen implementation of a rigorous TK-12 Common Core, NGSS standards-aligned, and culturally relevant and community responsive instructional program so that all scholars have the academic literacy skills necessary to be prepared for post-secondary success and develop the school’s emphasized core competences: leadership, agency, critical consciousness, and voice.



Identified Need:

Increase student achievement through a rigorously aligned standard based curriculum in order to better prepare all students for college and careers

Expected Annual Measureable Outcomes

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

Increase by 5% of students on ELA SBAC Meeting/Exceeding

2016-2017: 34% 41% of students Meeting/Exceeding on ELA SBAC

50% of students Meeting/Exceeding on ELA SBAC

57.5% of students Meeting/Exceeding on ELA SBAC

Metrics/Indicators Baseline 2017-18 2018-19 2019-20 (We increased the number of students assessed from the year previous 100% who are in their first year at Cal Prep)

(We increased the number of students assessed from the year previous 125% who are in their first year at Cal Prep)

Increase by 5% of students on Math SBAC Meeting/Exceeding

2016-2017: 25%



43% of students Meeting/Exceeding on Math SBAC

Increase by 5% of scholars Meeting/Exceeding Grade Level Lexile Band

Spring 2017: 25% 30% of scholars meeting/exceeding grade level lexile band

35% of scholars meeting/exceeding grade level lexile band

40% of scholars meeting/exceeding grade level lexile band

Implementation of state standards: % of classrooms demonstrating partial or full alignment to standards on Leadership Walks



85% of classes engaged in partial to fully aligned CCSS lessons during 2018 – 2019 Leadership Walk observations


Sufficient instructional materials

2016/2017: As reported on SARC, 0% students lack own assigned copy of instructional materials

Maintain 0% students lacking own assigned copy of instructional materials



Teacher credentials for core subjects

2016/2017: 90% Teachers With Full Credential





Science

90% of students in assigned grade level will participate in new pilot CA Science Test (CAST)

90% of students in assigned grade level will participate in field test CAST test

90% of students in assigned grade level will partipate in operational CAST AND 30% of those students will meet/exceed grade level

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.

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):

All Students All schools

OR

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

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

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

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

NA NA NA

Actions/Services

Select from New, Modified, or Unchanged for 2017-18



New Unchanged Unchanged

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

• Implement common core aligned math program

• Implement critical literacy program • Implement student portfolios that

emphasize grade level themes and core competencies


• Build capacity of leaders and teachers in NGSS

• Introduce new AIR rubric and implement process

• Deepen common core aligned math instruction

• Deepen critical literacy instruction • Deepen student portfolio instruction and

assessment that emphasize grade level themes and core competencies


• Implement NGSS instruction • Full implementation of new AIR rubric • Pilot culturally responsive teaching practices

in new AIR rubric • Aspire-wide IP roll out TBD

• Deepen common core aligned math instruction

• Deepen critical literacy instruction • Deepen student portfolio instruction and

assessment that emphasize grade level themes and core competencies


• Implement NGSS instruction • Full implementation of new AIR rubric • Aspire-wide IP roll out TBD • Implement culturally responsive teaching

practices in new AIR rubric


Year 2017-18 2018-19 2019-20

Amount 1 $1,542,000 2 $135,000 3 $235,000 4 $335,000 5 $43,000 6 $120,000 7 $40,000 8 $10,000 9 $7,000

1 $1,542,000 2 $135,000 3 $360,000 4 $105,000 5 $43,000 6 $160,000 7 $40,000 8 $40,000 9 $50,000

See 2018-19

Source 1 LCFF 2 LCFF 3 LCFF 4 LCFF & Title I 5 Title II 6 LCFF 7 LCFF 8 LCFF 9 LCFF

1 LCFF 2 LCFF 3 LCFF 4 LCFF & Title I 5 Title II 6 LCFF 7 LCFF 8 LCFF 9 LCFF

See 2018-19

Budget Reference

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Principal 3 Sal + Benefits - Assistant Principal 4 Sal + Benefits - Dean 5 Lead Stipends 6 Books and Materials 7 Travel and Conferences 8 Computers 9 Furniture

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Principal 3 Sal + Benefits - Assistant Principal 4 Sal + Benefits - Dean 5 Lead Stipends 6 Books and Materials 7 Travel and Conferences 8 Computers 9 Furniture

See 2018-19

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


Unchanged

Goal 2

(Progress Monitoring and Sub-Groups) Implement progress monitoring systems at the school, classroom and student level to develop academic and social improvements with a focus on English Learners, students receiving Special Education services, and those that identify as African American.


