and annual update lcap year accountability planmathematics achievement. budget summary complete the...

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

2018-19

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Healdsburg Charter School

Contact Name and Title

Chris Vanden Heuvel Superintendent

Email and Phone

[email protected]

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

Healdsburg Charter School (HCS) is a grades k-5 dependent Charter School founded in 2011. As a dependent Charter School the Healdsburg Unified School District Board of Trustees serves as the Governing Board. Healdsburg Charter School is a free public school that offers a Project Based Learning (PBL) program where parents and staff work together to provide an environment that fosters a love of learning. Through real-world experiences, the integration of technology across the curriculum, Spanish Language instruction and the development of the whole child, the community is committed to developing students who embody creativity, curiosity and joy. The mission of Healdsburg Charter School is to prepare students to thrive in a complex and culturally diverse world. In order to cultivate each student's development, the HCS community emphasizes the 4C's: Communication, Critical thinking, Collaboration and Creativity.The Charter school is co-located on the Healdsburg Elementary School campus for Kindergarten - 2nd Grade and on the Fitch Mountain Campus for 3rd - 5th grades. Healdsburg is a semi-rural town 70 miles north of San Francisco. The population of Healdsburg is about 11,000 residents. Healdsburg is a popular tourist destination for those seeking fine wine, food, art and outdoor recreation opportunities around the Russian River Valley. Santa Rosa Junior College, the Luther Burbank Center for the Arts and Sonoma State University are all within 20 miles, enhancing the opportunities and partnerships of the region. The popularity of the area has lead to the median housing price exceeding those of the surrounding communities and thus Healdsburg Unified School District is a Basic Aid School District, where the local property taxes exceed the "basic aid" HUSD would receive from the State. HUSD serves about 1550 students in preschool through 12th grade. HUSD, as most Districts in Sonoma County, has experienced a significant decline in enrollment over the past 20 years due to the rise in cost of living in the region. In 1996, HUSD served 3200 students. The demographics of students has shifted over the years as well. 60% of HUSD students receive a free or reduced price lunch. 62% of HUSD students are

https://www.caschooldashboard.org/#/Details/49753900124230/3/EquityReport

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Hispanic/Latino. 72% of kindergarteners are English Language Learners but by the time students reach high school the English Learner population drops to 10%. HUSD attributes this dramatic change to our English Language Development (ELD) program, called Accelerated English (AE) in HUSD. HCS serves about 280 students in grades k-5. 30% of the students are socioeconomically disadvantaged, 36% of HCS students are Hispanic/Latino,15% are English Language Learners. HUSD encompasses a large geographic area covering approximately 50 square miles. Within this geographic area, there are separate and distinct school districts serving elementary school students: the Healdsburg Unified School District along with the districts of Alexander Valley and Westside whose K-6 students attend either Alexander Valley Elementary School or Westside Elementary School. Alexander Valley and Westside School students may enroll in Healdsburg Junior High in grades 6, 7 or 8th grade and then continue through 12th grade as part of the Healdsburg Unified School District. Healdsburg has two elementary elementary schools that are co-located by grade band under the same roof. The Healdsburg Elementary School (HES) Campus serves transitional kindergarten through grade 2. Fitch Mountain Campus serves grades 3-5. Healdsburg Elementary School has two programs; a Blended Learning program that focuses on personalized teaching and learning leveraging online curriculum and an English Language Development Program, called Accelerated English (AE). In the 2018-19 school year the Blended Learning and Accelerated English programs will combine in order to meet the needs of all students utilizing a personalized approach to learning merging the best of both the AE and Blended Learning programs. Each elementary school serves about 300 students. Healdsburg Junior High School enrolls about 350 students in grades 6-8. Healdsburg High School (HHS) enrolls about 600 students. HHS provides all the advantages of a large high school such as numerous elective choices including a vast array of Advanced Placement and Career Technical Education (CTE) courses, strong arts and athletic programs, and a diverse student and teacher population while benefiting from the advantages that come with a smaller school such as strong relationships between and amongst adults and students. The Mission of the Healdsburg Unified School District is that all HUSD students graduate from high school prepared for college, career and citizenship with the skills necessary to thrive in the 21st century. HUSD continues to make significant strides to improve the academic and socio-economic outcomes of all of our students by integrating technology into instruction, developing a strong connection between students’ K-12 experience and life after graduation, and updating our facilities through new construction and upgrades to better prepare students for life in the 21st century.

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

Working closely with stakeholders, four LCAP goals have been identified: Goal 1 - RIGOR: All students progress in their ability to communicate and problem solve through mastery in literacy and mathematics. Goal 2 - RELEVANCE: Learning and iInstruction are active, student-centered, based in inquiry and connected to the world outside of school. Goal 3 - COMMUNITY: Every student is well-known and learning environments foster equity, empathy and engagement.

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Goal 4 - FACILITIES: Provide and maintain facilities that support a 21st century learning environment.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress Healdsburg Charter School utilizes multiple measures including state-mandated assessments such as the California Assessment of Student Performance and Progress (CAASPP) as well as local measures such as benchmarks assessments. HUSD is proud that: • Healdsburg Charter School placed within the top 10 in Sonoma County for math and English in 2015,

2016 and 2017 (based on CAASPP, the state standardized tests) • CAASPP data is improving in all grades and for most subgroups. • we now have a system of administering tri-annual benchmark assessments in English Language Arts,

mathematics and technology skills. • HCS continues to provide an innovative project-based learning environment where students experience

rigor, relevance and connections to their community. • we have made great progress in developing a common understanding of the effects of trauma and are

instituting strategies to develop resilience both for our students and staff. • all of our schools are taking steps to institute Restorative Practices and Positive Behavior and Intervention

Supports (PBIS). • our campuses are clean, well-maintained, are continually being modernized to support 21st century

learning. • HUSD has increased the number and diversity of informational workshops for parents and the English

Language Advisory Committee's are more robust than ever, with more parents participating and taking leadership roles.

