LCAP and Annual Update Template - Local ...

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LCAP Public Review Period May 30 – June 2, 2017 Thank you for taking the time to review the Tulare City School District Local Control and Accountability Plan Update and Annual Review 2017. Your feedback is appreciated and will be taken into consideration as we prepare our final draft.

Two easy ways for you to provide feedback:  Comments can be emailed to TCSD at [email protected]  Or returned to Paula Adair, Assistant Superintendent of Student Services at the TCSD District Office, 600 N. Cherry Street, Tulare, CA 93274 When providing feedback please include the LCAP page number#_____________ Area of interest/concern:______________________________________________ Comment:_____________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ __________________________________________________________________________________________________ Responses to recommendations and comments will be posted on the TCSD website on June 6, 2017. Web address: www.tcsdk8.org under the Legal Notice section with the title “T.C.S.D. LCAP Responses to feedback.” If you have questions please call, Paula Adair, Assistant Superintendent of Student Services at 559-685-7221.

DRAFT LCAP Year

Local Control Accountability Plan and Annual Update (LCAP) Template LEA Name

Tulare City School District

Contact Name and Title

Paula Adair, Assistant Superintendent of Student Services

2017–18

2018–19

2019–20

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 [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.]: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

Email and Phone

[email protected] (559)685-7232

2017-20 Plan Summary THE STORY Briefly describe the students and community and how the LEA serves them. Tulare City School District (TCSD) is located between Fresno and Bakersfield in the heart of the agriculturally diverse San Joaquin Valley. The City of Tulare is home to approximately 60,000 people. We educate approximately 10,000 students ranging from preschool through eighth grade. Our district is comprised of ten elementary schools, four middle schools, one elementary through eighth grade school, and two community day schools. We employ over 1000 individuals who work collaboratively to meet the common expectation to raise (up) caring, creative and confident children by ensuring the following District Priorities are implemented. 1. Safe, Secure and Healthy Learning and Work Environment for All 2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All 3. Connecting to the Local and Global Communities Our students represent varied populations that consist of many ethnicities and races which include: Hispanic 77.48 %, American Indian/Alaskan Native 0.31%, Asian 2.04%, Black/African American 2.97%, Hawaiian/Pacific Islander 0.17%, White 16.03%, and Multiple1.00%. Our district is represented by the following significant subgroups: English Learners 26.07%, Pupils with Disabilities 6.85%, RFEP 8.5%, Limited Income 78.76%, Foster Youth 0.73% and 1.22% Migrant students. The district’s average % free and reduced lunch is 81.8 %. TCSD is rooted in the belief that educating each child is a moral purpose intent on making a difference in the lives of all children. It requires all of us to move beyond our own personal and professional biases, and to work collectively as a team that is committed to achieving a common expectation. TCSD’s Motto is “Raising up Caring, Creative & Confident Children.”

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

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DRAFT Goal 1 – Student achievement in all content areas 

Implementing a standards-based report card in grades 1–6



Writing a standards-based report card in grades 7–8 for implementation in 2018-2019



Additional Chromebooks (24 in each 2nd grade)



Increase bandwidth in order to have better connectivity



Purchase supplemental Science materials to aid in NGSS instruction

 Transitioning to AVID Schoolwide at Cherry Avenue and Mulcahy Goal 2 – Participation in VAPA and extra-curricular 

Formalizing the career education goals and guidelines



Formalizing the districts VAPA components into a comprehensive arts education plan

 Adding a new vocal music teacher for a total of five Goal 3 – Student achievement for EL students 

Hiring ELD TOA to provide in class coaching and PD



Hiring new SEI teacher aides at identified school sites (HE, MA, PL, RO)

 Expanding our interpreting at events, and translating of informational materials Goal 4 – Profession development 

PD provided with new ELA/ELD adoption



Training for trainer of trainers in Improvement Science to assist in using data to inform instruction

 Reaching Individual Student Excellence (RISE) data talks to leadership teams Goal 5 – Educational climate and parent involvement 

SPED TOA to provide in class coaching and PD



Staff training on suicide prevention



Increasing 1 PT school psychologist to FT



Adding 1 FT administrative intern



TCSD Parent Education University – one time per month



Purchase a live scan fingerprint machine to enable in-house finger printing



Implementation of PBIS at Alpine Vista and Heritage

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

GREATEST PROGRESS



Overall baseline Suspension Rate – Yellow o EL – Green o Asian – Green o Filipino – Blue



Overall baseline ELA – Yellow

 Overall baseline Mathematics – Yellow We plan to build upon our baseline Suspension rate data by focusing our administrative retreat on climate where administrators will review their individual school site (including sub-group) data. They will work collaboratively to develop a plan for early intervention when students begin

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DRAFT to demonstrate at-risk behaviors. The plan will be implemented and monitored beginning in the 2017-2018 academic school year. In order to improve academic performance for all subgroups in ELA and mathematics TCSD will implement a series of data talks (RISE) to monitor student progress through a thorough review of academic data and develop an action plan for students who are not making growth. Weekly, teachers in LFCs will review lessons, plan, evaluate student progress and determine next steps. Local Indicators 

Attendance rate – 96.5%



Providing quality PD (685 Consultations with 8,814 Participants, 254 Events with 3,506 participants



Parent Conference participation rate – 93.4%



Parent Positive Response (District priorities) rate – 94.9%

 Parent Education sessions – 100% of school offer We plan to continue to maintain our attendance rate through the use of attendance aides for home visits, continued parent support through our health and welfare staff, and continually strive to ensure that each school site is inviting and a place students was to be. Involving parents and encouraging collaborative partnerships is decision making for student goals and progress continues to be a priority. Next year we will implement the district Parent Education University to strengthen those ties.

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

GREATEST NEEDS

 Overall baseline EL Progress Indicator – Orange We plan to address EL progress through the implementation of a new district wide ELA/ELD adoption providing teachers with resources to meet the various needs of our EL learners. We are adding an ELD TOA to provide ongoing in-class coaching and PD for our SEI teachers in grades 1st – 8th. The ELD department will consistently meet with each SEI teacher to assist in self-identified areas of growth. We are hiring SEI instructional aides to assist with instruction in classrooms with the greatest need. SEI teachers will have ongoing PD outside of the classroom, with quarterly SEI LFCs to review data and develop instructional plans.

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? State Indicators 

PERFORMANCE GAPS

Overall Suspension Rate – Yellow o African American – Red o Two or more races – Red

 Overall ELA – Yellow o SWD – Red  Overall Math – Yellow o SWD - Red

To bridge the suspension rate gap, we are going to focus on culture and climate at our administrative retreat as mentioned above. A focus on early intervention for students who are demonstrating at-risk behaviors will be a priority. In addition we are implementing PBIS at Alpine Vista and Heritage, and transitioning to AVID Schoolwide at Cherry Avenue and Mulcahy. Every school will enter their second Page 3 of 115

DRAFT year of implementing their bully prevention plan monitoring the effectiveness of strategies, and reviewing student feedback. Each site will implement a campaign to promote positive culture and climate. Examples include: Cherry Avenue and Los Tules – Dude Be Nice, Alpine Vista – The Leader in Me, Mulcahy – Summer School Pilot called Leadership Education And Development (L.E.A.D.), etc. We are investigating the possibility of implementing Student Learning Circles (SLC) to facilitate open dialogue with students to build trust and address areas of need and concern identified through students’ reflective assessment. To bridge the academic performance gap in ELA and math for our SWD population we have hired a SPED TOA to provide ongoing in-class coaching and PD for our SPED teachers in grades 1st – 8th. The SPED department will consistently meet with each SPED teacher to assist in self-identified areas of growth. We will be providing PD through Linda Mood Bell programs in ELA and math to support student growth for SWD. We will continue to provide coaching in early literacy instructional strategies through the 95% group in order to identify students’ deficit skills and remediate as needed.

INCREASED OR IMPROVED SERVICES If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth. TCSD is committed to meeting the needs of all of our students, especially our low-income students, English learners, and foster youth. Goal 3 of our LCAP addresses the needs of our EL learners. This year we will be adding an ELD TOA to provide in-class coaching and research based PD to our teachers in order to enhance their professional growth, which will in turn affect student achievement. The ELD TOA will meet with teachers individually to determine areas of focus based on data, model lessons and coach teachers while they instruct. This process will be collaborative and individualized in order to address the needs of all participants. Goal 1 addresses the needs of low-income students, English learners, and foster youth through the ELA/ELD adoption which will have strategies and resources identified to meet the needs of special populations at the teachers’ immediate disposal. The structure of the new adoption provides access to a myriad of materials designed to facilitate learning for all types of learners. PD will focus on ELD instruction both designated and integrated in how to meet the instructional needs of our EL students. In Goal 1, a strong foundational preschool program in a priority in meeting the needs of low-income students, English learners, and foster youth. Our preschool serves over 700 students (3-4 year olds) with a focus on oral language development. Teachers are intentional in their instruction to promote the development of introductory skills to provide students with the knowledge necessary to be successful as they progress through the grades.

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

$110,000,000

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

$44,844,116

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DRAFT The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP. General fund expenditures not specified in LCAP include salaries and benefits for district administration, classroom teachers, site administration, clerical, health staff, warehouse and supply staff; insurance; supplies, equipment leases, services and travel for staff listed above.

$18,958,568

Total Projected LCFF Revenues for LCAP Year

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DRAFT

Annual Update Goal 1

LCAP Year Reviewed: 2016-17

All students will reach high standards and increase student achievement in English Language Arts, Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century.

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

1: Safe and Secure Learning and Work Environment for All 2: Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All 3: Connect to the Local and Global Communities

ANNUAL MEASURABLE OUTCOMES EXPECTED

ACTUAL

LCAP Performance Meter:

A. 2016-2017 Rate of appropriately assigned and credentialed teachers is 99.3% (increased by 0.3%)

A. Rate of appropriately assigned and credentialed teachers will be 100% B. Availability of standards-aligned instructional materials will be 100%

B. 2016-2017 Availability of standards-aligned instructional materials is 100% (maintained)

For all students and all sub-groups below 55%:

For all students and all sub-groups below 55%:

I. 1-8 District Language Arts T-3 Benchmark Data TC-PTL % Proficient will increase by 1%

I. 2015-2106 1-8 District Language Arts T-3 Benchmark Data TC-PTL % Proficient is 53.6% (decreased by 1.5%)

J. 1-8 District Math EOY Compilation Benchmark Data TC-EML % Proficient will increase by 1%

J. 2015-2106 1-8 District Math EOY Compilation Benchmark Data TC-EML (4th & 6th grades revisions) % Proficient is 42.0% (decreased by 0.8%)

K. 7-8 District Social Studies T-2 Benchmark Data TC-HSS % Proficient will

K. 2015-2106 7-8 District Social Studies T-2 Benchmark Data TC-HSS Page 6 of 115

DRAFT increase by 1%

(compared with T-3) % Proficient is 54.2% (increased by 0.2%)

L. 7 District Science T-2 Benchmark Data TC-SBM % Proficient will increase by 1%

L. 2015-2106 7 District Science T-2 Benchmark Data TC-SBM (compares with 7-8) % Proficient is 52.1 % (decreased by 13.4%)

N1. 3-8 SBAC Data ELA % Nearly Met, Met or Exceeded combined summary will increase by 1%

N1. 2015-2106 3-8 SBAC Data ELA % Nearly Met, Met or Exceeded combined summary is 61.6% (increased by 2.3%)

N2. 3-8 SBAC Data Math % Nearly Met, Met or Exceeded combined summary will increase by 1%

N2. 2015-2106 3-8 SBAC Data Math % Nearly Met, Met or Exceeded combined summary is 56.8% (increased by 0.3%)

N3. 5 & 8 CST Science % Proficient will increase by 1%

N3. 2015-2106 5 & 8 CST Science % Proficient is 46.0% (decrease of 1.0%)

O. Rate of 5th and 7th Grade Students in the Healthy Fitness Zone will increase by 1%

O. 2015-2106 Rate of 5th and 7th Grade Students in the Healthy Fitness Zone is 68.7% (increased by 0.6%)

ACTIONS / SERVICES Action

Actions/Services

Expenditures

1

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PLANNED

ACTUAL

1.1 Hire and maintain sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students.  Maintain Sufficient staffing  New: Director of Performance and Progress  New: BTSA/AVID TOA  New: Kindergarten TOA  New: 15 FT Library aides  New: 25 PT Kindergarten aides

1.1 Sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students was maintained. A new Director of Performance and Progress, BTSA/AVID TOA, Kindergarten TOA, 15 FT Library aides, and 25PT Kindergarten aides were all hired.