State Priorities: 4 Local Priorities: NA

Identified Need:

Increase systematized approach to collecting, analyzing, and putting into practice response to data practices for sub groups identified in this goal


Metrics/Indicators Baseline 16-17 2017-18 2018-19 2019-20

Increase 7% of students on ELA SBAC Meeting/Exceeding for FRL, EL, and SPED subgroups

FRL: 30% EL: 31% SPED: 6%

FRL: 37% EL: 38% SPED: 13%

FRL: 44% EL: 45% SPED: 20%

FRL: 51% EL: 52% SPED: 27%

Increase 7% of students on Math

FRL: 22% EL: 9.4%

FRL: 29% EL: 16%

FRL: 36% EL: 23%

FRL: 43% EL: 30%

Metrics/Indicators Baseline 16-17 2017-18 2018-19 2019-20 SBAC Meeting/Exceeding for FRL, EL, and SPED subgroups

SPED: 6% SPED: 13% SPED: 20% SPED: 27%

Increase 7% of students progressing in proficiency bands on CELDT

17.2% 38% Discontinued Discontinued

Increase 7% of students reclassified as Fluent English Proficient

22% 29% 36% 43%

ELPAC Baseline date coming summer 2018 Baseline year Outcome to be determined once

baseline data is available. Outcome to be determined once baseline data is available.





NA NA

OR





EL, FRL Schoolwide All Schools

Actions/Services





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

• Implement formative assessment cycles for Tier 1 instruction (student work, interims, etc.)

• Monitor progress of EL and SPED scholars to drive instructional strategies through Tier 1 program

• Evaluate and identify data protocol • Use LLI for Tier 3 intervention & SPED

instruction • Develop opportunities in the school day

schedule for EL shadow classes and math small group instruction

• Region-wide roll-out of EL support • Adjust and deepen implementation of

formative assessment cycles for Tier 1 instruction aligned to regional protocol

• Continue monitoring progress of EL and SPED scholars to drive instructional strategies through Tier 1 program

• Continue using LLI for Tier 3 intervention & SPED instruction

• Use data to adjust opportunities in the school day schedule for EL shadow classes and math small group instruction

• Continue region-wide roll-out of EL support

• Adjust and deepen implementation of formative assessment cycles for Tier 1 instruction aligned to regional protocol

• Continue monitoring progress of EL and SPED scholars to drive instructional strategies through Tier 1 program

• Continue using LLI for Tier 3 intervention & SPED instruction

• Use data to adjust opportunities in the school day schedule for EL shadow classes and math small group instruction


Year 2017-18 2018-19 2019-20

Amount 1 Duplicate Goal 1 2 Duplicate Goal 1 3 Duplicate Goal 1 4 $85,000 5 $140,000 6 $295,000 7 Duplicate Goal 1 8 $49,000 9 $13,000 10 $60,000

1 Duplicate Goal 1 2 Duplicate Goal 1 3 Duplicate Goal 1 4 $85,000 5 $160,000 6 $295,000 7 Duplicate Goal 1 8 $60,000 9 $50,000 10 $50,000

See 2018-19

Source 1 Duplicate Goal 1 2 Duplicate Goal 1 3 Duplicate Goal 1 4 LCFF 5 ASES 6 LCFF/Sped 7 Duplicate Goal 1 8 LCFF 9 LCFF 10 LCFF

1 Duplicate Goal 1 2 Duplicate Goal 1 3 Duplicate Goal 1 4 LCFF 5 ASES 6 LCFF/Sped 7 Duplicate Goal 1 8 LCFF 9 LCFF 10 LCFF

See 2018-19

Budget Reference

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Assistant Principal 3 Sal + Benefits - Dean 4 Sal + Benefits - Blended Learning staff 5 Sal + Benefits - After School Staff 6 Sal + Benefits - Sped Staff 7 Books and Materials 8 Software 9 Educational Consultants 10 Other Professional Services

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Assistant Principal 3 Sal + Benefits - Dean 4 Sal + Benefits - Blended Learning staff 5 Sal + Benefits - After School Staff 6 Sal + Benefits - Sped Staff 7 Books and Materials 8 Software 9 Educational Consultants 10 Other Professional Services

See 2018-19



Unchanged

Goal 3

(Humanizing Youth) Deepen social emotional learning and implement school, classroom, and advisory culture systems, trauma-informed mental health practices, student participatory action (YPAR), and behavioral health interventions in positive, safe school conditions.



Identified Need:

Inclusive and equitable school climate helps promote positive attendance rates and lowers our suspension and expulsion rates. This also promotes more parent and stakeholder involvement into the success of all students.



