1. education
2. school

Local Control and Accountability Plan
Local
Control and Accountability Plan
Palos Verdes Peninsula Unified
Palos Verdes Peninsula Unified
July 1, 2015 - June 30, 2018
edit in progress
1
July 1, 2015 - June 30, 2018
edit in progress
2
§ 15497. Local Control and Accountability Plan and Annual Update Template.
Introduction:
LEA: Palos Verdes Peninsula Unified
Contact (Name, Title, Email, Phone Number):
Becky Cash
Director
cashb@pvpusd.net
(310) 378-9966 567
LCAP Year:
2015
Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies?
(LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605,
47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district,
goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including
pupils with disabilities, for each of the state priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated
school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section
52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in
Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities
and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services
provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals
for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state
priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP
may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory
requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully
consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may
reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and
expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section
64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA
plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.
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For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for
completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response
and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP
must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to
facilitate completion of the LCAP.
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State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school
districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in
Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas
and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and
school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development
standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and
subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section
48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share
information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready,
share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams
with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of
Education Code section 51220, as applicable. (Priority 8)
C. Engagement:
Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in
programs for unduplicated pupils and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school
graduations rates. (Priority 5)
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School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense
of safety and school connectedness. (Priority 6)
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Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section
52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school
districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code
section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for
translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the
community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services
and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes,
describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals,
actions, services, and expenditures.
Guiding Questions:
1)
How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in
Education Code section 4 2 2 3 8 . 0 1; 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
5 2 0 6 2, 5 2 0 6 8, and 4 7 6 0 6 . 5, including engagement with representatives of parents and guardians of pupils identified in Education Code
section 4 2 2 3 8 . 0 1?
6)
What specific actions were taken to consult with pupils to meet the requirements 5 C C R 1 5 4 9 5 ( 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?
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Involvement Process
Impact on LCAP
Palos Verdes Peninsula Unified School District (PVPUSD) has gathered input from
the following stakeholder groups: students, parents, teachers, principals,
administrators, school personnel, local bargaining units,
community members, District English Language Advisory Committee
(DELAC) representatives, Peninsula Education Foundation (PEF) representatives,
Measure M Oversight Committee members, Gifted And Talented Education
(GATE) representatives, special education members, unduplicated count
representatives, and Parent Teacher Association (PTA) Council. The Parent
Advisory Committee (LCAP Committee) held meetings on the following dates:
December 12 of 2014, January 20, February 24, March 24, April 21, May 19, and
June 9 of 2015. LCAP information was shared at regularly scheduled DELAC,
GATE, PTA Council, District Management meetings, and with Special Education
parents. Additional community meetings were held to provide Common Core State
Standards (CCSS) information. These meetings included presentations on
PVPUSD developed three goals to address the eight State priorities. The goals
were established with stakeholder input and District priorities.
The LCAP Committee conducted a Needs Assessment on February 13, 2014 and
from this we identified goals and action plans in order to meet our targeted
growth over the next three years. Additionally, the LCAP Committee developed
survey questions to further identify stakeholder concerns. LCAP actions were
enhanced to address concerns raised in the survey response. Specifically, Goal
#1 (Conditions of Learning) and Goal #2 (Pupil Outcomes) are modified due to
feedback from the teacher, parent, and student surveys, LCAP Advisory
Committee or other stakeholder meeting. Actions/Services that support Goal #1
(Conditions of Learning ) State priority 1, action/service 3: Maintain a highly
qualified teaching staff and State priority 1, action/service 5: Maintain small class
size were added; Goal #2 (Pupil Outcomes) State priority 8, action/service 1-4:
Designated personnel to provide differentiated support for English Learners in
meeting Annual Measurable Achievement Objective(s) (AMAO) 1, 2 and 3 as-well
as State priority 8, action/service 5: Formative assessment for English Learners
to assist in reclassification was added as a suggestion of the District English
Language Advisory Committee (DELAC); finally, in Goal #3 (Engagement) State
priority 6, action/service 3: Provide students an environment where they report
feeling supported both physically and emotionally and State priority 6,
action/service 4: Provide students a learning environment where they report
feeling supported academically was discussed and altered based upon parent,
student and staff surveys as-well-as the LCAP Committee.
21st Century Learning skills commonly referred to as the four Cs: Creativity,
Critical Thinking, Communication, and Collaboration, as-well-as civic learning
and responsibility, and the pilot process and adoption of an elementary
mathematics curriculum. The gathering of input from stakeholders was conducted
by the use of surveys. The first survey was issued on January 30, 2014 with
the intent of identifying areas of need. The second survey was issued April 7,
2014 and provided a closer look at specific stakeholder priorities. Survey Monkey
was the vehicle for our surveys and we sent surveys out to high school students,
all parents and staff. The LCAP Committee agreed to continue with the areas of
need identified through the original surveys and work toward migration to the
new LCAP template and focusing on the actions and services to serve our
community. Additionally, students at the elementary, intermediate, and high
schools are surveyed through the "Healthy Kids Survey" every other year and
through various site-based opportunities. The District held a public hearing on
the LCAP on June 11, 2015 and the Board of Education adopted the LCAP on June
25, 2015. As a result in the increase in the base funding that the District will be
receiving, professional development will be ongoing, benchmark assessments
beginning with Math TK-12 will be ongoing, Professional Learning Community (PLC)
work regarding strategies and report card implementation for CCSS is established
LCAP goals have been established to meet the needs of all students
with particular attention to those who are low income, English learners and our
foster youth. The goals address areas of the State's eight priorities and
correspond to the LCAP's three categories, Conditions of Learning, Pupil
Outcomes, and Engagement. The goals for PVPUSD are outlined in the three-year
plan of the LCAP 2015-16, 2016-17 and 2017-18. The LCAP Committee members
understand many aspects of each goal extend beyond the next three years. The
Advisory committee will work to keep the plan focused on the attainment on our
three goals:
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at the elementary level. Each expense clearly promotes the goal attainment for
implementation of CCSS. Every child will have access to core curriculum in the
classroom TK-12. In the Palos Verdes Peninsula Unified School District (PVPUSD)
our focus is on closing identified achievement gaps that present through data
analysis between identified sub-groups. Additionally, if any group does not
meet annual performance targets the District will chart interim targets for growth as
revisions to our plan.
(1) Conditions of Learning: Maintain district facilities and a highly skilled
staff to deliver TK-12 curriculum aligned with CCSS that provides all
students access to required college and career readiness;
(2) Pupil Outcomes: Provide an instructional program which raises
achievement for all students in ELA and Math;
(3) Engagement: Provide a school environment which fosters physical and
emotional security, encourages community involvement, and focuses the
school climate on creating opportunities for student engagement.
Annual Update:
Annual Update:
Palos Verdes Peninsula Unified School District (PVPUSD) has gathered input from
the following stakeholder groups: students, parents, teachers, principals,
administrators, school personnel, local bargaining units,
community members, District English Language Advisory Committee
(DELAC) representatives, Peninsula Education Foundation (PEF) representatives,
Measure M Oversight Committee members, Gifted And Talented Education
(GATE) representatives, Special Education parents, unduplicated count
representatives, and PTA Council. The Parent
Advisory Committee (LCAP Committee) held meetings on the following dates:
December 12, 2014, and January 20, February 24, March 24, April 21, May 19,
and June 9, 2015. LCAP information was shared at regularly scheduled DELAC,
GATE, PTA Council and District Management meetings. Additional community
meetings were held to provide CCSS information. These meetings included
presentations on 21st Century Learning skills commonly referred to as the
four Cs: Creativity, Critical Thinking, Communication, Collaboration, as-well-as
civic learning and responsibility. Additionally, the Superintendent/designee met
with school site leadership committees. The gathering of input from stakeholders
was conducted by the use of surveys. The first survey was issued on January
30, 2014 with the intent of identifying areas of need. The second survey was
issued April 7, 2014 and provided a closer look at specific stakeholder priorities.
Survey Monkey was the vehicle for our surveys and we sent surveys out to high
The Palos Verdes Peninsula Unified School District (PVPUSD) Local Control
Accountability Plan (LCAP) Committee studied the matrices identified in the
2014 LCAP. Where measurable outcomes were met, the committee acknowledged
District growth. Where the measurable outcomes did not meet expectations,
the LCAP Committee analyzed the data to ascertain trend, cohort, or data
anomalies that led to the data outcomes.
Specifically:
Goal 1
AMAO 3 ELA 2013 - Note: not available without API
EAP Math 2013 - 35% to 2014 - 30% a decrease of 5% (did not meet outcome)
AP ELA 2013 - 84% to 2014 - 79% a decrease of 5% (did not meet outcome)
AP Math 2013 - 96% to 2014 - 79.5% a decrease of 5.5% (did not meet
outcome) NOTE: The 96% AP Math measurement submitted on the
2013/14 LCAP is a typo. It should have been 85%
Goal 2
A-G Courses 2013 - 78% to 2014 - 77% a decrease of 1% (did not meet
outcome)
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school students, all parents and staff. Additionally, students at the elementary,
intermediate, and high schools are surveyed through the "Healthy Kids Survey"
every other year, and through various site-based opportunities.
The District held a public hearing on the LCAP on June 11, 2015 and the Board of
Education adopted the LCAP on June 25, 2015. As a result in the increase in the
base funding that the District will be receiving, professional development will be
ongoing, benchmark assessments beginning with Math TK-12 will be established,
Professional Learning Community work regarding strategies and report card
implementation for CCSS. Each expense clearly promotes the goal attainment for
implementation of State standards. Every child will have access to the core
curriculum in the classroom TK-12. In PVPUSD, our focus is on closing the
achievement gap that exists between identified sub-groups. Additionally, if any
group does not meet annual performance targets the District will chart interim
targets for growth as revisions to our plan. The most significant change to the
involvement process is involvement of the student members with leadership to the
site Associated Student Body (ASB).
EAP Math 2013 - 35% to 2014 - 30% a decrease of 5% (did not meet outcome)
Goal 3
High School Drop Out Rates 2013 - 0.5% to 2014 - 0.6% an increase of 0.1%
(did not meet outcome)
Suspension Rates 2013 - 1.3% to 2014 - 1.5% an increase of .3% (did not meet
outcome)
As a result of the annual update to the 2014 LCAP, many of the data sets that did
not achieve growth targets of percentages were based upon cohort numbers. The
cohort number fluctuations were a contributing factor. Measurements of AMAO and
EAP have been dependent on standardized scores and are in a state of fluctuation
with the new Smarter Balanced Assessment Consortium (SBAC). The District will
evaluate student achievement in the SBAC baseline during the spring 2015.
The 2014-15 LCAP Committee reviewed the 2014-15 LCAP to meet the changes in
the new template, LCFF Data Metric Analysis (Pending Evaluation Rubric), and
State and Local Priorities. The process led to a restructuring of the LCAP for 2015
through 2018 to align the goals of Conditions of Learning with State Priorities 1, 2 &
7; Pupil Outcomes with State Priorities 4 & 8; and Engagement with State Priorities
3, 5 & 6. . Content was better organized and clearer under these categories.
Actions and Services were restructured and more clearly defined, as-well-as
directly associated with the data matrix.
Specific Local Priorities addressed in the 2015 - 2018 LCAP. Specific changes
and additions were made in Goal #1, (Conditions of Learning), regarding highly
qualified teachers, Visual And Performing Arts (VAPA) and mathematics pathways
in the CCSS; Goal #2 (Pupil Outcomes) was modified to meet academic growth for
all students, and specific actions/services were added for Gifted And Talented
Education (GATE) and Science, Technology, Engineering, and Mathematics
(STEM); Goal #3 (Engagement), students feeling safe and supported at school
specific actions and services were added and/or revised due to feedback from the
survey, LCAP Advisory Committee or other stakeholder meetings.
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Section 2: Goals, Actions, Expenditures, and Progress Indicators
Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and
the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of
education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in
the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the
LCAP for the next three years that are based on this review and assessment.
Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer
pursuant to Education Code section 4 7 6 0 4 . 3 3.
For school districts, Education Code sections 5 2 0 6 0 and 5 2 0 6 1, for county offices of education, Education Code sections 5 2 0 6 6 and 5 2 0 6 7,
and for charter schools, Education Code section 4 7 6 0 6 . 5 require(s) the LCAP to include a description of the annual goals, for all pupils and
each subgroup of pupils, to be achieved for each state priority as defined in 5 C C R 1 5 4 9 5 ( i ) and any local priorities; a description of the
specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and
an annual update to include a review of progress towards the goals and describe any changes to the goals.
To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state
and local priorities from the school plans submitted pursuant to Education Code section 6 4 0 0 1. Furthermore, the LCAP should be shared with,
and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil
advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference
actions described in other plans that are being undertaken to meet the goal.
Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the
fields as necessary.
Goal: Describe the goal:
When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils
with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and
subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not
applicable to a specific subgroup or schoolsite.
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the
applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 C C R 1 5 4 9 5 ( i ), and any
additional local priorities; however, one goal may address multiple priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to
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identify the need(s).
Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of
schools, or specify grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 5 2 0 5 2 to which the goal applies, or indicate
“all” for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils
using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected
measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite
level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must
address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives
for each state priority as set forth in Education Code sections 5 2 0 6 0 ( d ) and 5 2 0 6 6 ( d ). For the pupil engagement priority metrics,
LEAs must calculate the rates specified in Education Code sections 5 2 0 6 0 ( d )(5)(B), (C), (D) and (E) as described in the Local Control
Accountability Plan and Annual Update Template Appendix, sections (a) through (d).
Action/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions
may describe a group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools,
specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and
concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide,
countywide, or charterwide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of
service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”
For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable
unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the
additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education
Code section 4 2 2 3 8 . 0 1, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section
5 2 0 5 2.
Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions,
including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure.
Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 5 2 0 6 1, 5 2 0 6 7, and
4 7 6 0 6 . 5.
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Guiding Questions:
1)
What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?
2)
What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?
3)
What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil
engagement, and school climate)?
4)
What are the LEA’s goal(s) to address any locally-identified priorities?
