local control and accountability plan and annual update ... 2015-2018 lcap... · local control and...

of 77

E:\LCAP Working Documents\NHUSD 2015-2018 LCAP - 052615.doc

§ 15497.5. Local Control and Accountability Plan and Annual Update Template.

Introduction:

LEA: New Haven Unified School District

Contact (Name, Title, Email, Phone Number): Arlando Smith, Co-Superintendent, [email protected], 510-471-1100

LCAP Year: 2015-2018

Local Control and Accountability Plan and Annual Update Template

The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities. For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs. Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code. The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document. For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.

of 77


State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school. A. Conditions of Learning: Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1) Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2) Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7) Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9) Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10) B. Pupil Outcomes: Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4) Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8) C. Engagement: Parental involvement: efforts to seek parent input in decision making at the district and each school site, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3) Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5) School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

of 77


Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52055(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents. Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures. Guiding Questions:

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01, community members, local bargaining units, LEA personnel, county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders, community organizations representing English learners, and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

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

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

engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5,

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

including unduplicated pupils, related to the state priorities?

of 77


Involvement Process Impact on LCAP

The engagement process included a wide range of stakeholders. Though we held fewer meetings this year due to the tenor of negotiations with our bargaining units, we succeeded in gathering information about the areas where we have made progress, and those areas where we have not. We were delayed in getting started on the monitoring aspects of our plan.

In January, we prepared for and conducted an internal analysis of our progress. This review included the staff of the Division of Teaching Learning. This information was shared with site principals and assistant principals. A power point presentation was created from the information. Site administrators were then charged with sharing the information with their parent groups at their sites, i.e. School Site Councils, Parent Clubs, such as PTA’s, PTO’s and Home and School Clubs, etc. We adopted this approach because we felt there were more opportunities to engage a broader number of stakeholders in information dissemination and data gathering since all sites have these groups, and the groups are populated with a range of stakeholders including students, parents, teachers, and classified staff. A District African American Advisory group has been created. The processes used by the group are similar to the processes of the District English Learner Advisory Committee) DELAC where data is reviewed and recommendations made on how to address the needs of African American Students with intentionality.

Two meetings were held with the LCAP Advisory Committee, March 9th and March 16th. Data was shared at the first meeting. Included in these meetings were staff, both certificated and classified, and members of the certificated bargaining unit. (Members of the Classified Bargaining Unit were invited and chose not to participate.) The data presented raised a vast number of questions. Staff took the questions and the feedback on the format of the meeting and brought it back to the next meeting. Time was spent in small groups dissected the data, and discussing the responses to the questions from the previous meeting. Each group generated recommendations for moving forward on the four broader goals, as well as highlighting areas where progress was being made and making suggestions for possible course corrections.

The Kids Zone is prominent In the Race to the Top grant and in the LCAP. Kids Zone is a group of community partners and agencies, modeled after the Harlem Children’s Zone. The Kids Zone was created six years and the partnerships continue to build, The purpose of the Kids Zone is to provide services to students and families of marginalized populations. It is no coincidence that the targeted groups of LCFF are also some of the targeted populations of the Kids Zone. Kids Zone has installed a Food Pantry, a place where families in need can receive clothing, along with socks, diapers, and other basic necessities. Families have been able to get vision care and haircuts for both males and females.

The District commissioned a study of practices designed to improve achievement of English Learners. The study included Hillview Crest, Searles, Emanuele, Chavez, & Alvarado Middle Schools, and Logan High School from December 2014 to March 2015. Over 100 classrooms were observed via Walkthrough visits. 114 teachers, 6 principals, 6 ELPAs, and 4 parent facilitators were interviewed. Focus groups were held with DELAC parents at their meeting, District administrators were interviewed and EL middle and high school student focus groups were held.

The engagement process proved to be enlightening and well received. The information gleaned led us to broader clarity of the work ongoing within the district. There are 8 project strands of our Race to the Top grant. There are 8 State priority areas for the Local Control Funding Formula which has guided our development of the District Local Control Advisory Plan (LCAP). Two years ago a group known as the Guiding Coalition created. The purpose of the group was to monitor implementation of our Race to the Top grant, and to provide feedback on the initiatives in place to meet the measureable outcomes the district committed to achieving. The group is comprised of district office staff, teachers, site administrators and parents, very similar to the LCAP Advisory Committee. The group meets quarterly and for the past two years we have relied on the Guiding Coalition of stakeholders to provide feedback on the direction we are headed and to monitor our progress towards our expected outcomes. With the advent of the LCAP we have relied on a broader array of stakeholders to provide the input to make recommendations for the development of the Local Control Accountability Plan. For the common good of the whole we have decided to bring both groups together. Since there is integration of the two groups we will now meet jointly. The purpose of combining the groups is to bring greater focus to the directions of the District, bring greater clarity to our commitments, and continue to provide feedback on our bench marking processes.

Based on our review of the data a decision was made to strengthen interventions, with more attention going to the middle grades. A desire was expressed to increase the amount of time assistant principals would have to advise students, in a proactive manner due to the imbalance of disciplinary referrals for African American and Latino students.

Furthermore, a determination was made that more community outreach is needed, not for the purpose of parent engagement, but for assisting families in need of various types of support, which would then translate into improved student attendance in school.

Through the Kids Zone we are piloting a new supper program for the after-school program that has been well received.

The District commissioned a Comprehensive Institutional Alignment Study of its approaches to teaching English Learners. The study was conducted by Ragar Consulting. As a result of the study ten recommendations were made to enhance strengthen the relationship between EL’s and their academic achievement. One of the key recommendations is that a separate Office of English Learner Services be created. Financial limitations may constrain the ability to create a fully staffed office. Discussions are underway for the creation of a Director of English Learner Achievement.

of 77


Annual Update: Annual Update: Two community forums were held, (February 23rd and February 25th) one on each side of the District. These forums were designed to provide an overview of the current years LCAP and to seek input for possible modifications moving forward. This committee was expanded to anyone interested and in attendance rather than a limited proportional representation. This proved more effective. Representation from the teachers association was greater. There was still a noticeable absence of participation from classified employees. Both cognitive and non-cognitive data were reviewed. Small groups were developed aligned with the 14-15 priorities. The 2014-2015 LCAP was measured against the progress made thus far. Focus group data from students and parents gathered by our external evaluators for the Race to the Top grant the district received was shared.

In 2012, New Haven Unified established some ambitious goals for student achievement: 1. All students will be proficient or advanced by 2016. 2. All 3rd grade students will be proficient in reading by 2016. 3. Students below grade level will exceed growth targets by scoring 1.5 times the expected growth

target measures on NWEA. 4. All teachers will be incorporating the 5 C’s into instruction and assessments to improve student

learning. 5. By 2015, 100 percent of teachers will provide Common Core State Standards aligned instruction

and assessment to improve student learning. Both cognitive and non-cognitive data were reviewed. Small groups were developed aligned with the 14-15 priorities. The 2014-2015 LCAP was measured against the progress made thus far on the goals and expected outcomes. Focus group data from students and parents gathered by our external evaluators for the Race to the Top grant the district received was shared. From March to May 2015, a team of Gibson & Associates observers collected classroom observation data from 5 schools and 39 classrooms in New Haven Unified School District. Teachers from TK-12th grade classrooms were observed using a rubric focused on teacher and student actions. Practices were identified on a scale of - Not Observed, Limited Evidence, and Some/Strong Evidence. Observations were generally 15 minutes in length, and most often included two additional New Haven Unified School District observers. Data were analyzed by grade span, content, school, and Race to the Top summer professional learning participation. Some of the findings were related to the goals are : • The vast majority of all instructional content provided by teachers and student activities focused

on Common Core Practices and Standards. • The majority of teachers and students used one the five Cs: Critical Thinking, Creativity,

Collaboration, Cultural Competence, and Communication. Critical thinking was most observed, followed by communication, collaboration, cultural competence, and creativity.

The District commissioned a Comprehensive Institutional Alignment Study of its approaches to teaching English Learners. The study was conducted by Ragar Consulting. Since the implementation of the Race-to-the-Top grant during the 2012-2013 school year, Kids’ Zone has advanced many initiatives at Kids’ Zone schools and within the Decoto neighborhood. These initiatives are supported both through a combination of the Race-to-the-Top Grant and other funding sources. The primary school-based activities and interventions supported and implemented by Kids’ Zone include: • Academic Parent Teacher Teams (APTT) at the Kids’ Zone elementary schools (Hillview

Crest, Searles, and Guy Emanuele, Jr.) • Kindergarten and first grade reading intervention program supported through the S. H.

Cowell Foundation at the Kids’ Zone elementary schools • Mental and behavioral support provided by mental health interns at the Kids’ Zone elementary

schools • Increased enrichment and project-based learning opportunities during the after school

programs at three Kids’ Zone schools (Searles, Guy Emanuele, Jr., and Cesar Chavez Middle School)

of 77


Two Family Service Assistants that provide support to the students and families at Kids’ Zone schools and their families through linking families to services, assisting families in applying for social supports, and hosting parent and family workshops. One focuses on Kids’ Zone elementary schools and the other focuses on NHUSD’s alternative education programs, Conley Caraballo, Decoto School for Independent Study, and Cesar Chavez Middle School. The 2014-2015 school year brought some changes to these main school-based initiatives. The APPT intervention aimed at promoting greater parent engagement in student learning continued at only one of the three Kids’ Zone elementary schools. While Searles continued implementing APTT meetings, implementation at Hillview Crest and Guy, Emanuel Jr. stalled due to contract negotiations with the teacher’s union. This year, a few schools contributed funding to increase the two Family Service Assistants from part-time to full-time positions. NHUSD has also expanded the support and enrichment opportunities available to students including restorative justice, alcohol and drug prevention, and character development programs. In addition to these main school-based initiatives, Kids’ Zone has had many key accomplishments this year: Kids’ Zone engaged community members in a strategic planning process to guide their work over the next three to five years. Kids’ Zone held 12 community meetings, facilitated by community members and staff, during existing groups and gatherings. During the community meetings, the facilitators presented different personas based on the typical characteristics of people living in the Decoto neighborhood, such as seniors, parents, and children and youth of different ages. Based on these personas, community members were asked about the needs, available services, and service gaps present in the Decoto community. Using this feedback, Kids’ Zone identified priorities and strategies that were vetted during additional community meetings.

To promote greater community awareness of its services and mission, Kids’ Zone held a grand opening celebration following its strategic planning process to launch the next stage of their organization. At the event, and over 30 of Kids’ Zone partner agencies held interactive, kid-friendly booths to engage families. Approximately 700 individuals participated in the event, including NHUSD families and teachers, Decoto neighborhood residents, NHUSD administrators.

of 77


Section 2: Goals, Actions, Expenditures, and Progress Indicators Instructions: All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment. Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33. For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal. Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary. Goal: Describe the goal.

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

Related State and/or Local Priorities: Identify the state and /or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities. Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data, used to identify the need(s). Schools: Identify the schools sites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils.

of 77


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

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

Action/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal. Scope of Service: Describe the scope of each action/service by identifying the school sites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide. Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

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

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

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school climate)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual 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 Education Code sections 42238.01 and subgroups as defined in section 52052 that are different

from the LEA’s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052?

of 77


11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code 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?

of 77


GOAL: A. Increase the number of students who are College and Career Ready

Related State and/or Local Priorities: 1_ __ 2_X_ 3_ __ 4_X _ 5___ 6___ 7_ X_ 8____ COE only: 9__ 10__ Local : Specify ______________

Identified Need :

Improve on the 83% graduation rate with particular emphasis on subgroups below the district average.

NHUSD’s college and career readiness strategy includes all of their other strategies, including the focus on critical literacy across the curriculum, writing, and revamping math instruction to include studio habits of mind (as described in Project 1). The district is also investing in efforts to increase students’ awareness of services and supports available to help them graduate college- and career-ready. These include additional access to interventions in small groups, additional support for flexible credit options, launching a STEM academy at James Logan High school, providing greater access to Advanced Placement coursework and exams, and working with middle and high schools to build youth development principles all school activities. In reviewing high school graduation rates for 2014, the EE Team found that Black/African American and Latino/Hispanic students had graduation rates of a 72% and 75%, respectively. This is lower than the graduation rates of Asian (89%) and Caucasian (86%). 13-14 rate district-wide was 85%, 75.5 Latino, 72.2 African American

• Similar to 2012-13, year, the majority of students (68.9%) achieved the 95.0% average daily attendance target. However, the overall mean attendance rate (91.60%) was below the 95.0% average daily attendance target.

• When high school students were excluded, the mean attendance rate for elementary and middle school students (96.46%) was above the 95.0% average daily attendance target.

• The percent of students achieving the 95.0% average daily attendance target differed significantly by ethnicity. A higher percent of Asian, Filipino, and Asian Indian students and a lower percent of Pacific Islander students achieved the 95.0% target.

• Asian and Filipino students had the highest average daily attendance rates. Pacific Islander and White students had the lowest average daily attendance rates.

• A significantly lower percent of students at Kids’ Zone schools achieved the 95.0% average daily attendance target than students at non-Kids’ Zone schools. Students at Kids’ Zone schools also had a lower average daily attendance rate than students at non-Kids’ Zone schools.

