template lcff evaluation rubrics : essential data to ... · celerity rolas will open in the fall of...

LCAP Year ☑ 2017-18 ☐ 2018-19 ☐ 2019-20

Local Control Accountability Planand Annual Update (LCAP)Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name Los Angeles Unified

Contact Name and TitleGrace CanadaCEO

Email and [email protected](310) 922-4262

LCAP Year ☑ 2017-18 ☐ 2018-19 ☐ 2019-20

Local Control Accountability Planand Annual Update (LCAP)Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name Los Angeles Unified

Contact Name and TitleGrace CanadaCEO

Email and [email protected](310) 922-4262

1

https://elcap.lacoe.edu/lcap2017/docs/addendum.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_a.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_b.html

https://www.caschooldashboard.org/

mailto:[email protected]

https://elcap.lacoe.edu/lcap2017/docs/addendum.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_a.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_b.html

https://www.caschooldashboard.org/

mailto:[email protected]

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

Celerity Rolas will open in the Fall of 2017 to operate a high quality school in the historically underserved area of Northeast Los Angeles. The missionof Celerity Rolas Charter School is to provide a school where at risk students will thrive in an atmosphere of high expectations and engagingcurriculum with challenging learning activities. In accordance with our mission, we will enroll at-risk students from communities in need. Thecommunity surrounding Celerity Rolas is growing rapidly and is highly impacted. On average, 81% of the surrounding community's students qualifyfor the free or reduced lunch program, and 28% of the students are English Learners. The community is mostly Latino.

Our dedication to low income communities has allowed us to develop an instructional model designed to meet the needs of these communities. Celerity Rolas Charter School will be modeled after Celerity Charter Schools, which have a reputation for high academic standards, experienced andcaring staff members as well a commitment to its students. Students will have an opportunity to be challenged in an environment where highexpectations and academic excellence will be non-negotiable. Students will benefit from a small, safe school environment where a respect for eachother and each other's differences will prevail. They will benefit from an environment where parents and teachers will work in partnership to meetstudent achievement goals.

Mission:

The mission of Celerity Rolas Charter School is to provide a school where at risk students will thrive in an atmosphere of high expectations andengaging curriculum with challenging learning activities.

Vision:

Celerity Rolas Charter School will be a community of diverse individuals where students will develop their intellectual, artistic, and physical talents tothe highest degree. Our vision will encompass five critical focus areas that affect the school community:

Academic Excellence

Our academic program challenges the intellect and maximizes the potential of each student to acquire knowledge, concepts, andskills necessary to become thinking, productive, responsible citizens. Excellence in academics results in a love of lifelong learningand supportive, involved community.

Mutual Respect

Celerity Rolas Charter School fosters a culture of mutual respect that builds trust and engages students in learning.

Qualified Teachers and Paraprofessionals

Teachers and paraprofessionals meet ESSA standards as qualified.

Parental Investment and Community InvolvementParents want the best for their children and share in the responsibility and the process of educating their children. These involvedparents serve as catalysts to students’ success.

Respect and DiversityCelerity Rolas Charter School is an inclusive community in which people from different cultural, ethnic, racial, and religiousbackgrounds learn, live, and work harmoniously with mutual respect, without compromising their beliefs and their identities. Wechampion the cause of excellence and equity.

LCAP HIGHLIGHTSIdentify and briefly summarize the key features of this year's LCAP.

This year's LCAP contains 4 goal areas that address the 8 state priorities. Below are those goals, along with the corresponding measurable outcomesfor the goals.

Goal 1: Students will master the skills of the Common Core State Standards. (State Priorities 1, 2, 3, 4, 7, 8)

Expected Annual Measurable Outcomes for Goal 1:

By Spring 2018, all students (including student groups of socioeconomically disadvantaged students, Foster Youth, and English Learners) willincrease their proficiency in English Language Arts and Math by 2% over the previous year before as measured by the Smarter Balancedand/or internal assessments.Common Core State Standards will be implemented for all students (including student groups of socioeconomically disadvantaged students,Foster Youth and English Learners), as measured by teacher observations.All students will have access and be enrolled in a broad course of study as described in our charter, as measured by course enrollmentin Powerschool.All students will have access to standards-aligned instructional materials, as measured by proof of purchase. (Goal 1; State Priority 1: Basic)

Goal 2: English Learners will master the skills of the English Language Development Standards and Common Core State Standards. (State Priorities1, 2, 3, 4, 7, 8)


By Spring 2018, at least 80% of English Learners will increase one English Language Development performance level and/or will be proficientin English Language Arts as measured by one of the following metrics: the CELDT/ELPAC, ELD Portfolios, Smarter Balanced, and/or internalassessments. As a result, our yearly reclassification rate will exceed 10% of English Learners as measured by CALPADS reporting.All English Learners will have access to and be taught the Common Core State Standards and the ELD Standards, as measured by teacher

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http://ito.lacoe.edu/

observations.We will increase the percentage of parents trained on academic initiatives by providing a minimum of two workshops annually, as measuredby workshop agendas.

Goal 3: All students will be taught by qualified teachers. (State Priorities 1, 2, 3, 4, 7, 8)


We will have 100% qualified teachers as measured by appropriate credentialing and job assignments.

Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. (State Priorities 1, 5, 6)


By Spring 2018, our suspension rate will have decreased by 1% from the previous year and/or maintained under 5% as measuredby Dataquest, Powerschool, and the California Dashboard/LCFF Evaluation Rubrics.By Spring 2018, our expulsion rate will maintain under 0.5% as measured by Dataquest, Powerschool, and the CaliforniaDashboard/LCFF Evaluation Rubrics.By Spring 2018, our attendance rates (ADA) will maintain over 95% as measured by CALPADS reporting and Powerschool.By Spring 2018, our chronic absenteeism rate will decrease by 1% from previous year and/or maintain under 3% as measuredby Powerschool and the California Dashboard/LCFF Evaluation Rubrics.By Spring 2018, our middle school dropout rate will maintain under 0.5% as measured by DataQuest and Powerschool.By Spring 2018, we will maintain clean and safe facilities as measured by an overall score of “Good” or better on the FIT (Facilities InspectionTool).By Spring 2018, we will score at least 3/5 on 80% of the questions asked on local surveys on the sense of school safety and connectednessfor pupils, parents, and teachers, and the number of parents/families completing the School input survey will increase from the year before byat least 2%, as measured by Survey Monkey.

REVIEW OF PERFORMANCE

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

GREATESTPROGRESS

Celerity Rolas Charter School will begin operation on July 1, 2017.

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

GREATESTNEEDS


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

PERFORMANCEGAPS


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

3

As described in greater detail later in our LCAP, here is a summary of significant ways in which we will increase or improveservices for low-income students, English learners, and foster youth.

1. Provide targeted professional development for these student groups, such as SIOP (Structured Instruction ObservationProtocol), training in Designated and Integrated ELD, Love and Logic, and differentiating Common Core standards-basedinstruction and instructional strategies.

2. Provide both academic and behavioral intervention as needed to target these student groups, such a small group lessons,Response to Intervention, Love and Logic sessions, counseling sessions, and referral to COST (Coordination of Services Team) forboth academic and behavioral concerns. Staff involved in these include teachers, counselors, paraprofessionals, andInterventionists.

3. Curriculum specialists and principals observe teachers and other staff using the above strategies for student groups, and providefeedback on observations using our online tools. Together they analyze regular data for these student groups using our online tools,and use this data to plan next steps. They track student group pro-gress throughout the year.

4. Due to a lack of technology in the homes of low-income students, ensure low-income students have access to computers oncampus by purchasing and maintaining computers.

BUDGET SUMMARY

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

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $4,964,375

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

$1,512,970

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

The bulk of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP are general education teacher salariesand benefits, and operational items such as utilities costs.

$3,761,559 Total Projected LCFF Revenues for LCAP Year

4

Annual Update LCAP Year Reviewed: 2016-17

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

Annual Update LCAP Year Reviewed: 2016-17

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

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Stakeholder Engagement

LCAP Year 2017-18 2018-19 2019-20

INVOLVEMENT PROCESS FOR LCAP AND ANNNUAL UPDATE

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

Celerity Rolas will begin operation on July 1, 2017.

IMPACT ON LCAP AND ANNNUAL UPDATE

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

Celerity Rolas will begin operation on July 1, 2017.

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Goals, Actions, & ServicesStrategic Planning Details and Accountability

Complete a copy of the following table for each of the LEAs goals. Duplicate the table as needed.

New Modified Unchanged

Goal 1 Goal 1: Students will master the skills of the Common Core State Standards.

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

COE 9 10

LOCAL

Identified Need: Celerity Rolas Charter School will begin operation on July 1, 2017.

EXPECTED ANNUAL MEASURABLE OUTCOMES

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

Performance on statewideCAASPP Assessmentsand/or Cumulative InternalBenchmarks; Teacherobservations; Powerschool;Purchase orders

Baseline will beestablished in 2017.


By Spring 2019, allstudents (including studentgroups ofsocioeconomicallydisadvantaged students,Foster Youth, and EnglishLearners) will increase theirproficiency in EnglishLanguage Arts and Math by2% over the previous yearbefore as measured by theSmarter Balanced and/orinternal assessments

Common Core StateStandards will be

By Spring 2020, allstudents (including studentgroups ofsocioeconomicallydisadvantaged students,Foster Youth, and EnglishLearners) will increase theirproficiency in EnglishLanguage Arts and Math by2% over the previous yearbefore as measured by theSmarter Balanced and/orinternal assessments

Common Core StateStandards will be

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http://somesite.com/

https://elcap.lacoe.edu/lcap2017/#



implemented for allstudents (including studentgroups ofsocioeconomicallydisadvantaged students,Foster Youth and EnglishLearners), as measured byteacher observations.

All students will haveaccess and be enrolled in abroad course of study asdescribed in our charter, asmeasured by courseenrollment in Powerschool.

All students will haveaccess to standards-aligned instructionalmaterials, as measured byproof of purchase.

implemented for allstudents (including studentgroups ofsocioeconomicallydisadvantaged students,Foster Youth and EnglishLearners), as measured byteacher observations.

All students will haveaccess and be enrolled in abroad course of study asdescribed in our charter, asmeasured by courseenrollment in Powerschool.

All students will haveaccess to standards-aligned instructionalmaterials, as measured byproof of purchase.