The successes listed above can be attributed to an increased focus, awareness and use of data to inform instruction and decision-making. HCS has provided focused professional development and resources to improve implementation of CCSS-aligned curriculum through the purchase of new materials and integration of technology by improving wifi infrastructure and increasing devices and software.

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Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs The areas of greatest need are: • increase parent outreach and engagement, particularly of Latino families. • continue to implement state academic standards and inquiry-based projects. • increase achievement in mathematics for all students • decrease the suspension rate which is in "orange" on the CA School Dashboard. The suspension rate is

1.1%, considered "medium level" by the California Department of Education. An increase of 0.4% caused the orange status. While HCS would prefer to have zero suspensions, the rate of 1.1% constitutes less than 4 suspensions out of a student population of 287.

• improve achievement in English Language Arts, as measured by CAASSP for grades 3-8, for

socioeconomically disadvantaged students (15.7 points below level 3), for students with disabilities (20.7 points below level 3), and for English Learners (6 points below level 3).

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps The LCFF Evaluation Rubrics show performance gaps in the student group consisting of Students With Disabilities (SWD) in the areas of suspension rate and CAASPP scores in both English Language Arts and math. There is also a performance gap in CAASPP scores for English Learners in English Language Arts. It is important that ALL students are prepared for college, careers and civic participation and thus HUSD has increased focus on actions and services that serve all students but particularly Students With Disabilities including a implementation of Restorative Practices and Positive Behavior Intervention and Supports, increased academic intervention services and instituting researched-based practices and curriculum, such as Read180, Lexia for ELA, ST Math, etc.

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth. Increased or Improved services Intervention and Support Services (Tier 1 and 2) for students who are not meeting grade level standards.

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Implementation of Restorative Practices and professional development on trama-informed services with multi-tiered system of support. Continue to increase the effectiveness of standards-aligned teaching and learning through classroom-based coaching to support technology integration, English Language Development, and mathematics achievement.

Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION AMOUNT Total General Fund Budget Expenditures For LCAP Year $1,734,870.00

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

$1,420,960.00

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

Utilities, pest control, equipment repairs and servicing, copiers, records storage, shredding of records, landscaping and groundskeeping, radio network, postage, server and storage upgrades, and transportation. Additional classified and administrative salaries and benefits. DESCRIPTION AMOUNT Total Projected LCFF Revenues for LCAP Year $2,201,865

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Annual Update LCAP Year Reviewed: 2017-18

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

Goal 1 All students progress in their ability to communicate and problem solve through mastery in literacy and mathematics.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator ELA CAASPP (3rd Grade)*

17-18 Increase by 3-5% annually

Baseline 2016= 56%

ELA CAASPP (3rd Grade) increased by 8% (from 56% to 64%)

Metric/Indicator ELA CAASPP (4th Grade)


Baseline 2016= 54%

ELA CAASPP (4th Grade) increased by 3% (from 54% to 57%)

Metric/Indicator ELA CAASPP (5th Grade)

ELA CAASPP (5th Grade) decreased by 15% (from 71% to 56%)

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Expected Actual


Baseline 2016=71%

Metric/Indicator California Data Dashboard ELA (Grades 3-8) Distance Away From 3 17-18 Decrease by 8 points each year

Baseline 2015-16= +24

California Data Dashboard ELA (Grades 3-8) Distance Away From 3 Moved 3.2 points ( from +24 to +20.8)

Metric/Indicator Math CAASPP (3rd Grade)


Baseline 2016= 56%

Math CAASPP (3rd Grade) increased by 8% (from 56% to 64%)

Metric/Indicator Math CAASPP (4th Grade)


Baseline 2016=58%

Math CAASPP (4th Grade) decreased by 6% (from 58% to 52%)

Metric/Indicator Math CAASPP (5th Grade)*


Baseline 2016=58%

Math CAASPP (5th Grade) increased by 6% (from 58% to 64%)

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Expected Actual

Metric/Indicator California Data Dashboard Mathematics (Grades 3-8) Distance Away From 3 17-18 Decrease by 8 points each year

Baseline 2015-16= +18

California Data Dashboard Mathematics (Grades 3-8) Distance Away From 3 Moved 4.8 points (from +18 to +13.2)

Metric/Indicator Course Access (Grades 1-5)*

17-18 Maintain 100%

Baseline 2016= 100%

Course Access (Grades 1-5)- Maintained 100%

Metric/Indicator ELD Instruction to EL*

17-18 Maintain 100%

Baseline 2016= 100%

ELD Instruction to EL-Maintained 100%

Metric/Indicator California Data Dashboard EL Progress

17-18 TBD

Baseline 2016= 63%

California Data Dashboard EL Progress increased by 7.8% (from 63% to 70.8%)

Metric/Indicator EL who gain at least one level(CELDT)

17-18 Increase by 3% annually

EL who gain at least one level(CELDT)- N/A

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Expected Actual

Baseline 2016= 40%

Metric/Indicator Increase the percent of English Learners who are reclassified as Fluent English Proficient (RFEP)


Baseline 2015-16=15%

Percent of English Learners who are reclassified as Fluent English Proficient (RFEP)- 22% (2016-17)

