EASTSIDE UNION SCHOOL DISTRICT 2017-2020 Local … · 2017-2020 Local Control Accountability Plan (LCAP) Board Adopted: ... core will continue. ... be reduced by at least 2% from

EASTSIDE UNION SCHOOL DISTRICT

45006 30th Street East

Lancaster, California 93535

(661) 952-1200

www.eastsideusd.org

EASTSIDE UNION

SCHOOL DISTRICT

2017-2020

Local Control Accountability

Plan (LCAP)

Board Adopted: June 28, 2017

http://www.eastsideusd.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: 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 Eastside Union Elementary School District

----------Contact Name andTitle

Dr. Mark E. MarshallSuperintendent

Email and Phone

[email protected](661) 952-1200

2017-20 Plan SummaryTHE STORYBriefly describe the students and community and how the LEA serves them.

The Eastside Union School District is located in eastern Lancaster, California. There are presently 3500 students. Approximately 90% of those students receive free or reduced lunch. The student demographics are as follows: 61% Hispanic, 26% African American, 9% White, and the remaining Asian/other. The district is served by 4 elementary schools and 1 middle school. There is also an alternative school for expelled pupils.

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

The 2017-20 LCAP is again designed to address 4 critical areas:1. Increase student achievement in English Language Arts and Math2. Increase parental involvement3. Enhance the learning environment for students4. Ensure that students receive access to basic services.

https://www.caschooldashboard.org/#/Details/19644770000000/1/EquityReport

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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

The district made modest progress in English Language Arts (ELA- 5% growth). The rate of suspensions for African American students declined. In accordance with our goal of increasing rigor, Tierra Bonita Elementary received WASC accreditation, the first in our district. With regard to accomplishments in the area of AVID implementation, Cole Middle School was identified as an AVID Schoolwide Site of Distinction, while Enterprise Elementary was recognized as an AVID Elementary Showcase School. In goal 2, parents participating in the Project2Inspire initiative became trainers for our parents. In goal 3, suspensions for black male students decreased, in addition to a lower referral rate for Special Education. Goal 4, as it relates to the final goal (basic services), the district met its goals that dealt with instructional materials and facilities. Our oldest elementary school received an exemplary rating on an unannounced Williams facilities visit.

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

Overall, math continues to be a challenge for the district with marginal growth in the prior year (2%). The most recent results on the California Dashboard yield the following subgroups in areas of concern:

The following groups are at least 2 levels below the district rating, and in the red category:Students with Disabilities- both ELA and Math.African Americans- both ELA and Math.

The following group is in the orange category:English Learner Progress.

The district will continue to provide resources to afford teachers more strategies to meet the needs of students, including Students with Disabilities, African Americans, and English learners. This includes enhancing Professional Learning, and providing extended learning opportunities for students needing more assistance.

SuspensionsThe suspension rates of the overall population increased slightly, as did truancy rates. Our overall attendance rate experienced a small decline. The school district will continue to participate in the Positive Behavior Interventions and Supports (PBIS) and Restorative Justice programs. Implicit Bias training will occur in 2017-18.

AttendanceSchool sites will take a more active role in encouraging student attendance.

OverallA more intense effort to engage the families of these students will be a focus.

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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

The following groups are at least 2 levels below the district rating, and in the red category:Students with Disabilities- both ELA and Math.African Americans- both ELA and Math.

The following group is in the orange category:English Learner Progress

Teachers will be equipped with strategies to meet the needs of these Students with Disabilities, African Americans, and English learners. The Professional Learning series around the common core will continue.

SuspensionsThe school district will continue to participate in the Positive Behavior Interventions and Supports (PBIS) and Restorative Justice programs. Implicit Bias training will occur in 2017-18.

AttendanceSchool sites will take a more active role in encouraging student attendance.

OverallA more intense effort to engage the families of these students will be a focus.

INCREASED OR IMPROVED SERVICESIf 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.The district will continue its participation in the Class Size Reduction (CSR) Program. This district will continue to allocate for extending learning opportunities for students. The district will provide more counseling support to meet the affective needs of students and to enhance the Student Support Team process. The district will continue the use of Curriculum Specialists to support teaching and learning. Parent education efforts will continue with a more laser-like focus.

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

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $38,110,584

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

$35,481,623.00

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.

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The General Fund budget expenditures that are not included in this LCAP relate to federal dollars, local monies, and any special grants or revenues.

General Fund expenditures over the amount accounted for in the LCAP fall into four categories: supplemental student activities, excess special education transportation cost, post-employment employee benefits and increased operational costs.

$33,041,496 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.

Goal1

The Eastside Union School District will increase student achievement, especially in English Language Arts (ELA) and Mathematics.

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

The number of students meeting or exceeding State standards in English Language Arts and Mathematics will increase by 2%.(Compared to Spring 2015 Data- 18% in ELA and 13% in math).

100% of the district’s sites will maintain their status as Certified AVID Sites. Cole Middle School will continue its journey towards AVID National Demonstration School status.

The Achievement Gap between African Americans, Low Income Students, English Learners and Foster Youth and white students will be reduced by at least 2% from the 2014-15 School Year based on the data points identified by the California Department of Education.

Increase Reclassification Rates by 4% over the base year 2014-15 (13.8%).

Increase English Learner Proficiency Rates by 5% over the base year 2014-15 (31.0%), as measured by CELDT scores.

100% of K-6 sites will continue to implement Imagine Learning software, principally directed towards Low Income, English Learners, Foster Youth and Redesignated fluent English proficient students.

Project Lead the Way (STEAM program) will maintain 2 sections at Cole Middle School, adding 2 new course offerings in 2016-17, year 2 of implementation.

The number of students meeting or exceeding State standards in English Language arts increased from 18% in 2015 to 23% in 2016. Math scores increased from 13% in 2015 to 15% in 2016.

100% of the district's sites did maintain their status as Certified AVID sites. Cole Middle school was recognized as an AVID Schoolwide Site of Distinction. Enterprise Elementary was recognized as an AVID Elementary Showcase school.

The Achievement Gap identified in 2016 CAASPP scores shows significant discrepancies between African American Students and Students with Disabilities in the areas of English Language Arts and Math.

EL Reclassification- The rate of reclassification for 2015-16 was 11.8%, while the rate for 2016-17 is 11.4%, showing a decrease of 0.4%.

EL Proficiency- The rate of proficiency for 2015-16 was 32.3%, while the rate for 2016-17 is 36.7%, showing an increase of 4.4%.

All of our K-6 schools implemented Imagine Learning.

One more section of Project Lead the Way was offered at Cole Middle School, for a current total of three.

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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.

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Action 1Actions/Services

PLANNED1aIncrease academic rigor in the classroom through:A- professional development for teachers regarding scaffolding of daily lessonsB- continue site efforts, i.e. Instructional Quality Teams (IQT), and AVID implementation. The district will continue to provide substitutes to promote these efforts.C- continue substitutes for Instructional Rounds (IR), which will continue with AVID, Accountable Talk and Collaborative Planning as focal points.D- maintain library staff at each siteE- provide libraries with supplies ($8,000 for middle school/ $2,000 for each elementary school)

ACTUALA-Professional development was provided for teachers regarding scaffolding of daily lessons.B-The district continued to support site instructional efforts by providing substitutes to promote these efforts.C-The district continued to provide substitutes for Instructional Rounds (IR), with AVID, Accountable Talk, and Collaborative Planning as focal points.D-Library staff was maintained at each site.E-Libraries were provided with supplies ($8,000 for middle school and $1,250 for each elementary school).

ExpendituresBUDGETEDA. Professional Development 1000-1999: Certificated Personnel Salaries Supplemental $305,500

ESTIMATED ACTUALA. Professional Development 0001-0999: Unrestricted: Locally Defined Supplemental $363,032

A. Professional Development 3000-3999: Employee Benefits Supplemental $53,784

A. Professional Development 3000-3999: Employee Benefits Supplemental $63,204

B. Substitutes for Instructional Quality Teams (IQT), and AVID implementation. 1000-1999: Certificated Personnel Salaries Supplemental $161,249

B. Substitutes for Instructional Quality Teams (IQT), and AVID implementation. 1000-1999: Certificated Personnel Salaries Supplemental $161,249

B. Substitutes for Instructional Quality Teams (IQT), and AVID implementation. 3000-3999: Employee Benefits Supplemental $28,364

B. Substitutes for Instructional Quality Teams (IQT), and AVID implementation. 3000-3999: Employee Benefits Supplemental $28,364

C. Substitutes for Instructional Rounds (IR) 1000-1999: Certificated Personnel Salaries Supplemental $2,788

C. Substitutes for Instructional Rounds (IR) 1000-1999: Certificated Personnel Salaries Supplemental $2,788

C. Substitutes for Instructional Rounds (IR) 3000-3999: Employee Benefits Supplemental $444

C. Substitutes for Instructional Rounds (IR) 3000-3999: Employee Benefits Supplemental $444

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D. Maintain library personnel- Certificated 1000-1999: Certificated Personnel Salaries Base $93,848

D. Maintain library personnel- Certificated 1000-1999: Certificated Personnel Salaries Base $101,160

D. Maintain library personnel- Classified 2000-2999: Classified Personnel Salaries Base $59,000

D. Maintain library personnel- Classified 2000-2999: Classified Personnel Salaries Base $68,500

D. Maintain library personnel- Combined 3000-3999: Employee Benefits Base $45,819

D. Maintain library personnel- Combined 3000-3999: Employee Benefits Base $57,200

E. Money for library supplies 4000-4999: Books And Supplies Base $16,000 E. Money for library supplies 4000-4999: Books And Supplies Base $16,000


PLANNED1bDistrict-wide AVIDA- Summer Institute registration, hotel, mileage and foodB- Annual membershipC- Tutors for AVID Elective at Cole Middle SchoolD- Monthly Calibration Meeting with AVID Leads from each site

ACTUALThe district provided funds for the following AVID related expenses:A-Summer Institute registration, hotel, mileage and foodB-Annual MembershipC-Tutors for AVID Elective at Cole Middle SchoolD-Monthly Calibration Meeting with AVID Leads from each site.

ExpendituresBUDGETEDA. Summer Institute registration, hotel, mileage and food 5000-5999: Services And Other Operating Expenditures Supplemental $25,000

ESTIMATED ACTUALA. Summer Institute registration, hotel, mileage and food 5000-5999: Services And Other Operating Expenditures Other $25,000

Summer Institute 1000-1999: Certificated Personnel Salaries Supplemental $8,100

Summer Institute 1000-1999: Certificated Personnel Salaries Other $8,100

Summer Institute 3000-3999: Employee Benefits Supplemental $1,268 Summer Institute 3000-3999: Employee Benefits Other $1,268B. Annual Membership 5000-5999: Services And Other Operating Expenditures Supplemental $9,200

B. Annual Membership 5000-5999: Services And Other Operating Expenditures Other $15,094

C. Tutors 5000-5999: Services And Other Operating Expenditures Supplemental $36,200

C. Tutors 5000-5999: Services And Other Operating Expenditures Other $50,000

D. AVID Leads meetings 1000-1999: Certificated Personnel Salaries Supplemental $1,608

D. AVID Leads meetings 1000-1999: Certificated Personnel Salaries Supplemental $1,608

D. AVID Leads meetings 3000-3999: Employee Benefits Supplemental $283 D. AVID Leads meetings 3000-3999: Employee Benefits Supplemental $283


PLANNED1cAcademic InterventionAnnual licenses for:A- READ 180 softwareB- Accelerated Reader and Accelerated Math

ACTUALAnnual licenses for the following intervention programs were provided:A-READ 180 softwareB-Accelerated Reader and Accelerated MathC-I Can Learn (math).

