Andrés Zamora, Superintendent Susan Ruth Anne Land · Andrés Zamora, Superintendent Board of Education Vernon Boyd Susan Ruth ... Three, 5.15 hour health aides, a full time health

Andrés Zamora, Superintendent

Board of Education Vernon Boyd Susan Ruth Anne Land

Yolanda Correia Luis Enrique Flores

Superintendent Andrés Zamora

http://www.livingstonusd.org/

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LCAP Year

2017–18

2018–19

2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name Livingston Union School District

---------- Contact Name and Title

Maria Torres-Perez Director of Categorical Programs and Special Projects

Email and Phone

[email protected] 209-394-5430

2017-20 Plan Summary

THE STORY

Briefly describe the students and community and how the LEA serves them.

Located in North of Merced County in California’s Central Valley, Livingston Union School District services a richly diverse group of students with the goal of preparing all students to graduate from our district ready to compete and succeed in high school and beyond. Our student population is 52.1% English Learner (EL) and 44.9 % our EL students speak Spanish, additional languages include 5.7% Punjabi, 0.2 Portuguese, 0.1 Hindi, 0.3 Filipino and 0.9 other. Our LCFF Unduplicated count is 89.7% and 86.2% of students qualify for free or reduced-price meals. We serve approximately 2,487 students in our three TK-5 elementary schools and one middle school: Campus Park Elementary, Selma Herndon Elementary, Yamato Colony Elementary, and Livingston Middle School serves students in 6th-8th. The school district is the heart of the community. Parents are engaged members of our learning community and seek to support and participate in school programs and events. In March of 2016, a parent (N=518) survey indicated that 96% of parents are feeling welcomed and respected at school sites, 93% of parents feel adults care about the success of their child at school. We believe that our students come to us with a common truth. Every family sends their children to our schools to learn and excel in a safe and caring environment as a means to realize their individual dreams and aspirations for a successful future. It is our moral imperative to continually improve our schools as a means to helping our students achieve their greatest dreams and aspirations. OUR PURPOSE The Livingston Union School District is building a community of learners through a culture of dynamic learning and collaboration for all… Students, Parents and Staff. OUR MISSION All students will be prepared as 21st Century global citizens. They will be proficient readers and writers who can solve problems and think critically, be adaptive and flexible, able to collaborate successfully in groups, effectively utilize technology as a learning and communication tool, demonstrate a positive work ethic, and make meaningful contributions to their school and their community.

https://www.caschooldashboard.org/#/Details/24657480000000/1/EquityReport

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Our "guiding core values" direct our priorities, our goals, and our actions. They establish the foundation of a district culture based on high expectations and collaboration with an unrelenting determination to ensure the success of our students. OUR STUDENTS ARE NOT TO BLAME: We believe that circumstances of birth, socioeconomic status, language proficiency, or disability are not barriers to learning. COLLABORATION IS AN ESSENTIAL BUILDING BLOCK, ESTABLISHING A PRODUCTIVE AND SUPPORTIVE SCHOOL CULTURE AND IMPROVING STUDENT LEARNING: Effective instruction needs to be rigorous, relevant and builds on meaningful relationships with our students. PEOPLE, NOT PROGRAMS, MAKE THE READ DIFFERENCE: The professionals at LUSD make the real difference; caring and competent classroom teachers, proactive administrators, a visionary and engaged superintendent, and a supportive Board of Trustees. ACADEMIC ENGLISH PROFICIENCY AND BILITERACY ARE KEYS TO SUCCESS: Developing proficient use of academic English is the linguistic goal across all subject areas and grade levels for all students. COLLECTIVE RESPONSIBILITY FOR THE SUCCESS OR OUR STUDENTS: Within our respective roles, students, parents, teachers, support staff, principals, superintendent, and board members we are all collectively and individually responsible for the success of each of our students. PARENTS ARE OUR PARTNERS IN EDUCATION: Effectively involving parents with students in schools enables parents to understand more clearly the curriculum and expectations so they can support their children at home. ALL IMPORTANT DECISIONS MUST BE MADE THROUGH A "STUDENT FILTER”: Sound decisions must always be made in the best interest of students.

LCAP HIGHLIGHTS

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

Key features of the 2016-17 LCAP included increased support for students struggling academically, enrichment opportunities for all students, increased access and use of technology in classrooms, increased parent learning and involvement opportunities, improved safety, and professional development opportunities for teaching and support staff. Livingston Union School District (LUSD) has made significant progress in meeting or exceeding most of the established goals. Opportunities for students to participate in enrichment opportunities during school and afterschool were increased this year. Enrichment opportunities have included art lessons by The MUSE, music lessons by the new music clinician, and after clubs with offerings inclusive of Robotics, folkloric dancing, PE intramurals, and service learning projects at LMS. Students needing extra support have received small group, targeted instructions during and after school delivered by instructional aides, literacy tutors and or reading clinicians. Additional credit recovery opportunities have been made available to eighth grade students at risk of not graduating. Academic and social/emotional support has been provided via a full time counselor at each of the elementary schools and two full time counselors at the middle school. Classroom lessons facilitated by all counselors in all classrooms have included strategies on how to solve problems and improve peer relations. Small group and one-to-one support has been part of the comprehensive approach by the LUSD counseling team. The health services staff improved care and monitoring of all students inclusive of students with special health conditions. Three, 5.15 hour health aides, a full time health aide, and a full time, nurse have been providing on-site and follow-up support and referrals to other support services as needed. In addition, all annual screenings have been completed. LUSD partnered with the Emergency Preparedness Group to train staff to be better prepared in the event of emergency situations. Furthermore, all school safety plans have been updated. The district has increased the number of video surveillance cameras at all sites and school buses as well as increased the number of hand-held radios in order to enhance safety at the school sites. Teaching and support staff have been offered a number of opportunities to continue to enhance their professional skills. Professional development opportunities have been made available during the day, after school, during the

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summer, and during Winter Break. Professional development opportunities inclusive of Mathematics, English Language Development, technology integration and dual language have been made available this year. The Parent Academy increased it offerings this year. Additional parent education opportunities were added to the menu. Parent of middle school students participated in the UC Merced Parent Empowerment Program. All parents were invited to participate in the Dream Big Conference and attend the Pathways to College Parent Summit at CSU Stanislaus.

REVIEW OF PERFORMANCE

Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

GREATEST PROGRESS

Livingston Union School District's performance on state indicators reported in the California School Dashboard (CSD), as well as more recent locally-generated STAR data, shows the district has made progress in increasing the percentage of third graders who are reading at grade level. State assessment indicates a 7% increase of students meeting or exceeding the English Language Arts standards. A second state indicator reports the District is "Yellow" on both the English Language Arts and Mathematics indicators. A “Yellow" placement on the CA Five by Five Report indicates the District maintained the gains achieved the previous year. A third state indicator confirms that District suspension rates were "Low" during the 2015-16 school year. Local data confirms the District has increased enrichment opportunities for all students both during and after school. Enrichment opportunities have included art lessons by The MUSE, music lessons by the new music clinician, and after clubs with offerings inclusive of Robotics, folkloric dancing, intramural sports, and service learning projects at LMS. The number of students receiving extra support also increased from the previous year. Students needing extra support have received small group, targeted instructions during and after school. Additional credit recovery opportunities have been made available to eighth grade students at risk of not graduating.

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

GREATEST NEEDS

The LEA has carefully analyzed state and local performance indicators. The district did not have any state indicators for which overall performance was in the red or orange performance category. However, the English Learner student group which comprises over 50% of the district’s enrollment is not making progress at the desired rate. While 47% of English Learners moved up one or more levels on the California English Language Development Test, the established reclassification rate was not reached. Steps planned to better address the needs of this student group include professional development in effective mathematics EL strategies and the delivery of high quality English Language Development instruction daily.

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

PERFORMANCE GAPS

Based on Dashboard data from 2015-16 the suspension rates of Students with Disabilities was two performance levels below the “all student” group. Steps planned to address this gap include improved implementation of Positive Behavior and Support Systems at all sites and professional development on effective strategies support students with special needs.

INCREASED OR IMPROVED SERVICES

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

Livingston Union School District will allocated supplemental LCFF funds district wide with particular emphasis on meeting the needs of unduplicated student subgroups. Funds are targeted to support, Low Income, Foster Youth, and English learner students to increase support, enrichment, and intervention to ensure access, equity, and close the achievement gap. Based on stakeholder feedback, state and local data, and research on effective practices, the following Essential Focus Areas guide the implementation of increased actions and services planned for the 2017-2018: Improve the Effectiveness of Daily Classroom Instruction

• Increase and improve Professional Development -certificated/classified- (4 C’s +Rigor, EL need, Math, ELA, & Tech) • Increase Professional collaboration (integrated science units, Dual language, site based) • Improve Instructional Rounds implementation • Increase Academic Coach Teacher support • Improve assessments for monitoring student progress

Cultivate a Supportive and Collaborative Culture

• Improve implementation of 80/20 District Counseling Model at all schools • Continue PBIS implementation at all schools and improve Restorative Justice Model at Livingston Middle School • Increase and improve implementation of the Comprehensive Safety Plan and training • Improve Teacher Focused - Student Centered Learning Environment

Increase Equity and Access

• Increase and improve learning opportunities Arts, Music, & Enrichment for all students • Accelerate Learning for our neediest Students and our highest achieving students • Increase and improve instructional alignment and practice for Literacy • Improve and increase the implementation of technology for teaching and learning

Improve and continue Parent Engagement

• Provide parents learning opportunities parallel to learning that is happening in our classroom • Improve and continue Parent Ed. Conferences- College Awareness • Continue and expand Parent Academy Partnerships with colleges, universities, and other agencies

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BUDGET SUMMARY

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

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $27,401,697.98

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

$7,292,224.00

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

The total general fund expenditures not listed in the LCAP is $20,792,473. All expenditures related to the district's core educational program are among the expenditures not listed in the LCAP. Some of these expenditures include salaries related to teachers, administration, and maintenance. Other non-salaries and benefits expenditures would be utilities, legal fees, and property insurance. This description in not inclusive of the entire district budget. For more detail on the entire school district budget, the public is encouraged to check out our website in which our SACS budget documents are posted.

$24,710,920 Total Projected LCFF Revenues for LCAP Year

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Annual Update LCAP Year Reviewed: 2016-17

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

Goal 1

LUSD will create and expand conditions for teaching and learning through the implementation of Common Core with a focus on the essential competencies of Communication, Collaboration, Critical Thinking, Creativity and technology integration, ensuring our students are future ready.

---------- State and/or Local Priorities Addressed by this goal: STATE

1

2

3

4

5

6

7

8 COE

9

10

LOCAL

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

1. 100 % of teachers will be appropriately assigned and fully credentialed. 2. 100% of pupils will have access to standards-aligned instructional materials. 3. 5% increase in the number of teachers progressing toward “exemplary” implementation of the Common Core State Standards and Next Generation Science Standards. 4. 100% of 4th-8th grade staff will have access to computer hardware, infrastructure, resources, and materials to enhance instruction and provide career and college readiness activities. 5. Increase the regular use of technology to expand learning as evidenced by comparison BrightBytes survey data. 6. 100% staff participation in on-going professional learning including on-site collaboration, Instructional Rounds, and job-embedded instructional coaching as a means to support the implementation of the CCSS, with an emphasis on low income, English learners (EL), foster youth, and students with disabilities. 7. Students and teachers will have increased technology available to them as Year 3 of the Technology Acquisition Plan begins.