5)
How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual
schoolsite 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 4 2 2 3 8 . 0 1 and subgroups as defined in section
5 2 0 5 2 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 schoolsites?
1 0) What information was considered/reviewed for subgroups identified in Education Code section 5 2 0 5 2?
1 1) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 5 2 0 5 2, to
specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?
1 2) How do these actions/services link to identified goals and expected measurable outcomes?
1 3) 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?
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GOAL:
Goal # 1, Conditions of Learning
State Priorities: Basic (priority 1), Implementation of State Standards (Priority 2), Course
Access (Priority 7)
Maintain district facilities and a highly skilled staff to deliver TK-12 curriculum aligned with Common
Core State Standards that provides all students access to required college and career readiness.
Related State and/or Local Priorities:
1 X 2X 3
4X 5
6
7X 8X
COE Only: 9
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Local:
Goal # 1, Conditions of Learning
Basic, State Priority 1:
1)
Percent of facilities in good repair 2014 data (School Facility Status-Annual Report) 100%
2)
Baseline technology access for faculty and students
3)
Percent of beginning teachers receiving support from a Beginning Teacher Support and Assistance (BTSA) induction program. (2014
data 35 new teachers and two interns or 100%)
4)
Percent of teachers appropriately assigned (2014 data 97.3%) (identified by parent, teacher, and student surveys as a local
priority)
5)
Small class size - Negotiable Item (as identified by parent, teacher, and student surveys)
6)
Percent of students with sufficient instructional materials (Williams, 2014 data 100%)
Implementation of State Standards, State Priority 2:
Identified Need:
1)
Percent of teachers who participated in CCSS professional development - Mathematics (2014 data 100%)
2)
Percent of teachers who participated in CCSS professional development - English Language Arts (ELA) (2014 data 100%)
3)
Percent of teachers who participated in CCSS professional development - English Language Development (ELD) (2015-16 will be used
as a baseline year)
Course Access, State Priority 7:
1)
Percent of students participating in Visual And Performing Arts (VAPA) 2014 data:
100% of elementary students are provided a visual arts program throughout the academic school year
100% of grade 4 students are provided Arts for All (Grant) (based on grant award)
100% of elementary students are provided Music (30 weeks)
85% of grade 4 and 5 students are provided instrumental music
100% of secondary students are provided an opportunity of various VAPA courses
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Goal Applies to:
Schools: A l l
Applicable Pupil Subgroups: A l l
LCAP Year 1: 2015-16
Basic, State Priority 1:
1 ) Provide 100% of facilities in good repair (School Facility Status-Annual Report).
2)
Maintain support and provide baseline technology for classrooms as identified in the Palos Verdes Peninsula Unified School District
(PVPUSD) technology plan.
Expected Annual
Measurable
Outcomes:
3)
Provide Beginning Teacher Support and Assistance (BTSA) Induction to 100% of beginning teachers.
4)
Assure that 100% of teachers are appropriately assigned.
5)
Maintain class sizes - Negotiated Item. (As identified in parent, teacher, and student surveys.)
6)
Provide 100% of students with sufficient instructional materials (Williams).
Implementation of State Standards, State Priority 2:
1 ) Provide teachers CCSS professional development - Math
2)
Provide teachers CCSS professional development - English Language Arts (ELA)
3)
Provide teachers English Learner (EL) strategies for CCSS professional development
Course Access, State Priority 7:
1 ) Maintain or improve the percent of students participating in Visual And Performing Arts (VAPA) 2014 data:
100% of elementary students experience a visual arts program throughout the academic school year
100% of grade 2 students experience Arts for All sustainability of 2014-15 program and 100% of grade 4 students experience Arts
for All 2015/16 program. (Based on grant award.)
100% of elementary students experience Music (30 weeks)
85% of grade 4 and 5 students experience instrumental music
100% of secondary students have access to various VAPA courses
Actions/Services
Basic, State Priority 1: Action/Service 1:
Maintain District facilities in good repair
Pupils to be served within
identified scope of service
Scope of Service
LEA-Wide
Budgeted
Expenditures
X All
Classified salaries
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - and benefits for
OR:
maintenance and
15
including but not limited to; gas leaks,
mechanical systems/HVAC, sewer, interior
surfaces (walls, floors and ceilings), overall
cleanliness, pest/vermin infestation,
electrical (interior and exterior), restrooms,
drinking fountains (inside and outside), fire
safety, hazardous materials (interior and
exterior), structural damage, roofs,
playground/school grounds, windows, doors,
and gates (interior and exterior). (As defined
by School Facility Status-Annual Report)
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
operations staff
($1,521,117-RRMA),
materials and
supplies ($518,016RRMA),
services/other
operating
expenditures
($739,781-RRMA),
equipment ($36,038RRMA), debt service
payments ($56,000RRMA), interfund
transfers out
($300,000-RRMA)
and capital
improvements
($1,000,000Deferred
Maintenance)
Deferred Maintenance
$1,000,000, Routine
Restricted
Maintenance
$3,170,952
Basic, State Priority 1: Action/Service 2:
Continue maintenance, support, and
improvement of baseline technology access
for faculty, staff, and students.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
16
Certificated/classified
salaries and benefits
for technology
department and site
staff
($1,057,406-LCFF
and $400,846-Parcel
Tax), materials and
supplies
($197,177-LCFF and
$302,771-Parcel
Tax), non-capitalized
equipment ($21,500Parcel Tax) and
services/other
operating
expenditures
($77,689-LCFF and
$76,575-Parcel Tax)
LCFF ($1,332,272)
and Parcel Tax
($801,692)
Basic, State Priority 1: Action/Service 3:
Maintain a highly qualified teaching staff.
Provide mentoring support for teachers
clearing credentials through a Beginning
Teacher Assistance Support (BTSA)
induction program.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
($273,197-LCFF),
materials and
supplies ($5,000LCFF), memberships
($1,125),
services/other
operating
expenditures
($312,295) and
conference
attendance ($3,080)
LCFF $594,697
Basic, State Priority 1: Action/Service 4:
Maintain a highly qualified teaching staff.
Assign teachers to appropriate assignments
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
17
Certificated salaries
and benefits
(teachers)
LCFF Funding
based upon their credentials.
Redesignated fluent English proficient
Other Subgroups:
$33,036,648, Parcel
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Basic, State Priority 1: Action/Service 5:
Maintain small class size (Negotiated Item).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
18
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Basic, State Priority 1: Action/Service 6A:
Proceed with a K-8 State Standards aligned
curriculum adoption in Mathematics.
Basic, State Priority 1: Action/Service 6B:
Proceed with a K-8 State Standards aligned
curriculum adoption in Mathematics. (Note:
Year 2 Pilot a curriculum - Mathematics for
Algebra and Geometry) Provide curriculum
materials for English Language Learners
(EL).
Implementation of State Standards, State
Priority 2: Action/Service 1:
Teacher participation in professional
development (PD) for general education
(GE) and special education - Math.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Instructional
Materials (textbooks)
X All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Instructional
Materials (textbooks)
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated hourly
and/or substitute
salaries and benefits
($60,000-one time
mandated cost
reimbursement
funds), materials and
supplies
($10,000-one time
mandated cost
reimbursement funds)
and consultants
($50,000-one time
mandated cost
reimbursement funds)
19
One-time mandated
cost reimbursement
funds $285,000,
Parcel Tax $450,000
One-time mandated
cost reimbursement
funds $65,000
One-time mandated
cost reimbursement
funds $120,000
*G1,SP1,AS1 /
G2,SP4,AS6
Implementation of State Standards, State
Priority 2: Action/Service 2:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Teacher participation in State Standards
professional development (PD) for general
education (GE) and special education
(Sp.Ed.)- English Language Arts (ELA).
Certificated hourly
and/or substitute
salaries and benefits
($60,000-Title II),
materials and
supplies
($25,000-Title II),
consultants
($25,000-Title II)
and conference
attendance
($10,000-Title II)
Title II $120,000
*G1,SP2,AS2 /
G2,SP4,AS7
Implementation of State Standards, State
Priority 2: Action/Service 3:
Teacher participation in State Standards
professional development (PD) for general
education (GE) and special education
(Sp.Ed.)- English Language Development
(ELD).
LEA-Wide
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Special education
20
Certificated hourly
and/or substitute
salaries and benefits
($35,000Supplemental Grant),
materials and
supplies ($5,000Supplemental Grant),
consultants
($70,000-
Supplemental Grant)
and conference
attendance ($5,000)
Supplemental Grant
$115,000
Course Access, State Priority 7:
Action/Service 1:
Provide opportunities for students
participating in Visual And Performing Arts
(VAPA) such as:
100% of elementary students experience a
visual arts program.
100% of grade 4 students experience Arts
for All - (based on grant award).
100% of elementary students experience
Music (30 weeks).
85% of grade 4 and 5 students experience
instrumental music.
100% of secondary students have access
to a variety VAPA courses.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
for music and arts
program staff
($130,284-LCFF,
$275,000-PEF and
$30,000-Arts for All
Grant), instructional
materials and
supplies
($35,676-LCFF) and
services/other
operating
expenditures
($4,040-LCFF)
LCFF $170,000, Arts
for All Grant
$30,000, PEF
$275,000
LCAP Year 2: 2016-17
Basic, State Priority 1:
1 ) Provide 100% of facilities in good repair (School Facility Status-Annual Report).
Expected Annual
Measurable
Outcomes:
2)
Maintain support and provide baseline technology for classrooms as identified in the Palos Verdes Peninsula Unified School District
(PVPUSD) technology plan.
3)
Provide Beginning Teacher Support and Assistance (BTSA) Induction to 100% of beginning teachers.
4)
Assure that 100% of teachers are appropriately assigned.
21
5)
Maintain class sizes - Negotiated Item. (As identified in parent, teacher, and student surveys.)
6)
Provide 100% of students with sufficient instructional materials (Williams).
Implementation of State Standards, State Priority 2:
1 ) Provide teachers CCSS professional development - Math
2)
Provide teachers CCSS professional development - English Language Arts (ELA)
3)
Provide teachers English Learner (EL) strategies for CCSS professional development
Course Access, State Priority 7:
1 ) Maintain or improve the percent of students participating in Visual And Performing Arts (VAPA) 2014 data:
100% of elementary students experience a visual arts program throughout the academic school year
100% of grade 2 students experience Arts for All sustainability of 2014-15 program and 100% of grade 4 students experience Arts
for All 2015/16 program. (Based on grant award.)
100% of elementary students experience Music (30 weeks)
85% of grade 4 and 5 students experience instrumental music
100% of secondary students have access to various VAPA courses
Actions/Services
Basic, State Priority 1: Action/Service 1:
Maintain District facilities in good repair
including but not limited to; gas leaks,
mechanical systems/HVAC, sewer, interior
surfaces (walls, floors and ceilings), overall
cleanliness, pest/vermin infestation,
electrical (interior and exterior), restrooms,
drinking fountains (inside and outside), fire
safety, hazardous materials (interior and
exterior), structural damage, roofs,
playground/school grounds, windows, doors,
and gates (interior and exterior). (As defined
by School Facility Status-Annual Report)
Pupils to be served within
identified scope of service
Budgeted
Expenditures
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Classified salaries
and benefits for
maintenance and
operations staff
($1,521,117-RRMA),
materials and
supplies ($518,016RRMA),
services/other
operating
expenditures
($739,781-RRMA),
equipment ($36,038RRMA), debt service
Scope of Service
LEA-Wide
22
payments ($56,000RRMA), interfund
transfers out
($300,000-RRMA)
and capital
improvements
($1,000,000Deferred
Maintenance)
Deferred Maintenance
$1,000,000, Routine
Restricted
Maintenance
$3,170,952
Basic, State Priority 1: Action/Service 2:
Continue maintenance, support, and
improvement of baseline technology access
for faculty, staff, and students.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
23
Certificated/classified
salaries and benefits
for technology
department and site
staff
($1,057,406-LCFF
and $400,846-Parcel
Tax), materials and
supplies
($197,177-LCFF and
$302,771-Parcel
Tax), non-capitalized
equipment ($21,500Parcel Tax) and
services/other
operating
expenditures
($77,689-LCFF and
$76,575-Parcel Tax)
LCFF ($1,332,272)
and Parcel Tax
($801,692)
Basic, State Priority 1: Action/Service 3:
LEA-Wide
Maintain a highly qualified teaching staff.
Provide mentoring support for teachers
clearing credentials through a Beginning
Teacher Assistance Support (BTSA)
induction program.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
($273,197-LCFF),
materials and
supplies ($5,000LCFF), memberships
($1,125),
services/other
operating
expenditures
($312,295) and
conference
attendance ($3,080)
LCFF $594,697
Basic, State Priority 1: Action/Service 4:
Maintain a highly qualified teaching staff.
Assign teachers to appropriate assignments
based upon their credentials.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
24
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Basic, State Priority 1: Action/Service 5:
LEA-Wide
Maintain small class size (Negotiated Item).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Basic, State Priority 1: Action/Service 6A:
Proceed with a 8-11 Standards aligned
curriculum pilot in Mathematics (Algebra
and Geometry).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
25
Instructional
Materials (textbooks)
One-time mandated
cost reimbursement
funds $285,000,
Other Subgroups:
Basic, State Priority 1: Action/Service 6B:
Targeted
Proceed with a 8-11 Standards aligned
curriculum pilot in Mathematics (Algebra
and Geometry). Provide curriculum
materials for English Language Learners
(ELD).
Implementation of State Standards, State
Priority 2: Action/Service 1:
LEA-Wide
Teacher participation in professional
development (PD) for general education
(GE) and special education - Math.
Parcel Tax $450,000
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Instructional
Materials (textbooks)
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated hourly
and/or substitute
salaries and benefits
($60,000-one time
mandated cost
reimbursement
funds), materials and
supplies
($10,000-one time
mandated cost
reimbursement funds)
and consultants
($50,000-one time
mandated cost
reimbursement funds)
One-time mandated
cost reimbursement
funds $65,000
One-time mandated
cost reimbursement
funds $120,000
*G1,SP1,AS1 /
G2,SP4,AS6
Implementation of State Standards, State
Priority 2: Action/Service 2:
Teacher participation in professional
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
26
Certificated hourly
and/or substitute
salaries and benefits
($60,000-Title II),
development (PD) for general education
(GE) and special education (Sp.Ed.)English Language Arts (ELA).