Metric/Indicator ELD Services for EL Students Daily

17-18 Maintain 100%

Baseline 2016= 100%

ELD Services for EL Students Daily- Maintained 100%

Metric/Indicator California Data Dashboard- Basics

17-18 Continue Meeting

Baseline 2016= Met

California Data Dashboard- Basics- Met

Metric/Indicator California Data Dashboard- Teacher Misassignment Rate

17-18 Maintain 0%

Baseline 2016= 0%

California Data Dashboard- Teacher Misassignment Rate- Maintained 0%

Metric/Indicator California Data Dashboard- Vacant Teacher Positions

California Data Dashboard- Vacant Teacher Positions- Maintained 0%

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Expected Actual

17-18 Maintain 0%

Baseline 2016= 0%

Metric/Indicator California Data Dashboard-EL Missasignment*

17-18 Maintain 0%

Baseline 2016= 0%

California Data Dashboard-EL Missasignment- Maintained 0%

Metric/Indicator California Data Dashboard- Williams Complaints

17-18 Maintain 0%

Baseline 2016= 0%

California Data Dashboard- Williams Complaints- Maintained 0%

Metric/Indicator California Data Dashboard-Access to Standards Based Materials*

17-18 Maintain 100%

Baseline 2016= 100%

California Data Dashboard-Access to Standards Based Materials- Maintained 100%

Metric/Indicator California Data Dashboard-Implementation of the Standards

17-18 Continue Meeting

Baseline 2016= Met

California Data Dashboard-Implementation of the Standards- Met

Metric/Indicator California Data Dashboard-Access to Standards Based Materials*

California Data Dashboard-Access to Standards Based Materials- Maintained 100%

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Expected Actual

17-18 Maintain 100%

Baseline 2016= 100%

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.1 Adopt a new CCSS-aligned ELA/ELD Curriculum & provide Professional Development

Adopted a new CCSS-aligned ELA/ELD Curriculum & provided Professional Development

Benchmark Advance & Journeys 4000-4999: Books And Supplies Lottery 5,000.00

Benchmark Advance & Journeys 4000-4999: Books And Supplies Lottery 24,597

Staff Development 1000-1999: Certificated Personnel Salaries Base 1,000.00

Salary Driven Benefits 3000-3999: Employee Benefits Base 183.00

Journeys 5800: Professional/Consulting Services And Operating Expenditures Ed Effectiveness 858

Accelerated Reader 5000-5999: Services And Other Operating Expenditures Base 5,386

Action 2





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1.2 Collect & Monitor Benchmark Data

Collected & Monitored Benchmark Data

Educator Assessment and Data Management System (EADMS) - PROVIDED BY HUSD


Learning Management System (LMS) - PROVIDED BY HUSD


Renaissance Learning 5000-5999: Services And Other Operating Expenditures Base 15,928

Action 3





1.3 ELA & Math Support/Intervention

Provided ELA & Math Support/Intervention

Paraprofessional (Guerrero) 2000-2999: Classified Personnel Salaries Supplemental 4,068.00

Paraprofessional (Guerrero) 2000-2999: Classified Personnel Salaries Supplemental 4,068

Salary Driven Benefits 3000-3999: Employee Benefits Supplemental 7,170.00

Salary Driven Benefits 3000-3999: Employee Benefits Supplemental 6,760

Intervention teacher (Mazza) 1000-1999: Certificated Personnel Salaries Supplemental 15,773.00

Intervention teacher (Mazza) 1000-1999: Certificated Personnel Salaries Supplemental 15,773

Action 4





1.4 Implement CCSS math curriculum and PD

Implemented CCSS math curriculum and PD

Everyday Math 4000-4999: Books And Supplies Base 1,000.00

Dreambox web-based training 5000-5999: Services And Other Operating Expenditures Base 1,200.00

Provided by HUSD

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Staff Development 1000-1999: Certificated Personnel Salaries Base 1,000.00

Staff Development 1000-1999: Certificated Personnel Salaries Base 180


Salary Driven Benefits 3000-3999: Employee Benefits Base 20

Action 5





1.5 PD Days, workshops and release time

Provided funding for PD Days, workshops and release time

Professional Development 5800: Professional/Consulting Services And Operating Expenditures Base 2,000.00

Professional Development 5000-5999: Services And Other Operating Expenditures Base 1,133

Staff Development/subs 1000-1999: Certificated Personnel Salaries Base 5,000.00

Staff Development/subs 1000-1999: Certificated Personnel Salaries Base 2,860


Salary Driven Benefits 3000-3999: Employee Benefits Base 287

Action 6





1.6 Recruit and retain highly-qualified teachers

Recruited and retained highly-qualified teachers

Teacher Salaries 1000-1999: Certificated Personnel Salaries Base 821,037.00

Teacher Salaries 1000-1999: Certificated Personnel Salaries Base 872,905

Salary Driven Benefits 3000-3999: Employee Benefits Base 250,700.00

Salary Driven Benefits 3000-3999: Employee Benefits Base 289,419

BTSA 1000-1999: Certificated Personnel Salaries Base 780

BTSA 3000-3999: Employee Benefits Base 123

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Action 7





1.7 ELD Summer school program

Provided ELD Summer school program

PROVIDED BY HUSD PROVIDED BY HUSD

Action 8





1.8 Technology enhanced reading/math resources

Provided technology enhanced reading/math resources

Dreambox and Lexia software 5000-5999: Services And Other Operating Expenditures Supplemental 3,000.00

Dreambox & Starfall 5000-5999: Services And Other Operating Expenditures Supplemental 17,034

Brain Pop Subscription 4000-4999: Books And Supplies Supplemental 1,050

Action 9





1.9 Math Innovation Design Team

Math Innovation Design Team convened

Extra-duty & subs 1000-1999: Certificated Personnel Salaries Base 5,000.00

Provided by HUSD


School visits 5000-5999: Services And Other Operating Expenditures Base 6,000.00

Curriculum, materials & supplies 4000-4999: Books And Supplies Base 3,000.00

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Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Actions and Services for this goal were implemented as planned.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. HCS continues an upward trend in student achievement as shown by the data reported above. HCS will continue to focus on improving achievement in mathematics and increasing the achievement of students with disabilities as well as students who are socio-econonimcally disadvantaged. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Healdsburg Charter School is a dependent Charter School and thus many services/actions thus expenditures are provided by the Healdsburg Unified School District. While it is possible to figure a per pupil cost for each expenditure this task can be difficult and time consuming; for this reason "provided by HUSD" is found in many expected expenditure fields. Increased cost of adoption of a new CCSS-aligned ELA/ELD Curriculum (Action 1.1) and increased costs for technology enhanced reading/math resources (Action 1.8)