1. 99% of LUSD teacher are appropriately assigned and fully credentialed. 2. 100% of pupils have access to SBE approved standards-aligned instructional materials. 3. There was a slight decrease in the number of teachers reporting the use of the 4 Cs. District is finalizing a locally developed rubric pertaining to CCSS/NGSS/5 E lesson plan. 4. All teaching staff have classroom computers and mobile devices as well as access to online materials. 5. There was an increase from 87% to 90% in the percentage of teachers who agree/strongly agree that technology use in the classroom can improve student learning. There was an increase from 87% to 97% in the percentage of teachers who agree/strongly agree that their school encourages the use of technology for teaching and learning. Seventy-two percent of teachers feel comfortable managing a classroom where students are using technology compared to 67% last year. 6. All staff has participated in number of trainings that have included Instructional Rounds, effective strategies for English Language Learners, and implementation of CCSS, and Mathematics. 7. All students have access to technology via the district’s technology initiative. Year 3 of the technology acquisition plan have produced the following ratios (or better):

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8. Increase the overall CAASPP scores in both reading and math by a minimum of 5% Schoolwide and by 7% for identified subgroups.

1:1 in grades 3-8, RSP and SDC 1:2 in grades K-2 1:3 in TK 8. There was an overall 7% increase in CAASPP scores in ELA between 2015 and 2016. The increases for the subgroups are as follows: English Learners: 1% increase Reclassified-Fluent English Proficient: 11% increase Socioeconomically Disadvantaged: 8% increase There was an overall 3% increase in CAASPP scores in Mathematics between 2015 and 2016. The increases/declines for the subgroups are as follows: English Learners: 3% decline Reclassified-Fluent English Proficient: 6% increase Socioeconomically Disadvantaged: 3% increase

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ACTIONS / SERVICES

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

Action 1

Actions/Services

PLANNED

1.1: Enhance services to advance the implementation of technology as an integrated element used to transform learning. Continue to fund the technology director and increase existing site technology support staff to continue building on the work of the previous year. This would include advancement and oversight of the implementation of technology and support teachers with integrating technology as a tool to support learning, communication, collaboration and creativity.

ACTUAL

1.1: The following positions are funded through Supplemental and Concentration: Director of Instructional Technology Network Engineer and Computer Technician Additional days for Site Technicians to support staff hardware needs Support Teacher for Innovative Learning (STIL) to support staff instructional integration needs Site Technicians

Expenditures

BUDGETED

1000-1999: Certificated Personnel Salaries Supplemental and Concentration 158,662

ESTIMATED ACTUAL

Supplemental and Concentration 416,463

2000-2999: Classified Personnel Salaries Supplemental and Concentration 293,952

4000-4999: Books And Supplies Supplemental and Concentration 10,000

5000-5999: Services And Other Operating Expenditures Supplemental and Concentration 1,200

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Action 2

Actions/Services

PLANNED

1.2: Continue to fund 1.5 full-time teachers to maintain smaller class sizes (at or below ratio targets) at Selma Herndon Elementary and Science at Livingston Middle School. Retain 1 FTE at Campus Park so that class size averages are lower at the most important formative years of literacy/learning (K-1). Continually evaluate and monitor class sizes to ensure that grade level ratios are at or below 24:1 in TK-3 and 30:1 in other grades. If needed, hire additional teachers; thereby making progress toward average class size ratios listed.

ACTUAL

1.2: Continuing to fund 1.5 full-time teachers at Selma Herndon and Livingston Middle and 1 FTE at Campus Park has allowed the district to ensure that teacher to student ratios are at or below 24:1 in grade TK-3 and below 30:1 in all other grades. Class sizes have been continuously monitored by site and district administration.

Expenditures

BUDGETED


ESTIMATED ACTUAL


Action 3

Actions/Services

PLANNED

1.3: Purchase TK-8 state-adopted CCSS language arts materials and assessments needed for monitoring student learning.

ACTUAL

1.3: K-8 state approved language arts materials were purchased and are in the first year of implementation district-wide.

Expenditures

BUDGETED

4000-4999: Books And Supplies Base 400,000 ESTIMATED ACTUAL

4000-4999: Books And Supplies Base 838,946

Action 4

Actions/Services

PLANNED

1.4: Implement Year 3 of a three-year Technology Acquisition Plan designed to equip classrooms at the desired ratio. TK… 3:1 K-2nd… 2:1 3rd-8th… 1:1 SDC and RSP… 1:1 Refresh teacher workstations at Campus Park and refresh the pilot classroom devices.

ACTUAL

1.4: The listed ratios were met. Chromebooks were replaced in two pilot classrooms. Teacher stations were refreshed through alternative funding sources. Teacher stations are not refreshed out of SCG.

Expenditures

BUDGETED

4000-4999: Books And Supplies Supplemental and Concentration 305,000 ESTIMATED ACTUAL



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Action 5

Actions/Services

PLANNED

1.5: Continue to plan and implement research-based professional development opportunities for staff that support innovative 21st century teaching models such as Blended Learning, Inquiry Based instruction, and Project Based Learning. Continue providing staff development inclusive of technology integration, arts integration and the four C's (Creativity, collaboration, communication, and critical thinking) and creating relevance and student engagement. Focus on ELL needs and effective strategies to support academic success and language acquisition.

ACTUAL

1.5: Professional learning opportunities include a variety of technology related trainings emphasizing the acquisition and implementation of technology skills to support student learning and digital literacy. LUSD’s three professional development days focus on inquiry based science units that integrate NGSS/ELA/ELD and the 4 Cs.

Expenditures

BUDGETED

1000-2000 Salaries Supplemental and Concentration 113,482 ESTIMATED ACTUAL


1000-1999: Certificated Personnel Salaries Title I 70,000 Title I 90,113


1000-1999: Certificated Personnel Salaries Title II 60,000


Action 6

Actions/Services

PLANNED

1.6: Continue and improve the use of the coaching model as a professional learning support for teachers and use feedback to monitor services and needs.

ACTUAL

1.6: Two District Academic Coaches and one STEM Coach have been providing professional development support to LUSD teachers. Support to teachers has been monitored and adjustments to the coaching model have been made as appropriate and needed.

Expenditures

BUDGETED

1000-1999: Certificated Personnel Salaries Title I 370,000

ESTIMATED ACTUAL

1000-1999: Certificated Personnel Salaries Title I 375,305

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Action 7

Actions/Services

PLANNED

1.7: Monitor and support the transition to Common Core State Standards (CCSS) focusing on curriculum to address achievement gaps as identified by assessment results. Identify key learning outcome for each grade level to improve instructional alignment across all sites and grade levels.

ACTUAL

1.7: Certificated staff has been participating in professional development and collaboration days that focus on CCSS and NGSS. The professional development has focused on integration of all content areas including ELA, Mathematics, Science, and ELD strategies. Further work in the identification of key learning outcomes at each grade level to improve instructional alignment is needed.

Expenditures

BUDGETED

None 0 ESTIMATED ACTUAL

None 0

Action 8

Actions/Services

PLANNED

1.8: Support and seek collaboration opportunities for teachers to plan and learn together through the District-wide structured collaboration and site-based collaboration time.

ACTUAL

1.8: Opportunities for teachers to learn together and collaborate have been created. Each grade level team has come together for three professional development and collaboration days this year. Teachers have been released via a substitute during the day. In addition, three full days of collaboration have been made available to Dual Language Academy teachers.

Expenditures

BUDGETED

None 0 ESTIMATED ACTUAL

None 0

Action 9

Actions/Services

PLANNED

1.9: Recruit and develop new teachers and administrators into highly-qualified staff. Implement a new teacher support plan which seeks to develop and retain the most qualified staff and fund new staff participation in the BTSA and Admin Keys programs.

ACTUAL

1.9: Seven first year teachers and 6 second year teachers are currently enrolled in the county’s Teacher Induction Program or the Merced Union High School District’s program for Special Education teachers. Two LUSD administrators are enrolled in the county’s Admin Keys program. Through their participation in these programs new teachers and administrators receive ongoing county and district support.

Expenditures

BUDGETED


ESTIMATED ACTUAL



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Action 10

Actions/Services

PLANNED

1.10: Continue to study and evaluate the possibility of adding instructional minutes to the day.

ACTUAL

1.10: This district has studies possible alternative schedules. However, this is a negotiable item and no progress toward implementation has been made at this time.

Expenditures

BUDGETED


ESTIMATED ACTUAL

0

Action 11

Actions/Services

PLANNED

1.11: Improve the use of a learning management tool to inform goals and next steps through the use of data and assessments.

ACTUAL

1.11: A new data system, EADMS, was purchased and implemented. School site teams were trained on the new program in the summer of 2016. District staff continues learning to use the new system. Academic Clinicians have received additional training in EADMS reporting features. Grade 1 and 2 assessments are completed in the EADMS platform allowing for immediate data availability.

Expenditures

BUDGETED




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Action 12

Actions/Services

PLANNED

1.12: Provide support and learning resources to develop the expertise of Site Leadership Team members at each of the school sites.

ACTUAL

1.12: Site Leadership Teams (SLT) have met regularly to collaborate on the development of the school’s instructional focus, Instructional Rounds Problem of Practice and next level of work. SLTs participated in a full day of Leadership in Action. In addition, each school’s SLT has met and collaborated on a regular basis to review and development of the Single Plan for Student Achievement.

Expenditures

BUDGETED


ESTIMATED ACTUAL




Action 13

Actions/Services

PLANNED

1.13: Provide libraries that are staffed with trained library staff and equipped with furniture and resources that advance student learning and engagement opportunities. Conduct an audit of the school library collections and use this data to inform the purchases of additional titles.

ACTUAL

1.13: All school libraries are staffed with trained staff and well equipped to facilitate student learning. Instructional Resource Teachers maintain library book collections that include fiction and nonfiction titles in a variety of reading levels and genres. Input from teaching staff and students is gathered each year and the data is used to inform the purchase of additional titles.

Expenditures

BUDGETED


ESTIMATED ACTUAL




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

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

Actions and services in this goal were implemented as planned. State approved CCSS Language Arts materials were purchased and the first year of implementation was smooth. Professional development in the use of the new materials was provided to all teachers. Professional learning opportunities were provided during the day, after school, on weekends, and over Winter Break. Professional development was focused on the integration of all content areas including ELA, Mathematics, Science, and English Language Development. The three District Academic Coaches, English Learner Coordinator, and other district support staff facilitated the professional learning opportunities. Math professional development provided over Winter Break was facilitated by math content experts contracted by the district. Technology access in the classrooms was increased as planned. Support to teachers with integration of technology was provided. BrightBytes data collected and observations indicate the use of technology in the classrooms has increased from the previous year. There was an increase from 87% to 97% in the percentage of teachers who agree/strongly agree that their school encourages the use of technology for teaching and learning. School libraries are fully staffed with trained personnel. This year library collections at all school sites were augmented with hundreds of fiction and nonfiction titles. In addition, the Campus Park library was expanded and renovated to include additional furniture. Furthermore, equipment was acquired in order to add functionality and facilitate student access to digital and printed resources.

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

Technology access was increased and the desired student to device ratios were met. Professional development in integration of technology was provided by site and district support staff. The utilization of technology as a tool to support learning has become more intentional. However, the integration of technology to support communication, collaboration, critical thinking, and creativity is not as prevalent in classrooms as desired. Further progress in the implementation of strategies presented during professional development opportunities is also needed in order to achieve this goal.

-------- Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Expenditures for action 3 were greater than anticipated due to the textbook adoption being more costly than originally estimated. Increased technology integration support via the site leads created a significant increase in the actuals in action 12. Adjustments have been made to the 2017-18 budget.

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

There were no changes made to this goal. The language in some of the actions was refined in order to better describe the need to focus on providing more targeted support to English Learners and other subgroups. As a result of the staff analysis of the expected outcomes and actions, it was determined that the use of technology as a routine component of effective daily instruction needs to be increased. In order to expand on the progress that has been made in regard to technology access and integration, an additional action was developed. In order to encourage innovation in daily instruction and an increased focus on collaboration, communication, critical thinking and creativity, teachers will have the opportunity to apply for a district grant. Grant funds will be used to implement innovative learning environments that support collaboration, communication, critical thinking, and creativity.