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C- I Can Learn (math)

ExpendituresBUDGETEDA. Annual license for READ 180 software 5000-5999: Services And Other Operating Expenditures Supplemental $20,400

ESTIMATED ACTUALA. Annual license for READ 180 software 5000-5999: Services And Other Operating Expenditures Other $10,581

B. Annual license for Accelerated Reading and Accelerated Math software 5000-5999: Services And Other Operating Expenditures Supplemental $74,363

B. Annual license for Accelerated Reading and Accelerated Math software 5000-5999: Services And Other Operating Expenditures Other $62,345

C. Annual license for I Can Learn (math) software 4000-4999: Books And Supplies Supplemental $17,440

C. Annual license for I Can Learn (math) software 4000-4999: Books And Supplies $0


PLANNED1dSTEAM (Science, Technology, Engineering, Arts, and Math)A- Project Lead The Way (PLTW Gateway) Teacher TrainingB- Updated laptops (5 carts) and 1 computer lab (total of $250,000)C- PLTW suppliesD- Art teacher to serve all elementary schools K-3E- Support existing arts program (arts and music) at each elementary school ($4000 per elementary school for art and $2,500 per school for music)

ACTUALThe district supported the following STEAM activities:A- Project Lead The Way (PLTW Gateway) Teacher TrainingB- 36 Chromebooks and towers for each 5th and 6th grade classroom and 1 computer lab (total of $250,000)C- PLTW suppliesD- Art teacher to serve all elementary schools K-3E- Support existing arts program (arts and music) at each elementary school ($4000 per elementary school for art and $2,500 per school for music).

ExpendituresBUDGETEDA. Project Lead The Way Teacher Training 1000-1999: Certificated Personnel Salaries Supplemental $10,561

ESTIMATED ACTUALA. Project Lead The Way Teacher Training 1000-1999: Certificated Personnel Salaries Other $10,561

A. Project Lead The Way Teacher Training 3000-3999: Employee Benefits Supplemental $1,858

A. Project Lead The Way Teacher Training 3000-3999: Employee Benefits Other $1,858

B. Updated laptops, and 1 computer lab 4000-4999: Books And Supplies Supplemental $250,000

B. 36 Chromebooks and towers for each 5th and 6th grade classroom and 1 computer lab 4000-4999: Books And Supplies Supplemental $294,383

C. PLTW supplies 4000-4999: Books And Supplies Supplemental $30,000 C. PLTW supplies 4000-4999: Books And Supplies Other $30,000D. Art Teacher Salary 1000-1999: Certificated Personnel Salaries Supplemental $89,000

D. Art Teacher Salary 1000-1999: Certificated Personnel Salaries Supplemental $54,375

D. Art Teacher Salary 3000-3999: Employee Benefits Supplemental $60,505 D. Art Teacher Salary 3000-3999: Employee Benefits Supplemental $21,592

E. Support existing arts program (music) 4000-4999: Books And Supplies Supplemental $26,000

E. Support existing arts program (music) 4000-4999: Books And Supplies Supplemental $20,000

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PLANNED1eProfessional Learning around Common Core State Standards (CCSS)A- continue math consultantB- teacher salaries for extra pay and substitutesC- provide teacher coaching through digiCOACH system ($37,260 total for 3 years)

ACTUALThe district continued to allocate resources to support teachers and administrators in the implementation of Common Core State Standards. A Math and Language Arts consultant was hired (two total) to assist teachers with the implementation of the Common Core State Standards.

ExpendituresBUDGETEDA. Consultant contract 5000-5999: Services And Other Operating Expenditures Supplemental $48,000

ESTIMATED ACTUALA. Consultant contract 5000-5999: Services And Other Operating Expenditures Other $48,000

B. Teacher and substitute salaries 1000-1999: Certificated Personnel Salaries Supplemental $61,200

B. Teacher and substitute salaries 1000-1999: Certificated Personnel Salaries Other $61,200

B. Teacher and substitute salaries 3000-3999: Employee Benefits Supplemental $10,765

B. Teacher and substitute salaries 3000-3999: Employee Benefits Other $10,765

C. DigiCoach 5000-5999: Services And Other Operating Expenditures Supplemental $37,000

C. DigiCoach 5000-5999: Services And Other Operating Expenditures Supplemental $37,000


PLANNED1fProvide additional learning time for low achieving studentsA- Summer school teacher salariesB- Additional staff for summer schoolC- Materials for summer school

ACTUALThe district provided After School programs, intersession "boot camps," and Summer School as extended learning opportunities.

ExpendituresBUDGETEDA. Summer School teachers 1000-1999: Certificated Personnel Salaries Supplemental $120,000

ESTIMATED ACTUALA. Summer School teachers 1000-1999: Certificated Personnel Salaries Supplemental $103,207

A. Summer School teachers 3000-3999: Employee Benefits Supplemental $21,108

A. Summer School teachers 3000-3999: Employee Benefits Supplemental $17,969

B. Summer school additional staff 2000-2999: Classified Personnel Salaries Supplemental $54,360

B. Summer school additional staff 2000-2999: Classified Personnel Salaries Supplemental $23,617

B. Summer school additional staff 3000-3999: Employee Benefits Supplemental $13,324

B. Summer school additional staff 3000-3999: Employee Benefits Supplemental $5,786

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C. Summer School materials 3000-3999: Employee Benefits Supplemental $20,400

C. Summer School materials 4000-4999: Books And Supplies Supplemental $20,400


PLANNED1gA- By implementing Imagine Learning software, increase Reclassification Rates for English Learners andincrease English Learners that are English Proficient, principally directed towards English Learners and Redesignated fluent English proficient students.

ACTUALImagine Learning was implemented with fidelity at all of our elementary sites.

ExpendituresBUDGETED A. Imagine Learning software 5000-5999: Services And Other Operating Expenditures Other $144,000

ESTIMATED ACTUAL A. Imagine Learning software 5000-5999: Services And Other Operating Expenditures Other $144,000


PLANNED1hA- The District is maintaining at or less than 24 to 1 class sizes for the TK-3rd CSR program, which is below the reimbursed level,

ACTUALThe district continued to maintain the Class Size Reduction (CSR) program.

ExpendituresBUDGETEDA. Certificated Salaries 1000-1999: Certificated Personnel Salaries Supplemental $3,211,852

ESTIMATED ACTUALA. Certificated Salaries 1000-1999: Certificated Personnel Salaries Supplemental $3,211,352

A. Certificated Benefits 3000-3999: Employee Benefits Supplemental $1,678,714

A. Certificated Benefits 3000-3999: Employee Benefits Supplemental $1,678,714

A. Certificated Salaries 1000-1999: Certificated Personnel Salaries Base $1,596,605

A. Certificated Salaries 3000-3999: Employee Benefits Base $198,763


PLANNED1i3 Curriculum Specialists added to support student learning.

ACTUALThe district added 3 Curriculum Specialists to support student learning.

ExpendituresBUDGETED ESTIMATED ACTUAL

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3 Curriculum Specialists 1000-1999: Certificated Personnel Salaries Supplemental $267,693

3 Curriculum Specialists 1000-1999: Certificated Personnel Salaries Supplemental $276,662

3 Curriculum Specialists 3000-3999: Employee Benefits Supplemental $47,087

3 Curriculum Specialists 3000-3999: Employee Benefits Supplemental $84,544

ANALYSISComplete 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.

The implementation of Goal 1 of the LCAP went as planned. Local targets were met for students overall. Performance gaps exist, however, between all students and African American students and students with disabilities in English Language Arts and Math.

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

There was modest increase in the areas of English Language Arts (5 points) and Math (2 points) overall. While we met our targets as it relates to the overall student body, achievement gaps persist between African American Students and Students with Disabilities in the areas of Reading/ Language Arts and Math.

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

The district spent more monies than budgeted for this goal. The continued implementation of the Class Size Reduction (CSR) program, in addition to higher professional development costs, were the primary factors.

--------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.

Targets will be raised to at least 5% in English Language Arts and Math based on the evaluation of our performance compared to the LCFF Rubrics and the California Dashboard. Targeted professional development to enhance teachers' ability to scaffold lessons to serve diverse learners will be implemented. Project Lead the Way will be expanded to the elementary level. A consultant will continue in the area of Language Arts.

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Goal2

The Eastside Union School District will promote increased involvement of families.



EXPECTED ACTUAL

The district will publish at least 2 district newsletters (The View), as a means to better target its present means of communicating with Stakeholders (i.e. letters, website, and Connect-Ed messages).

100% of the sites will continue Parent Training Initiatives and modules.

100% of the sites will provide a Parent Resource Room.

The district published 2 district newsletters (The View), to better target its present means of communicating with Stakeholders (i.e. letters, website, and Connect-Ed messages).

Parents participated in the High Desert Alliance of Black School Educators parent training program. Several of our parents have taken a leadership role in presenting the Project2Inspire parent training program, by the California Association of Bilingual Education (CABE).

Our sites are augmenting their Parent Resource rooms.

ACTIONS / SERVICES


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PLANNED2aImprove communication

ACTUALA-The district newsletter (The View) was distributed twice this school year.

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A- provide a newsletter at least twiceB- continue to employ a bilingual (English/Spanish) parent liaison for parentsC- regularly advertise on local media.

B-A bilingual parent liaison continued her employmentC-Regular 30 minute radio segments were delivered on a local radio station. The district regularly advertised in the local and county media outlets.

ExpendituresBUDGETEDA. Newsletter 4000-4999: Books And Supplies Supplemental $30,600

ESTIMATED ACTUALA. Newsletter 4000-4999: Books And Supplies Supplemental $30,600

B. Parent Liaison salary 2000-2999: Classified Personnel Salaries Supplemental $31,934

B. Parent Liaison salary 2000-2999: Classified Personnel Salaries Supplemental $24,473

B. Parent Liaison 3000-3999: Employee Benefits Supplemental $20,619 B. Parent Liaison 3000-3999: Employee Benefits Supplemental $16,562B. Parent Liaison 2000-2999: Classified Personnel Salaries Base $7,548 B. Parent Liaison 2000-2999: Classified Personnel Salaries Other $7,548B. Parent Liaison 3000-3999: Employee Benefits Base $2,680 B. Parent Liaison 3000-3999: Employee Benefits Other $2,680


PLANNED2bParent EducationA- The district will support each site’s efforts to develop and implement parent training opportunities by augmenting local efforts. ($30,000).B- The district will provide parents the opportunity to attend the annual Antelope Valley Mini-CABE Conference attendance for parents.

ACTUALMajor parent education opportunities this year included the Project2Inspire (through CABE), Parent Education Program (PULMI) by the High Desert Alliance of Black School Educators, and the AV Mini-CABE Conference.

ExpendituresBUDGETEDA. Parent training opportunities 4000-4999: Books And Supplies Supplemental $5,000

ESTIMATED ACTUALA. Parent training opportunities 4000-4999: Books And Supplies Supplemental $5,000

B. Antelope Valley Mini-CABE Conference attendance for parents 5000-5999: Services And Other Operating Expenditures Supplemental 1,500

B. Antelope Valley Mini-CABE Conference attendance for parents 5000-5999: Services And Other Operating Expenditures Supplemental $315


PLANNED2cParent Resource RoomA- Supplies and resources for Parent Resource Room ($2,000 per site).

ACTUALProgress was made, however, more follow-through is needed in 2017-18.