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PLANNED ACTIONS / SERVICES

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

Action 1

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

Students to be Served: All Students with Disabilities Specific Student Group(s):

Locations: All Schools Specific Schools: Specific Grade Spans:

OR

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

Students to be Served: English Learners Foster Youth Low Income

Scope of Service: LEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

A. Professional Development for Teaching AllStudents 1.Summer PD: Teachers attend annualsummer training institute, which will includefocus on English Language Arts as well asMath. This will provide teachers with intensivetraining to ensure that standards are understoodand supported. Attendance is recorded,resources are uploaded, and evaluations aredone on the online My Learning Plan.2.Quarterly PD: Require teachers to attendprofessional development five times throughout

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the academic school year to ensure thatteachers' instructional strategies reflect anunderstanding of Common Core standards.During these meetings, review internalbenchmark/state standardized testing data,receive training on strategies, and share bestpractices, and create classroom and individualaction plans that target English Learners, FosterYouth, low-income students, Students withDisabilities, and other significant student groupswho are not meeting standards. 3. Weekly PD:Weekly professional development will focus ontopics such as integrating rigor into studentwriting with ELA and Math, rubrics, evidence ofliteracy and numeracy in room environment,and Lauren Resnick’s Principles of Learning.Weekly PD will focus on integrating languagearts and math standards across all contentareas to increase the level of rigor in theacademic program. 4. Grade Level PD:Teachers will regularly examine student worksamples at grade level meetings, to ensure thatstudents are mastering grade level standards.Weekly assessment data will be reviewed withthe Curriculum Specialist and the teachers toidentify students who are not meetingstandards. Intervention strategies and follow-uptesting is planned with the Curriculum Specialistand the teacher to ensure academic growth ofstudents.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20

Amount $55,683 Amount $55,683 Amount $55,683

Source LCFF Source LCFF Source LCFF

BudgetReference

Certificated Salaries;Certificated Salaries forProfessional Development

BudgetReference


BudgetReference



10



BudgetReference

Certificated Salaries;Certificated AdministrativeSalaries for ProfessionalDevelopment

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Employee Benefits forProfessional Development

BudgetReference


BudgetReference


11

Action 2




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


B. Professional Development for TeachingStudent groups 1.Summer PD: Teachers willattend annual summer training institute, whichwill include a focus on implementing EnglishLanguage Arts as well as Math Common CoreState Standards with student groups such asEnglish Learners, Foster Youth,socioeconomically disadvantaged students, andother significant student groups. This willprovide teachers with intensive training toensure that teachers understand how todifferentiate implementation of the CommonCore standards and curriculum to ensure theirsubgroups are able to perform at high levels.2.Quarterly PD: Teachers will attend

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professional development throughout theacademic school year and receive training toensure that their instructional strategies arecontinuing to reflect an understanding andimplementation of differentiating Common CoreState standards for student groups. Inparticular, teachers will review internalbenchmark/state standardized testing data as itapplies to student groups, receive training onstrategies, share best practices, and createclassroom and individual action plans thattarget English Learners, Foster Youth,socioeconomically disadvantaged students,Students with Disabilities, and other significantstudent groups who are not meeting standards.3. Weekly PD: Teachers will attend weeklyprofessional development that will focus on howto differentiate the following topics for studentgroups: integrating rigor into student writing withELA and Math, rubrics, evidence of literacy andnumeracy in room environment, and LaurenResnick’s Principles of Learning. 4. GradeLevel PD: Teachers will regularly examinestudent subgroup work samples at grade levelmeetings, to ensure that students from studentgroups are mastering grade level standards.Weekly assessment data of students fromstudent groups will be reviewed with theCurriculum Specialist and the teachers toidentify students who are not meetingstandards. Intervention strategies differentiatedfor their subgroup and follow-up testing isplanned with the Curriculum Specialist and theteacher to ensure academic growth of students.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Certificated Salaries; BudgetReference

Certificated Salaries; BudgetReference

Certificated Salaries;

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Certificated Salaries forProfessional Development





BudgetReference


BudgetReference


BudgetReference




BudgetReference


BudgetReference


BudgetReference


14

Action 3




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


C. Textbook and Consumables: Language Artsand Math materials that are state adopted forCommon Core, standards aligned, and based inscientific research (Houghton Mifflin &McDougal Littel for English Language Arts andEnvisions and Digits for Math) will be placed inall classrooms, including replacement of annualconsumable materials. Purchased textbooksalso target English Learners, Students withDisabilities, and students who need additionalassistance.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20

15










BudgetReference

Books and Supplies;Curriculum

BudgetReference


BudgetReference




BudgetReference

Books and Supplies;Workbooks/consumables

BudgetReference


BudgetReference



Source LCFF Source LCFF Source

BudgetReference

Books and Supplies;Follett - Barcodes and OnlineSystem for inventorying allcurriculum

BudgetReference


BudgetReference


16

Action 4




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


D. Intervention: Celerity provides small groupinstruction as a form of intervention during theschool day for students not meetingproficiency. Students scoring below grade-leveland/or not demonstrating proficiency ingrade-level standards are tutored in smallgroups during the instructional day. Students tobe taught in small groups are identified usingdata from sources such as: Study Island,Smarter Balanced scores, curriculum-basedassessments, SchoolNet, running records, andfluency assessments. The students identifiedfor small group tutoring will be placed inskills-based flexible groups and will receiveadditional assistance from their teachers in

