lea: enterprise elementary school district contact (name ... · page 1 of 73 . d§ 15497.5. local...

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d§ 15497.5. Local Control and Accountability Plan and Annual Update Template. Introduction: LEA: Enterprise Elementary School District Contact (Name, Title, Email, Phone Number):Brian Winstead, Superintendent [email protected] LCAP Year: 2015-16

Local Control and Accountability Plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.

For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.

Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.

The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.

For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.

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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)

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

Involvement Process Impact on LCAP -December-January of the 14-15 school year, provided a survey for parents, students, and staff to review progress and solicit input regarding programs for all students, with special focus on LI, EL, and FY students -November/January/March – shared a synopsis of the principal reports with Administrative Council regarding site progress toward goal achievement. -Shared with the Board on January 7, 2015 the status of progress on the 2014-15 goals and also requested a revision of one of the action steps. -Received and reviewed status of progress on 2014-15 goals, evaluated progress on 2/15 with admins; discussed what working well and what they saw as needs for the next year -3/5 met with parents, administrators, union representatives, Bargaining Unit members, District office personnel, (we invited students, but only one student attended), and at this meeting we shared progress toward goals, requested input for the revision for 15-16 -3/6 Met with Title I parent group to discuss progress toward LCAP goals, requested input for the 15-16 revision -5/11 Met with stakeholders, including ELAC, PAC (made up of LI, FY parents, EL parents, GATE parents, community members, teachers, classified personnel, District office staff, administrators, Board members, and again, invited students to attend, but none attended) to go over LCAP revisions for the 15-16 school year and solicit input from the 3/5 and 3/6 meetings 5/27 First public hearing at board meeting regarding LCAP for community

Due to the need for reducing expenditures in the LCAP, and hearing stakeholder input regarding our goals and receiving new input regarding possible additions for the 15-16 year, we have changed the following in the EESD LCAP update: 1. We will not offer summer learning in summer of 2016 (unless the May revise is approved in June2015) 2. We will not add a counselor in 2015-16 3. We will not add more time/resources to the liaison position as it did not give us the results we had desired. 4. We are keeping the Collaboration model the same as this current year and not adding the 4 fine arts teachers because the current model is successful. 5. The additional student engagement activity we are adding for each site during the 15-16 year will be geared toward high achievers who need an additional challenge and enrichment. It will serve GATE students at each site. -Due to parent and staff input, we are adding two bilingual aides to serve our EL students as well as adding an English Language Service Family Coordinator to coordinate services for our EL families, to translate, interpret, provide parent and student education services, and to train bilingual aides and teachers to best serve our EL population.

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members, Board members, and other stakeholders from the district 6/10 Second public hearing at board meeting regarding LCAP Board approved the LCAP plan for the 15-16 school year

-Again, due to popular demand and parent input, we are adding READY! for Kindergarten classes three times a year for parents of 0-5 year olds so students have the opportunity to enter school prepared. -We are funding transportation out of LCAP dollars this year to ensure students can attend school. -due to parent and staff input, we are adding health clerks to the K-5 sites and continuing support of health clerks at the middle school sites to accommodate extreme health needs and allow for student needs to be met.

Annual Update: -December-January of the 14-15 school year, provided a survey for parents, students, and staff to review progress and solicit input regarding programs for LI, EL, and FY students -On a monthly basis, principals are required to send in data to the DO regarding collaboration, extended day classes, participation in parent ed, family nights, sports, clubs, how they are working to decrease chronic absenteeism and suspension rates, how they are working to increase reclassification rates, how the library money has been spent, and other important issues relating to the site/district LCAP goals. -November/January/March – shared a synopsis of the principal reports with Administrative Council regarding site progress toward goal achievement. -Shared with the Board on January 7, 2015 the status of progress on the 2014-15 goals and also requested a revision of one of the action steps. -Received and reviewed status of progress on 2014-15 goals, evaluated progress on 2/15 with admins; discussed what working well and what they saw as needs for the next year -3/5 met with parents, administrators, union representatives, Bargaining Unit members, District office personnel, (we invited students, but only one student attended), and at this meeting we shared progress toward goals, requested input for the revision for 15-16 -3/6 Met with Title I parent group to discuss progress toward LCAP goals, requested input for the 15-16 revision 5/11 Met with stakeholders, including ELAC, PAC (made up of LI, FY parents, EL

Annual Update: -Due to the need for reducing expenditures in the LCAP, and hearing stakeholder input regarding our goals and getting fresh input regarding possible additions for the 15-16 year, we have changed the following in the LCAP update: 1. We will not offer summer learning in summer of 2016 unless May revise is approved 2. We will not add a counselor in 2015-16 3. We will not add more time/resources to the Liaison position because we did not see the results we desired yet 4. We are keeping the Collaboration model the same as this current year and not adding the 4 fine arts teachers because the current model is successful 5. The additional student engagement activity we are adding for each site during the 15-16 year will be geared toward high achievers who need an additional challenge and enrichment. This activity will serve GATE students at each site.

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parents, GATE parents, community members, teachers, classified personnel, District office staff, administrators, Board members, and again, invited students to attend, but none attended) to go over LCAP revisions for the 15-16 school year and solicit input from the 3/5 and 3/6 meetings 5/27 First public hearing at board meeting regarding LCAP for community members, Board members, and other stakeholders from the district 6/10 Second public hearing at board meeting regarding LCAP Board approved the LCAP plan for the 15-16 school year

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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 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals.

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, 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.

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Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.

Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).

Schools: Identify the 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 52052 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 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Actions/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 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.

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

GOAL: 1. All students will receive high quality Common Core classroom instruction and CC aligned curriculum as available, promoting college and career readiness and the closing of the achievement gap, as measured by a 5% increase in percentage of students meeting grade level standards or above on CAASPP assessments from baseline in 2015 to spring 2017.

Related State and/or Local Priorities: 1_X_ 2_X_ 3_X_ 4_X_ 5_X_ 6_X_

7_X_ 8_X_ COE only: 9__ 10__

Local: Specify _____________________

Identified Need:

Our district focus on high quality Common Core instructional strategies and implementation of CC aligned curriculum to help promote college and career readiness and also close our achievement gap is a critical need. Our teachers struggle to find materials to teach CCSS. We also have documented local and county assessment scores as being below proficient. Our iREADY scores also indicate a need for improving the instructional practices provided our students and a focus on adopting CC aligned materials.

Goal Applies to: Schools: All Applicable Pupil Subgroups: All

LCAP Year 1: 2015-16

Expected Annual Measurable Outcomes:

1a. Increased mastery of CCSS skills through collaboration and lesson study. (Priority 1,2) 1b. Ensure students are taught by teachers fully credentialed in subject areas in which they are teaching and certified as

required. (Priority 1,4) 1c. Students must have CCSS aligned curriculum it is available (math, READY, iREADY, Kim Sutton CC math kits, for

example), library support materials and library staff and resources. (Priority 1) 1d. Maintain all facilities in good repair per Ed Code 17002(d). (Priority 1) 1e. Additional instruction time for identified sub group students. (Priority 2,4,5,7,8) 1f. Increased mastery of, training, support, and access to technology (staff and students). (Priority 1,2,4,5,7,8) 1g. Funding for LI, EL, FY students to access WES camp. (Priority 5,7,8) 1h. Teacher support to learn CC methodologies and strategies from site literacy coaches and other PD, including K-2 STEM

grant, 6-8 STEM grant, EEI (CA Educational Environmental Initiative replacement units in science and history, aligned to NGSS, CCSS, created by CDE with history and science professors, teachers, and National Geographic, collaborative PT scoring, and grade level curriculum meetings. (Priority 2,4)

1i. All students access College Readiness Standards. (Priority 2,5,8) 1j. Increased student achievement through support of instructional aides and small group intervention time. (Priority 4,7,8) 1k. Provide financial support to ACE for it to continue and to increase student achievement. (Priority 3,4) 1l. Increase reclassification rates by 1% each year (current district rate of reclassification is 10%), thus also increasing

percentage of EL students scoring proficient on the CAASPP assessments, showing mastery of CCSS. Expand staff

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development for K-2 teachers in ELD program, so that the ELD program spans grades K-8. (Priorities 2,3,4,6,7,8) 1m. Show growth in API scores by focusing on CCSS and providing a broad course of study for all students, including EL,

LI, and FY. (Priority 4,7,8) 1n. Kindergarten Readiness Initiative - READY! for Kindergarten parent education, focused on parents of children ages 0-5,

three times per year so that our students enter kindergarten ready for success in school. (Priority 2, 3,5, 10,) 1o. Provide services for our EL families which will allow for interpreting services, liaison services between home and school,

trainings for bilingual aides, direct services to EL students for intervention & tutoring, all designed to increase student achievement. (Priority 2, 3, 4, 8, )

(Conditions of Learning) All students are involved in Broad course of study, including our unduplicated students – LI, EL, FY, SPED No one is tracked into targeted classes all day. Intervention groups are used that are fluid and data based.

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

1a. Money for substitutes so all teachers collaborate 2 times per month, giving time to teachers to learn instructional strategies necessary for mastery of CCSS curriculum/methodologies. This is school wide and it did occur school wide last year as well as for the 15-16 year.

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

$50,000 O:1100, 3000 R:0100 P:1184

1b. Maintain sufficient certificated teacher and admin workforce to deliver the educational program responsive to enrollment that are NCLB compliant and appropriately assigned. For the 2015-16 year EESD is 100% NCLB compliant.


$17,302,302 O:1000,3000 R: 0000, 0100, 3010, 4035, 6010, 6105, 6500, 7405

1c. District adopted new CCSS aligned math textbooks for full implementation in 2015-16.

District will maintain current library staffing level. District will purchase additional library

books/materials.