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ExpendituresBUDGETEDA. Supplies and Resources for Parent Resource Room 4000-4999: Books And Supplies Supplemental $2,500

ESTIMATED ACTUALA. Supplies and Resources for Parent Resource Room 4000-4999: Books And Supplies Supplemental $9,500




While the implementation of Goal 2 of the LCAP went as planned, there is still a discrepancy in the amount of parents engaged in the educational process compared to the total student population. Sites need more direction and coordination from the district regarding parent training activities.


Overall parental involvement did increase at all of the sites including the participation of African American parents. Advertising the district’s activities and accomplishments was a strength in 2016-17.


The district did not spend the total allocation for this goal. School sites did not totally complete the process of establishing parent resource rooms on each campus.


Increasing parental involvement will continue to be a focal point as the current rate is still not commensurate with the overall population. Additionally, more deliberate efforts will be made to increase the parental involvement of African American Students and Students with Disabilities.

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Goal3

The Eastside Union School District will develop a system of support designed to enhance students’ opportunities to learn.



EXPECTED ACTUAL

The suspension rates of African American male students will be reduced by at least 3% from the 2014-15 School Year (4.1%).

The overall suspension rates will be reduced by at least 3% from the 2014-15 School Year (7.1%).

Referral rates to Special Education for African American male students will be reduced by at least 3% from the 2013-14 School Year (38.7%).

Reduce the number of K-Code suspensions by 4% from the base year 2013-14 (K-code suspension rate was 16.7%).

The suspension rates of African American male students decreased by 0.4% from the 2015-16 School Year:2013-14 6.8%2014-15 4.1%2015-16 3.0%2016-17 2.6%

The overall suspension rates decreased by 0.4% from the 2015-16 School Year:2013-14 11.6%2014-15 7.1%2015-16 7.3%2016-17 6.9%

Referral rates to Special Education for African American male students were reduced by 4.1% from the 2015-16 School Year:2013-14 30.6%2014-15 38.7%2015-16 35.8%2016-17 31.7%

The number of K-Code suspensions maintained at 12.6% from the 2015-16 School Year. K-code suspension rates are:2013-14 16.7%2014-15 19.6%2015-16 12.6%2016-17 12.6%

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Maintain the current level of expulsion from 2015-16 (3 expulsions, 0.09%).

Overall Attendance Rates will increase 0.5% from 2014-15 (95.18%).

Chronic Absenteeism will decrease by 3% from 2014-15 (11.7%).

Middle School Dropout Rate for 2015-16 will be less than the 2013-14 rate of 0.6%. 2014-15 rate was 0.0%.

Overall Dimension results of the Alliance for the Study of School Climate Survey will increase to 3.8 (2015-16 was 3.67).

Expulsions were maintained at 0.9% from the 2015-16 School Year::2013-14 (19 expulsions, 0.58%)2014-15 ( 6 expulsions, 0.18%)2015-16 ( 3 expulsions, 0.09%)2016-17 ( 3 expulsions, 0.09%)

Overall Attendance Rates decreased 0.71% from 2015-16:2013-14 95.07%2014-15 95.18%2015-16 95.01%2016-17 94.30%

Chronic Absenteeism increased by 1.7% from 2015-16:2013-14 13.8%2014-15 15.1%2015-16 14.2%2016-17 15.9%

Middle School Dropout Rate for 2015-16 increased by 0.17% for 2015-16:2013-14 0.6%2014-15 0.0%2015-16 0.17%

Overall Dimension results of the Alliance for the Study of School Climate Survey increased 0.08 from 3.67 in 2015-16 to 3.75 in 2016-17:2014-15 3.652015-16 3.672016-17 3.75

ACTIONS / SERVICES


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PLANNED3aCoordination of Student Services and Special Education Initiatives

ACTUAL3a

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This position is serves a dual purpose. First, it oversees all aspects of the Student Services program, which is is to designed to meet the needs of unduplicated pupils. The other function of the position is to oversee all aspects of the Special Education program (students with disabilities).

The district continued to fund the Director of Student Services and Special Education position, as it remains a dual purpose role.

ExpendituresBUDGETEDA. The district will maintain the administrative position for Student Services and Special Education. 1000-1999: Certificated Personnel Salaries Supplemental $30,102

ESTIMATED ACTUALA. The district maintained the administrative position for Student Services and Special Education. 1000-1999: Certificated Personnel Salaries Supplemental $29,829

A. The district will maintain the administrative position for Student Services and Special Education. 3000-3999: Employee Benefits Supplemental $10,183



PLANNED3bPositive Behavior Interventions and Supports (PBIS)

ACTUAL3bPBIS support continued. The PBIS initiative continued to be funded inclusive of resources to sites and Professional Development for applicable staff members.

ExpendituresBUDGETEDPBIS Materials and Supplies 4000-4999: Books And Supplies Supplemental $15,300

ESTIMATED ACTUALPBIS Materials and Supplies 4000-4999: Books And Supplies Supplemental $10,200


PLANNED3cElementary Counselor

ACTUAL3cA second counselor was added increasing counseling support to a ratio of two elementary schools to one counselor as opposed to one counselor for four elementary schools.

ExpendituresBUDGETEDThe district will add a second elementary counseling position. 1000-1999: Certificated Personnel Salaries Supplemental $107,418

ESTIMATED ACTUALThe district added a second elementary counseling position. 1000-1999: Certificated Personnel Salaries Other $53,815

The district will add a second elementary counseling position. 3000-3999: Employee Benefits Supplemental $21,865

The district added a second elementary counseling position. 3000-3999: Employee Benefits Other $23,919

Action 4

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Actions/ServicesPLANNED3dPRePARE Training

ACTUAL3dThe trained staff member scheduled to present the training accepted employment elsewhere. The training has not yet happened. Mental Health and safety preparedness training will occur in 2017-18.

ExpendituresBUDGETEDA. PRePARE Training 1000-1999: Certificated Personnel Salaries Supplemental $10,000

ESTIMATED ACTUALA. PRePARE Training 1000-1999: Certificated Personnel Salaries $0

A. PRePARE Training 3000-3999: Employee Benefits Supplemental $1,759 A. PRePARE Training 3000-3999: Employee Benefits $0


PLANNED3eSPRIGEO Software

ACTUAL3eWe continue to use SPRIGEO to enable stakeholders to report acts of bullying.

ExpendituresBUDGETEDA. The district will continue to utilize the software to enable stakeholders to report acts of bullying. 5000-5999: Services And Other Operating Expenditures Base $1,990

ESTIMATED ACTUALA. The district continued to utilize the software to enable stakeholders to report acts of bullying. 5000-5999: Services And Other Operating Expenditures Base $2,579


PLANNED3fReduce the number of suspensions for African American students.

ACTUAL3fSuspensions for African American students maintained at 63% from 2015-16 to 2016-17.

ExpendituresBUDGETEDA. The district will provide regular Professional Development for all staff members around the topics of Classroom Management and student discipline practices. 1000-1999: Certificated Personnel Salaries Base $8,801

ESTIMATED ACTUALA. The district provided regular Professional Development for all staff members around the topics of Classroom Management and student discipline practices. 1000-1999: Certificated Personnel Salaries Base $3,200

A. The district will provide regular Professional Development for all staff members around the topics of Classroom Management and student discipline practices. 3000-3999: Employee Benefits Base $1,548

A. The district provided regular Professional Development for all staff members around the topics of Classroom Management and student discipline practices. 3000-3999: Employee Benefits Base $557

B. The district will expand its implementation of the Restorative Justice Program. 1000-1999: Certificated Personnel Salaries Base $6,040

B. The district expanded its implementation of the Restorative Justice Program. 1000-1999: Certificated Personnel Salaries Base $3,200

B. The district will expand its implementation of the Restorative Justice Program. 3000-3999: Employee Benefits Base $1,062

B. The district expanded its implementation of the Restorative Justice Program. 3000-3999: Employee Benefits Base $557

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C. The district will continue to implement the SWIS program to augment these efforts. 5000-5999: Services And Other Operating Expenditures Base $1,500

C. The district continued to implement the SWIS program to augment these efforts. 5000-5999: Services And Other Operating Expenditures Base $0


PLANNED3gAddress the Disproportionality of African American students placed in Special Education.

ACTUAL3gDisproportionality of African American students in Special Education still exists. 27.5% of students with an IEP are African American, while 22.6% of our total student population is African American.

ExpendituresBUDGETEDA. The district will provide Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team Process. 1000-1999: Certificated Personnel Salaries Base $8,801

ESTIMATED ACTUALA. The district provided Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team Process. 1000-1999: Certificated Personnel Salaries Base $3,200

A. The district will provide Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team Process. 3000-3999: Employee Benefits Base $1,548

A. The district provided Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team Process. 3000-3999: Employee Benefits Base $557


PLANNED3hDecrease number of students suspended or expelled.

ACTUAL3hThe district continued to:A. maintain the position of Director of Student Services and Special Education.B. expand implementation of Restorative JusticeC. use School-Wide Information Systems (SWIS)




A. The district maintained the administrative position for Student Services and Special Education. 3000-3999: Employee Benefits Supplemental $8,270

B. The district will expand its implementation of the Restorative Justice Program. 1000-1999: Certificated Personnel Salaries Supplemental $6,040

B. The district expanded its implementation of the Restorative Justice Program. 1000-1999: Certificated Personnel Salaries Supplemental $6,040

B. The district will expand its implementation of the Restorative Justice Program. 3000-3999: Employee Benefits Supplemental $1,062

B. The district expanded its implementation of the Restorative Justice Program. 3000-3999: Employee Benefits Supplemental $1,062

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C.The district will continue to implement the School-Wide Information Systems (SWIS) program to augment these efforts. 5000-5999: Services And Other Operating Expenditures Supplemental $1,500

C.The district continued to implement the School-Wide Information Systems (SWIS) program to augment these efforts. 5000-5999: Services And Other Operating Expenditures Supplemental $1,500


PLANNED3iIdentify and monitor the Chronic Absenteeism Rate.

ACTUAL3iAttendance rates declined slightly, while chronic absenteeism increased.A. The district maintained the position of Director of Student Services and Special Education,B. The district continued to participate in the Los Angeles County Abolish Chronic Truancy (ACT) program.





B. The district will continue its participation in the Los Angeles County Abolish Chronic Truancy (ACT) program.

B. The district continued its participation in the Los Angeles County Abolish Chronic Truancy (ACT) program. 2000-2999: Classified Personnel Salaries Base $35,000

B. The district will continue its participation in the Los Angeles County Abolish Chronic Truancy (ACT) program.

B. The district continued its participation in the Los Angeles County Abolish Chronic Truancy (ACT) program. 3000-3999: Employee Benefits Base $9,450


PLANNED3jIdentify and monitor the Middle School Dropout Rate.

ACTUAL3jThe position of Director of Student Services and Special Education was maintained. The most current Middle School Dropout rate is 0.17%.





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PLANNED3kImplement surveysA. Implement the Alliance for the Study of School Climate Survey to staff.B. Administer the Healthy Kids Survey to middle school students

ACTUAL3kThe district implemented the Alliance for the Study of School Climate Survey to staff and students. Results show an increase in the perception of School Climate from 3.68 to 3.75. The Healthy Kids Survey was not administered.

ExpendituresBUDGETEDA. The district will again administer the Alliance for the Study of School Climate Survey to staff. 5000-5999: Services And Other Operating Expenditures Supplemental $1,000

ESTIMATED ACTUALA. The district again administered the Alliance for the Study of School Climate Survey to staff. 5000-5999: Services And Other Operating Expenditures Supplemental $1,000

B. Healthy Kids Survey 5000-5999: Services And Other Operating Expenditures Supplemental $1,000

B. Healthy Kids Survey 5000-5999: Services And Other Operating Expenditures $0


PLANNED3lIncrease student attendance and reduce tardies.