17







strategies depending on students’ needs. TheReading A to Z Guided Reading Program, aswell as ST Math will be used for this. Fosteryouth, English Learners and socioeconomicallydisadvantaged students and students who needadditional time to complete computer basedprograms will have additional access to theprogram during before or after school hours.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Books and Supplies;Student Instruction andAssessment Tools* Study Island-9,729* Reading A to Z- 2,372 *Brain Pop- 739 *ST Math/MindInstitute- 7,500 *SchoolNet- 5,065

BudgetReference

Books and Supplies;Student Instruction andAssessment Tools* Study Island-9,729* Reading A to Z- 2,372 *Brain Pop- 739 *ST Math/MindInstitute- 7,500 *SchoolNet- 5,065

BudgetReference

Books and Supplies;Student Instruction andAssessment Tools* StudyIsland- 9,729* Reading A to Z-2,372 * Brain Pop- 739 *STMath/Mind Institute- 7,500*SchoolNet- 5,065


Source Federal Revenues - Title I Source Federal Revenues - Title I Source Federal Revenues - Title I

BudgetReference

Classified Salaries;Paraprofessionals Salary

BudgetReference


BudgetReference



Source Federal Revenues - Title I Source Federal Revenues - Title I Source Federal Revenues - Title I

BudgetReference

Employee Benefits;Paraprofessionals Benefits

BudgetReference


BudgetReference


18


Action 5




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


E. After School Tutoring: After school tutoring isoffered during the school year for students notmeeting grade-level proficiency in language artsand math assessments as indicated by multiplemeasures including unit assessments,standardized testing, and other schoolassessments.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20


SourceAfter School Education & Safety


SourceAfter School Education &Safety

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BudgetReference

Services and Other OperatingExpenses;Expanded Learning Program

BudgetReference


BudgetReference


20

Action 6




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


F. Parent Involvement: The school maintains aParent Advisory Council, School Site Council,and District English Learner Advisory Council.The school shares reports on overall studentassessments results in Language Arts and Mathwith the entire school community. The Councilscontribute input on how to improve reading andmath instruction and programs.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



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BudgetReference

Classified Salaries;Community Liaison Salary

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Community Liaison Benefits

BudgetReference


BudgetReference


22

Action 7




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


G. Translation for Parent Involvement: Allmeetings and materials sent home will betranslated for parents of English Learners, bothorally and in writing.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference


BudgetReference


BudgetReference


23










BudgetReference


BudgetReference


BudgetReference


24

Action 8




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


H. Targeted Instruction: Through continuousanalysis of student performance throughouteach school year, teachers identify students inseveral areas, such as English Language Artsand Math. Once identified, specificinterventions are planned for the subsequentunit of instruction. Students receive supportfrom the Resource teacher through the LearningCenter model. Accommodated assignmentsmay be given to students who are identifiedwith special learning needs.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20

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Amount $102,605 (repeat expenditure) Amount $102,605 (repeat expenditure) Amount $102,605 (repeat expenditure)

Source Other State Revenues Source Other State Revenues Source Other State Revenues

BudgetReference

Certificated Salaries;Resource Specialist Salary(repeated in Goal 4 Action D)

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Resource Specialist Benefits(repeated in Goal 4 Action D)

BudgetReference


BudgetReference


26

Action 9




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


I. Technology: Network Maintenance: In order tokeep our computers operational, we neednetwork maintenance. This is critical to ensuresmooth implementation of taking thecomputer-based Smarter Balanced exam as wellas online Internal Benchmarks.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



27








BudgetReference

Services and Other OperatingExpenses;Network Maintenance

BudgetReference


BudgetReference


28

Action 10




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


J. Technology: Computer Maintenance: Due tolack of technology in the homes of studentswho come from a low economic household, wewill ensure all students from low economicbackgrounds have access to computers andheadphones. In order to keep the computersoperational, we need computer maintenance.The use of computers would also assist withtaking the computer-based Smarter Balancedexam as well as online Internal Benchmarks. Aswell, students would have access to freetutorial programs such as Star Fall to helpincrease student achievement. Students who donot have access to computers at home aregiven access to computers before or after

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school.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Services and Other OperatingExpenses;Computer Maintenance

BudgetReference


BudgetReference


30


Action 11




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


K. Conferences and Guest Speakers: In orderto increase student achievement, teachers,curriculum specialists, and administration will besent to conferences or speakers will be broughtin that provide effective professionaldevelopment on teaching students of loweconomic backgrounds.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



31








BudgetReference

Other;Conferences and Guest Speakers Budget

Reference

Other;Conferences and Guest Speakers Budget

Reference

Other;Conferences and GuestSpeakers

32

Action 12




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


L. Counseling: Students who are identified asfoster youth and who demonstrate need willreceive counseling on an as needed basisthrough our support team services. Additionalservices through our COST (Coordination ofServices Team) or SST (Student Study Team)will occur on an as needed basis.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



33








BudgetReference

Certificated Salaries;Certificated Salaries to providecounseling services (repeated inGoal 4 Action D)

BudgetReference

Certificated Salaries;Certificated Salaries to providecounseling services (repeated inGoal 4 Action D)

BudgetReference

Certificated Salaries;Certificated Salaries to providecounseling services (repeatedin Goal 4 Action D)



BudgetReference

Employee Benefits;Certificated Employee Benefits toprovide counseling services(repeated in Goal 4 Action D)

BudgetReference

Employee Benefits;Certificated Employee Benefits toprovide counseling services(repeated in Goal 4 Action D)

BudgetReference

Employee Benefits;Certificated Employee Benefitsto provide counseling services(repeated in Goal 4 Action D)

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Action 13




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


M. Workshops and/or Resources for FosterParents: Celerity will offer parent workshopsand/or provide resources that address socialand behavioral challenges that foster youthface. Strategies will be provided to parents andtopics will be devised based on guardian needs.