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
materials and
supplies
($25,000-Title II),
consultants
($25,000-Title II)
and conference
attendance
($10,000-Title II)
Title II $120,000
*G1,SP2,AS2 /
G2,SP4,AS7
Implementation of State Standards, State
Priority 2: Action/Service 3:
LEA-Wide
Teacher participation in professional
development (PD) for general education
(GE) and special education (Sp.Ed.)English Language Development (ELD).
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Special education
Certificated hourly
and/or substitute
salaries and benefits
($35,000Supplemental Grant),
materials and
supplies ($5,000Supplemental Grant),
consultants
($70,000Supplemental Grant)
and conference
attendance ($5,000)
Supplemental Grant
$115,000
Course Access, State Priority 7:
Action/Service 1:
Provide opportunities for students
participating in Visual And Performing Arts
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
27
Certificated/classified
salaries and benefits
for music and arts
program staff
($130,284-LCFF,
(VAPA) such as:
100% of elementary students experience a
visual arts program.
100% of grade 4 students experience Arts
for All - (based on grant award).
100% of elementary students experience
Music (30 weeks).
85% of grade 4 and 5 students experience
instrumental music.
100% of secondary students have access
to a variety VAPA courses.
Redesignated fluent English proficient
Other Subgroups:
$275,000-PEF and
$30,000-Arts for All
Grant), instructional
materials and
supplies
($35,676-LCFF) and
services/other
operating
expenditures
($4,040-LCFF)
LCFF $170,000, Arts
for All Grant
$30,000, PEF
$275,000
LCAP Year 3: 2017-18
Basic, State Priority 1:
1 ) Provide 100% of facilities in good repair (School Facility Status-Annual Report).
2)
Maintain support and provide baseline technology for classrooms as identified in the Palos Verdes Peninsula Unified School District
(PVPUSD) technology plan.
Expected Annual
Measurable
Outcomes:
3)
Provide Beginning Teacher Support and Assistance (BTSA) Induction to 100% of beginning teachers.
4)
Assure that 100% of teachers are appropriately assigned.
5)
Maintain class sizes - Negotiated Item. (As identified in parent, teacher, and student surveys.)
6)
Provide 100% of students with sufficient instructional materials (Williams).
Implementation of State Standards, State Priority 2:
1 ) Provide teachers CCSS professional development - Math
2)
Provide teachers CCSS professional development - English Language Arts (ELA)
3)
Provide teachers English Learner (EL) strategies for CCSS professional development
Course Access, State Priority 7:
1 ) Maintain or improve the percent of students participating in Visual And Performing Arts (VAPA) 2014 data:
28
100% of elementary students experience a visual arts program throughout the academic school year
100% of grade 2 students experience Arts for All sustainability of 2014-15 program and 100% of grade 4 students experience Arts
for All 2015/16 program. (Based on grant award.)
100% of elementary students experience Music (30 weeks)
85% of grade 4 and 5 students experience instrumental music
100% of secondary students have access to various VAPA courses
Actions/Services
Basic, State Priority 1: Action/Service 1:
Maintain District facilities in good repair
including but not limited to; gas leaks,
mechanical systems/HVAC, sewer, interior
surfaces (walls, floors and ceilings), overall
cleanliness, pest/vermin infestation,
electrical (interior and exterior), restrooms,
drinking fountains (inside and outside), fire
safety, hazardous materials (interior and
exterior), structural damage, roofs,
playground/school grounds, windows, doors,
and gates (interior and exterior). (As defined
by School Facility Status-Annual Report)
Pupils to be served within
identified scope of service
Budgeted
Expenditures
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Classified salaries
and benefits for
maintenance and
operations staff
($1,521,117-RRMA),
materials and
supplies ($518,016RRMA),
services/other
operating
expenditures
($739,781-RRMA),
equipment ($36,038RRMA), debt service
payments ($56,000RRMA), interfund
transfers out
($300,000-RRMA)
and capital
improvements
($1,000,000Deferred
Maintenance)
Scope of Service
LEA-Wide
Deferred Maintenance
29
$1,000,000, Routine
Restricted
Maintenance
$3,170,952
Basic, State Priority 1: Action/Service 2:
LEA-Wide
Continue maintenance, support, and
improvement of baseline technology access
for faculty, staff, and students.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
for technology
department and site
staff
($1,057,406-LCFF
and $400,846-Parcel
Tax), materials and
supplies
($197,177-LCFF and
$302,771-Parcel
Tax), non-capitalized
equipment ($21,500Parcel Tax) and
services/other
operating
expenditures
($77,689-LCFF and
$76,575-Parcel Tax)
LCFF ($1,332,272)
and Parcel Tax
($801,692)
Basic, State Priority 1: Action/Service 3:
Maintain a highly qualified teaching staff.
Provide mentoring support for teachers
clearing credentials through a Beginning
Teacher Assistance Support (BTSA)
induction program.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
30
Certificated salaries
and benefits
($273,197-LCFF),
materials and
supplies ($5,000LCFF), memberships
($1,125),
services/other
operating
expenditures
($312,295) and
conference
attendance ($3,080)
LCFF $594,697
Basic, State Priority 1: Action/Service 4:
LEA-Wide
Maintain a highly qualified teaching staff.
Assign teachers to appropriate assignments
based upon their credentials.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Basic, State Priority 1: Action/Service 5:
Maintain small class size (Negotiated Item).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
31
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Other Subgroups:
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Basic, State Priority 1: Action/Service 6A:
LEA-Wide
Proceed with a 8-11 State Standards
aligned curriculum adoption in Mathematics
(Algebra and Geometry).
Basic, State Priority 1: Action/Service 6B:
Targeted
Proceed with a 8-11 State Standards
aligned curriculum adoption in Mathematics
(Algebra and Geometry). Provide curriculum
materials for English Language Learners
(ELD).
Implementation of State Standards, State
Priority 2: Action/Service 1:
Teacher participation in professional
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Instructional
Materials (textbooks)
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Instructional
Materials (textbooks)
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Certificated hourly
and/or substitute
salaries and benefits
($60,000-one time
32
One-time mandated
cost reimbursement
funds $285,000,
Parcel Tax $450,000
One-time mandated
cost reimbursement
funds $65,000
development (PD) for general education
(GE) and special education - Math.
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
mandated cost
reimbursement
funds), materials and
supplies
($10,000-one time
mandated cost
reimbursement funds)
and consultants
($50,000-one time
mandated cost
reimbursement funds)
One-time mandated
cost reimbursement
funds $120,000
*G1,SP1,AS1 /
G2,SP4,AS6
Implementation of State Standards, State
Priority 2: Action/Service 2:
Teacher participation in professional
development (PD) for general education
(GE) and special education (Sp.Ed.)English Language Arts (ELA).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated hourly
and/or substitute
salaries and benefits
($60,000-Title II),
materials and
supplies
($25,000-Title II),
consultants
($25,000-Title II)
and conference
attendance
($10,000-Title II)
Title II $120,000
*G1,SP2,AS2 /
G2,SP4,AS7
33
Implementation of State Standards, State
Priority 2: Action/Service 3:
LEA-Wide
Teacher participation in professional
development (PD) for general education
(GE) and special education (Sp.Ed.)English Language Development (ELD).
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Special Education
Certificated hourly
and/or substitute
salaries and benefits
($35,000Supplemental Grant),
materials and
supplies ($5,000Supplemental Grant),
consultants
($70,000Supplemental Grant)
and conference
attendance ($5,000)
Supplemental Grant
$115,000
Course Access, State Priority 7:
Action/Service 1:
Provide opportunities for students
participating in Visual And Performing Arts
(VAPA) such as:
100% of elementary students experience a
visual arts program.
100% of grade 4 students experience Arts
for All - (based on grant award).
100% of elementary students experience
Music (30 weeks).
85% of grade 4 and 5 students experience
instrumental music.
100% of secondary students have access
to a variety VAPA courses.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
for music and arts
program staff
($130,284-LCFF,
$275,000-PEF and
$30,000-Arts for All
Grant), instructional
materials and
supplies
($35,676-LCFF) and
services/other
operating
expenditures
($4,040-LCFF)
LCFF $170,000, Arts
for All Grant
$30,000, PEF
34
$275,000
35
GOAL:
Goal # 2 Pupil Outcomes:
State Priorities: Pupil Achievement (Priority 4), Other pupil outcomes (Priority 8)
Provide an instructional program which raises achievement for all students in ELA and Math
Related State and/or Local Priorities:
1
2
3
4X 5
6
7
8X
COE Only: 9
10
Local:
Goal # 2, Pupil Outcomes:
Pupil achievement, State Priority 4:
1)
Percent of students completing A-G requirements (2014 data 77%)
2)
Percent of students participating in Career Technical Education (CTE) Pathways (2014 data 50.89%)
3)
Percent of students enrolled in one or more Advanced Placement (AP) course 2014 data 1,788 of 4,333 or 41%
4)
Percent of students passing an Advanced Placement (AP) course exam with a 3+ 2014 data
English Language Arts (ELA) 79%
Mathematics 79.5%
5)
Percent of high school seniors meeting Early Assessment Program (EAP) requirement 2014 data 30%
6)
Percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in math (2015-16 is a baseline
year)
Identified Need:
7)
Percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in English Language Arts
(ELA) (2015-16 is a baseline year)
8)
Percent of grade 11 and 12 students passing the California High School Exit Exam (CAHSEE) 2014 data 2,171 of 2,218 or 98%
9)
Percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable Achievement Objective
(AMAO) 1, 2014 data 81.2%
1 0) Percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable Achievement Objective
(AMAO) 2, 2014 data 48.4%-75.0%
1 1) Percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable Achievement Objective
(AMAO) 3 - English Language Arts (ELA) Note: not available without API
1 2) Percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable Achievement Objective
(AMAO) 3 - Mathematics. Note: not available without API
1 3) Reclassification percent of English Learner (EL) students 2014 data 5.5%
36
Other Pupil Outcomes, State Priority 8:
Goal Applies to:
1)
Number of students enrolled in STEM, STEAM, etc. (2014/15 baseline)
2)
Support students identified as Gifted and Talented (GATE)
3)
Provide Advancement Via Individual Determination (AVID) services to serve unduplicated student needs for success.
Schools: A l l
Applicable Pupil Subgroups: A l l
LCAP Year 1: 2015-16
Goal # 2, Pupil Outcomes:
Pupil achievement, State Priority 4:
1 ) Maintain or improve the 77% of students completing A-G requirements.
2)
Maintain or improve the 51% percent of students participating in Career Technical Education (CTE) Pathways.
3)
Maintain or improve the percent of students enrolled in one or more Advanced Placement (AP) course 41%.
4)
Maintain or improve the percent of students passing an Advanced Placement (AP) course exam with a 3+
English Language Arts (ELA) 79%.
Mathematics 79.5%.
Expected Annual
Measurable
Outcomes:
5)
Maintain or improve the percent of High School Seniors meeting Early Assessment Program (EAP) requirement. (2014 Data 30%)
6)
Evaluate the percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in mathematics
(2015-16 is a baseline year).
7)
Evaluate the percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in English Language
Arts (ELA) (2015-16 is a baseline year).
8)
Maintain or improve the percent of 11th and 12th grade students passing the California High School Exit Exam (CAHSEE) 2014 Data
2,171 of 2,218 or 98%.
9)
Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 1, 2014 Data 81.2%.
1 0) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 2, 2014 Data 48.4% - 75.0%.
1 1) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
37
Achievement Objective (AMAO) 3 - English Language Arts (ELA) Note: not available without Academic Performance Index (API).
1 2) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 3 - Mathematics. Note: not available without Academic Performance Index (API).
1 3) Maintain or improve the English Learner (EL) reclassification rate, 2014 Data 5.5%
Other Pupil Outcomes, State Priority 8:
1 ) Maintain or improve the number of students enrolled in STEM, STEAM coursework. (2015-16 Baseline year).
2)
Support students identified as Gifted and Talented Education (GATE) by providing Professional Development (PD), coaching,
counseling, instructional activities, and resources.
3)
Provide Advancement Via Individual Determination (AVID) services to serve unduplicated student needs for success.
Actions/Services
Course Access, State Priority 4:
Action/Service 1:
Pupils to be served within
identified scope of service
Budgeted
Expenditures
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
Scope of Service
LEA-Wide
Provide course access and counseling
support for student completion of A-G
requirements.
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Course Access, State Priority 4:
Action/Service 2:
Provide course access and counseling
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
38
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
support for student participation in Career
Technical Education CTE Pathways.
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 3:
LEA-Wide
Provide assistance and counseling support
for students enrolled in one or more
Advanced Placement (AP) courses.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 4:
Provide counseling and opportunities for
students to succeed at a 3+ level in
Advanced Placement (AP) courses
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
39
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
Other Subgroups:
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 5:
LEA-Wide
Provide counseling and opportunities to high
school students to support seniors meeting
Early Assessment Program (EAP)
requirement.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
and Peninsula
Education Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 6:
Provide students opportunities to be
successful on the Smarter Balanced
Assessment Consortium (SBAC) via
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
40
Certificated hourly
and/or substitute
salaries and benefits
($60,000-one time
mandated cost
reimbursement
teachers professional development (PD) in
State Standards for mathematics (2014-15
data will be used as a baseline).
Other Subgroups:
funds), materials and
supplies
($10,000-one time
mandated cost
reimbursement funds)
and consultants
($50,000-one time
mandated cost
reimbursement funds)
One-time mandated
cost reimbursement
funds $120,000
Pupil Achievement State Priority 4:
Action/Service 7:
LEA-Wide
Provide students opportunities to be
successful on the Smarter Balanced
Assessment Consortium (SBAC) via
teachers professional development (PD) in
State Standards for English Language Arts
(ELA) (2014-15 data will be used as a
baseline).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated hourly
and/or substitute
salaries and benefits
($60,000-Title II),
materials and
supplies
($25,000-Title II),
consultants
($25,000-Title II)
and conference
attendance
($10,000-Title II)
Title II $120,000
Pupil Achievement State Priority 4:
Action/Service 8:
Provide opportunities for grade 11 and 12
student success at passing the California
High School Exit Exam (CAHSEE) by
providing teachers properly credentialed
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
41
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Tax $6,814,378,
and assigned, and trained in the state
standards.