LCAP Year Reviewed: 2016-17

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Annual Update


Goal 2

Students learning English as a second language will have increased access and support while in the core program as measured by participation in intervention and support services.

Parents of English learners will be involved in their own learning and in program decisions benefiting their children.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL Biliteracy


EXPECTED ACTUAL

1. Student CELDT Assessment Results Will Meet AMAO targets- AMAO 1- 63.5%; AMAO 2- 26.7% if less than 5 years cohort and 54.7% if 5 years or more cohort. 2. English Learners (ELs) will be reclassified as Fluent English Proficient (FEP) at a rate of 15% or higher each year. 3. 100% of long-term EL students will be monitored and will receive instructional support through intervention before, during or after school. 4. Annual parent survey data collected during parent conference week in March will indicate an increase of 5% in two areas; percent of parents feeling that their ideas are listened to at the school and percent of parents of EL students given opportunities to understand and participate in school activities. 5. Parent Academy survey data, collected during the final class sessions, will demonstrate a 92% or higher satisfaction rate with the learning opportunities. 6. Parent Engagement will also be measured by calculating the percentage of parents attending two parent-teacher conferences and setting a goal of 99% or higher.

1. The metric for English Learners, based on CELDT AMAOs was revised as Federal accountability was changed and no longer reported. Therefore, AMAO data is not available. 2. LUSD did not meet RFEP rate goal of 15%. The reclassification rate achieved was 8.9%. 3. 100% of LTELs were monitored and received some form of instructional support. 4. Annual Parent Survey indicates improvement/declines as follows: Parents feel their ideas are listened to at the school. Campus Park: Improvement of 3.4% Selma Herndon: Improvement of 2.5% Yamato Colony: Improvement of 6.3% Livingston Middle: Decline of 7.2% Parents of ELs are given opportunities to understand and participate in school activities. Campus Park: Improvement of 5.2% Selma Herndon: Improvement of 4.1% Yamato Colony: No change to 90.4% Livingston Middle: Decline of 6.8%

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5. Parent Academy survey data collected during the final class sessions indicates a 93% satisfaction rate with the learning opportunities offered. 6. Parent engagement as measured by parent participation in both conferences indicates the following school averages: Campus Park: 97.74% Selma Herndon: 99.2% Yamato Colony: 99.4% Livingston Middle: 98.5%

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ACTIONS / SERVICES


Action 1

Actions/Services

PLANNED

2.1: Hire a District ELD coordinator to assist sites in planning programs, monitoring ELL students, engage parents, and coordinate services to best meet the needs of ELL students.

ACTUAL

2.1: A district ELD Coordinator was hired in September. The Coordinator has assisted sites in planning programs to better support and monitor English Learners.

Expenditures

BUDGETED


ESTIMATED ACTUAL


Action 2

Actions/Services

PLANNED

2.2: Provide an enriching DLA Program at all sites with parity in English and Spanish in all curricular areas. Including class size, teacher quality, instructional materials and support. Implementation of a consistent 50/50 model at all sites.

ACTUAL

2.2: The district has continued to provide an enriching dual language program. The program is made available as a program of choice at all district schools. Professional development to all dual language teachers has been made available on an ongoing basis. In addition, opportunities for formal collaboration have been facilitated by district support staff. The new Language Arts program was purchased for all dual language classrooms in English and Spanish as needed.

Expenditures

BUDGETED


ESTIMATED ACTUAL

1000-1999: Certificated Personnel Salaries Supplemental and Concentration 237,054.76


2000-2999: Classified Personnel Salaries Supplemental and Concentration 38,042.24

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Action 3

Actions/Services

PLANNED

2.3: Provide continued certificated and classified professional development specific to the needs for ELL students. Continue to support and monitor the implementation of ELD and ELL services and professional development from the previous year.

ACTUAL

2.3: Each of the professional development days provided by District Academic and STEM Coaches had an ELD component. The EL Coordinator also provided EL language training to certificated and classified staff.

Expenditures

BUDGETED

1000-2000 Salaries Title III 1,725 ESTIMATED ACTUAL

Title I 17,874

5000-5999: Services And Other Operating Expenditures Title III 16,149

Action 4

Actions/Services

PLANNED

2.4: Continue providing opportunities for parents to meaningfully participate in the education of their children. Provide Parent Education Opportunities to build capacity to better support the learning needs of their student(s) at home.

ACTUAL

2.4: Opportunities for parents to meaningfully participate in the education of their children has continued to be a priority. A series of classes and workshops have been made available to parents through the LUSD Parent Academy. Opportunities in the areas of English Language Development, technology, citizenship, nutrition, bullying, and gang awareness were added to the schedule this year. LUSD has supported parent participation in the Dream Big Conference and the CSUS Parent Summit. The implementation of the Parent Empowerment Program at Livingston Middle School will provide up to 50 parents the opportunity to learn ways to support their children in pursuing higher education after high school.

Expenditures

BUDGETED


Supplemental and Concentration 18,430.66



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Action 5

Actions/Services

PLANNED

2.5: Continue to fund the six-hour Parent Liaison position designed to empower and connect parents to schools and community.

ACTUAL

2.5: The LUSD Parent Liaison has been instrumental in the maintenance and enhancement of the Parent Academies designed to empower and connect parents to the school community. The ongoing learning opportunities for parents offered throughout the year, at all school sites, and during morning and evening hours has allowed more parents to take advantage of the opportunities offered.

Expenditures

BUDGETED


ESTIMATED ACTUAL


Action 6

Actions/Services

PLANNED

2.6: Continue providing for added DLA support through collaboration and translation services for needed instructional material.

ACTUAL

2.6: Each DLA grade level has had three full days for collaboration. The district EL Coordinator worked with staff on translation needs. Middle school science units are in the process of being translated.

Expenditures

BUDGETED


ESTIMATED ACTUAL




Actions for this goal were implemented as planned. An EL Coordinator was hired in September. Site administration received assistance with the planning of programs to better support English Learners. The Coordinator also provided certificated and classified staff professional development sessions with a focus on effective strategies to support English language acquisition. The Coordinator led the revision of the English Learner Master Plan through a collaborative process between site and district staff. The revised Master Plan offers staff better guidance in regard to English Learner programs and supports. Support to Long Term English Learners has been and continued to be a focus of this goal. Staff prioritized support to LTELs during the school day as well as after school. Parent involvement actions were implemented as planned. A series of classes and workshops were made available to parents through the LUSD Parent Academy. Opportunities in the areas of English Language Development, technology, citizenship, nutrition, bullying, and gang awareness were added to the schedule this year.

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

As a result of the focus on increasing support to English Learners literacy and math support has been provided via instructional aides in the classroom, literacy tutors, and academic clinicians. A concerted effort to better prepare the classified staff providing that support was made this year. As a result, support staff participated in a series of professional development sessions that increased their instructional skills. Local and state data confirms that English Learners are still lagging behind in achievement as a student group. The district reclassification target rate was not met indicating that there is room for improvement in regards to actions and services to better support English Learners. The high number of Long Term English Learners in the district continues to be a concern and need for improvement. Parent involvement actions were successfully implemented as planned. Parent Academy data indicates a high satisfaction rate. Parent engagement as measured by participation in parent-teacher conferences indicates high levels of participation.


Budget expenditures and estimated actuals for Goal 2 matched in most areas. Areas where the planned and actual expenditures did not match were a result of the district’s use of other resources such as Title I and Teacher Effectiveness Grant to accomplish the actions. Adjustments have been made to the 2017-18 budget.


There were no changes made to this goal. As a result of this analysis, language was added to action 1 specific to the Long Term English Learners and newcomers. Emphasis on the plan to engage classified support staff in professional development opportunities to better serve the needs of English Learners is evident in the actions planned for next year. Professional development for all staff with a specific focus on the academic language needs of English Learners is also part of the actions planned. The Parent Liaison hours will be increased from six to seven in order to increase opportunities for meaningful parent participation. More robust parent communication systems will be added in order to strengthen school-to-home communication.

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Goal 3

LUSD students will be provided enrichment opportunities designed to promote growth in positive social skills, including self-confidence, collaboration, creativity, conflict resolution and empathy.


1

2

3

4

5

6

7

8 COE

9

10

LOCAL


EXPECTED ACTUAL

1. Identify the number of students participating in expanded learning opportunities before, during and after school to determine student participation and interest. 2. Students with the greatest academic needs will have continued access to Summer Academies 3. Creation of clubs/ intramural program and participation rates in clubs and intramural programs. 4. Elementary school students will have formal music instruction and participate in visual and performing arts activities. 5. Scheduling of two academic excursions for each classroom designed to expand the learning experiences for all students, inclusive of Outdoor Education. 6. Analysis of student discipline rates - Suspension and discipline referrals will decrease by 15% from 2015-16. 7. Chronic truancy rates will decrease by 10% at all sites. 8. Chronic absence rates will decrease by 10% at all sites. 9. The LUSD average attendance rates will be at 97% or higher.

1. The number of students that participated in expanded learning opportunities before or after school are as follows: Yamato Colony: 247 Selma Herndon: 285 Campus Park: 276 LMS: 272 Expanded learning opportunities included a large number of after school clubs, intramural sports, and extra reading and math support. During the day expanded opportunities at the elementary schools have included music, art, and counseling. At LMS those opportunities have included art, music, band, AVID, color guard, and art and technology electives. 2. Up to 544 students with the greatest academic needs have been invited to participate in the district's Summer Academy. 3. Participation rates in the district's intramural program have increased substantially from the previous year with an average of 264 students participating. 4. In January 2017 a music clinician was hired for the elementary school sites. K-5 grades at all three elementary sites have been receiving formal music instruction by the music clinician.

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10. Livingston Middle School dropout rates will remain at 0%. 11. Maintain an expulsion rate that is below the county and state average.

5. Each classroom has participated in a minimum of two academic excursions. Sixth grade students participated in Outdoor Education the fall of 2016. 6. Suspension rates decreased at 2 sites by 20% and 25%, while suspension rates increased at 2 sites. 7. Chronic truancy rates remained at zero for elementary sites but increased from 0 students to 2 students at the middle school. 8. Chronic absenteeism decreased by more than 10% at all sites with a district average of 50%. 9. LUSD average attendance rate is 96.52% indicating that the desired outcome was not achieved. 10. The Livingston Middle School dropout rate has remained at 0%. 11. The district expulsion rate has remained below the county and state average.

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ACTIONS / SERVICES


Action 1

Actions/Services

PLANNED

3.1: Students who need intervention will receive it delivered through an enriching experience. Based on data from the previous year, continue Summer School Achievement Academies (arts, technology, project-based science, and math) and Intervention.

ACTUAL

3.1: Students who are below grade level in reading on the STAR Reading assessment for grades 1st-5th, and students who are at risk of not graduating 8th grade at the middle school were invited to District’s STREAM (Science Technology Reading Engineering Art and Mathematics) Academy. All students in the TK-7th grade Summer Program take a pre-and post-assessment to measure student progress.

Expenditures

BUDGETED

Supplemental and Concentration 255,340 ESTIMATED ACTUAL






Action 2

Actions/Services

PLANNED

3.2: Expand learning opportunities outside of the school setting by providing two academic excursion opportunities for all students, inclusive of the Sixth-Grade Outdoor Ed. experience.

ACTUAL

3.2: Expanded learning opportunities outside the school setting were provided to all students. Every class participated in at least two academic excursions and 6th grade students participated in Outdoor Education.

Expenditures

BUDGETED


ESTIMATED ACTUAL



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Action 3

Actions/Services

PLANNED

3.3: Continue to implement AVID as an academic enrichment program designed to prepare students for college.