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BUDGET EXPENDITURES

2017-18 2018-19 2019-20

Amount $0 Amount $0 Amount $0

Source Source Source

BudgetReference

BudgetReference

BudgetReference

36


Action 14




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


N. Data Tracking: Once redesignated, studentswill continue to be tracked to ensure that theyare reaching proficiency within ELA and Math.Additional support will be given if students arenot reaching proficiency.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

BudgetReference

BudgetReference

37









Goal 2Goal 2: English Learners will master the skills of the English Language Development Standards and Common CoreState Standards.


COE 9 10

LOCAL

Identified Need:



English LearnerReclassification Rate;Percentage of EnglishLearners who progress inEnglish Proficiency (asmeasured by CELDT);Percentage of EnglishLearners who progress inEnglish Proficiency (asmeasured by Student ELDPortfolio Grades); SmarterBalanced and/or InternalBenchmark Results forEnglish Learners; Teacherobservations; Workshopagendas



By Spring 2019, at least80% of English Learnerswill increase one EnglishLanguage Developmentperformance level and/orwill be proficient in EnglishLanguage Arts asmeasured by one of thefollowing metrics: theCELDT/ELPAC, ELDPortfolios, SmarterBalanced, and/or internalassessments. As a result,our yearly reclassificationrate will exceed 10% ofEnglish Learners asmeasured by CALPADSreporting.

All English Learners willhave access to and betaught the Common CoreState Standards and the

By Spring 2020, at least80% of English Learnerswill increase one EnglishLanguage Developmentperformance level and/orwill be proficient in EnglishLanguage Arts asmeasured by one of thefollowing metrics: theCELDT/ELPAC, ELDPortfolios, SmarterBalanced, and/or internalassessments. As a result,our yearly reclassificationrate will exceed 10% ofEnglish Learners asmeasured by CALPADSreporting.

All English Learners willhave access to and betaught the Common CoreState Standards and the

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ELD Standards, asmeasured by teacherobservations.

We will increase thepercentage of parentstrained on academicinitiatives by providing aminimum of two workshopsannually, as measured byworkshop agendas.

ELD Standards, asmeasured by teacherobservations.

We will increase thepercentage of parentstrained on academicinitiatives by providing aminimum of two workshopsannually, as measured byworkshop agendas.

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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


A. Parent Participation: Hold and translateparent meetings/workshops in topics such ashow to support their children's learning,parenting and other family management skills.Prepare and disseminate handbooks and otherinformation to parents to facilitate theirparticipation in school activities and their child'slearning in English and Spanish. Host regularDistrict-level English Learner AdvisoryCommittee (DELAC) meetings that aretranslated in English and Spanish to provide

40








reading and writing strategies, review data ofperformance for English Learners on interimbenchmark tests/State StandardizedTests/CELDT/ELPAC, and to provide training onEnglish Learner supplemental materials such asReading A-Z materials.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Classified Salaries;Classified Salary

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Classified Benefits

BudgetReference


BudgetReference


41


Action 2




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


B. Extended Learning Opportunities: Extendedday academic opportunities targeting Englishlearners needing additional support in ELD ormastering content standards. These includeactivities such as before and after school,intervention, and summer school programs. TheAfter School Expanded Learning programcontributes towards the success of EnglishLearner students through the incorporation of avariety of targeted elements centered onincreasing the language proficiency of EnglishLearners. Targeted elements will include ongoingprofessional development for after schoolprogram leaders centered on English Learnerinstruction, full student inclusion in after school

42







programs and activities with opportunities topractice oral English skills, program leadercollaboration with day school teachers to stayabreast of student achievement levels, and theincorporation of music development classessuch as percussion, string, and windinstruments to promote language developmentin a least restrictive environment. The schoolprincipal and program director will conductperiodic on-site observations to ensure thatEnglish Learners are being held to highexpectations and actively participating in theprograms and activities designed to ensure theirlinguistic success.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20




SourceAfter School Education &Safety

BudgetReference

Books and Supplies;Expanded Learning Program

BudgetReference


BudgetReference


43


Action 3




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


C. Data Tracking: ELD Portfolios aremaintained for each student that reflect thedepth and breadth of his/her work. Studentprogress will be monitored on an ongoing basiswith state and local assessments. The siteadministrators will work with curriculumspecialists and teachers, and teachers will workwith each other to analyze assessment data toinform instruction.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20