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. CHANGES/ADDITIONS on Actions and Services for the future years LCAP: 1.1 Pilot/Adopt CCSS-aligned ELA/ELD Curriculum & PD changed wording to Implement new CCSS-aligned ELA/ELD Curriculum & PD 1.7 ELD Summer school program changed to just Summer school program 1.9 Math Innovation Design Team changed to say Implement Math Innovation Design Team Plan Added a new action and service: 1.10 Implement Social Science Framework Added a new action and service: 1.11 Additional Instructional Day

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Goal 2 Learning and instruction are active, student-centered, based in inquiry and connected to the world outside of school.


State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Technology Skills (learning.com). Goal of all students Proficient

17-18 300= Proficient

Baseline Data available in 17-18 school year.

Technology Skills (learning.com): 287= Basic (Compared to West Coast at 240)

Metric/Indicator 2 Healthy Fitness Zone Measures (5th)

17-18 At least 75%

Baseline 77.8%

2 Healthy Fitness Zone Measures (5th) increased by 16% (from 77.8% to 93.8%)

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Expected Actual

Metric/Indicator Course Access (Grades 1-6)

17-18 Maintain 100%

Baseline 2016= 100%

Course Access (Grades 1-6)- Maintained 100%

Metric/Indicator ELD Instruction to EL

17-18 Maintain 100%

Baseline 2016=100%

ELD Instruction to EL- Maintained 100%






2.1 Interdisciplinary inquiry-based projects

2.1 Implemented Interdisciplinary inquiry-based projects

PBL World Conference Fees 5000-5999: Services And Other Operating Expenditures Base 15,000.00

Three planning days & Showcase staff 1000-1999: Certificated Personnel Salaries Base 16,000.00

Salary Driven Benefits 3000-3999: Employee Benefits Base 2,897.00

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PBL Showcase materials & supplies 4000-4999: Books And Supplies Base 5,000.00

Action 2





2.2 Begin to implement Next Generation Science Standards and PD

Began implementation of Next Generation Science Standards and PD

Next Generation Foss Kits 4000-4999: Books And Supplies Lottery 5,000.00

Defined STEM Building License 5000-5999: Services And Other Operating Expenditures Lottery 1,200.00

NGSS Materials & Supplies 4000-4999: Books And Supplies Lottery 169

NGSS Materials & Supplies 4000-4999: Books And Supplies Base 267

NGSS Workshops 5000-5999: Services And Other Operating Expenditures Ed Effectiveness 292

Action 3





2.3 Increase Use of Tech through 2:1 program and additional software

Increased use of Tech through 2:1 program and additional software

Chromebooks & software 4000-4999: Books And Supplies Base 15,000.00

Chromebooks & software 4000-4999: Books And Supplies Base 3,930

Lexia Reading Core 5000-5999: Services And Other Operating Expenditures Base 2,000.00

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IXL Math 5000-5999: Services And Other Operating Expenditures Lottery 3,000.00

IXL Math 5000-5999: Services And Other Operating Expenditures Base 425

Action 4





2.4 Implement Learning Management System (LMS)

Implemented Learning Management System (LMS)

PROVIDED BY HUSD Provided by HUSD

Action 5





2.5 PD for CCSS, NGSS and 21st Century Skills

Provided PD for CCSS, NGSS and 21st Century Skills

Professional Development Trainer 5800: Professional/Consulting Services And Operating Expenditures Base 10,000.00

NGSS Professional Development 1000-1999: Certificated Personnel Salaries Ed Effectiveness 2,887

Salary Driven Benefits 3000-3999: Employee Benefits Ed Effectiveness 523

Action 6





2.6 K-9 Technology Literacy Curriculum and Assessment

Provided K-9 Technology Literacy Curriculum and Assessment


Action 7





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2.7 Continue Enrichment Program

Continued Enrichment Program PROVIDED BY HUSD PROVIDED BY HUSD

Action 8





Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Actions and Services for this goal were implemented as planned.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The use of technology to enhance teaching and learning continues through the infusion of more devices, more software including Lexia, Dreambox, and Instructional Technology Coaching for teachers. HUSD now has a 21st century skills assessment that is administered as a pre-test in the beginning of the school year and a post-test at the end of the school year. in 5th, 8th and 9th grade. The technology skills assessment data can be found at the beginning of this section and shows HUSD students score slightly above the comparison of all students who took the assessment on the west coast.The overall effectiveness of the actions/services to achieve the articulated goal is showing positive results. HUSD/HCS is beginning implementation of a Learning Management System, called PowerSchool Learning, that will increase the ability for students to compile an electronic portfolio of their work, allow students and families to access resources provided by the teacher at home and increase opportunities for communications between home and school. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Healdsburg Education Foundation (HEF) was not able to raise as much money as anticipated for k-5 technology which lead to a decrease in the amount of new devices purchased for replacement of aging devices.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. CHANGES/ADDITIONS on Actions and Services going forward: 2.3 Increase Use of Tech through 2:1 program and additional software was modified to Increase Use of Technology

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2.4 Implement Learning Management System (LMS) was modified to Implement Powerschool Learning

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Goal 3 Every student is well-known and learning environments foster equity, empathy and engagement.