ACTUAL

3.3: AVID System has continued to support students in preparation for college. The AVID District Director has worked closely with the AVID Site Coordinator. This year the Site Coordinator participated in three AVID District meetings to provide support with AVID System implementation. As a result, the AVID Site Coordinator and other AVID Site Team teachers provided a showcase of strategies to middle school teachers. A successful AVID College Night was a culminating event to which parents and students were invited.

Expenditures

BUDGETED


ESTIMATED ACTUAL





Action 4

Actions/Services

PLANNED

3.4: Improve student engagement by providing enrichment opportunities during the regular school day and after school.

ACTUAL

3.4: The inclusion of enrichment opportunities at all schools during the school day and after school has allowed for greater student participation and engagement. During school opportunities have included MUSE art lessons and music lessons. After school enrichment opportunities have included a number of clubs such as SPARK and Club Live at LMS and the Robotics Club at the elementary schools.

Expenditures

BUDGETED




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Action 5

Actions/Services

PLANNED

3.5: Include a focus on health and nutrition education at each grade level. Formalize nutrition education objectives inclusive of students and parents.

ACTUAL

3.5: The Health and Wellness committee has initiated the work of formalizing nutrition education objectives. The committee composed of a parent representative, classified, certificated, and administrative staff met regularly this year and is in the process of updating nutrition education guidelines.

Expenditures

BUDGETED



Action 6

Actions/Services

PLANNED

3.6: Maintain the increased medical attention and follow up given to medically vulnerable students by continuing the expanded services of the four health aides.

ACTUAL

3.6: Attention to medically vulnerable students has continued to be a priority for the district. This year services were expanded by increasing the elementary school health aides’ hours. This increase allowed health aides to be at the sites at the start of the school day which facilitates communication with parents.

Expenditures

BUDGETED


ESTIMATED ACTUAL



Action 7

Actions/Services

PLANNED

3.7: Increase Visual and Performing Arts enrichment opportunities for all students through Music teachers, training, materials, and Muse art services.

ACTUAL

3.7: The MUSE provides each TK-6 classroom lessons in drawing, painting, printmaking, and ceramics totaling 5 sessions per class. LUSD also hired a Music Clinician in January 2017. The Music Clinician has provided music instruction to students in grades K-5 at all elementary school sites.

Expenditures

BUDGETED


ESTIMATED ACTUAL




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Action 8

Actions/Services

PLANNED

3.8: Continue to provide elementary students an option to participate in an intramural sports program. Continue to provide middle school students with a competitive after-school sports program available in 6-8 grades.

ACTUAL

3.8: The after school intramural sports program ran three successful sessions. An average of 260 students participated in each of the three sessions offered. Middle school students were provided with a competitive after school sports program.

Expenditures

BUDGETED





Action 9

Actions/Services

PLANNED

3.9: Continue to provide clubs to students at each school site and encourage a service learning component when appropriate. Improve the implementation of a middle school mentoring model to build resiliency skills in identified sixth graders. SPARK Program, Year 2.

ACTUAL

3.9: Every district school had at least five clubs open to students. At LMS service learning was incorporated into an after school math support opportunity. The SPARK Program at Livingston Middle continued to prosper and expand.

Expenditures

BUDGETED





Action 10

Actions/Services

PLANNED

3.10: Continue to provide and improve upon the enrichment elective program at the middle school.

ACTUAL

3.10: Livingston Middle School continued make improvements on the electives offered. Technology electives that give students the opportunity to work with robotics, micro-processors, and micro-controllers were added.

Expenditures

BUDGETED


ESTIMATED ACTUAL




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Action 11

Actions/Services

PLANNED

3.11: Continue to employ a PE teacher who serves as a subject-area expert and who will work with students and teachers at all three elementary sites.

ACTUAL

3.11: The PE teacher is in his second year of providing physical education instruction to students at all three elementary schools on a regular scheduled basis.

Expenditures

BUDGETED


ESTIMATED ACTUAL


Action 12

Actions/Services

PLANNED

3.12: As needed, provide professional learning opportunities for students and staff that support awareness for LGBTQ

ACTUAL

3.12: District Counselors have begun providing professional learning opportunities regarding this topic. A LGBTQ youth awareness presentation was offered to staff and parents this year.

Expenditures

BUDGETED


4000-4999: Books And Supplies Supplemental and Concentration 500



Actions and services for this goal were well implemented. Enriched opportunities were provided during and after school. Expanded learning opportunities included academic excursions for all students as well as art and music lessons. Increased attention to student attendance yielded positive results. Chronic absenteeism rates decreased at all the sites by at least 10% and the district average by 50%. While the district did not meet the desired 97% attendance rate, a rate of 96.52% was achieved. Actions designed to provide support to students with the greatest academic needs were well implemented. During and after school support was provided by Teachers, Academic Clinicians, Reading Tutors, and Instructional Aides. Students needing additional support will have access to the district’s Summer Academy.


Goal 3 actions and services have been effective in providing students enrichment opportunities. The addition of a music clinician in January allowed all elementary schools to provide formal music instruction in addition to all the other enrichment offerings made available. All sites increased the number of after school clubs and extra support available to students between last year and this year. Efforts to maintain student attendance rates above the state average were effective.


Budget expenditures and estimated actuals for Goal 3 matched in most areas. Areas where the planned and actual expenditures did not match were a result of expenses being lower than expected to meet the planned actions. Adjustments have been made to the 2017-18 budget.

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

Goal 3 remained unchanged. Some changes to the Goal 3 expected outcomes were made in order achieve more clarity and alignment. Most actions and services will remain unchanged, but will focus on depth of implementation. However, an action to improve and expand technology electives at Livingston Middle School was added. Health services will be expanded and the district will enlist county support via a county School Attendance Review Board liaison in an effort to continue to reduce chronic absenteeism.

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Goal 4

With a focus on closing the academic achievement gap before it widens, LUSD students will be supported in their learning of increasingly complex concepts through a tiered system of intervention. The focus of intervention will be literacy and math skills and success measured by student performance on classwork and on assessments.


1

2

3

4

5

6

7

8 COE

9

10

LOCAL


EXPECTED ACTUAL

1. Realize a 15% increase in the percentage of third grade students reading at or above grade level which is currently 38%. 2. Middle School Graduation rates will be 95% or higher. 3. Annual student survey in grades 3-8 to determine student perceptions will demonstrate an overall increase in the percentage of students who enter a positive response. 4. The percentage of students reporting a high level of school connectedness on the California Healthy Kids Survey will increase by 5% when compared to the 2015-16 percentages of: 5th grade- 64% and 7th grade-67%. 5. Student participation and exit rates in academic support programs and activities will increase by 5% from 29% to 34%. 6. 100% of students will have access to the core curriculum as measured by the middle school master schedule and daily core content instruction provided to all students. 7. Refine the implementation of Year 2 of Positive Behavior Intervention Support (PBIS) framework using an implementation rubric and/or survey.

1. Results indicate 38% of third grade students are reading at or above grade level indicating the 15% desired increase was not achieved. 2. The Livingston Middle achieved a graduation rate of 95.9%. 3. There was an increase in the percentage of students responding feeling safe at school from 92.4% to 92.6%. The percentage of students who reported teachers and other adults at school care decreased from 93% to 92.1%. 4. Fifth and seventh grade students did not participate in the California Healthy Kids Survey this year. The district administers the CHKS every other year. As a result, no data is available. 5. At the elementary schools the percentage of students exited from interventions increased from 14% to 24%. At the middle school the percentage of students exited from interventions increased from 39% to 45%. 6. 100% of students have access to the core curriculum and daily core content instruction. 7. All PBIS teams participated in Year 2 training. Implementation at the sites continues to be refined and improved.

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ACTIONS / SERVICES


Action 1

Actions/Services

PLANNED

4.1: Continue the focus on increasing the number of students reading on grade level by the end of K, 1st, 2nd, and 3rd so that there is a continuous improvement in the number each year. Provide additional qualified support for students who are at risk of being below grade level to ensure all students will be reading on grade level by the completion of 3rd grade. Continue the expanded and improved level of academic clinician service in 2015-16.

ACTUAL

4.1: STAR Reading results for grade level equivalency in third grade increased from February 2017 in comparison to February 2016 at all three elementary schools. The percentage of students at or above grade level equivalency increased from 8.1% to 26.8% at Campus Park, 17.1% to 45.8% at Selma Herndon, and 12.12% to 41.2% at Yamato Colony.

Expenditures

BUDGETED


ESTIMATED ACTUAL

2000-2999: Classified Personnel Salaries Supplemental and Concentration 237,712.

Action 2

Actions/Services

PLANNED

4.2: Increase the academic literacy and math support to the youngest of learners. Continue to provide a total of five tutors (TK-2) per elementary site to work with and support students at the early grades focusing on closing the achievement gap before it widens.

ACTUAL

4.2: Five literacy tutors have continued to provide TK-2nd grade students math and early literacy classroom support at the elementary schools.

Expenditures

BUDGETED


ESTIMATED ACTUAL


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Action 3

Actions/Services

PLANNED

4.3: Maintain the increased counseling services available to students and families.

ACTUAL

4.3: Counseling services continue to be made available to students and their families via one counselor at each of the elementary schools and two counselors at the middle school via 80/20 model (20%of counselor's time in classrooms; 80% one-to-one or small groups).

Expenditures

BUDGETED


ESTIMATED ACTUAL

Personnel Salaries, Books and Supplies, Services and Other Operating Expenditures Supplemental and Concentration 546,916



Action 4

Actions/Services

PLANNED

4.4: Continue providing transportation for afterschool intervention so that student participation is not limited by lack of transportation.

ACTUAL

4.4: LUSD continues to provide transportation to students participating in the afterschool program on Tuesday, Wednesday, and Thursday.

Expenditures

BUDGETED


ESTIMATED ACTUAL

5000-5999: Services And Other Operating Expenditures Supplemental and Concentration 9,732.77

Action 5

Actions/Services

PLANNED

4.5: Provide additional classroom support at the elementary sites. Continue to fund two three-hour instructional aides at each elementary site to increase the support given to 4th and 5th grade classrooms.

ACTUAL

4.5: Two, three-hour instructional aides have continued to provide students extra support in all 4th and 5th grade classrooms in the district.

Expenditures

BUDGETED


ESTIMATED ACTUAL


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Action 6

Actions/Services

PLANNED

4.6: Provide family/child services designed to increase family literacy in households with 0-3 year olds.

ACTUAL

4.6: Services to households with 0-3 year olds are provided in the mornings two days a week at the Prusso Child Development Center. Eight families and 10 infants attending consistently. There is a need to further promote and increase enrollment in this program.

Expenditures

BUDGETED


ESTIMATED ACTUAL




Action 7

Actions/Services

PLANNED

4.7: Continue early identification, monitoring, and intervention for middle school students at risk of not meeting the eighth-grade graduation requirements.

ACTUAL

4.7: Students who are at risk of not graduating are supported by school counselors and teachers at the middle school. Credit Recovery opportunities are offered to students at risk of not graduating each trimester, spring break, and during the summer. Parents/guardians/caretakers of students at risk of not graduating are informed of their child’s status. The school maintains records of all actions taken (for individual students) to support students at risk.

Expenditures

BUDGETED


ESTIMATED ACTUAL

Supplemental and Concentration 94,607.63



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Action 8

Actions/Services

PLANNED

4.8: Continue to provide funding for Restorative Justice/PBIS Year 2 training and implementation of positive behavior support systems.

ACTUAL

4.8: All school sites have participated in a 4-day Year 2 PBIS training offered by Madera County Office of Education.

Expenditures

BUDGETED





Action 9

Actions/Services

PLANNED

4.9: Increase the intervention services available to students at each of the school sites. Continue to fund after-school tutoring and intervention services provided by certificated staff.