NWEA proficiency differed by ethnicity (Grades 3–12) An analysis of variance revealed significant differences between students of various ethnicities in their level of NWEA Reading proficiencies (F(6,6020) = 113.18, p < .01). A post-hoc analysis revealed a significant difference between Asian students and their Black/African American, White, Pacific Islander, and Latino/Hispanic counterparts, such that Asian students (M = 3.85, SD = 1.18) scored an average of 0.88 levels higher than Black/African American students (M = 2.97, SD = 1.30), 0.25 levels higher than White students (M = 3.60, SD = 1.30), 0.51 levels higher than Pacific Islander students (M = 3.34, SD = 1.90), and an average of nearly one proficiency level (0.92) higher than Latino/Hispanic students (M = 2.93, SD = 1.28). The following table depicts each group’s average reading proficiency level in Spring 2014, in which 1 = “Far Below Basic,” 2 = “Below Basic,” 3 = “Basic,” 4 = “Proficient,” and 5 = “Advanced.”

Goal Applies to: Schools:

A.1.1 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS A.1.2 All Elementary (Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary) A.1.3 All NHUSD Schools A.1.4 All NHUSD Schools A.1.5 Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study

of 77


A.1.6 Emanuele Elementary, Hillview Crest Elementary, Searles Elementary, Cesar Chavez MS A.1.7 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS A.1.8 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS A.2.1 All NHUSD Schools A.2.2 All NHUSD Schools A.2.3 All NHUSD Schools A.3.1 New Haven Adult School

Applicable Pupil Subgroups:

A.1.1 All 9-12 Students A.1.2 All K-5 Students A.1.3 EL’s A.1.4 EL’s A.1.5 EL’s, Low SES, Special Needs A.1.6 EL’s, Low SES, Special Needs A.1.7 EL’s, Low SES, Special Needs A.1.8 EL’s, Low SES, Special Needs A.2.1 All NHUSD Students A.2.2 All NHUSD Students A.2.3 All A.3.1 EL’s, Low SES, Foster Youth, Special Needs

LCAP Year: 2015-16 A. Increase the number of students who are College and Career Ready

Expected Annual Measurable Outcomes:

A.1.1 Increase the percentage passing rate for the CAHSEE by 2% percent each year over the previous year. (Currently 90 percent ELA, and 91 percent Math) A.1.2 Increase 3rd grade ELA proficiency to 75% A.1.3 Decrease the number of long-term English Learners by 5% per year A.1.4 Increase the percentage of English learners who are proficient on Title 3 AMAO(1) by 3%, AMAO 2(a) by 2% and AMAO 2(b) by 2% A.1.5 Use 2015 SBAC to establish an English Language Arts proficiency baseline for the out years. A.1.6 50% of Kids’ Zone students will meet their growth target in NWEA A.1.7 Increase the graduation rate by 4% each year A.1.8 Increase college enrollment rates by 4% each year A.2.1 100% of affected teachers will receive Professional Development (PD) in their subject area related to Common Core implementation in ELA, Math & Science A.2.2 Measured by data in the Smarter Balanced Assessment A.2.3 50% students meet or exceed their NWEA growth target A.3.1 Increase in enrollment at Adult School measured by enrollment in ESL and GED classes by 5%

of 77


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

A.1.1 Hire .20 FTE to teach one period of credit recovery. Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS

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

$20,240 Funding Source: LCFF Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

A.1.2 Provide systemic reading intervention K-5. Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary

__ALL OR: _X_Low Income pupils _X_English Learners _X _Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Special Needs

$157,085 Funding Source: LCFF & Grant Funded Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

A.1.3 Provide additional PD to increase certificated staff’s understanding of ELD standards so that English Learners have full access to CCSS’s and increase percent proficient on CELDT to 51.5%.

District-Wide __ALL OR: __Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$27,000 Funding Source: CCSS Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

A.1.4 Offer English Learner Summer Academy. Emanuele Elementary, Hillview Crest Elementary, Searles Elementary

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

$50,000 Funding Source: LCFF Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

A.1.5 Hire Assessment Coaches to assist classroom teachers in the effective use of assessment data to adjust instruction based on formative assessment data and provide intensive intervention support during the regular school day at 6-8 schools

Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study


$6,000 per site ($18,000) Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits

A.1.5 Provide intensive intervention support during the regular school day at 6-8 sites.




A.1.6 Provide a combination of enrichment and academic tutoring at all Kids’ Zone sites.

Emanuele Elementary, Hillview Crest Elementary, Searles Elementary, Cesar Chavez MS

__ALL OR: _X_Low Income pupils _X_English Learners _ _Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Special Needs

$62,550 Funding Source: RTTT-D ($27,500) LCFF ($22,500) Title II ($8,700) Title III ($3,850) Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

of 77


A.1.7 Hire .40 FTE to teach one period of Credit Recovery and research best practices for online models.

Conley-Caraballo HS, Decoto School for Independent Study, James Logan HS



A.1.7 Hire a .60 FTE counselor to provide support to Puente students. The goal of the PUENTE Program is to identify and assist students, with a specific focus on Latino students, to graduate from high school, become college eligible, and enroll in college.

James Logan HS __ALL OR: __Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$60,720 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits

A.1.7 Hire a .40 FTE to provide support to Puente students. The goal of the PUENTE Program is to identify and assist students, with a specific focus on Latino students, to graduate from high school, become college eligible, and enroll in college.



A.1.8 Increase awareness of what it takes for college entrance, and to increase the number of students that take the PSAT, we will provide funding for ALL 10th grade students to insure equal access to college entrance exam.



$10,500 Funding Source: RTTT-D Obj Code: 58XX Services & Other Operating Expenditures

A.1.8 To increase number of students who pass AP Exams passed with 3 or higher we will subsidize students who cannot afford to pay to take the test. $12,000 of the designated $40,000 is to pay for AP teachers who participate in the AP Boot Camp.



$52,000 Funding Source: RTTT-D 38% Obj. Code: 58XX Services & Other Operating Expenditures 52% Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

A.1.8 Purchase site licenses and provide PD for teachers to use Edgenuity online system for the purpose of increasing the number of students in grades 9-12 receiving credit for at least one career tech class.




A.2.1 Provide Literacy and Math Coaches to implement best practices for 21st Century Education to support implementation of Common Core.

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

$1,891,463 Funding Source: RTTT-D, LCFF, Title II Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

of 77


A.2.1 Provide PD for certificated staff to support students to become proficient in NWEA Math.

District-Wide


$553,600 Funding Sources: LCFF, Title II, Title III, RTTT-D, Common Core Obj. Code 11XX/52XX Certificated Salaries Services & Other Operating Expenditures

A.2.1 Provide release time for Algebra teachers to collaborate to increase the percentage of students passing Algebra 1 by end of Grade 9.

Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study, Conley-Caraballo HS, James Logan HS


Cost to be determined. Funding source: Common Core Obj. Code 52XX/58XX Services & Other Operating Expenditures

A.2.2 Provide release time for Literacy and Math coaches and cohort teachers to implement district initiatives.


$1,891,463 Funding Source: RTTT-D Obj. Code: 11XX/52XX Certificated Salaries Services & Other Operating Expenditures

A.2.2 Investigate expansion of STEM courses in middle schools and increase outreach to students historically under-represented in STEM courses.



No Cost

A.2.3 Teams continue to develop rigorous curriculum design units for adoption of curriculum materials for Common Core instruction.


$90,440 Funding source: LCFF, Title I, Title II, Title III Obj. Code: 43XX Books & Supplies

A.3.1 Restore the Adult Education evening program. New Haven Adult School __ALL OR: _X_Low Income pupils _X_English Learners _X _Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Special Needs


of 77




A.1.1 Decrease the number of students requesting CAHSEE waivers in ELA – 11, Math – 8 A.1.2 Increase 3rd grade ELA proficiency to 85% A.1.3 Increase percent proficient to 55.0% A.1.4 Increase percent proficient to 55.0% A.1.5 Percentage will be comparable or higher than the state average by results of 2015 SBAC test A.1.6 60% of students will meet their growth target in NWEA A.1.7 Increase the graduation rate at each site by 10% per year A.2.1 All teachers will receive PD in their subject area as it supports integration of Common Core implementation A.2.2 Percentage will be comparable or higher than the state average by results of 2015 SBAC test A.2.3 60% students meet or exceed their NWEA growth target A.3.1 Increase in enrollment at Adult School measured by enrollment in ESL and GED classes by 5%


A.1.1 Hire .20 FTE to teach one period of credit recovery.

Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS






A.1.3 Provide additional PD to increase certificated staff’s understanding of ELD standards and to ensure that English Learners have full access to CCSS’s and increase percent proficient on CELDT to 55%.


Cost to be determined.

A.1.4 Continue to offer English Learner Summer Academy.

Emanuele Elementary, Hillview Crest Elementary, Searles Elementary



A.1.5 Hire Assessment Coaches to assist classroom teachers in the effective use of assessment data to adjust instruction based on formative assessment data and provide intensive intervention support during the regular school day at 6-8 schools.




of 77


A.1.6 Maintain a combination of enrichment and academic tutoring at all Kids’ Zone sites.


__ALL OR: _X_Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)___Special Needs


A.1.7 Maintain .40 FTE to teach one period of Credit Recovery and research best practices research-based online models for students.




A.1.7 Retain a .60 FTE counselor to provide support to Puente students. The goal of the PUENTE Program is to identify and assist students, with a specific focus on Latino students, to graduate from high school, become college eligible, and enroll in college.




A.1.7 Retain a .40 FTE Puente to continue the two sections. The goal of the PUENTE Program is to identify and assist students, with a specific focus on Latino students, to graduate from high school, become college eligible, and enroll in college.




A.1.8 Increase awareness of what it takes for college entrance, and to increase the number of students that take the PSAT, we will provide funding for ALL 10th grade students to insure equal access to college entrance exam.



$24,650 Funding Source: RTTT-D 100% Obj Code 58XX Services & Other Operating Expenditures


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






of 77


A.2.1 Literacy & Math Coaches will provide PD for Certificated staff to support implementation of 21st Century education to support implementation of Common Core.


$1,693,738 Funding Source: RTTT-D Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits



$362,600 Funding Sources: LCFF, Title II, Title III, RTTT-D Obj. Code 11XX/52XX Certificated Salaries Services & Other Operating Expenditures




Cost to be determined. Funding source: Common Core Obj. Code 52XX/58XX Services & Other Operating Expenditures



$1,693,738 Funding Source: LCFF Obj. Code: 11XX Certificated Salaries

A.2.2 Expand number of STEM courses in Middle Schools / increase outreach.

Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study,


$17,000 Funding Source: RTTT-D Obj. Code: 4310 Books & Supplies



$90,440 Funding source: LCFF, Title I, Title II, Title III Obj. Code: 4310 Books & Supplies

A.3.1 Maintain the Adult Education evening program New Haven Adult School __ALL OR: _X_Low Income pupils _X_English Learners _X _Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Special Needs


of 77




A.1.1 Decrease the number of students requesting CAHSEE waivers in ELA – 9, Math – 6 A.1.2 Increase 3rd grade ELA proficiency to 100 % A.1.3 Increase percent proficient to 60.0% A.1.4 Increase percent proficient to 60.0% A.1.5 Percentage will be comparable or higher than the state average by results of 2015 SBAC test A.1.6 70% of students will meet their growth target in NWEA A.1.7 Increase the graduation rate at each site by 10% per year A.2.1 All teachers will receive PD in their subject area as it supports integration of Common Core implementation A.2.2 Percentage will be comparable or higher than the state average by results of 2015 SBAC test A.2.3 70% students meet or exceed their NWEA growth target A.3.1 Increase in enrollment at Adult School measured by enrollment in ESL and GED classes by 5% 2016-17


A.1.1 Hire .20 FTE to teach one period of credit recovery.







A.1.3 Provide additional PD to increase certificated staff’s understanding of ELD standards and to ensure that English Learners have full access to CCSS’s and increase percent proficient on CELDT to 60%.


Cost to be determined.

A.1.4 Continue to offer English Learner Summer Academy.



$50,000 Funding Source: LCFF Obj. Code: 11XX Certificated Salaries

A.1.5 Hire Assessment Coaches to assist classroom teachers in the effective use of assessment data to adjust instruction based on formative assessment data and provide intensive intervention support during the regular school day at 6-8 schools.




of 77


A.1.6 Maintain a combination of enrichment and academic tutoring at all Kids’ Zone sites.




A.1.7 Maintain .40 FTE to teach one period of Credit Recovery and research best practices research-based online models for students.




A.1.7 Retain a .60 FTE counselor to provide support to Puente students. The goal of the PUENTE Program is to identify and assist students, with a specific focus on Latino students, to graduate from high school, become college eligible, and enroll in college.




A.1.7 Retain a .40 FTE Puente to continue the two sections. The goal of the PUENTE Program is to identify and assist students, with a specific focus on Latino students, to graduate from high school, become college eligible, and enroll in college.




A.1.8 Increase awareness of what it takes for college entrance, and to increase the number of students that take the PSAT, we will provide funding for ALL 10th grade students to insure equal access to college entrance exam..






$100,000 Funding Source: RTTT-D Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits





of 77


A.2.1 Literacy & Math Coaches will provide PD for Certificated staff to support implementation of 21st Century education to support implementation of Common Core.




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

$300,000 Funding Sources: LCFF, Title II, Title III, RTTT-D Obj. Code: 11XX/52XX




Cost to be determined. Funding source: Common Core Obj. Code 11XX/52XX Certificated Salaries Services & Other Operating Expenditures




A.2.2 Expand number of STEM courses in Middle Schools / increase outreach.