BUDGETED

ESTIMATED ACTUAL

$2,389,356 LCFF S/C (Salaries & benefits) $1,323,450 Title I (Salaries & benefits) $212,820 Educator Effectiveness Grant (Salaries & benefits)

$3,310,834 LCFF S/C $1,425,874 Title I $220,948 Educator Effectiveness Grant $18,190 LCFF Base Page 7 of 115

DRAFT $18,190 LCFF Base (Mileage)

Action

2

Actions/Services

Expenditures

Action

Actions/Services

3

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PLANNED

ACTUAL

1.2 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of English Language Arts.  Expand & Continue: District support in early literacy and reading intervention (95% group materials)  Continue: Accelerated Reader Program  Continue: ELA Adoption & Curriculum Committee  Continue: Purchase instructional materials and textbooks (currently adopted, replacements, consumables)  New: Adopt and/or purchase a State or District adopted supplemental curriculum components for ELA/ELD

1.2 Appropriate state adopted and supplemental materials and supplies were ordered and maintained to support the teaching of English Language Arts. District support in early literacy and reading intervention through the use 95% group materials and intervention materials were used. The Accelerated Reader Program was continued. Additional core titles and student nonfiction/fiction books were purchased. An ELA/ELD Curriculum Materials Adoption Committee continued their work and two ELA/ELD adoptions were selected and purchased. Benchmark Advanced was purchased for Tk-6th and HM Collections was purchased for 7th-8th. Professional development has been provided to staff on the new adoption. Instructional materials and textbooks (currently adopted, replacements, consumables were purchased for classrooms.)

BUDGETED

ESTIMATED ACTUAL

$1,639,786 LCFF S/C (Timesheets & benefits $27,999, textbooks $1,400,000, materials & supplies $110,000, services $101,787) $4,500 Lott (supplies $4,000, services $500) $4,000 INST Lott (supplies $4,000)

$1,543,725 LCFF S/C $1,492 Lott $0 INST Lott

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PLANNED

ACTUAL

1.3 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Mathematics.  Continue: Purchase instructional materials and textbooks (currently adopted, replacements, consumables)  Continue: Revise Units of Study

1.3 Appropriate state adopted and supplemental materials and supplies were ordered and maintained to support the teaching of Mathematics. Units of Study were revised.

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DRAFT

Expenditures

Action

4

Actions/Services

Expenditures

Action

5

Actions/Services

Expenditures

Action

6

BUDGETED

ESTIMATED ACTUAL

$8,000 LCFF S/C (Timesheets & Subs) $30,000 Lott (Supplies) $210,000 INST Lott (Supplies)

$3,524 LCFF S/C $0 Lott $0 INST Lott

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PLANNED

ACTUAL

1.4 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Science.  Expand & Continue: Purchase NGSS materials  Continue: Purchase instructional materials and textbooks (currently adopted, replacements, consumables  Expand & Continue: NGSS Content Development

1.4 Appropriate state adopted and supplemental materials and supplies were ordered and maintained to support the teaching of Science. NGSS materials were purchased and content development began in grades 6th-8th.

BUDGETED

ESTIMATED ACTUAL

$40,400 Lott (substitute & benefits $5,400, supplies $35,000) $125,000 INST Lott (materials & supplies)

$660 LCFF S/C $13,119 Lott $35,550 INST Lott

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PLANNED

ACTUAL

1.5 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Social Studies.  Continue: Purchase instructional materials and textbooks (currently adopted, replacements, consumables)

1.5 Appropriate state adopted and supplemental materials and supplies were ordered and maintained to support the teaching of Social Studies.

BUDGETED

ESTIMATED ACTUAL

$40,000 Lott (Supplies)

$79,011 Lott

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DRAFT

Expenditures

Actions/Services

ACTUAL

1.6 Order and maintain appropriate state adopted and

1.6 Appropriate state adopted and supplemental materials and supplies were ordered and maintained to support the teaching of Physical Education. Family Life Education was provided in appropriate grade levels.

supplemental materials and supplies that support the teaching of Physical Education.  Continue: Purchase instructional materials and equipment  Continue: Provide Family Life Education (staff and materials)

Actions/Services

Action

PLANNED

7

BUDGETED

ESTIMATED ACTUAL

$12,000 LCFF S/C (Substitutes & benefits $5,800, supplies $5,000, travel $1,200) $30,040 Lott (Supplies)

$10,191 LCFF S/C $32,894 Lott

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PLANNED

ACTUAL

1.7 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Cross-curricular instruction. (English Language Arts, Mathematics, Science, Social Studies and Physical Education)  Continue: Use of Brain POP and brain POP Jr,  Expand & Continue: Use of Google Docs  Expand & Continue: District materials support of state standards using PBL strategies with a focus on cross curricular integration (ELA, Math, ELD, Science, Social Studies, Fine Arts, PE, etc.)  Expand & Continue: Use of curriculum management software  Expand & Continue: To maintain inventory systems to monitor fixed assets and other equipment, and supplies that support student learning  Expand & Continue: Report card writing to write new report cards  Expand & Continue: Curriculum Center (Equipment, materials, supplies)  Continue: Superintendent Assistance Grants  Expand & Continue: Typing software for increasing 21st Century Skills

1.7 Appropriate state adopted and supplemental materials and supplies were ordered and maintained to support the teaching of cross-curricular instruction. (English Language Arts, Mathematics, Science, Social Studies and Physical Education) Brain POP, Brain POP Jr, My Big Campus and Google Docs continue to be utilized. Continued use of curriculum management system, Lessoneer aided teachers in accessing Units of Study resources. Continued us of PBL strategies were focused on and materials were provided to implement projects. Inventory systems to monitor fixed assets and other equipment, and supplies that support student learning continue to be utilized. New standards based report cards were developed. SBRC pilot implementation teachers were selected at all sites with TK-6th grade students in various grade levels. Pilot teachers participated in a SBRC book study and professional development. An informational parent video on SBRC was created and will be shared at Open House events across the district in the fall. The curriculum center purchased a poster machine, which has been utilized to promote communication with all stakeholders to communicate events, projects, and special programs.. Superintendent Mini Grants for innovative projects were offered but no requests were submitted. We continued to use typing software in all second grade classrooms.

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DRAFT

Expenditures

Action

8

Actions/Services

Expenditures

Action

9

BUDGETED

ESTIMATED ACTUAL

$80,000 LCFF S/C (substitutes & benefits $5,000,supplies $10,000, services $65,000) $63,000 Lott (supplies $7,500, noncapital equipment $2,500, travel $500, rental/lease $1,500, bus transportation $ 5,000, services $8,000, equipment $38,000) $11,372 Title I (Supplies $4,372, rental/lease $5,000, services $2,000)

$39,86, LCFF S/C $18,754 Lott $2,926 Title I

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PLANNED

ACTUAL

1.8 Order and maintain appropriate research based formative and summative assessment materials in order to inform instruction and monitor student understanding and progress towards mastery of state standards.  Expand & Continue: Use of EADMS, CAASSP and other assessments for progress monitoring in all subject areas  Continue: District PE assessments  Expand & Continue: Use of District Reading inventories  Expand & Continue: Use of the DRDP-K 2015 and Learning Genie On Line portfolio System in Early Childhood programs  Expand & Continue : Use of ECHERS in TK/K  New: Implement math assessments for screening and progress monitoring

1.8 Appropriate research based formative and summative assessment materials were ordered and maintained in order to inform instruction and monitor student understanding and progress towards mastery of state standards. EADMS for assessment creation, progress monitoring and local standards assessments was implemented across the district. EADMS was utilized to create, administer, and monitor student performance in ELA, Math, Science and Social Studies. STAR reading (4th-8th) and math (3rd-8th) assessments were implemented to screen and monitor student progress four time per year. DIBELS, 95% -PASI, and 95%-PSI were utilized for Reading assessment in order to identify students’ lowest deficit skills, and to created Walk-to-Intervention groups in grades 1st-3rd. DRDP-K 2015 and ECHERS were utilized in TK/K. PE scores were recorded in AERIES for grades 5 and 7.

BUDGETED

ESTIMATED ACTUAL

$220,000 LCFF S/C (Subs & timesheets $4,000, services $216,000) $89,640 Title I (Services) $25,000 Lott (Timesheet & benefits $5,000, supplies $15,000, services $5,000)

$119,121 LCFF S/C $89,640 Title I $1,384 Lott

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DRAFT

Actions/Services

ACTUAL

1.9 Increase technology use and access to support all students in English Language Arts, Mathematics, Science, Social Studies and Physical Education and to provide them better access to district software programs in order to meet the demands of the 21st century.  Continue: To invest in technology upgrade (infrastructure, hardware, software, personnel)  Expand & Continue: Purchase technology devices and expand Wi-Fi  Continue: 7th & 8th grade science (34) laptop replacement schedule  Expand & Continue: Promethean projector upgrade - phase 3  Expand & Continue: Systems integration (file storage, collaboration via web, video storage and distribution, document management and new Learning Management System)  Expand & Continue: Sound system upgrade  New: 6th grade science (17) laptops w/Wi-Fi for labs  New: Technology devices for 21st Century libraries  New: Technology devices for Professional Development Center

1.9 Technology use and access to support all students in English Language Arts, Mathematics, Science, Social Studies and Physical Education and to provide them better access to district software programs in order to meet the demands of the 21st century was increased. Additional devices were leased to include 5,700 Chromebooks (24 in each 3rd grade, 30 in 4th-8th grade, and 1,000 iPads (preschool thru 2nd grade). Wi-Fi projects and additional infrastructure is ongoing in order to increase connectivity and access for students and staff. Science lap tops were replaced according to the replacement schedule. Promethean projector upgrade - phase 3 was completed. Additional units to support electronic assessment were purchased. Classroom hardware replacement continues as needed. Technology devices for 21st century libraries were purchased and distributed to sites. Systems integration (training, file storage, collaboration via web, video storage and distribution) continue to be implemented. Thirty technology devices and a PA/presentation system were purchase for the Tulare Professional Development Center (TPDC). Additional Technology electives were implemented at some middle school campuses. Chromebooks (mentioned above) were purchased for 6th grades in lieu of laptops.

BUDGETED

ESTIMATED ACTUAL

$1,950,774 LCFF S/C (Salaries & benefits $205,470, supplies $205,304, noncapital equipment $505,000, services $735,000, equipment $300,000)

Expenditures

Action

PLANNED

10

Actions/Services

$2,293,799 LCFF S/C

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PLANNED

ACTUAL

1.10 Provide academic support through a Multi-Tiered System of Supports in English Language Arts, Mathematics, Science, Social Studies, Physical Education (Intervention, SPED, 504, Enrichment)  Expand & Continue: Provide additional instruction before/after school i.e. Choices, BEST,

1.10 Academic support through a Multi-Tiered System of Supports in English Language Arts, Mathematics, Science, Social Studies, Physical Education (Intervention, SPED, 504, Enrichment) was provided. Additional instruction before/after school was provided. Identified at-risk students were provided timely interventions. Math and ELA intervention programs were utilized. (Dream box, Accelerated Math, Reading Live, Page 12 of 115

DRAFT

    

Expenditures

Action

11

Actions/Services

Supplemental Instruction (tutoring), School Choice, SES, etc. Expand & Continue: To identify at-risk students and provide timely interventions. (SAT, SST, RTI, RSP, 504, etc.) Expand & Continue: To provide Math Intervention programs Expand & Continue: To provide ELA Intervention Programs Expand & Continue: Provide funding for sites to meet needs of students as identified at site level Continue: Weekly afterschool STEM program for elementary sites

Flex Reading, etc.) Funding for sites to meet needs of students as identified at site level continues. Dependent on students’ needs, sites provided additional tutoring, increased library time or instructional aide assistance. Weekly afterschool STEM programs for elementary sites were offered.

BUDGETED

ESTIMATED ACTUAL

$1,798,445 LCFF S/C (Salaries, timesheets, substitutes & benefits $1,306,636, Books $19,500, supplies $239,222, noncapitalized equipment $1,500, travel $30,500, leases/repairs $15,590, bus transportation $20,355, services $165,142) $1,281,453 Title I (Salaries, timesheets, substitutes & Benefits $884,545, books $73,623, supplies $216,127, noncapitalized equipment $3,000, conferences $11,910, rental/lease $42,670, bus transportation $13,557, services $36,021) $588,896 Lott(Supplies $553,746, rental/lease $28,700, services $6,450)

$1,694,948 LCFF S/C $1,121,193 Title I $484,026 Lott

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PLANNED

ACTUAL

1.11 Provide state adopted and supplemental materials, certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students through a Summer School program.  Expand & Continue: Provide facilities, materials and staff

1.11 Summer school is provided to approximately 300 students in grades TK - 7. The summer school focus is on science, technology, engineering, and math. Students will work collaboratively on projects that integrate subjects across the curriculum. The summer school program is 14 days long and operates from 8:15 am to 12:45 pm. A pilot program is being offered at Mulcahy Middle School called LEAD, to engage and empower student leaders to become life long learners.