Library Staffing $194,000 O:2200,3000 P:1300 R:0100 Support Materials $12,000 O:4210 P:1300 R:0100

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1d. Facilities will be maintained by grounds, maintenance, and custodial staffing. Site inspections performed monthly, deficiencies reported for corrective action. Annual reporting of facility condition in SARC.


$785,846 O:2200,3000 R:8150 P:8150 $309,412 O:5600 R:8150 P:8150 $100,000 O:4500 R:8150 P;8100 $874,480 O;2200,3000 R:0000 P:8200

1e. Extended day classes available at each site on Tuesdays, Wednesdays, Thursdays for one hour for specific intervention. Transportation provided for those needing it. Priority enrollment is for LI, EL, and FY.

LEA wide __ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils _X_English Learners _X_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$50,000 O:5710 R:0100 P:1198 $12,000 O:5630 R:0100 P:1615

1f. Purchase and deploy 900 additional chromebooks to sites, focusing on K-3 grades and special education classes. We will be 1:1 in 5-8, 1:2 in 4th grade, and 10 devices per classroom, K-3, with a chromebook lab at each site as well. The Ed Tech Instructional Coach Team (4 FTE) will provide PD, support, and training to teachers and students.

LEA wide

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

$147,000 O:4410 R0100 $123,000 O:4410 R:0000 $350,000 O:1100,3000 R:0100 P:1600

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1g. Increase funding for WES camp so LI, EL, and FY students can access WES camp without hardship.


$40,000 R:0100 O:5800

1h. Increased and continue teacher support and professional development in intervention strategies, CC strategies, and new textbook training from Site Literacy coaches. Increase services of Site Lit so that every site has a full time site lit coach. During the 2015-16 school year we have also6 teachers participating in the 6-8 STEM grant and 6 teachers participating in the K-2 STEM grant. We also have had 100% of our K-8 history and science teachers trained in the EEI (CA Education and Environmental Initiative) which is a series of replacement units for history and science aligned to the NGSS, CCSS, and the new history standards. Teachers use these units as replacements to old units from the previous standards. CDE developed them in conjunction with science and history teachers, professors, and National Geographic. They are FREE. By 17-18 we will be utilizing the NGSS in their entirety. (1 FTE)

LEA wide


$588,163 O:1100,3000 R: 3010 P:1590

1i. Increase opportunities at each site to focus on college vocabulary and college/career readiness activities. To be carried out by certificated staff (See Goal 1b.)


No separate associated cost.

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1j.Support in small group instruction time in classrooms provided by instructional aides who are trained and supported by site literacy coaches. The FTE of aide support and priority of service is provided based upon numbers of LI, EL, and FY at each site.


$750,000 O:1000-5000 R:0100 P:1179 M:014

1k. Continue providing financial support to the after school program so that it continues and our LI, FY, and EL students as priority, receive enrichment activities, homework time, intervention time, and other academic endeavors.


$72,000 O:5710 R:0100 P:1140

1l. EESD will expand the ELD training offered. Due to the influx of EL students at the K-2 level, we will begin a new cohort of K-2 teachers in the three year training/coaching program “Teaching English as a Foreign Language”. Year 1 is 4 days training, 3 of coaching. EESD reclassification rates will increase by 1% from 10% currently.

LEA wide

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

Contract for training: $40,000 O:5805 P:1600 R:4203,4035 M:007 Subs $11,000 O:1000,3000 R:4203,4035 P:1600 M:007

1m. EESD will increase API scores to the designated level when the baseline has been established for the CAASPP. To be carried out by existing certificated staff (See Goal 1b.)



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1n. READY! for Kindergarten parent education, focused on parents of children ages 0-5, three times per year so that our students enter kindergarten ready for success in school. Classes are provided in English and Spanish.

LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$25,000 O:4300 R:0100

1o. Provide services for our EL families which will allow for interpreting services, liaison services between home and school, trainings for bilingual aides, direct services to EL students for intervention & tutoring, all designed to increase student achievement.

LEA wide __ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils _X_English Learners __Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$55,000 O:2100,3000 R:0100

1p. LEA wide __ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

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1a. Increased mastery of CCSS skills through increased collaboration. (Priority 1,2) 1b. Ensure students are taught by teachers fully credentialed in subject areas in which they are teaching and certified as

required. (Priority 1,4) 1c. Students must have CCSS aligned curriculum as it is available, library support materials and library staff and resources.

(Priority 1) 1d. Maintain all facilities in good repair per Ed Code 17002(d). (Priority 1) 1e. Additional instruction time for identified sub group students. (Priority 2,4,5,7,8) 1f. Increased mastery of, training, and access to technology. (Priority 1,2,4,5,7,8) 1g. Funding for LI, EL, FY students to access WES camp. (Priority 5,7,8) 1h. Teacher support in learning CC methodologies and strategies from site literacy coaches. Continue with STEM grants

and use of the EEI replacement free units for history and NGSS science. (Priority 2,4) 1i. All students access to College Readiness Standards. (Priority 2,5,8) 1j. Increased student achievement through instructional aide support and small group instructional time. (Priority 4,7,8) 1k. Provide financial support to ACE for it to continue and to increase student achievement. (Priority 3,4) 1l. Increase reclassification rates by 1% each year, increase percentage of EL students scoring proficient on the CAASPP

assessments thus mastering CCSS, and expand staff development for K-2 teachers in ELD program, so that the ELD program spans grades K-8. (Priorities 2,3,4,6,7,8)

1m. Show growth in API scores by focusing on CCSS and providing a broad course of study for all students, including EL, LI, and FY. (Priority 4,7,8)

1n. READY! for Kindergarten parent education, focused on parents of children ages 0-5, three times per year so that our students enter kindergarten ready for success in school(Priority 2, 3, 4, 6)

1o. Provide services for our EL families which will allow for interpreting services, liaison services between home and school, trainings for bilingual aides, direct services to EL students for intervention & tutoring, all designed to increase student achievement. (Priority 2, 3, 5, 10)

(Conditions of Learning) All students are involved in Broad course of study, including our unduplicated students – LI, EL, FY, SPED No one is tracked into targeted classes all day. Intervention groups are used that are fluid and data based.




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1a. Money for substitutes so all teachers collaborate 2 times per month, giving time to teachers to learn instructional strategies necessary for mastery of CCSS.


Continue

1b. Maintain sufficient appropriately certificated teacher and admin workforce to deliver the educational program responsive to enrollment. 100% will be NCLB compliant.


Continue

1c. District adopted CCSS aligned math textbooks. Ongoing training is provided by SCOE, CPM, and publishers. District will seek to pilot ELA CCSS aligned materials as they are available.

District will maintain current library staffing level.


$85,870 O:4140 R:0100



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1e. Continue Extended Day Intervention and ELD Classes three days a week for 1 hour after school, with priority to LI, EL, and FY. Bussing available for those needing it.

LEA wide __ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue

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1f. Continue providing certificated instructional technology coaching with 4 certificated coaches for teachers and students. Focus is to use technology as a learning tool and to prepare our students for 21st century learning and mastery of CCSS.

Purchase replacement technology assets.


Continue cert. coaching Technology replacements $41,000 O:4410 R:0100

1g. Continue the funding for LI, EL, FY students to access WES camp, based upon subgroup counts.

AM, BC, LV, LV, MT, R, SM

__ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue

1h. Continue full time support of a site literacy coach at each site. Coaches provide training, support, intervention, analyzing data, determine small group instruction needs, training of aides and teachers. WE will continue using the EEI replacement units for NGSS science, history, and the STEM grant teachers will continue with the grants.


Continue

1i. Develop an articulated plan district-wide, K-8 for college and career readiness specifically designed for each grade level as they progress to higher grades.


Continue

1j. Continue with the current allocation of instructional aides based upon LI, EL, and FY counts at each site. Aides are to provide small group instruction and intervention during the day and after school. They are trained and supported by site literacy coaches.


Continue

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1k.Continue financially supporting the after school program so that the priority students in LI, FY, and EL subgroups have access to after school care, intervention, enrichment, and other academic pursuits.


Continue

1l. Increase reclassification rate by 1% from the previous year, increasing percentage of EL students scoring proficient on the CAASPP, and continue with year 2 of staff development for K-2 teachers in the ELD program, so that the ELD program spans grades K-8 with teachers fully trained and coached.

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

Continue

1m. Show growth in API scores as measured on the CAASPP.


Continue

1n. READY! for Kindergarten parent education, focused on parents of children ages 0-5, three times per year so that our students enter kindergarten ready for success in school

LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue



Continue

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1a. Increased mastery of CCSS skills through collaboration. (Priority 1,2) 1b. Ensure students are taught by teachers fully credentialed in subject areas in which they are teaching and certified as

required. (Priority 1,4) 1c. Students must have CCSS aligned curriculum as it is available, library support materials and library staff and resources.

(Priority 1) 1d. Maintain all facilities in good repair per Ed Code 17002(d). (Priority 1) 1e. Additional instruction time for identified sub group students. (Priority 2,4,5,7,8) 1f. Increased mastery of, training, and access to technology. (Priority 1,2,4,5,7,8) 1g. Funding for LI, EL, FY students to access WES camp. (Priority 5,7,8) 1h. Teachers need support in learning CC methods and strategies from site literacy coaches. This will be the year to fully

implement NGSS. (Priority 2,4) 1i. All students need access to College Readiness Standards. (Priority 2,5,8) 1j. Increased student achievement through instructional aide support and small group instructional time. (Priority 4,7,8) 1k. Provide financial support to ACE for it to continue and to increase student achievement. (Priority 3,4) 1l. Increase reclassification rates by 1% each year, increase percentage of EL students scoring proficient on the CAASPP

assessments thus mastering CCSS, and finish staff development for K-2 teachers in ELD program, so that the ELD program spans grades K-8. (Priorities 2,3,4,6,7,8)

1m. Show growth in API scores by focusing on CCSS and providing a broad course of study for all students, including EL, LI, and FY. (Priority 4,7,8)

1n. READY! for Kindergarten parent education, focused on parents of children ages 0-5, three times per year so that our students enter kindergarten ready for success in school(Priority 2, 3, 4, 6)

1o. Provide services for our EL families which will allow for interpreting services, liaison services between home and school, trainings for bilingual aides, direct services to EL students for intervention & tutoring, all designed to increase student achievement. (Priority 2, 3, 5, 10)

(Conditions of Learning) All students are involved in Broad course of study, including our unduplicated students –

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LI, EL, FY, SPED No one is tracked into targeted classes all day. Intervention groups are used that are fluid and data based.