ACTUAL

4.9: Each site has coordinated after-school tutoring and intervention services to support Long Term English Learners. In addition, LMS and Campus Park have offered additional literacy and math tutoring support by certificated staff.

Expenditures

BUDGETED




Action 10

Actions/Services

PLANNED

4.10: Implementation of Year 3 of the MAPS grant project. ACTUAL

4:10: The implementation of the MAPS grant has progressed as planned.

Expenditures

BUDGETED

1000-2000 Salaries MAPS Grant 206,000 ESTIMATED ACTUAL

None 0

4000-4999: Books And Supplies MAPS Grant 2,400

Action 11

Actions/Services

PLANNED

4.11: Provide additional support services for students who are receiving speech and language development support.

ACTUAL

4.11: The Speech and Language Pathologist Assistant is in her second year providing speech support to students in need.

Expenditures

BUDGETED


ESTIMATED ACTUAL

2000-2999: Classified Personnel Salaries 55,005

4000-4999: Books And Supplies Supplemental and Concentration 1,000 4000-4999: Books And Supplies Supplemental and Concentration 0

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Livingston Union School District continues to implement all actions and services included in Goal 4. In addition to classroom support provided teachers, students performing below grade level or at risk of falling below grade level received extra support via academic clinicians, instructional aides, and/or literacy tutors during school. In addition, some of those same students participated in after school intervention programs at their respective schools. Middle school students at risk of not meeting graduation requirements received support through participation in credit recovery opportunities.


Counseling services continued at all sites. The district’s comprehensive counseling program has continued to positively impact the lives of students. The LUSD counseling team completed over 628 classroom guidance lessons and serviced over 210 students in small group counseling sessions. Successful district wide events coordinated by the counseling team such as Service projects, LGBTQ Awareness, Suicide Prevention workshops Kindness Week and College and Career Week are a couple of examples of the successful overall effectiveness of the actions and services articulated in this goal. Schools effectively provided extended tutoring/intervention support at each school. Students who enrolled in the extra support and lived beyond walking distance from the school, were provided school transportation. The speech and language support continued to be provided as well.


Budget expenditures and estimated actuals for Goal 4 addressed needed areas. Areas where the planned and actual expenditures did not match were a result of expenses being higher than expected to meet the planned actions. Adjustments have been made to the 2017-18 budget.


There are no changes to goal 4. All planned actions and services were implemented. Based on analysis of Goal 4 expected outcomes and data, staff has identified the needs to improve implementation of PBIS. While all school PBIS teams participated in Year 2 training, implementation still needs improved in order to achieve the desired results. Preliminary data indicates the number of suspensions overall have increased from the previous year. Site staff is planning to revisit Years 1 and 2 training in order to gain a better understanding of the essential concepts as well as include more site staff in the process. A new action was added to Goal 4. The need to provide teaching and support staff professional development on strategies to support students 2 or more grades below grade level, students with disabilities, and LTELs was identified as a result of the analysis of the data.

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Goal 5

LUSD facilities will be well maintained, safe and modernized to meet the needs of a 21st century teaching and learning environment as measured by the level of implementation of the district’s 5-year facilities improvement plan.


1

2

3

4

5

6

7

8 COE

9

10

LOCAL


EXPECTED ACTUAL

1. 100% of sites will rank “Exemplary" on the Facilities Inspection Tool (FIT). 2. Monitor the process for evaluating and updating supervision needs. 3. School and bus surveillance system upgrades. 4. Quarterly Williams Reports will result in full compliance. 5. Completion of a Ten-Year Facilities Master Plan.

1. Three of the four sites were ranked exemplary on the FIT. 2. Supervision needs have been evaluated by site and district administrative staff on an ongoing basis. Adjustments to supervision needs have been addressed as needed. 3. All district buses now have upgraded surveillance systems. The process to change out older cameras for new and better cameras at all sites is in progress. 4. Quarterly Williams reports up to March of the 2016-17 school year indicate full compliance. 5. The Ten-year Facilities Master Plan has been completed.

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ACTIONS / SERVICES


Action 1

Actions/Services

PLANNED

5.1: Continue to implement a deferred maintenance plan designed to keep our facilities modernized and well-maintained.

ACTUAL

5.1: Roofing and carpet replacements on the maintenance schedule will be addressed over the summer break. Classroom tack board and painting needs are being evaluated and will be addressed as needed over the summer break as well. Resurfacing of school parking lots will continue to be evaluated and completed as needed.

Expenditures

BUDGETED

5000-5999: Services And Other Operating Expenditures Base 340,000 ESTIMATED ACTUAL

Base funding transferred to fund 40 Capital Facilities (excludes furniture) Base 263,682

Action 2

Actions/Services

PLANNED

5.2: Evaluate, identify and implement strategies designed to enhance school safety; inclusive of threat assessment, training, signage and equipment.

ACTUAL

5.2: Fencing will be added to the three elementary sites limiting the access to the blind spots of the campuses and funneling all outside personnel to the school offices. The Emergency Preparedness Group completed Site Emergency Response Team training at all sites.

Expenditures

BUDGETED



4000-4999: Books And Supplies Supplemental and Concentration 21,920 School Sites, LMS Security person Supplemental and Concentration 42,234

5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $750

5000-5999: Services And Other Operating Expenditures Base 57,500

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Action 3

Actions/Services

PLANNED

5.3: Continue to equip classrooms with furniture designed to facilitate collaboration and the use of technology by continuing the purchase of classroom furniture designed to support collaborative learning and group work.

ACTUAL

5.3: Site administration and classroom staff has provided input regarding new classroom furniture needs. Furniture designed to facilitate collaborative learning and group work will continue to be purchased as needed.

Expenditures

BUDGETED


Base 25,471

Action 4

Actions/Services

PLANNED

5.4: Upgrade and expand the surveillance system at school sites and on district buses.

ACTUAL

All buses have upgraded surveillance systems. The process to change out older cameras for new and better cameras at all sites is in progress.

Expenditures

BUDGETED



Action 5

Actions/Services

PLANNED

5.5: Create a ten-year facilities master plan to guide the upgrading, modernization and management of school facilities

ACTUAL

The Ten-Year Facilities Master Plan has been developed. The board has approved modernization priorities and work is expected to begin summer 2017at the elementary sites.

Expenditures

BUDGETED

5000-5999: Services And Other Operating Expenditures Capital Outlay - One Time Funds 85,000

ESTIMATED ACTUAL

5000-5999: Services And Other Operating Expenditures Capital Outlay - One Time Funds 83,542

Action 6

Actions/Services

PLANNED

5.6: Invest in the beautification of each school site. ACTUAL

Plants and trees will be purchased to continue with the beautification at all sites.

Expenditures

BUDGETED



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Actions and services for this goal were fully implemented. The Ten-Year Facilities Master Plan was completed with input from stakeholders. Upgrades to surveillance systems were completed as planned. School safety was enhanced through the district’s work with the Emergency Preparedness Group. All Site Emergency Response Teams received training. Each school’s Comprehensive Safety Plan was updated.


The delineated actions and services to accomplish this goal have been effective. District facilities are well-maintained and safe. Data from the Facilities Inspection Tool and the quarterly Williams report confirms that LUSD facilities are being maintained safe and up to date. Classrooms are equipped with furniture that supports student learning. Student supervision needs are closely monitored by site and district staff and adjustments are made as needed.


Budget expenditures and estimated actuals for Goal 5 matched in most areas. Areas where the planned and actual expenditures did not match were a result of expenses being lower than expected to meet the planned actions. Adjustments have been made to the 2017-18 budget.


No changes were made to this goal. Expected outcomes, matrices and actions have been determined to be in line with the district’s priorities that include providing safe and well-maintained facilities. Planned work with the Emergency Preparedness Group included additional training for the Site Emergency Response Teams and district staff in order to continue enhancing safety at all district facilities.

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Stakeholder Engagement ---------- ---------- LCAP Year

2017–18

2018–19

2019–20

---------- INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

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

Obtaining meaningful input from all stakeholders has been and continues to be paramount in the development and evaluation of Livingston Union School District's Local Control Accountability Plan renewal process. Students, staff, parents, board members, and community members have been involved in providing input on the LCAP goals and actions. Throughout the year administrative staff has created opportunities to gather input from all stakeholders. The following outlines the engagement process: Parents, School Board, Staff, and Community Input The LCAP and English Language Learner Advisory Committees are composed of parent representatives, community members, and classified, administrative and teaching staff. Careful consideration has been given to the composition of the committees in order to ensure representation from all the district schools as well as parents of English Learners. This year the committees have met jointly and regularly to review and analyze the LCAP goals and actions. In November of 2016 the committees were invited to a meeting to review progress on the LCAP goals and actions. At that meeting administrative staff provided members an overview of the Local Control Accountability Formula (LCFF), and the eight state priorities. Committee members also received a progress report on the LCAP actions. In March of 2017 the LCAP and ELL Advisory Committees met to provide recommendations on district goals and actions for the 2017-18 school year. During an interactive session they provided input based on the following questions: What is the district already doing, but can do better? What services would you like the district to continue? During the month of March all parents had the opportunity to provide input via an online survey. Participation in the parent survey increased from the previous year indicating a significant number of parents had the opportunity to provide input. In May of 2017 the LCAP and ELL Advisory Committees met to review the goals and proposed actions for the 2017-18 school year. Student Input In January of 2017 input from a representative group of 4th through 8th grade students was gathered. Student representatives from each of the three elementary schools and the middle school met with district administration. During sessions students had the opportunity to reflect and provide written feedback in response to the following questions: What can the school do to help more students be successful in Reading/Language Arts and Math? How can the school help better motivate and excite students about learning? How can our district help more student prepare for college and careers? How can our district create a safer and healthier learning environment at school? Teaching and Administrative Staff In February of 2017 all teachers were invited to participate in an input session. Those present had the opportunity to give input regarding the current professional development model, classroom support for English Learners, integration of Positive Behavior and Interventions and Support (PBIS), school climate, parent engagement, implementation of the Common Core State Standards, and early literacy. Over the course of the year site and district administration has facilitated opportunities for staff to be engaged in analysis of the progress towards the LCAP goals. The District Leadership Team composed of site and district administrators has been engaged in the implementation, evaluation, and analysis of LCAP actions. During Leadership Meetings

Page 40 of 107

and Leadership Summits administrators provide updates and analysis of district and site progress towards LCAP goals. At the sites, school principals have engaged their staff in the ongoing implementation and evaluation of the district priorities and actions. CSEA and LETA Consultation CSEA and LETA were invited to participate in input sessions during the months of February and April 2017.

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

IMPACT ON LCAP AND ANNUAL UPDATE

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

Student input indicates a strong interest in the inclusion of more enrichment opportunities during the day and after school. Students indicated they enjoy school clubs such as Robotics and SPARK and would like to see the formation of other clubs in the areas of science, visual and performing arts, cooking, gardening, reading, and math. Making math and reading more fun and interactive is something students would like to see as well. During the March LCAP and ELL Advisory session parents indicated there are many district programs and supports that are producing positive results and that they would like to see continue. Stakeholders indicated they are pleased with the increase of technology in the classrooms and the inclusion of the visual arts and music at all the schools. Other areas identified as strengths were the during and extended day physical education program, increased counseling support at all the schools, increased health services, and the parent involvement and education opportunities provided via the Parent Academy. Input from stakeholders indicates a high need to increase support to struggling students and expand summer school opportunities in order to include students who are at and above grade level. The desire for expansion of Dual Language Academy to the elementary summer program was also voiced. Other areas identified by stakeholders as needing refinement included the following: *Professional development inclusive of all staff *Increase opportunities for students to be involved in community service projects *Increase health services to ensure health staff is available during student hours at all the schools *Increase school safety *Increase physical education personnel *Continue beautification and modernization projects in order to maintain safe, functional, and attractive learning environments Data from input sessions, advisory meetings, and surveys were used in the development of LCAP actions for the 2017-18 school year and beyond.