State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)


Expected Actual

Metric/Indicator California Data Dashboard- Suspension Rate

17-18 Decrease 1-3% annually

Baseline 0.7%

California Data Dashboard- Suspension Rate increased by 0.4% (from 0.7% to 1.1%)

Metric/Indicator Decrease the Suspension Rate


Baseline 2016=0.7%

Suspension Rate increased by 0.3% (from 0.7% to 1.0%)

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Expected Actual

Metric/Indicator California Data Dashboard-Chronic Absenteeism Rate Chronic Absenteeism Rate (local) 17-18 Decrease 3-5% annually

Baseline 2016= 6.2%

California Data Dashboard-Chronic Absenteeism Rate decreased by 1.7% (from 6.2% to 4.5%)

Metric/Indicator California Data Dashboard- Parent Engagement (local) Actively Seeks Input of Parents 17-18 Increase 1-3% annually

Baseline 2016-2017= 48%

California Data Dashboard- Parent Engagement (local) Actively Seeks Input of Parents increased by 1% (from 48% to 49%)

Metric/Indicator California Data Dashboard- Parent Engagement (local) Participation at School (K-5 Parents) 17-18 Increase 1-3% annually

Baseline 2016-2017= 91%

California Data Dashboard- Parent Engagement (local) Participation at School (K-5 Parents) increased by 5% (from 91% to 96%)

Metric/Indicator California Data Dashboard- Parent Engagement (local) Supportive Learning (Parents) 17-18 Increase 1-3% annually

Baseline 2016-2017= 64%

California Data Dashboard- Parent Engagement (local) Supportive Learning (Parents) increased by 29% (from 64% to 93%)

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Expected Actual

Metric/Indicator California Data Dashboard- School Climate (local) School Connectedness (5th grade) 17-18 Increase 1-3% annually

Baseline 2016-2017= 100%

California Data Dashboard- School Climate (local) School Connectedness (5th grade) decreased by 2% (from 100% to 98%)

Metric/Indicator Decrease the Expulsion Rate


Baseline 2016= 0%

Expulsion Rate remained at 0%

Metric/Indicator Increase the Attendance Rate

17-18 Increase 1% annually

Baseline 2016= 96.21%

Attendance Rate slightly decreased by 0.32% (from 96.21% to 95.89%)

Metric/Indicator Decrease the Truancy Rate


Baseline 2016= 11.6%

Truancy Rate increased by 0.9% (from 11.6% to 12.5%)


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3.1 Parent Engagement/Coordination

Provided Parent Engagement/Coordination


Action 2





3.2 Surveys of Parents, Students and Teachers

Provided Surveys to Parents, Students and Teachers


Action 3





3.3 ELAC and DELAC Meetings

Continued ELAC and DELAC Meetings

ELAC & DELAC Supplies 4000-4999: Books And Supplies Supplemental 500.00

Translators 2000-2999: Classified Personnel Salaries Supplemental 500.00

Translators 2000-2999: Classified Personnel Salaries Supplemental 48

Salary Driven Benefits 3000-3999: Employee Benefits Supplemental 50.00

Salary Driven Benefits 3000-3999: Employee Benefits Supplemental 10

Action 4





3.4 Team Building Activities

Provided Team Building Activities PROVIDED BY HUSD Team Building Materials & Supplies 4000-4999: Books And Supplies Base 504

Action 5





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3.5 Restorative Practices Initiative

3.5 Began Restorative Practices Initiative

Assemblies & Professional Development 5000-5999: Services And Other Operating Expenditures Base 1,000.00

Action 6





3.6 Pro-Social emotional education

Provided Pro-Social emotional education


Bilingual Office Support 1000-1999: Certificated Personnel Salaries Supplemental 19,484


Action 7





3.7 K-5 Psychologist/Counselor: social/emotional barriers

Provided K-5 Psychologist/Counselor: social/emotional barriers

Psychologist 1000-1999: Certificated Personnel Salaries Supplemental 49,116.00

Psychologist (Charlesworth) 1000-1999: Certificated Personnel Salaries Supplemental 48,845

Salary Driven Benefits 3000-3999: Employee Benefits Supplemental 15,200.00


Counselors provided by HUSD Counselors provided by HUSD

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Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The actions and services for this goal were generally implemented as planned with few exceptions. The website was completely redesigned to be more user friendly and accessible. The beginning implementation of Restorative Practices has begun and will be expanded upon in the future. Full-time k-5 School Psychologist provide focused social-emotional support will continue. New in 2017-18 School Year and will continue in future years, HUSD now has a dedicated Behavioral Specialist who provides support k-12 to craft and monitor Behavior Intervention Plans for our students significant behavioral issues and consults with teachers on classroom management and helping staff problem-solve issues with lower level behavior problems Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The overall effectiveness of the actions and services to achieve this goal were fairly positive as measured by survey data of parents and students regarding school connectedness, supportive learning environments and actively seeking input of parents. HUSD desires to increase the percent of parents who participate in school activities and take on leadership roles. The truancy, chronic absenteeism rate, dropout, suspension and expulsion rates remain low, however, HCS is always striving to decrease these numbers. In 2017-18 and beyond HCS will continue to focus on Restorative Practices, implementation of pro-social emotional learning, team building activities and team-based instructional models such as Project Based Learning. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. None.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. CHANGES/ADDITIONS on Actions and Services going forward: 3.3 ELAC and DELAC Meetings was changed to just ELAC and DELAC 3.5 Restorative Practices Initiative was modified to Restorative Practices 3.7 K-5 School Psychologists/Counselor was changed to School Psychologists/Counselors/Behavior Specialist: social emotional barriers Added a new action and service: 3.8 Informational Workshops/Events for Parents Added a new action and service: 3.9 Fingerprint Clinics for Parent Volunteers Added a new action and service: 3.10 Translators & Childcare for Events Added a new action and service: 3.11 Improve Communications with Families and Community

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Goal 4 Provide and maintain facilities that support a 21st century learning environment.