1a. Money for substitutes so all teachers collaborate 2 times per month, giving time to teachers to fine tune instructional strategies and focus on areas of need based upon assessment data.

LEA wide


Continue

1b. Maintain 100% NCLB compliant, appropriately certificated and credentialed teachers and admin workforce to deliver the educational program responsive to enrollment.

LEA wide


Continue

1c. District will adopt new CCSS aligned ELA textbooks for 6-8 grades and seek aligned options for NGSS science and history. District will maintain current library staffing level.

LEA wide


$278,592 O:4140 R:0100


LEA wide


Continue

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1e. EESD will continue the Extended Day Intervention and ELD classes three days a week for one hour a day, with priority given to LI, EL, and FY. Bussing available as needed.

LEA wide


Continue

1f. Continue providing certificated instructional technology coaching with 4 certificated coaches for teachers and students. Focus is to use technology as a learning tool and to prepare our students for 21st century learning and mastery of CCSS.

Purchase replacement technology assets.

LEA wide


Continue staff coaching Technology replacements $41,000 O:4410 R:0100

1g. Continue financial support for LI, FY, EL students to access WES camp.

AM, BC, LV, MT, R, SM


Continue

1h. Continue the support of a full time site literacy teacher at each site. Implement NGSS completely. Provide teacher training for all teachers of science.

LEA wide


Continue

1i. Continue providing students, K-8, articulated activities promoting college and career readiness. LEA wide


Continue

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1j.Continue with the current allocation of instructional aides supporting the prioritized subgroups EL, LI, FY. LEA wide

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

Continue

1k. Continue financial support to the after school program so that FY, EL, and LI students enrolled can have after school care, intervention, homework time, enrichment, and additional academic focus.

LEA wide


Continue

1l. Continue increasing reclassification rate by 1% from the previous year, as measured by CELDT test and CAASPP scores. EESD will continue monitoring the EL needs of the district. If we need to begin a new cohort of teachers, we will do so in the 17-18 school year based upon EL numbers at grade levels.

LEA wide

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

Continue

1m. Continue increasing site and district API scores, for all subgroups, based upon the CAASPP. Lea wide


Continue

1n. READY! for Kindergarten parent education, focused on parents of children ages 0-5, three times per year so that our students enter kindergarten ready for success in school

_X_ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue

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Continue

GOAL: 2. By Spring 2017 100% of the teaching staff and 50% of the instructional aides will have

participated in professional development opportunities ensuring quality instruction and strategies for all students. Professional development will also be provided for the CCSS aligned textbooks as they are adopted.

Related State and/or Local Priorities: 1__ 2_X_ 3__ 4_X_ 5__ 6_X_

7_X_ 8__ COE only: 9__ 10__

Local: Specify ___________________

Identified Need:

Analyzing our registration logs for professional development opportunities showed the need for continued staff development, as did staff survey data. Progress toward this goal will be measured by professional development registration logs kept by Instructional Services. Currently, AM has 92% trained, BC- 78%, LV – 74%, MT- 82%, P – 67% - R – 70%, SM – 74%, ECDS – 100%, and currently we have 44% of our classified instructional aides trained by the end of the 2014-15 year and 76% of our certificated staff.




2a. Collaboration (Priority 1,2) 2b. Site literacy coaches (Priority 1,4) 2c. EESD needed an additional day for professional development focused on the identified needs of LI, FY, and EL

students. (Priority 2,4,6,7) 2d. Identified teachers trained in ELD program so EL students successfully access CC curriculum and score proficient on

CAASPP assessments. EL students reclassification rate will increase by 1% as measured by CAASPP and CELDT test scores. (Priority 4)

2e. Teachers need to access and understand the new ELA/ EL Framework. (Priority 2) (Pupil Outcomes) Because EESD is a K-8 district, the following components do not apply: A-G, AP Pass Rate,

EAP)

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2a. Collaboration, See Goal 1 a LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

See 1a.

2b. Site Literacy Coaches, See Goal 1 LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

See 1a.

2c. Continue to pay for one day of the master calendar to provide staff development focused on the needs of LI, FY, and EL students.


$166,000 O:1100,3000/ 5710 R:0100

2d. Train identified teachers in the “Teaching English as a Foreign Language” program and provided manuals and benchmark assessments. To be carried out with existing staff in existing trainings (see Goal 1l.)



2e. All teachers will be given an overview of the ELA/EL Framework in collaboration and pieces reviewed throughout the year. To be carried out with existing staff in existing trainings (see Goal 1l.)



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2a. Collaboration (Priority 1,2) 2b. Site Literacy Coaches (Priority 1,4) 2c. EESD needs an additional day for professional development focused on the identified needs of LI, FY, and

EL students. (Priority 2,4,6,7) 2d. Identified teachers trained in ELD program so EL students successfully access CC curriculum and score

proficient on CAASPP assessments. (Priority 4) 2e. Teachers access, understand, and utilize the new ELA/EL Content Standards in the Framework. (Priority 2) (Pupil Outcomes) Because EESD is a K-8 district, the following components do not apply: A-G, AP Pass Rate,

EAP)




2a. Collaboration, see Goal 1 a. LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue

2b. Site Literacy Coaches, See Goal 1 b. LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue



Continue

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2d. Train identified teachers in the “Teaching English as a Foreign Language” program and provided manuals and benchmark assessments.

Percentage of EL students who have

demonstrated access and success with CCSS as measured by increasing CELDT test will increase reclassification rate by 1%.


Continue

2e. All teachers will use the ELA/EL Framework in conjunction with the CCSS to meet the needs of their EL students.


Continue



2a. Collaboration (Priority 1,2) 2b. Site Literacy Coaches (Priority 1,4) 2c. EESD needs an additional day for professional development focused on the identified needs of LI, FY, and EL students. (Priority

2,4,6,7) 2d. Identified teachers trained in ELD program so EL students successfully access CC curriculum and score proficient on CAASPP

assessments. (Priority 4) 2e. Teachers access, use, and understand the ELA/EL Content Standards Framework. (Priority 2) (Pupil Outcomes) Because EESD is a K-8 district, the following components do not apply: A-G, AP Pass Rate,

EAP)




2a. Collaboration, See Goal 1a. LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue

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2b. Site Literacy Coaches, See Goal 1b. LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue



Continue

2d. Train identified teachers in the “Teaching English as a Foreign Language” program and provided manuals and benchmark assessments.

Percentage of EL students who have

demonstrated access and success with CCSS as measured by increasing CELDT test will increase reclassification rate by 1%.


Continue

2e. All teachers will access, use, and understand the ELA/EL Framework for the CCSS and use it to meet needs of EL students.


Continue

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GOAL: 3. By spring 2017, each site will increase school connectedness by providing a

socially, physically, and emotionally safe environment that is culturally responsive to all students and families.

Related State and/or Local Priorities: 1__ 2__ 3_X_ 4__ 5_X_ 6_X_ 7__

8__ COE only: 9__ 10__

Local: Specify _____________________

Identified Need: EESD needs assessment for Goal 3: Parent and student survey data showed a need for increased parent support, engagement, communication, and education opportunities. EESD also needs to provide alternative disciplinary alternatives for students to meet the needs of all students.




3a. Decrease student to teacher ratio in classes to increase service and opportunities for students and families. This will help K-3 teachers meet individual needs, establish relationships, and connect with families. Will bring class sizes below state required minimums. (Priority 5,6)

3b. Additional counseling services for our LI, EL, and FY students. (Priority 5,6) 3c. Reduce chronic absenteeism rate, expulsion rate, and middle school dropout rate and increase attendance rate by .5%

at each site. (Priority 5) 3d. Lower suspension rates (Priority 5,6) 3e. Increase campus safety by adding fencing to control direct ingress and egress. (Priority 6) 3f. Additional student activities are needed for school connection. We will increase the percentage of students who

participate in clubs/activities/sports by 2%. Our goal is to maintain a 0% drop out rate for middle school. (Priority 5,6) 3g. Need increased parent involvement and engagement and a liaison to assist. (Priority 3) 3h. Home/School connection needs to be improved – we need to increase connections, communication, and events for

families. (Priority 3,5,6) 3i. Parent surveys indicate the need for additional parent nights or educational nights for parents and families to be

connected to school. (Priority 3,6) 3j. EESD needs a community liaison to connect our LI, EL, and FY families to services and also to the programs and

supports we offer. (Priority 3,6) 3k. Need behavior aides to support an increasing number of children with severe behavioral needs. This will reduce

disciplinary referrals. (Priority 6) 3l. Campus safety is a top priority of students, families, and staff. EESD will continue to employ a School Resource Officer

(SRO) to help maintain safe and orderly campuses. (Priority 6) 3m. Continued support for middle school sites and provision of additional Health Clerk support needed at K-5 sites to serve

high need students and severe health risk students during peak hours of the day (3 hour clerks) (Priority 5, 6)

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3n. Transportation is needed for EL, LI, and FY students so transportation is not a barrier to education. (Priority 5, 6, 10) 3o. Provide District clerical support for parent education opportunities, school connectedness activities, and coordination of

textbook purchases. (Priority 5, 6) (Pupil Outcomes) Because EESD is a K-8 district, the following components do not apply: A-G, AP Pass Rate,

EAP)




3a. Hire teachers at sites with higher class size, need for parent support, engagement, and connections in grades K-3. Consideration also given to LI, EL, and FY populations.