Cost to be determined Funding Source: RTTT-D Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits



$90,440 Funding source: LCFF, Title I, Title II, Title III Obj. Code: 4310 Books & Supplies

A.3.1 Continue to build the Adult Education evening program.

New Haven Adult School __ALL OR: _X_Low Income pupils _X_English Learners _X _Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify) Special Needs


of 77


GOAL:

B. Through personalized learning approaches we will expand the capacity to incorporate the 5 C’s (Communication, Collaboration, Critical Thinking, Creativity and Cultural Competence) in support of the District’s goal of 100 percent of teachers providing Common Core aligned instruction and assessment to improve student learning.

Related State and/or Local Priorities: 1_ _ 2_ _ 3_ _ 4_X _ 5__ 6__ 7_ _ 8_X _ COE only: 9__ 10__ Local : Specify ______________

Identified Need :

In Fall 2013, approximately 11% of teachers at each grade span reported using technology to personalize learning at least once per week. In order to equip educators and students with a critical mass of 21st Century learning tools, NHUSD has invested in funding its technology plan, which includes both equipment and comprehensive training and follow-up coaching for teachers in effective use of technology for instruction. Based on parent surveys, parents’ experiences with child engagement in school did not vary based on whether or not their children were enrolled in a Kids’ Zone school. Examining student surveys, however, showed that responses from students at Kids’ Zone schools had more positive ratings for using a computer or technology during class than students at non-Kids’ Zone schools. Based on student surveys, there was no variation in scores among ethnic subgroups.

• Kids’ Zone and non-Kids’ Zone parent ratings of child engagement in technology did not differ. • Students in Kids’ Zone schools rated more positively that they use computers or technology during class. • Students of different ethnic backgrounds did not report any substantial difference in use and engagement in technology as a learning tool. • Parents of Kids’ Zone school students reported lower levels of technology use among their children as compared to last year. • Students in both Kids’ Zone and non-Kids’ Zone schools showed increased positive attitudes toward technology as compared to last year.

Goal Applies to:

Schools:

B. All B.1 All (with emphasis on English Learners, Low SES, Special Needs) B.2 All B.3 All B.4 Alvarado Elementary, Alvarado MS, Cesar Chavez MS, Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS


B. All B.1 Students below grade level B.2 All B.3 All B.4 Grades 6, 9, 10

LCAP Year: 2015-16 B. Through personalized learning approaches we will expand the capacity to incorporate the 5 C’s (Communication, Collaboration, Critical Thinking, Creativity and Cultural Competence) in support of the District’s goal of 100 percent of teachers providing Common Core aligned instruction and assessment to improve student learning.


B. N/A B.1 50% students meet or exceed their NWEA growth target B.2 Baseline B.3 50% students meet or exceed their NWEA growth target B.4 Create PLPs for students in Grades 6, 9 and 10

of 77



B.1 Provide intensive intervention support during the regular school day. Hire Assessment coaches to assist classroom teachers in the effective use of assessment data to adjust instruction based on formative assessment data provide intensive intervention support during the regular school day at 6-8 schools.




B.1 Hire certificated staff to provide interventions classes for English learners at James Logan HS.



B.2. Site principals will demonstrate instructional leadership by leading PD for teachers to incorporate 5C’s of 21st Century Learning during staff meetings.


No Cost

B.3 Provide PD to site administrators to implement an effective evaluation system. Provide evaluation coaches to support implementation of the new system.



B.4 Counselors will create professional learning plans for students in Grades 6, 9 and 10 to help students monitor their progress and for families to have greater understanding of the pathways to college.

Grades 6, 9 & 10 at: Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study, Conley-Caraballo HS, James Logan HS


No Cost

of 77




B. 60% of teachers report using technology to personalize learning at least once per week B.1 60% students meet or exceed their NWEA growth target B.2 Percentage will be comparable or higher than the state average by results of 2015 SBAC test B.3 60% students meet or exceed their NWEA growth target B.4 Continue monitoring PLP’s for grades 7, 10 and 11 and create PLP’s for incoming students in Grades 6 and 9


B.1 Provide intensive intervention support during the regular school day. Hire Assessment coaches to assist classroom teachers in the effective use of assessment data to adjust instruction based on formative assessment data.






B.2. All sites will provide PD to incorporate 5C’s of 21st Century Learning.


No Cost




B.4 Create PLP for students in grades 6 and 9. Monitor PLP’s in Grades 7, 10 and 11.

Grades 6, 7, 9, 10 & 11 at: Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study, Conley-Caraballo HS, James Logan HS

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

No Cost

of 77




B. 80% of teachers report using technology to personalize learning at least once per week B.1 70% students meet or exceed their NWEA growth target B.2 Percentage will be comparable or higher than the state average by results of 2015 SBAC test B.3 70% students meet or exceed their NWEA growth target B.4 Continue monitoring PLP’s for grades 7, 8, 10, 11 and 12, and create PLP’s for incoming students in Grades 6 and 9





B.1 Maintain certificated staff to provide interventions classes for English learners at James Logan HS.



B.2. All sites will provide PD to incorporate 5C’s of 21st Century Learning.


No Cost




B.4 Create personalized learning plans for students in grades 6 and 9. Monitor PLP’s in grades 7, 8, 10, 11 and 12.



No Cost

of 77


GOAL: C. Ensure community confidence in the District by Increasing active participation, communication, and collaboration between the schools/District and stakeholder groups, specifically parents of focus sub groups with the specific goal of educating the whole child and ensuring student achievement.

Related State and/or Local Priorities: 1_ _ 2_ _ 3_X_ 4_X _ 5__ 6__ 7_ _ 8_X _ COE only: 9__ 10__ Local : Specify ______________

Identified Need :

To become an effective 21st Century learning organization, we need to engage all stakeholders. Parents often request support around accessing food, clothing, diapers, transportation, employment, and housing. Parents whose family utilize Kids’ Zone services expressed that transportation is often a barrier to attending events and services offered at Kids’ Zone, their children’s school, and other community organizations, such as the local library. Parents explained that as working parents, they find it challenging to transport their children to and from school, especially when their children do not participate in a before or after school program. In particular, staff and parents noted that families living in the Hillview Crest Elementary attendance area struggle with transportation when their children transition to middle school. Parents voiced concerns about their children’s access to healthy foods at school both during the school day and during the after school program. One parent expressed, “My other concern is the food. Although it is free, I think it needs to be healthier. Healthy doesn’t need to be expensive. We need to educate our kids about healthy food, but we need support from the schools, too.” In reference to after school snacks, another parent stated, “Our kids arrive home hungry. I worry that the snacks that they get aren't enough or aren’t healthy enough.” In addition to improving the quality of food available at school, parents indicated that activities that promote healthy food choices would be beneficial for their families. Staff echoed these concerns and described how student hunger and nutrition can impact students’ ability to learn and engage appropriately in their classroom. Staff reported that one of their priorities this year is helping families apply for the Free and Reduced Meal Program to ensure all eligible students have access.

Goal Applies to:

Schools:

C.1.1 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS C.1.2 All NHUSD Schools C.2.1 All NHUSD Schools C.2.2 All NHUSD Schools C.2.3 All NHUSD Schools C.2.4 All NHUSD Schools C.2.5 All Elementary Schools C.2.6 All 6-8 Sites (Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study) C.2.7 All NHUSD Schools+ C.2.8 All NHUSD Schools C.3.1 All NHUSD Schools C.3.2 All NHUSD Schools C.3.3 All NHUSD Schools C.3.4 All NHUSD Schools C.3.5 All (Emphasis on English Learners, Low SES, Special Needs)


C.1.1 EL’s, Low SES, Special Needs C.1.2 EL’s, Low SES, Special Needs C.2.1 All NHUSD Students C.2.2 EL’s, Low SES, Special Needs C.2.3 EL’s, Low SES, Special Needs C.2.4 EL’s C.2.5 All NHUSD Students

of 77


C.2.6 Targeted students identified for additional interventions C.2.7 EL’s, Low SES, Foster Youth, Special Needs C.2.8 EL’s, Low SES, Foster Youth, Special Needs C.3.1 EL’s, Low SES, Special Needs. C.3.2 EL’s, Low SES, Special Needs C.3.3 All NHUSD Students C.3.4 All NHUSD Students C.3.5 Students below grade level

LCAP Year: 2015-16 C. Ensure community confidence in the District by Increasing active participation, communication, and collaboration between the schools/ District and stakeholder groups, specifically parents of focus sub groups with the specific goal of educating the whole child and ensuring student achievement.


C.1.1 Increase attendance rate for subgroup comparable or higher than the district ADA rate C.1.2 Decrease to 4.0% K-5; Decrease to 7% at grades 6-8; Decrease 1% in grades 9-12 C.2.1 At year two Academic Parent Teacher Teams sites 50% of students will meet their academic growth target in NWEA and increase Academic Parent Teacher Teams parent participation 10% C.2.2 Through Equity Councils and Outreach efforts, 25% increase in parent/guardian participation with sites C.2.3 Parent engagement plans are included through Equity Councils with specified outreach efforts; 25% increase in parent/guardian participation with sites C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas C.2.5 Baseline :Use1800 Parent-Teacher conferences held at 3 elementary schools: (Searles Elementary, Hillview Crest Elementary, Emanuele Elementary) as baseline to establish targets as Academic Parent Teacher Teams is rolled out to other sites C.2.6 Baseline – based on number of students at each site targeted for intervention C.2.7 Baseline - Increase in number of parents of Low SES students who requests subsidized Comcast internet letters 10percent over each previous year C.2.8 Sites collect baseline data on the number of parents of students from identified subgroups who attend regularly scheduled events such as Family Literacy Nights, etc. C.3.1 Stress focus on highlighting restorative philosophy and practices, reduce from 3.1% to 2.5% C.3.2 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.3 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.4 Decrease in disciplinary action each year district-wide by 10% compared to the previous year C.3.5 Complete feasibility study


C.1.1 Research best practices for improving attendance in grades 9-12.


__ALL OR: _X_Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.1.2 Create a draft district plan to increase attendance rates for chronic absentees.


No Cost

of 77


C.2.1 Support continued implementation of Academic Parent Teacher Teams at year 2 elementary sites. Academic Parent Teacher Teams (APTT) provides teachers and families the opportunity to share student performance data and set achievable and measurable, student-centered academic goals. Family engagement is seen as an instructional strategy as teachers coach parents to become engaged and knowledgeable about developing foundational grade-level skills.

Emanuele Elementary, Hillview Crest Elementary, Searles Elementary,


$28,000 per site ($84,000) Funding Source: RTTT-D Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

C.2.2 Install Equity Council’s at all sites to focus on attendance. Equity Council is a collaborative group of individuals focused on various issues that impact achievement and success of all marginalized groups of students by eliminating the predictability and dispro-portionality of which student groups occupy the highest and lowest achievement categories, i.e. racial, special needs and students with disabilities, low SES, LGBT, etc.


No Cost

C.2.2 Develop structures in conjunction with Academic

Parent Teacher Teams and Equity councils to ensure meaningful engagement of parents of EL’s, Foster youth, Low SES.

District-Wide __ALL OR: _X_Low Income pupils _X_English Learners _X_Foster Youth __Redesignated fluent English proficient ___Other Subgroups:(Specify)________________________

No Cost

C.2.3 Provide translation services to all K-5 sites to provide full implementation of Academic Parent Teacher Teams.

Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary


$50,000 ($7,000 per site) Funding Source: LCFF - $28,000 Title 3 - $22,000 2XXX/3XXX Classified Salaries Employee Benefits

C.2.3 Increase parent /guardian participation at all sites by 25% through participation of all sites in Academic Parent Teacher Teams and active recruitment. Sites will include Stakeholder Engagement plans in the development of their Single Plans for Student Achievement (SPSA).


No Cost

C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas


__ALL OR: _X_Low Income pupils _X_English Learners _X_Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)__Special Needs

No Cost

of 77


C.2.5 Expand Academic Parent Teacher Teams (APTT) to all K-5 sites.




C.2.7 Provide parents of low SES students with materials needed to receive discounted internet service from Comcast ($9.95) in Back to School information, at parent meetings when students come to pick up their Chrome books, and during the period when student classes and schedules are given.

District-Wide __ALL OR: _X_Low Income pupils _X_English Learners _X_Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)__Special Needs

No Cost

C.2.8 Provide parent education workshops and materials to assist parents who find the educational system challenging in supporting student success



$46,155 Funding Source: RTTT-D Obj. Code: 21XX/3XXX Classified Salaries Employee Benefits

C.3.1 Provide PD during staff time at all sites to implement restorative practices in the classroom.

District-Wide __ALL OR: _X_Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.3.2 Form a working group of Assistant Principals to analyze data by subgroups on lost class time due to office referrals and create alternatives to suspensions.


No Cost

C.3.2 Implement research based best practices and culturally appropriate supports and interventions.


No Cost

C.3.3 Implement restorative practices at all sites. District-Wide __ALL OR: _X_Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.3.4 Provide PD in Tier 1 and Tier 2 restorative practices.

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

$12,000 Funding Source: LCFF Obj. Code 11XX/5XXX Certificated Salaries Services & Other Operating Expenditures

of 77


C.3.5 Conduct feasibility study to gauge how to strategically allocate resources for Social Worker positions needed over time.


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

No Cost

C.3.5 Investigate feasibility of increasing Family Support Specialist positions as funds become available. Through home visits and a wide range of outreach strategies. Family Support Specialist work with families to identify causes of non-attendance and poor attendance, as well as connecting families with services in the community to assist them in overcoming adverse conditions that prevent them from being fully engaged in the life of the school.