All subgroups will achieve and maintain a 95% or above attendance rate

16-17: 97% 96.7% or above 95% or above 95% or above


Decrease suspension rate by 25% or maintain 1% or lower

16-17: suspension rate: 3% Decrease suspension rate by .5% to 2.5% Maintain 2% or lower Maintain 1% or lower

Decrease chronic absenteeism rate by 25% from baseline data

16-17: 4.3% 4% or lower 4% or lower 4% or lower

Maintain a 90% or higher rate of students feeling safe and welcomed at school per Aspire’s Student Survey

16-17: 80% 66% 70% or higher 75% of higher

Maintain a 90% or higher rate of parents feeling safe and welcomed at school per Aspire’s Family Survey

16-17: Over 90% Maintain 90% or higher Maintain 90% or higher Maintain 90% or higher

School Conditions Status reported/evaluated on FIT evaluation as reported on SARC at “Fair” or better

Look up on SARC Good Maintain Good status or better Maintain Good status or better

Expulsion 16-17: 0% 17-18: 0% 18-19: maintain below 1% 19-20: maintain below 1%






OR





NA NA NA

Actions/Services





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services • Consistently implement Restorative

Practices, Behavior Wellness Team, attendance practices

• Identify a vision for Mental Health program • Ensure efficient and effective ongoing

school site operations • Develop and implement year-round

enrollment plan • Engage community in facilities visioning

sessions with contractor • Implement the Wellness Center for

Students, Staff, and Families

• Sustain social emotional learning program • Mental Health team systems & practices • Behavior Health Interventions • Maintain efficient and effective ongoing

school site operations • Consistently implement year-round

enrollment plan • Ensure ongoing facilities maintenance and

planning • Deepen the work of the Wellness Center

for Students, Staff, and Families

• Sustain social emotional learning program and mental and behavior health interventions

• Maintain efficient and effective ongoing school site operations

• Consistently implement year-round enrollment plan

• Ensure ongoing facilities maintenance and planning

• Deepen the work of the Wellness Center for Students, Staff, and Families


Year 2017-18 2018-19 2019-20

Amount 1 Duplicate Goal 1 2 $240,000 3 Duplicate Goal 2 4 Duplicate Goal 1 5 Duplicate Goal 1 6 $405,000 7 $255,000 8 Duplicate Goal 2 9 Duplicate Goal 1 10 Duplicate Goal 1 11 Duplicate Goal 2 12 Duplicate Goal 2 13 $17,000 14 $10,000 15 $55,000

1 Duplicate Goal 1 2 $600,000 3 Duplicate Goal 2 4 Duplicate Goal 1 5 Duplicate Goal 1 6 $340,000 7 $255,000 8 Duplicate Goal 2 9 Duplicate Goal 1 10 Duplicate Goal 1 11 Duplicate Goal 2 12 Duplicate Goal 2 13 $25,000 14 $10,000 15 $55,000

See 2018-19

Year 2017-18 2018-19 2019-20

Source 1 Duplicate Goal 1 2 LCFF 3 Duplicate Goal 2 4 Duplicate Goal 1 5 Duplicate Goal 1 6 LCFF 7 LCFF 8 Duplicate Goal 2 9 Duplicate Goal 1 10 Duplicate Goal 1 11 Duplicate Goal 2 12 Duplicate Goal 2 13 LCFF 14 LCFF 15 LCFF

1 Duplicate Goal 1 2 LCFF 3 Duplicate Goal 2 4 Duplicate Goal 1 5 Duplicate Goal 1 6 LCFF 7 LCFF 8 Duplicate Goal 2 9 Duplicate Goal 1 10 Duplicate Goal 1 11 Duplicate Goal 2 12 Duplicate Goal 2 13 LCFF 14 LCFF 15 LCFF

See 2018-19

Year 2017-18 2018-19 2019-20

Budget Reference

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Specials Teachers 3 Sal + Benefits - Blended Learning staff 4 Sal + Benefits - Assistant Principal 5 Sal + Benefits - Dean 6 Sal + Benefits - Counselors 7 Sal + Benefits - School Operation Staff 8 Sal + Benefits - After School Staff 9 Books & Materials 10 Travel and Conferences 11 Software 12 Educational Consultants 13 Early College High School 14 Repairs and Maintenance 15 Facility Contractors

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Specials Teachers 3 Sal + Benefits - Blended Learning staff 4 Sal + Benefits - Assistant Principal 5 Sal + Benefits - Dean 6 Sal + Benefits - Counselors 7 Sal + Benefits - School Operation Staff 8 Sal + Benefits - After School Staff 9 Books & Materials 10 Travel and Conferences 11 Software 12 Educational Consultants 13 Early College High School 14 Repairs and Maintenance 15 Facility Contractors

See 2018-19



Unchanged

Goal 4

(College Access) Support each scholar to apply and matriculate to a 4-year college where he/she has the greatest chance of successfully earning a college degree.


State Priorities: 4,5 Local Priorities: NA

Identified Need:

Provide opportunities to students to prepare them to be college and career ready in the 21st century.