Hire 3 teachers, maintain ongoing $463,000 O:1100,3000/ 5710 R:0100

3b. We will continue with an increased level of counseling services to increase school connectedness and support students in their need to be safe and socially/emotionally secure at school.


$365,000 O:2910, 3000 R:0100 F:3110

3c. Our goal is to reduce chronic absenteeism by 2% across the district each year. Current rates: AM – 4.93%, BC – 4.32%, LV – 5.53%, MT – 4.2%, P – 4.68%, R – 6.07%, SM – 5.51%. To be performed by existing staff. We will work to maintain the 0% expulsion rate. We will work to maintain the 0% middle school dropout rate. We will work to increase the attendance rate by .5% at each site.



3d. Our goal is to decrease suspensions by 1% across the district. Current suspension rate in the district is 10% To be performed by existing staff.



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3e. We will continue to upgrade and install fencing and gates for each of our school sites. The finances for this project is not LCAP money.


$100,000 O:5805 P:8510 R:0000

3f. Continue to provide each site with an extra activity/club stipend. Each site will receive additional funding for an additional club/activity focused on high achieving/GATE students.

Our goal is to maintain a 0% drop out rate for middle

school.


Stipends $3,000 High Achieving $16,000 O:1100,3000 P:1200 M:014 R:0100

3g. Through the support of a community liaison, we will increase parent involvement for input regarding our programs and exceptional needs population by 2% at each site.


$5,000 O:4510 P:1345 R:0100 M:007

3h. Each site will explore various forms of social media and other ways to communicate with families. Each site will explore different avenues to get family participation in school events. Activities to be performed by existing staff at each site.



3i. We will provide $1,000 to each site budget to offer additional parent classes and/or events for families. 14-15 year, AM – Vocabulary Parade and Reading night BC/MT – Love and Logic, LV – Salute America, P – Parent University, R – Parent Literacy Night, SM – Book and Game Night

LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils X__English Learners _X_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

$7,000 O:5800 P:1345 R:0100 M:014

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3j. Community liaison support services will continue at AM, P, R, ECDS. See 3 g.

AM, P, R, ECDS



3k. Continue support of the behavior aide program within the District.


$157,000 O:2100,3000 R:0100

3l. Continue to partner with Redding Police Department to provide a full tome SRO for the District.


$90,000 O:5800 R:0100 P:1410

3m. Continued support for middle school sites and provide additional Health Clerk support needed at K-5 sites to serve high need students and severe health risk students during peak hours of the day


$94,000 O:2200,3000 R:0100 P:0000 F:3140

3n. Transportation is needed for EL, LI, and FY students so transportation is not a barrier to education.


$349,000 O:5710 P:1615 R:0100

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3o. Provide District clerical support for parent education opportunities, school connectedness activities, and coordination of textbook purchases.


$20,000 O:2400,3000 P:1605 R:0100




3b. Increase level of counseling services for our LI, EL, and FY students. (Priority 5,6) 3c. Reduce chronic absenteeism rate, expulsion rate, and middle school dropout rate and increase attendance rate by .5%

at each site.(Priority 5) 3d. Lower suspension rates (Priority 5,6) 3e. Increase campus safety by adding fencing to control direct ingress and egress. (Priority 6) 3f. Additional student activities are needed for school connection. (Priority 5,6) 3g. Need increased parent involvement and engagement and a liaison to assist. (Priority 3) 3h. Home/School connection needs to be improved – we need to increase connections, communication, and events for





(SRO) to help maintain safe and orderly campuses. (Priority 6) Continued support for middle school sites and provision of additional Health Clerk support needed at K-5 sites to serve

high need students and severe health risk students during peak hours of the day (3 hour clerks) (Priority 5, 6) 3n. Transportation is needed for EL, LI, and FY students so transportation is not a barrier to education. (Priority 5, 6, 10) 3o. Provide District clerical support for parent education opportunities, school connectedness activities, and coordination of

textbook purchases. (Priority 5,6)

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3b. We will increase the level of counseling services to increase school connectedness and support students in their need to be safe and socially/emotionally secure at school.


$80,000 O:2910 F:3110 R:0100

3c. Our goal is to reduce chronic absenteeism by 2% across the district from the previous year. We will work to reduce our expulsion rate back to 0% from .1% We will work to maintain the 0% middle school dropout rate. We will work to increase attendance rate by .5%


Continue

3d. Our goal is to decrease suspensions by an additional 1% across the district from the previous year.


Continue

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3e. We will continue to upgrade and install fencing and gates for each of our school sites, with money that is not from the LCAP.


Continue as needed.

3f. Each site will receive additional funding for an additional club/activity focused on high achieving/GATE students.

Our goal is to maintain a 0% drop out rate for middle

school.


Continue



Continue

3h. Each site will explore various forms of social media and other ways to communicate with families. Each site will explore different avenues to get family participation in school events.


Continue

3i. We will provide $1,000 to each site budget to offer additional parent classes and/or events for families.


Continue

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3j. Community liaison support services will continue at AM, P, R, ECDS.

AM, P, R, ECDS

__ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils _X_English Learners _XFoster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue



Continue



Continue

3m. Continued support for middle school sites and provision of additional Health Clerk support needed at K-5 sites to serve high need students and severe health risk students during peak hours of the day


Continue



Continue

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Continue




3b. Continue with current level of counseling services for our LI, EL, and FY students. (Priority 5,6) 3c. Reduce chronic absenteeism rate, expulsion rate, and middle school dropout rate and increase attendance rate by .5%

at each site. (Priority 5) 3d. Lower suspension rates (Priority 5,6) 3e. Increase campus safety by adding fencing to control direct ingress and egress. (Priority 6) 3f. Additional student activities are needed for school connection. (Priority 5,6) 3g. Need increased parent involvement and engagement and a liaison to assist. (Priority 3) 3h. Home/School connection needs to be improved – we need to increase connections, communication, and events for





(SRO) to help maintain safe and orderly campuses. (Priority 6) 3m. Continued support for middle school sites and provision of additional Health Clerk support needed at K-5 sites to serve

high need students and severe health risk students during peak hours of the day (3 hour clerks) (Priority 5,6) 3n. Transportation is needed for EL, LI, and FY students so transportation is not a barrier to education. (Priority 5,6, 10) 3o. Provide District clerical support for parent education opportunities, school connectedness activities, and coordination of

textbook purchases. (Priority 5,6)

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3b. We will continue with an increased level of counseling services to increase school connectedness and support students in their need to be safe and socially/emotionally secure at school.


Continue

3c. Our goal is to reduce chronic absenteeism by 2% across the district from the previous year. We will work to reduce our expulsion rate at .1% from previous year. We will work to maintain 0% middle school dropout rate. We will work to increase attendance rate by .5% at each site.


Continue

3d. Our goal is to decrease suspensions by 1% across the district from the previous year.


Continue

3e. We will continue to upgrade and install fencing and gates for each of our school sites with money that is not from the LCAP.


Continue as needed.

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3f. Each site will receive additional funding for an additional club/activity focused on high achieving/GATE students.

We will increase the percentage of students who

participate in clubs/activities/sports by 2% Our goal is to maintain a 0% drop out rate for middle

school.


Continue



Continue

3h. Each site will explore various forms of social media and other ways to communicate with families. Each site will explore different avenues to get family participation in school events.


Continue

3i. We will provide $1,000 to each site budget to offer additional parent classes and/or events for families.

LEA wide _X_ALL ------------------------------------------------------------------------------------ OR: _X_Low Income pupils X__English Learners _X_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Continue

3j. Community liaison support services will continue at AM, P, R, ECDS.

AM, P, R, ECDS


Continue

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Continue



Continue

3m. Continued support for middle school sites and provision of additional Health Clerk support needed at K-5 sites to serve high need students and severe health risk students during peak hours of the day


Continue



Continue



Continue

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

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Annual Update

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

Original GOAL

from prior year

LCAP:

1. All students will receive and master high quality Common Core classroom instruction, curriculum, and assessment practices, promoting college and career readiness and the closing of the achievement gap, as measured by a 5% increase in percentage of students scoring proficient on CAASPP assessments by spring 2017, benchmark scores within the ELD program, and local measures for K-2. This goal encompasses State Priorities 1 (Basic Services), 2 (Implementation of State Standards), 4 (Pupil Achievement), 5 (Pupil Engagement), 7 (Course Access), 8 (Other Pupil Outcomes).