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DRAFT

Expenditures

Action

12

Actions/Services

Expenditures

Action

13

Actions/Services

BUDGETED

ESTIMATED ACTUAL

$120,000 LCFF S/C (Timesheets & benefits $108,597, supplies $6,003, bus transportation 2,700, services $2,700)

$120,000 LCFF S/C

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PLANNED

ACTUAL

1.12 Provide state adopted and supplemental materials, certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students through a Preschool/Early Childhood programs.  Expand & Continue: Provide facilities, materials and staff

1.12 Preschool was provided. The focus of our preschool is on language development. There are multiple funding sources used to make preschool services available. There are over 800 students involved in our preschool program. Every elementary site has a preschool component. Preschool classes are available in a variety of models: mornings; afternoons; 5 days per week; every other day; general education; special services.

BUDGETED

ESTIMATED ACTUAL

$305,000 LCFF S/C (Salaries, timesheets & benefits $296,817, supplies$8,183) $197,311 Title I (Salaries & benefits $125,455, supplies $55,356, rental/lease $15,000, service $1,500) $855,782 STPRE (Salaries, timesheets, substitutes & benefits $775,174, supplies $45,628, bus transport $1,000, services $2,000, indirect costs $31,980) $766,889 IDEAPRS (Salaries, timesheets, substitutes & benefits $757,569, supplies $6,500, conference $720, rental/lease $1,100, bus transport $500, services $500) $359,755 Fir5 (Salaries, timesheets and benefits $308,805, supplies $17,200, bus transport $750, services $23,750, indirect costs $9,250)

$285,810 LCFF S/C $147,465 Title I $855,782 STPRE $766,889 IDEAPRS $359,755 Fir5

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PLANNED

ACTUAL

1.13 Provide state adopted and supplemental materials, certificated personnel to provide implementation and

1.13 The GATE program was provided. Students identified for GATE in grades 3rd-4th attended a GATE pull out enrichment program for Page 14 of 115

DRAFT monitoring of research based programs, standards-based professional development and instructional support for all students through a GATE instructional program.



Continue: Provide facilities, materials and staff

approximately 16 weeks, and 5th-6th attended for approximately 19 weeks scheduled one day per week. Students were bussed from their neighborhood school to Garden Elementary where GATE is located. The GATE program focuses on the use of technology through project based learning. Students enrolled in Honors ELA or Honors Math in grades 7th and 8th are identified as GATE and provided with accelerated instruction. In addition every Wednesday GATE lessons are provided to every 2nd grade classroom on a rotating schedule to provide enrichment to all students.

Expenditures

Action

14

Actions/Services

Expenditures

Action

15

BUDGETED

ESTIMATED ACTUAL

$151,200 LCFF S/C (Salaries, timesheet & benefits $134,200, supplies $15,000, bus transportation $500, services $1,500)

$119,196 LCFF S/C

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PLANNED

ACTUAL

1.14 Increase funding for the research based program AVID in order to provide supplemental materials, certificated personnel and classified instructional aides to promote implementation and monitoring of AVID program, standards-based professional development an instructional support for identified AVID students and staff.  Expand & Continue: Increase implementation of AVID

1.14 Currently the AVID program encompasses 7th-8th grade at all middle schools, 6th grade Cherry Ave. and 3rd-5th Wilson. The AVID program was expanded to include 6th Alpine Vista, 6th Los Tules, 5th Maple, 5th-6th Mulcahy, 4th Roosevelt, and 2nd Wilson.

BUDGETED

ESTIMATED ACTUAL

$126,584 LCFF S/C (Timesheet, subs & benefits $6,613, travel $81,000, bus transportation $6,000, services $32,971) $ 32,000 Title 1 (Substitutes & benefits $4,000, bus Transportation $28,000) $ 29,629 Title II (Timesheet, subs & benefits $24,629, travel $5,000)

$116,267 LCFF S/C $ 17,830 Title 1 $ 19,279 Title II

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DRAFT

Actions/Services

Expenditures

Goal 1

PLANNED

ACTUAL

1.15 Increase funding and support for school libraries which serve an important role in lowering achievement gaps for poor and minority students and supporting at risk students by providing an environment where students can use technological equipment they may not have outside of school.  New: Increase access to the library through extended hours  New: Provide training and professional development to Staff on library use as a school resource  New: Update facilities to aide in usability and student access  New: Update the Collections at each site to meet CA SLPS recommendation

1.15 Funding was provided to support school libraries in order to lower the achievement gap for poor and minority students, and support at-risk students by providing an additional opportunity to use technological equipment they may not have access to outside of school. Library hours were extended throughout the district by increasing library aides’ status to full-time. Library staff participated in monthly training and professional development to enhance their skills. Facilities to continue to be updated across the district with shelving, paint, carpet, and furniture in order to make the space more conducive to 21st century learning. We added 14,113 new books to our collection this year based on teacher/student requests and collection analysis of areas of need, including nonfiction and award winning literature. Additionally, 816 ebook titles were purchased.

BUDGETED

ESTIMATED ACTUAL

$400,000 LCFF S/C (Timesheets & benefits $24,000, Books $3,465, supplies $208,100, travel $3,900, services $25,535, Books major expansion $135,000)

$364,727 LCFF S/C

ANALYSIS Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

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

In order to achieve Goal 1: All students will reach high standards and increase student achievement in English Language Arts, Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century; we have 15 actions and related services. All 15 actions and related services were implemented. Action 7 was implemented, yet one proposed service ( Continue: Superintendent Assistance Grants) was made available with no participation.

Goal 1 encompasses 15 actions and related services. The descriptions below demonstrate the effectiveness of each action: Actions 1-6: To date the professional development staff hosted 1,027 consultations and 310 professional development events in order to build capacity for TCSD staff in all areas of student development including academic, physical, social, emotional and behavioral for this academic year. The DOP facilitated four PD events and provided 72 consultations; the BTSA/AVID TOA facilitated 30 PD events and 111 consultations; and the Kindergarten TOA facilitated 6 PD events and 258 consultations. Action 1 and 15: Full-time library aides have delivered an increase of library hours from 31/2 to 7 Page 16 of 115

DRAFT hours daily at every school site. Action 1: Every Kindergarten class in the district receives minimally 1.75 hours of instructional aide assistance with direct services to students on a daily basis. Action 2-6: On Sep. 27, 2016, TCSD adopted Resolution # 2016/2017-11, certifying the sufficiency of instructional materials for the district for the fiscal year 2016/2017. Action 7: TCSD has 486 teacher accounts for the Curriculum Management Software (Ed Caliber/Lessoneer) used to access Units of Study and associated resources. Action 8: TCSD provides 9,586 EADMS accounts in order for staff to effectively assess and monitor student progress in Core curricular areas through the use of standards tests, and teacher created assessments. Action 9: Additional devices were leased to include 5,700 Chromebooks (24 in each 3rd grade, 30 in 4th-8th grade, and 1,000 iPads (preschool thru 2nd grade). Action 10: All 1st-3rd grade students participate in Walk-to-Intervention in ELA to remediate their individualized lowest deficit skill and get them on track for reading success. All 1st-8th grade students identified as being at-risk for retention are provided additional instruction to address their areas of concern, Extended day tutoring is available at all sites with a participation rate of 7.4% (over 700 students) district wide. CHOICES after school program is offered at Cypress, Heritage, Kohn, Lincoln, Los Tules, Maple, Mulcahy, Pleasant, Roosevelt and Wilson providing additional academic support. Action 11-14: TCSD serves over 300 students in Summer School, 700 students in Early Childhood programs (3 – 5 years of age), and over 100 students (3rd-6th) in GATE. Action 15: The ELA Technology Curriculum Specialist that focuses on library education facilitated 20 PD events and provided 136 consultations. The overall effectiveness of actions and services in Goal 1 has resulted in an increase of SBAC scores for both ELA and math as shown below: 2015-2106 3-8 SBAC Data ELA % Nearly Met, Met or Exceeded combined summary is 61.6% (increased by 2.3%) 2015-2106 3-8 SBAC Data Math % Nearly Met, Met or Exceeded combined summary is 56.8% (increased by 0.3%) Estimated LCFF – S/C budget amount for Goal 1 at time of adoption was $ 9,201,145 The estimated actual expenditures to date are 10,022,669 Expenditures over budgeted amount $ 821,525 Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Action 1 – We overspent by $921,478 due to an increase in staffing costs through a negotiated salaries increase and fringe benefits. Action 2 – 94% expended. Action 3 – We underspent by $4,476 due to completing the project ahead of schedule thus not utilizing Page 17 of 115

DRAFT all of the planned substitutes. Action 4 – No S/C budget, spent $660 Action 5 – No S/C budget. Action 6 – We underspent by $1,108 due to expenses being lower than expected. Action 7 – We underspent by $40,136 due to expenses being lower than expected. Action 8 – We underspent by $100,879 due to expenses being lower than expected (fewer subscriptions and licenses were needed, and PE assessment data was entered more quickly than estimated). Action 9 – We overspent by $342,025 due to an increase in estimated costs of technology hardware and infrastructure updates. Action 10 – 90% expended. Action 11 – 100% expended. Action 12 – 90% expended. Action 13 – We underspent by $32,003 due to expenses being lower than expected. Action 14 – 92% expended. Action 15 – 91% expended. Expected changes to this goal include the addition of the California state accountability dashboard ELA Academic Indicator - Dashboard From Level 3 (Status over Change) and the Math Academic Indicator - Dashboard From Level 3 (Status over Change) to promote transparency and accessibility to information all stakeholders. In addition, we replaced metrics I, J, K and L (local assessment data focused on % of students proficient on district benchmark assessments) with metrics H, I, J, K and L (local assessment data focused on % of students meeting standards on STAR reading and math, DIBELS, and DRDP for Language and Math) on our local LCAP Performance Meter. Finally, Metric O has been re-lettered to Metric P - Rate of 5th and 7th Grade Students in the Healthy Fitness Zone. Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Action 1 modification to expected outcomes include: The DOP, BTSA/AVID TOA, Kindergarten TOA, 15 FT library aides, and 25 new PT Kindergarten aides were all hired, and no further action is necessary. Action 2 modification to expected outcomes include: The ELA/ELD adoption & curriculum committee has been modified to be an implementation committee because the adoption has been purchased and now our focus is implementation and support. Our feedback survey from staff indicated a need for support with the ELA/ELD adopted materials. The purchase of the new adoption ELA/ELD will remain an expected outcome for two additional years. We will begin year two of a three year contract. Action 4 modification to expected outcomes include: An additional expected outcome to purchase Science instructional subscriptions to assist in the teaching of NGSS to students. Our feedback survey from staff indicated a need for materials to support the transition to NGSS. Action 5 modification to expected outcomes include: A new Social Studies Adoption Committee will be formed to research the various Social Studies curriculum from the state adopted list, and will facilitate in the selection of a new SS curriculum. All stakeholders indicated a need for new SS materials. Page 18 of 115

DRAFT Action 8 modification to expected outcomes include: This outcome was completed and the continued use of the STAR math program in grades 3 – 8 has been moved to Goal 1, Action 10, so that all math intervention and identification programs will be located in the same action. Action 9 modifications to expected outcomes include: All outcomes were restructured to better organize information into like categories, including hardware, services, licenses, communications, PD and upgrades/repairs. These changes were made to aid in transparency to our stakeholders. The replacement of Science laptops for 6th, 7th and 8th grades is no longer needed due to all students in those grade levels having access to Chromebooks. Action 14 modification to expected outcomes include: The AVID implementation is a multi-year plan. Each year additional school sites and/or grade levels are added, which are identified in Action 14 narrative.

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DRAFT

Goal 2

All students will have opportunities to engage and participate in extra-curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century.