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Goals, Actions, & Services

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

----------

New

Modified

Unchanged

----------

Goal 1

LUSD will create and expand conditions for teaching and learning through the implementation of Common Core with a focus on the essential competencies of Communication, Collaboration, Critical Thinking, Creativity and technology integration, ensuring our students are future ready.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL

---------- Identified Need Goal 1 needs were identified through input from stakeholders during LCAP Advisory meetings, consultations, staff LCAP

input sessions, board input and/or by completing the LCAP Student and LCAP Parent Surveys. Staff categorized common themes that best matched the LCAP goals based on the input received. Identified themes are as follows:

• Ensure teachers are appropriately assigned and fully credentialed in the subject areas they are teaching • Continue to maintain smaller class sizes at the lower grades in order to support early literacy • Increase teacher training and collaboration opportunities to study and learn best practices for English Learners

and student with special needs • Increase technology in classrooms • Provide technology integration professional development to all teaching and classroom support staff • Continue to provide research-based professional development to teaching, administrative, and support staff

---------- EXPECTED ANNUAL MEASURABLE OUTCOMES

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

100 % of teachers will be appropriately assigned and fully credentialed.

99%

100% 100%

100%

100% of pupils will have access to core instructional materials as measured by the annual "Sufficiency of Instructional

100%

100% 100% 100%

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Materials” School Board resolution.

• Increase from Emerging to Proficient in the Classroom Domain.

• Show an overall increase in the percentage of students and teachers reporting participating in online writing on a weekly basis as measured by Bright Bytes data

• Show an overall increase in the percentage of students and teachers that report opportunities for identifying and solving authentic problems on a weekly basis as measured by Bright Bytes data.

Bright Bytes Classroom Domain baseline is 980. 1. Students report being asked to write online on a weekly basis--10% 2. Teachers report asking students to write online on a weekly basis--2% 3. Students report being asked to identify and solve authentic problems on a weekly basis--27% 4. Teachers report asking students to identify and solve authentic problems on a weekly basis--10%

Bright Bytes score for Classroom Domain will increase to 990. 1. Students report being asked to write online on a weekly basis will increase to 30%. 2. Teachers report asking students to write online on a weekly basis will increase to 25%. 3. Students report being asked to identify and solve authentic problems on a weekly basis will increase to 35%. 4. Teachers report asking students to identify and solve authentic problems on a weekly basis will increase to 25%.

Bright Bytes score for Classroom Domain will increase to 995. Bright Bytes score for Skill Domain will increase to 1180. 1. Students report being asked to write online on a weekly basis will increase to 50%. 2. Teachers report asking students to write online on a weekly basis will increase to 48%. 3. Students report being asked to identify and solve authentic problems on a weekly basis will increase to 43%. 4. Teachers report asking students to identify and solve authentic problems on a weekly basis will increase to 40%.

Bright Bytes score for Classroom Domain will increase to 1000. Bright Bytes score for Skill Domain will increase to 1200. 1. Students report being asked to write online on a weekly basis will increase to 70%. 2. Teachers report asking students to write online on a weekly basis will increase to 70%. 3. Students report being asked to identify and solve authentic problems on a weekly basis will increase to 50%. 4. Teachers report asking students to identify and solve authentic problems on a weekly basis will increase to 50%.

CAASPP English Language Arts Average Scale Points (ASP) District English Learners (EL) Socioeconomically Disadvantaged (SD) Students with Disabilities Subgroup (SWD)

District: 11.7 ASP EL: -4.08 ASP SD: 12.1 ASP SWD: -1.4 ASP

Minimum Increase of: District: 11.8 ASP EL: 36.2 ASP SD: 14.2 ASP SWD: 42.75 ASP



CAASPP Math Average Scale Points (ASP) District English Learners (EL) Socioeconomically Disadvantaged (SD) Students with Disabilities Subgroup (SWD)

District: .6 ASP EL: -12.5 ASP SD: -.38 ASP SWD: -2.7 ASP

Minimum Increase of: District: 25 ASP EL: 47.2 ASP SD: 27.7 ASP SWD: 54.8 ASP



Page 43 of 107

PLANNED ACTIONS / SERVICES

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

Action 1

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

Students to be Served

All

Students with Disabilities

Location(s)

All Schools

Specific Schools:

Specific Grade spans:

OR

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


English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR

Limited to Unduplicated Student Group(s)

Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.1 Continue to fund technology director and district/site technology support staff to support integration of technology as a routine component of effective daily classroom instruction with particular focus on meeting the needs of English Learners, Foster Youth, and low income populations. Implement an ongoing Technology Refresh Plan designed to maintain technology devices up to date and in good condition.

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BUDGETED EXPENDITURES

2017-18 2018-19 2019-20

Amount 867,194. Amount 754,887 Amount 773,985

867,194. Source Supplemental and Concentration Source Supplemental and Concentration Source Supplemental and Concentration

867,194. Budget Reference

Salaries, Benefits, Supplies and Services Budget

Reference

Salaries, Benefits, Supplies and Services Budget

Reference

Salaries, Benefits, Supplies and Services

Action 2



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools: Campus Park, Selma Herndon, LMS


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.2 Continue to fund 2.5 full-time teachers to maintain smaller class sizes (at or below ratio targets) at Selma Herndon, Campus Park, and Science at Livingston Middle School. Continually evaluate and monitor class sizes to ensure that grade level ratios are at or below 24:1 in TK-3 and 30:1 in other grades. If needed, hire

Page 45 of 107

additional teachers; thereby making progress toward average class size ratios listed.


2017-18 2018-19 2019-20

Amount 274,824. Amount 281,420 Amount 288,540

274,824. Source Supplemental and Concentration Source Supplemental and Concentration Source Supplemental and Concentration

274,824. Budget Reference

Salaries and Benefits Budget

Reference

Salaries and Benefits Budget

Reference

Salaries and Benefits

Action 3



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.3 Continue to provide research-based professional development to all teaching and administrative staff in the areas identified as district priorities inclusive of Common

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Core State Standards (ELA/Math), NGSS, English Learners, Arts, technology integration and student health and safety with a focus on better serving the target students' needs.


2017-18 2018-19 2019-20

Amount 240,262 Amount 246,028 Amount 252,253

240,262 Source Supplemental and Concentration Source Supplemental and Concentration Source Supplemental and Concentration

240,262 Budget Reference

Salaries, Benefits, Supplies, Services Budget

Reference


Reference

Salaries, Benefits, Supplies, Services


79,300 Source Title I Source Title I Source Title I



Reference


Reference


Action 4



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


Page 47 of 107

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.4 Continue and enhance the use of the coaching model as a professional learning support for teachers and use teacher feedback and student data (including target groups) to monitor services and learning needs.


2017-18 2018-19 2019-20


385,341 Source Title I Source Title I Source Title I


Salary and Benefits Budget

Reference


Reference

Salary and Benefits

Action 5



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


Page 48 of 107

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.5 Teaching and administrative staff will collaborate in the identification of essential learning outcomes for each grade level to improve instructional alignment across all sites and grade levels with a focus on target groups.


2017-18 2018-19 2019-20





Reference


Reference

Salary and Benefits

Action 6



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


Page 49 of 107

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.6 Recruit and develop new teachers and administrators into highly-qualified staff. Implement a new teacher support plan to support, develop, and retain the most qualified staff and fund new staff’s participation in the Teacher Induction Program and Admin Keys programs.


2017-18 2018-19 2019-20




Salaries, Benefits, Services Budget

Reference


Reference

Salaries, Benefits, Services

Action 7



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


Page 50 of 107

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.7 Continue to study and seek opportunities to add instructional minutes to the day.


2017-18 2018-19 2019-20

Amount 0 Amount 0 Amount 0

0 0

Action 8



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


Page 51 of 107

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.8 Improve the implementation of learning management systems to inform goals and next steps to support target groups through the use of data and assessments.


2017-18 2018-19 2019-20




Supplies, Services Budget

Reference


Reference

Supplies, Services

Action 9



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


Page 52 of 107

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.9 A Professional Growth Initiative shall be implemented commencing in the 2017-2018 school year with the objective of increasing and improving classified services in a manner designed to support a learning environment which will lead to improved performance outcomes for the District’s English language learner, low-income, and/or foster youth populations.


2017-18 2018-19 2019-20





Reference


Reference

Salaries, Benefits, Services

Action 10



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


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

Page 53 of 107

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.10 Provide libraries that are staffed with trained library staff and equipped with furniture and resources that advance target student learning and engagement opportunities. Conduct an audit of the school library collections and use this data to inform the purchases of additional titles and software.


2017-18 2018-19 2019-20





Reference


Reference


Action 11



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Page 54 of 107

Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

1.11 Through the 4 C’s Learning Environment (4CLE) grant, provide sites the opportunity to develop and implement an innovative learning environment that supports and facilitates collaboration, innovation, inquiry and student centered learning for students inclusive of English Learners, low income, and foster youth.

Discontinue


2017-18 2018-19 2019-20

Amount 160,000 Amount 0 Amount 0

160,000 Source Supplemental and Concentration Source Source


Supplies Budget

Reference

Budget

Reference

Page 55 of 107



----------

New

Modified

Unchanged

----------

Goal 2

Students learning English as a second language will have increased access and support while in the core program as measured by participation in intervention and support services. Parents of English learners will be involved in their own learning and in program decisions benefiting their children.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL Biliteracy


input sessions, assessment data and/or by completing the LCAP Student and LCAP Parent Surveys. Staff categorized common themes that best matched the LCAP goals based on the input received. Identified themes are as follows:

• Coordinate supports and services to better meet the needs of English Learners performing at the Intermediate level, Long Term English Learners, and newcomers

• Increase reclassification rate of English Learners • Continue to offer Parent Academies • Increase Parent Liaison hours from 6 to 7 in order to increase and refine parent engagement opportunities and

connect parents to community resources • Continue to provide Dual Language Academy staff collaboration opportunities and Spanish instruction

professional development



Overall Growth Percentage (English Learners moving one or more levels on the CELDT or ELPAC)

Percentage of ELs moving one or more levels on the CELDT: 47%

Percentage of ELs moving one or more levels on the CELDT or the ELPAC: 52%



ELs will have access to state ELD standards.

100% 100% 100% 100%

English Learners will be reclassified as Fluent English

8.9%

13% 15% 17%

Page 56 of 107

Proficient (RFEP) at a rate of 13% or higher each year.

Annual parent survey data collected during parent conference week in March will indicate an increase of 2% in two areas; percent of parents feeling that their ideas are listened to at the school and percent of parents of EL students given opportunities to understand and participate in school activities.

93%

95% 97% 99%

Parent engagement will be measured by calculating the percentage of parents attending two parent-teacher conferences at a rate of 99% or higher and Parent Academy class surveys will demonstrate a 93% or higher satisfaction rate with the learning opportunities.

Parent-Teacher Conferences: 98.71% Parent Academy: 93%

Parent-Teacher Conferences: 99% Parent Academy: 93%



Parent participation in decision-making and leadership activities will be measured by proper composition of School Site Councils in district schools.

100% of District School Site Councils are Properly Composed

100% 100% 100%



Action 1



All


Location(s)

All Schools

Specific Schools:


OR


Students to be Served English Learners Foster Youth Low Income

Page 57 of 107

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

2.1 Continue to fund a district ELD coordinator to assist sites in planning programs, monitoring EL students, engage parents, offer EL professional development, and coordinate services to best meet the needs of English Learners. Professional development for classified and certificated staff will focus on specific academic and language acquisition needs of English Learners (LTELs, RFEP, & Newcomers).