Related State and/or Local Priorities: 1_X_ 2_X_ 3_X_ 4_X_ 5_X_ 6_X_

7_X_ 8_X_

Local : Specify _____________________

Goal Applies to: Schools: All Schools Applicable Pupil Subgroups: All subgroups

Expected Annual

Measurable Outcomes:

1a. Increased mastery of CCSS skills through increased collaboration. (Priority 1,2)

1b. Ensure students are taught by teachers fully

credentialed in subject areas in which they are teaching and certified as required. (Priority 1,4)

1c. Students must have CCSS aligned curriculum it is

available, library support materials and library staff

Actual Annual Measurable Outcomes:

1a. Collaboration 2 times per month for each teacher at each site occurred, as measured by collection of data each month. Site Literacy coaches at each site were effective uses of the money because the training, support, and guidance provided to teachers, collaboration sessions, students in small group instruction, and aide support and training was very powerful and helpful across the district. 1b. HR reviewed teacher assignments, credentials, and ensured proper assignment and/or recent training to ensure 100% teachers are appropriately credentialed/assigned. 1c. Purchased CCSS aligned math text books and library books, maintained library staffing. (All sites

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and resources. (Priority 1) 1d. Maintain all facilities in good repair per Ed Code

17002(d). (Priority 1) 1e. Additional instruction time for identified sub group

students. (Priority 2,4,5,7,8) 1f. Increased mastery of, training, and access to

technology. (Priority 1,2,4,5,7,8)

turned in their lists of library resource purchases to support CCSS) 1d.All facilities are being maintained in good repair per Ed Code 17002 (d) 1e. Extended Day classes have been offered three days per week for one hour per day, with bussing provided for those needing transportation home. Data collection on pre and post assessments show significant growth for students who participated in the extended day classes regularly, over the course of the 20 weeks. The money spent on this action step was extremely effective. AM: 75% of the students in the ELA Extended Day classes showed growth between the pre and post. 100% of the students in the math Extended Day class showed growth between pre and posttests. BC: No data LV: 82% showed growth, 12% showed no growth MT: No data P: 7th grade students participating in the ELA Extended classes showed growth between pre and posttests (iREADY) 8th grade students participating in the math Extended classes showed growth between pre and posttests (iREADY). The other grades did not have students who participated regularly. R: 29 2-5th grade students participated in the Extended Day classes. 93% showed growth between pre and post. 7% showed no growth. 11 First grade students participated. 91% showed growth. 9% showed no growth. 17 EL students participated in the Extended Day classes. 100% showed excellent growth! SM: Pre and post data was collected at the end of each 3 week session 1f. Ed Tech team for the 14-15 year was made of 2 teachers and one lead admin that provided ongoing

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1g. Funding for LI, EL, FY students to access WES

camp. (Priority 5,7,8) 1h. Teachers need support in learning CC methods

and strategies from site literacy coaches. (Priority 2,4)

1i. All students need access to College Readiness

support and training to teachers, administrators, and students in technology as a learning tool. For 15-16, the team will be comprised of 4 teachers and one lead admin. To provide in class training/coaching/modeling for teachers, students, and admin. This action step proved effective by the survey results of teachers. Teachers were successful in using the technology as a learning tool because of how the Ed Tech team provided support, training, and guidance within the classrooms with teachers and students. 1g. Funding was provided to the 6 sites with 5th grade students based upon their LI, EL, and FY pupil counts so they could access WES camp. 1h. An additional site literacy teacher was hired for the 14-15 school year so that all sites have at least a .5 coach. We have hired one last site literacy coach for the 15-16 year so that all sites have a fulltime coach. Site Literacy coaches at each site were effective uses of the money because the training, support, and guidance provided to teachers, collaboration sessions, students in small group instruction, and aide support and training was very powerful and helpful across the district. During the 2015-16 school year we have 6 teachers participating in the 6-8 STEM grant and 6 teachers participating in the K-2 STEM grant. We also have had 100% of our K-8 history and science teachers trained in the EEI (CA Education and Environmental Initiative) which is a series of replacement units for history and science all aligned to the NGSS, CCSS, and the new history standards. Teachers use these units as replacements to old units from the previous standards. CDE developed them in conjunction with science and history teachers, professors, and National Geographic. By 17-18 we will be utilizing the NGSS in their entirety. 1i. All sites focused on College Readiness Standards

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Standards. (Priority 2,5,8) 1j. Summer learning opportunities to close achievement to close achievement gap 1k. Increased student achievement through

instructional aide support and small group instructional time. (Priority 4,7,8)

1l. Provide financial support to ACE for it to continue and to increase student achievement. (Priority 3,4)

1m. Increase reclassification rates by 1% each year,

increase percentage of EL students scoring proficient on the CAASPP assessments thus mastering CCSS, and expand staff development for K-2 teachers in ELD program, so that the ELD program spans grades K-8. (Priorities 2,3,4,6,7,8)

1n. Show growth in API scores by focusing on CCSS

and made sure students were exposed to information about college, careers, A-G requirements, etc. (All sites conducted family nights regarding future plans for college or careers, promoted college awareness activities and college gear days, a focus on grit and perseverance, Lesson Study focused on learning targets and what students want to be when an adult) The monthly collection of data provided documentation as to what each site did to focus on College Readiness proved that it was extremely beneficial and effective. All site added additional things they did to focus on College Readiness. 1j. Due to budget issues, we will not be providing summer learning. The cost would have been $90,000. We are holding off on this action step until we see the approved governor’s budget in June. We are hoping to be able to go ahead and support Summer Learning when we had stated – summer of 2016. 1k. Each site was allocated money through LCAP for additional aide support for small group instruction and intervention based upon their LI, FY, and EL counts. 1l. Money was allocated to the after school program to increase student support and achievement in the LI, FY, and EL student subgroups. 1m. We will measure our reclassification rate and our goal is to increase from 10% to 11% this year. (Our EL Coordinator has monitored our EL students throughout the year and has met with teachers after the diagnostic assessments have been given at the start of the year and at the end of T2 to assist in the determination of reclassification. She has also talked with parents and students.) Our reclassification rate increased to 5%!We exceeded our goal. This action step was effective. 1n. When the baseline is established for API with

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and providing a broad course of study for all students, including EL, LI, and FY. (Priority 4,7,8)

CAASPP, we will measure our success with this for all subgroups.

LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services


Estimated Actual Annual Expenditures

1a. Increased mastery of CCSS skills through increased collaboration. (Priority 1,2)

$50,000 Object: 1100, 3000 Resource: 0100 Program: 1184

1a. Collaboration 2 times per month for each teacher at each site. This occurred at each site. Data collection each month documents this.

$32,203

Scope of service: LEA wide Scope of

service: All teachers and students at all sites. LEA wide

_X_ALL

_X_ALL

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

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

1b. Ensure students are taught by teachers fully credentialed in subject areas in which they are teaching and certified as required. (Priority 1,4)

$16,911,000 O:1000, 3000 R:0000,0100,3010 4035,6010,6105, 6500,7405 P:

1b. HR reviewed teacher assignments, credentials, and ensured proper assignment and/or recent training to ensure 100% teachers are appropriately credentialed/assigned. (For the 2015-16 school year we will be 100% highly qualified.)

$14,041,542


service: LEA wide

_X_ALL

_X_ALL



1c. Students must have CCSS aligned curriculum it is $1,100,000 1c. Purchased CCSS aligned math text books and Textbooks

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available, library support materials and library staff and resources. (Priority 1)

O:4140 R:000 P:7156-$200,000 R: 1100-$240,000 6300-$320,000 7405-$350,000

library books, maintained library staffing. (We will implement new CCSS math texts in K-8 and receive training in the use and effective implementation. We also have contracted with a math consultant to provide additional training for all K-5 teachers in strategies and methodologies for CCSS. For the 2014-15 and 2015-16 school year.) Day 1 training for Everyday Math will be August 17. CPM training will be August 3-7.

$1,117,000 Library $200,838


service: LEA wide

_X_ALL

_X_ALL



1d. Maintain all facilities in good repair per Ed Code 17002(d). (Priority 1)

$841,000 O:2200,3000 R:8150 P:8150 $498,000 O: 5600 R: 8150 P: 8150 $159,000 O: 4500 R: 8150 P: 8100 $819,000 O: 2200,3000 R: 0000 P: 8200

1d.All facilities are being maintained in good repair per Ed Code 17002 (d)

$2,043,070


service: LEA wide

_X_ALL _X_ALL

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1e. Additional instruction time for identified sub group students. (Priority 2,4,5,7,8)

Teacher costs: $50,000 O:5710 R:0100 P:1198 $100,000 O: 1-5 R:3185 P:1198 Transportation $12,000 O:5630 R:0100 P: 1615

1e. Extended Day classes have been offered three days per week for one hour per day, with bussing provided for those needing transportation home. Priority given to LI, EL, and FY.

Teacher costs: $89,662 Transportation $2,774

Scope of service:

LEA wide for priority to LI, EL, and FY

Scope of service: LEA wide for priority to LI, EL, and FY

__ALL

__ALL

OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

1f. Increased mastery of, training, and access to technology. (Priority 1,2,4,5,7,8)

Purchase $80,000 O:4410 R:0000/9010 Site:005 Support $84,000 O: 4410 R: 0100 Site: 005 Coaching $101,000 O: 1100,3000 R: 0100

1f. Ed Tech team has increased to 4 teachers and one administrator providing ongoing support and training to teachers, administrators, and students in technology as a learning tool.

$83,459 $166,451

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P: 1600 Scope of service: LEA wide Scope of

service: LEA wide

_X_ALL

_X_ALL



1g. Funding for LI, EL, FY students to access WES

camp. (Priority 5,7,8)

$20,000 O:5800 R:0100 P:

1g. Funding was provided to the 6 sites with 5th grade students based upon their LI, EL, and FY pupil counts so they can access WES camp.

$19,998

Scope of service: LEA wide for LI, EL, FY priority Scope of

service: LEA wide for LI, EL, FY priority

__ALL

__ALL

OR: _x_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________


1h. Teachers need support in learning CC methods and strategies from site literacy coaches. (Priority 2,4)

$41,000 O:1100,3000 R:0100 P:1590

1h. An additional site literacy teacher was hired for the 14-15 school year so that all sites have at least a .5 coach. All sites will have a full time site literacy teacher for the 2015-16 school year.

$41,354


service: LEA wide

_X_ALL

_X_ALL

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


1i. All students need access to College Readiness Standards. (Priority 2,5,8)

Increased services with no associated

1i. All sites are focusing on College Readiness Standards and making sure students are exposed to

No Separate associated cost

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cost :

information about college, careers, A-G requirements, etc. AM: Banners, class adoptions, t- shirts, Eagle of the Month that shares what college they want to attend BC: K-5 college shirts, morning message promotes college awareness, college themed signs, class adopted colleges LV: Each grade sponsored a college event to raise awareness. College students visited classes in person or through skype. Students took virtual tours of colleges. Kinder students attended “Kinder College” at Shasta College. College gear day, surveys, degrees earned through AR. MT: Classrooms adopted a college, college gear days, draw names for participation, staff completed NEU survey, grade levels taking study trips to college campuses. P: Academic help center, character COUNTS, College Options, College Project R: College gear days, March Madness and college week activities, banners, assemblies on colleges, focus on career choices, Read Across America – Guest readers shared where they went to college, Reading program awards are college degrees SM: Focus on GRIT, read NO EXCUSES UNIVERSITY, Lesson Study focus on careers for students, internet research on college and careers See Goal 1b


service: LEA wide

_X_ALL _X_ALL

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1j. Summer learning opportunities to close achievement to close achievement gap

$ 90,000 O: R: P:

1j. Due to budget constraints, we will not be providing summer learning unless the May revise is approved in June 2015.