ACTUAL3lAn additional bus was purchased. Attendance rates declined slightly, while chronic absenteeism increased.

ExpendituresBUDGETEDA. The district will purchase additional buses to provide home to school transportation principally directed towards Low-Income pupils, English Learners, Foster Youth, and Redesignated fluent English proficient students. 6000-6999: Capital Outlay Supplemental $167,000

ESTIMATED ACTUALA. The district will purchase additional buses to provide home to school transportation principally directed towards Low-Income pupils, English Learners, Foster Youth, and Redesignated fluent English proficient students. 6000-6999: Capital Outlay Supplemental $167,000

B. Home to School Transportation 5000-5999: Services And Other Operating Expenditures Base $971,360

B. Home to School Transportation 5000-5999: Services And Other Operating Expenditures Base $971,360




The implementation of Goal 3 had mixed results. While measures of school connectedness and expulsion rates saw favorable trends, the overall district suspension rate increased slightly as did the attendance and chronic truancy. However, the percentage of male African American students being referred to Special Education declined as did their overall suspension rates.

--------

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

While expulsions maintained, suspension rates increased slightly. While there were improvements in the number of African American students being suspended or expelled, the increase in the suspension rate for students with disabilities is significant. There was also a decrease in the attendance rates; Chronic absenteeism also increased. From the vantage point of school staff, School Climate continues to improve.


There was a slight difference in the projected budget and actual expenditures for this goal. The salary of the additional elementary counselor was lower than anticipated.


A more targeted intervention as it relates to the suspension of Special Education students will need to occur. A more deliberate attempt will be made to improve student attendance and reduce truancy.

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Goal4

The Eastside Union School District will continue to comply with Williams Legislation and provide an exemplary work force and facilities for staff and students.



EXPECTED ACTUAL

The annual Williams report will provide quantitative data revealing the maintenance of 100% of teachers fully credentialed and appropriately assigned.

The district will continue to maintain 100% sufficiency in Williams instructional materials visits.

The district will retain 100% of its teaching staff in special education.

91.6% of teachers are fully credentialed and appropriately assigned,

100% sufficiency was maintained in Williams instructional materials visits.

79% of special education teachers were retained (3 of 19 teachers left).

ACTIONS / SERVICES


startcollapse


PLANNED4aFully credentialed and appropriately assigned teachers

ACTUAL4a91.6% of teachers are fully credentialed and appropriately assigned.

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ExpendituresBUDGETEDA. The district will continue to maintain a teaching force that is fully credentialed and appropriately assigned. 1000-1999: Certificated Personnel Salaries Base $11,514,987

ESTIMATED ACTUALA. The district has 91.6% of the teaching force that is fully credentialed and appropriately assigned. 1000-1999: Certificated Personnel Salaries Base $11,514,987

A. The district will continue to maintain a teaching force that is fully credentialed and appropriately assigned. 3000-3999: Employee Benefits Base $2,234,054

A. The district has 91.6% of the teaching force that is fully credentialed and appropriately assigned. 3000-3999: Employee Benefits Base $2,763,597


PLANNED4bInstructional Materials

ACTUAL4b100% sufficiency was maintained in Williams instructional materials visits.$1,054,493 was paid in 2015-16 for the ELA adoption.

ExpendituresBUDGETEDA. The district purchased a new K-8 English Language Arts textbook adoption. The district will continued to support current instructional materials by ensuring that all students have appropriate materials. 4000-4999: Books And Supplies Base $1,172,360

ESTIMATED ACTUALA. The district purchased a new K-8 English Language Arts textbook adoption. The district continued to support current instructional materials by ensuring that all students have appropriate materials. 4000-4999: Books And Supplies Base $1,567,665


PLANNED4cFacilities-The district will utilize the LACOE Facility Inspection Tool (FIT) to quantify compliance with LACOE Williams Facility requirements, specifically: gas, mechanical systems, sewer, interior surfaces, overall cleanliness, pests/vermin, electrical, restrooms, sinks/fountains, fire safety, hazardous materials, structural damage, roofs, gutters, playground/ school grounds, windows/doors, gates/fences, and UCP/other.

ACTUAL4cBoth announced and unannounced Williams visits were successful, yielding no significant findings.

ExpendituresBUDGETEDA. The district will continue to purchase the resources necessary to maintain adequate facilities. M&O supplies annually. 4000-4999: Books And Supplies Base $693,081

ESTIMATED ACTUALA. The district continued to purchase the resources necessary to maintain adequate facilities. M&O supplies annually. 4000-4999: Books And Supplies Base $400,419

B. Classified Salaries, FT, PT, and Subs 2000-2999: Classified Personnel Salaries Base $2,835,356

B. Classified Salaries, FT, PT, and Subs 2000-2999: Classified Personnel Salaries Base $1,240,827

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B. Classified Salaries, FT, PT, and Subs 3000-3999: Employee Benefits Base $1,705,177

B. Classified Salaries, FT, PT, and Subs 3000-3999: Employee Benefits Base $519,017

C. Purchase Tractor and other Future Equipment 6000-6999: Capital Outlay Base $108,000

C. Purchase Tractor and other Future Equipment 6000-6999: Capital Outlay Other $11,000

D. Overtime for M&O to Paint 2000-2999: Classified Personnel Salaries Base $60,000

D. Overtime for M&O to Paint 2000-2999: Classified Personnel Salaries Base $60,000

D. Overtime for M&O to Paint 3000-3999: Employee Benefits Base $14,706 D. Overtime for M&O to Paint 3000-3999: Employee Benefits Base $14,706


PLANNED4dRecruit and retain highly qualified work force-Continue to search for the most qualified applicants for openings, as well as develop the employees we have. Beginning Teacher Support and Assessment (BTSA) program and recruitment efforts will be principally directed towards the needs of unduplicated pupil groups. The district also will strive to maintain competitive salary and benefits.

ACTUAL4dThe district continued to ensure that employee wages are competitive and/or commensurate with neighboring districts.

ExpendituresBUDGETEDA. In order to attract the best applicants, the district will continue to ensure that employee wages are competitive and/or commensurate with neighboring districts. 1000-1999: Certificated Personnel Salaries Base $1,680,102

ESTIMATED ACTUALA. In order to attract the best applicants, the district continued to ensure that employee wages are competitive and/or commensurate with neighboring districts. 1000-1999: Certificated Personnel Salaries Base $1,680,102

A. In order to attract the best applicants, the district will continue to ensure that employee wages are competitive and/or commensurate with neighboring districts. 3000-3999: Employee Benefits Base $1,268,478

A. In order to attract the best applicants, the district continued to ensure that employee wages are competitive and/or commensurate with neighboring districts. 3000-3999: Employee Benefits Base $403,224

A. Classified Salaries 2000-2999: Classified Personnel Salaries Base $1,926,032

A. Classified Benefits 3000-3999: Employee Benefits Base $789,673B. The district will fund the Beginning Teacher Support and Assessment (BTSA) program for eligible teachers. 5000-5999: Services And Other Operating Expenditures Supplemental $25,402

B. The district will fund the Beginning Teacher Support and Assessment (BTSA) program for eligible teachers. 5000-5999: Services And Other Operating Expenditures Supplemental $25,000

C. Advertisement to Recruit Highly Qualified Employees 5000-5999: Services And Other Operating Expenditures Supplemental $20,000

C. Advertisement to Recruit Highly Qualified Employees 5000-5999: Services And Other Operating Expenditures Supplemental $6,000

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The implementation of Goal 4 of the LCAP went as planned. The school district continued to meet or exceed every metric assessing the effectiveness of this goal.


All of the proposed activities were implemented successfully; the majority of goals were met.


The district spent less money in this goal than budgeted. Monies were evenly distributed across employee groups.


The district will continue to make a more deliberate attempt to recruit teachers nationally due to the shortage of credentialed teachers in the country.

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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?

In preparation for the 2017-18 School Year, the Local Control Accountability Plan (LCAP) Committee was again reconvened with representatives from each of the following groups: certificated bargaining unit, classified bargaining unit, District Advisory Council (DAC), District English Learners Advisory Committee (DELAC), African American Advisory Committee (AAAC) and students. Cabinet members representing district divisions were also present. Site administrators were also involved. The group held three LCAP/LCFF meetings in which the guiding question "What is needed for all of our students to be more successful?" was the focus. Through PowerPoints, handouts and discussion, the superintendent presented our current LCAP, the new LCAP template, in addition to the collection of needs that had surfaced through stakeholder meetings since January. Needs were again brainstormed around the 8 state priorities. The Assistant Superintendent of Business presented current financial reports to the group.

The LCAP Committee resumed their work in April and May until the work was finished. Meeting dates and times were as follows:• Monday, April 3rd - 4:00 to 7:00 pm• Tuesday, April 18th - 4:00 to 7:00 pm• Monday, May 1st- 4:00 to 7:00 pm

Quantitative data, including student achievement results, attendance rates, suspension and expulsion numbers, was made available. Qualitative data was also articulated at the meetings.

LCAP informational and input sessions were also held with:• District English Learners Advisory Committee- 10/6, 12/8, 2/9, 4/6• African American Advisory Committee- 8/9, 10/11, /10, 11/8, 12/13, 1/10, 2/14, 3/14, 4/11• Board Meetings- 7/11, 8/8, 8/22, 9/12, 9/26, 1/4, 1/18, 2/1, 2/15, 3/15, 3/28, 4/5, 4/19, 5/3• Administrator Meetings-8/24, 9/28, 10/26, 11/9, 1/25, 3/14, 4/25, 5/23• District Advisory Council- 10/4, 12/6, 2/7, 4/4• Eastside Parent Advisory Council- 9/9, 11/4, 1/13, 3/31• Research Based Intervention Committee: 10/9, 12/14, 1/11, 4/12• Input was again solicited through the email address for LCAP input on the district website.

In response to questions posed by stakeholder groups, the Superintendent provided written feedback to participants at the April 18th and May 1st LCAP meetings. The Assistant Superintendent for Business Services and the Superintendent also visited all school sites to provide the schools with detailed information regarding the district’s fiscal health as part of the Budget Roadshow Series. Special emphasis was again placed on how the supplemental and concentration grants would impact EUSD based on our high percentages of English Learner, Foster Youth and Low Income students.

The LCAP Committee members were again provided with a complete overview and training of the Local Control Funding Formula, the new LCAP template and the roles and responsibilities of the team members related to the development of the LCAP.

The LCAP Committee met regularly working through each of the 8 State Priorities. The team evaluated current practices, reviewed current and historical data and reviewed published documentation to provide input for goals, actions and accountabilities. The team discussed and validated priority needs and verified the strengths and weaknesses of potential strategies.

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Throughout 2016-17, LCAP updates were provided to the District Advisory Council, the African American Advisory Committee and District English Learner Advisory Committee (Ed Code 52062). There were also regular updates given to the EUSD Board of Trustees throughout the current School Year.

Cabinet members and the Superintendent regularly reviewed the current EUSD LCAP to ensure that it addressed the Priority Areas.

At the June 7th Board Meeting, the LCAP Draft Document was shared and presented for Public Comment.

While the implementation of the 2016-17 LCAP went smoothly, areas of need have been identified.