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

1: Safe and Secure Learning and Work Environment for All 2: Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All 3: Connect to the Local and Global Communities

ANNUAL MEASURABLE OUTCOMES EXPECTED

ACTUAL

LCAP Performance Meter: G .Middle School Electives for all pupils including unduplicated pupils and exceptional needs pupils % of Course Offering will increase H. Certificated Elementary Teacher Assignments VAPA % will increase

G. 2016-2017 Middle School Electives for all pupils including unduplicated pupils and exceptional needs pupils’ % of Course Offering is 28.8% (increased by 4.4%) H. 2016-2017 Certificated Elementary Teacher Assignments VAPA is 4.4% (increased by 2.1%)

ACTIONS / SERVICES Action

Actions/Services

1

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ACTUAL

2.1 Hire and maintain sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based

2.1 Sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and Page 20 of 115

DRAFT

Expenditures

Action

Actions/Services

2

programs, standards-based professional development and instructional support for all students in extracurricular activities, Visual and Performing Arts (VAPA).  Continue: Maintain sufficient staffing  Continue: VAPA Consultant  New: 3 instrumental music teachers 5th grade  New: elementary vocal music teacher  New: art teacher

instructional support for all students in extracurricular activities, Visual and Performing Arts (VAPA) were maintained. The VAPA consultant continues to provide guidance and support across the district to strengthen our VAPA program. Three instrumental music teachers, an elementary vocal music teacher and an art teacher were hired to increase

BUDGETED

ESTIMATED ACTUAL

$2,460,865 LCFF S/C (Salaries, timesheets & benefits) $8,736 LCFF Base (mileage)

$2,639,203 LCFF S/C $8,736 LCFF Base

VAPA services and opportunities for all students.

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PLANNED

ACTUAL

2.2 Provide opportunities for students to participate in enrichment activities in order to meet the demands of the 21st century.  Expand & Continue: Participate in enrichment activities through Project Coaches Stipends  Expand & Continue: Participate in enrichment activities Field/Study Trips.  Expand & Continue: Participate in competitions/showcase activities (Poetry & Prose, Spelling Bee, Science Olympiad, etc.)  Continue: TSS/CDS to participate in Community Service Projects.  Continue: TSS/CDS student to participate in educational field trips.  Continue: Participate in art exhibits  Continue: Host VAPA assembles  Continue: Host VAPA performances (Choir, Instrumental, Drama, jazz festival, etc.)  Continue: Hire accompanist for Choir events.  Continue: United for Good Projects (Elementary  and Middle Schools sites)  Expand & Continue: Participate in athletic programs and competitions (staff, transportation, uniforms, equipment, training)

2.2 Opportunities for students to participate in enrichment activities in order to meet the demands of the 21st century were provided. Students participated in field trips, competitions, showcases, community service projects, art exhibits, assemblies, performances, United for Good Projects, athletic competitions and activities. All planned extracurricular/enrichment activities were carried out.

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DRAFT

Expenditures

Action

3

Actions/Services

Expenditures

Action

Actions/Services

4

BUDGETED

ESTIMATED ACTUAL

$402,194 LCFF S/C (Timesheet, substitutes & benefits $50,067,supplies $2,350, vehicle use $100, bus transport $92,050, services $257,627) $177,900 Lott (Timesheets, substitutes & benefits $149,525, supplies $3,275, bus transport $22,500, services $2,600) $45,736 Educator Effectiveness Grant (Timesheet & benefits)

$272,552 LCFF S/C $166,553 Lott $34,787 Educator Effectiveness Grant

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ACTUAL

2.3 Provide research based high quality professional development to Visual and Performing Arts certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students.  Continue: Provide funding for professional development and conferences

2.3 Research based high quality professional development to Visual and Performing Arts certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students was provided at the District level. Art teachers did not participate in outside professional development or conferences. Professional development within the district through curriculum specialists was sufficient to meet VAPA staff needs. Funds were not redirected.

BUDGETED

ESTIMATED ACTUAL

$23,000 LCFF S/C (Conference)

$12,923 LCFF S/C

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PLANNED

ACTUAL

2.4 Provide students with materials and resources to participate in activities that support relevant, purposeful learning that yields the deepest levels of learning for all students.  Expand & Continue: Provide funding for art materials and supplies.  Expand & Continue: Provide funding for vocal music materials and supplies.  Expand & Continue: Provide funding for instrumental music materials and supplies (MS &

2.4 Students were provided with materials and resources in order to participate in activities that support relevant, purposeful learning that yields the deepest levels of learning for all students. New auxiliary uniforms were purchased for Mulcahy Middle School. New band uniforms were purchased for Los Tules Middle School. New auxiliary flags were purchased for Live Oak Middle School. Cherry Avenue band room is being updated to better serve the program. Entered into a partnership with TJUHSD to provide career technical education to one elective class at Cherry Avenue (Agriculture focus) and Alpine Vista (engineering focus). Entered into a partnership with TCOE to provide Page 22 of 115

DRAFT

 

Expenditures

Goal 2

Elem supplies, repairs, replacements, band uniforms replacement schedule, xylophones carts & replacements, Auxiliary Uniforms replacement schedule, band shelving, etc.) New: Provide funding for elective classes materials and supplies. New: Provide Career Technical Education opportunities to students

PBL support related to CTE at Wilson (5th) and Alpine Vista (5th).

BUDGETED

ESTIMATED ACTUAL

$322,100 LCFF S/C (Supplies) $132,750 Lott (Supplies $97,250, rental/leases $35,000, bus transport $500)

$234,663 LCFF S/C $89,750 Lott

ANALYSIS Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

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

In order to achieve Goal 2: All students will have opportunities to engage and participate in extracurricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century; we have 4 actions and related services. All 4 actions and related services were implemented.

Goal 2 encompasses 4 actions and related services. The descriptions below demonstrate the effectiveness of each action: Action 1: Every Middle School has 1 full time art teacher and 1 full time band teacher. All 6th graders have the opportunity to participate in instrumental music. The additional instrumental teachers provide instruction to 6th grade students on a rotating basis, and assist on each middle school campus with instrumental music instruction. With the addition of the elementary vocal music teacher students’ vocal music instructional time has increased along with choir. An additional art teacher has allowed more elementary students to participate in formalized art instruction. Action 2: The following district sponsored study trips were provided at various grade levels to include Tulare City Library, Tulare County Symphony, Enchanted Playhouse, Historical Museum tour, SCICON day trip, and SCICON week-long trip. Students participated in the following competitions/showcase activities (Poetry & Prose, Spelling Bee, Science Olympiad, Math Super Bowl, Patriotic Essay Contest, 21st Century Night at the Museum, Peach Blossom). Action 3: Selected art teachers participated in a national Art educators’ conference, and shared their knowledge with colleagues to enhance our arts education program. Action 4: A new vocal music adoption was purchased. All middle schools received funds for Page 23 of 115

DRAFT materials for a conversational Spanish elective; a small engines for the applied Science elective at Cherry Ave. Middle School; dance shoes, costumes and materials for the dance elective at Los Tules; and a variety of technology software/hardware for middle school elective classes. The overall effectiveness of actions and services in Goal 2 has resulted in an increase in opportunities for students to participate in extracurricular and VAPA events and instruction. G. 2016-2017 Middle School Electives for all pupils including unduplicated pupils and exceptional needs pupils’ % of Course Offering is 28.8% (increased by 4.4%) H. 2016-2017 Certificated Elementary Teacher Assignments VAPA is 4.4% (increased by 2.1%) Estimated LCFF – S/C budget amount for Goal 2 at time of adoption was $ 3,208,159 The estimated actual expenditures to date are 3,159,341 Expenditures under budgeted amount $ 48,818 Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Action 1 – We overspent by $178,338 due to an increase in staffing costs through a negotiated salaries increase and fringe benefits. Action 2 – We underspent by $129,642 due to budgeting for all students to participate based on 2015 CBEDS, but experienced a decrease in enrolment. Action 3 – We underspent by $10,077 due to fewer staff members participating in external PD than anticipated. Action 4 – We underspent by $87,437 due to expenses being lower than expected. Expected changes to this goal include replacing Metric G - Middle School Electives % of Course Offerings with Metric F - Percentage of Middle School students’ average scheduled time designated for Electives. This metric was modified to aid in transparency and accessibility of data. In addition, we re-lettered Metric H to be Metric G - Percentage of Certificated Elementary Teacher Assigned to VAPA on our LCAP Performance Meter. Action 1 modification to expected outcomes include: The three instrumental teachers, one elementary vocal music teacher, and one art teacher were all hired, and no further action is necessary. We have identified a need for one additional vocal music teacher to increase services for students. Our survey results continue to indicate a strong desire to foster VAPA. Action 2 modification to expected outcomes include: Through stakeholder feedback we identified a need to purchase risers and materials to support the expansion of our choir opportunities.

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DRAFT

Goal 3

All English Learner students will increase proficiency in English, while working to reach all content standards and increase student achievement in English Language Arts in order to be prepared for the demands of the 21st century.

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

1: Safe and Secure Learning and Work Environment for All 2: Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All 3: Connect to the Local and Global Communities

ANNUAL MEASURABLE OUTCOMES EXPECTED

ACTUAL

LCAP Performance Meter: M1. CELDT Scores - % Meeting AMAO 1 will increase by 1% M2. CELDT Scores - % Attaining Proficiency AMAO 2 < 5 years will increase by 1% M3. CELDT Scores - % Attaining Proficiency AMAO 2 > 5 years will increase by 1%

M1. 2015-2016 CELDT Scores - % Meeting AMAO 1 is 59.4% (increased by 6.6%) M2. 2015-2016 CELDT Scores - % Attaining Proficiency AMAO 2 < 5 years is 23.7% (increased by 3.2%) M3. 2015-2016 CELDT Scores - % Attaining Proficiency AMAO 2 > 5 years is 48.4% (increased by 1.7%)

M4. CELDT Scores - Students Redesignated FEP will increase by 1% M5. CELDT Scores/ELA Assessment - Long -term EL Rate will decrease by 1%

M4. 2015-2016 CELDT Scores - Students Redesignated FEP is 8.5% (increased by 3.5%)

M6. CELDT Scores/ELA Assessment - Long -term EL at-risk Rate will decrease by 1%

M5. 2015-2016 CELDT Scores/ELA Assessment - Long -term EL Rate baseline data is 52.6% M6. 2015-2016 CELDT Scores/ELA Assessment - Long -term EL at-risk Page 25 of 115

DRAFT Rate baseline data is 25.9%

ACTIONS / SERVICES Action

1

Actions/Services

Expenditures

Action

Actions/Services

2

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ACTUAL

3.1 Maintain sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based ELD programs, ELD standards-based professional development and instructional support and assessments for all EL students including specific support in SEI classrooms and with Long Term English Learners.  Continue: Maintain sufficient staffing  Continue: Extra time - classified support  Continue: Extra time - tutoring certificated  Continue: Assessment extra time, materials, supplies  New: Hire 2 certificated Newcomer teachers (Mulcahy, Garden) and establish Newcomer class (Live Oak)

3.1 Sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based ELD programs, ELD standards-based professional development and instructional support for all EL students including specific support in SEI classrooms and with Long Term English Learners was maintained. Extra time for tutoring and assessment implementation was provided. Three newcomer classes were implemented at Mulcahy (5-8), Garden (3-6) and Live Oak (7-8).

BUDGETED

ESTIMATED ACTUAL

$847,097 LCFF S/C (Salaries, timesheets, substitutes & benefits $843,807, supplies $290, travel $3,000) $193,915 Title III (Salaries, timesheets, substitutes & benefits) $180,841 LCFF Base (Salaries& benefits)

$894,097 LCFF S/C $180,623 Title III $180,841 LCFF Base

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ACTUAL

3.2 Provide funds to purchase supplemental materials that support teaching of ELD and academic core standards for all teachers who have EL Students and the specific needs

3.2 Supplemental materials that support teaching of ELD and academic core standards for all teachers who have EL Students and the specific needs of long term EL learners and newcomers were purchased. K-8 Page 26 of 115

DRAFT

Expenditures

Action

3

Actions/Services

Expenditures

Action

Actions/Services

4

of Newcomer and long term EL learners.  Continue: K-8 staff will receive materials to support EL instruction  Continue: Middle school ELD teachers of LTEL will receive New ELD standards curriculum update Inside materials  Continue: SEI teachers will receive supplemental materials.

staff received materials to support EL instruction. Middle school ELD teachers of LTEL received additional ELD standards curriculum. SEI teachers received supplemental materials.