State Priorities: X Priority 1: Basic (Conditions of Learning) Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator Dashboard- Basics (Local)

17-18 Continue to meet

Baseline 2016= Met

Dashboard- Basics (Local)- Met

Metric/Indicator All Facilities Good (FIT)*

17-18 All Facilities continue to be in "Good" condition on the FIT report

Baseline All Facilities are in "Good" condition on the FIT report

All Facilities Good (FIT)- Good

Metric/Indicator Number of identified instances where facilities do not meet "good repair"

17-18 0

Number of identified instances where facilities do not meet "good repair"- 0

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Expected Actual

Baseline 2016= 0

Metric/Indicator Increase percentage of parents of K-5 students that report HUSD has clean and well-maintained facilities and properties on the California Healthy Kids/HUSD Survey by 1-3% annually


Baseline 2016-2017= 95%

The percentage of parents of K-5 students that report HUSD has clean and well-maintained facilities and properties on the California Healthy Kids/HUSD Survey decreased by 2% (from 95% to 93%)






4.1 Complete HES Campus Remodel

4.1 Completed HES Campus Remodel


Action 2





4.2 Complete Fitch Mountain Campus Remediation Work

Completed Fitch Mountain Campus Remediation Work


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Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Actions and services for this goal were implemented as planned. HUSD continues to work with designers, architects, and building/construction partners to ensure facilities projects are completed in a timely and cost effective manner. Healdsburg Elementary school has received new plumbing, windows, carpet, and paint. HUSD continues to rectify construction issues from the past at Fitch Mountain Campus. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The overall effectiveness of the actions/services of this goal as measured by the FIT report and parent survey's are positive.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. The overall costs of the projects did not materially change.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. CHANGES/ADDITIONS on Actions and Services going forward: 4.1 Continue HES Campus Remodel was changed to HES shade structure and classroom lighting 4.2 Fitch Mountain Campus Remediation Work was changed to FMC furniture that supports PBL and use of technology

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Stakeholder Engagement

LCAP Year: 2018-19

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

Due to the small nature of HUSD Governing Councils, known as Site Councils in most school districts, at each school serve as the LCAP Advisory Committee. Students, parents, teachers, administrators, counselors, classified staff and community members are all members of each Governing Council. The one exception is that students are not on the k-5 Governing Councils. The following reflects the dates each stakeholder group was provided the opportunity to review the goals, actions/services, data and provide input. Either the Superintendent or the Director of Curriculum and Instruction was present at each of the meetings listed below: 2/13/18 - Charter School Governing Council 2/20/18 - Junior High School Governance Council 2/22/18 - Elementary English Learner Advisory Council 3/1/18 - Healdsburg Elementary Governance Council 3/8/18 - Healdsburg High School Governance Council 3/20/18 - Fitch Mountain Campus Staff 3/21/18 - High School Staff 3/21/18 - Junior High School Staff 3/22/18 - Secondary English Learner Advisory Committee 3/27/18 - Healdsburg Elementary Staff Meeting 4/12/18 - District English Learner Advisory Committee Committee 3/14/18 - LCAP Annual update provided to the HUSD Board of Trustees during the regularly scheduled monthly Board meeting 4/18/18 - HUSD Board of Trustees were provided a summary of LCAP Actions/Services for 2017-2020 and data. As part of the annual process to update and improve the LCAP the Board of Trustees input and guidance was solicited during the regularly scheduled monthly Board meeting. 6/6/18 – Public hearing on the LCAP. Public hearing on the Budget. 6/13/18 – LCAP will be approved. Budget will be approved. In addition to the input sessions outlined above the Director of Curriculum and Instruction, the Superintendent, the Director of Student Supports shared information regarding the HUSD LCAP and solicited input during a number of other meetings with community

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partners such as the Public School Success Team (PSST), Foster Youth Liaison Meetings, Healdsburg Education Foundation, etc. The Collective Bargaining units provided input during the staff/faculty meetings. In addition to the input sessions above students in grades 5-12, parents and staff completed an online survey. Students in the younger grades provided input through classroom discussions with their teachers that were then reflected during staff input sessions. Additionally, students in grades 3-5 provided input through Student Council meetings. The survey's of the 3 stakeholder groups are very similar in the number and types of questions. It is important to HUSD that we gain an understanding of how the various stakeholder groups view the same topics/questions. The online surveys were launched in mid-February and remained open until April 1st. The survey of students was completed in class. They survey of teachers was completed anonymously via an email link. The survey of parents was distributed through the weekly school newsletters, through Facebook and on the District website. The survey for parents was in both English and Spanish.

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

Input from Charter Governing Council: • Continue to implement and purchase more technology (devices, software, large monitors for classrooms) and retain instructional technology

coaches • Continue to offer more and diverse Parent Education and Outreach workshops/events • Continue to increase staffing for intervention services • Continue to address math achievement though professional development, coaching and updating curriculum resources • Continue to provide professional development, staff and resources to support Social Emotional Learning and Restorative Practices • Continue to update facilities and furniture to support collaboration, critical thinking, creativity and communication between and among

students and staff • Continue to update curriculum, as it becomes available • Continue to expand opportunities for students to get extra help after school • Continue team building events/experiences • Continue to increase the number of paraprofessionals • Offer summer programs for all students • Improve the Enrichment Program • Continue to offer and improve the Spanish Language program • Continue to update furniture and facilities to promote 21st century learning environments Input from ELAC/DELAC • Increase communication about school options/programs/opportunities, particularly for Latino families, and decrease the barriers for enrollment

into the Charter School

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• Continue interventions for students, particularly in math • Continue parent leadership training and opportunities for parents to better understand and be involved at school • Connie and expand technology devices and training for students and their parents • Continue the English Language Development program, known as Accelerated English, and refine as needed • Continue to monitor RFEP students and provide mentoring to students and coaching to teachers • Continued desire to add a Parent and Community Engagement Coordinator • Increase opportunities for all students to engage in learning and community building activities together • Increase English and Spanish literacy and technology classes for parents Input from Staff Meetings: • Continue to update facilities and furniture to support collaboration, critical thinking, creativity and communication between and among