• Competitive Wages for Employees• Employee/Student Safety Initiatives• Instructional Assistants for General Education• Technology Upgrades• Primer Readers for Lower Grades• Classroom Management/Discipline Strategies• AVID Support and Supplies• More Elementary Counselors• PBIS Support• Resources for Instructional Materials• Unconscious Bias Implementation• Continue Class Size Reduction• Curriculum Specialists• Extended Learning Opportunity Funding• Reading and Math Labs• Parental Involvement Support• African American Centered Curricula• Art and Music Enhancement• Continued Library Funding• Teacher Librarians at all sites• Project Lead The Way Expansion to Elementary Schools• More Instruction in Technology• Class Size Limit on Special Education• Continue BTSA• Get rid of Accelerated Reader and Math at the Middle School Level• Continue Accelerated Reader and Math at the Elementary Level• More art and PE Teachers for the Elementary Grades (1st-6th)• Continue Imagine Learning• Update Music Equipment

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• Hire Fully Credentialed Teachers• More Professional Development in Language Arts• Nursing Staff• Educational field trips for students outside Antelope Valley

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATEIMPACT ON LCAP AND ANNUAL UPDATE

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

EUSD Stakeholders were again provided with detailed information regarding the state’s new funding plan, and given an update on how that funding has impacted the district; special emphasis was again placed on how the supplemental and concentration grants would impact EUSD based on our high percentages of English Learner, Foster Youth and Low Income students.

The 8 State Priorities were again described in detail to ensure the community was aware of and understood the state’s focus.

The meetings conducted by school district staff provided multiple opportunities for critical questions and answers to ensure stakeholder participation and understanding.Stakeholder feedback was again solicited on the district website and asked participants to prioritize/rank the actions and activities in which they would like to see the District invest.

The LCAP Committee again utilized formative information from 2016-17, research based data and historical data, as well as stakeholder feedback to address the actionable items that support the 8 State Priorities and focus on the four unduplicated student sub-groups.

EUSD LCAP Committee Meetings again included presentations from cabinet members sharing vital information for the various departments including: Child Nutrition, Educational Services, Human Resources, Maintenance and Operations, Special Education and Student Services, and Technology.

The EUSD LCAP was again updated from the lens of a three-year strategic plan to address student learning and achievement of targeted subgroups specifically: English Language Learners (EL), Foster Youth, Low Income, and Redesignated fluent English proficient students.

Members of the District Advisory Committee, District English Learner Advisory Committee, the African American Advisory Committee, and students provided the Superintendent with immediate feedback that helped guide the process. Specifically, more elective offerings for advanced students and more elementary counseling were requested. The Superintendent incorporated that input into the written list of suggestions as well as the minutes of the meetings.

Regular presentations at Board Meetings were an additional method to update stakeholders about the formative progress of identified LCAP initiatives and targets.

The Superintendent asked for public comments on the LCAP Draft Plan on June 7th at the Public Hearing. This information has been incorporated into the final draft as appropriate.

Subsequent to final receipt of written and oral comments solicited from the public and other groups, final edits to the LCAP were made prior to submission to the Board of Education for approval on June 28, 2017.

The proposed EUSD LCAP and Budget for 2017-18 will be implemented upon the adoption by the EUSD Board of Trustees and the approval of the Los Angeles County Office of Education approval. Continuing in 2017-18, annual updating and regular monitoring will occur.

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A. Tier II professional development in Positive Behavior Interventions and Support (PBIS) and Restorative Justice/Practices will continue in 2017-18.B. Professional Development aligned to major district initiatives in English/Language and Mathematics will be offered to certificated and classified staff members. Additionally, training to afford teachers strategies and techniques to deal with learners of varied abilities will be a focus.C. Three Curriculum Specialists will continue to provide support to students and teachers needing more specific interventions.D. Administrators and the parent liaisons will focus on parent education needs and being more specific as it relates to what is offered: a more deliberate attempt will be made to engage parents of Special Education students.E. Site licenses are again written into this LCAP to provide Imagine Learning site licenses for elementary schools in the areas of Language Arts and Mathematics.F. The district will add two additional elementary school counselors to enhance the Student Support Team process and foster student attendance initiatives.

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Goals, Actions, & ServicesStrategic 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 The Eastside Union School District will increase student achievement, especially in English Language Arts (ELA) and Mathematics.

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

COE 9 10LOCAL

----------Identified Need The District will increase its rigor in English Language Arts and Math by providing more acceleration opportunities for

students. On the CAASPP 2016 formal assessment results, 23% of students met or exceeded standards in ELA and 15% met or exceeded standards in mathematics. This is an area that continues to be a need for the school district as our overall assessment results continue to be below national and state standards. The trend is across subgroups.

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

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

ELA CAASPP data, students meeting or exceeding standard

Math CAASPP data, students meeting or exceeding standard

23% in 2016 (ELA)

18% in 2016 (math)

28% in 2017 (ELA)

23% in 2017 (math)

32% in 2018 (ELA)

28% in 2018 (math)

37% in 2019 (ELA)

33% in 2019 (math)

AVID Certification 100% of schools in 2016 100% of schools in 2018 100% of schools in 2019 100% of schools in 2020

Achievement Gap between African Americans, Hispanic, Low Income Students, English Learners and white students as measured by CAASPP scores percent met or exceeded standard

(ELA, Math) 201612, 8 African Americans23, 15 ALL11, 10 English Learners25, 18 Hispanic21, 14 Low Income35, 15 White

greatest difference reduced by 2% to 22%



Reclassification rates 11.4% in 2016-17 12% 14% 16%

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English Learner Proficiency rates CELDT/ELPAC

36.7% on CELDT in 2016-17 38% 40% 42%

Imagine Learning (early literacy program) implementation at elementary schools

100% of elementary schools with Imagine Learning implementation

100% implementation of elementary schools with Imagine Learning



Project Lead the Way (STEAM program)

3 sections of Project Lead the Way Gateway 2016-17 at Cole

4 sections of Project Lead the Way Gateway at Cole andpilot PLTW Launch at Columbia Elementary

4 sections of Project Lead the Way Gateway at Cole and PLTW Launch at Columbia Elementary

4 sections of Project Lead the Way Gateway at Cole andPLTW Launch at Columbia Elementary

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

Action 1For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be ServedAll Students with Disabilities [Specific Student Group(s)]

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

OR

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

English Learners Foster Youth Low Income

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


ACTIONS/SERVICES

2017-18 2018-19 2019-20

Page 33 of 102

New Modified Unchanged New Modified Unchanged New Modified Unchanged

1aIncrease academic rigor in the classroom through:A- professional development for teachers regarding scaffolding of daily lessonsB- continue site efforts (i.e. Data Digs), and AVID implementation. The district will continue to provide substitutes to promote these efforts.C- continue substitutes for Instructional Rounds (IR), which will continue with AVID, Accountable Talk and Collaborative Planning as focal points.D- maintain library staff at each siteE- provide libraries with supplies ($8,000 for middle school/ $2,000 for each elementary school)



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $311,610 Amount $317,842 Amount $323,404

$311,610Source Supplemental Source Supplemental Source Supplemental

$311,610Budget Reference

1000-1999: Certificated Personnel SalariesA. Professional development

Budget Reference

1000-1999: Certificated Personnel SalariesA. Professional development

Budget Reference

1000-1999: Certificated Personnel Salaries

Amount $54,860 Amount $55,957 Amount $56,784



3000-3999: Employee BenefitsA. Professional development

Budget Reference

3000-3999: Employee BenefitsA. Professional development

Budget Reference

3000-3999: Employee Benefits




1000-1999: Certificated Personnel SalariesB. Substitutes for Instructional Quality Teams (IQT), and AVID implementation.

Budget Reference


Budget Reference



$28,931

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Source Supplemental Source Supplemental Source Supplemental


3000-3999: Employee BenefitsB. Substitutes for Instructional Quality Teams (IQT), and AVID implementation.

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesC. Substitutes for Instructional Rounds (IR)

Budget Reference


Budget Reference


Amount $453 Amount $462 Amount $483

$453Source Supplemental Source Supplemental Source Supplemental

$453Budget Reference

3000-3999: Employee BenefitsC. Substitutes for Instructional Rounds (IR)

Budget Reference

3000-3999: Employee BenefitsC. Substitutes for Instructional Rounds (IR)

Budget Reference

2000-2999: Classified Personnel SalariesC. Substitutes for Instructional Rounds (IR)


$95,725Source Base Source Base Source Base


1000-1999: Certificated Personnel SalariesD. Maintain library personnel- Certificated

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesD. Maintain library personnel - Classified

Budget Reference


Budget Reference





3000-3999: Employee BenefitsD. Maintain library personnel - Combined

Budget Reference


Budget Reference



$16,000

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Source Base Source Base Source Base


4000-4999: Books And SuppliesE. Money for library supplies

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1bDistrict-wide AVIDA- Summer Institute registration, hotel, mileage and foodB- Annual membershipC- Tutors for AVID Elective at Cole Middle SchoolD- Monthly Calibration Meeting with AVID Leads from each site



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20

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5000-5999: Services And Other Operating ExpendituresA. Summer Institute registration, hotel, mileage and food

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesA. Summer Institute

Budget Reference


Budget Reference


Amount $1,293 Amount $1.319 Amount $1.649



3000-3999: Employee BenefitsA. Summer Institute

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresB. Annual membership

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresC. Tutors

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesD. AVID Leads meetings

Budget Reference


Budget Reference



$289

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$289Budget Reference

3000-3999: Employee BenefitsD. AVID Leads meetings

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1cAcademic InterventionAnnual licenses for:A- READ 180 softwareB- Accelerated Reader and Accelerated MathC-Imagine Math




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5000-5999: Services And Other Operating ExpendituresA. Annual license for READ 180 software

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresB. Annual license for Accelerated Reading and Accelerated Math software

Budget Reference


Budget Reference





4000-4999: Books And SuppliesC. Annual license for I Can Learn (math) software

Budget Reference


Budget Reference





OR





Page 39 of 102

ACTIONS/SERVICES

2017-18 2018-19 2019-20


1dSTEAM (Science, Technology, Engineering, Arts, and Math)A- Project Lead The Way (PLTW Gateway) Teacher TrainingB-Chromebooks and towers for 4th grade classrooms and 1 computer lab (total of $250,000)C- PLTW supplies for Gateway (7-8) and Launch (K-6)D- Art teacher to serve all elementary schools K-3E- Support existing arts program (arts and music) at each elementary school ($4000 per elementary school for art and $2,500 per school for music)

1dSTEAM (Science, Technology, Engineering, Arts, and Math)A- Project Lead The Way (PLTW Gateway) Teacher TrainingB-Chromebooks and towers for 3rd grade classrooms and 1 computer lab (total of $250,000))C- PLTW supplies for Gateway (7-8) and Launch (K-6)D- Art teacher to serve all elementary schools K-3E- Support existing arts program (arts and music) at each elementary school ($4000 per elementary school for art and $2,500 per school for music)

1dSTEAM (Science, Technology, Engineering, Arts, and Math)A- Project Lead The Way (PLTW Gateway) Teacher TrainingB-Chromebooks and towers for 2nd grade classrooms and 1 computer lab (total of $250,000)C- PLTW supplies for Gateway (7-8) and Launch (K-6)D- Art teacher to serve all elementary schools K-3E- Support existing arts program (arts and music) at each elementary school ($4000 per elementary school for art and $2,500 per school for music)




1000-1999: Certificated Personnel SalariesA. Project Lead The Way Teacher Training

Budget Reference

1000-1999: Certificated Personnel SalariesA. Project Lead The Way Teacher Training

Budget Reference

2000-2999: Classified Personnel SalariesA. Project Lead The Way Teacher Training




3000-3999: Employee BenefitsA. Project Lead The Way Teacher Training

Budget Reference

3000-3999: Employee BenefitsA. Project Lead The Way Teacher Training

Budget Reference




$250,000

Page 40 of 102

Budget Reference

4000-4999: Books And SuppliesC. Update Laptops

Budget Reference

4000-4999: Books And SuppliesC. Updated Laptops

Budget Reference

4000-4999: Books And SuppliesC. Updated Laptops




4000-4999: Books And SuppliesC. PLTW supplies

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesD. Art Teacher

Budget Reference


Budget Reference





3000-3999: Employee BenefitsD. Art Teacher

Budget Reference


Budget Reference





4000-4999: Books And SuppliesE. Support existing arts program (music)

Budget Reference


Budget Reference





OR



Page 41 of 102



ACTIONS/SERVICES

2017-18 2018-19 2019-20


1eProfessional Learning around Common Core State Standards (CCSS)A- continue math consultant and ELA consultantB- teacher salaries for extra pay and substitutes






5000-5999: Services And Other Operating ExpendituresA. Consultant Contracts for math an d ELA/ELD training

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesB. Teacher and substitute salaries

Budget Reference


Budget Reference





3000-3999: Employee BenefitsB. Teacher and substitute salaries

Budget Reference


Budget Reference


Page 42 of 102




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1fProvide additional learning time for low achieving studentsA- Extended Learning Opportunities (ELO) teacher salariesB- Additional staff for ELOC- Materials for ELO.