2017-18 2018-19 2019-20




Salary and Benefits. Budget

Reference

Salary and Benefits. Budget

Reference

Salary and Benefits.

Action 2



All


Location(s)

All Schools

Specific Schools:


OR

Page 58 of 107



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

2.2 Provide an enriching 50/50 Model Dual Language at all sites with parity in English and Spanish in all curricular areas to include class size, teacher quality, instructional materials and support.


2017-18 2018-19 2019-20




Salary, Benefits, Supplies, Services Budget

Reference


Reference

Salary, Benefits, Supplies, Services

Page 59 of 107

Action 3



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

2.3 Increase Parent Liaison time to seven hours in order to increase opportunities for parents to meaningfully participate in the education of their children. Enhance school to home connection through more robust communication systems.


2017-18 2018-19 2019-20





Reference


Reference


Page 60 of 107

Action 4



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

2.4 Continue providing for Dual Language Academy staff support through teacher collaboration opportunities, PD for Spanish instruction, and translation services of instructional materials as needed.


2017-18 2018-19 2019-20





Reference


Reference


Page 61 of 107



----------

New

Modified

Unchanged

----------

Goal 3

LUSD students will be provided enrichment opportunities designed to promote growth in positive social skills, including self-confidence, collaboration, creativity, conflict resolution and empathy.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL


input sessions, assessment data, and/or by completing the LCAP Student and LCAP Parent Surveys. Staff categorized common themes that best matched the LCAP goals based on the input received. Identified themes are as follows:

• Expand enrichment opportunities, after school clubs, intramurals, service learning, and leadership programs • Increase health services • Expand technology electives at the middle school • Continue to employ a physical education teacher to serve elementary schools • Enhance during school visual and performing arts programs • Maintain student learning opportunities through academic excursions • Expand Summer Academy program to include students performing at and above grade level • Expand Summer Academy program to include Dual Language Academy strand at the elementary level • Continue to promote the importance of school attendance



An annual LCAP Student Survey collected in the spring will indicate an overall increase in the number of positive student responses to the following questions: 1. Do you feel like you are part of this school?

1. District Baseline: 89%

1. 92%

1. 95%

1. 98%

Page 62 of 107

2. Do you try to work out your problems by talking or writing about them? 3. Do you participate in school activities like a club, sports team, choir, band, spirit days? 4. I do things that make a difference like helping someone or service learning projects.

2. District Baseline: 67% 3. District Baseline: 65% 4. District Baseline: 82%

2. 72% 3. 70% 4. 87%

2. 77% 3. 75% 4. 92%

2. 82% 3. 80% 4. 97%

Classroom Guidance student pre/post assessments will demonstrate growth in their understanding of positive social skills, conflict resolution, collaboration, self- confidence and empathy.

22%

27% 32% 37%

Decrease district suspension rate by 1% or more each year.

66/2533 Suspensions (2.5%)

Decrease by 1% or more Decrease by 1% or more Decrease by 1% or more

Chronic absence rates will decrease by 10% at all sites.

Campus Park: 17% Selma Herndon: 15% Yamato Colony: 12% Livingston Middle: 29%




The LUSD average attendance rates will be at 97% or higher.

96.52%

97% 97% 97%

Maintain an expulsion rate that is below the county and state average.

0

0 0 0

Livingston Middle School dropout rates will remain at 0%.

0

0 0 0

Middle School graduation rate will be 95% or higher.

95.9%

95% 95% 95%



Action 1



All


Page 63 of 107

Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.1 Students who need intervention will receive it delivered through an enriching learning experience that may include: Summer Academies (arts, technology, project-based science, and math) and Intervention to include students, homework tutorials, after school tutoring, ELD, during and/or after school academic clubs.


2017-18 2018-19 2019-20





Reference


Reference


Page 64 of 107

Action 2



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.2 Expand learning opportunities outside of the school setting by providing two academic excursion opportunities for all students, inclusive of the Sixth Grade Outdoor Ed. experience.


2017-18 2018-19 2019-20





Reference


Reference


Page 65 of 107

Action 3



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.3 Continue to implement Advancement Via Individual Determination (AVID) as an academic enrichment program designed to prepare students for college.


2017-18 2018-19 2019-20





Reference


Reference


Page 66 of 107

Action 4



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.4 Improve student engagement and access by providing enrichment opportunities during the regular school day and after school inclusive of visual and performing arts, technology, and service learning opportunities. Also improve the implementation of a middle school mentoring model to build resiliency skills in identified sixth graders (SPARK).


2017-18 2018-19 2019-20




Budget Reference

Budget Reference

Page 67 of 107

Salary, Benefits, Supplies, Services Salary, Benefits, Supplies, Services Salary, Benefits, Supplies, Services

Action 5



All


Students with health needs

Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.5 Include a focus on health and nutrition education and formalize nutrition education objectives inclusive of students and parents.


2017-18 2018-19 2019-20


5,000 Source Base Source Base Source Base



Reference


Reference

Supplies, Services

Page 68 of 107

Action 6



All


TK-6

Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.6 Maintain the increased medical care services and follow up given to medically vulnerable students by increasing health aide hours from 5.15 to 6 at the elementary schools.


2017-18 2018-19 2019-20




Salary, Benefits Budget

Reference

Salary, Benefits Budget

Reference

Salary, Benefits

Page 69 of 107

Action 7



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.7 Expand and improve technology electives at the middle school.


2017-18 2018-19 2019-20





Reference


Reference


Page 70 of 107

Action 8



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.8 Continue to employ a Physical Education teacher who serves as a subject-area expert and who will work with students and teachers at all three elementary sites.


2017-18 2018-19 2019-20




Salaries, Benefits Budget

Reference

Salaries, Benefits Budget

Reference

Salaries, Benefits

Page 71 of 107

Action 9



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.9 Provide all staff professional learning to integrate enrichment into daily lessons, enhancing students-to-adults relationships/connections, promote positive social skills development among all students, and support, equity, and awareness of foster, homeless, and LGBTQ students’ needs.


2017-18 2018-19 2019-20





Reference


Reference


Page 72 of 107

Action 10



All


TK-5

Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

3.10 Encourage school attendance by promoting positive school site based activities and events and enlisting county support via a county SARB liaison.


2017-18 2018-19 2019-20





Reference


Reference

Supplies, Services

Page 73 of 107



----------

New

Modified

Unchanged

----------

Goal 4

With a focus on closing the academic achievement gap before it widens, LUSD students will be supported in their learning of increasingly complex concepts through a tiered system of intervention. The focus of intervention will be literacy and math skills and success measured by student performance on classwork and on assessments.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL


input sessions, assessment data, and/or by completing the LCAP Student and LCAP Parent Surveys. Staff categorized common themes that best matched the LCAP goals based on the input received. Identified themes are as follows:

• Continue counseling services at all sites • Continue to support staff in the implementation of Restorative Justice and PBIS • Offer interventions and supports to address the academic needs of low income and foster students, students

with disabilities, and English Learners • Provide teaching staff professional development to better address the needs of students 2 or more grade levels

below • Maintain support to middle school students at risk of not meeting graduation requirements



Increase the percentage of third grade students reading at or above grade level as measured by STAR reading.

38%

53% 68% 83%

Student participation and exit rates in academic support programs and activities will increase by 5% or more each year.

29%

34% 39% 44%

Page 74 of 107

100% of students will have access to a broad course of study as measured by review of the master schedule.

100%

100% 100% 100%



Action 1



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.1: Continue to provide during and extended day support in literacy and mathematics to students who are at risk of falling below grade level and LTELs at-risk via academic clinicians in grades K-8th, literacy tutors in grades TK-2nd and, three-hour instructional aides in 4th and 5th grade classrooms.

Page 75 of 107


2017-18 2018-19 2019-20





Reference


Reference


Action 2



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.2: Maintain and improve counseling services available to students and families.


2017-18 2018-19 2019-20

Page 76 of 107





Reference


Reference


Action 3



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.3: Continue providing transportation home from after school intervention so that student participation is not limited by lack of transportation.


2017-18 2018-19 2019-20


15,000

Page 77 of 107

Source Supplemental and Concentration Source Supplemental and Concentration Source Supplemental and Concentration


Services Budget

Reference

Services Budget

Reference

Services

Action 4



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.4: Provide family/child services designed to increase family literacy in households with 0-3 year olds.


2017-18 2018-19 2019-20



20,320

Page 78 of 107

Budget Reference


Reference


Reference


Action 5



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.5: Continue early identification, monitoring, and intervention for middle school students at risk of not meeting the eighth grade graduation requirements.


2017-18 2018-19 2019-20





Reference


Reference


Page 79 of 107

Action 6



All


Preschoolers

Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.6: Continue to provide funding for Restorative Justice/PBIS training and implementation of positive behavior support systems.


2017-18 2018-19 2019-20





Reference


Reference


Page 80 of 107

Action 7



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.7: Implementation of the MAPS grant project.


2017-18 2018-19 2019-20

Amount 0 Amount 0 Amount 0

14,336 Source Source Source


Budget

Reference Budget

Reference

Page 81 of 107

Action 8



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.8: Provide additional support services for students who are receiving speech and language development support.


2017-18 2018-19 2019-20





Reference


Reference


Page 82 of 107

Action 9



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

4.9: Provide teaching and support staff professional development on strategies to support students 2 or more grades below grade level, students with disabilities, and LTELs.


2017-18 2018-19 2019-20





Reference


Reference


Page 83 of 107



----------

New

Modified

Unchanged

----------

Goal 5

LUSD facilities will be well maintained, safe and modernized to meet the needs of a 21st century teaching and learning environment as measured by the level of implementation of the district’s 5 year facilities improvement plan.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL


input sessions, facilities master plan and/or by completing the LCAP Student and LCAP Parent Surveys. Staff categorized common themes that best matched the LCAP goals based on the input received. Identified themes are as follows:

• Enhance school safety • Continue to maintain facilities safe and well-maintained • Continue to maintain and upgrade surveillance systems

Note: SCG Target Funds are not used for this goal



All four sites will rank “Good" or higher on the Facilities Inspection Tool (FIT).

4 out of 4

4 out of 4 4 out of 4 4 out of 4

Quarterly Williams Reports will result in full compliance.

Full Compliance

Full Compliance Full Compliance Full Compliance



Action 1


Page 84 of 107


All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

5.1: Continue to implement a deferred maintenance plan designed to keep our facilities modernized and well-maintained.


2017-18 2018-19 2019-20





Reference


Reference

Supplies, Services

Action 2


Page 85 of 107


All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

5.2: Evaluate, identify and implement strategies designed to enhance school safety; inclusive of fencing, locking systems, communication systems, threat assessment, training, signage and equipment.


2017-18 2018-19 2019-20





Reference


Reference

Supplies, Services

Amount 360,000 Amount 0 Amount 0




Reference

Budget

Reference

Page 86 of 107

Action 3



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

5.3: Continue to modernize classrooms with furniture designed to facilitate collaboration and the use of technology by continuing the purchase of classroom furniture designed to support collaborative learning and group work.


2017-18 2018-19 2019-20





Reference


Reference

Supplies, Services

Page 87 of 107

Action 4



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

5.4: Upgrade and expand the surveillance system at school sites and on district buses.


2017-18 2018-19 2019-20





Reference


Reference

Supplies, Services

Page 88 of 107

Action 5



All


Location(s)

All Schools

Specific Schools:


OR



English Learners

Foster Youth

Low Income

Scope of Services

LEA-wide

Schoolwide OR


Location(s)

All Schools

Specific Schools:


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

5.5: Invest in the beautification of each school site.