44









BudgetReference

BudgetReference

BudgetReference

45

Action 4




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


D. Professional Development: Regularprofessional development for teachers andadministrators will focus on the followingthree areas: supporting Common Corestandards-based instruction andinstructional strategies that are consistentwith ELD pedagogy. transitioning to thenew ELD standards and implementationwithin the instructional program, includingprofessional development in designatedand integrated ELD supports in thecurriculum, training in SIOP (ShelteredInstruction Observation Protocol) to helpEnglish Learners, training in the ELPAC,

46







and training in supporting Long TermEnglish Learners. Observations willhappen systematically and feedback willbe provided.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20


Source Federal Revenues - Title III Source Federal Revenues - Title III Source Federal Revenues - Title III

BudgetReference

Books and Supplies;SIOP Training

BudgetReference


BudgetReference



Source Federal Revenues - Title III Source Federal Revenues - Title III Source Federal Revenues - Title III

BudgetReference

Services and Other OperatingExpenses;Professional Development inimplementation of Designated andIntegrated Supports within the ELAcurriculum

BudgetReference

Services and Other OperatingExpenses;Professional Development inimplementation of Designated andIntegrated Supports within the ELAcurriculum

BudgetReference

Services and Other OperatingExpenses;Professional Development inimplementation of Designatedand Integrated Supports withinthe ELA curriculum

47


Action 5




OR





48






ACTIONS/SERVICES

2017-18 2018-19 2019-20


E. Teaching Strategies: Vocabulary andbackground knowledge development areemphasized in each instructional lesson. Visualmaterials and realia are used extensivelythroughout the instructional program. Ongoingmonitoring of student progress takes placethroughout the year, with close attention paid tothe achievement of our school-wide goals. Theinstructional program for the English Learner isfully integrated into the core instructionalprogram and is coordinated with all program andservices. Small group instruction will occur withstudents to ensure that intervention andlanguage development continue to progress forstudents.

49


Action 6




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


F. Band Level and RFEP: Students will betracked through Powerschool based on theirELD status. Students are moved ELD levelsbased on their performance on the CELDT,internal benchmark assessments, meeting ELDstandards through their ELD level specificfolder, and academic performance. As well,students are considered for RFEP based on thecriteria in the school's EL Master Plan. All ofthis data is trackedthrough Powerschool and Schoolnet.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20

50










BudgetReference

Services and Other OperatingExpenses;Powerschool

BudgetReference


BudgetReference


51

Action 7




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


G. Intervention: Long Term EnglishLearners, students who are not moving bandlevels or being RFEP'd within an appropriatetime are identified and additional supportthrough our COST (Coordination of ServicesTeam) and SST (Student Study Team) areprovided. Additional tutoring after school ishighly suggested and small group instructionwithin the academic day will be provided forstudents that are not progressing academically.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20

52










BudgetReference

BudgetReference

BudgetReference

53


Goal 3 Goal 3: All students will be taught by qualified teachers.


COE 9 10

LOCAL

Identified Need:



Teachers Fully Credentialedand Appropriately Assigned(as measured by SARC,HR Internal Data andCALPADS)

Celerity Rolas willbegin operation on July1, 2017.

Baseline willbe established in 2017.

We will have 100%qualified teachers asmeasured byappropriatecredentialing and jobassignments.

We will have 100%qualified teachers asmeasured byappropriatecredentialing and jobassignments.

54







Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


A. Teacher Feedback and Observations:Teachers will be observed on a regular basisthrough a coaching model by CurriculumSpecialists to ensure that multiple, effectiveinstructional strategies are being utilized dailyas they instruct their student groups of EnglishLearners, socioeconomically disadvantagedstudents, and foster youth. Instructionalmodeling will be conducted by the CurriculumSpecialist. The Principal will conduct threeformal observations through My Learning Plan a

55








year with pre- and post- conferences with theteacher. Areas of strength and improvementare discussed.Additional support is providedfor newer teachers.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Books and Supplies;My Learning Plan

BudgetReference


BudgetReference




BudgetReference

Certificated Salaries;Curriculum Specialists' Salaries

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Curriculum Specialists' Benefits

BudgetReference


BudgetReference


56


Action 2




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


B. Professional Development: Celerity’sleadership team will conduct surveys beforeand after Professional Developments in orderto gather teacher interest and needs inprofessional development, as well as assesshow effective the professional developmentsessions were. They will use this data to planfuture professional developments. We will alsoanalyze data from qualified status of teachersas well as teacher longevity and experience toplan professional development. Professionaldevelopment activities will be designed andselected based on staff strengths and needs inrelation to student achievement results. Inputfrom teachers will be critical throughout this

57







process.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Services and Other OperatingExpenses;Survey Monkey

BudgetReference


BudgetReference


58


Action 3




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


C. Leadership Meetings: The leadership team(led by the Principal and including theCurriculum Specialists) will ensure thatprofessional development activities arecoordinated to address staff needs inassisting unduplicated students (includingEnglishLearners, socioeconomically disdavantaged,and foster youth) to meet or exceed stateCommon Core academic standards, NGSS, andthe ELD Framework. Activities will be designedto help teachers integrate standards-basedcurriculum, instructional practices, assessmentand understanding of the strengths and needsof the student populations in their classes.