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Achievement State Priority 4:
Action/Service 9:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 1.
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
42
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 10:
Targeted
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 2.
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 11:
Targeted
All
Certificated/classified
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - salaries and benefits
43
OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 3 - English Language
Arts (ELA).
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 12:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 3 - Mathematics.
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
44
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 13A:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual California English Language
Development Test (CELDT).
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
45
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 13B:
Targeted
Formative assessment for English Learner
(EL) students in achieving annual cohort
growth targets for reclassification.
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Other Pupil Outcomes State Priority 8:
Action/Service 1:
LEA-Wide
X All
Instructional supplies
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - and materials,
46
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Increase opportunity for students to access
Science, Technology, Engineering, Arts, and
Mathematics (STEAM) and Science,
Technology, Engineering, and Mathematics
(STEM) coursework.
software, equipment
and training (this
program is directly
funded by the PEF and
the funds do not flow
through the District)
PEF (Direct
Funding)$281,000
(Elementary
$121,000,
Intermediate
$60,000, High School
$80,000)
Other Pupil Outcomes:
State Priority 8: Action/Service 2
Targeted
Support students identified as gifted and
talented through Gifted and Talented
Education (GATE) by providing professional
development (PD), coaching, counseling,
instructional activities, and resources.
All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Gifted And Talented (GATE)
Certificated hourly
salaries and benefits
($33,700-LCFF),
materials and
supplies ($1,500LCFF), OLSAT testing
($7,300-LCFF) and
tuition fees for online
math courses at
Stanford University
($7,500-LCFF)
LCFF $50,000
Other Pupil Outcomes:
State Priority 8: Action/Service 3
Provide AVID services to serve
unduplicated student needs for success.
LEA-Wide
All
-------------------------------------------------OR:
X Low Income pupils
English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups:
47
Certificated/classified
salaries and benefits
($35,301-LCFF),
AVID membership
($1,000-LCFF),
conference
attendance
($13,869-LCFF) and
consultants
($25,300-LCFF)
LCFF $75,470
LCAP Year 2: 2016-17
Goal # 2, Pupil Outcomes:
Pupil achievement, State Priority 4:
1 ) Maintain or improve the 77% of students completing A-G requirements.
2)
Maintain or improve the 51% percent of students participating in Career Technical Education (CTE) Pathways.
3)
Maintain or improve the percent of students enrolled in one or more Advanced Placement (AP) course 41%.
4)
Maintain or improve the percent of students passing an Advanced Placement (AP) course exam with a 3+
English Language Arts (ELA) 79%.
Mathematics 79.5%.
Expected Annual
Measurable
Outcomes:
5)
Maintain or improve the percent of High School Seniors meeting Early Assessment Program (EAP) requirement. (2014 Data 30%)
6)
Evaluate the percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in mathematics
(2015-16 is a baseline year).
7)
Evaluate the percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in English Language
Arts (ELA) (2015-16 is a baseline year).
8)
Maintain or improve the percent of 11th and 12th grade students passing the California High School Exit Exam (CAHSEE) 2014 Data
2,171 of 2,218 or 98%.
9)
Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 1, 2014 Data 81.2%.
1 0) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 2, 2014 Data 48.4% - 75.0%.
1 1) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 3 - English Language Arts (ELA) Note: not available without Academic Performance Index (API).
1 2) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
48
Achievement Objective (AMAO) 3 - Mathematics. Note: not available without Academic Performance Index (API).
1 3) Maintain or improve the English Learner (EL) reclassification rate, 2014 Data 5.5%
Other Pupil Outcomes, State Priority 8:
1 ) Maintain or improve the number of students enrolled in STEM, STEAM coursework. (2014-15 Baseline year).
2)
Support students identified as Gifted and Talented Education (GATE) by providing Professional Development (PD), coaching,
counseling, instructional activities, and resources.
3)
Provide Advancement Via Individual Determination (AVID) services to serve unduplicated student needs for success.
Actions/Services
Course Access, State Priority 4:
Action/Service 1:
Pupils to be served within
identified scope of service
Budgeted
Expenditures
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
Scope of Service
LEA-Wide
Provide course access and counseling
support for student completion of A-G
requirements.
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Course Access, State Priority 4:
Action/Service 2:
Provide course access and counseling
support for student participation in Career
Technical Education CTE Pathways.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
49
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 3:
LEA-Wide
Provide assistance and counseling support
for students enrolled in one or more
Advanced Placement (AP) courses.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 4:
Provide counseling and opportunities for
students to succeed at a 3+ level in
Advanced Placement (AP) courses
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
50
G2,SP4,AS3
G2,SP4,AS4
G2,SP4,AS5
G3,SP6,AS1
G3,SP6,AS2
G3,SP6,AS3
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 5:
LEA-Wide
Provide counseling and opportunities to high
school students to support seniors meeting
Early Assessment Program (EAP)
requirement.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
/
/
/
/
/
/
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
and Peninsula
Education Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 6:
Provide students opportunities to be
successful on the Smarter Balanced
Assessment Consortium (SBAC) via
teachers professional development (PD) in
State Standards for mathematics (2014-15
data will be used as a baseline).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
51
Certificated hourly
and/or substitute
salaries and benefits
($60,000-one time
mandated cost
reimbursement
funds), materials and
supplies
($10,000-one time
mandated cost
reimbursement funds)
and consultants
($50,000-one time
mandated cost
reimbursement funds)
One-time mandated
cost reimbursement
funds $120,000
Pupil Achievement State Priority 4:
Action/Service 7:
LEA-Wide
Provide students opportunities to be
successful on the Smarter Balanced
Assessment Consortium (SBAC) via
teachers professional development (PD) in
State Standards for English Language Arts
(ELA) (2014-15 data will be used as a
baseline).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated hourly
and/or substitute
salaries and benefits
($60,000-Title II),
materials and
supplies
($25,000-Title II),
consultants
($25,000-Title II)
and conference
attendance
($10,000-Title II)
Title II $120,000
Pupil Achievement State Priority 4:
Action/Service 8:
Provide opportunities for grade 11 and 12
student success at passing the California
High School Exit Exam (CAHSEE) by
providing teachers properly credentialed
and assigned, and trained in the state
standards.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
52
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Achievement State Priority 4:
Action/Service 9:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 1.
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
53
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 10:
Targeted
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 2.
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 11:
Designated personnel to provide
differentiated support and effective
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
54
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 3 - English Language
Arts (ELA).
Redesignated fluent English proficient
Other Subgroups:
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 12:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 3 - Mathematics.
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
55
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 13A:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual California English Language
Development Test (CELDT).
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
56
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 13B:
Targeted
Formative assessment for English
Learner(EL) students in achieving annual
cohort growth targets for reclassification.
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Other Pupil Outcomes State Priority 8:
Action/Service 1:
Maintain opportunities for 4th through 12th
Technology, Engineering, Arts, and
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
57
Instructional supplies
and materials,
software, equipment
and training (this
program is directly
Mathematics (STEAM) and Science,
Technology, Engineering, and Mathematics
(STEM) coursework.
Redesignated fluent English proficient
Other Subgroups:
funded by the PEF and
the funds do not flow
through the District)
PEF (Direct
Funding)$281,000
(Elementary
$121,000,
Intermediate
$60,000, High School
$80,000)
Other Pupil Outcomes:
State Priority 8: Action/Service 2
Targeted
Support students identified as gifted and
talented through Gifted and Talented
Education (GATE) by providing professional
development (PD), coaching, counseling,
instructional activities, and resources.
.
All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Gifted And Talented
Education (GATE)
Certificated hourly
salaries and benefits
($33,700-LCFF),
materials and
supplies ($1,500LCFF), OLSAT testing
($7,300-LCFF) and
tuition fees for online
math courses at
Stanford University
($7,500-LCFF)
LCFF $50,000
Other Pupil Outcomes:
State Priority 8: Action/Service 3
Provide AVID services to serve
unduplicated student needs for success.
LEA-Wide
All
-------------------------------------------------OR:
X Low Income pupils
English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups:
58
Certificated/classified
salaries and benefits
($35,301-LCFF),
AVID membership
($1,000-LCFF),
conference
attendance
($13,869-LCFF) and
consultants
($25,300-LCFF)
LCFF $75,470
LCAP Year 3: 2017-18
Goal # 2, Pupil Outcomes:
Pupil achievement, State Priority 4:
1 ) Maintain or improve the 77% of students completing A-G requirements.
2)
Maintain or improve the 51% percent of students participating in Career Technical Education (CTE) Pathways.
3)
Maintain or improve the percent of students enrolled in one or more Advanced Placement (AP) course 41%.
4)
Maintain or improve the percent of students passing an Advanced Placement (AP) course exam with a 3+
English Language Arts (ELA) 79%.
Mathematics 79.5%.
5)
Maintain or improve the percent of High School Seniors meeting Early Assessment Program (EAP) requirement. (2014 Data 30%)
6)
Evaluate the percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in mathematics
(2015-16 is a baseline year).
Expected Annual
Measurable
Outcomes:
7)
Evaluate the percent of students meeting Level 3 and 4 on the Smarter Balanced Assessment Consortium (SBAC) in English Language
Arts (ELA) (2015-16 is a baseline year).
8)
Maintain or improve the percent of 11th and 12th grade students passing the California High School Exit Exam (CAHSEE) 2014 Data
2,171 of 2,218 or 98%.
9)
Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 1, 2014 Data 81.2%.
1 0) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 2, 2014 Data 48.4% - 75.0%.
1 1) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 3 - English Language Arts (ELA) Note: not available without Academic Performance Index (API).
1 2) Maintain or improve the percent of English Learner (EL) students in achieving annual cohort growth targets for the Annual Measurable
Achievement Objective (AMAO) 3 - Mathematics. Note: not available without Academic Performance Index (API).
1 3) Maintain or improve the English Learner (EL) reclassification rate, 2014 Data 5.5%
Other Pupil Outcomes, State Priority 8:
59
1)
Maintain or improve the number of students enrolled in STEM, STEAM coursework. (2014-15 Baseline year).
2)
Support students identified as Gifted and Talented Education (GATE) by providing Professional Development (PD), coaching,
counseling, instructional activities, and resources.
3)
Provide Advancement Via Individual Determination (AVID) services to serve unduplicated student needs for success.
Actions/Services
Course Access, State Priority 4:
Action/Service 1:
Pupils to be served within
identified scope of service
Budgeted
Expenditures
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
Scope of Service
LEA-Wide
Provide course access and counseling
support for student completion of A-G
requirements.
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Course Access, State Priority 4:
Action/Service 2:
Provide course access and counseling
support for student participation in Career
Technical Education CTE Pathways.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
60
G2,SP4,AS5
G3,SP6,AS1
G3,SP6,AS2
G3,SP6,AS3
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 3:
LEA-Wide
Provide assistance and counseling support
for students enrolled in one or more
Advanced Placement (AP) courses.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
/
/
/
/
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 4:
Provide counseling and opportunities for
students to succeed at a 3+ level in
Advanced Placement (AP) courses
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
Peninsula Education
Foundation $700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
61
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 5:
LEA-Wide
Provide counseling and opportunities to high
school students to support seniors meeting
Early Assessment Program (EAP)
requirement.
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(counseling staff)
LCFF $1,442,828,
and Peninsula
Education Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
Pupil Achievement State Priority 4:
Action/Service 6:
Provide students opportunities to be
successful on the Smarter Balanced
Assessment Consortium (SBAC) via
teachers professional development (PD) in
State Standards for mathematics (2014-15
data will be used as a baseline).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
62
Certificated hourly
and/or substitute
salaries and benefits
($60,000-one time
mandated cost
reimbursement
funds), materials and
supplies
($10,000-one time
mandated cost
reimbursement funds)
and consultants
($50,000-one time
mandated cost
reimbursement funds)
One-time mandated
cost reimbursement
funds $120,000
Pupil Achievement State Priority 4:
Action/Service 7:
LEA-Wide
Provide students opportunities to be
successful on the Smarter Balanced
Assessment Consortium (SBAC) via
teachers professional development (PD) in
State Standards for English Language Arts
(ELA) (2014-15 data will be used as a
baseline).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated hourly
and/or substitute
salaries and benefits
($60,000-Title II),
materials and
supplies
($25,000-Title II),
consultants
($25,000-Title II)
and conference
attendance
($10,000-Title II)
Title II $120,000
Pupil Achievement State Priority 4:
Action/Service 8:
Provide opportunities for grade 11 and 12
student success at passing the California
High School Exit Exam (CAHSEE) by
providing teachers properly credentialed
and assigned, and trained in the state
standards.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated salaries
and benefits
(teachers)
LCFF Funding
$33,036,648, Parcel
Tax $6,814,378,
Unrestricted Lottery
$1,515,248, Title I
$310,942, Special
Education
$6,999,821,
Peninsula Education
Foundation
$1,500,000
*G1,SP1,AS4 /
63
G1,SP1,AS5
G2,SP4,AS8
G3,SP5,AS3
G3,SP5,AS4
G3,SP5,AS5
Pupil Achievement State Priority 4:
Action/Service 9:
Targeted
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 1.
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
/
/
/
/
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 10:
Designated personnel to provide
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
64
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 2.
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 11:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 3 - English Language
Arts (ELA).
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
65
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 12:
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual Measurable Achievement
Objective (AMAO) 3 - Mathematics.
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
66
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 13A:
Targeted
Designated personnel to provide
differentiated support and effective
strategies for English Learner (EL) students
in achieving annual cohort growth targets for
the Annual California English Language
Development Test (CELDT).
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Pupil Achievement State Priority 4:
Action/Service 13B:
Formative assessment for English Learner
(EL) students in achieving annual cohort
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
67
Certificated/classified
salaries and benefits
($795,920Supplemental Grant
and $61,724-Title
growth targets for reclassification.