% of students meeting a-g requirements 16-17: 90.5% Increase to 95% or higher Maintain 95% or higher Maintain 95% or higher

% of students graduating high school

16-17: 90.5% 93.5% Maintain 95% or higher Maintain 95% or higher

% of students scoring proficient or above on ACT Composite

16-17: 39% met ACT composite criteria 40% Increase 5% Increase 5%


% of students who drop out of school 16-17: 7% 5% 18-19: less than 5% 19-20: less than 5%






OR





NA NA NA

Actions/Services





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services • Implement College Knowledge course in

Grade 9 • Continue implementation of Senior College

Readiness course • Implement a MATCH approach to college

counseling • Build STEAM Pathway • Pilot internship opportunities • Build at-risk counseling protocols to

include 10th grade retention practices

• Expand College Knowledge course in 9th grade and offer to additional grades

• Continue implementation of Senior College Readiness course

• Deepen a MATCH approach to college counseling

• Deepen all four Pathway opportunities • Adjust and deepen internship opportunities • Continue adjusting at-risk counseling protocols

to include 10th grade retention practices

• Pilot 8th grade HS Bridge activities • Continue implementation of Senior College

Readiness course • Deepen MATCH approach to college

counseling • Deepen all four Pathway opportunities • Adjust and deepen internship opportunities • Continue adjusting at-risk counseling protocols

to include 10th grade retention practices


Year 2017-18 2018-19 2019-20

Amount 1 Duplicate Goal 1 2 Duplicate Goal 3 3 Duplicate Goal 1 4 Duplicate Goal 1 5 Duplicate Goal 2 6 Duplicate Goal 3 7 $80,000 8 Duplicate Goal 3 9 Duplicate Goal 1 10 Duplicate Goal 2 11 Duplicate Goal 1 12 $5,000


See 2018-19

Year 2017-18 2018-19 2019-20

Source 1 Duplicate Goal 1 2 Duplicate Goal 3 3 Duplicate Goal 1 4 Duplicate Goal 1 5 Duplicate Goal 2 6 Duplicate Goal 3 7 LCFF 8 Duplicate Goal 3 9 Duplicate Goal 1 10 Duplicate Goal 2 11 Duplicate Goal 1 12 LCFF

1 Duplicate Goal 1 2 Duplicate Goal 3 3 Duplicate Goal 1 4 Duplicate Goal 1 5 Duplicate Goal 2 6 Duplicate Goal 3 7 LCFF 8 Duplicate Goal 3 9 Duplicate Goal 1 10 Duplicate Goal 2 11 Duplicate Goal 1 12 LCFF

See 2018-19

Budget Reference

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Specials Teachers 3 Sal + Benefits - Principal 4 Sal + Benefits - Assistant Principal 5 Sal + Benefits - Sped Staff 6 Sal + Benefits - Counselors 7 Sal + Benefits - Family Coordinator 8 Early College HS 9 Books & Materials 10 Software 11 Computers 12 Field Trip

1 Sal + Benefits - Core Teachers 2 Sal + Benefits - Specials Teachers 3 Sal + Benefits - Principal 4 Sal + Benefits - Assistant Principal 5 Sal + Benefits - Sped Staff 6 Sal + Benefits - Counselors 7 Sal + Benefits - Family Coordinator 8 Early College HS 9 Books & Materials 10 Software 11 Computers 12 Field Trip

See 2018-19

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2017-2018

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

$1,063,992 26%

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).

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2018-2019

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

$ 1,029,696 19 %

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).

In the 2018-2019 school year, $1,029,696 of the school’s LCFF revenues are derived from the supplemental and concentration grants. These funds will be expended in a school-wide manner because the school’s unduplicated pupil count as a percent of enrollment exceeds the 40 percent threshold required to expend funds school-wide. These funds are supporting assistant principals, instructional assistants, college counseling support, social/emotional counseling support, technology, instructional materials, books, and other supports that meet the needs of these students. In the 2018-2019 school year, the minimum proportionality percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils is 19%. This proportionality percentage will be met through a combination of targeting the increased LCFF funds towards supports that disproportionately target unduplicated.

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.

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 LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

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

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

mailto:[email protected]

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

the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

• Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such. New, Modified, Unchanged As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

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

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

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

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

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

New/Modified/Unchanged:

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

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

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

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the

action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

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

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

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

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

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

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

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

schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

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

For those services being provided on an LEA-wide basis: • For school districts with an unduplicated pupil percentage of 55% or more, and for charter

schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

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

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

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

• 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.

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; 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060,

52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C.

Sections 6312 and 6314.

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)?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

local control accountability plan and annual …...lcap year (select from 2017-18, 2018-19, 2019-20)...

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