__ALL OR: _X_Low Income pupils _X_English Learners _XFoster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.3.5 Explore / develop more partnerships with community organizations.


__ALL OR: _X_Low Income pupils _X_English Learners _X_Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

of 77


LCAP Year: 2016-17 C. Ensure community confidence in the District by Increasing active participation, communication, and collaboration between the schools /District and stakeholder groups, specifically parents of focus sub groups with the specific goal of educating the whole child and ensuring student achievement.


C.1.1 Increase attendance rate for subgroup comparable or higher than the district ADA rate C.1.2 Decrease to 3.5% K-5; Decrease to 6% at grades 6-8; Decrease to 5% in grades 9-12 C.2.1 At year two Academic Parent Teacher Teams sites 60% of students will meet their academic growth target in NWEA and increase Academic Parent Teacher Teams parent participation 10% C.2.2 Through Equity Councils and Outreach efforts, 35% increase in parent /guardian participation with sites and feel connected with the school C.2.3 Parent engagement plans are included through Equity Councils with specified outreach efforts; 35% increase in parent/guardian participation with sites and feel connected with the school C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas, and 50% will indicate an increased understanding of how to navigate the school system C.2.5 3600 voluntary Parent-Teacher conferences held at all elementary schools C.2.6 Maintain the number of students equal to or more than from previous year C.2.7 Increase or Maintain the number of parents provided of Low SES students who requests subsidized Comcast internet letters from the previous year C.2.8 All sites will see an increase of no less than 10% of parents of students from identified subgroups who attend regularly scheduled events such as Family Literacy Nights, etc. C.3.1 Continue creating restorative environments, reduce to 2.0% C.3.2 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.3 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.4 Decrease in disciplinary action each year district-wide by 10% compared to the previous year C.3.5 Increase number of students receiving social / emotional support


C.1.1 Hire 4 Family Support Specialists who will work with families to determine and address causes of non-attendance, parent and stakeholder engagement, connect families with services such as Comcast, discounts to students on Free and Reduced Lunch i.e. AP Exams, etc.

Alvarado Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary, Alvarado MS, Cesar Chavez MS, James Logan HS, Conley-Caraballo HS,

__ALL OR: _X_Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)__Special Needs

$320,000 Funding Source: LCFF Obj Code: 2XXX/3XXX Classified Salaries Employee Benefits:

C.1.2 Implement overall district plan to increase attendance rates for chronic absentees.


No Cost

C.2.1 Support continued implementation of Academic

Parent Teacher Teams at year 3 elementary sites. Emanuele Elementary, Hillview Crest Elementary, Searles Elementary,


$28,000 per site ($84,000) Funding Source: RTTT-D Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

of 77


C.2.2 Continue the development of Equity Councils at all sites to focus on attendance.


No Cost

C.2.2 Continue developing structures in conjunction with Academic Parent Teacher Teams and Equity councils to ensure meaningful engagement of parents of EL’s, Foster youth, Low SES.


No Cost

C.2.3 Provide translation services to all K-5 sites to provide full implementation of Academic Parent Teacher Teams (APTT).



$50,000 ($7,000 per site) Funding Source: LCFF - $28,000 Title 3 - $22,000 Obj. Code: 2XXX-3XXX Classified Salaries Employee Benefits

C.2.3 Increase parent /guardian participation at all sites by 35%.


No Cost

C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas, and 50% will indicate an increased understanding of how to navigate the school system.


__ALL OR: _X_Low Income pupils _X_English Learners _X_ Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.2.5 Expand Academic Parent Teacher Teams (APTT) to Middle Schools.

Alvarado MS, Cesar Chavez MS, Decoto School for Independent Study



C.2.7 Provide parents of low SES students with materials needed to receive discounted internet service.

District-Wide __ALL OR: _X_Low Income pupils _X_English Learners _X_ Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.2.8 Provide parent education workshops and materials to assist parents who find the educational system challenging in supporting student success.



$47,078 Funding Source: RTTT-D Obj. Code: 2XXX-3XXX Classified Salaries Employee Benefits

of 77


C.3.1 Continue to provide PD during staff time at all sites to implement restorative practices in the classroom.

District-Wide __ALL OR: _X_Low Income pupils _X_English Learners __ Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.3.2 Implement research based practices and culturally appropriate supports and interventions.


No Cost

C.3.2 Review student supports and interventions and make modifications.

District-Wide

__ALL OR: _X_Low Income pupils _X_English Learners __ Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)_Special Needs

No Cost

C.3.3 Continue implementation of restorative practices at all sites.


No Cost

C.3.4 Continue to provide PD in Tier 1 and Tier 2 restorative practices.


$12,000 Funding Source: LCFF Obj. Code 1XXX/5XXX Certificated Salaries Services & Other Operating Expenditures

C.3.5 Hire Social Workers to improve emotional health for students and support restorative practices.




C.3.5 Hire Family Support Specialist positions as funds become available. Through home visits and a wide range of outreach strategies. Family Support Specialist work with families to identify causes of non-attendance and poor attendance, as well as connecting families with services in the community to assist them in overcoming adverse conditions that prevent them from being fully engaged in the life of the school.







No Cost

of 77




C.1.1 Increase attendance rate for subgroup comparable or higher than the district ADA rate C.1.2 Decrease to 3.0% K-5; Decrease to 5.0 % 6-8; Decrease to 50% of current baseline C.2.1 At year two Academic Parent Teacher Teams (APTT) sites 70% of students will meet their academic growth target in NWEA and increase Academic Parent Teacher Teams (APTT) parent participation 10% C.2.2 Through Equity Councils and Outreach efforts, 50% increase in parent/guardian participation with sites and feel connected with the school C.2.3 Parent engagement plans are included through Equity Councils with specified outreach efforts; 50% increase in parent/guardian participation with sites and feel connected with the school C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas, and 50% will indicate an increased understanding of how to navigate the school system C.2.5 4000 voluntary Parent-Teacher conferences held at all elementary schools C.2.6 Maintain the number of students equal to or more than from previous year C.2.7 Increase or Maintain the number of parents provided of Low SES students who requests subsidized Comcast internet letters from the previous year C.2.8 All sites will see an increase of no less than 10% over the previous year of parents of students from identified subgroups who attend regularly scheduled events such as Family Literacy Nights, etc. C.3.1 Continue creating restorative environments, maintain 2.0% C.3.2 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.3 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.4 Decrease in disciplinary action each year district-wide by 10% compared to the previous year C.3.5 Increase number of students receiving social / emotional support


C.1.1 Continue 4 Family Support Specialists who will work with families to determine and address causes of non-attendance, parent and stakeholder engagement, connect families with services such as Comcast, discounts to students on Free and Reduced Lunch i.e. AP Exams, etc.

Alvarado Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary, Alvarado MS, Cesar Chavez MS, James Logan HS, Conley-Caraballo HS,

__ALL OR: _X_Low Income pupils _X_English Learners __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)__Special Needs


C.1.2 Implement overall district plan to increase attendance rates for chronic absentees.


No Cost

of 77


C.2.1 Support continued implementation of Academic Parent Teacher Teams (APTT) at all elementary sites.




C.2.2 Continue development of Equity Council’s at all sites to focus on attendance.


No Cost

C.2.2 Continue developing structures in conjunction with Academic Parent Teacher Teams (APTT) and Equity councils to ensure meaningful engagement of parents of EL’s, Foster youth, Low SES.


No Cost

C.2.3 Provide translation services to all K-5 sites to provide full implementation of Academic Parent Teacher Teams (APTT).



$50,000 ($7,000 per site) Funding Source: LCFF - $28,000 Title 3 - $22,000 Obj. Code: 2XXX-3XXX Classified Salaries Employee Benefits



No Cost

C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas, and 50% will indicate an increased understanding of how to navigate the school system.



No Cost

of 77


C.2.5 Expand Academic Parent Teacher Teams (APTT) to all K-5 schools and Middle Schools.

Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary, Alvarado MS, Cesar Chavez MS, Decoto Schools For Independent Study



C.2.7 Provide parents of low SES students with materials needed to receive discounted internet service from Comcast ($9.95) in Back to School information, at parent meetings when students come to pick up their Chrome books, and during the period when student classes and schedules are given.


No Cost

C.2.8 Provide parent education workshops and materials to assist parents who find the educational system challenging in supporting student success.



Funding Source: RTTT-D - $12,004 LCFF - $35,000 Obj. Code: 2XXX-3XXX Classified Salaries Employee Benefits

C.3.1 Maintain ongoing PD during staff time at all sites to implement restorative practices in the classroom.


No Cost

C.3.2 Implement research based practices and culturally appropriate supports and interventions.


No Cost

C.3.2 Review student supports and interventions and make modifications.


No Cost

C.3.3 Continue implementation of restorative practices at all sites.


No Cost

of 77


C.3.4 Continue PD in Tier 1 and Tier 2 restorative practices.



C.3.5 Hire additional Social Workers to improve emotional health for students and support restorative practices.




C.3.5 Hire Family Support Specialist positions as funds become available. Through home visits and a wide range of outreach strategies. Family Support Specialist work with families to identify causes of non-attendance and poor attendance, as well as connecting families with services in the community to assist them in overcoming adverse conditions that prevent them from being fully engaged in the life of the school.







No Cost

of 77


GOAL:

D. Ensure Basic Services: We will annually increase the number of students achieving “proficiency” or equivalent on CAASSP English Language Arts and Mathematics assessments, be ensuring students are taught by appropriately assigned and fully credentialed teachers, have full access to Common Core aligned instructional materials, and attend well maintained school facilities in good repair for all students.


Identified Need :

In order to implement 21st century teaching and learning strategies, high quality instructors, ongoing PD and a robust technology infrastructure are necessary. NWEA proficiency differed by ethnicity (Grades 3–12) An analysis of variance revealed significant differences between students of various ethnicities in their level of NWEA Reading proficiencies (F(6,6020) = 113.18, p < .01). A Bonferroni post-hoc analysis revealed a significant difference between Asian students and their Black/African American, White, Pacific Islander, and Latino/Hispanic counterparts, such that Asian students (M = 3.85, SD = 1.18) scored an average of 0.88 levels higher than Black/African American students (M = 2.97, SD = 1.30), 0.25 levels higher than White students (M = 3.60, SD = 1.30), 0.51 levels higher than Pacific Islander students (M = 3.34, SD = 1.90), and an average of nearly one proficiency level (0.92) higher than Latino/Hispanic students (M = 2.93, SD = 1.28). The following table depicts each group’s average reading proficiency level in Spring 2014, in which 1 = “Far Below Basic,” 2 = “Below Basic,” 3 = “Basic,” 4=“Proficient,” and 5 = “Advanced.”

Goal Applies to:

Schools:

D.1 All NHUSD Schools D.2 All NHUSD Schools D.3 All Elementary (Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary) D.4 All NHUSD Schools D.5 James Logan HS D.6 All NHUSD Schools D.7 All NHUSD Schools D.8 Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Kitayama Elementary, Searles Elementary, Cesar Chavez MS, James Logan HS


D.1 All D.2 All D.3 All D.4 All D.5 All D.6 All D.7 All D.8 All

LCAP Year: 2015-16 D. Ensure Basic Services: We will annually increase the number of students achieving “proficiency” or equivalent on CAASSP English Language Arts and Mathematics assessments, be ensuring students are taught by appropriately assigned and fully credentialed teachers, have full access to Common Core aligned instructional materials, and attend well maintained school facilities in good repair for all students.


D.1 Teacher retention rate will maintain and/or increase every year. D.2 The Instructional Calendar for 2014-15 was set to 180 days. D.3 Reduction of class size to 29:1 will afford teachers the opportunity to provide more 1:1 attention to targeted groups D.4 The technology infrastructure of staff and student devices; learning management and communication programs; and wireless core network will be upgraded. D.5 Library Media Technicians (LMT) will be funded at each school site. D.6 50% students meet or exceed their NWEA growth target

of 77


D.7 The technology infrastructure of staff and student devices; learning management and communication programs; and wireless core network will be upgraded. D.8 Facilities will be repaired and/or maintained in order to provide a safe, secure, learning environment.


D.1 Retain new certificated staff who meet high quality standards at a rate of 80%by engaging in ongoing PD and implementing a new evaluation system with a growth mindset and high quality feedback.



D.2 Maintain high quality Certificated Staff by eliminating furlough days.


$1,380,000 Funding Source: LCFF Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

D.2 Maintain high quality Certificated staff by restoring instructional days to 180.


$1,725,000 Funding Source: LCFF (General Fund) Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

D.3 Reduce class size to a 29:1 ratio. Grades K-3 at Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary



D.4 Purchase a new Learning Management System, provide PD for staff on integration of current programs and lesson integration tools.



D.5 Investigate costs to benefit financial feasibility of adding additional LMTs.


No Cost

D.5 LMT’s will support certificated staff for the implementation of 21st Century education.



of 77


D.6 Plan rigorous curriculum design units and deliver instruction in Fall and Spring intervals.

District-Wide


$553,600 Funding Source: LCFF, Title II, Title III, RTTT-D Common Core Obj. Code 11XX/52XX Certificated Salaries Services & Other Operating Expenditures

D.7 Purchase new management system provide PD for staff on integration of current programs and less integration tools.



D.8 Continue Deferred Maintenance Project: Install epoxy floor in kitchens, multi-purpose rooms and bathrooms.

Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Kitayama Elementary, Searles Elementary, James Logan Hs


Funding Source: Bond / LCFF Obj. Code: 4XXX/5XXX Books & Supplies Services & Other Operating Expenditures

D.8 Continue Deferred Maintenance Project: Install 30 AMP circuits at 8 locations to comply with the Williams Act.

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


D.8 Continue Deferred Maintenance Project: Resolve hot water issues to comply with Health Department / Inspector requirement.



D.8 Continue Deferred Maintenance Project: Replace dry rot damaged flooring.



D.8 Continue Deferred Maintenance Project: Install sewage grinder pump.

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


of 77




D.1 Teachers will personalize instruction and make human connections to increase student achievement for targeted students. D.2 Percentage will be comparable or higher than the state average by results of 2015 SBAC test D.3 Reduced class size of 27:1 will afford teachers the opportunity to provide more 1:1 attention to targeted groups D.4 Percentage will be comparable or higher than the state average by results of 2015 SBAC test D.5 Percentage will be comparable or higher than the state average by results of 2015 SBAC test D.6 60% students meet or exceed their NWEA growth target D.7 Purchase a new learning management system D.8 The District will make every effort to ensure student safety and security by way of upkeep and maintenance of District facilities in compliance with Williams Act and to provide students with safe learning environment


D.1 Support and retain new certificated staff who meet high quality standards at a rate of 85%.



D.1 Increase high quality certificated staff to 85% / recruit highly qualified certificated staff.


No Cost

D.2 Recruit and increase high quality Certificated Staff by eliminating furlough days.



D.2 Recruit and increase high quality Certificated Staff by restoring instructional days to 180.



D.3 Reduce class size in Kinder to 25:1 and Grades 1-3 to a 27:1 ratio.



of 77


D.4 Continue to provide PD for staff on integration of current programs and lesson integration tools.



D.5 Increase LMT services at James Logan HS to support research and distance learning. *Contingent upon resources being available after negotiations.






D.6 All classrooms implement common core aligned instruction in ELA and Math and Next Generation Science.

District-Wide






D.7 Ensure technology infrastructure support certificated staff 21st century learning needs.









of 77











of 77




D.1 Teachers continue to personalize instruction and make human connections to increase student achievement for targeted students D.2 Percentage will be comparable or higher than the state average by results of 2015 SBAC test D.3 Reduced class size of 27:1 will afford teachers the opportunity to provide more 1:1 attention to targeted groups D.4 Percentage will be comparable or higher than the state average by results of 2015 SBAC test D.5 Percentage will be comparable or higher than the state average by results of 2015 SBAC test D.6 70% students meet or exceed their NWEA growth target D.7 Provide needed PD for staff on integration of current programs and lesson integration tools D.8 The District will make every effort to ensure student safety and security by way of upkeep and maintenance of District facilities in compliance with Williams Act and to provide students with safe learning environment


D.1 Support and retain new certificated staff who meet high quality standards at a rate of 90%.



D.1 Increase high quality certificated staff to 85% / recruit highly qualified certificated staff.


No Cost

D.2 Recruit and increase high quality Certificated Staff by eliminating furlough days.



D.2 Recruit and increase high quality Certificated Staff by restoring instructional days to 180.



D.3 Reduce class size in Kinder to 24:1 and grades 1-3 to a 26:1 ratio.



of 77





D.5 Increase LMT services at JAMES LOGAN HS to support research and distance learning. *Contingent upon resources being available after negotiations.






D.6 All classrooms implement CCSS aligned instruction in ELA and Math and Next Generation Science.


$300,000 Funding Source: LCFF, Title II, Title III Obj. Code 11XX/52XX Certificated Salaries Services & Other Operating Expenditures

D.7 Continue to provide for staff on integration of current programs and lesson integration tools.



D.7 Ensure technology infrastructure support certificated staff 21st century learning needs.









of 77











of 77


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

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

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

Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

of 77


GOAL: A. Increase the number of students who are College and Career Ready

Related State and/or Local Priorities: 1__ _ 2_X_ 3___ 4_X _ 5_ __ 6__ _ 7_X_ 8__ _ COE only: 9__ 10__ Local : Specify ______________

Identified Need :

Improve on the 83% graduation rate with particular emphasis on subgroups below the district average. NHUSD’s college and career readiness strategy includes all of their other strategies, including the focus on critical literacy across the curriculum, writing, and revamping math instruction to include studio habits of mind (as described in Project 1). The district is also investing in efforts to increase students’ awareness of services and supports available to help them graduate college- and career-ready. These include additional access to interventions in small groups, additional support for flexible credit options, launching a STEM academy at James Logan High school, providing greater access to Advanced Placement coursework and exams, and working with middle and high schools to build youth development principles all school activities. In reviewing high school graduation rates for 2014, the EE Team found that Black/African American and Latino/Hispanic students had graduation rates of a 72% and 75%, respectively. This is lower than the graduation rates of Asian (89%) and Caucasian (86%). 13-14 rate district-wide was 85%, 75.5 Latino, 72.2 African American

• Similar to 2012-13, year, the majority of students (68.9%) achieved the 95.0% average daily attendance target. However, the overall mean attendance rate (91.60%) was below the 95.0% average daily attendance target.

• When high school students were excluded, the mean attendance rate for elementary and middle school students (96.46%) was above the 95.0% average daily attendance target.

• The percent of students achieving the 95.0% average daily attendance target differed significantly by ethnicity. A higher percent of Asian, Filipino, and Asian Indian students and a lower percent of Pacific Islander students achieved the 95.0% target.

• Asian and Filipino students had the highest average daily attendance rates. Pacific Islander and White students had the lowest average daily attendance rates.

• A significantly lower percent of students at Kids’ Zone schools achieved the 95.0% average daily attendance target than students at non-Kids’ Zone schools. Students at Kids’ Zone schools also had a lower average daily attendance rate than students at non-Kids’ Zone schools.

NWEA proficiency differed by ethnicity (Grades 3–12) An analysis of variance revealed significant differences between students of various ethnicities in their level of NWEA Reading proficiencies (F(6,6020) = 113.18, p < .01). A Bonferroni post-hoc analysis revealed a significant difference between Asian students and their Black/African American, White, Pacific Islander, and Latino/Hispanic counterparts, such that Asian students (M = 3.85, SD = 1.18) scored an average of 0.88 levels higher than Black/African American students (M = 2.97, SD = 1.30), 0.25 levels higher than White students (M = 3.60, SD = 1.30), 0.51 levels higher than Pacific Islander students (M = 3.34, SD = 1.90), and an average of nearly one proficiency level (0.92) higher than Latino/Hispanic students (M = 2.93, SD = 1.28). The following table depicts each group’s average reading proficiency level in Spring 2014, in which 1 = “Far Below Basic,” 2 = “Below Basic,” 3 = “Basic,” 4 = “Proficient,” and 5 = “Advanced.”

Goal Applies to: Schools:

A.1.1 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS A.1.2 All K-5 Elementary (Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary) A.1.3 All NHUSD Schools A.1.4 All NHUSD Schools A.1.5 All NHUSD Schools A.1.6 Emanuele Elementary, Hillview Crest Elementary, Searles Elementary, Cesar Chavez MS A.1.7 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS

of 77


A.1.8 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS A.2.1 All NHUSD Schools A.2.2 All NHUSD Schools A.2.3 All NHUSD Schools A.3.1 New Haven Adult School


A.1.1 All NHUSD Students A.1.7 EL’s, Low SES, Special Needs A.1.2 All NHUSD Students A.1.8 EL’s, Low SES, Special Needs A.1.3 EL’s A.2.1 All NHUSD Students A.1.4 EL’s A.2.2 All NHUSD Students A.1.5 EL’s, Low SES, Special Needs A.2.3 All NHUSD Students A.1.6 EL’s, Low SES, Special Needs A.3.1 EL’s, Low SES, Foster Youth, Special Needs


A.1.1 Increase the percentage passing rate for the CAHSEE A.1.2 Increase 3rd grade ELA proficiency to 75% A.1.3 Decrease the number of long-term English Learners by 5% per year A.1.4 Increase the percentage of English learners who are proficient on Title 3 AMAO(1) by 3%, AMAO 2(a) by 2% and AMAO 2(b) by 2% A.1.5 Baseline year A.1.6 50% of Kids’ Zone students will meet their growth target in NWEA A.1.7 Increase the graduation rate by 4% each year A.1.8 Increase college enrollment rates by 4% each year A.2.1 100% of affected teachers will receive Professional Development (PD) in their subject area related to Common Core implementation in ELA, Math and Science A.2.2 SBAC Data A.2.3 50% students meet or exceed their NWEA growth target A.3.1 Increase in enrollment at Adult School measured by enrollment in ESL and GED classes by 5%

Actual Annual Measurable Outcomes:

A.1.1 See attached data - A.1.1.1 and A.1.1.2 A.1.2 See attached data - A.1.2 A.1.3 See attached data - A.1.3 A.1.4 See attached data - A.1.4.1 and A.1.4.2 A.1.5 No data available A.1.6 See attached data - A.1.6.1 and A.1.6.2 A.1.7 Graduation rate has increased 3%. See attached data A.1.7 A.1.8 College enrollment has increased by 4%. See attached data A.1.8 A.2.1 100% of K-8 teachers and 79% of 9-12 teachers have received

common core aligned PD in Math Studio. 55% of K-6 teachers have received common core aligned PD in Comprehension at the Core. The remaining 45% will receive it in 2015-16. 72% of 6-12 teachers have received common core aligned PD in Reading Apprenticeship.

A.2.2 SBAC data is not available at this time. A.2.3 Winter NWEA Reading results indicate that 51.6% of K-10 students

have met or exceeded their Fall to Winter growth targets. See attached data A.2.3.

A.3.1 Enrollment at the ESL and GED (High School Diploma) courses has increased. See attached data A.3.1.

of 77


LCAP Year: 2015-16

A. Increase the number of students who are College and Career Ready

Planned Actions/Services Budgeted

Expenditures Actual Actions/Services

Estimated Actual Annual Expenditures

A.1.1 Hire .20 FTE to teach one period of credit recovery. $20,240 Funding Source: LCFF Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

Completed – We have hired two teachers and a para to teacher credit recovery for one period.

$7,335.60 Funding Source: LCFF Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

Scope of service: Decoto School For Independent Study, Conley-Caraballo HS, James Logan HS

Scope of service: Decoto School For Independent Study, Conley-Caraballo HS, James Logan HS



A.1.2 Provide targeted intervention at Kids’ Zone sites. $157,085 Funding Source: Grant Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

In Progress – Providing targeted interventions for students at Kid Zone’s sites.

$134,525 Funding Source: 9045 – Grant Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits Scope of service:


Scope of service:



__ALL OR: _X_Low Income pupils _X_English Learners _X _Foster Youth _X_Redesignated fluent English proficient _X_Other Subgroups:(Specify) Special Needs

A.1.3 Provide additional PD to increase certificated staff’s understanding of ELD standards so that English Learners have full access to CCSS’s and increase percent proficient on CELDT.

$27,000 Funding Source: CCSS Obj Code: 58XX Services & Other Operating Expenditures

In Progress – Conducting English Learner Alignment Study to determine needs for PD.

$24,717.55 Funding Source: CCSS Obj Code: 58XX Services & Other Operating Expenditures

Scope of service: District-Wide Scope of service: District-Wide



of 77





A.1.4 Offer English Learner Summer Academy.

$50,000 Funding Source: LCFF - $25,000 Title III - $25,000 Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

Completed – Offered English Learner Summer Academy during the Summer 2014 for English learners from Emanuele Elementary, Hillview Crest Elementary and Searles Elementary.

$50,000 Funding Source: LCFF - $25,000 Title III - $25,000 Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

Scope of service: Emanuele Elementary, Hillview Crest Elementary, Searles Elementary




A.1.5 Hire Assessment Coaches to assist classroom teachers in the effective use of assessment data to adjust instruction based on formative assessment data.


Completed – Hired assessment coaches at each school site to assist teachers in the effective use of assessment data to adjust instruction on formative assessment.

$75,570.84 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits




A.1.6 Provide a combination of enrichment and academic tutoring at all Kids’ Zone sites.

$62,550 Funding Source: RTTT-D ($27,500) LCFF ($22,500) Title II ($8,700) Title III ($3,850) Obj. Code: 4310 ($9,815) Books & Supplies

Completed – A combination of enrichment and academic tutoring has occurred through securing site licenses for Study Island at the Kid’s Zone sites.

$62,550 Funding Source: RTTT-D - $42,000 Title I - $11,4000 Obj Code: 58XX Services & Other Operating Expenditures Obj. Code: 4310 Books & Supplies

Scope of service:


Scope of service:




of 77





A.1.7 Hire .40 FTE to teach one period of Credit Recovery and research best practices for online models.


Completed – A teacher is released .20 FTE to research best practices in online credit recovery. Using the remaining .20 FTE funding allocation, we have hired two teachers and a para to teach credit recovery for one period.

$32,359 Funding Source: RTTT-D Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits $17,859 Obj. Code: 2XXX/3XXX Classified Salaries Employee Benefits $14,500

Scope of service: Conley-Caraballo HS, Decoto School for Independent Study, James Logan HS




A.1.7 Hire a .60 FTE counselor to provide support to Puente students.


Completed – The .60 FTE counselor has been hired to support Puente students.