Redesignated fluent English proficient
Other Subgroups:
III), instructional
materials and
supplies ($440,420Supplemental Grant
and $8,005-Title
III), conference
attendance ($2,051Supplemental Grant)
and indirect costs
($6,573-Title III).
Title III $76,302,
Supplemental Grant
$1,238,391
*G2,SP4,AS9 /
*G2,SP4,AS10 /
*G2,SP4,AS11 /
*G2,SP4,AS412 /
G2,SP4,AS13A /
G2,SP4,AS13B
Other Pupil Outcomes State Priority 8:
Action/Service 1:
Maintain opportunities for 4th through 12th
Technology, Engineering, Arts, and
Mathematics (STEAM) and Science,
Technology, Engineering, and Mathematics
(STEM) coursework.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Instructional supplies
and materials,
software, equipment
and training (this
program is directly
funded by the PEF and
the funds do not flow
through the District)
PEF (Direct
Funding)$281,000
(Elementary
$121,000,
Intermediate
68
$60,000, High School
$80,000)
Other Pupil Outcomes:
State Priority 8: Action/Service 2
Targeted
Support students identified as gifted and
talented through Gifted and Talented
Education (GATE) by providing professional
development (PD), coaching, counseling,
instructional activities, and resources.
.
All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Gifted And Talented
Education (GATE)
Certificated hourly
salaries and benefits
($33,700-LCFF),
materials and
supplies ($1,500LCFF), OLSAT testing
($7,300-LCFF) and
tuition fees for online
math courses at
Stanford University
($7,500-LCFF)
LCFF $50,000
Other Pupil Outcomes:
State Priority 8: Action/Service 3
Provide AVID services to serve
unduplicated student needs for success.
LEA-Wide
All
-------------------------------------------------OR:
X Low Income pupils
English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated/classified
salaries and benefits
($35,301-LCFF),
AVID membership
($1,000-LCFF),
conference
attendance
($13,869-LCFF) and
consultants
($25,300-LCFF)
LCFF $75,470
69
GOAL:
Goal # 3 Engagement
State Priorities: Parent Involvement (Priority 3), Pupil engagement (Priority 5), School
Climate (Priority 6)
Provide a school environment which fosters physical and emotional security, encourages
community involvement, and focuses the school climate on creating opportunities for student
engagement.
Related State and/or Local Priorities:
1 X 2X 3X 4X 5X 6X 7X 8X
COE Only: 9
10
Local:
Goal 3, Engagement:
Parental Involvement, State Priority 3:
1)
Percent of schools with full participation of parents on School Site Council (SSC) (2014 data 100%).
2)
Percent of schools with full participation of parents on English Language Advisory Committee (ELAC) (2014 data 100% of schools
ELAC qualified provide regular ELAC meetings).
Pupil Engagement, State Priority 5:
Identified Need:
1)
Percent of student attendance rates 2014 data 97%
2)
Percent of student chronic absenteeism 2014 data 10.7%
3)
Percent of intermediate school student dropout rates 2014 data 0.2%
4)
Percent of high school student dropout rates 2014 data 0.6%
5)
Percent of high school graduation rates 2014 data 98.8%
School Climate, State Priority 6:
1)
Percent of students suspended 2014 Data 179 of 12,034 or 1.5%.
2)
Percent of students expelled 2014 Data 3 of 12,034 or 0%.
3)
Percent of students feeling safe at school (As identified by parent, teacher, and student surveys) (Healthy Kids Survey - Bi-Annual,
Baseline data to be collected in 2015-16 ).
4)
Percent of students feeling supported at school (Healthy Kids Survey - Bi-Annual) (As identified by parent, teacher, and student
surveys).
Goal Applies to:
Schools: A l l
Applicable Pupil Subgroups: A l l
LCAP Year 1: 2015-16
Expected Annual
Goal 3, Engagement:
70
Parental Involvement, State Priority 3:
1 ) Maintain the percent of schools with full participation of parents on School Site Council (SSC), 2014 Data 100%.
2 ) Maintain the percent of schools with full participation of parents on English Language Advisory Committee (ELAC), (2014 Data 100%).
Pupil Engagement, State Priority 5:
1 ) Maintain or increase the percent of student attendance rates 2014 data 97%.
Measurable
Outcomes:
2)
Maintain or decrease the percent of student chronic absenteeism 2014 data 10.7%.
3)
Maintain or decrease the percent of intermediate school student dropout rates 2014 data 0.2%.
4)
Maintain or decrease the percent of high school student dropout rates 2014 data 0.6%.
5)
Maintain or increase the percent of high school graduation rates 2014 data 98.8%.
School Climate, State Priority 6:
1 ) Maintain or decrease the percent of students suspended (2014 Data 179 of 12,034 or 1.5%).
2)
Maintain or decrease the percent of students expelled (2014 Data 3 of 12,034 or 0%).
3)
Maintain or increase the percent of students feeling safe at school (Healthy Kids Survey - Bi-Annual).
4)
Maintain or increase the percent of students feeling supported at school (Healthy Kids Survey - Bi-Annual).
Actions/Services
Parental Involvement State Priority 3:
Actions/Services 1:
Provide professional development (PD) for
site administration on requirements of English
Learner Advisory Committee (ELAC) utilizing
full participation of parents. (2014 Data
100%).
Budgeted
Expenditures
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
Provide professional development (PD) for
site administration on effective School Site
Council (SSC) utilizing full participation of
parents (2014 Data 100%).
Parental Involvement State Priority 3:
Actions/Services 2:
Pupils to be served within
identified scope of service
Scope of Service
71
Materials and
supplies ($1,000Supplemental
Grant), consultants
($2,500Supplemental
Grant) and
conference
attendance
($2,500Supplemental
Grant)
Supplemental
Grant $6,000
Pupil Engagement State Priority 5:
Actions/Services 1:
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide professional development for site
administration on School Attendance Review
Board (SARB) procedures and monitoring
attendance. (2014 attendance rate of 97%).
Pupil Engagement State Priority 5:
Actions/Services 2:
Provide professional development for site
administration on School Attendance Review
Board (SARB) procedures and monitoring
attendance. (2014 chronic absenteeism of
10.7%).
Pupil Engagement State Priority 5:
Actions/Services 3:
Provide opportunities for intermediate school
students to engage in the school community
through electives, extra curricular activities,
and leveled course access. (2014 middle
school student dropout rates 0.2%).
72
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Engagement State Priority 5:
Actions/Services 4:
Provide opportunities for intermediate school
students to engage in the school community
through electives,extra curricular activities,
and leveled course access. (2014 high school
student dropout rates 0.6%).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
73
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Engagement State Priority 5:
Actions/Services 5:
LEA-Wide
Provide opportunities for high school students
to engage in the school community through
leadership experience, electives, and leveled
course access. (2014 high school student
graduation rates 98.8%).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
School Climate State priority 6:
Actions/Services 1
Provide counseling, support and alternative
intervention for students to prevent
suspensions. (2014 Data 179 of 12,034 or
1.5%)
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
74
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Other Subgroups:
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State priority 6:
Actions/Services 2
Provide counseling, support and alternative
intervention for students to prevent expulsion.
(2014 Data 3 of 12,034 or 0%)
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 3:
LEA-Wide
X All
Certificated
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - salaries and
75
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide students a safe learning environment
where they report feeling supported both
physically and emotionally. (Healthy Kids
Survey - Bi-Annual, Baseline data to be
collected in 2015-16 )
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 4:
Provide students a learning environment
where they report feeling supported
academically. (Healthy Kids Survey Bi-Annual, Baseline data to be collected in
2015-16 )
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
76
G3,SP6,AS4
LCAP Year 2: 2016-17
Goal 3, Engagement:
Parental Involvement, State Priority 3:
1 ) Maintain the percent of schools with full participation of parents on School Site Council (SSC), 2014 Data 100%.
2 ) Maintain the percent of schools with full participation of parents on English Language Advisory Committee (ELAC), (2014 Data 100%).
Pupil Engagement, State Priority 5:
1 ) Maintain or increase the percent of student attendance rates 2014 data 97%.
Expected Annual
Measurable
Outcomes:
2)
Maintain or decrease the percent of student chronic absenteeism 2014 data 10.7%.
3)
Maintain or decrease the percent of intermediate school student dropout rates 2014 data 0.2%.
4)
Maintain or decrease the percent of high school student dropout rates 2014 data 0.6%.
5)
Maintain or increase the percent of high school graduation rates 2014 data 98.8%.
School Climate, State Priority 6:
1 ) Maintain or decrease the percent of students suspended (2014 Data 179 of 12,034 or 1.5%).
2)
Maintain or decrease the percent of students expelled (2014 Data 3 of 12,034 or 0%).
3)
Maintain or increase the percent of students feeling safe at school (Healthy Kids Survey - Bi-Annual).
4)
Maintain or increase the percent of students feeling supported at school (Healthy Kids Survey - Bi-Annual).
Actions/Services
Parental Involvement State Priority 3:
Actions/Services 1:
Budgeted
Expenditures
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Targeted
All
Materials and
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - supplies ($1,000OR:
Supplemental
Provide professional development (PD) for
site administration on effective School Site
Council (SSC) utilizing full participation of
parents (2014 Data 100%).
Parental Involvement State Priority 3:
Actions/Services 2:
Pupils to be served within
identified scope of service
Scope of Service
77
Provide professional development (PD) for
site administration on requirements of English
Learner Advisory Committee (ELAC) utilizing
full participation of parents. (2014 Data
100%).
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
Grant), consultants
($2,500Supplemental
Grant) and
conference
attendance
($2,500Supplemental
Grant)
Supplemental
Grant $6,000
Pupil Engagement State Priority 5:
Actions/Services 1:
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide professional development for site
administration on School Attendance Review
Board (SARB) procedures and monitoring
attendance. (2014 attendance rate of 97%)
Pupil Engagement State Priority 5:
Actions/Services 2:
Provide professional development for site
administration on School Attendance Review
Board (SARB) procedures and monitoring
attendance. (2014 chronic absenteeism of
10.7%).
Pupil Engagement State Priority 5:
Actions/Services 3:
Provide opportunities for intermediate school
students to engage in the school community
through electives,extra curricular activities,
and leveled course access. (2014 middle
78
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
school student dropout rates 0.2%).
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Engagement State Priority 5:
Actions/Services 4:
Provide opportunities for intermediate school
students to engage in the school community
through electives,extra curricular activities,
and leveled course access. (2014 high school
student dropout rates 0.6%).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
79
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Engagement State Priority 5:
Actions/Services 5:
LEA-Wide
Provide opportunities for high school students
to engage in the school community through
leadership experience, electives, and leveled
course access. (2014 high school student
graduation rates 98.8%).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
School Climate State priority 6:
LEA-Wide
X All
80
Certificated
Actions/Services 1
Provide counseling, support and alternative
intervention for students to prevent
suspensions. (2014 Data 179 of 12,034 or
1.5%)
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State priority 6:
Actions/Services 2
Provide counseling, support and alternative
intervention for students to prevent expulsion.
(2014 Data 3 of 12,034 or 0%)
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
81
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 3A:
LEA-Wide
Provide students a safe learning environment
where they report feeling supported both
physically and emotionally. (Healthy Kids
Survey - Every-other year). (Note:2015-16
will be a new baseline)
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 3B:
Provide students a safe learning environment
where they report feeling supported both
physically and emotionally. Research a
Positive Behavior Intervention System
(PBIS).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
82
G2,SP4,AS4
G2,SP4,AS5
G3,SP6,AS1
G3,SP6,AS2
G3,SP6,AS3
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 4:
Provide students a learning environment
where they report feeling supported
academically. (Healthy Kids Survey Bi-Annual, Baseline data to be collected in
2015-16 )
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
/
/
/
/
/
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
LCAP Year 3: 2017-18
Expected Annual
Measurable
Outcomes:
Goal 3, Engagement:
Parental Involvement, State Priority 3:
1 ) Maintain the percent of schools with full participation of parents on School Site Council (SSC), 2014 Data 100%.
2 ) Maintain the percent of schools with full participation of parents on English Language Advisory Committee (ELAC), (2014 Data 100%).
Pupil Engagement, State Priority 5:
1 ) Maintain or increase the percent of student attendance rates 2014 data 97%.
2)
Maintain or decrease the percent of student chronic absenteeism 2014 data 10.7%.
83
3)
Maintain or decrease the percent of intermediate school student dropout rates 2014 data 0.2%.
4)
Maintain or decrease the percent of high school student dropout rates 2014 data 0.6%.
5)
Maintain or increase the percent of high school graduation rates 2014 data 98.8%.
School Climate, State Priority 6:
1 ) Maintain or decrease the percent of students suspended (2014 Data 179 of 12,034 or 1.5%).
2)
Maintain or decrease the percent of students expelled (2014 Data 3 of 12,034 or 0%).
3)
Maintain or increase the percent of students feeling safe at school (Healthy Kids Survey - Bi-Annual).
4)
Maintain or increase the percent of students feeling supported at school (Healthy Kids Survey - Bi-Annual).
Actions/Services
Parental Involvement State Priority 3:
Actions/Services 1:
Provide professional development (PD) for
site administration on requirements of English
Learner Advisory Committee (ELAC) utilizing
full participation of parents. (2014 Data
100%).
Budgeted
Expenditures
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Targeted
All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
Provide professional development (PD) for
site administration on effective School Site
Council (SSC) utilizing full participation of
parents (2014 Data 100%).
Parental Involvement State Priority 3:
Actions/Services 2:
Pupils to be served within
identified scope of service
Scope of Service
Materials and
supplies ($1,000Supplemental
Grant), consultants
($2,500Supplemental
Grant) and
conference
attendance
($2,500Supplemental
Grant)
Supplemental
84
Grant $6,000
Pupil Engagement State Priority 5:
Actions/Services 1:
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
LEA-Wide
X All
$0
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide professional development for site
administration on School Attendance Review
Board (SARB) procedures and monitoring
attendance. (2014 attendance rate of 97%)
Pupil Engagement State Priority 5:
Actions/Services 2:
Provide professional development for site
administration on School Attendance Review
Board (SARB) procedures and monitoring
attendance. (2014 chronic absenteeism of
10.7%).