2017-18 2018-19 2019-20





Reference


Reference

Supplies, Services

Page 89 of 107

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year

2017–18

2018–19

2019–20

---------- Estimated Supplemental and Concentration Grant Funds: $6,341,800 Percentage to Increase or Improve Services: 35.23%

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

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

---------- Livingston Union School District’s 2017-2018 LCFF Supplemental/Concentration Grant is projected to be $6,341,800.00. This is an increase of approximately $198,985 over last year’s Supplemental/Concentration Grant allocation of $6,142,815. Livingston Union School District’s unduplicated rate of 90.26% surpasses the State’s threshold of 55% therefore allowing Supplemental Concentration dollars to be used district wide. Livingston Union School District’s stakeholder groups provided input and feedback on the most effective use of these dollars to meet our district goals for unduplicated pupils within the eight state priority areas. Quantitative assessment data as well as annual, qualitative stakeholder input reflect a need to use the funds on a district wide basis.

The following activities have been identified needs of all LUSD students and were funded in 2016-17:

• Professional Development that supports Common Core implementation. • Professional Development for Certificated and Classified staff for Positive Behavior Interventions. • Learning management system. • Instructional Aides for 4th and 5th grades. • Music and PE teachers at elementary school sites.

Supplemental/Concentration funds will be principally directed to address the academic and social emotional needs of ELL, low income, and Foster Youth students. We have determined that the actions listed below are most effective in addressing the unique needs of these student groups.

• Academy enrichment opportunities in summer and after school. (STEAM Academy and Extended Day). • Professional Development for all staff re: ELL needs. • Secure increased language development software. • Expand Family Child Outreach position focusing literacy skills of 0-3 year old children. (Family Impact)

Livingston Union School District’s LCFF Supplemental/Concentration grant of $6,341,800 resulted in a proportionality percentage of 35.23%. This is the percentage by which services for unduplicated students must be increased or improved over services provided for all students in the LCAP year. All services for the express benefit of our “unduplicated pupils” are over and beyond services to the general population of pupils.

Revised Local Control and Accountability Plan and Annual Update Template Instructions

Addendum

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

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

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

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

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

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

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services

Planned Actions/Services

Demonstration of Increased or Improved Services for Unduplicated Students

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

Plan Summary

The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year.

When developing the LCAP, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.

In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.

An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget Summary

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

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

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

LCAP Year: This amount is the total of the budgeted expenditures associated with the

actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To

the extent actions/services and/or expenditures are listed in the LCAP under more than one goal,

the expenditures should be counted only once.

Description of any use(s) of the General Fund Budget Expenditures specified above for the

LCAP year not included in the LCAP: Briefly describe expenditures included in total General

Fund Expenditures that are not included in the total funds budgeted for planned actions/services for

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

the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds

other than general fund expenditures.)

Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding

the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter

schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and

2575 for the LCAP year respectively.

Annual Update

The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected.

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

Annual Measurable Outcomes

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

Actions/Services

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

Analysis

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

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

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

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

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

Stakeholder Engagement

Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Education Code identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. Education Code requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, Education Code Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

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

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

Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

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

Goals, Actions, and Services

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

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required.

Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

New, Modified, Unchanged

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

Goal

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

Related State and/or Local Priorities

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 applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

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

Expected Annual Measurable Outcomes

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

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

Planned Actions/Services

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

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


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

Location(s)

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

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

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


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

Scope of Service

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

If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”

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

If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”.

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

Location(s)

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

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

Actions/Services

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

New/Modified/Unchanged:

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

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

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

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

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

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the Goals, Actions, and

Services section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted Expenditures

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

Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

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

Demonstration of Increased or Improved Services for Unduplicated Students

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

Estimated Supplemental and Concentration Grant Funds

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

Percentage to Increase or Improve Services

Identify the percentage by which services for unduplicated pupils must be increased or improved as

compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR

15496(a)(7).

Consistent with the requirements of 5 CCR 15496, describe how services provided for unduplicated pupils are

increased or improved by at least the percentage calculated as compared to services provided for all students

in the LCAP year. To improve services means to grow services in quality and to increase services means to

grow services in quantity. This description must address how the action(s)/service(s) limited for one or more

unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the

appropriate description, taken together, result in the required proportional increase or improvement in services

for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a

schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting

each action/service as follows.

For those services being provided on an LEA-wide basis:

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

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

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

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

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

State Priorities

Priority 1: Basic Services addresses the degree to which: A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the

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

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

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

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

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

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

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

A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy UC or CSU entrance

requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the CELDT;

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

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

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

A. School attendance rates; B. Chronic absenteeism rates;

C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates;

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

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

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

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

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

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

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

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

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

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

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

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

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

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the

academic year (July 1 – June 30).

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

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

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

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is

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

(2) The total number of cohort members.

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

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

(1) The number of cohort members who earned a regular high school diploma [or earned an adult

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

(2) The total number of cohort members.

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

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

suspended during the academic year (July 1 – June 30).

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

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

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

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

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the

academic year (July 1 – June 30).

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

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

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

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

Sections 6312 and 6314.

APPENDIX B: GUIDING QUESTIONS

Guiding Questions: Annual Review and Analysis

1) How have the actions/services addressed the needs of all pupils and did the provisions of those

services result in the desired outcomes?

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to

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?

Guiding Questions: Stakeholder Engagement

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, or 47606.5, as applicable, 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?

Guiding Questions: Goals, Actions, and Services

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic

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

7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement

(Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE

Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”:

Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities?

5) How have the unique needs of individual school sites been evaluated to inform the development of

meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff,

parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and

bgroups 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?

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?

Prepared by the California Department of Education, October 2016

LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2016-17

Annual Update Budgeted

2016-17 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

All Funding Sources 7,535,260.00 6,978,839.91 7,292,224.00 6,793,766.00 6,879,436.00 20,965,426.00

0.00 55,005.00 0.00 0.00 0.00 0.00

Base 870,500.00 1,136,099.00 688,000.00 328,000.00 328,000.00 1,344,000.00

Capital Outlay - One Time Funds 85,000.00 83,542.00 0.00 0.00 0.00 0.00

Common Core Standards Implementation Funds 0.00 0.00 0.00 0.00 0.00 0.00

Lottery 0.00 0.00 0.00 0.00 0.00 0.00

MAPS Grant 208,400.00 0.00 0.00 0.00 0.00 0.00

None 0.00 0.00 0.00 0.00 0.00 0.00

Program Improvement Grant 0.00 0.00 0.00 0.00 0.00 0.00

Supplemental and Concentration 5,853,486.00 5,220,901.91 6,139,583.00 5,989,974.00 6,063,607.00 18,193,164.00

Title I 440,000.00 483,292.00 464,641.00 475,792.00 487,829.00 1,428,262.00

Title II 60,000.00 0.00 0.00 0.00 0.00 0.00

Title III 17,874.00 0.00 0.00 0.00 0.00 0.00

0.00 0.00

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

Total Expenditures by Object Type

Object Type 2016-17

Annual Update Budgeted


Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

All Expenditure Types 7,535,260.00 6,978,839.91 7,292,224.00 6,793,766.00 6,879,436.00 20,965,426.00

255,340.00 4,210,271.66 7,292,224.00 6,793,766.00 6,879,436.00 20,965,426.00

1000-1999: Certificated Personnel Salaries 3,290,281.00 883,190.76 0.00 0.00 0.00 0.00

1000-2000 Salaries 550,262.00 0.00 0.00 0.00 0.00 0.00

2000-2999: Classified Personnel Salaries 1,248,060.00 510,309.09 0.00 0.00 0.00 0.00

4000-4999: Books And Supplies 1,143,794.00 1,166,136.00 0.00 0.00 0.00 0.00

5000-5999: Services And Other Operating Expenditures

1,047,523.00 93,274.77 0.00 0.00 0.00 0.00

5800: Professional/Consulting Services And Operating Expenditures

0.00 0.00 0.00 0.00 0.00 0.00

None Specified 0.00 115,657.63 0.00 0.00 0.00 0.00


Total Expenditures by Object Type and Funding Source

Object Type Funding Source


Budgeted

2016-17 Annual Update Actual

2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

All Expenditure Types All Funding Sources 7,535,260.00 6,978,839.91 7,292,224.00 6,793,766.00 6,879,436.00 20,965,426.00

0.00 0.00 0.00 0.00 0.00 0.00

Base 0.00 289,153.00 688,000.00 328,000.00 328,000.00 1,344,000.00

Common Core Standards Implementation Funds

0.00 0.00 0.00 0.00 0.00 0.00

None 0.00 0.00 0.00 0.00 0.00 0.00


Supplemental and Concentration

255,340.00 3,813,131.66 6,139,583.00 5,989,974.00 6,063,607.00 18,193,164.00

Title I 0.00 107,987.00 464,641.00 475,792.00 487,829.00 1,428,262.00

Title II 0.00 0.00 0.00 0.00 0.00 0.00

1000-1999: Certificated Personnel Salaries

Base 0.00 0.00 0.00 0.00 0.00 0.00





2,790,281.00 507,885.76 0.00 0.00 0.00 0.00


Title I 440,000.00 375,305.00 0.00 0.00 0.00 0.00


Title II 60,000.00 0.00 0.00 0.00 0.00 0.00

1000-2000 Salaries MAPS Grant 206,000.00 0.00 0.00 0.00 0.00 0.00

1000-2000 Salaries Supplemental and Concentration

342,537.00 0.00 0.00 0.00 0.00 0.00

1000-2000 Salaries Title I 0.00 0.00 0.00 0.00 0.00 0.00

1000-2000 Salaries Title III 1,725.00 0.00 0.00 0.00 0.00 0.00

2000-2999: Classified Personnel Salaries

0.00 55,005.00 0.00 0.00 0.00 0.00


Lottery 0.00 0.00 0.00 0.00 0.00 0.00



1,248,060.00 455,304.09 0.00 0.00 0.00 0.00


Title I 0.00 0.00 0.00 0.00 0.00 0.00

Total Expenditures by Object Type and Funding Source

Object Type Funding Source


Budgeted

2016-17 Annual Update Actual

2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

4000-4999: Books And Supplies

Base 473,000.00 846,946.00 0.00 0.00 0.00 0.00


Common Core Standards Implementation Funds

0.00 0.00 0.00 0.00 0.00 0.00


Lottery 0.00 0.00 0.00 0.00 0.00 0.00


MAPS Grant 2,400.00 0.00 0.00 0.00 0.00 0.00



668,394.00 319,190.00 0.00 0.00 0.00 0.00


Title I 0.00 0.00 0.00 0.00 0.00 0.00


Base 397,500.00 0.00 0.00 0.00 0.00 0.00


Capital Outlay - One Time Funds

85,000.00 83,542.00 0.00 0.00 0.00 0.00





548,874.00 9,732.77 0.00 0.00 0.00 0.00


Title I 0.00 0.00 0.00 0.00 0.00 0.00


Title III 16,149.00 0.00 0.00 0.00 0.00 0.00

5800: Professional/Consulting Services And Operating Expenditures


0.00 0.00 0.00 0.00 0.00 0.00

None Specified Supplemental and Concentration

0.00 115,657.63 0.00 0.00 0.00 0.00

243,192.63

1,305,718.63

90,113.00

90,113.00


Total Expenditures by Goal

Goal 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

Goal 1 2,918,113.00 2,691,187.00 2,759,273.00 8,368,573.00

Goal 2 519,848.00 532,324.00 545,792.00 1,597,964.00

Goal 3 1,778,501.00 1,821,066.00 1,823,371.00 5,422,938.00

Goal 4 1,338,630.00 1,370,758.00 1,372,498.00 4,081,886.00

Goal 5 737,132.00 378,431.00 378,502.00 1,494,065.00


Documents

Andrés Zamora, Superintendent Susan Ruth Anne Land · Andrés Zamora, Superintendent Board of Education Vernon Boyd Susan Ruth ... Three, 5.15 hour health aides, a full time health