NONE

Scope of service:

LEA wide focused on LI, EL, FY priority

Scope of service:

Would have been LEA wide with priority to LI, EL, FY

__ALL

__ALL

OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups:(Specify)______________


1k. Increased student achievement through instructional aide support and small group instructional time. (Priority 4,7,8)

$600,000 O:1000-5000 R:0100 P:1179

1k. Each site was allocated money through LCAP for additional aide support for small group instruction and intervention based upon their LI, FY, and EL counts.

$502,094

Scope of service: LEA wide with focus on LI, EL, FY Scope of

service: LEA wide with focus on LI, EL, FY

__ALL

__ALL

OR: _x_Low Income pupils _x_English Learners _x_Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


1l. Provide financial support to ACE for it to continue and to increase student achievement. (Priority 3,4)

$122,000 O:5710 R:0100 P:1140

1l. Money was allocated to the after school program to increase student support and achievement in the LI, FY, and EL student subgroups.

$122,000

Scope of LEA wide Scope of LEA wide

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service: service:

_x_ALL

_X_ALL



1m. Increase reclassification rates by 1% each year, increase percentage of EL students scoring proficient on the CAASPP assessments thus mastering CCSS, and expand staff development for K-2 teachers in ELD program, so that the ELD program spans grades K-8. (Priorities 2,3,4,6,7,8)

Training $40,000 O:5805 R:4203,4035 P: M:007 Substitutes $11,000 O: 1000,3000 R: 4203,4035 M:007

1m. We will measure our reclassification rate and our goal is to increase from 10% to 11% this year. 1n. When the baseline is established for API with CAASPP, we will measure our success with this for all subgroups. Our reclassification rate for 2014-15 was 5%. We exceeded our goal.

$40,000

Scope of service: LEA wide for EL Scope of

service: LEA wide for EL

__ALL

__ALL

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

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

1n. Show growth in API scores by focusing on CCSS and providing a broad course of study for all students, including EL, LI, and FY. (Priority 4,7,8)

Increased services with no separate associated cost.

No API scores to show progress until 2015. See Goal 1b



service: LEA wide

_X_ALL _X_ALL

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What changes in actions, services, and expenditures will be made as a

result of reviewing past progress and/or changes to goals?

1b. Due to our current model of collaboration being successful, we will not be increasing collaboration as previously planned. 1h. In an effort to improve resource alignment while improving services, we will move supplemental site literacy support budgets/expenditures and budget with existing Site Literacy expenditures in Title I. 1j. Due to financial constraints we will not be providing summer learning as previously planned unless the May revise budget is approved. 1k. In an effort to improve resource alignment while improving services, we will increase support for small group instructional aides and support. 1l. Due to financial constraints we will reduce the amount of support provided to the after school program. (ACE)

Original GOAL

from prior year

LCAP:

2. By spring 2017 100% of the teaching staff and 50% of the instructional aides will have participated in professional development opportunities ensuring quality instruction and strategies for all students. Professional Development will be provided for the CCSS aligned textbooks as they are adopted. Progress toward this goal will be measured by tracking professional development registration and attendance logs. This goal encompasses State Priorities 2 (Implementation of State Standards), 4 (Pupil Achievement) and 8 (Other Pupil Outcomes).

Related State and/or Local Priorities: 1__ 2_X_ 3__ 4_X_ 5__ 6_X_ 7_X_

8__ COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: All Applicable Pupil Subgroups: All subgroups

Expected Annual


2a. Collaboration (Priority 1,2) 2b. Site literacy coaches (Priority 1,4)

Actual Annual


2a. See goal 1a. 2b. See goal 1h. Site Literacy coaches at each site were effective uses of the money because the training, support, and guidance provided to teachers, collaboration sessions, students in small group instruction, and aide support and training was very

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2c. EESD needed an additional day for professional

development focused on the identified needs of LI, FY, and EL students. (Priority 2,4,6,7)

2d. Identified teachers trained in ELD program so EL

students successfully access CC curriculum and score proficient on CAASPP assessments. EL students reclassification rate will increase by 1% as measured by CAASPP and CELDT test scores. (Priority 4)

2e. Teachers need to access and understand the new ELA/ EL Framework. (Priority 2)

powerful and helpful across the district. 2c. We provided one additional professional development day in August, 2014 for all teachers and classified. The additional professional development day was powerful and effective because it brought all teachers together to hear the same message and the same training so that students across the district all benefit from quality instructional practices. 2d. A team of 6 K-2 teachers from across the district had year 1 ELD training in “Teaching English as a Foreign Language”. This action step was effective because we ended up for the first time in several years reclassifying more students! Our goal was to increase by 1%. We increased our reclassification rate by 5%. 2e. Teachers were provided an overview of the ELA/EL Framework during collaboration.




2a. Collaboration (Priority 1,2)

$ See Goal 1a Object: Resource: Program:

2a. See goal 1a. See goal 1a


service: LEA wide

_x_ALL

_X_ALL



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2b. Site literacy coaches (Priority 1,4)

$: O:See goal 1h R: P:

2b. See goal 1h. See goal 1h

Scope of service:

LEA wide – fill in sites so that all have site lit teachers full time – AM, LV, SM

Scope of service:

LEA wide – fill in sites so that all have site lit teachers full time

_X_ALL

_X_ALL

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

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)___AM, LV, SM_____________________

2c. EESD needed an additional day for professional development focused on the identified needs of LI, FY, and EL students. (Priority 2,4,6,7)

$:166,000 O:1100,3000,5710 R:0100 P:

2c. We provided one additional professional development day in August, 2014 for all teachers and classified. By May 2015, 76% of all EESD Teachers have participated in PD and 44% of all instructional aides have participated in PD.

$166,000


service: LEA wide

_x_ALL

_X_ALL



2d. Identified teachers trained in ELD program so EL students successfully access CC curriculum and score proficient on CAASPP assessments. EL students reclassification rate will increase by 1% as measured by CAASPP and CELDT test scores. (Priority 4)

See Goal 1m. :

2d. A team of 6 K-2 teachers from across the district had year 1 ELD training in “Teaching English as a Foreign Language”. We have an additional cohort beginning in 2015-16. See Goal 1m.

See Goal 1m.


service: LEA wide

__ALL __ALL

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

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

2e. Teachers need to access and understand the new ELA/ EL Framework. (Priority 2)

See Goal 1m. 2e. Teachers were provided an overview of the ELA/EL Framework during collaboration. See Goal m.

See Goal 1m.


service: LEA wide

_X_ALL

_X_ALL

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


What changes in actions, services, and expenditures will be made as a

result of reviewing past progress and/or changes to goals?

There will be no changes in actions, services, and expenditures to Goal 2 and its action steps for the 2015-16 school year.

Original GOAL

from prior year

LCAP:

3.By spring 2017, each site will increase school connectedness by providing a socially, physically, and emotionally safe environment that is culturally responsive to all students and families. Progress toward this goal will be measured by an increase in parent support, engagement, and education opportunities, as well as an increase in disciplinary alternatives and options for students. This goal encompasses State Priorities 3 (Parent Involvement), 5 (Pupil Engagement), and 6 (School Climate).

Related State and/or Local Priorities: 1__ 2__ 3_X_ 4__ 5_X_ 6_X_ 7__

8__ COE only: 9__ 10__

Local : Specify _____________________


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Expected Annual



3b. Increase counseling services 3c. Reduce absenteeism rate (Priority 5) 3d. Lower Suspension rates: Current suspension rates in district 10% Expulsion Rates: 0% (Priority 5,6)

Actual Annual


3a. We hired teachers for K-3 GSA program. We applied funding to support GSA program. 3b. We increased the hours for existing staff and hired two additional counselors. Additional counseling has been an effective action plan as it has helped reduce referrals at each site and has increased student connectedness, as measured by responses on the student surveys and administrative discussions. 3c. AM: Personal calls home, incentive attendance, letters, SSTS, SRO contacts BC: SRO visits to families, SARB letters, phone calls, care team meetings, school nurse and health clerk call and offer support LV: Phone calls, SARB, parent meetings, SRO visits at homes, School nurse, EL advocate MT: Increased monitoring of attendance, SARB P:Monthly attendance/zero tardy awards, SRO/admin contact with families, follow-up meetings at school to determine access to appropriate educational program R: All staff building positive rapport with students, Rother School Agreements SM: Awards each trimester to recognize attendance and incentives given to students with 100% attendance each trimester. All but two of our sites showed lower absentee rates this year. The two sites who did not will focus on this target in their 15-16 goals. 3d. AM: Golden Eagle Bucks (Caught ya being good), Blue Eagle incentives for each classroom, training of yard duty aides in proactive ways to handle behavior, Capturing Kids’ Hearts, Social Contracts in classrooms BC: Increased counseling services, held Saturday School, after school detentions, and alternative placements during the day, Use of behavior aides LV:

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3e. Increase campus safety by adding fencing to control direct ingress and egress. (Priority 6) 3f. Additional student activities are needed for school

connection. We will increase the percentage of students who participate in clubs/activities/sports by 2%. Our goal is to maintain a 0% drop out rate for middle school. (Priority 5,6)