Scope of service: James Logan HS Scope of service: James Logan HS

__ALL OR: ___Low Income pupils _X_English Learners _ _Foster Youth __Redesignated fluent English proficient ___Other Subgroups:(Specify)_________________

__ALL OR: ___Low Income pupils _X_English Learners _ _Foster Youth __Redesignated fluent English proficient ___Other Subgroups:(Specify)_________________

A.1.7 Hire a .40 FTE Puente adding two more sections. $50,000 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits

Completed – We have added two more sections of Puente. $35,272 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits


__ALL OR: __Low Income pupils _X_English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________

__ALL OR: __Low Income pupils _X_English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________

A.1.8 Increase the number of students that take the PSAT. $10,500 Funding Source: RTTT-D Obj Code: 58XX Services & Other Operating Expenditures

Completed – All 10th grade students took the PSAT in the fall of 2014.






of 77





A.1.8 Increase number of students who pass AP Exams passed with 3 or higher

$52,000 Funding Source: RTTT-D Obj Code: 11XX/3XXX Certificated Salaries Employee Benefits $32,000 Obj Code: 58XX Services & Other Operating Expenditures $20,000

Completed – We have provided students with summer AP boot-camp and have subsidized the cost of AP exams. Teachers provide tutorials for AP students prior to the exams.

$52,000 Funding Source: RTTT-D Obj Code: 11XX/3XXX Certificated Salaries Employee Benefits $27,000 Obj Code: 11XX/3XXX Certificated Salaries Employee Benefits $5,000 Obj Code: 58XX Services & Other Operating Expenditures $20,000





A.1.8 Increase number of students in grades 9-12 receiving credit for at least one career tech class.


Completed – We have increased the number of sections in STEM classes at the middle and high schools. Students in grades 6, 9 and 10 have completed PLP’s, which may include plans to take CTE classes that align to their career goals, as appropriate.

$56,800 Funding Source: RTTT-D Obj. Code: 4310 Books & Supplies $4,379 Obj Code: 58XX Services & Other Operating Expenditures $56,800





A.2.1 Provide Literacy and Math Coaches to implement best practices for 21st Century Education to support implementation of Common Core.

$1,891,463 Funding Source: RTTT-D, Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

Completed – All sites have literacy and math coaches. Coaches support teachers in implementing the common core standards and the aligned PD.

$1,835.788.79 Funding Source: RTTT-D Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits




of 77







In progress – Teachers at all sites have been provided Math Studio PD, which supports students in becoming proficient in math.

$473,000 Funding Source: LCFF - $254,000 RTTT-D - $50,000 Title I - $14,000 Title III - $5,000 Obj Code: 11XX/3XXX Certificated Salaries Employee Benefits $135,000 Obj Code: 58XX Services & Other Operating Expenditures $323,000




A.2.1 Provide PD for Algebra teachers to increase the percentage of students passing Algebra 1 by end of Grade 9.

$15,000 Funding Source: CCSS - $9,960 RTTT-D - $5,040 Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

In progress – Algebra teachers have received PD in Math Studio in order to increase Algebra passing rates.

$12,000 Funding Source: CCSS - $6,960 RTTT-D - $5,040 Obj. Code: 11XX/3XXX Certificated Salaries Employee Benefits

Scope of service:


Scope of service:






Completed – All sites have literacy and math coaches. Coaches support teachers in implementing the common core standards and the aligned PD. Additionally, sites have 90 sub days available for teachers to be released to meet with coaches. Coaches have release time, and most coaches are released full time.

$473,000 Funding Source: LCFF - $254,000 RTTT-D - $50,000 Title I - $14,000 Title III - $5,000 Obj Code: 11XX/3XXX Certificated Salaries Employee Benefits $135,000 Obj Code: 58XX Services & Other Operating Expenditures $323,000




of 77





A.2.2 Investigate expansion of STEM courses in middle schools and increase outreach to students historically under-represented in STEM courses.

No Cost Completed – Both middle schools and James Logan High School have added STEM classes. Principals and counselors are encouraging under-represented students to

select STEM classes during the pre-registration process.

No Cost

Scope of service: Alvarado MS, Cesar Chavez MS, James Logan HS

Scope of service: Alvarado MS, Cesar Chavez MS, James Logan HS



A.2.3 Provide release time for teams to develop units for adoption of curriculum materials for Common Core instruction.

$275,600 Funding Source: CCSS - $200,000 RTTT-D - $75,600 Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

In progress – Over 150 teachers in grades K-12 have been meeting in cross-district teams to create Rigorous Curriculum Design units for English/Language Arts, math, science and social science.

$275,600 Funding Source: CCSS - $200,000 RTTT-D - $75,600 Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits


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


A.3.1 Restore the Adult Education evening program $200,000 Funding Source: LCFF Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

Completed – We have added evening Adult Education classes.


Scope of service: New Haven Adult School Scope of service: New Haven Adult School


__ALL OR: _X_Low Income pupils _X_English Learners _X_Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)__Special Needs_______

of 77


What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?

Students across all groups reported higher levels of college and career preparedness in Spring 2014 than they did in Fall 2013. Further, students at Kids’ Zone schools reported having greater opportunities to explore careers than students at non-Kids’ Zone schools. Elementary and middle schools students at Kids Zone schools improved their overall NWEA proficiency in English Language Arts and Math between 2013 and 2014. Despite these improvements an achievement gap remains between Kids' Zone and non-Kids’ Zone schools and amongst ethnic/racial subgroups. In the 2014-2015 school year, the Kids’ Zone program has made substantial strides in improving its programs and services this year. Through focus groups in 2015, parents reported their satisfaction with the value and impact of the services, though several noted challenges accessing or being aware of services. Based on survey and NWEA data, there continues to be room for growth in improving the academic experience for students at Kids’ Zone schools. Based on 2014 NWEA proficiency scores for students in grades 3–12, there is a pronounced achievement gap in proficiency scores in both mathematics and English language arts results between Kids’ Zone and non-Kids’ Zone schools, with 59% and 55% of elementary and middle school students at non-Kids’ Zone schools achieving proficiency in math and English language arts, respectively, while only 35% and 42% of elementary and middle school students in Kids’ Zone schools do so. There were racial-ethnic differences in levels of math and English language arts proficiency such that Math and English language arts proficiency rates were higher for Asian (71% and 66%, respectively), Filipino (59% and 61%, respectively) and White (59% and 61%, respectively) students than for Black/African American (28% and 37%, respectively) and Latino/Hispanic (32% and 36%, respectively) students. It is important to note that only high school students who were identified as at-risk for not achieving proficiency were tested using the NWEA.

1. Students at Kids’ Zone schools demonstrated slight increases in proficiency in Spring 2014 compared to Fall 2013. Despite these improvements, students at Kids’ Zone schools continued to demonstrate significantly lower levels of math and English language arts’ proficiency than students at non-Kids’ Zone schools based on the NWEA assessments.

2. In Spring 2014, Asian students had significantly higher levels of math and reading proficiency than students of many other ethnicities, including a significant proficiency gap between Asian and Latino/Hispanic students, which continued to grow between Spring 2013 and Spring 2014. In the Spring 2014 NWEA Reading results, Asian students outpaced Latino/Hispanic students by an average of nearly one performance level and in the Spring 2014 NWEA Math results, Asian students outpaced Latino/Hispanic students by an average of more than one performance level.

3. Black/African American and Latino/Hispanic ethnic minority students had significantly lower levels of math and reading proficiency in Spring 2014 as compared to Spring 2013. Further, Black/African American students had significantly lower levels of math and reading proficiency than students of all other ethnicities except Latino/Hispanic in Spring 2014.

Action Steps:

1) Additional Math professional development (PD) at designated sites 2) Targeted interventions by asking teachers to review data on specific students and design interventions for those

students

of 77


GOAL:

B. Through personalized learning approaches we will expand the capacity to incorporate the 5 C’s (Communication, Collaboration, Critical Thinking, Creativity and Cultural Competence) in support of the District’s goal of 100 percent of teachers providing Common Core aligned instruction and assessment to improve student learning.


Identified Need:

In Fall 2013, approximately 11% of teachers at each grade span reported using technology to personalize learning at least once per week. In order to equip educators and students with a critical mass of 21st Century learning tools, NHUSD has invested in funding its technology plan, which includes both equipment and comprehensive training and follow-up coaching for teachers in effective use of technology for instruction. Based on parent surveys, parents’ experiences with child engagement in school did not vary based on whether or not their children were enrolled in a Kids’ Zone school. Examining student surveys, however, showed that responses from students at Kids’ Zone schools had more positive ratings for using a computer or technology during class than students at non-Kids’ Zone schools. Based on student surveys, there was no variation in scores among ethnic subgroups.

• Kids’ Zone and non-Kids’ Zone parent ratings of child engagement in technology did not differ. • Students in Kids’ Zone schools rated more positively that they use computers or technology during class. • Students of different ethnic backgrounds did not report any substantial difference in use and engagement in technology as a learning tool. • Parents of Kids’ Zone school students reported lower levels of technology use among their children as compared to last year. • Students in both Kids’ Zone and non-Kids’ Zone schools showed increased positive attitudes toward technology as compared to last year.

Goal Applies to:

Schools:

B. All NHUSD Schools B.1 All (with emphasis on English Learners, Low SES, Special Needs) B.2 All NHUSD Schools B.3 All NHUSD Schools B.4 Alvarado MS, Cesar Chavez MS, Decoto School For Independent Study, Conley-Caraballo HS, James Logan HS


B. All NHUSD Students B.1 Students below grade level B.2 All NHUSD Students B.3 All NHUSD Students B.4 Grades 6, 9, 10


B. N/A B.1 50% students meet or exceed their NWEA growth target B.2 Baseline (SBAC) B.3 50% students meet or exceed their NWEA growth target B.4 Create PLPs for students in Grades 6, 9 and 10


B.1 In 2013-14, 41% of all K-8 students achieved at least 1 year growth on NWEA ELA Test (34% African American, 38% Latino/Hispanic, 42% Low SES, 43% EL, and 42% Special Education).

B.2 Baseline YR (SBAC). NWEA used as an early indicator. NWEA Literacy Proficiency (Winter 2014): 73% Kindergarten, 60.4% 3rd Grade and 44.4% 6th Grade

Math (Winter 2014): 37.7% of all 6th grades met growth target and 78% of all 9th Graders passed Algebra 1.

B.3 Refer to B.1 B.4 PLP’s distributed to all students in Grades 6, 9, and 10.


of 77







Completed – Each school site has an assessment coach who received PD regarding formative/summative assessments in order to support teachers.

$75,570.84 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits Scope of service: District-Wide Scope of service: District-Wide





Completed. Hired a fulltime teacher to teach targeted intervention for EL students at James Logan HS.

$92,140.60 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits


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

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

B.2. Provide PD to incorporate 5C’s of 21st Century Learning $1,534,000 Funding Source: LCFF - $300,000 RTTT-D – 1,337,920 Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits Obj Code: 58XX Services & Other Operating Expenditures

On-going – Teachers are provided on-going PD in content areas (i.e. Math Studio, RAISE, FIL, PBL) to support the use of 5C’s in teaching practices.

$1,637,920 Funding Source: LCFF - $300,000 RTTT-D – $1,337,920 Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits $969,920 Obj Code: 58XX Services & Other Operating Expenditures $668,000





$101,200 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefit Obj Code: 58XX Services & Other Operating Expenditures

Completed – Administrators have received PD from the New Teacher Center regarding coaching and evaluation tools to support an effective evaluation system.

$88,500 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefit $58,500 Obj Code: 58XX Services & Other Operating Expenditures $30,000

District-Wide District-Wide Scope of service: District-Wide



of 77





B.4 Create PLPs for students in Grades 6, 9 and 10. No Cost Completed – District Counselors created and implemented

PLP’s with the students in Grades 6, 9 and 10. No Cost

Scope of service: Grades 6, 9 and 10 Scope of service: Grades 6, 9 and 10




Students in Spring 2014 reported more positive attitudes toward, and ratings of, technology usage regardless of their ethnic or socio-economical background than in Fall 2013.

1) Increased professional development (PD) for teachers with the Buck Institute to provide greater access for Project Based Learning.

2) Provide intensive intervention support during the regular school day. Hire Assessment coaches to assist classroom teachers in the effective use of assessment data to adjust instruction based on formative assessment data. $98,000

3) District wide notification to parents of Comcast discount for low SES families to gain greater access to technology and address concerns related to Digital Divide.

4) Increase the number of Free and Reduced Lunch forms available District wide 5) Improve identification of students who are entitled to Free and Reduced Lunch to avail them of the services they

may not be getting at the present time.

of 77


GOAL:

C. Ensure community confidence in the District by Increasing active participation, communication, and collaboration between the schools/District and stakeholder groups, specifically parents of focus sub groups with the specific goal of educating the whole child and ensuring student achievement.

Related State and/or Local Priorities: 1_ _ 2_ _ 3_X_ 4_ _ 5__ 6__ 7_ _ 8_ _ COE only: 9__ 10__ Local : Specify ______________

Identified Need: To become an effective 21st Century learning organization, we need to engage all stakeholders.