BUDGETED

ESTIMATED ACTUAL

$122,211 LCFF S/C (Supplies $101,211, leases/repairs $10,000, services $11,000)

$105,271 LCFF S/C

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ACTUAL

3.3 Provide funding to purchase and update technology to support EL students in SEI programs and those EL students identified as long term English learners, in order to provide them better access to district software programs and meet the 21st century technology goals.  Continue: All EL students will have access to additional technology

3.3 Technology to support EL students in SEI programs and those EL students identified as long term English learners, in order to provide them better access to district software programs and meet the 21st century technology goals was not needed because in Goal 1 Action 9, the district invested in technology devices sufficient in meeting all students’ needs. Additional resources earmarked for EL students were not necessary at this time.

BUDGETED

ESTIMATED ACTUAL

$18,000 LCFF S/C (Supplies)

$870 LCFF S/C

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ACTUAL

3.4 Provide material and instructional support to parents enabling parents to access school information, the means to become involved in school activities and leadership and support their child's learning.  Continue: CBET ESL Certificated teachers, Aides, Babysitters, Supplies and Materials.  Continue: Parent meetings and after school events

3.4 Material and instructional support was provided to parents enabling access to school information. ESL classes for parents to increase their English skills enabling them to participate in leadership opportunities attend school functions and support their child's education were provided. Parent meetings, after school events occurred and interpreting services were provided.

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DRAFT 

Continue: Provide interpreting

BUDGETED

Action

Actions/Services

Expenditures

Goal 3

ESTIMATED ACTUAL

$68,660 LCFF S/C (Timesheets & benefits $62,660, supplies $6,000)

Expenditures

5

$71,744 LCFF S/C

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ACTUAL

3.5 Provide long term professional development on ELD strategies and new ELD standards to certificated and classified instructional personnel.  Continue: Program staff will attend professional development opportunities

3.5 Long term professional development on ELD strategies and new ELD standards to certificated and classified instructional personnel was provided. All professional development plans were carried out.

BUDGETED

ESTIMATED ACTUAL

$10,000 LCFF S/C (Timesheets & benefits $5,000, travel $5,000) $74,249 Title III (Timesheets & benefits $46,249, conferences $24,000, services $4,000)

$843 LCFF S/C $57,471 Title III

ANALYSIS Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

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

In order to achieve Goal 3: All English Learner students will increase proficiency in English, while working to reach all content standards and increase student achievement in English Language Arts in order to be prepared for the demands of the 21st century; we have 5 actions and related services. All 5 actions and related services were implemented. Action 3 was completed by the services included in Goal 1 Action 9 related to technology. Goal 3 encompasses 5 actions and related services. The descriptions below demonstrate the effectiveness of each action: Action 1: Newcomer classes were established and over 50 students were appropriately placed in these classes to provide support to meet their unique needs. Bilingual assessment (CELDT) was administered to over 2,100 students, and the pilot ELPAC was administered to over 100 Kindergarten students. Action 2: Middle School ELD teachers received materials and training on eBooks subscriptions and Page 28 of 115

DRAFT Inside materials. SEI teachers received materials and training on Reader's Theater kits, eBooks subscriptions, themed artifacts resource kits, pocket charts, vocabulary cards, paired fiction and nonfiction text, and stem kits. Newcomer teachers received materials and training on multi-level language books, language activities, dramatic play activities, and participated in educational field trips. Action 3: Technology needs were met in Goal 1 Action 9. Action 4: Over 60 parents participated in CBET classes held at Maple, Lincoln and Roosevelt schools. Interpreting was provided across the district for parent conferences, school and district sponsored events. Action 5: The bilingual department facilitated 14 PD events with 527 participants related to LEXIA to 1st - 3rd grade teachers across the district, and provided 39 consultations with 123 participants related to Classroom demonstration lessons focusing on vocabulary, Thinking Maps, and ELD best practices in SEI classes in grades 1st - 8th across the district. The overall effectiveness of actions and services in Goal 3 has resulted in an increase in EL students’ performance on the CELDT shown below: M1. 2015-2016 CELDT Scores - % Meeting AMAO 1 is 59.4% (increased by 6.6%) M2. 2015-2016 CELDT Scores - % Attaining Proficiency AMAO 2 < 5 years is 23.7% (increased by 3.2%) M3. 2015-2016 CELDT Scores - % Attaining Proficiency AMAO 2 > 5 years is 48.4% (increased by 1.7%) M4. 2015-2016 CELDT Scores - Students Redesignated FEP is 8.5% (increased by 3.5%) M5. 2015-2016 CELDT Scores/ELA Assessment - Long -term EL Rate baseline data is 52.6% M6. 2015-2016 CELDT Scores/ELA Assessment - Long -term EL at-risk Rate baseline data is 25.9% Estimated LCFF – S/C budget amount for Goal 3 at time of adoption was $1,065,968 The estimated actual expenditures to date are 1, 072,825 Expenditures over budgeted amount $6,857

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve

Action 1 – We overspent by $47,000 due to an increase in staffing costs through a negotiated salaries increase and fringe benefits. Action 2 – We underspent by $16,940 due to expenses being lower than expected. Action 3 – We underspent by $17,130 due to Goal 1, Action 9 providing all students with technological devices, thus funds were not needed. Action 4 – We overspent by $3,084 due to an increase in staffing costs through a negotiated salaries increase and fringe benefits. Action 5 – We underspent by $9,157 due to expenses being lower than expected. Expected changes to this goal include replacing metrics M1, M2, and M3 (CELDT data) to utilize the California state accountability dashboard - English Learner Progress Indicator (Status over Change) to Page 29 of 115

DRAFT this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Goal 4

promote transparency and accessibility to information all stakeholders, and re-lettered M4, M5 and M6 to be M, N, O on our local LCAP Performance Meter. In reviewing performance data the state indicator for ELP (13-14 to 14-15) identified TCSD as Orange, Low 62.3% and declined by -6%. Our local metric CELDT scores (15-16) indicate growth in every metric. We are not where we want to be with ELP, but are moving in the right direction. In order to continue this positive progress the following modifications have been made. Action 1 modification to expected outcomes include: Hire 10 Instructional aides for SEI support. A review of our achievement data and stakeholder feedback indicates additional SEI classroom support is needed at Mulcahy, Roosevelt, Pleasant, Maple, Heritage and Los Tules due to the high number of EL learners in order to meet their academic needs. Hire 1 ELD TOA. A review of our achievement data and stakeholder feedback indicates ongoing classroom support through the use of an instructional coach will aid teachers in the implementation of the ELA/ELD standards and promote student achievement. Reduce newcomer classes to two. Newcomer student enrollment projections necessitate a reduction in staff. Action 2 modification to expected outcomes include: ELA/ELD adoption eliminated the need for Inside materials.

All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant, which will enable our students to be prepared for the demands of the 21st century.

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

1: Safe and Secure Learning and Work Environment for All 2: Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All 3: Connect to the Local and Global Communities

ANNUAL MEASURABLE OUTCOMES EXPECTED

ACTUAL

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DRAFT Expected annual measurable outcomes LCAP Performance Meter: D. Preschool-8 instructional classified staff will have minimally one opportunity to participate in standards based professional development each school year E. Certificated staff will have minimally one opportunity in ELA/ELD, Math, Science and Social Studies to participate in standards based professional development each school year F. Administrative staff will have minimally one opportunity to participate in standards based professional development each school year

D. 2016-2017 Preschool-8 instructional classified staff had a minimum of one opportunity to participate in standards based professional development each school year E. 2016-2017 Certificated staff had a minimum of one opportunity in ELA/ELD, Math, Science and Social Studies to participate in standards based professional development each school year F. 2016-2017 Administrative staff had a minimum of one opportunity to participate in standards based professional development each school year

ACTIONS / SERVICES Action

Actions/Services

1

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ACTUAL

4.1 Provide research based high quality professional development to certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities.  Continue: Early Literacy implementation and coaching at 11 schools by 95% group 2 times per year per site/per grade level (TK-3 & SPED).  New: Early Literacy training for teachers changing to primary grade levels or new to primary  New: Vocabulary Surge 1/2 training certificated staff 3rd grade  Expand & Continue:1 full day of DIBELS next training at new DIBELS sites and refresher training for existing sites  Continue: Kagan Cooperative Learning strategies summer professional development 1 -5 day workshop.  Continue: Provide professional development in

4.1 Research based, high quality professional development for certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities was provided. Early Literacy implementation and coaching at 11 schools by 95% group occurred 2 times throughout the year. Professional development included Early Literacy training for teachers changing to primary grade levels or new to primary, Vocabulary Surge training and coaching to certificated staff in 3rd grade, DIBELS next training at new and continuing DIBELS sites, Kagan Cooperative Learning strategies, math intervention programs, Math lesson design, Units of study in Social Studies, NGSS Science, technology trainings, PBL workshops, and professional workshops hosted outside of the district. Fifth grade teachers and administrators from heritage and Cypress joined the TCOE Communities of Practice Math Network to research and implement improvement science. Early childhood educators and administrators participated in ongoing professional development related to developmental instruction. The Tulare Professional Development Center (TPDC) update was accomplished in Goal 1 Action 9. The OMS system continues to be used to schedule and organize the professional development calendar and registrations. Technology leads were selected Page 31 of 115

DRAFT

         

      

Expenditures

the math intervention programs 3 - 1.5 hour sessions 15 teachers (Dream box, Front Row, etc.) Continue: Math lesson design for 15 teachers Continue: Social Studies 6th grade state standards unit of study writing, content & curriculum Continue: NGSS 6th grade Science training Continue: NGSS 7th grade Science training Continue: NGSS 8th grade Science training Continue: Technology trainings New: Technology "Leads" training Continue: To provide PBL workshops Continue: To provide professional development and attend trainings for all content areas New: Join TCOE Communities of Practice Math Network to research and implement" Improvement Science." (5th grades HE, CY, focus Math) Expand & Continue: Provide Professional development in Early Childhood Education Continue: ELA Writing Committee work on Units of study Continue: Update Tulare Professional Development Center New: SAMR Tech training for sites New: Spanish elective teachers training New: STAR "Champion Training" for reading and math New: On Cloud Nine math training by Linda Mood Bell

at every site, and provide technology support and professional development. SAMR Tech training was replaced by in house professional development provided by our technology curriculum specialist. Small modifications to the ELA Units of Study have been ongoing. A Tech Café drop-in ongoing professional development and networking opportunity for all staff was implemented. Spanish elective teachers received training to begin the implementation of a Spanish course elective. STAR "Champion Training" for reading and math occurred to facilitate RTI and curriculum specialists’ knowledge in the implementation of STAR assessments. Math curriculum specialists attended On Cloud Nine math training by Linda Mood Bell to assist RSP/SDC teachers with math instruction.

BUDGETED

ESTIMATED ACTUAL

$249,976 LCFF S/C (Timesheets, substitutes & benefits $123,149, supplies $21,341,conferences $97,000, services$8,486) $295,121 Title I (Timesheet, substitute & benefits $10,001, Services $285,120) $137,412 Title II (Timesheet, substitute & benefits $137,412)

$193,201 LCFF S/C $162,788 Title I $41,655 Title II $12,099 Lott

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DRAFT $11,500 Lott (Timesheets, substitutes & benefits) $35,000 Educator Effectiveness Grant (Timesheets & benefits)

Action

2

Actions/Services

Expenditures

Action

Actions/Services

Expenditures

3

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PLANNED

ACTUAL

4.2 Provide research based, high quality professional development to classified and support staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities.  Continue: Training to promote efficiency and effectiveness

4.2 Research based, high quality professional development to classified and support staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities was provided.

BUDGETED

ESTIMATED ACTUAL

$20,000 LCFF S/C (Timesheets & benefits $16,399, Supplies $2,601, services $1,000)

$18,134 LCFF S/C

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ACTUAL

4.3 Provide research based high quality professional development to administrative staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities.  Continue: Training - Developing Instructional Leaders  New: Effective Presentations Training

4.3 Research based, high quality professional development to administrative staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities was provided. Continued to provide training for our instructional leaders to enhance their knowledge in their assigned areas of focus (site leadership, instructional leadership, technology, parent communications, etc.) Effective Presentations Training presented by Laura Lipton was provided for curriculum leaders in order to further their skills in sharing information with adult learners.