Page 43 of 102


1000-1999: Certificated Personnel SalariesA. Summer school teachers

Budget Reference


Budget Reference





3000-3999: Employee BenefitsA. Summer school teachers

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesB. Summer school additional staff

Budget Reference

2000-2999: Classified Personnel SalariesB. Summer school additional staff

Budget Reference

1000-1999: Certificated Personnel SalariesB. Summer school additional staff




3000-3999: Employee BenefitsB. Summer school additional staff

Budget Reference


Budget Reference





4000-4999: Books And Supplies Budget Reference

4000-4999: Books And SuppliesC. Summer school materials

Budget Reference

4000-4999: Books And SuppliesC. Summer school materials




OR



Page 44 of 102



ACTIONS/SERVICES

2017-18 2018-19 2019-20


1gA- By implementing Imagine Learning software, increase Reclassification Rates for English Learners andincrease English Learners that are English Proficient, principally directed towards English Learners and Redesignated fluent English proficient students.




$144,000Source Other Source Other Source Other


5000-5999: Services And Other Operating ExpendituresA. Imagine Learning software

Budget Reference

5000-5999: Services And Other Operating Expenditures

Budget Reference

5000-5999: Services And Other Operating ExpendituresA. Imagine Learning software




OR

Page 45 of 102





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1hA- The District is maintaining at or less than 24 to 1 class sizes for the TK-3rd CSR program, which is below the reimbursed level,



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $3,276,089 Amount $3,341,611 Amount $3,441,611

$3,276,089Source Supplemental Source Supplemental Source Supplemental

$3,276,089Budget Reference

1000-1999: Certificated Personnel SalariesA. Certificated Salaries

Budget Reference


Budget Reference


Amount $1,712,288 Amount $1,746,534 Amount $1,886,534

$1,712,288Source Supplemental Source Supplemental Source Supplemental


3000-3999: Employee BenefitsA. Certificated Benefits

Budget Reference


Budget Reference



Page 46 of 102



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1i3 Curriculum Specialists maintained to support student learning.






1000-1999: Certificated Personnel Salaries3 Curriculum Specialists

Budget Reference


Budget Reference




$48,029

Page 47 of 102

Budget Reference

3000-3999: Employee Benefits3 Curriculum Specialists

Budget Reference

3000-3999: Employee Benefits3 Curriculum Specialists

Budget Reference


Page 48 of 102



New

Modified

Unchanged

----------

Goal 2 The Eastside Union School District will promote increased involvement of families.


COE 9 10LOCAL

----------Identified Need In order to create a District climate that encourages stakeholder participation in the educational process, it is essential

that parents be actively involved in the educational process. Although improvements have been made, overall participation by parents continues in not being commensurate with the overall population. In the baseline 2014-15 school year, a total of 107 parents attended Parent Universities that were provided at our 5 school sites. The district has a enrollment of 3,500 students. Subsequently, increased involvement of families continues to be an area of focus.



Publish 2 district newsletters annually, in addition to letters, website, Facebook and Connect-Ed messages.

2 district newsletters annually 2 district newsletters annually 2 district newsletters annually 2 district newsletters annually

Provide additional Parent Training Initiatives

Project2Inspire and site based parent trainings




Parent Resource Room at each school

Stock each Parent Resource room with a budget for materials






Page 49 of 102



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


2aImprove communicationA- provide a newsletter at least twiceB- continue to employ a bilingual (English/Spanish) parent liaison for parentsC- regularly advertise on local media.






5000-5999: Services And Other Operating ExpendituresA. Newsletter

Budget Reference


Budget Reference



$32,573

Page 50 of 102



2000-2999: Classified Personnel SalariesB. Parent Liaison salary

Budget Reference


Budget Reference





3000-3999: Employee BenefitsB. Parent Liaison Benefits

Budget Reference


Budget Reference






Budget Reference


Budget Reference





3000-3999: Employee BenefitsB. Parent Liaison salary

Budget Reference


Budget Reference





OR




Page 51 of 102


ACTIONS/SERVICES

2017-18 2018-19 2019-20


2bParent EducationA- The district will support each site’s efforts to develop and implement parent training opportunities by augmenting local efforts. ($30,000).B- The district will provide parents the opportunity to attend the annual Antelope Valley Mini-CABE Conference attendance for parents.C- The district will hold at least two community forums for families of Special Education students.






5000-5999: Services And Other Operating ExpendituresA. Parent training opportunities

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresB. Antelope Valley Mini-CABE Conference attendance for parents

Budget Reference


Budget Reference




Page 52 of 102


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


2cParent Resource RoomA- Supplies and resources for Parent Resource Room ($2,000 per site).






4000-4999: Books And SuppliesA. Supplies and Resources for Parent Resource Room

Budget Reference


Budget Reference


Page 53 of 102



New

Modified

Unchanged

----------

Goal 3 The Eastside Union School District will develop a system of support designed to enhance students’ opportunities to learn.


COE 9 10LOCAL

----------Identified Need In order to create infrastructure that supports student achievement by keeping students in school and in the classroom, a

student support system has to be created and maintained. Overall suspension rate for 2013-14 was 11.6% and was 7.1% for 2014-15. Despite improvements in 2014-15, our data illustrates that we have more negative incidents as it relates to school relationships than our counterparts. Therefore, this goal remains a focal point.



Suspension rates for African American male students

3.0% 2015-16 2.75% 2.5% 2.25%

Overall suspension rates 7.3% 2015-16 7.0% 6.8% 6.6%

Referral rates to Special Education for African American male students

36.8% 2015-16 35% 33% 31%

K-Code suspensions 12.7% 2015-16 11% 9% 7%

Expulsions 3 expulsions 2015-16 (0.09%) 2 expulsions 1 expulsion 0 expulsions

Overall Attendance Rates 95.01% 2015-16 95.2% 95.4% 95.6%

Page 54 of 102

Chronic Absenteeism 14.2% 2015-16 14% 12% 10%

Middle School Dropout Rate 0.0% 2014-15 0.0% 0.0% 0.0%

Overall Dimension results of the Alliance for the Study of School Climate Survey

3.67 2015-16 3.75 4.0 4.25





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3aCoordination of Student Services and Special Education InitiativesThis position is serves a dual purpose. First, it oversees all aspects of the Student Services program, which is is



Page 55 of 102

to designed to meet the needs of unduplicated pupils. The other function of the position is to oversee all aspects of the Special Education program (students with disabilities). See action 3b, from base funding source.






1000-1999: Certificated Personnel SalariesA. The district will maintain the administrative position for Student Services and Special Education.

Budget Reference


Budget Reference





3000-3999: Employee BenefitsA. The district will maintain the administrative position for Student Services and Special Education.

Budget Reference


Budget Reference





OR




Page 56 of 102


ACTIONS/SERVICES

2017-18 2018-19 2019-20


3bCoordination of Student Services and Special Education InitiativesThis position is serves a dual purpose. The second function of the position is to oversee all aspects of the Special Education program (students with disabilities). See action 3a, for the first function.






0001-0999: Unrestricted: Locally DefinedA. The district will maintain the administrative position for Student Services and Special Education.

Budget Reference

0001-0999: Unrestricted: Locally DefinedA. The district will maintain the administrative position for Student Services and Special Education.

Budget Reference






Budget Reference


Budget Reference




Page 57 of 102


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3cPositive Behavior Interventions and Supports (PBIS)






4000-4999: Books And SuppliesPBIS Materials and Supplies

Budget Reference


Budget Reference





Page 58 of 102

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3dElementary Counselor






1000-1999: Certificated Personnel SalariesA. The district will add 2 elementary counselor positions for a total of 4.

Budget Reference

1000-1999: Certificated Personnel SalariesA. The district will maintain 4 elementary counselor positions.

Budget Reference

1000-1999: Certificated Personnel SalariesA. The district will maintain 4 elementary counselor positions.




3000-3999: Employee BenefitsA. The district will maintain 2 elementary counselor positions.

Budget Reference


Budget Reference


Action 5

Page 59 of 102

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



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3eMental Health, School safety preparedness training






1000-1999: Certificated Personnel SalariesA. Mental Health, School safety preparedness training

Budget Reference


Budget Reference



$14,898

Page 60 of 102



3000-3999: Employee BenefitsA. Mental Health, School safety preparedness training

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3fSPRIGEO Software

3fSPRIGEO Software

3fSPRIGEO Software


$1,990

Page 61 of 102



5000-5999: Services And Other Operating ExpendituresA. The district will continue to utilize the software to enable stakeholders to report acts of bullying.

Budget Reference


Budget Reference



Students to be ServedAll Students with Disabilities [Specific Student Group(s)] African American


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3gReduce the number of suspensions for African American students.




Page 62 of 102




1000-1999: Certificated Personnel SalariesA. The district will continue to provide regular Professional Development for all staff members around the topics of Classroom Management and student discipline practices.

Budget Reference


Budget Reference





3000-3999: Employee BenefitsA. The district will continue to provide regular Professional Development for all staff members around the topics of Classroom Management and student discipline practices.

Budget Reference


Budget Reference





1000-1999: Certificated Personnel SalariesB. The district will expand its implementation of the Restorative Justice program.

Budget Reference


Budget Reference



$1,083Source Base Source Base Source Other


3000-3999: Employee BenefitsB. The district will expand its implementation of the Restorative Justice program.

Budget Reference


Budget Reference

4000-4999: Books And SuppliesB. The district will expand its implementation of the Restorative Justice program.





Budget Reference


Budget Reference


Page 63 of 102

C. The district will continue to implement the SWIS program to augment these efforts.




Students to be ServedAll Students with Disabilities [Specific Student Group(s)] African American


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3hAddress the Disproportionality of African American students placed in Special Education.





$8,977

Page 64 of 102

Budget Reference

1000-1999: Certificated Personnel SalariesA. The district will provide Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team process.

Budget Reference


Budget Reference





3000-3999: Employee BenefitsA. The district will provide Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team process.

Budget Reference

3000-3999: Employee BenefitsA. The district will provide Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team process.

Budget Reference

2000-2999: Classified Personnel SalariesA. The district will provide Professional Development for all staff members around the topics of Response to Intervention, Disproportionality, and the Student Support Team process.




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Page 65 of 102

3iDecrease the number of students suspended or expelled



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $0 Amount $0 Amount $0

$0Source Base Source Base Source Base

$0Budget Reference

1000-1999: Certificated Personnel SalariesA. The district will maintain an administrative position for Student Services and Special Education. Already accounted for in item 3a.

Budget Reference


Budget Reference




$0Budget Reference

3000-3999: Employee BenefitsA. The district will maintain an administrative position for Student Services and Special Education. Already accounted for in item 3a.