Goal Applies to:

Schools:

C.1.1 Conley-Caraballo HS, Decoto School For Independent Study, James Logan HS C.1.2 All NHUSD Schools C.2.1 All NHUSD Schools C.2.2 All NHUSD Schools C.2.3 All NHUSD Schools C.2.4 All NHUSD Schools C.2.5 All Elementary (Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary) C.2.6 All 6-8 Sites (Alvarado MS, Cesar Chavez MS, Decoto School for Independent Study) C.2.7 All NHUSD Schools C.2.8 All NHUSD Schools C.3.1 All NHUSD Schools C.3.2 All NHUSD Schools C.3.3 All NHUSD Schools C.3.4 All NHUSD Schools C.3.5 All (Emphasis on English Learners, Low SES, Special Needs)


C.1.1 EL’s, Low SES, Special Needs C.1.2 EL’s, Low SES, Special Needs C.2.1 All NHUSD Students C.2.2 EL’s, Low SES, Special Needs C.2.3 EL’s, Low SES, Special Needs C.2.4 EL’s C.2.5 All NHUSD Students C.2.6 Targeted students identified for additional interventions C.2.7 EL’s, Low SES, Foster Youth, Special Needs C.2.8 EL’s, Low SES, Foster Youth, Special Needs C.3.1 EL’s, Low SES, Special Needs. C.3.2 EL’s, Low SES, Special Needs C.3.3 All NHUSD Students C.3.4 All NHUSD Students C.3.5 Students below grade level

of 77



C.1.1 Increase attendance rate for subgroup comparable or higher than the district ADA rate C.1.2 Decrease to 4.0% K-5; Decrease to 7% at grades 6-8; Decrease 1% in grades 9-12 C.2.1 At year two Academic Parent Teacher Teams (APTT) sites 50% of students will meet their academic growth target in NWEA and increase Academic Parent Teacher Teams (APTT) parent participation 10% C.2.2 Through Equity Councils and Outreach efforts, 25% increase in parent/guardian participation with sites C.2.3 Parent engagement plans are included through Equity Councils with specified outreach efforts; 25% increase in parent/guardian participation with sites C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas C.2.5 Baseline 1800 Parent-Teacher conferences held at 3 elementary schools: Searles Elementary, Hillview Crest Elementary and Emanuele Elementary C.2.6 Baseline – based on number of students at each site targeted for intervention C.2.7 Baseline - Increase in number of parents provided of Low SES students who requests subsidized Comcast internet letters C.2.8 Sites collect baseline data on the number of parents of students from identified subgroups who attend regularly scheduled events such as Family Literacy Nights, etc. C.3.1 Stress focus on highlighting restorative philosophy and practices, reduce from 3.1% to 2.5% C.3.2 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.3 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.4 Decrease in disciplinary action each year district-wide by 10% compared to the previous year C.3.5 Complete feasibility study


C.1.1 Disaggregated attendance rates not yet available C.1.2 Decrease to 4.0% K-5; Decrease to 7% at grades 6-8; Decrease 1% in grades 9-12 C.2.1 At year two Academic Parent Teacher Teams (APTT) sites 50% of students will meet their academic growth target in NWEA and increase Academic Parent Teacher Teams (APTT) parent participation 10% C.2.2 Individual site parent participation data not available at this time C.2.3 Family/Parent Workshop Spreadsheet C.2.4 Data not available C.2.5 Baseline 1800 Parent-Teacher conferences held at 3 elementary schools: Searles Elementary, Hillview Crest Elementary and Emanuele Elementary C.2.6 Baseline – based on number of students at each site targeted for intervention C.2.7 Baseline – data not available. C.2.8 Baseline data not yet available. Workshop data available: see spreadsheet C.2.3 C.3.1 Suspension & Expulsion data C.3.2 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.3 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.4 Decrease in disciplinary action each year district-wide by 10% compared to the previous year C.3.5 No data available

of 77




C.1.1 Increase attendance rate for subgroup comparable or higher than the district ADA rate C.1.2 Decrease to 4.0% K-5; Decrease to 7% at grades 6-8; Decrease 1% in grades 9-12 C.2.1 At year two Academic Parent Teacher Teams (APTT) sites 50% of students will meet their academic growth target in NWEA and increase Academic Parent Teacher Teams (APTT) parent participation 10% C.2.2 Through Equity Councils and Outreach efforts, 25% increase in parent/guardian participation with sites C.2.3 Parent engagement plans are included through Equity Councils with specified outreach efforts; 25% increase in parent/guardian participation with sites C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas C.2.5 Baseline 1800 Parent-Teacher conferences held at 3 elementary schools: SEARLES ELEMENTARY, HILLVIEW CREST ELEMENTARY, EMA C.2.6 Baseline – based on number of students at each site targeted for intervention C.2.7 Baseline - Increase in number of parents provided of Low SES students who requests subsidized Comcast internet letters C.2.8 Sites collect baseline data on the number of parents of students from identified subgroups who attend regularly scheduled events such as Family Literacy Nights, etc. C.3.1 Stress focus on highlighting restorative philosophy and practices, reduce from 3.1% to 2.5% C.3.2 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.3 Decrease in disciplinary actions each year district-wide by 10% or more based on the previous year C.3.4 Decrease in disciplinary action each year district-wide by 10% compared to the previous year C.3.5 Complete feasibility study




C.1.1 Research best practices for improving attendance in grades 9-12.

No Cost In Progress – Training based on research in best practices was provided for site administrators prior to the start of school. James Logan HS created a comprehensive attendance plan, based on the recommendations of Attendance Works, a research based national/state initiative that promotes improving policies and practices around student attendance.

No Cost

Scope of service: Grades 9-12 Scope of service: Grades 9-12



of 77





C.1.2 Create a draft district plan to increase attendance rates for chronic absentees.

No Cost In Progress – The District has held two round table discussions, sharing attendance data and hearing suggestions. The district supported the development of site plans to increase attendance rates for chronic absentees, with year one emphasis on elementary sites and James Logan HS

No Cost




C.2.1 Support continued implementation of Academic Parent

Teacher Teams (APTT) at year 3 elementary sites.

$121,300 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits Obj Code: 58XX Services & Other Operating Expenditures

In Progress – Consultant support and hourly pay for participating teachers was provided to all three year 2 sites for continued implementation of Academic Parent Teacher

Teams (APTT). Continued implementation was halted after the first round of meetings at 2 of the 3 sites due to contract negotiations.

$121,300 Funding Source: RTTT-D Obj. Code: 12XX/3XXX Certificated Salaries Employee Benefits $28,660 Obj Code: 58XX Services & Other Operating Expenditures $80,000





C.2.2 Install Equity Council’s at all sites to focus on attendance.

No Cost In Progress – Equity Councils are in the process of being formed at many sites, to include parents, staff, and students as appropriate. All sites have provided parent and/or staff representatives to the district-wide Equity Council, which meets monthly.

No Cost


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


of 77





C.2.2 Develop structures in conjunction with Academic Parent

Teacher Teams (APTT) and Equity councils to ensure meaningful engagement of parents of EL’s, Foster youth, Low SES.

No Cost In Progress – Structures are under development such as the African-American parent group that meets with one of the Co-Superintendents, workshops and meetings for Spanish Speaking parents, parent focus groups for data gathering.

No Cost

Scope of service: District-Wide Scope of service: District-Wide __ALL OR: _X_Low Income pupils _X_English Learners _X_Foster Youth __Redesignated fluent English proficient ___Other Subgroups:(Specify)______________________


C.2.3 Provide translation services to all Elementary sites to provide full implementation of Academic Parent Teacher Teams (APTT).

$50,000 ($7,000 per site) Funding Source: LCFF - $28,000 Title 3 - $22,000

In Progress – Translation services have been provided for Academic Parent Teacher Teams (APTT) when specific language translators have been available.

$7,363 Funding Source: Title 2 - $1,669 LCFF - $5,694 Obj. Code: 21XX/3XXX Classified Salaries Employee Benefits Scope of service:

Alvarado Elementary, Eastin Elementary Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary Searles Elementary

Scope of service:





No Cost In Progress – Parent participation at active Academic Parent Teacher Teams (APTT) school sites (Searles Elementary, Emanuele Elementary, Hillview Crest Elementary) has increased compared to the previous year by over 60%. This information is not disaggregated by site, and is not available for other sites at this time.

No Cost




of 77





C.2.4 100% of parents of English Learner students will be informed about opportunities to provide guidance on topics and agendas.

No Cost In Progress – Parents participating in DELAC and ELAC are provided information about how to guide and give input to the SPSA decision making, as well as contributing to the meeting agendas.

No Cost





C.2.5 Expand Academic Parent Teacher Teams (APTT) to all K-5 sites.


In Progress – This action has been temporarily interrupted due contract negotiations.

No Cost

Scope of service:


Scope of service:



C.2.7 Provide parents of low SES students with materials needed to receive discounted internet service.

No Cost In Progress – Parents are receiving information about internet services with their eligibility letters for Free and Reduced Price Meals.

No Cost




of 77





C.2.8 Provide parent education workshops and materials to assist parents who find the educational system challenging in

supporting student success.

$46,155 Funding Source: RTTT-D Obj. Code: 21XX/3XXX Classified Salaries Employee Benefits

In Progress – Fifteen parent workshops held to date for 2014-15.

$3,920 Funding Source: RTTT-D Obj. Code: 21XX/3XXX Classified Salaries Employee Benefits Scope of service:





C.3.1 Provide PD during staff time at all sites to implement restorative practices in the classroom.

No Cost

In Progress – PD to support implementation of Restorative Practices in the classroom has occurred at the district level and at 5 school sites; Eastin, Hillview Crest and Pioneer Elementary, Cesar Chavez MS and James Logan HS.

No Cost

Scope of service: District-Wide Scope of service:

Eastin Elementary, Hillview Crest Elementary, Pioneer Elementary, Cesar Chavez MS, James Logan HS



C.3.2 Form a working group of AP’s to analyze data by subgroups on lost class time due to office referrals and create alternatives to suspensions.

No Cost

In Progress – This action is planned for implementation in Spring 2015.

No Cost




of 77





C.3.2 Implement research based best practices and culturally appropriate supports and interventions.

No Cost

In Progress – Implementation of Restorative Practices is currently supported at 3 school sites; Hillview Crest Elementary, Cesar Chavez MS. and James Logan HS.

No Cost

Scope of service: District-Wide Scope of service: Hillview Crest Elementary, Cesar Chavez MS, James Logan HS



C.3.3 Implement restorative practices at all sites.


In Progress – Implementation of Restorative Practices is currently supported at 3 school sites; James Logan HS, Hillview Crest Elementary and Cesar Chavez MS, being expanded to Eastin, Emanuele and Pioneer, Elementary Schools.


Scope of service: District-Wide Scope of service:

Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Pioneer Elementary, Cesar Chavez MS, James Logan HS



C.3.4 Provide PD in Tier 1 and Tier 2 restorative practices.


In Progress – PD to support Tier 1 and 2 Restorative Practices has occurred at the district level and at 3 school sites; James Logan HS, Hillview Crest Elementary and Cesar Chavez MS.

Scope of service: District-Wide Scope of service: Hillview Crest Elementary, Cesar Chavez MS James Logan HS

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


of 77





C.3.5 Conduct feasibility study to gauge how to strategically allocate resources for Social Worker positions needed over time.

No Cost In Progress – Data has been gathered and discussed regarding impact of current positions. An additional position was added mid-year, shared by Hillview Crest Elementary and Cesar Chavez MS, Logan High School.


Scope of service:


Scope of service: Hillview Crest Elementary, Cesar Chavez MS James Logan HS



C.3.5 Investigate feasibility of increasing Family Support Specialist positions.

No Cost In Progress – Data has been gathered and discussed regarding impact of current positions. Adding 4 full-time positions.


Scope of service:


Scope of service:





No Cost In Progress – Approximately 10 new partner agencies have joined the Union City Kids’ Zone Collaborative committed to providing services to Emanuele Elementary, Hillview Crest Elementary, Searles Elementary, Cesar Chavez MS.

No Cost

Scope of service:


Scope of service:




of 77



Please indicate your level of agreement with each statement.

n Strongly Disagree Disagree Agree

Strongly Agree

1. I believe this school is a safe place. 870 1.3% 3.6% 52.9% 42.3% 2. I feel welcome at this school. 864 0.3% 2.4% 46.8% 50.5% 3. The principal communicates effectively with parents. 868 0.9% 5.9% 49.3% 43.9% 4. The teachers communicate effectively with parents. 871 1.4% 7.5% 44.5% 46.6% 5. I believe education is important for the future success of my child. 872 0.3% 0.2% 8.3% 91.2% 6. My child uses technology for learning at school. 866 1.4% 7.0% 47.0% 44.6% 7. My child uses technology for learning at home. 864 0.8% 5.7% 48.1% 45.4% 8. I believe academic success is a shared responsibility between teachers and

parents. 872 0.5% 0.3% 18.9% 80.3%

9. The school values my participation in supporting my students' academic success. 862 0.3% 2.7% 47.4% 49.5% 10. The school gives me the information I need to support my child’s learning at home. 862 0.8% 10.4% 47.4% 41.3%

11. I understand what I have to do to help my child be successful in school. 863 1.2% 3.6% 39.6% 55.6%

12. My child has a set time and place at home to do school work. 860 0.7% 1.9% 38.6% 58.8% 13. I, or someone in the family, regularly helps my child with schoolwork. 865 0.7% 2.8% 34.8% 61.7%

14. I regularly communicate with my child’s teacher(s). 859 1.6% 12.1% 50.6% 35.6% 15. My child receives the academic help he/she needs from the school. 860 1.9% 9.2% 49.0% 40.0% 16. I am informed about my child’s academic progress. 858 1.6% 6.6% 48.3% 43.5% 17. I understand the grading procedures at this school. 861 2.1% 11.3% 53.4% 33.2% 18. I know who to talk to if my child has academic difficulties at school. 861 1.2% 6.6% 48.3% 43.9% 19. The school informs me about my child’s behavior/absences. 861 0.7% 2.6% 46.2% 50.5% 20. The school has high academic standards. 854 2.9% 11.8% 53.3% 32.0% 21. My child is already planning for a career or to go on to college after graduating

high school. 850 3.2% 13.8% 39.2% 43.9%

22. The school informs me about community resources and after school programs. 858 1.4% 10.5% 50.6% 37.5%

23. I have an understanding of how Race to the Top will support my child. 848 6.0% 23.3% 41.6% 29.0%

1) Initiated a District African American Advisory Group on the model of a the DELAC 2) Piloting a new After- School Supper program through Revolution Foods; meals that are more ethnically diverse 3) Expanded Restorative Practices to more schools throughout the District 4) Increase in the amount of Social Worker services 5) Increase support services provided by Family Program Specialists

of 77


GOAL:

D. Ensure Basic Services: We will annually increase the number of students achieving “proficiency” or equivalent on CAASSP English Language Arts and Mathematics assessments, be ensuring students are taught by appropriately assigned and fully credentialed teachers, have full access to Common Core aligned instructional materials, and attend well maintained school facilities in good repair for all students.