Pupil Engagement State Priority 5:
Actions/Services 3:
Provide opportunities for intermediate school
students to engage in the school community
through electives,extra curricular activities,
and leveled course access. (2014 middle
school student dropout rates 0.2%).
85
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Engagement State Priority 5:
Actions/Services 4:
LEA-Wide
Provide opportunities for intermediate school
students to engage in the school community
through electives,extra curricular activities,
and leveled course access. (2014 high school
student dropout rates 0.6%).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits (teachers)
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
Pupil Engagement State Priority 5:
Actions/Services 5:
LEA-Wide
X All
Certificated
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - salaries and
OR:
benefits (teachers)
86
Provide opportunities for high school students
to engage in the school community through
leadership experience, electives, and leveled
course access. (2014 high school student
graduation rates 98.8%).
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
LCFF Funding
$33,036,648,
Parcel Tax
$6,814,378,
Unrestricted
Lottery
$1,515,248, Title
I $310,942,
Special Education
$6,999,821,
Peninsula
Education
Foundation
$1,500,000
*G1,SP1,AS4 /
G1,SP1,AS5 /
G2,SP4,AS8 /
G3,SP5,AS3 /
G3,SP5,AS4 /
G3,SP5,AS5
School Climate State priority 6:
Actions/Services 1
Provide counseling, support and alternative
intervention for students to prevent
suspensions. (2014 Data 179 of 12,034 or
1.5%)
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
87
G2,SP4,AS4
G2,SP4,AS5
G3,SP6,AS1
G3,SP6,AS2
G3,SP6,AS3
G3,SP6,AS4
School Climate State priority 6:
Actions/Services 2
Provide counseling, support and alternative
intervention for students to prevent expulsion.
(2014 Data 3 of 12,034 or 0%)
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
/
/
/
/
/
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 3A:
Provide students a safe learning environment
where they report feeling supported both
physically and emotionally. (Healthy Kids
Survey - Every-other year).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
88
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 3B:
LEA-Wide
Provide students a safe learning environment
where they report feeling supported both
physically and emotionally. Pilot a Positive
Behavior Intervention System (PBIS).
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
School Climate State Priority 6:
Actions/Services 4:
Provide students a learning environment
where they report feeling supported
academically. (Healthy Kids Survey Bi-Annual, Baseline data to be collected in
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
89
Certificated
salaries and
benefits
(counseling staff)
LCFF $1,442,828,
Peninsula
Education
2015-16 )
Foundation
$700,000
*G2,SP4,AS1 /
G2,SP4,AS2 /
G2,SP4,AS3 /
G2,SP4,AS4 /
G2,SP4,AS5 /
G3,SP6,AS1 /
G3,SP6,AS2 /
G3,SP6,AS3 /
G3,SP6,AS4
90
Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a
minimum, the required metrics pursuant to Education Code sections 5 2 0 6 0 and 5 2 0 6 6. The review must include an assessment of the
effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and
assessment. In addition, review the applicability of each goal in the LCAP.
Guiding Questions:
1)
How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
2)
How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 5 2 0 5 2,
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 schoolsites 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?
91
Original
GOAL from
prior year
LCAP:
Provide an instructional program which raises achievement for all students while
focusing on closing the achievement gap for Hispanic, African-American and EL
students who continue to struggle with academic proficiency in ELA and Math.
Goal Applies
to:
Schools: A l l
Applicable Pupil Subgroups: All; Ethnic Group: Black or African American; Ethnic Group: Hispanic or Latino; English
learners
Student achievement will show improved results in
ELA and Math for all student groups:
1 ) Establishment of baseline data for ELA based
Student achievement will show improved results in ELA
and Math for all student groups:
1 ) Held for Smarter Balanced Assessment
on CAASPP
2)
3)
Consortium (SBAC) Results
Establishment of baseline data for Math based
2)
4)
for Smarter Balanced Assessment Consortium
Increase in AMAO rates by 1% as measured by
(SBAC) Results
1)
AMAO 1 79.6%;
2)
AMAO 2 46.8%-70.8% ;
3)
AMAO 3 ELA 75.2% ;
4)
AMAO 3 Math 86.5%
Increase in EAP Ready for College in ELA and
Math by 1% as measured by 2013 baseline
data: ELA 49%; Math 35%
5)
3)
1)
AMAO 1 79.6% to 81.2%; an increase of
1.6%
Actual
Annual
Measurable
Outcomes:
2)
AMAO 2 46.8%-70.8% to 48.4%-75.0%;
an increase of 1.6%-4.2%
3)
AMAO 3 ELA 75.2%; Annual Yearly
Progress (AYP) which is not available is
Increase in EAP Ready for College in ELA and
utilized for this calculation
4)
AMAO 3 Math 86.5%; Annual Yearly
data: ELA 49%; Math 35%
Progress (AYP) which is not available is
Increase in AP Exam Pass rate by 1% for ELA
utilized for this calculation
and Math as measured by 2013 baseline data:
4)
ELA 84%; Math 96%
7)
Increase in Annual Measurable Achievement
Objective (AMAO) rates
Math by 1% as measured by 2013 baseline
6)
Held
on CAASPP
2013 baseline data:
Expected
Annual
Measurable
Outcomes:
Related State and/or Local Priorities:
1 X 2X 3X 4X 5X 6X 7X 8X
COE Only: 9
10
Local:
Increase in Early Assessment Program (EAP)
ELA and Math by 1% as measured by 2013
Maintain District reclassification rate of 10.88%
baseline data:
92
1)
ELA 49% to 58%; an increase of 9%
2)
Math 35% to 30% a decrease of 5% (did
not meet outcome)
5)
Increase in AP Exam Pass rate by 1% for ELA
and Math as measured by 2013 baseline data:
1)
ELA 84% to 79%; a decrease of 5% (did
not meet outcome)
2)
Math 96% to 79.5%; a decrease of 5.5%
(did not meet outcome) NOTE: The 96% AP
Math measurement submitted on the
2013-14 LCAP has a typo. It should have
been 85%
6)
Maintain District reclassification rate of 10.88%
to 5.5% NOTE: Correction:The actual 2013-14
reclassification rate was 11.4%
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
Develop and implement multiple measures to
regularly monitor student achievement in ELA
and Math, including the use of formative and
summative assessment. K-12
K-12 Teacher
sub or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Professional development to align formative
and summative assessments with the
Common Core State Standards (CCSS) and
benchmark assessments in English
Language Arts (ELA) and math for grades 5,
6, & 7 have been developed. This is an
ongoing process for TK-12.
TK-12 Teacher sub or
hourly pay, District
and/or based professional
development: $807,000;
Funding Source: CCSS
(Total C&I Budget); Note:
Funding repeated:
K-12 Teacher sub or
hourly pay, District
and/or based professional
development:$107,000;
Funding Source: Title II
93
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
(Total PD Budget); Note:
Funding repeated:
LEA-Wide
Scope of Service:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Develop and implement the use of benchmark
assessments in ELA and Math. K-12
Professional development to align formative
and summative assessments with the
Common Core State Standards (CCSS) and
benchmark assessments in English
Language Arts (ELA) and math for grades 5,
6, & 7 have been developed. This is an
ongoing process for TK-12.
K-12 Teacher
sub or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
TK-12 Teacher sub or
hourly pay, District
and/or based professional
development: $807,000;
Funding Source: CCSS
(Total C&I Budget); Note:
Funding repeated:
K-12 Teacher sub or
hourly pay, District
and/or based professional
development:$107,000;
Funding Source: Title II
(Total PD Budget); Note:
Funding repeated:
K-12 Teacher
sub or hourly pay,
District and/or
based
94
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
LEA-Wide
Scope of Service:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide support to Special Education staff by
enhancing communication and professional
development. Increase PD and collaboration
skills and the expansion of the learning center
model or other Special Education intervention
strategies/structure.
The special education teachers are
attending regularly scheduled Curriculum,
Instruction, and Assessment (CIA)
meetings. Teachers and staff received
professional development and Learning
Center model support is ongoing at
individual sites.
Professional
Development for
Special Education
Staff: $2,000;
Funding Source:
Special Education
(Total PD
Budget).
Professional
Development for Special
Education Staff: $4,595;
Funding Source: Special
Education (Total PD
Budget).
Professional
Development for Special
Education Staff.:
$107,000; Funding
Source: Title II (Total PD
Budget); Note: Funding
repeated:
Professional
Development for
Special Education
Staff.: $100,000;
Funding Source:
95
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
Goal
A-6,
Goal
A-5,
Targeted
#1, A-1, A-2, A-3,
A-8
#2, A-1, A-3, A-4,
A-6, A-8 and B-2.
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Special Education
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient X Other Subgroups: Special
Education
Provide intervention (RtI) to students K-12 at
all sites in ELA
Response to Intervention (RtI) has been
provided to all sites K-8 in ELA. A
collaboration model is utilized in high
school. RtI will be tracked for 2015-16.
Scope of Service:
Staff and supplies
for intervention
program.:
$100,000;
Funding Source:
Special Education
(identified).
Amount is greater
and will be
tracked starting
in 2014-15.
LEA-Wide
X All
-------------------------------------------------OR:
Scope of Service:
Staff and supplies for
intervention program.:
$107,000; Funding
Source: Special
Education (identified).
Amount is greater and will
be tracked starting in
2015-16.
LEA-Wide
X All
-------------------------------------------------OR:
96
Low Income pupils
English Learners
Redesignated fluent English proficient
Other Subgroups:
Integrate technology into teaching and
learning practices.
Foster Youth
K-12 Teacher
sub or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Low Income pupils
English Learners
Redesignated fluent English proficient
Other Subgroups:
The teachers had and continue to have,
access to a variety of online technology
resources to support instruction and
integrate technology into teaching
practices.
K-12 Teacher
sub or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
97
Foster Youth
K-12 Teacher sub or
hourly pay, District
and/or based professional
development: $107,000;
Funding Source: Title II
(Total PD Budget); Note:
Funding repeated:
Goal #1, A-1, A-2, A-3,
A-6, A-8
Goal #2, A-1, A-3, A-4,
A-5, A-6, A-8 and B-2.
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
LEA-Wide
Scope of Service:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide teachers professional development to
increase the achievement for all levels of
learners through differentiated instruction and
other research based instructional models.
The teachers participated in professional
development activities through regularly
scheduled Curriculum, Instruction, and
Assessment (CIA) meetings; site based
and District wide professional development.
Scope of Service:
Teacher release
/staff
development day
(built into
calendar):
$260,000;
Funding Source:
Unrestricted
General Fund Cost of one day;
Note: Funding
Repeated:
Goal #1: A-7 and
B-5.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Scope of Service:
Teacher release /staff
development day (built
into calendar):
$281,695; Funding
Source: Unrestricted
General Fund - Cost of
one day; Note: Funding
Repeated:
Goal #1: A-7 and B-5.
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
98
Identify and support students with Gifted and
Talented abilities by providing resources,
instructional activities, and the appropriate
learning environment through, but not limited
to, establishing research groups, civic
learning opportunities, clustered groups
projects, counseling support, etc. All teachers
of GATE students will receive professional
development and support through a coaching
model.
GATE testing,
program
administration:
$50,000;
Funding Source:
Unrestricted
General Fund
(Total GATE
budget).
K-12 Teacher
sub or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Professional development was provided to
teachers to support differentiated
instruction for Gifted and Talented
Education (GATE) students in the general
education classroom. Identified GATE
students were provided opportunities to
participate in various activities and the
District GATE Advisory Committee held
meetings to revise the GATE program and
design of future opportunities for GATE
students.
GATE testing, program
administration: $50,035;
Funding Source:
Unrestricted General
Fund (Total GATE
budget).
K-12 Teacher sub or
hourly pay, District
and/or based professional
development: $107,000;
Funding Source: Title II
(Total PD Budget); Note:
Funding repeated:
Goal #1, A-1, A-2, A-3,
A-6, A-8
Goal #2, A-1, A-3, A-4,
A-5, A-6, A-8 and B-2.
K-12 Teacher sub or
hourly pay, District
and/or based professional
development: $807,000;
Funding Source: CCSS
(Total C&I Budget); Note:
Funding repeated:
Goal #1 A-1, A-2, A-6,
A-8
Goal #2 A-1, A-3, A-4,
A-5, A-6, A-8 and B-2.
K-12 Teacher
sub or hourly pay,
District and/or
based
professional
development:
$300,000;
99
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
Targeted
Scope of Service:
Targeted
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: Gifted and Talented
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient X Other Subgroups: Gifted and
Talented
Provide opportunity for parent conferences at
each grading period. Provide enrichment
classes for parents.
Parents had opportunities to conference
with teachers during report card grading
periods upon request. Parent Math Nights
occurred on each site.
Substitute cost
for elementary
teacher parent
conference
preparation:
$40,000;
Funding Source:
Unrestricted
General Fund
(Total Parent
Conference
Budget); Note:
Funding repeated:
Goal #1 B-1
Goal #3 A-3 and
B-4.
100
Substitute cost for
elementary teacher
parent conference
preparation: $101,725;
Funding Source:
Unrestricted General
Fund (Total Parent
Conference Budget);
Note: Funding repeated:
Goal #1 B-1
Goal #3 A-3 and B-4.
Scope of Service:
LEA-Wide
Scope of Service:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide Safe School Counselors 6-12, one per Counseling staff
school.
salaries:
$530,000;
Funding Source:
PEF (Total
Counseling
Budget); Note:
Funding repeated:
Goal #1, B-2
Goal #3, A-6.
Safe school counselors have been provided
at each secondary school site.
Scope of Service:
School-Wide
Scope of Service:
Counseling staff salaries:
$700,000; Funding
Source: PEF (Total
Counseling Budget);
Note: Funding repeated:
Goal #1, B-2
Goal #3, A-6.
School-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide an AVID program 9-12 and expand
AVID training to HS teachers.
Advancement Via Individual Determination
(AVID) program is in place at both high
schools; all AVID teachers have
participated in professional development
and services will be provided at the
secondary level.