BUDGETED

ESTIMATED ACTUAL

$37,000 LCFF S/C (Supplies $4,000, travel $23,000, Services $10,000) $15,000 Educator Effectiveness Grant (Services)

$36,021 LCFF S/C $9,900 Educator Effectiveness Grant

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DRAFT Action

Actions/Services

4

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PLANNED

ACTUAL

4.4 Provide research based, high quality professional development to certificated and classified Special Education, Intervention and Alternative Education staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Provide professional development on Talk Ease from Linda Mood Bell.  New: Provide professional development on WebABLLS  Continue: Provide professional development on Visualizing and Verbalizing from Linda Mood Bell.  Continue: Professional Development and training Speech Language Pathologists  Continue: Professional Development and training for Special Friends  Continue: Professional Development and training for Social Workers  Continue: Professional Development and training for Counselors  Continue: Provide Professional Development for TSS  Continue: Provide Professional Development for CDS  Continue: Provide Professional Development and training for B.E.S.T. Coaches  Continue: Provide Professional Development and training for Psychologists  Continue: Provide Professional Development and training for RSP teachers  Continue: Provide Professional Development and training for Occupational Therapists  Continue: Provide Professional Development and training for Special Day Class Teachers  New: Provide Professional Development and training for Special Day Class Aides

4.4 Research based, high quality professional development to certificated and classified Special Education, Intervention and Alternative Education staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities was provided. Continued PD in Talk Ease, LMB Mathematics (On Cloud Nine) and Visualizing/Verbalizing occurred. Speech Language Pathologists, Special Friends, Social worker, Counselors, CDS teacher, TSS teacher, Behaviorist (BEST coaches), Psychologists, RSP teachers, Occupational Therapist and Special Day Class teachers and aides participated in professional development. All planned professional development occurred.

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DRAFT

Expenditures

Action

5

Actions/Services

Expenditures

Action

Actions/Services

6

BUDGETED

ESTIMATED ACTUAL

$83,000 LCFF S/C (Timesheets, substitutes & benefits $26,534, supplies $12,919, conferences $25,013, services $18,534) $7,000 Title II (Timesheets & benefits $7,000) $9,000 SPED (Travel)

$58,578 LCFF S/C $0 Title II $9,000 SPED

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4.5 Provide research based, high quality professional development through the continued use of Instructional Rounds to certificated and classified staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Instructional Rounds (consultant, subs, etc.)  Continue: Instructional Rounds Network for administrators

4.5 Research based, high quality professional development through the continued use of Instructional Rounds to certificated and classified staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities was provided.

BUDGETED

ESTIMATED ACTUAL

$62,000 LCFF S/C (Substitutes & benefits $60,500, supplies $500, services $1,000) $24,000 Educator Effectiveness Grant (Services)

$48,447 LCFF S/C $15,000 Educator Effectiveness Grant

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ACTUAL

4.6. Provide research based, high quality professional development through the continued use of New Teacher Support Systems (NTSS) for new certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: NTSS for new teacher support  New: Provide support to teachers new to TCSD

4.6 Research based, high quality professional development through the continued use of NTSS for new certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities was provided. Support for teachers new to TCSD was provided to assist in their transition to our district. The NTSS recruitment video was not deemed to be a priority due to the high number of qualified applicants. Page 35 of 115

DRAFT 

Expenditures

Action

7

Actions/Services

Expenditures

Action

Actions/Services

8

New: Create a NTSS recruitment video

BUDGETED

ESTIMATED ACTUAL

$384,537 Title II (Salaries, timesheets, substitutes & benefits $357,437, supplies $16,200, conferences $3,000, services $7,900)

$325,973 Title II

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ACTUAL

4.7 Investigate and promote partnerships with our community to enhance student learning and opportunities.  Continue: To update community binder and website to provide information to our students/families about opportunities  Continue: Relationships with Boys & Girls Club, Big Brothers, Big Sisters, Grandma's House, Nestlé's Corp, Light House rescue mission, Reaching Higher Sidekicks, TCOE-CHOICES, BEST, Tulare Comm. Health Clinic, Tulare Reg. Med. Center, Food Link, Tulare Public Library, First 5, Chaplains on campus, etc.

4.7 Partnerships with our community to enhance student learning and opportunities were promoted. A community binder was updated to include information for all stakeholders regarding enrollment and participation in BEST Club, Boys & Girls Club, CHOICES, Grandma's House, Reaching Higher, and Tutoring assistance Program through the Tulare Public Library. We continue relationships with Rescue Light House Rescue Mission and Food link, we facilitate for them donations from students and staff for needed items. Tulare Community Health Clinic continues to provide the Mobile Health Clinic to services students and their parents at various sites. First Five continues to partner with our preschools to offer financial support. Chaplains on campus provide motivational noon time events on Middle School campuses. TCSD consults with private schools throughout the year and provides services using Title 1 and 2 funding.

BUDGETED

ESTIMATED ACTUAL

$1,000 LCFF S/C (Supplies $500, services $500) $5,394 Title I (Supplies $4,927, services $467) $1,634 Title II (Travel and conferences)

$0 LCFF S/C $5,416 Title I $0 Title II

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ACTUAL

4.8 Provide research based, high quality professional development to all staff to ensure and promote safety, security, health, and welfare in order to support relevant, purposeful learning that yields the deepest levels of

4.8 Research based, high quality professional development to all staff to ensure and promote safety, security, health, and welfare in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century Page 36 of 115

DRAFT

Expenditures

Goal 4

learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Provide CPR/First Aide  Expand & Continue: Provide Super Support Squad training to staff of at risk students  Expand & Continue: Provide Nonviolent Crisis Intervention Training (CPI)  Expand & Continue: Provide Safety Training  Continue: Provide funding to attend State and Federal trainings.

skills, State and District priorities was provided. CPR/First Aide, Super Support Squad training to staff of at risk students, Nonviolent Crisis Intervention Training & materials (CPI) and Safety training were implemented.

BUDGETED

ESTIMATED ACTUAL

$90,000 LCFF S/C (Timesheets, substitutes & benefits $52,000, supplies $1,500, services $36,500) $28,010 Title II (Timesheets & benefits)

$43,712 LCFF S/C $22,974 Title II

ANALYSIS Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

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

In order to achieve Goal 4: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant, which will enable our students to be prepared for the demands of the 21st century; we have 8 actions and related services. All 8 actions and related services were implemented.

Goal 4 encompasses 8 actions and related services. The descriptions below demonstrate the effectiveness of each action: Action 1: Coaching occurred at all 11 elementary sites with two on-site coaching opportunities throughout the year. In addition there were 23 consultations involving 135 participants, and 5 PD events with 128 participants. DIBELS PD consisted of 14 consultations with 106 participants and one PD event with 33 participants. Kagan training occurred one time with 43 participants from across the Central Valley. PD was provided with various math intervention programs. The math department facilitated 2 PD intervention events with 59 participants, hosted 32 intervention consultations with 655 participants, facilitated one Math Lesson Design PD event with 6 participants, and hosted 11 Math Lesson Design consultations with 128 participants. The Social Studies department facilitated 5 PD events with 20 participants. The Science department facilitated 6 PD events with 73 participants, and hosted 61 consultations with 1,799 participants. The Technology department facilitated 31 PD events with 280 participants, and hosted 42 consultations with 846 participants. The curriculum department facilitated one PBL PD event with 12 participants, and hosted 4 PBL consultations with 38 participants. Page 37 of 115

DRAFT The curriculum department facilitated addition PD in all content areas with 5 PD events with 51 participants, and hosted 90 content area consultations with 1,278 participants. The math department hosted 15 consultations with 313 participants to facilitate participation in the TCOE math network (CVNIC). The Early Childhood department facilitated 7 ECE PD events with 58 participants, and hosted 264 consultations with 1,199 participants. The ELA department hosted 4 consultations on the ELA Units of Study with 32 participants. Action 2: The curriculum department facilitated 4 PD events for classified instructional staff with 70 participants, and hosted 2 consultations with 64 participants. Additional PD for classified staff was provided through department supervisors, consultants and outside venues. Action 3: PD for administrators consisted of 3 PD events with 130 participants, and 10 consultations with 17 participants. Additional PD for administrative staff was provided by consultants and outside venues. Action 4: PD for SPED/Alt Ed consisted of 19 PD events with 189 participants, and 3 consultations with 27 participants. Additional PD SPED/Alt Ed staff was provided by consultants and outside venues. Action 5: IR were held three times at each school site. All staff participated. IR Networks were held two times. All site leaders and curriculum cabinet members attended to discuss site implementation of the next level of work implementation as developed by IR teams. Action 6: The Curriculum Coordinator and NTSS/AVID TOA facilitated 9 PD events with 150 participants, and 73 consultations with 570 participants. Action 7: We continue to maintain our partnerships with the community, and work collaboratively to meet the needs of all stakeholders. Action 8: The Health Coordinator facilitated 13 PD events with 390 participants in CPR/first aid. The SPED department facilitated 3 Super Support Squad PD events with 50 participants, and 6 CPI PD events with 93 participants. The personnel department facilitated 4 safety Run. Hide. Fight. PD events with 82 participants. TCSD facilitated 3 PD events focusing on State/Federal Training with 41 participants. District personnel received additional state and federal training through outside consultants and conferences. The overall effectiveness of actions and services in Goal 4 has resulted in 100% of classified, certificated and administrative instructional staff having a minimum of one opportunity to participate in standards based professional development this year: D. 2016-2017 Preschool-8 instructional classified staff had a minimum of one opportunity to participate in standards based professional development each school year E. 2016-2017 Certificated staff had a minimum of one opportunity in ELA/ELD, Math, Science and Social Studies to participate in standards based professional development each school year F. 2016-2017 Administrative staff had a minimum of one opportunity to participate in standards based professional development each school year Page 38 of 115

DRAFT

Estimated LCFF – S/C budget amount for Goal 4 at time of adoption was $ 542,976 The estimated actual expenditures to date are 398,092 Expenditures under budgeted amount $ 144,884

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Action 1 – We underspent by $56,775 due to budgeting for maximum staff participation in all voluntary PD opportunities, and not having 100% participation in every optional event. Action 2 – 91% expended. Action 3 – 97% expended. Action 4 – We underspent by $24,422 due to budgeting for maximum staff participation in all voluntary PD opportunities, and not having 100% participation in every optional event. Action 5 – We underspent by $13,553 due to scheduling conflicts and cancellation of substitutes due to shortages (teachers covered classes internally). Action 6 – No S/C budget. Action 7 – We underspent by $1,000 due to updating the community binder electronically, thus no copies were needed. Action 8 – We underspent by $46,288 due to budgeting for maximum staff participation in all voluntary PD opportunities, and not having 100% participation in every optional event. Expected changes to this goal include replacing metrics D, E and F (participation rate in standardsbased PD) with metrics D and E which report the number of consultations and participants (OMS Consultations Report), and the number of events and participants (OMS Events Report) to facilitate the implementation of academic content and performance standards for all students on our local LCAP Performance Meter. This change was made to adequately depict the number of PD opportunities offered, and the number of participants partaking. In reviewing student academic performance data (state and local indicators) we have seen slight increases and decreases indicating that our progress is stable, so continued focused, relevant, researched-based PD growth opportunities are a necessity to hone our craft and further provide our students with access to 21st Century learning. Action 1 modification to expected outcomes include: The Vocabulary Surge training was completed and follow up coaching will continue. Kagan cooperative learning strategies Summer PD was completed and follow up support will be provided by in-house curriculum specialists. The full 1-week course will be offered every three years. PD for the ELA/ELD adoption will begin to support teachers as we transition to the new curriculum. RISE data talks will be implemented to support data driven Page 39 of 115

DRAFT decision making. Action 3 modifications to expected outcomes include: An Aeries Consultant will be added in order to assist in maximizing the student information system for Standards Based Report Cards, identifying atrisk students, communicating with parents, etc. Action 5 modification to expected outcomes include: Additional IR Facilitators’ Network to meet the needs of site leadership teams in planning and implementing follow-up to next level of work plans through Instructional Rounds. Action 6 modification to expected outcomes include: The planned recruitment video was not needed due to the high number of qualified candidates applying for positions.

Goal 5

All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning.