Budget Reference


Budget Reference






Budget Reference


Budget Reference






Budget Reference


Budget Reference

3000-3999: Employee BenefitsB. The district will expand its implementation of the Restorative Justice program


Page 66 of 102



1000-1999: Certificated Personnel SalariesC. The district will continue to implement the School-Wide Information Systems (SWIS) program to augment these efforts.

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3jMonitor the Chronic Absenteeism Rate




Page 67 of 102



$0Budget Reference

1000-1999: Certificated Personnel SalariesA. The district will maintain an administrative position for Student Services and Special Education. Already accounted for in item 3a

Budget Reference

1000-1999: Certificated Personnel SalariesA. The district will maintain an administrative position for Student Services and Special Education. Already accounted for in item 3a

Budget Reference

1000-1999: Certificated Personnel SalariesA. The district will maintain an administrative position for Student Services and Special Education. SEE ITEM 3a



$0Budget Reference

3000-3999: Employee BenefitsA. The district will maintain an administrative position for Student Services and Special Education. Already accounted for in item 3a

Budget Reference

3000-3999: Employee BenefitsA. The district will maintain an administrative position for Student Services and Special Education. Already accounted for in item 3a

Budget Reference

3000-3999: Employee BenefitsA. The district will maintain an administrative position for Student Services and Special Education. SEE ITEM 3a




2000-2999: Classified Personnel SalariesB. The district will continue its participation in the Los Angeles County Abolish Truancy (ACT) program.

Budget Reference


Budget Reference





3000-3999: Employee BenefitsB. The district will continue its participation in the Los Angeles County Abolish Truancy (ACT) program.

Budget Reference


Budget Reference





Page 68 of 102

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3kMonitor the Middle School Dropout Rate



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $0 Amount $0 Amount $0


$0Budget Reference


Budget Reference


Budget Reference




$0Budget Reference

3000-3999: Employee BenefitsA. The district will maintain an administrative position for Student

Budget Reference


Budget Reference


Page 69 of 102

Services and Special Education. Already accounted for in item 3a.






OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3lImplement surveysA. Implement the Alliance for the Study of School Climate Survey to staff.B. Administer the Healthy Kids Survey to middle school students.




$1,000

Page 70 of 102



5000-5999: Services And Other Operating ExpendituresA. The district will administer the Alliance for the Study of School Climate Survey to staff.

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresB. Healthy Kids Survey

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3m 3m 3m

Page 71 of 102

Increase student attendance and reduce tardies.

Increase student attendance and reduce tardies. Increase student attendance and reduce tardies.




6000-6999: Capital OutlayA. The district will purchase additional buses to provide home to school transportation principally directed towards Low-Income pupils, English Learners, Foster Youth, and Redesignated fluent English proficient students.

Budget Reference


Budget Reference


Amount $990,787 Amount $1,010,603 Amount $1,010,603



5000-5999: Services And Other Operating ExpendituresB. Home to School Transportation

Budget Reference


Budget Reference


Page 72 of 102



New

Modified

Unchanged

----------

Goal 4 The Eastside Union School District will continue to comply with Williams Legislation and provide an exemplary work force and facilities for staff and students.


COE 9 10LOCAL

----------Identified Need Eastside Union School District (EUSD) currently possesses 91.6% compliance with CTC mandates regarding fully

credentialed and appropriately assigned teachers. This trend is consistent across the area of facilities and staffing. To continue providing our students with excellent levels of Basic Services, ongoing work in this area is needed to enable the district to continue to meet state targets, as many of the indicators are state-mandated. During the 2014-15 school year, two special education teachers in intellectually disabled classes resigned in the middle of the school year. This created issues for the school district. That is the reason for the mention of retaining Special Education staff.



Number of teachers fully credentialed and appropriately assigned

91.6% 2016-17 94% 97% 100%

Sufficiency on Williams instructional materials visits

100% 2016-17 100% 100% 100%

Retention of Special Education teaching staff

79% 2016-17 90% 100% 100%



Page 73 of 102



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4aFully credentialed and appropriately assigned teachers

4aFully credentialed and appropriately assigned teachers

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $11,745,287 Amount $11,980,192 Amount 11,980,192

$11,745,287Source Base Source Base Source Base


1000-1999: Certificated Personnel SalariesA. The district will continue to maintain a teaching force that is fully credentialed and appropriately assigned.

Budget Reference


Budget Reference




$2,278,735

Page 74 of 102

Budget Reference

3000-3999: Employee BenefitsA. The district will continue to maintain a teaching force that is fully credentialed and appropriately assigned.

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4bInstructional Materials

4bInstructional Materials

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount 1,200,000 Amount $1,200,000 Amount $1,200,000

1,200,000Source Base Source Base Source Base

1,200,000

Page 75 of 102

Budget Reference

4000-4999: Books And SuppliesA. The district will purchase a new Science textbook adoption. The district will continue to support current instructional materials by ensuring that all students have appropriate materials.

Budget Reference

4000-4999: Books And SuppliesA. The district will purchase a new History/Social Science textbook adoption. The district will continue to support current instructional materials by ensuring that all students have appropriate materials.

Budget Reference

4000-4999: Books And SuppliesA. The district will continue to support current instructional materials by ensuring that all students have appropriate materials.




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4cFacilities-The district will utilize the LACOE Facility Inspection Tool (FIT) to quantify compliance with LACOE Williams Facility requirements, specifically: gas, mechanical systems, sewer, interior surfaces, overall cleanliness, pests/vermin, electrical, restrooms, sinks/fountains, fire safety, hazardous materials, structural damage, roofs, gutters, playground/ school grounds, windows/doors, gates/fences, and UCP/other.



Page 76 of 102




4000-4999: Books And SuppliesA. The district will continue to purchase the resources necessary to maintain adequate facilities.

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesB. Classified Salaries FT, PT and Subs

Budget Reference

2000-2999: Classified Personnel SalariesB. Classified Salaries FT, PT, and Subs

Budget Reference

2000-2999: Classified Personnel SalariesB. Classified Salaries FT, PT, and Subs




3000-3999: Employee BenefitsB. Classified Salaries FT, PT and Subs

Budget Reference

3000-3999: Employee BenefitsB. Classified Salaries FT, PT, and Subs

Budget Reference

3000-3999: Employee BenefitsB. Classified Salaries FT, PT, and Subs

Amount $108,000 Amount Amount $108,000



6000-6999: Capital OutlayC. Purchase Tractor and other future equipment

Budget Reference


Budget Reference





2000-2999: Classified Personnel SalariesD. Overtime for M&O to paint

Budget Reference


Budget Reference


Amount $15,000 Amount 15,300 Amount 15,300


$15,000

Page 77 of 102

Budget Reference

3000-3999: Employee BenefitsD. Overtime for M&O to paint

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4dRecruit and retain fully credentialed and appropriately assigned work force-Continue to search for the most qualified applicants for openings, as well as develop the employees we have. Beginning Teacher Support and Assessment (BTSA) program and recruitment efforts will be principally directed towards the needs of unduplicated pupil groups. The district also will strive to maintain competitive salary and benefits.



BUDGETED EXPENDITURES

Page 78 of 102

2017-18 2018-19 2019-20Amount $1,713,704 Amount $1,747,978 Amount $1,797,978



1000-1999: Certificated Personnel SalariesA. In order to attract the best applicants, the district will continue to ensure that employee wages are competitive and/or commensurate with neighboring districts.

Budget Reference


Budget Reference





3000-3999: Employee BenefitsA. In order to attract the best applicants, the district will continue to ensure that employee wages are competitive and/or commensurate with neighboring districts.

Budget Reference


Budget Reference





5000-5999: Services And Other Operating ExpendituresB. The district will continue to fund the Beginning Teacher Support and Assessment (BTSA) program for eligible teachers.

Budget Reference

5000-5999: Services And Other Operating ExpendituresB. The district will fund the Beginning Teacher Support and Assessment (BTSA) program for eligible teachers.

Budget Reference

5000-5999: Services And Other Operating ExpendituresB. The district will fund the Beginning Teacher Support and Assessment (BTSA) program for eligible teachers.




5000-5999: Services And Other Operating ExpendituresC. Advertisement to Recruit Highly Qualified Employees

Budget Reference

5000-5999: Services And Other Operating ExpendituresC. Advertisement to Recruit Highly Qualified Employees

Budget Reference

4000-4999: Books And SuppliesC. Advertisement to Recruit Highly Qualified Employees



Page 79 of 102


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4eRecruit and retain fully credentialed and appropriately assigned work force-Continue to search for the most qualified applicants for openings, as well as develop the employees we have. The district also will strive to maintain competitive salary and benefits.



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $1,713,704 Amount $1,747,978 Amount $1,797,978




Budget Reference


Budget Reference



$1,293,848

Page 80 of 102




Budget Reference


Budget Reference


Page 81 of 102

Demonstration of Increased or Improved Services for Unduplicated PupilsLCAP Year 2017–18 2018–19 2019–20

----------Estimated Supplemental and Concentration Grant Funds: $7,731,987 Percentage to Increase or Improve Services: 32.04%----------Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).----------The Eastside Union School District (EUSD) is slated to receive $290,182 in additional LCFF concentration and supplemental funds for the 2017-18 School Year. This figure is calculated based on EUSD’s projected unduplicated enrollment count of 2,991 for English Learners, Foster Youth, and Low Income Students out of a projected total student enrollment count of 3,535. The amount of the 2016-2017 projected LCFF concentration and supplemental funds is approximately $7,731,987, which includes prior year funding of $7,325,712. EUSD proposes to utilize its concentration and supplemental funds for targeted services across the 6 school sites for students in the unduplicated pupil groups (i.e. English Learners, Foster Youth, and Low Income Students). With an unduplicated student count of 84.6%, it makes sense to include the remaining 15.4% of students in these services. Supplemental and Concentration Funds will be used to augment and expand existing services or to fund new academic initiatives. While these supports will be of great benefit to our entire student population, they are principally directed toward students in the unduplicated pupil groups (i.e. English Learners, Foster Youth, and Low Income Students) by filling their needs for extended learning opportunities, such as a counselor at each site to attend to their academic and socio-emotional needs and differentiated software programs in English Language Arts and math. The following summarizes key actions and services by each goal area.

*Increasing student achievement is our first goal (Goal 1). This includes our instructional programs and supporting services for our English learners, foster youth, low income students and other subgroups that constitute the basis of our achievement gaps. Instructional materials and support personnel are designated to address the instructional initiatives of the District. In 2016-17, the district added 3 Curriculum Specialists to support student achievement and expand the scope of professional development. Those positions will be maintained in 2017-18.EUSD continues to support personalized learning, including: purchasing research based individual learning plans, increasing school counseling capacity, and devising a systemic means to support students in the classroom. Two additional Elementary Counselors will be added based on the feedback obtained during our LCAP input sessions. This provides each of our four elementaries with their own counselor.

Similarly, the district will continue to maintain the Class Size Reduction (CSR) Program. This program, which was developed to ensure optimal class sizes, is principally directed towards unduplicated pupil groups (i.e. English Learners, Foster Youth, and Low Income Students).

EUSD continues to provide additional support for English Learners, Foster Youth and Low income students by purchasing research based acceleration programs like READ 180, and providing acceleration opportunities after school, and during breaks. We will be expanding a district-wide Restorative Justice System designed to keep these students in school.

EUSD continues to foster a culture to meet the needs of advanced youth by exploring the Science Technology Engineering, Arts, and Mathematics Curricula; expanding the AVID program to all grade levels at all school sites, and revitalizing programs for gifted students. Project Lead the Way Gateway will continue to be offered to our middle school students, and PLTW Launch will be piloted at Columbia Elementary.