AVID
membership,
licensing, training
and tutors:
$75,000;
Funding Source:
Unrestricted
General Fund
101
AVID membership,
licensing, training and
tutors: $78,121; Funding
Source: Unrestricted
General Fund (Total
AVID Budget); Note:
Funding repeated:
Goal #1, B-3
(Total AVID
Budget); Note:
Funding repeated:
Goal #1, B-3
Goal #3, A-6.
Scope of Service:
Goal #3, A-6.
School-Wide
Scope of Service:
School-Wide
X All
-------------------------------------------------OR:
X Low Income pupils X English Learners X Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
X Low Income pupils X English Learners X Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
Implement an instructional model which
supports EL development ensuring
instructional support. Provide training in the
following delivery models: SEI (individual
support during day) and ELM (mainstream
support). Purchase instructional materials to
support Common Core and EL standards.
Support additional EL staff at the District level
for accountability of student progress. Create
target benchmarks for EL standards and
monitor student proficiency. Annually adjust
benchmarks/goals for students as needed.
The English Learner (EL) instructional
model implemented consists of Structured
English Emerson (SEI), pull out for
beginning (EL) and English Language
Mainstream (ELM) support. Classroom
teachers utilize instructional strategies to
address English Language Development
(ELD) standards that are embedded in the
Common Core State Standards (CCSS).
Instructional
materials, extra
staff hours in
summer or after
school for student
support,
benchmark
development:
$68,000;
Funding Source:
Title III (Total
Budget).
Instructional materials,
extra staff hours in
summer or after school
for student support,
benchmark development:
$104,528; Funding
Source: Title III (Total
Budget).
Increase staffing for
site/student support:
$175,409; Funding
Source: Supplemental
Grant (Partial Budget);
Note: Funding repeated:
Goal #1, B-4, B-6 and
B-7
Goal #2, B-1.
Increase staffing
for site/student
support:
$87,704;
Funding Source:
Supplemental
Grant (Partial
Budget); Note:
Funding repeated:
Administrative oversight,
benchmark creation and
monitoring: $36,557;
102
Goal #1, B-4, B-6
and B-7
Goal #2, B-1.
Funding Source:
Supplemental Grant
(Partial Budget); Note:
Funding repeated:
Goal #1, B-4, B-6 and
B-7
Goal #2, B-1.
Administrative
oversight,
benchmark
creation and
monitoring:
$28,406;
Funding Source:
Supplemental
Grant (Partial
Budget); Note:
Funding repeated:
Goal #1, B-4, B-6
and B-7
Goal #2, B-1.
Scope of Service:
Targeted
Scope of Service:
X All
-------------------------------------------------OR:
X Low Income pupils X English Learners X Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Increase emphasis on instructional strategies
which foster speaking and listening skills. PD
for staff, measure progress, increase
expectations for oral language proficiency by
developing a common rubric TK-12.
District wide purchases of supplemental
materials that focus on oral-proficiency
have been put in place. Professional
development has been provided by
certificated teachers to ensure
implementation.
Teacher release
/staff
development day
(built into
calendar):
$260,000;
Funding Source:
Unrestricted
General Fund -
103
Teacher release /staff
development day (built
into calendar):
$260,000; Funding
Source: Unrestricted
General Fund - Cost of
one day (PD); Note:
Funding repeated:
Goal #1 A-7 and B-5.
Cost of one day
(PD); Note:
Funding repeated:
Goal #1 A-7 and
B-5.
Scope of Service:
Targeted
Scope of Service:
Targeted
X All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Administrators will monitor good instructional
practices for EL students. Develop individual
performance plans for El student not achieving
increased levels of proficiency after year one.
Support providers are in the process of
developing individual performance level
monitoring and when Smarter Balanced
Assessment Consortium (SBAC) scores are
available, we will create performance plans
for English Learners(ELs).
Scope of Service:
Administrator
oversight:
$147,000;
Funding Source:
Supplemental
Grant (Partial
Budget); Note:
Funding repeated:
Goal #1, B-4, B-6
and B-7
Goal #2, B-1.
Targeted
Scope of Service:
Administrator oversight:
$147,000; Funding
Source: Supplemental
Grant (Partial Budget);
Note: Funding repeated:
Goal #1, B-4, B-6 and
B-7
Goal #2, B-1.
Targeted
X All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
Provide progress monitoring in the areas of
ELA and Math for all identified student
The PVPUSD has identified an assessment
coordinator. Data for unduplicated pupils is
Support staff for
site/students:
104
Support staff for
site/students: $147,000;
subgroups.
$147,000;
Funding Source:
Supplemental
Grant (Partial
Budget); Note:
Funding repeated:
Goal #1, B-4, B-6
and B-7
Goal #2, B-1.
Scope of Service:
Targeted
X All
-------------------------------------------------OR:
X Low Income pupils X English Learners X Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
gathered and dis-aggregated by subgroups.
Data will continue to be dis-aggregated and
discriminated by school site.
Scope of Service:
Funding Source:
Supplemental Grant
(Partial Budget); Note:
Funding repeated:
Goal #1, B-4, B-6 and
B-7
Goal #2, B-1.
Targeted
X All
-------------------------------------------------OR:
X Low Income pupils X English Learners X Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
The Local Control Accountability Plan (LCAP) is in the process of realignment to the
new LCAP format. The Palos Verdes Peninsula Unified School District
(PVPUSD) LCAP Committee has aligned the document with the three state overarching goals 1)
Conditions of Learning, 2) Pupil Outcomes, 3) Engagement. Furthermore, each of the 8 state
priorities are better aligned within the overarching goals. While most of our actions and services
enjoyed growth as expected, we did not see that growth in Advanced Placement (AP) English
Language Ats (ELA) or AP Math. Each of the metrics will remain a part of the LCAP goals with
adjustments to better meet the needs of the student population.
As a result, of the annual update to the 2014 LCAP many of the data sets which did not achieve
growth targets of percentages were based upon cohort numbers. The cohort numbers
fluctuations were a contributing factor. This, along with many conversations with stakeholder
groups led to several changes in the 2015-118 LCAP. A larger concentration of counselors to
support academic, physical, and emotional needs of our students as supported by the small data
on Early Assessment Program (EAP) in ELA 2013-49% to 2014-58%, and a decline in EAP
math from 2013-35%to 2014-30%, as well as a minimal data gain in Career Technical
Education (CTE) course enrollment from 2013-49%to 2014-51%, finally an A-G course decline
from 2013-78% to 2014-77%. Measurements of Annual Measurable Achievement Objective
105
(AMAO) and EAP have been dependent on standardized scores and are in a state of fluctuation
with the new Smarter Balanced Assessment Consortium (SBAC). The District will monitor student
achievement in the SBAC baseline in spring of 2015.
The 2014-15 LCAP Committee reviewed the 2014-15 LCAP with a lens of the new template,
Local Control Funding Formula (LCFF) Data Metric Analysis (pending evaluation rubric), and
State and Local Priorities. The process led to a restructuring of the LCAP for 2015-18 to align
the goals of Conditions of Learning with State priorities 1, 2, & 7; Pupil Outcomes with State
priorities 4 & 8; and Engagement with State priorities 3, 5, & 6. This organizational structure falls
in line with the impending LCFF Data Metric Analysis and meets the priorities of the District.
Local priorities in the 2015-18 LCAP are addressed in goal 1, Conditions of Learning with
regards to highly qualified teachers.
106
Original
GOAL from
prior year
LCAP:
Maintain district facilities and a highly skilled staff to deliver TK-12 curriculum
aligned with Common Core State Standards that provides all students access to
required college and career readiness.
Goal Applies
to:
Schools: A l l
Applicable Pupil Subgroups: All; Ethnic Group: Black or African American; Ethnic Group: Hispanic or Latino; English
learners
1)
2)
100% of students will begin to have access to
1)
3)
professional development for CCSS in ELA and
for CAASPP assessments, college and career as
Math throughout the 2014/15 academic school
measured by teacher participation in
year. All teachers were provided District grade
professional development activities
level, and/or site, professional development.
50% of Students and teachers will have more
2)
teacher in the PVPUSD were provided a District
instruction as measured by the acquisition of
technology baseline for the 2014/15 academic
baseline technology hardware for all
school year.
Establish baseline for pupil enrollment in STEM
Increase in pupil enrollment in A-G courses by
1%
5)
Increase EAP scores for ELA and Math by 1%
6)
Increase in pupil enrollment in CTE courses by
3)
8)
As STEM and STEAM classes were added to the
available courses, baseline data is continues to
Actual
Annual
Measurable
Outcomes:
be expanded and collected district wide. Data will
be disaggregate by site during the 2015-16
academic school year.
4)
A-G Courses 77% a decrease of 1% (did not
meet outcome)
1%
7)
Each school site, every classroom, and each
access to technology as an integrated part of
related courses
4)
Teachers in the PVPUSD were provided
a CCSS based curriculum that prepares them
classrooms.
Expected
Annual
Measurable
Outcomes:
Related State and/or Local Priorities:
1 X 2X 3X 4X 5X 6X 7X 8X
COE Only: 9
10
Local:
5)
Increase the rate of Highly qualified teachers
Increase EAP scores for ELA and Math by
1 %disaggregate
CLAD in all classrooms by ? % (This number was
EAP ELA 49% to 58% an increase of 9%
missing in the 2014/15 original LCAP)
EAP Math 30% a decrease of 5% (did not
Maintain 100% compliance for Williams -
meet outcome)
Instructional Materials
6)
Increase in pupil enrollment in CTE courses by
1%
CTE Course Enrollment 50.89% an increase of
107
1.89%
7)
Highly qualified teachers
Highly Qualified 97.3% experienced a
decrease of 1.9%. The LCAP Committee
discussed the requirements and understand the
need to support interns and new teachers
through the credentialing process.
8)
Williams - Instructional Materials Maintenance at
100%
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
Support the instructional program with the
appropriate resources and materials. Provide PD
with Common Core through the coaching model
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
During the 2014/15 academic school year, all
TK-12 teachers have had access to materials
and resources in English Language Arts (ELA)
and Math aligned to Common Core State
Standards (CCSS.) Professional development
(PD) and coaching support for implementation of
the CCSS was delivered through regularly
scheduled Curriculum, Instruction and
Assessment (CIA) meetings.
108
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$807,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1, A-2,
A-6, A-8
Goal #2 A-1, A-3,
A-4, A-5, A-6,
A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Curricular
materials:
$929,218;
Funding Source:
Parcel Tax (Total
Section II
Budget).
Curricular
materials:
$386,291;
Funding Source:
Parcel Tax (Total
Section II
Budget).
Curricular
materials:
$530,897;
Funding Source:
Restricted Lottery
(Total Budget).
Curricular
materials:
$377,921;
Funding Source:
Restricted Lottery
(Total Budget).
Scope of Service:
LEA-Wide
Scope of Service:
109
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Attain, maintain and retain a highly qualified
teaching staff. Provide mentoring and support for
teachers clearing credentials.
The District realized a 97.3% highly qualified
teachers rate, which is a reduction of 1.9% and
continues to provide a state approved BTSA
induction program for those needing to clear
credentials serving 35 teachers. The District
also provides support to two (2) interns.
Cost of teacher
salaries:
$46,709,255;
Funding Source:
General Fund
(Total Teaching
Staff Budget);
Note: Funding
repeated:
Goal #2, A-2 and
A-7
Assumed step
and column
movement of
1.5%.
Scope of Service:
Cost of teacher
salaries:
$48,698,046;
Funding Source:
General Fund
(Total Teaching
Staff Budget);
Note: Funding
repeated:
Goal #2, A-2 and
A-7
Assumed step
and column
movement of
1.5%.
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Develop curriculum maps K-12 for ELA
(including writing)and Math aligned to CCSS
During the 2014/15 academic school year, all
TK-5 units in ELA and Math developed
curriculum maps [scheduled] of the standards
throughout the year. The 6-12 ELA teachers
K-12 Teacher sub
or hourly pay,
District and/or
based
110
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
have mapped [scheduled] anchor and
supplemental literary titles across the grade
levels and are aligned to Common Core State
Standards (CCSS). The 6-12 math teachers
have begun to align curriculum to the CCSS and
are in the process of the process of mapping
[scheduling] the standards throughout the year.
Priority was placed on CCSS training for all
teachers thus, a shift was made in funding
allocations from technology to providing
professional development.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$107,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
X All
--------------------------------------------------
professional
development:
$807,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1, A-2,
A-6, A-8
Goal #2 A-1, A-3,
A-4, A-5, A-6,
A-8 and B-2.
LEA-Wide
Scope of Service:
X All
-------------------------------------------------111
LEA-Wide
OR:
Low Income pupils
English Learners
Redesignated fluent English proficient
Other Subgroups:
Foster Youth
Implement instructional strategies that align to
and support the CCSS.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
OR:
Low Income pupils
English Learners
Redesignated fluent English proficient
Other Subgroups:
Foster Youth
All teachers have begun to implement
instructional strategies in classroom instruction
that reflect the shifts in Common Core State
Standards (CCSS).
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$807,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1, A-2,
A-6, A-8
Goal #2 A-1, A-3,
A-4, A-5, A-6,
A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$107,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
112
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and B-2.
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Align curriculum instruction and assessment in
ELA and Math with the requirements of the
CCSS, including benchmark development,
curriculum development, report card,
development.
Alignment of instructional materials with the
Common Core State Standards (CCSS) includes
curriculum and assessment. TK-5 report card
aligned to CCSS is under development for
implementation in 2015.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$807,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1, A-2,
A-6, A-8
Goal #2 A-1, A-3,
A-4, A-5, A-6,
A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
K-12 Teacher sub
or hourly pay,
District and/or
based
113
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
development:
$107,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and B-2.
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Identify and develop transitional resources for
the TK-12 implementation of the CCSS.
The TK-12 teachers have had access to
materials and resources in ELA and Math aligned
to the Common Core State Standards (CCSS).
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
114
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$807,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1, A-2,
A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Goal #2 A-1, A-3,
A-4, A-5, A-6,
A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$107,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Maintain smaller class size ratios.
District and Palos Verdes Faculty Association
(PVFA) negotiated contract language remains
the same for class size ratio.