59







Topics such as classroom management,intervention, and working with students' familieswill be addressed within the context of ensuringthat all students meet or exceed state contentand achievement standards. Additionally, tocoordinate professional development activities,the Director and the Assistant Director ofSchool Services hold administration meetingsevery Tuesday, in which the team is broughttogether to review professional developmentactivities and calendars. Some of thecoordinated services include EL, Title I, SpecialEducation, and school-wide activities.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Certificated Salaries;Principal Salary

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Principal Benefits

BudgetReference


BudgetReference


60


Action 4




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


D. Induction Program: Teachers take part in anInduction Program (formerly known as BTSA,Beginning Teacher Support and Assessment) inorder to clear their credentials.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Other;Induction Program

BudgetReference


BudgetReference


61









Goal 4 Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.


COE 9 10

LOCAL

Identified Need:



Attendance Rates andChronic Absenteeism ratesfrom CALPADS,Powerschool, and theCalifornia Dashboard/LCFFEvaluation Rubrics; MiddleSchool Dropout Rates fromPowerschool andDataQuest; PupilSuspension and Expulsionrates from PowerSchool,DataQuest, and theCalifornia Dashboard/LCFFEvaluationRubrics;Surveys ofCertificated staff,Classified staff,Parents/families, and pupilson the sense of safety,school connectedness, anacademics fromSurveyMonkey; Schoolfacilities update andmaintenance data fromannual FIT (FacilitiesInspection Tool)

Celerity Rolas will beginoperation on July 1,2017.

Baseline will begin in2017. By Spring 2019, our

suspension rate willhave decreased by 1%from the previous yearand/or maintained under5% as measured byDataquest,Powerschool,and theCaliforniaDashboard/LCFFEvaluation Rubrics.

By Spring 2019, ourexpulsion rate willmaintain under 0.5% asmeasured by Dataquest,Powerschool,and theCaliforniaDashboard/LCFF

By Spring 2020, oursuspension rate willhave decreased by 1%from the previous yearand/or maintained under5% as measured byDataquest,Powerschool,and theCaliforniaDashboard/LCFFEvaluation Rubrics.

By Spring 2020, ourexpulsion rate willmaintain under 0.5% asmeasured by Dataquest,Powerschool,and theCaliforniaDashboard/LCFF

62





Evaluation Rubrics.

By Spring 2019, ourattendance rates (ADA)will maintain over 95%as measured byCALPADS reportingand Powerschool.

By Spring 2019, ourchronic absenteeismrate will decrease by1% from previous yearand/or maintain under3% as measured byPowerschool and theCaliforniaDashboard/LCFFEvaluation Rubrics.

By Spring 2019, ourmiddle school dropoutrate will maintain under0.5% as measured byDataQuest andPow-erschool.

By Spring 2019, wewill maintain clean andsafe facilities asmeasured by an overallscore of “Good” orbetter on the FIT(Facilities Inspection

Evaluation Rubrics.

By Spring 2020, ourattendance rates (ADA)will maintain over 95%as measured byCALPADS reportingand Powerschool.

By Spring 2020, ourchronic absenteeismrate will decrease by1% from previous yearand/or maintain under3% as measured byPowerschool and theCaliforniaDashboard/LCFFEvaluation Rubrics.

By Spring 2020, ourmiddle school dropoutrate will maintain under0.5% as measured byDataQuest andPow-erschool.

By Spring 2020, wewill maintain clean andsafe facilities asmeasured by an overallscore of “Good” orbetter on the FIT(Facilities Inspection

63

Tool).

By Spring 2019, wewill score at least 3/5 on80% of the questionsasked on local surveyson the sense of schoolsafety andconnectedness forpupils, parents, andteachers, and thenumber ofparents/familiescomplet-ing the Schoolinput survey willincrease from the yearbefore by at least 2%.

Tool).

By Spring 2020, wewill score at least 3/5 on80% of the questionsasked on local surveyson the sense of schoolsafety andconnectedness forpupils, parents, andteachers, and thenumber ofparents/familiescomplet-ing the Schoolinput survey willincrease from the yearbefore by at least 2%.

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Action 1




OR





65







ACTIONS/SERVICES

2017-18 2018-19 2019-20


A. Positive Discipline: A comprehensiveapproach to student discipline is executed topromote a positive learning environmentusing programs such as Love & Logic and theCelerity Peace Tree, focused on the needs ofunduplicated students. Weekly professionaldevelopments for classified staff are held toaddress positive discipline, cleanliness, safety,and systems in place to promote a nurturinglearning environment. These programs are analternative to suspension.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Classified Salaries;Classified Salaries

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Classified Employee Benefits

BudgetReference


BudgetReference


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Action 2




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


B. Parent Involvement: The schoolcommunicates with parents through a variety ofways. Every teacher has a cell phone so thatparents have access to him/her in order tocommunicate about their children. Parents haveaccess to teachers’ email addresses as well.The school holds monthly parent meetings tocommunicate the direction of the school,communicate information, and to elicit inputfrom the parents. Parents also have access toPower School, our school information system,which allows them to see the grade book,benchmarks data, attendance, andprojects. DELAC meetings are conductedmonthly to inform parents of EL progress within

67







core academic subjects. General parentmeetings and School Site Council meetings willprovide additional support and guidance toFoster Youth guardians. In addition, the schoolupholds an open door policy and if additionalassistance is needed, then Foster Youth or ELParents can request a meeting with thePrincipal.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference


BudgetReference


BudgetReference


68


Action 3




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


C. Attendance Meetings and Support: Calls willbe made from the school site on the day ofschool that is missed by the student. After 3unexcused absences, the family will meet withthe principal to discuss attendance concernsand support will be provided, tailored to theneeds of unduplicated students. Ongoingsupport and meetings will take place thereafterto help families to find solutions to cut down onabsenteeism. Meetings with the family aredocumented by the principal.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20

69










BudgetReference


BudgetReference


BudgetReference




BudgetReference


BudgetReference


BudgetReference


70

Action 4




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


D. Behavioral and Academic Intervention: Theschool psychologist, school counselor, andresource specialists provide a system ofpersonal support services for students. Throughthe use of COST (Coordination of ServicesTeam) and SST (Student Success Team),students have readily available access tosupport services. Foster Youth, EnglishLearners, and socioeconomically disadvantagedstudents have access to COST, SST, andsupport services on an as neededbasis. Particular attention will be paid toolder students.

BUDGET EXPENDITURES

71








2017-18 2018-19 2019-20



BudgetReference

Certificated Salaries;Certificated Salaries

BudgetReference


BudgetReference




BudgetReference

Employee Benefits;Certificated Employee Benefits

BudgetReference


BudgetReference


72

Action 5




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


E. Facilities Needs: Celerity will completerepairs and maintenance on the campus so thatstudents continue attending a hazard-freeschool. Updates will occur as needed.

BUDGET EXPENDITURES

2017-18 2018-19 2019-20



BudgetReference

Classified Salaries;Facilities Management

BudgetReference


BudgetReference


73










BudgetReference

Employee Benefits;Facilities Management Benefits

BudgetReference


BudgetReference


74

Demonstration of Increased or Improved Services for UnduplicatedPupils

LCAP Year 2017-18 2018-19 2019-20

Estimated Supplemental and Concentration Grant Funds: $531,061 Percentage to Increase or Improve Services: 12.57%

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

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

The services provided for unduplicated pupils as described below (a combination of services limited to unduplicated studentsand services identified as LEA-wide but principally directed to and effective in meeting goals for unduplicated students) resultin the required proportional increase (quantitative growth of services) or improvement (qualitative growth in services) inservices for unduplicated pupils.

Actions/Services Contributing to meeting the increased or improved services and identified as Limited to UnduplicatedStudent Group(s). (ie. the action/service being funded and provided is limited to the unduplicated students identified in“Students to be Served”)

Goal 1: Action 2 - This action describes professional development for teachers limited to teaching unduplicatedstudent groups such as English Learners, socioeconomically disadvantaged students, and foster youth.Examples of these professional developments are how to differentiate implementation of the Common CoreStandards for the student group, and how to create data-driven action plans and plan next instructionalsteps for the student group.Action 7 - This action describes translation for parent involvement, particularly for parents of Englishlearners.Action 10 - This action describes how we will ensure all students from socioeconomically disadvantagedbackgrounds have access to computers, due to a lack of technology in the homes of students who comefrom socioeconomically disadvantaged backgrounds.Action 11 - This action describes particular conferences and guest speakers on teaching students from lowsocioeconomic backgrounds.

Goal 2: Action 6 - This action describes how we track English Learners' progress through language proficiencylevels.

Actions/Services Contributing to meeting the increased or improved services and identified as LEA-wide. (ie. theaction/service is being funded and provided to upgrade the entire educational program of the LEA)

75





Note: As our LEA has an unduplicated pupil percentage significantly higher than 55% (and indeed close to 100%of our students) below we will describe how these services are principally directed to and effective in meeting itsgoals for unduplicated pupils in the state and any local priorities.

Goal 1: Action 4 - This action describes intervention during the school day for students not meetingproficiency. This intervention is principally targeted to and based on the needs of unduplicatedstudents. As their data is analyzed, particular intervention lessons are designed for them with theirparticular needs in mind. This has proven extremely effective in raising the achievement scores of ourunduplicated students. Action 6 - This action describes our various councils for parent involvement, and how we shareachievement results with and gather input from these councils. We primarily focus on ourunduplicated students in these meetings. Connecting with these families has proven an important toolin raising the achievement of unduplciated students.

Goal 2: Action 1 - This action describes workshops for parents on student learning, and in particularthe DELAC (District English Learner Advisory Council), which focuses on the needs of EnglishLearners. Knowledge of the information we share in these meetings has helped parents raise theachievement of thier children.

Goal 3: Action 1 - This action focuses on teacher observation and feedback. As part of this observation, wefocus on the teacher's instruction of the unduplicated students in his/her class. This focus haspositively impacted unduplicated students' achievement.

Goal 4: Action 1 - This action describes our positive discipline approach of Love and Logic and Peace Tree,two programs that are designed with the particular needs of unduplicated students in mind. Theseprograms have created effective behavioral supports for our unduplicated students. Action 2 - This action describes how we communicate with parents of unduplicated students. Thishas proven effective as is shown in our input survey results.Action 3 - This action describes how we provide support for attendance for students, by givingparticular support through phone calls and meetings tailored to the needs of unduplicated students.This support has proven effective in maintaining a high Average Daily Attendance.

Actions/Services Contributing to meeting the increased or improved services and identified as Schoolwide.N/A

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