students and staff • Continue to update curriculum and provide professional development to promote alignment to new Standards and Frameworks • Continue to add and improve events and opportunities for parents to engage with the schools and support parents taking a more

active/leadership role with the school/district • Continue to provide time and support for horizontal and vertical articulation • Continue to focus on improving math achievement by providing coaching, researching new methods/pedagogy, etc. • Continue to provide diverse and numerous enrichment opportunities • Continue to support social emotional learning and intervention through curriculum and staff, particularly counselors and school psychologists,

and restorative practices • Continue to provide and expand team and community building events • Continue to implement and purchase more technology and provide technology coaching • Expand Summer School offerings/opportunities • Continue to purchase new curriculum that is specifically designed for students with disabilities both within the Special Education classrooms

and in the General Education classrooms • Continue to support and expand tutoring and other support opportunities • Provide a School Psychologist and/or Counselor at each school site Input from Students: • Continue to hire and train highly qualified teachers • Continue to offer a wide variety of activities and events • Provide more and different types of assistance when students struggle, both academically and socially • Continue to update furniture, facilities and add technology • Continue to help students understand what is needed to be prepared for college, careers and life • Continue to get input from students Input from Board of Trustees: • Continue to refine instructional programs to ensure all students have access to standards-alinged curriculum and courses and focus on

inquiry-based learning • Continue to expand Parent Engagement and Education opportunities • Continue focus and support to increase mathematics achievement

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• Continue implement and purchase technology and retain instructional technology coaches • Continue to use data to inform decision-making When reviewing data with stakeholder groups, particularly educators, the persistent achievement gap of Students with Disabilities was noted. The greatest needs identified by stakeholders for Students with Disabilities are: • Access to general education classrooms • Training for all staff in differentiation/Universal Design Principles • More training for general education teachers to better understand the nature of student's disabilities • Work with parents to help them understand how to help their student • Continue to use assessments to measure progress and guide instruction Overall the input sessions were very positive with recommendations to continue current programs and expand opportunities listed above.

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

(Select from New Goal, Modified Goal, or Unchanged Goal) X Unchanged Goal

Goal 1 All students progress in their ability to communicate and problem solve through mastery in literacy and mathematics.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes)

Local Priorities: Identified Need: All students, including English Language Learners, low income, foster youth and students with tisalbity, need to be college and career ready. Research shows the two most important measures of college and career readiness are literacy and mathematics achievement. Expected Annual Measurable Outcomes

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

ELA CAASPP (3rd Grade)*

2016= 56%

2017= 64% Increase by 3-5% annually

Increase by 3-5% annually

ELA CAASPP (4th Grade)

2016= 54%



ELA CAASPP (5th Grade)

2016=71%



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DASHBOARD- Academic English Language Arts ELA (Grades 3-8) Distance Away From 3

2016= +24

2017= +20.8 Decrease by 8 points each year

Decrease by 8 points each year

Math CAASPP (3rd Grade)

2016= 56%



Math CAASPP (4th Grade)

2016=58%



Math CAASPP (5th Grade)*

2016=58%



DASHBOARD- Academic Mathematics Mathematics (Grades 3-8) Distance Away From 3

2016= +18

2017= +13.2 Decrease by 8 points each year

Decrease by 8 points each year

Course Access (Grades 1-6)*

2016= 100%

2017= 100% Maintain 100% Maintain 100%

ELD Instruction to EL* 2016= 100%


DASHBOARD-EL Progress

2016= 63%

2017= 70.8% TBD TBD

EL who gain at least one level(CELDT)

2016= 40%

2017= N/A Increase by 3% annually Increase by 3% annually

Increase the percent of English Learners who are reclassified as Fluent English Proficient (RFEP)

2016=15%

2017= 22% Increase by1-3% annually


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ELD Services for EL Students Daily

2016= 100%


DASHBOARD- Basics 2016= Met

2017= Met Continue Meeting Continue Meeting

California Data Dashboard- Teacher Misassignment Rate

2016= 0%


California Data Dashboard- Vacant Teacher Positions

2016= 0%


California Data Dashboard-EL Missasignment*

2016= 0%


California Data Dashboard- Williams Complaints

2016= 0%


California Data Dashboard-Access to Standards Based Materials*

2016= 100%


DASHBOARD-Implementation of the Standards

2016= Met

2017= Met Continue Meeting Continue Meeting

California Data Dashboard-Implementation of the Standards*

2016= 100%


California Data Dashboard-Access to Standards Based Materials*

2016= 100%


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

startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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


[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

Actions/Services Select from New, Modified, or Unchanged for 2017-18

Select from New, Modified, or Unchanged for 2018-19


X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.1 Adopt a new CCSS-aligned ELA/ELD Curriculum & provide Professional Development

Implement CCSS-aligned ELA/ELD curriculum & provide Professional Development

Continue implementation CCSS-aligned ELA/ELD curriculum & provide Professional Development

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 5,000.00 5,000.00 5,000.00 5,000.00 5,000.00 5,000.00 Source Lottery Lottery Lottery 5,000.00 5,000.00 5,000.00 Budget Reference

4000-4999: Books And Supplies Benchmark Advance & Journeys

4000-4999: Books And Supplies Benchmark Advance

4000-4999: Books And Supplies Benchmark Advance

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Amount 1,000.00 1,000.00 1,000.00 1,000.00 1,000.00 1,000.00 Source Base Base Base 1,000.00 1,000.00 1,000.00 Budget Reference

1000-1999: Certificated Personnel Salaries Staff Development



Amount 183.00 183.00 183.00 183.00 183.00 183.00 Source Base Base Base 183.00 183.00 183.00 Budget Reference