Related State and/or Local Priorities: 1_X_ 2_ _ 3_ _ 4_X _ 5__ 6__ 7_ _ 8_ _ COE only: 9__ 10__ Local : Specify ______________

Identified Need:

In order to implement 21st century teaching and learning strategies, high quality instructors, ongoing PD and a robust technology infrastructure are necessary. NWEA proficiency differed by ethnicity (Grades 3–12) An analysis of variance revealed significant differences between students of various ethnicities in their level of NWEA Reading proficiencies (F(6,6020) = 113.18, p < .01). A Bonferroni post-hoc analysis revealed a significant difference between Asian students and their Black/African American, White, Pacific Islander, and Latino/Hispanic counterparts, such that Asian students (M = 3.85, SD = 1.18) scored an average of 0.88 levels higher than Black/African American students (M = 2.97, SD = 1.30), 0.25 levels higher than White students (M = 3.60, SD = 1.30), 0.51 levels higher than Pacific Islander students (M = 3.34, SD = 1.90), and an average of nearly one proficiency level (0.92) higher than Latino/Hispanic students (M = 2.93, SD = 1.28). The following table depicts each group’s average reading proficiency level in Spring 2014, in which 1 = “Far Below Basic,” 2 = “Below Basic,” 3 = “Basic,” 4 = “Proficient,” and 5 = “Advanced.”

Goal Applies to:

Schools: D.1 All NHUSD Schools D.2 All NHUSD Schools D.3 All Elementary (Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary) D.4 All NHUSD Schools D.5 JAMES LOGAN HS D.6 All NHUSD Schools D.7 All NHUSD Schools D.8 Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Kitayama Elementary, Searles Elementary, Cesar Chavez MS, James Logan HS

Applicable Pupil Subgroups: D.1 All NHUSD Students D.4. All NHUSD Students D.7 All NHUSD Students D.2 All NHUSD Students D.5 All NHUSD Students D.8 All NHUSD Students D.3 All NHUSD Students D.6 All NHUSD Students


D.1 Teacher retention rate will maintain and/or increase every year. D.2 The Instructional Calendar for 2014-15 was set to 180 days. D.3 Reduction of class size to 29:1 will afford teachers the opportunity to provide more 1:1 attention to targeted groups D.4 The technology infrastructure of staff and student devices; learning management and communication programs; and wireless core network will be upgraded. D.5 LMTs will be funded at each school site. D.6 50% students meet or exceed their NWEA growth target D.7 All teachers will receive PD on research based best practices via BTSA and/or Division of Teaching and Learning. D.8 The technology infrastructure of staff and student devices; learning management and communication programs; and wireless core network will be upgraded. D.9 Facilities will be repaired and/or maintained in order to provide a safe, secure, learning environment.


D.1 95% of teachers hired in 13-14 are currently still teaching in New Haven. D.2 The Instructional calendar for 2014-15 was set to 180 days, from 175 days in 2013-14. D.3 Class sizes at K-3 were reduced. The average class size for K-3 classes across the district from October 2014-Feb. 2015 is 27.64. D.4 All staff and student devices were rolled out, teachers continue to receive PD in technology integration and personalized learning; the core network to provide increased bandwidth has been upgraded. D.5 LMT’s were funded for each school site. D.6 For the 2013-14, 41% of all K-12 students that take the NWEA test, achieved at least 1 year’s growth on the Reading Test. D.7 All teachers receive PD and support through BTSA, their site supports, and through the Division in Teaching and Learning. D.8 All staff and student devices were rolled out, teachers continue to receive PD in technology integration and personalized learning; the core network to provide increased bandwidth has been upgraded. D.9

of 77




D.1 Teacher retention rate will maintain and/or increase every year. D.2 The Instructional Calendar for 2014-15 was set to 180 days. D.3 Reduction of class size to 29:1 will afford teachers the opportunity to provide more 1:1 attention to targeted groups D.4 The technology infrastructure of staff and student devices; learning management and communication programs; and wireless core network will be upgraded. D.5 LMTs will be funded at each school site. D.6 50% students meet or exceed their NWEA growth target D.7 All teachers will receive PD on research based best practices via BTSA and/or Division of Teaching and Learning. D.8 The technology infrastructure of staff and student devices; learning management and communication programs; and wireless core network will be upgraded. D.9 Facilities will be repaired and/or maintained in order to provide a safe, secure, learning environment.




D.1 Retain new certificated staff who meet high quality standards at a rate of 80%.


95% of teachers hired in 2013-14 were retained for the 2014-15 school year. The 5% not returning included temporary teachers not hired back.

$172,268 Funding Source: LCFF Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits $167,968 Obj. Code: 4310 Books & Supplies $2,300 Obj Code: 52XX Services & Other Operating Expenditures $500 Obj Code: 58XX Services & Other Operating Expenditures $1,500




D.1 Maintain high quality Certificated staff at a rate of 80%. No Cost 94% of certificated staff in the system in 2013-14 are still in

the system for 2014-15.




of 77


D.2 Maintain high quality Certificated Staff by eliminating furlough days


The Instructional calendar was increased from 175 days in 2013-14 to 180 days in 2014-15. All furlough days were eliminated.




D.2 Maintain high quality Certificated staff by restoring instructional days to 180.


The Instructional calendar was increased from 175 days in 2013-14 to 180 days in 2014-15.




D.3 Reduce class size to a 29:1 ratio. $400,000 Funding Source: LCFF Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

Class sizes in K-3 were reduced. The current average for 2014-15 is 27.64.

Scope of service:

Grades K-3 at all Elementary: Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary

Scope of service:

Grades K-3 at all Elementary: Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Hillview Crest Elementary, Kitayama Elementary, Pioneer Elementary, Searles Elementary



of 77





D.4 Purchase a new Learning Management System, provide PD for staff on integration of current programs and lesson integration tools.


Discussions about a Learning Management System occurred in 2013-14 and various products were investigated. The current suite of programs seems to be meeting the majority of needs at the moment. Ongoing PD in technology integration continues to occur at school sites.




D.5 Investigate costs to benefit financial feasibility of adding additional Library Media.

No Cost Conversations continue. Cost will be an additional $100,000 approximately.





$607,200 Funding Source: LCFF, RTTT-D Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits

Full time LMT’s are at each school site and have received PD along with classroom teachers.

$607,200 Funding Source: LCFF - $130,498 RTTT-D - $476,702 Obj. Code: 1XXX/3XXX Certificated Salaries Employee Benefits




D.6 Plan rigorous curriculum design units and deliver instruction in Fall and Spring intervals.


Teams of teachers were created to develop RCD units during the Summer of 2014. RCD Teams at various levels continued to meet and plan during the school year. RCD Teams will again be meeting during June 2015 to receive PD on assessments and continue planning.

$90,440 Funding source: LCFF, Title I, Title II, Title III Obj. Code: 43XX Books & Supplies




of 77





D.7 Purchase new management system provide PD for staff on integration of current programs and less integration tools


Discussions about a Learning Management System occurred in 2013-14 and various products were investigated. The current suite of programs seems to be meeting the majority of needs at the moment. Ongoing PD in technology integration continues to occur at school sites.




D.8 Install epoxy floor in kitchens, multi-purpose rooms and bathrooms.

$574,812.05 Funding Source: Deferred Maintenance

Completed $574,812.05 Funding Source: Deferred Maintenance

Scope of service:

Alvarado Elementary, Eastin Elementary Emanuele Elementary, Kitayama Elementary, Searles Elementary, James Logan HS

Scope of service:

Alvarado Elementary, Eastin Elementary, Emanuele Elementary, Kitayama Elementary, Searles Elementary, James Logan HS



D.8 Install 30 AMP circuits at 8 locations to comply with the Williams Act.


Completed $8,852.00 Funding Source: Deferred Maintenance Scope of service: Searles Elementary Scope of service: Searles Elementary



D.8 Resolve hot water issues to comply with Health Department / Inspector requirement.


Completed $1,846.54 Funding Source: Deferred Maintenance Scope of service: Searles Elementary Scope of service: Searles Elementary



of 77





D.8 Replace dry rot damaged flooring. $1,117.24 Funding Source: Deferred Maintenance


Scope of service: Searles Elementary Scope of service: Searles Elementary



D.8 Install sewage grinder pump. $2,869.47 Funding Source: Deferred Maintenance


Scope of service: Cesar Chavez MS Scope of service: Cesar Chavez MS




Provide release time for Algebra teachers to collaborate to increase the percentage of students passing Algebra 1 by end of Grade 9. Cost to be determined. Provide release time for Literacy and Math coaches and cohort teachers to implement district initiatives. $431,903 Summer School for English Learners at Searles, Emanuele, and Hillview Crest to be held at Searles Elementary, $50,000

Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

of 77


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

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $ 7.9 Million

Resulting from several years of our state's economic meltdown, the District has endured some major budget reductions in the past three years. The advent of the LCFF is helping the District restore some of these cuts. In addition, the new state-adopted standards, performance measures and accountability plan, the District is making strides to continue its work in teaching and learning and in reaching out to parents and partnering with the community towards student success. Beyond what All students receive, there is recognition that the targeted subgroups should have additional support. We have put into place targeted supports at each site through Intervention Specialists for electives, EL Summer Academy, Extended Learning, Kids Zone, Puente Program, Life Skills for African American Males and Females, etc. The advent of the LCFF, along with our proportionality of $7.2 million, is targeted toward allowing the District to continue its work in teaching and learning and in reaching out to parents and partnering with the community towards student success. The services we are offering in a District-wide manner include professional development (PD), counseling services, coaching, and individual learning plans, and are justified by our performance measures determined by Race to the Top District grant implementation. We have invested in the following to assure the identified populations of students: EL's, Foster Youth, Low SES, Ethnic/Racial and student with Special Needs, receive additional services from certificated personnel: added an EL teacher, an additional teacher and Counselor for Puente, increased intervention support by increasing assistant principals at all K-8 sites to full-time status; provided additional Math coaches, Literacy coaches, Library Media Teachers and Counselors. Certificated salaries and benefits: $5,864,153. We have created additional support for families: Community School Program Specialists, Family Service Assistants, Academic Parent Teacher Team supports, SB65 Counseling services, Restorative Justice practice implementation. Classified salaries and benefits: $876,568. Materials and Supplies: $659,244. Professional Development Services: $484,547. Total costs $7.9 million dollars.

of 77


B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils

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

Our LCFF calculator is 9%. The percentage of students District-wide achieving at least 1 year of growth per year on NWEA English Language Arts test; a) Percentage of Kindergarten students who reach grade-level literacy cut point on NWEA by end of Kindergarten; b) The number and percentage of participating students, by subgroup, who are meeting 75% of their social- emotional indicators by the end of Trimester 1; a) The number and percentage of participating students, by subgroup, who are on track to college- and career-readiness based on the number and percentage of 6th grade students achieving NWEA assessment (RIT 228 or greater); b) Percentage of students Achieving Proficiency on NWEA Math in Gr. 6 (Spring 2012 NWEA Math Scores of 228 RIT or Greater); c) Percentage of students reporting high levels of “Opportunities for Meaningful Participation” on the California Healthy Kids Survey; d) Reduction in number of students suspended for CA Education Code section 48900(k); a) The number and percentage of participating students who complete and submit the Free Application for Federal Student Aid (FAFSA) form; b) The number and percentage of participating students, by subgroup, who take the PSAT in 10th grade; Table E3i c) Number and percentage of students in grades 9-12 receiving credit for at least 1 Career Technical Education class; e) The number and percentage of participating students, by subgroup, who are on track to college- and career-readiness based on number of students passing Algebra by end of 9th grade; f) Percentage of students that report high levels of "Opportunities for Meaningful Participation" in the CA Healthy Kids Survey. These percentages are being met through our investment in social workers, mainly for Restorative Justice interventions, and Family Resource Specialists.

8.14 %

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312. LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where

“chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2).

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

of 77


(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).

E:\LCAP Working Documents\NHUSD 2015-2018 LCAP - Revised after Submission 051815.doc 8-22-14 [California Department of Education]