Page 82 of 102

Additionally, EUSD continues to provide ample support for good first teaching strategies by providing professional development around the Common Core, increasing technology support, continue instructional coaching for school leadership teams, allowing for annual safety training for all members, continuing to support Professional Learning Communities and site leadership teams, and improving recruitment efforts by striving to maintain competitive compensation levels. As mentioned previously, Curriculum Specialists were be added to support student achievement and expanding the scope of professional development. The district will offer a series of workshops to General Education teachers to provide them with strategies to teach students with disabilities.

*Goal 2 is our family involvement goal. To achieve this goal, the district reinstated the District newsletter. Two issues will be developed and distributed each school year. A bilingual (Spanish and English) Parent Liaison will be maintained to assist in the development of specialized parent education classes, principally directed towards students in the unduplicated pupil groups (i.e. English Learners, Foster Youth, and Low Income Students). Parent education will continue to be a focus. A more deliberate effort will be made to engage parents of African American and Special Education students. Formal conference attendance opportunities will be afforded to parents and a Parent Resource Room at each site will be maintained.

*Goal 3 deals with developing a strong system of support for our students. Our Director of Student Services will continue to serve as the lead facilitator of this work. Two elementary school counselors and a Mental Health Psychologist have also been added, although the Mental Health position remains vacant. Additional milestones for next year include our Year 3 Implementation of Positive Behavior Interventions and supports (PBIS), follow up Cultural Responsiveness training for our certificated and classified staff, and the expansion of our Restorative Justice Program to elementary sites. SWIS software and Climate Survey are some tools used to enhance the system of support for our students. Two additional Elementary Counselors will be added based on the feedback obtained during our LCAP input sessions. This will result in each school site having its own counselor to address the affective needs of the students and enhance the Student Support Team efforts at each school.

*Goal 4 addresses compliance with the following:EUSD continues to address Williams Legislation (Goal 4) including maintaining fully credentialed and appropriately assigned teachers and adequate facilities for our students, using base funding. To enhance our efforts in this area we are providing (BTSA) for our new teachers, advertising more widely for open positions, and continuing to more deliberately recruit them. Additionally, we will be purchasing much needed equipment to provide safe conditions for our students and optimal working conditions for staff members.

Eastside Union School District qualifies as an LEA-wide district for distribution of the LCFF supplemental/concentration funds received. EUSD's proportionality percentage for FY17-18 is 32.04%. While school sites are allocated resources proportionately based on total enrollment, funds are also allocated to schools for improved services in the areas of library materials, music program resources, parent training, and the establishment of a Parent Resource Room. As our LCAP illustrates, we at EUSD are confident that we again have exceeded our proportionality percentage services both qualitatively and quantitatively.

The 2017-18 LCFF supplemental and concentration funds are approximately $7,325,712 plus $ 290,182 which is equal to the amount spent in the prior year for unduplicated students, for an estimated total of $7,731,987. The District's projected unduplicated enrollment count of 2,991 equates to approximately 85% of the District's projected total student enrollment count of 3,535 qualifying the District as LEA-Wide for purposes of expending LCFF supplemental and concentration funds.

The following actions and services are over and above the LCFF 32.04% proportionality requirement. Funds will be used to increase:• Additional staff to support students in the identified subgroups• Infrastructures needed to provide a 21st Century learning environment

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• Instructional technology and materials to enhance and support student achievement• Professional development offerings to provide necessary support for instructional leadership and effective teaching strategies• Services to address mental health services• Stakeholder (Parents and Community Members) involvement to ensure student success• Specialized supports for English Learners, Foster Youth, and Low Income students.

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Revised Local Control and Accountability Plan and Annual Update Template Instructions

AddendumThe 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 SummaryAnnual UpdateStakeholder EngagementGoals, Actions, and ServicesPlanned Actions/ServicesDemonstration 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 SummaryThe 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 SummaryThe 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 UpdateThe 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/ServicesIdentify 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.

AnalysisUsing 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 EngagementMeaningful 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 ServicesLEAs 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, UnchangedAs 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.

GoalState 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 PrioritiesIdentify 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 OutcomesFor 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 RequirementStudents to be ServedThe “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:Students to be ServedFor 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/ServicesFor 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 ExpendituresFor 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 StudentsThis 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 FundsIdentify 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 ServicesIdentify 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 PrioritiesPriority 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; andC. 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 Artsb. Mathematics – Common Core State Standards for Mathematicsc. English Language Developmentd. Career Technical Educatione. Health Education Content Standardsf. History-Social Scienceg. Model School Library Standardsh. Physical Education Model Content Standardsi. Next Generation Science Standardsj. Visual and Performing Artsk. 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; andG. 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; andE. 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; andC. 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; andC. 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 pupilsPriority 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; andB. 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).


(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).


(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 QUESTIONSGuiding 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 Source2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Funding Sources 32,094,626.00 33,454,852.00 35,481,623.00 36,043,094.32 37,040,650.65 108,565,367.97

0.00 0.00 0.00 0.00 0.00 0.00Base 24,513,846.00 25,948,137.00 27,480,905.00 27,901,106.00 28,618,078.00 84,000,089.00Common Core funds 0.00 0.00 0.00 0.00 0.00 0.00Federal funds 0.00 0.00 0.00 0.00 0.00 0.00Other 144,000.00 577,734.00 144,000.00 144,000.00 145,155.00 433,155.00Supplemental 7,436,780.00 6,928,981.00 7,856,718.00 7,997,988.32 8,277,417.65 24,132,123.97

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

Total Expenditures by Object Type

Object Type2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Expenditure Types 32,094,626.00 33,454,852.00 35,481,623.00 36,043,094.32 37,040,650.65 108,565,367.97

0.00 0.00 0.00 0.00 0.00 0.000001-0999: Unrestricted: Locally Defined 0.00 363,032.00 54,407.00 62,625.00 0.00 117,032.001000-1999: Certificated Personnel Salaries 17,795,994.00 18,972,999.00 20,119,945.00 20,527,848.00 20,865,524.00 61,513,317.002000-2999: Classified Personnel Salaries 3,048,198.00 3,385,997.00 3,146,726.00 3,209,909.00 3,170,595.00 9,527,230.003000-3999: Employee Benefits 7,297,738.00 6,750,883.00 8,769,823.00 8,945,354.32 9,592,105.65 27,307,282.974000-4999: Books And Supplies 2,258,281.00 2,404,167.00 1,678,048.00 1,671,102.00 1,694,395.00 5,043,545.005000-5999: Services And Other Operating Expenditures

1,419,415.00 1,399,774.00 1,437,674.00 1,459,256.00 1,443,031.00 4,339,961.00

6000-6999: Capital Outlay 275,000.00 178,000.00 275,000.00 167,000.00 275,000.00 717,000.007000-7439: Other Outgo 0.00 0.00 0.00 0.00 0.00 0.00


Total Expenditures by Object Type and Funding Source

Object Type Funding Source2016-17Annual Update

Budgeted

2016-17Annual UpdateActual

2017-18 2018-19 2019-202017-18through2019-20

TotalAll Expenditure Types All Funding Sources 32,094,626.00 33,454,852.00 35,481,623.00 36,043,094.32 37,040,650.65 108,565,367.9

70.00 0.00 0.00 0.00 0.00 0.00

Common Core funds 0.00 0.00 0.00 0.00 0.00 0.00Federal funds 0.00 0.00 0.00 0.00 0.00 0.00Other 0.00 0.00 0.00 0.00 0.00 0.00

0001-0999: Unrestricted: Locally Defined

0.00 0.00 0.00 0.00 0.00 0.00


Base 0.00 0.00 54,407.00 62,625.00 0.00 117,032.00


Other 0.00 0.00 0.00 0.00 0.00 0.00


Supplemental 0.00 363,032.00 0.00 0.00 0.00 0.00


0.00 0.00 0.00 0.00 0.00 0.00


Base 13,312,579.00 14,902,454.00 15,292,535.00 15,598,385.00 15,766,534.00 46,657,454.00


Common Core funds 0.00 0.00 0.00 0.00 0.00 0.00


Federal funds 0.00 0.00 0.00 0.00 0.00 0.00


Other 0.00 133,676.00 0.00 0.00 0.00 0.00


Supplemental 4,483,415.00 3,936,869.00 4,827,410.00 4,929,463.00 5,098,990.00 14,855,863.00

2000-2999: Classified Personnel Salaries

0.00 0.00 0.00 0.00 0.00 0.00


Base 2,961,904.00 3,330,359.00 3,021,142.00 3,081,565.00 3,085,576.00 9,188,283.00


Other 0.00 7,548.00 0.00 0.00 0.00 0.00


Supplemental 86,294.00 48,090.00 125,584.00 128,344.00 85,019.00 338,947.00

Total Expenditures by Object Type and Funding Source

Object Type Funding Source2016-17Annual Update

Budgeted

2016-17Annual UpdateActual

2017-18 2018-19 2019-202017-18through2019-20

Total3000-3999: Employee Benefits

0.00 0.00 0.00 0.00 0.00 0.00


Base 5,275,072.00 4,757,301.00 6,694,544.00 6,828,438.00 7,326,875.00 20,849,857.00


Other 0.00 40,490.00 0.00 0.00 0.00 0.00


Supplemental 2,022,666.00 1,953,092.00 2,075,279.00 2,116,916.32 2,265,230.65 6,457,425.97

4000-4999: Books And Supplies

0.00 0.00 0.00 0.00 0.00 0.00


Base 1,881,441.00 1,984,084.00 1,316,000.00 1,316,000.00 1,317,000.00 3,949,000.00


Common Core funds 0.00 0.00 0.00 0.00 0.00 0.00


Federal funds 0.00 0.00 0.00 0.00 0.00 0.00


Other 0.00 30,000.00 0.00 0.00 1,155.00 1,155.00


Supplemental 376,840.00 390,083.00 362,048.00 355,102.00 376,240.00 1,093,390.00


0.00 0.00 0.00 0.00 0.00 0.00


Base 974,850.00 973,939.00 994,277.00 1,014,093.00 1,014,093.00 3,022,463.00


Other 144,000.00 355,020.00 144,000.00 144,000.00 144,000.00 432,000.00


Supplemental 300,565.00 70,815.00 299,397.00 301,163.00 284,938.00 885,498.00

6000-6999: Capital Outlay 0.00 0.00 0.00 0.00 0.00 0.006000-6999: Capital Outlay Base 108,000.00 0.00 108,000.00 0.00 108,000.00 216,000.006000-6999: Capital Outlay Other 0.00 11,000.00 0.00 0.00 0.00 0.006000-6999: Capital Outlay Supplemental 167,000.00 167,000.00 167,000.00 167,000.00 167,000.00 501,000.007000-7439: Other Outgo 0.00 0.00 0.00 0.00 0.00 0.007000-7439: Other Outgo Base 0.00 0.00 0.00 0.00 0.00 0.00


Total Expenditures by Goal

Goal 2017-18 2018-19 2019-202017-18through2019-20

TotalGoal 1 7,240,182.00 7,361,793.32 7,626,988.65 22,228,963.97

Goal 2 103,637.00 104,917.00 106,767.00 315,321.00

Goal 3 1,937,225.00 1,988,354.00 2,010,612.00 5,936,191.00

Goal 4 26,200,579.00 26,588,030.00 27,296,283.00 80,084,892.00


Documents

EASTSIDE UNION SCHOOL DISTRICT 2017-2020 Local … · 2017-2020 Local Control Accountability Plan (LCAP) Board Adopted: ... core will continue. ... be reduced by at least 2% from