Cost of teacher
salaries:
$46,709,255;
Funding Source:
115
Cost of teacher
salaries:
$48,698,046;
Funding Source:
Scope of Service:
General Fund
(Total Teaching
Staff Budget);
Note: Funding
repeated:
Goal #2, A-2 and
A-7
General Fund
(Total Teaching
Staff Budget);
Note: Funding
repeated:
Goal #2, A-2 and
A-7
Assumed step
and column
movement of
1.5%.
Assumed step
and column
movement of
1.5%.
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide support on curriculum, assessment and
instruction to teachers and administrators
through professional development.
The TK-12 teachers and administrators have
had and continue to receive professional
development on curricular shifts in Common
Core State Standards (CCSS), through
Curriculum, Instruction and Assessment (CIA)
meetings and Professional Development (PD).
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
116
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$807,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1, A-2,
A-6, A-8
Goal #2 A-1, A-3,
A-4, A-5, A-6,
A-6, A-8 and
B-2.
A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$107,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Implement a vertically aligned well-articulated
K-12 curriculum following CCSS. Staff will utilize
instructional coaches and trained counselors to
meet the needs of targeted students.
Elementary and secondary instructional coaches
were utilized throughout the District to support
teachers in alignment of the Common Core State
Standards (CCSS) in English Language Arts
(ELA) and math.
No funding source
listed for the
2014/15 LCAP
117
No funding source
listed for the
2014/15 LCAP
Scope of Service:
LEA-Wide
Scope of Service:
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Provide resources and materials to support
instructional program needs for our identified
subgroups.
District wide purchases of supplemental
materials for English Learners (ELs) that focus
on oral-proficiency have been established.
Materials for Special Education classes have
been established.
Scope of Service:
Site support
through
instructional
materials or
increasing
staffing hours:
$87,703; Funding
Source:
Supplemental
Grant (Partial
Budget); Note:
Funding repeated:
Goal #1, B-4, B-6
and B-7
Goal #2, B-1.
Targeted
Scope of Service:
Site support
through
instructional
materials or
increasing staffing
hours: $175,409;
Funding Source:
Supplemental
Grant (Partial
Budget); Note:
Funding repeated:
Goal #1, B-4, B-6
and B-7
Goal #2, B-1.
Targeted
X All
-------------------------------------------------OR:
X Low Income pupils X English Learners X Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
X Low Income pupils X English Learners X Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
Implement a vertically aligned well-articulated
K-12 curriculum following EL Common Core
standards. Provide coaching and modeling.
The TK-12 teachers are in the process of
aligning English Learner (EL) curriculum with
Common Core State Standards (CCSS) and have
K-12 Teacher sub
or hourly pay,
District and/or
118
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$300,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1,
A-2, A-6, A-8
Goal #2 A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
access to coaching and modeling support.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$107,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and B-2.
K-12 Teacher sub
or hourly pay,
District and/or
based
professional
development:
$100,000;
Funding Source:
Title II (Total PD
Budget); Note:
Funding repeated:
Goal #1, A-1,
A-2, A-3, A-6,
A-8
Goal #2, A-1,
A-3, A-4, A-5,
A-6, A-8 and
B-2.
Scope of Service:
based
professional
development:
$807,000;
Funding Source:
CCSS (Total C&I
Budget); Note:
Funding repeated:
Goal #1 A-1, A-2,
A-6, A-8
Goal #2 A-1, A-3,
A-4, A-5, A-6,
A-8 and B-2.
Targeted
Scope of Service:
119
X All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
X All
-------------------------------------------------OR:
Low Income pupils X English Learners
Foster Youth
X Redesignated fluent English proficient
Other Subgroups:
The annual update to the 2014 LCAP results demonstrated data sets which did not achieve
growth targets of percentages were based upon cohort numbers. The cohort number fluctuations
were a contributing factor. Measurements of Early Assessment Program (EAP) have been
dependent on standardized scores and are in a state of fluctuation with the new Smarter Balanced
Assessment Consortium (SBAC). The District will monitor student achievement in the SBAC
baseline in the spring of 2015.
The 2014/15 LCAP Committee reviewed the 2014/15 LCAP with a lens of the new template,
Local Control funding Formula (LCFF) Data Metric Analysis (Pending Evaluation Rubric), and
State and Local Priorities. The process led to a restructuring of the LCAP for 2015 through 2018
to align the goals of Pupil Outcomes with State Priorities 4 & 8. This organizational structure is
aligned with the impending LCFF Data Metric Analysis. Content was better organized and clearer
under these categories. Actions and Services were restructured and more clearly defined,
as well as directly associated with the data matrix.
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Original
GOAL from
prior year
LCAP:
Provide a school environment which fosters physical and emotional security,
encourages community involvement, and focuses the school climate on creating
opportunities for student engagement.
Goal Applies
to:
Schools: A l l
Applicable Pupil Subgroups: All; Ethnic Group: Black or African American; Ethnic Group: Hispanic or Latino; English
learners
Maintain all indicators at or above 2013 baseline as
follows:
1 ) Attendance Rates: 97%
Expected
Annual
Measurable
Outcomes:
Related State and/or Local Priorities:
1 X 2X 3X 4X 5X 6X 7X 8X
COE Only: 9
10
Local:
2)
High School Graduation Rates: 98.1%
3)
Middle School Dropout Rates: 0.2%
4)
High School School Dropout Rates: 0.5%
5)
Suspension Rates: 1.3 %
6)
Expulsion rates: 1%
7)
Chronic absenteeism: 10.7%
8)
Utilize parent, teacher and student surveys to
2)
High school graduation rates 98.8% an increase
of .7%
3)
Intermediate school dropout rates 0.2%
maintenance
4)
provide input to develop LCAP goals.
9)
2014 data as follows:
1 ) Attendance rates 97% maintenance
Actual
Annual
Measurable
Outcomes:
Healthy Kids Survey not administered this year.
High school dropout rates 0.6% an increase of
0.1% (did not meet outcome)
5)
Suspension rates 1.6% an increase of .3% (did
not meet outcome)
6)
Expulsion rates 0% a decrease of 1%
7)
Chronic absenteeism 3.9% a decrease of 6.8%
8)
Two surveys were proctored to parents, teachers,
and students to provide input to develop LCAP
goals.
9)
The Healthy Kids Survey was not administered
this academic school year.
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
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Provide opportunity for parent conferences at
each grading period.
Scope of Service:
Substitute cost for Teacher conference opportunities for all parents
elementary
are provided during report card grading periods
teacher parent
upon request.
conference
preparation:
$40,000; Funding
Source:
Unrestricted
General Fund
(Total Parent
Conference
Budget); Note:
Funding repeated:
Goal #1, B-1
Goal #3, A-3 and
B-4.
LEA-Wide
Substitute cost for
elementary
teacher parent
conference
preparation:
$101,725;
Funding Source:
Unrestricted
General Fund
(Total Parent
Conference
Budget); Note:
Funding repeated:
Goal #1, B-1
Goal #3, A-3 and
B-4.
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Identify and implement programs to increase
opportunities to engage students through
academics, athletics, activities, and the visual
and performing arts.
Students in grades K-10 participate in physical
education (PE) activities and have had
opportunities to participate in competitive
teams. Grade 2 students district wide
participate in an Arts for All program, while K-6
students district wide participated in Art At Your
Fingertips (AAYF) program. Students K-6
participated in a district wide 30 week music
program. Secondary students district wide may
choose to participate in a Science, Technology,
English, and Mathematics (STEM) program.
Extracurricular
(club, sports, etc.)
salaries and
supplies:
$1,100,000;
Funding Source:
Unrestricted
General Fund
(Total
Extracurricular
Budget).
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Extracurricular
(club, sports, etc.)
salaries and
supplies:
$1,100,000;
Funding Source:
Unrestricted
General Fund
(Total
Extracurricular
Budget).
Music program
salaries and
supplies:
$275,000;
Funding Source:
PEF (Total Music
Support Budget).
Scope of Service:
Music program
salaries and
supplies:
$275,000;
Funding Source:
PEF (Total Music
Support Budget).
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Implement a multi-year technology plan for
infrastructure upgrades at school sites to
support teaching and learning.
The District currently has a state approved
Technology Plan for 2014-2017. Key
components of this plan are infrastructure,
hardware, technical support and software,
addressing annual benchmarks on obtaining and
monitoring existing and needed resources, and
identification of fiscal support.
Scope of Service:
Technology
equipment,
equipment
installation and
staff support:
$2,000,000;
Funding Source:
CCSS (Total
Technology
Budget).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Technology
equipment,
equipment
installation and
staff support:
$803,000;
Funding Source:
CCSS (Total
Technology
Budget).
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
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Provide resources to students to promote an
emotionally safe learning environment to help
reduce stress and anxiety. Have Safe School
Counselors at all 6-12, have programs at school
sites that support the individual student needs,
such as AVID, girls group, boys group, social
skills group, alternative to playground activities,
conflict resolution, leadership skills, positive
school environment, school seen as a
community, etc.
Counseling staff
salaries:
$530,000;
Funding Source:
PEF (Total
Counselor Support
Budget); Note:
Funding repeated:
Goal #1, B-2
Goal #3, A-6.
District wide, all schools had a safe school plan;
secondary schools all had a safe schools
counselor, and access to an Advancement Via
Individual Determination (AVID) program
assisting the students throughout their high
school experience and College and Career
Readiness (CCR). All schools had an assigned
psychologist who lead various social groups and
activities
AVID
membership,
licensing, training
and tutors:
$75,000; Funding
Source:
Unrestricted
General Fund
(Total AVID
Budget); Note:
Funding repeated:
Goal #1, B-3
Goal #3, A-6.
Scope of Service:
Counseling staff
salaries:
$700,000;
Funding Source:
PEF (Total
Counselor Support
Budget); Note:
Funding repeated:
Goal #1, B-2
Goal #3, A-6.
AVID
membership,
licensing, training
and tutors:
$78,121; Funding
Source:
Unrestricted
General Fund
(Total AVID
Budget); Note:
Funding repeated:
Goal #1, B-3
Goal #3, A-6.
LEA-Wide
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
Continue preventative maintenance on district
facilities.
District maintenance staff ensures that repairs
necessary to keep each site in good repair and
working order are completed in a timely manner.
$700,000;
Funding Source:
Unrestricted
124
$712,021;
Funding Source:
Unrestricted
General Fund
(Total Deferred
Maintenance
Budget).
An online work order system process was used
to ensure efficient service and that emergency
repairs are given the highest priority.
$2,305,667;
Funding Source:
General Fund
(Total RRMA
Budget).
Scope of Service:
$2,419,019;
Funding Source:
General Fund
(Total RRMA
Budget).
LEA-Wide
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
General Fund
(Total Deferred
Maintenance
Budget).
Scope of Service:
X All
-------------------------------------------------OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups:
As a result of the annual update to the 2014 LCAP, many of the data sets which did not achieve
growth targets of percentages were based upon cohort numbers. The cohort number fluctuations
were a contributing factor. The District will monitor student outcomes in spring 2015 when
available.
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
The 2014-15 LCAP Committee reviewed the 2014-15 LCAP with a lens of the new template,
LCFF Data Metric Analysis (Pending Evaluation Rubric), and State and Local Priorities. The
process led to a restructuring of the LCAP for 2015/16 -2017/18 to align the goals of
Engagement with State Priorities 3, 5, & 6. Actions and Services were restructured and more
clearly defined, as well as directly associated with the data matrix.
For Local Priorities addressed in the 2015-18 LCAP, specific changes, additions were made in
Goal 3 Engagement, students feeling safe and supported at school; safe school counselors were
added and specific actions and services were added and/or revised due to feedback from the
survey, LCAP Advisory Committee or other stakeholder meetings.
125
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality
A . In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income,
foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a
districtwide, schoolwide, countywide, or charterwide manner as specified in 5 C C R 1 5 4 9 6.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of
unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide
manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s
goals for unduplicated pupils in the state and any local priority areas. (See 5 C C R 1 5 4 9 6 ( b ) for guidance.)
Total amount of Supplemental and Concentration grant funds calculated:
$1,359,391
Total amount of Supplemental and Concentration grant funds calculated: $1,359,391
The total funding the District will receive for unduplicated pupils is $1,359,391. The funding will be
divided, with $844,091 allocated directly to school sites based on each site’s population of unduplicated
pupils for increased instructional aide support and additional instructional materials. The remaining
$515,300 will be spent on increased teaching support, setting benchmarks, providing parent in-services,
increased DELAC/ELAC meetings, community correspondence, coaching/modeling and progress
monitoring.
126
B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the
services provided to all pupils in the LCAP year as calculated pursuant to 5 C C R 1 5 4 9 6 ( a ).
Consistent with the requirements of 5 C C R 1 5 4 9 6, demonstrate how the services provided in the LCAP year for low income pupils, foster
youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided
for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is
met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to
the services provided to all pupils.
1.63
%
The current Local Control Funding Formula (LCFF) data (RL02_64865_BP01_15-16_C32) indicates the
total funding for unduplicated pupils is $1,359,391, with the proportionality percentage for calculated at
1.63%. This represents a $490,555 increase in funding for unduplicated students over 2014-15 levels.
The total funding the District will receive for unduplicated pupils is $1,359,391. The funding will be
divided, with $844,091 allocated directly to school sites based on each site’s population of unduplicated
pupils for increased instructional aide support and additional instructional materials. The remaining
$515,300 will be spent on increased teaching support, setting benchmarks, providing parent in-services,
increased DELAC/ELAC meetings, community correspondence, coaching/modeling and progress
monitoring.
NOTE: Authority cited: Sections 4 2 2 3 8 . 0 7 and 5 2 0 6 4, Education Code. Reference: Sections 2 5 7 4, 2 5 7 5, 4 2 2 3 8 . 0 1, 4 2 2 3 8 . 0 2, 4 2 2 3 8 . 0 3,
4 2 2 3 8 . 0 7, 4 7 6 0 5, 4 7 6 0 5 . 5, 4 7 6 0 6 . 5, 4 8 9 2 6, 5 2 0 5 2, 5 2 0 6 0- 5 2 0 7 7, and 6 4 0 0 1, Education Code; 20 U.S.C. Section 6312.
127