3000-3999: Employee Benefits Salary Driven Benefits



Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


X All X All Schools

OR








X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.2 Collect & Monitor Benchmark Data Continue to Collect & Monitor Benchmark

Data Continue to Collect & Monitor Benchmark

Data Budgeted Expenditures

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Year 2017-18 2018-19 2019-20 Budget Reference




Budget Reference






[Add Students to be Served selection here] [Add Location(s) selection here]

OR




X English Learners X Low Income

X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.3 ELA & Math Support/Intervention Continue to provide ELA & Math

Support/Intervention Continue to provide ELA & Math

Support/Intervention Budgeted Expenditures

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Year 2017-18 2018-19 2019-20 Amount 4,068.00 4,191.00 4,316.00 4,068.00 4,191.00 4,316.00 Source Supplemental Supplemental Supplemental 4,068.00 4,191.00 4,316.00 Budget Reference

2000-2999: Classified Personnel Salaries Paraprofessional (Guerrero)

2000-2999: Classified Personnel Salaries Paraprofessionals

2000-2999: Classified Personnel Salaries Paraprofessionals

Amount 7,170.00 13,871 14,357 7,170.00 13,871 14,357 Source Supplemental Supplemental Supplemental 7,170.00 13,871 14,357 Budget Reference




Amount 15,773.00 33,589 34,765 15,773.00 33,589 34,765 Source Supplemental Supplemental Supplemental 15,773.00 33,589 34,765 Budget Reference

1000-1999: Certificated Personnel Salaries Intervention teacher (Mazza)

1000-1999: Certificated Personnel Salaries Intervention teacher (Mazza)

1000-1999: Certificated Personnel Salaries Intervention teacher



X All X All Schools

OR








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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.4 Implement CCSS math curriculum and PD

Continue to implement CCSS math curriculum and PD

Continue to implement CCSS math curriculum and PD

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 1,000.00 1,000.00 1,000.00 1,000.00 1,000.00 1,000.00 Source Base Base Base 1,000.00 1,000.00 1,000.00 Budget Reference

4000-4999: Books And Supplies Everyday Math




5000-5999: Services And Other Operating Expenditures Dreambox web-based training













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X All X All Schools

OR








X Modified Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.5 PD Days, workshops and release time PD Days, workshops and release time PD Days, workshops and release time Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 2,000.00 2,000.00 2,000.00 2,000.00 2,000.00 2,000.00 Source Base Base Base 2,000.00 2,000.00 2,000.00 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Professional Development




1000-1999: Certificated Personnel Salaries Staff Development/subs



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Amount 4,627 4,789 4,627 4,789 Source Supplemental Supplemental 4,627 4,789 Budget Reference

1000-1999: Certificated Personnel Salaries Additional Professional Development Day

1000-1999: Certificated Personnel Salaries Additional Professional Development Day

Amount 1,614 1,670 1,614 1,670 Source Supplemental Supplemental 1,614 1,670 Budget Reference





X All X All Schools

OR








X Modified Action X Unchanged Action X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.6 Recruit and retain highly-qualified teachers

Continue to recruit and retain highly-qualified teachers

Continue to recruit and retain highly-qualified teachers

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 821,037.00 860,486 890,603 821,037.00 860,486 890,603 Source Base Base Base 821,037.00 860,486 890,603 Budget Reference

1000-1999: Certificated Personnel Salaries Teacher Salaries



Amount 250,700.00 300,056 310,558 250,700.00 300,056 310,558 Source Base Base Base 250,700.00 300,056 310,558 Budget Reference






X All [Add Students to be Served selection here]

[Add Location(s) selection here]

OR




X English Learners [Add Students to be Served selection here]

[Add Scope of Services selection here] X All Schools [Add Location(s) selection here]

Actions/Services

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X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.7 ELD Summer school program Summer school program Summer school program Budgeted Expenditures Year 2017-18 2018-19 2019-20 Budget Reference

PROVIDED BY HUSD

PROVIDED BY HUSD

PROVIDED BY HUSD



[Add Students to be Served selection here] [Add Location(s) selection here]

OR




X English Learners X Low Income

X Limited to Unduplicated Student Group(s) X All Schools




X New Action X Modified Action X Unchanged Action

X Modified Action

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

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1.8 Technology enhanced reading/math resources

Technology enhanced literacy/math resources

Technology enhanced literacy/math resources

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 3,000.00 3,000.00 3,000.00 3,000.00 3,000.00 3,000.00 Source Supplemental Supplemental Supplemental 3,000.00 3,000.00 3,000.00 Budget Reference

5000-5999: Services And Other Operating Expenditures Dreambox and Lexia software





X All X All Schools

OR








X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.9 Math Innovation Design Team Implement Math Innovation Design Team

plan Continue to implement Math Innovation

Design Team plan

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 5,000.00 5,000.00 5,000.00 5,000.00 5,000.00 5,000.00 Source Base Base Base 5,000.00 5,000.00 5,000.00 Budget Reference

1000-1999: Certificated Personnel Salaries Extra-duty & subs








5000-5999: Services And Other Operating Expenditures School visits




4000-4999: Books And Supplies Curriculum, materials & supplies





X All X All Schools

OR

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

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







X New Action X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services N/A 1.10 Implement Social Science

Framework Continue to implement Social Science

Framework Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 1,000 1,000 1,000 1,000 Source Title II Title II 1,000 1,000 Budget Reference

1000-1999: Certificated Personnel Salaries Extra duty and Subs for teachers to attend Professional Development

1000-1999: Certificated Personnel Salaries Extra duty and Subs for teachers to attend Professional Development

Amount 200 200 200 200 Source Title II Title II 200 200 Budget Reference

3000-3999: Employee Benefits Salary Driven & H/W Benefits

and annual update lcap year accountability planmathematics achievement. budget summary complete the...

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