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

1: Safe and Secure Learning and Work Environment for All 2: Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All 3: Connect to the Local and Global Communities

ANNUAL MEASURABLE OUTCOMES EXPECTED

ACTUAL

Expected annual measurable outcome: LCAP Dashboard:

C: 2016-2017 Number and percent of facilities in good repair is 100%

C: Number and percent of facilities in good repair will be 100%

P: 2015-2016 Middle school dropout rate remains less than 0.1%

P: Middle school dropout rate will maintain less than .1%

Q: 2015-2016 Attendance rate is 96.5% (increased by 0.3%)

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DRAFT Q: Attendance rate will be above 95%

R: 2015-2016 Chronic absenteeism rates is 5.3% (decreased by 1.5%)

R: Chronic absenteeism rate will not exceed 5%

S: 2015-2016 Suspension rate is 2.7% (increased by 0.1%)

S: Suspension rate will not exceed 3%

T: 2015-2016 Expulsion rate remains less than 0.1%

T: Expulsion rate will not exceed 1%

U: 2016-2017 Parent survey/annual self-study positive response rate on district priorities for all parents and parents for programs of unduplicated pupils and exceptional needs pupils is 94.9% (increased by 2.0%)

U: Parent survey/annual self-study positive response rate on district priorities for all parents and parents for programs of unduplicated pupils and exceptional needs pupils will not fall below 70%

V: 2016-2017 Pupil survey rates of overall safe feeling at school is 84.4% (increase of 2.1%)

V: Pupil survey rates of overall safe feeling at school 100% W: Parent conference participation rate for all parents and parents for programs of unduplicated pupils and exceptional needs pupils 100%

W: 2016-2017 Parent conference participation rate for all parents and parents for programs of unduplicated pupils and exceptional needs pupils is 94.3% (increased by 2.8%)

X: Safety drill compliance rate 100%

X: 2016-2017 Safety drill compliance rate remains 100%

Y: Grades 5 and 7 healthy kids survey participation rate 70%

Y: 2015-2016 Grades 5 and 7 healthy kids survey participation rate 73% (increased by 7%)

Z. % of schools offering Parent Education sessions for all parents and parents for programs of unduplicated pupils and exceptional needs pupils 100%

Z. 2016-2017 % of schools offering Parent Education sessions for all parents and parents for programs of unduplicated pupils and exceptional needs pupils remains 100%

ACTIONS / SERVICES Action

Actions/Services

1

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5.1 Hire and maintain sufficient staffing levels of certificated and classified personnel to provide implementation and monitoring of research based programs, standards-based professional development and instructional support and access for all students.  Continue: Maintain all current staffing levels  New: School Psychologist  New: Behavior Aides (1 @ 3.5 hours, 4 @ 1.5

5.1 Sufficient staffing levels of certificated and classified personnel to provide implementation and monitoring of research based programs, standards based professional development and instructional support and access for all students were maintained. One School Psychologist, Behavior Aides, Occupational Therapist, BEST Coach, 2 Administrative Interns, 1 Additional Vice Principal @ Alpine Vista School, School Nurse RN, Licensed Vocational Nurse, Additional Alternative Education Teacher, 3 FT SDC Aides in Early Page 41 of 115

DRAFT        

Expenditures

Action

Actions/Services

2

hours District & 2 hours site budget) New: Occupational Therapist New: BEST Coach New: 2 Administrative Interns New: Additional Vice Principal @ Alpine Vista School New: School Nurse RN New: Licensed Vocational Nurse New: Additional Alternative Education Teacher New: 3 FT SDC Aides in Early Primary SDC classrooms

Primary SDC classrooms were all hired to meet the needs of our diverse population.

BUDGETED

ESTIMATED ACTUAL

$2,736,829 LC FF S/C (Salaries, timesheets & benefits) $93,625 Title I (Salaries & benefits) $582,107 LCFF Base (Salaries & benefits) $71,128 LEA Medical (Salaries & benefits) $86,632 Spec Friends (Salaries & benefits)

$2,705,232 LC FF S/C $96,932 Title I $582,107 LCFF Base $71,128 LEA Medical $86,632 Spec Friends

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ACTUAL

5.2 Increase and promote parent and community partnerships in order to collaborate in educational decision making to support relevant, purposeful teaching aligned to state adopted standards, 21st century skills, and State and District priorities.  Expand & Continue: Promote communication with parents.  Continue: SSC meetings will be held at a minimum 5 times per year.  Continue: ELAC meetings will be held at a minimum 5 times per year.  Continue: DAC will be held at a minimum 3 times per year.  Continue: DELAC will be held at a minimum 3 times per year.  Continue: Preschool PAC will be held at a minimum 3 times per year.  Continue: Migrant PAC will be held at a minimum

5.2 Parent and community partnerships in order to collaborate with partners in educational decision making and communicating goals in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities were sustained. Parent conference attendance at both conference periods was promoted. SSC meetings were held 5 times per year. ELAC meetings were held 5 times per year. DAC meetings were held 3 times per year. DELAC meetings were held 4 times per year. Preschool PAC meetings were held 3 times per year. Migrant PAC meetings were 2 times per year. Each site hosted parent and community events. TK/ Kindergarten and Preschool registration were held at a centralized location. The District hosted parent, student and community educational activities. Parent Link was used to communicate information. The District/site website was kept up to date. The volunteer finger printing program was utilized. Community Educational/Informational presentations were hosted. GATE parent meetings by grade level were offered. Translation and interpreting services were provided. Page 42 of 115

DRAFT        

Expenditures

Action

Actions/Services

3

3 times per year. Expand & Continue: Each site will host parent and community events. Continue: TK/ Kindergarten registration will be held at a centralized location. Continue: Preschool registration will be held at a centralized location. Expand & Continue: The District will host parent, student and community educational activities. Expand & Continue: To maintain an up to date District/site website Expand &Continue: Volunteer Finger printing program Expand & Continue: To provide Community Educational/Informational presentations. Continue: Provide translation and interpreting services

BUDGETED

ESTIMATED ACTUAL

$164,170 LCFF S/C (Salaries, timesheets, substitutes & benefits $36,670, supplies $8,725, services $97,175, postage $21,600) $160,905 Title I (Salaries & benefits $129,375, services $31,530) $20,000 LCFF Base (Services)

$82,641 LCFF S/C $127,125 Title I $20,000 LCFF Base

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PLANNED

ACTUAL

5.3 Promote and maintain attractive, clean, functional, safe school facilities, grounds, and equipment in order to maintain a positive and productive work and learning environment for all stakeholders.  Continue: To train, implement and evaluate site/district crisis plans.  Continue: To assess and repair facilities, equipment, and grounds regarding needs and safety concerns.  Continue: To utilize K-9 Units at Middle Schools.  Expand & Continue: To evaluate and add additional video surveillance, door alarm systems,

5.3 Attractive, clean, functional, safe school facilities, grounds, and equipment in order to maintain a positive and productive work and learning environment for all stakeholders were maintained. All schools practiced drills in Run and Hide in addition to all other mandatory drills. Facilities were assessed and repaired in regards to needs and safety concerns. Equipment was assessed and repaired in regards to needs and safety concerns. Grounds were assessed and repaired in regards to needs and safety concerns. Site/district crisis plans were implemented. K-9 Units at Middle Schools were utilized. Additional video surveillance, door alarm systems, security beams and other safety measures were added to identified locations. Partnered with TPD to provide SRO's on Middle School sites. Contracted to provide trained Page 43 of 115

DRAFT    

Expenditures

Action

Actions/Services

4

and other safety measures. Expand & Continue: To partner with TPD to provide SRO's on Middle School sites. Expand & Continue: To provide trained crossing guards for identified locations of high traffic. Expand & Continue: Provide Duty Assistance to sites for high need locations New: Implement " Crew" to assist in teaching appropriate social and interactive play behaviors

crossing guards for identified locations of high traffic. Provided duty assistance funding to sites for high need locations. Implemented “Crew" to assist in teaching appropriate social and interactive play behaviors at Elementary school sites.

BUDGETED

ESTIMATED ACTUAL

$542,728 LCFF S/C (Timesheets & Benefits $120,500, Supplies $75,250, services $346,978) $5,141,907 LCFF Base (Salaries, timesheets & benefits $3,534,907, supplies $245,000, noncapital equipment $21,000, conference $500, utilities $1,227,000, leases/repairs $10,000, services $13,500, equipment $90,000) $6,032,816 RTNREST. MAINT. (Salaries, timesheets, & Benefits $1,230,054, supplies $545,250 noncapital equipment $200,000, conferences $2,000, dues $50, noncapital Improvements $1,380,600, services $17,000, land improvements $1,539,062, buildings $1,118,800)

$264,864 LCFF S/C $5,141,907 LCFF Base $6,032,816 RTNREST. MAINT.

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PLANNED

ACTUAL

5.4 Promote and support socially, emotionally, and physically healthy students in order to facilitate relevant, purposeful teaching that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Provide substitute coverage for CDS/TSS to participate in Academic/Behavioral coaching.  Continue: To train, implement and evaluate the district health and wellness policy.  Expand & Continue: To train, implement and evaluate Positive Behavior Intervention Systems: (YSB, Sprigeo, Common Sense Media, SARB,

5.4 Support structures to promote socially, emotionally, and physically healthy students in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities were maintained. The BEST Coach met with CDS and Support School regularly to support behavioral interventions. Continued to utilize the School Attendance Review Team (SART) process at school sites to intervene with families prior to a SARB referral. We continue to train, implement and evaluate the district health and wellness policy and District Positive Behavior Intervention Systems. Health and attendance assistance is provided to promote well-being and engagement through attendance. Implemented "H.E.L.P." program (Health, Education, Learning and Prevention) and focused on the "S.T.O.P." Bullying Page 44 of 115

DRAFT

 

Expenditures

Action

Actions/Services

5

Super Support Squad, Paraprofessionals, Classroom Support providers, etc.) Continue: Health and attendance assistance provided (i.e. lice shampoo, alarm clock, transportation, nutritious snacks, clothes, etc.) New: Implement "H.E.L.P." program (Health, Education, Learning and Prevention) and focus on the "S.T.O.P." Bullying prevention component.

prevention component. Each school site created and implemented a bully prevention program and communicated this program through the district website and school site events.

BUDGETED

ESTIMATED ACTUAL

$62,000 LCFF S/C (Timesheets, substitutes & benefits $29,412, supplies $15,138, services $17,450) $10,000 Title I (Supplies $5,000, services $5,000)

$51,319 LCFF S/C $3,126 Title I

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PLANNED

ACTUAL

5.5 Provide state adopted and supplemental materials, certificated and classified personnel to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for identified students through Alternative Educational Settings.  Continue: Provide CDS, Tulare Support, Suspension School, Independent Study, Home/Hospital programs.  Continue: Provide Character Education and Social Skills resources for CDS/TSS  Continue: Provide Mentor training for CDS students.  Continue: Provide funding for student academic and behavioral incentives at CDS, TSS, and BASE  Continue: Assess and monitor foster students/families need related to academic, health and safety (i.e. counseling/ psychological and academic, tutoring, transportation, etc.)  Continue: Provide funding for sites to meet needs of students, families and the community as identified at site level  Continue: Provide funding for student attendance

5.5 State adopted and supplemental materials, certificated and classified personnel to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for identified students through Alternative Educational Settings were provided. Character Education and Social Skills resources for CDS/TSS were provided. Students participated in equine therapy, blending pallets art lessons, and opportunities to bond with rescue animals at the local shelter. Continued an at-risk support class at Cherry Avenue Middle School (BASE). Funding for student academic and behavioral incentives was provided. Support for foster students and families need related to academic, health and safety (i.e. counseling/ psychological and academic, tutoring, transportation, etc.) was provided. Funding for sites to meet needs of students, families and the community as identified at site level was established. Funding for student attendance incentives was provided. Funding to meet the social, emotional, behavioral, physical, and educational needs to identified students beyond the general education setting was established to meet the needs of all students.

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DRAFT 

Expenditures

Goal 5

incentives. New: Provide funding to meet the social, emotional, behavioral, physical, and educational needs to identified students beyond the general education setting.

BUDGETED

ESTIMATED ACTUAL

$583,755 LCFF S/C (Salaries, timesheets, substitutes & benefits $529,755, supplies $14,000, services $1,000, equipment $39,000) $38,000 Lott (Supplies)

$560,664 LCFF S/C $360 Lott

ANALYSIS Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

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

In order to achieve Goal 5: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning; we have 5 actions and related services. All 5 actions and related services were implemented.