School wide positive discipline plan, discussions with teachers & aides, CARE team meetings, increased counseling services, increased admin presence on campus before school, snack time, lunch, & after school has helped. MT: Added a junior high aide during lunch and after school to help with student success in academics and behavior. Detention option P: Schoolwide behavioral expectations and progressive/restorative discipline plan, RTI processes further developed to create continuity between grades, use of CARE and SST referrals R: Aide training on behavior management, counseling services four days per week, Individual behavior plans, strategies for teachers, school wide behavior agreements, teachers buddy up to help one another, cafeteria behavior incentive program, character education focus, assemblies, and other things SM: Early intervention and teachers partner to support one another by providing a place for students to take a break BEFORE behaviors escalate to suspension. All but two sites showed a decrease in suspension rates this year, which indicates that the action step was effective. The two who did not will focus their site goals on this priority. Expulsion rate went from 0% to .1% (5 students as opposed to 2 students the previous year. 3e. We added fencing /gates to three campuses; we halted implementation to redefine needs and are preparing new project plans. 3f. We provided site budget funds to provide one activity/club stipend at each site. AM: Jump rope and Choir BC: Added Chess Club and 4th/5th government and dance classes. LV: Garden Club was expanded to K-5 with 80+ members MT: Ski/snowboard club P:Tiger Advisory Club R: Art and Craft Club, SM: Art Club This action step was successful and effective in

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3g. Need increased parent involvement and

engagement and a liaison to assist. (Priority 3) 3h. Home/School connection needs to be improved –

we need to increase connections, communication, and events for families. (Priority 3,5,6)

3i. Parent surveys indicate the need for additional

parent nights or educational nights for parents and families to be connected to school. (Priority 3,6)

3j. EESD needs a community liaison to connect our LI,

that the student survey responses showed an increase in the percentage of students who feel connected to their school. Also, fewer students indicated a desire for additional clubs to be added this year over last year. 3g. We contracted with an individual to serve as a community liaison, however, efforts were minimal. 3h. AM: Phone calls, assemblies and parent nights BC: School website and school messenger LV: Family Literacy Night in spring, Family Math Games Night in fall, Parenting classes every Wednesday, Patriotic Program in February. MT: Love and Logic, 8th grade pie auction, music performances P: Sunday School Messenger R: Additional parent evenings, collaboration with parents regarding issues with their children, regular communication via phone messenger, website, and newsletters SM: Parent nights, phone calls, newsletters 3i. We provided each site with funding to support additional family night activities. AM: Family movie nights, family dance, & Family Vocabulary Parade BC: Love and Logic LV: Family Literacy Night in spring, Family Math Games Night in fall, Parenting classes every Wednesday, Patriotic Program in February. P: Parent University – three classes MT: Love and Logic, 8th grade pie auction, music performances R: Family Math and Literacy and March Madness College family nights SM: Family Game/Book night. It was wildly successful. Students voted on games and books to purchase. On game night, families played and read together. Books and games were given away to families. Tremendously positive feedback. This action step was very successful, as each site had significantly more families participate in the evening classes and events, as documented by the sign in sheets. 3j. We contracted with an individual to serve as a

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EL, and FY families to services and also to the programs and supports we offer. (Priority 3,6)

3k. Need behavior aides to support an increasing number of children with severe behavioral needs. This will reduce disciplinary referrals. (Priority 6)

3l. Parents, staff, and student survey data show that campus safety is a top priority. Currently: EESD employs one SRP from RPD. EESD partners with Redding Police Department to

provide a full time School Resource Officer for our District. This helps us maintain safe and orderly campuses.. (Priority 6)

community liaison, however, results were minimal. 3k. We funded and hire 2 additional behavior aides. 3l. We contracted for School Resource Officer services with the City of Redding.




3a : Decrease student to teacher ratio in classes to increase service and opportunities for students and families. This will help K-3 teachers meet individual needs, establish relationships, & connect with families. Will bring class sizes below state required minimums. The K-3 average class size by school site for 2013/14 as of Feb 28, 2014 was: AM: 25.9 BC: 28.0 LV: 25.0 MT: 27.2 R: 25.7 SM: 24.3 (Priority 5,6)

$283,000 Object: 1100, 3000 / 5710 Resource: 0100

3a. We hired 5 teachers for the K-3 GSA program. We applied funding to support the GSA program.

$283,000

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service: LEA wide

_X_ALL

_X_ALL



3b. Additional counseling services for our LI, EL, and FY students. Currently we have 1 full time counselor and three .8 counselors. Current: 1 fulltime counselor, three .8 counselors. To support students who are not emotionally or socially healthy, we will increase counseling support at all sites.

$372,000 O:2910 R:0100 P: Function:3110

3b. We increased the hours for existing staff and hired two additional counselors. Additional counseling has been an effective action plan as it has helped reduce referrals at each site and has increased student connectedness, as measured by responses on the student surveys and administrative discussions.

$380,005


service: LEA wide

_X_ALL

_X_ALL



3c. Reduce absenteeism rate (Priority 5) Currently: Absenteeism rates: AM 4.93% BC 4.32% LV 5.53%

No cost, through existing staff. $0.00 O: R: P:

3c. AM: pre 4.93% to 4.6% in 14-15 (lowered their rate) BC: 4.32% to 4.2% in 14-15 (lowered their rate) LV: 5.53% to 6.05% in 14-15 MT: 4.2% to 4.07 in 14-15 (lowered their rate) P: 4.68% to 6% in 14-15 R: 6.07% to 6% in 14-15 (lowered their rate)


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MT 4.2% P 4.68% R 6.07% SM 5.51%

SM: 5.51% to 6.11% in 14-15


service: LEA wide

_x_ALL

__ALL



3d. Lower suspension rates (Priority 5,6) Lower Suspension rates: Current suspension rates in district 10% Expulsion Rates: 0%

No cost, through existing staff. $ 0.00 O: R: P:

3d. AM: Positive discipline plan and teachers connecting with students, additional counseling BC: Additional counseling services and additional activities to help students connect with school, CARE team meetings LV: School wide positive discipline plan, discussions with teachers & aides, CARE team meetings, increased counseling services, increased admin presence on campus before school, snack time, lunch, & after school has helped. MT: Added a junior high aide during lunch and after school to help with student success in academics and behavior. Detention option, P: Schoolwide behavioral expectations and progressive/restorative discipline plan, RTI processes further developed to create continuity between grades, use of CARE and SST referrals R: Aide training on behavior management, counseling services four days per week, Individual behavior plans, strategies for teachers, school wide behavior agreements, teachers buddy up to help one another, cafeteria behavior incentive program, character education focus, assemblies, and other things SM: No data


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EESD’s suspension rate for 13-14 was 6.7% compared to 10% during 2012-13. The county rate is currently 7.1% and the state rate is 4.4%. We have improved. We receive this information after CBEDS, so our 14-15 data will come out in October 2015. This action step was effective. Our expulsion rate went from 0% to .1%. We expelled 2 students last year and 5 this year. We will continue our focus on this priority.


service: LEA wide

_X_ALL

_X_ALL



3e. Increase campus safety by adding fencing to control and direct ingress and egress. Current: Parents feel their children are safe at

school, but are concerned with the open campuses. Sites have varying levels of fencing and gates, largely open and accessible (Priority 6)

$100,000 O:5805 R:0000 P:8510 Fund: 21 3e. We added fencing /gates to three campuses; we

halted implementation to redefine needs and are preparing new project plans.

$74,862


service: LEA wide

_X_ALL

_X_ALL



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3f. Additional student activities are needed for school connection. Survey data showed that parents and students have requested additional activities during lunch or after school for increased student engagement. Current numbers involved in activities/clubs: AM 50% BC 46% LV 54% MT 55% P 53% R 42% SM 51% To foster increased school engagement and positive climate, we will add a club or activity stipend to each site each year. . (Priority 5,6)

$3,000 O:1100, 3000 R:0100 P:1200 Manager:014

3f. We provided site budget funds to provide one activity/club stipend at each site. AM: Jump rope and Choir BC: student government and dance and chess LV: Garden Club for K-5 with 80+ members MT: Ski/Snowboard Club P: Tiger Advisory R: Art and Craft Club SM: Art club This action step was successful and effective in that the student survey responses showed an increase in the percentage of students who feel connected to their school. Also, fewer students indicated a desire for additional clubs to be added this year over last year. Current percentages of students involved in activities and clubs across the sites from last year: AM: 53% increase from previous year (of 261) BC: 21% (of 977) LV: 54% (of 422) same as last year MT: 60% (of 596) increase from previous year P: 52% (of 560) same as last year R: 57 % (of 440) increase from previous year SM: 65%(of 381) Increase from previous year ECDS: 31% (of 36) increase from previous year

$2,961


service: LEA wide

_X_ALL

_X_ALL



3g. Need increased parent involvement and engagement and a liaison to assist.

$5,000 O:4510 R:0100 P:1345

3g. We contracted with an individual to serve as a community liaison.

$2,125

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Currently we have 1% of our parents involved in programs for unduplicated pupils and individuals with exceptional needs, such as ELAC, DLAC, site council, parent club, parent nights for educational purposes. (Priority 3)

Manager:007

Scope of service: AM, LV, P, R Scope of

service: AM, LV, P, R

__ALL

__ALL



3h. Home/School Connection needs to be improved –EESD needs to increase connections, communication, and events for families. Current levels: AM Back To School, Open House, Reading Night, Math Night, Carnival, READY event, plus bi-monthly newsletters from office and weekly teacher newsletters and phone messages. BC Back To School, Open House, Talent Show, Carnival, Santa’s Workshop, various parent nights, family dance, READY, Booster Club meetings, plus bi-monthly newsletters from office and weekly teacher newsletters and phone messages. LV Back To School, Open House, BBQ, various parent nights, family movie night, READY, Parent Club, plus bi-monthly newsletters from office and weekly teacher newsletters and phone messages.

No cost, through existing staff. $ O: R: P:

3h. See Goals 3f and 3i.


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MT – Back To School, Open House, Various fundraiser dinners, talent show, winter program, spring program, parent nights, family dance, family movie night, READY, plus bi-monthly newsletters from office and weekly teacher newsletters and phone messages. P Back To School, Open House, College Faire, Parent University – two 9 week sessions, College Information dinner, Parent session with Mister Brown, four music programs, three ROAR assemblies, two awards assemblies, plus monthly newsletters from office and quarterly teacher newsletters and phone messages. R Back To School, Open House, parent nights, Rodeo breakfast, family dance, family movie night, REACH, Parent Club, plus bi-monthly newsletters from office and weekly teacher newsletters and phone messages. SM – Back To School, Open House, family dance, parent nights, family movie night, BBQ, REACH, Parent Club, 5th Grade musical, Christmas Programs, Spring Concert, Wax museum, plus bi-monthly newsletters from office and weekly teacher newsletters and phone messages. To continue our desire to improve and increase the

Home to School connection, each site will explore various forms of social media to connect with families. We will mail home newsletters at the 6-8 level, and increase additional parent events/education sessions that focus on subgroup needs and the needs of parents, as understood from parent club, site council, and survey data. (Priority 3,5,6)

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service: LEA wide

_X_ALL

_X_ALL



3i. Needs Assessment Parent Surveys indicated the need for additional Parent Nights or educational nights for parents and families to be connected to school Current Data: Safe oppor AM 80% 90% BC 100% 100% LV None given MT 96% 100% P 71% 94% R 85% 90% SM 100% 100% Numbers of students and parents who participated in survey: Students Parents AM ? ? BC 176 16 LV NONE MT 283 48 P 277 74 R ? ? SM all 4/5 stud. 3% . (Priority 3,6)

$7,000 O:5800 R:0100 P:1345 M:014

3i. We provided each site with funding to support additional family night activities. Data regarding student safety and opportunities for parents to be connected to school and to participate in parent/family activities School Safe Opportunity AM 90% 100% both increase BC 90% 98% LV 93% 96% both increase MT 85% 95% P 84% increase 77% R 81% 95% increase SM 88% 100% Numbers of students and parents who participated in the surveys: School Students Parents AM 52 1 BC 319 152 LV 42 46 MT 275 62 P 395 53 R 103 99 SM 94 8 We still need to work on getting all stakeholders to fill out the surveys, and we still need to work on our goal areas for connections between home and school. This goal and

$1,800

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action step will be a priority for site goals as well. All sites increased the number of participants in the surveys this year.


service: LEA wide

_x_ALL

_X_ALL



3j. Based upon parent survey data, EESD needs a community Liaison to connect our LI, EL, and FY families to services and also to the programs and supports we offer. Current: No services provided by a Liaison. EESD will provide a Community Liaison to help increase

the engagement and connectedness of our families. We will start with the schools with the highest population of LI, EL, and FY (AM, R, P, ECDS). (Priority 3,6)

See 3g for budget.

3j. We contracted with an individual to serve as a community liaison.

See 3g

Scope of service: AM, ECDS, P, R Scope of

service: AM, ECDS, P, R

__ALL

__ALL



3k. EESD needs additional behavior aides to support an increasing number of children with severe behavior needs. These trained individuals provide tools, strategies and methods to teachers and students. This

$88,000 O:1100,3000 R:0100 P: Site:200

3k. We funded and hire 2 additional behavior aides. $99,156

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need is illustrated in parent and staff survey data as well as the number of disciplinary referrals. Currently: We have 2 Behavior Aides. To provide support to classrooms and teachers with

students with severe behavior challenges, and to provide strategies of self-monitoring to students, we will expand our existing behavior aide program. (Priority 6)


service: LEA wide

_X_ALL

_X_ALL



3l. Parents, staff, and student survey data show that campus safety is a top priority. Currently: EESD employs one SRP from RPD. EESD partners with Redding Police Department to

provide a full time School Resource Officer for our District. This helps us maintain safe and orderly campuses. (Priority 6)

$90,000 O:5800 R:0100 P:1410 3l. We contracted for School Resource Officer services

with the City of Redding. This has helped us reduce our referrals and to help our students feel safe.

$85,194


service: LEA wide

_x_ALL

_X_ALL



What changes in actions, services, Through the review of the progress EESD has made toward Goal 3, we will not be adding

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and expenditures will be made as a result of reviewing past progress

and/or changes to goals?

increased funding to the Liaison position for the 15-16 school year. We will continue with the program as has been funded for the 14-15 year, focused on AM, P, ECDS, and R.

Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a 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 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $____3,458,714________________________

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EESD uses the FCMAT LCFF Calculator to project LCFF funding components. EESD estimates funding for the LCAP year (2015-16) calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils will be about $3,458,714. As described in detail in Section 2, along with supporting budget allocations, the District is expending these funds in both targeted, districtwide, and schoolwide manners, as deemed most appropriate by District administration for the delivery of the program or service. The District estimates an unduplicated pupil count of 72%, and is therefore over the 55% threshold of 5 CCR 15496(b). The District’s budget assumptions can be found in the District’s Draft Budget.

Following is a summary description of the intended use of funds (as described in detail in Section 2):

Collaboration $ 50,000 Textbooks, library services & materials 206,000 Extended day classes 50,000 Certificated coaching for Chromebooks 350,000 Technology purchases for CCSS 147,000 WES camp support 40,000 Small group instruction programs & support 750,000 Support of after school program activities 72,000 K Readiness Initiative - Ready for K 25,000 EL Services 55,000 Staff development duty day 166,000 Reduction of class sizes 463,000 Counseling services 365,000 Student activities clubs & high achievers 19,000 Community services liaison 5,000 Parent engagement activities 7,000 Student behavior aide program 157,000 Safety & security - School Resource Officer 90,000 Health services - Clerks at sites 94,000 Transportation services 349,000 District support for parent ed 20,000

Total $ 3,480,000

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B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

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

As stated above, the EESD plans to spend about $3,480,000 derived from the Supplemental and Concentration Grants to serve, increase and/or improve services for unduplicated pupils (for low income pupils, foster youth, and English learners) during the 2015/16 fiscal year. Per the FCMAT LCFF calculator we calculate the District must achieve a 14.72% proportionality percentage (5 CCR 15496(a)(7)). The District’s budgeted expenditures and delivery of related services costing about $3,480,000 serves as the proxy measurement of service delivery to unduplicated pupils. When applied to the budgeted LCFF Base Funding entitlement of $23,497,191, the District achieves and expenditure percentage of 14.81% ($3,480,000/$23,497,191 = 14.81%), satisfying the minimum proportionality percentage requirement of 14.72%. Attached please find the attached FCMAT LCFF calculator Minimum Proportionality Percentage (MPP) which further details the District’s MPP requirement and calculation.

14.72 %

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02,

42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

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Enterprise Elementary (69971) - Enterprise after 2nd interim 5/21/2015

Title 5 CCR § 15496

Minimum Proportionality Percentage (MPP):Summary Supplemental & Concentration Grant

2013-14 2014-15 2015-16 2016-17** 2017-18** 2018-19** 2019-20**

15496(a)(1)

1. LCFF Target Supplemental & Concentration Grant Fundingfrom Calculator tab 5,944,673 5,920,097 6,048,813 6,195,630 6,369,362 6,369,362 Maximum MPP with Target Supplemental and Concentration Grant spending levels (informational only)

31.21% 28.14% 27.96% 27.48% 27.67% 27.67%

15496(a)(2)

2. Prior Year (estimated) Expenditures for Unduplicated Pupils above what was spent on services for all pupils 756,990 2,290,274 3,458,714 3,785,584 4,225,176 4,467,683

Prior Year EIA expenditures 2014-15 py exp (2013-14 exp) must >= 2012-13 EIA exp

15496(a)(3) 3. Difference [1] less [2] 5,187,683 3,629,823 2,590,099 2,410,046 2,144,186 1,901,679

15496(a)(4)

4. Estimated Additional Supplemental & Concentration Grant Funding [3] * GAP funding rate 1,512,210 1,168,440 326,870 439,592 242,507 -

GAP funding rate 29.15% 32.19% 12.62% 18.24% 11.31% 0.00%

5. Estimated Supplemental and Concentration Grant Funding [2] plus [4] (unless [3]<0 then [1])LCAP Section 3, Part A 2,269,200 3,458,714 3,785,584 4,225,176 4,467,683 4,467,683

15496(a)(6)

6. Base FundingLCFF Phase-In Entitlement less [5], excludes Targeted Instructional Improvement & Transportation 22,722,543 23,497,191 23,897,179 24,520,413 24,922,982 24,922,979

LCFF Phase-In Entitlement 25,298,058 27,262,220 27,989,078 29,051,904 29,696,980 29,696,977

7/8. Minimum Proportionality Percentage* [5] / [6]LCAP Section 3, Part B

9.99% 14.72% 15.84% 17.23% 17.93% 17.93%

*percentage by which services for unduplicated students must be increased or improved over services provided for all students in the LCAP year. If Step 3a <=0, then calculate the minimum proportionality percentage at Estimated Supplemental & Concentration Grant Funding, step 5.**Regulations only require an LEA to demonstrate how it is meeting the proportionality percentage in the LCAP year, not across all three years.

SUMMARY SUPPLEMENTAL & CONCENTRATION GRANT & MPP

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20

2,269,200$ 3,458,714$ 3,785,584$ 4,225,176$ 4,467,683$ 4,467,683$ Current year Minimum Proportionality Percentage (MPP) 9.99% 14.72% 15.84% 17.23% 17.93% 17.93%

Current year estimated supplemental and concentration grant funding in the LCAP year

15496(a)(5)15496(a)(8)

15496(a)(7)15496(a)(8)

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LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

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

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

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

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

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

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

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

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

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

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

(2) The total number of cohort members.

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

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

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


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

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

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


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

8-22-14 [California Department of Education]

lea: enterprise elementary school district contact (name ... · page 1 of 73 . d§ 15497.5. local...

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