Goal 5 encompasses 5 actions and related services. The descriptions below demonstrate the effectiveness of each action: Action 1: Due to the increase in staff (School Psychologist, Occupational Therapist, and Alternative Education Teacher) additional time and/or services were provided to students with needs beyond the traditional classroom setting. Students in traditional and non-traditional settings benefited from increased services through the addition of behavior aides, BEST coach, 2 administrative interns, and one Vice Principal. Increased services for students in need of medical support occurred through the addition of a school RN and an LVN. Action 2: To facilitate communication with parents and other stakeholders TCSD created Face Book and Instagram accounts with weekly postings highlighting student learning opportunities. SSC meetings across the district have 199 participants, and ELAC has 116 participants. DAC meetings were held 3 times with 235 total participants. DELAC was held 4 times with over 100 total participants. Preschool PAC meetings were held 3 times. Migrant PAC meetings were held 3 times with over 40 participants. Additional parent/community events were held across the district based on individual school site needs in order to facilitate and enhance student learning. Action 3: The Special Education Department hosted 1 CREW PD event for interested staff. Facilities and grounds continue to be a priority. Custodians have daily, weekly and monthly checklist to ensure cleanliness is maintained. Continuous maintenance focuses on roof repair; stained ceiling tile Page 46 of 115

DRAFT replacement; modernization of aging buildings including flooring, counters and cabinets, furniture replacement, soil amendments to promote vitality, concrete projects, play structure replacement, and irrigation upgrades. Additional planned installation of exterior cameras to monitor campus access for safety purposes. Action 4: Bullying prevention, community building, and school climate were addressed through a program named "H.E.L.P." which focused on health, education, learning and prevention to promote better health, learning and community. Each site created and monitored their bully prevention plan. Action 5: Three times per year a supportive adult on campus meets with every Foster Youth to discuss school affiliation and home and school needs. The supportive adult makes appropriate referrals through our district’s health and welfare officer. Alternative education students participated in equine therapy, blending pallets art lessons, and opportunities to bond with rescue animals at the local shelter. Estimated LCFF – S/C budget amount for Goal 5 at time of adoption was $ 4,089,482 The estimated actual expenditures to date are 3,664,539 Expenditures under budgeted amount $ 424,943 Action 1 – 94% expended. Action 2 – We underspent by $81,529 due to fewer participants and managing costs. Action 3 – We underspent by $278,044 due to CREW and duty assistance costs being less than expected. Action 4 – We underspent by $10,681 due to costs being less than expected. Action 5 – 93% expended. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The overall effectiveness of actions and services in Goal 5 has resulted in high attendance rates, low Middle School dropout and expulsion rates, high parent participation and positive response rates, and an improvement in Healthy Kids survey partition. C: 2016-2017 Number and percent of facilities in good repair is 100% P: 2015-2016 Middle school dropout rate remains less than 0.1% Q: 2015-2016 Attendance rate is 96.5% (increased by 0.3%) R: 2015-2016 Chronic absenteeism rate is 5.3% (decreased by 1.5%) S: 2015-2016 Suspension rate is 2.7% (increased by 0.1%) T: 2015-2016 Expulsion rate remains less than 0.1% U: 2016-2017 Parent survey/annual self-study positive response rate on district priorities for all parents and parents for programs of unduplicated pupils and exceptional needs pupils is 94.9% (increased by 2.0%) V: 2016-2017 Pupil survey rates of overall safe feeling at school is 84.4% (increase of 2.1%) W: 2016-2017 Parent conference participation rate for all parents and parents for programs of unduplicated pupils and exceptional needs pupils is 94.3% (increased by 2.8%) Page 47 of 115

DRAFT X: 2016-2017 Safety drill compliance rate remains 100% Y: 2015-2016 Grades 5 and 7 healthy kids survey participation rate 73% (increased by 7%) Z. 2016-2017 % of schools offering Parent Education sessions for all parents and parents for programs of unduplicated pupils and exceptional needs pupils remains 100% Expected changes to this goal include replacing Metric R (local Chronic Absenteeism Rate) with the state Chronic State Absenteeism indicator. Metric S (local Suspension Rate) has been replaced with the state Suspension Rate indicator. We have eliminated Metric X (Safety Drill Compliance Rate), because it is a district mandate, and is monitored in order to maintain 100%. We have re-lettered Metric P, Q, T, U, V, W, Y and Z to be Q, R, S, T, U, V, W and X on our Performance Meter to promote transparency and accessibility to information all stakeholders.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Action 1 modification to expected outcomes include: The School Psychologist, behavior aides, Occupational Therapist, BEST coach, 2 administrative interns, additional VP at Alpine Vista, school RN, LVN, additional alternative education teacher and 3 FT SDC aides were all hired, and no further action is necessary. In reviewing our stakeholder data and dashboard results additional support for students in nontraditional settings, and with special needs continues to be an area of focus. Additional outcomes have been added to address the identified needs above. SPED TOA, Alpine Vista Clerk, an increase in school psychologist services (30%), 1 FT administrative intern, PT secretary (WI/LI) and PT attendance staff are planned to be hired. Action 2 modifications to expected outcomes include: The addition of a District Parent Education University offering 9 monthly events with topics selected through stakeholder feedback will be added to the list of opportunities for our parents. Action 5 modification to expected outcomes include: Moving provide CDS, TSS, SS, IS and HH to Action 1 in order for all staffing to be organized in one action and aid in transparency for all stakeholders. Action 6 New Outcome: In reviewing our LCFF S/C goals and outcome, we determined that providing transportation to students who reside within TCSD and live outside the designated walking area for their home school site would facilitate access to academic, social, emotional, behavioral, physical and educational services. We have provided transportation to students previously, and want to ensure it remains a priority. Based on stakeholder feedback from parents and students safe passage to and from school is important to them and needs to be continuously available.

Stakeholder Engagement LCAP Year

2017–18

2018–19

2019–20

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DRAFT INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis? In order to educate all stakeholders involved in the process of revising the LCAP and Annual Update, TCSD has provided information collected through: local and state assessment data, CELDT data, reclassification rates, SARC, informational power points and handouts outlining the eight state priorities, three district priorities, program improvement goals and plans, alternative governance plans, Title 3 plan, Early Childhood updates, State Standards Implementation plan, grades, LEA plan, SWP/SPSA, school and district parent surveys, school and district student surveys, school and district staff surveys, and other data shared on our Performance Meter. Stakeholder feedback has been gathered throughout the year in various venues that promoted consistent collaborative dialogue. (see timeline and opportunities). Feedback obtained was used in the writing process for the LCAP and Annual Update. Additionally, all comments from the May 15, 2017 DAC meeting and the May 19, 2017 DELAC meeting were responded to in writing, and mailed to meeting participants. Comments and suggestions generated from the public review period (May 30-June 2, 2017), DAC and DELAC meetings were responded to in writing and posted to the TSCD website on June 6, 2017. Responses were shared in writing at the Public Hearing on June 13, 2017. Comments and suggestions generated were taken into consideration when preparing the final draft of the LCAP and Annual Update. July 2016 Information: Posted approved Local Control and Accountability Plan and Annual Update on the TCSD website http://www.tcsdk8.org August 2016 Information: TCSD Handbook - LCAP Information Front Cover Publication August - October, 2016 Information/Consult: TCSD Superintendent and cabinet members presented TCSD goals and priorities to local service organizations September 23, 2016 Information/Consult: Reviewed data analysis and timeline with DELAC September 26 - 30, 2016 Information/Consult: TCSD LCAP Informational Handout distributed and discussed at Parent Conferences October - November 2016 Information/Consult: Reviewed TCSD LCAP with SSC/ELAC parents, shared data, timeline and invited stakeholder input

October 11, 2016 Information/Consult: LCAP Data Analysis & Timeline shared with TCSD Board of Trustees October 17, 2016 Information/Survey/Consult: Reviewed TCSD LCAP, timeline and data analysis with DAC (parents representing all subgroups, students, community members, Page 49 of 115

DRAFT administration, paraprofessionals, CTA rep, TCTA rep), and collected stakeholder input through the LCAP Stakeholder Feedback Survey November 2016 Survey/Consult: Reviewed TCSD LCAP data analysis and timeline with preschool parents (PPAC) and Migrant parents (MPAC), and collected stakeholder input through the LCAP Stakeholder Feedback Survey November 2016 Needs assessment: School principals and program directors/coordinators conducted strategic budget planning December - January 2017 Survey: School sites instructional staff December - January 2017 Survey/Consult: Reviewed TCSD LCAP with SSC/ELAC parents, shared data and collected stakeholder input through LCAP survey January 27, 2017 Survey/Consult: Reviewed TCSD LCAP with DELAC parents, shared data and collected stakeholder input through the LCAP Stakeholder Feedback Survey January - February, 2017 Survey/Consult: Continued to educate stakeholders and requested participation in the TCSD LCAP Stakeholder Feedback Surveys (January 23 - February 3, 2017, Parents, Community Members, Staff and Students) through SSC, ELAC, school site staff meetings, school site teacher representatives, TCTA, CSEA, parent meetings, PTO, Student Councils, Superintendent’s Advisory meeting, DAC (parents representing all subgroups, students, community members, administration, paraprofessionals, CTA rep, TCTA rep,) Migrant PAC, Preschool PAC, DELAC, TCSD Website and Visalia Times Delta Newspaper March 13 - 17, 2017 Information: TCSD LCAP Informational Publication distributed and discussed at Parent Conferences March 24, 2017 Information/Consult: Reviewed TCSD LCAP with DELAC parents, shared data and collected stakeholder input March - June, 2017 Revise/Update: LCAP writing team, consisting of Assistant Superintendent of Student Services, Assistant Superintendent of Curriculum, Assistant Superintendent of Business/Psych Services, Bilingual Coordinator, Business Coordinator and District Compliance Teacher continued analyzing all data sources and stakeholder input through survey data to inform the writing update of the LCAP April 2017 Needs assessment: School principals and program directors/coordinators conducted strategic budget planning April 5, 2017 Review/Comment: LCAP draft of proposed Annual Update with Union Representatives TCTA Page 50 of 115

DRAFT

April 25, 2017 Information: Announce Public Review Period May 30 - June 2, 2017 LCAP and Annual Update hardcopy available in the TCSD District Office, 600 N. Cherry 8:00 a.m. - 4:00 p.m. April - May 2017 Survey/Consult: Reviewed TCSD LCAP with SSC/ELAC parents, shared data from Parent, Staff and Student Survey Results in order to identify/inform actions and services May 9, 2017 Information: Announce proposed Public Hearing date on the LCAP Annual Update and Review, and Budget at the Board meeting. Date set for public hearing is June 13, 2017, 12:00 p.m. in TCSD Board Room, 600 N. Cherry May 15, 2017 Review/Comment: LCAP draft of proposed Annual Update with DAC (parents representing all subgroups, students, community members, administration, paraprofessionals, CTA rep, TCTA rep) May 19, 2017 Review/Comment: LCAP draft of proposed Annual Update with DELAC May 26, 2017 Review/Comment: Proposed LCAP Increase in Actions and Services 2017-18 Informational Handout distributed to all families. Public Review Period highlighted with directions on how to access the draft LCAP and provide feedback May 30, 2017 Review/Comment: LCAP draft of proposed Annual Update with TCTA Representative May 31, 2017 Review/Comment: LCAP draft of proposed Annual Update with CSEA Representative May 30 - June 2, 2017 Review/Comment: Public Review Period, LCAP Update available hardcopy in the TCSD District Office, 600 N. Cherry, 8:00 a.m. - 4:00 p.m. or LCAP Update available electronically on the TCSD webpage, email available to send comments June 6, 2017 Respond: DAC and DELAC Mailing - TCSD to respond in writing to comments (DAC 5/15/17 and DELAC 5/19/17) by mailing responses to meeting participants and posting on TCSD website June 13, 2017 Information: Public Hearing on LCAP and Budget, 12:00 pm TCSD Board Room, 600 N. Cherry Page 51 of 115

DRAFT June 14 - 16, 2017 Update: Finalize 2017-2018 LCAP based on Public Hearing June 27, 2017 Action: Present Updated LEAP/LCAP and Budget for Adoption/Approval, 12:00 p.m. TCSD Board Room, 600 N. Cherry

June 28, 2017 Action: File LCAP with County Superintendent

IMPACT ON LCAP AND ANNUAL UPDATE How did these consultations impact the LCAP for the upcoming year? The stakeholder involvement process has allowed us to gather input from our parents, staff, students and the community to be used in reflecting on the progress made toward goals through actions and services in order to prepare our LCAP and Annual Update. Throughout this process the feedback that was gathered was used to revise our LCAP and Annual Update and assist TCSD in creating a collaborative LCAP and Annual Update which reflects stakeholder input. Throughout the year we informed and consulted with various stakeholder groups using a variety of informational tools in English and Spanish to include PowerPoint presentations, a parent friendly LCAP Overviews, LCAP Progress and Achievement Leaflets, Parent/Student Handbook LCAP Educational Tool, Parent Link Broadcasts, Newspaper Articles, District Priorities Poster and Performance Meter to include the metrics in which we measure our progress toward goals. After the inform and consult phase we asked stakeholder groups to provide their input and feedback through a variety of surveys (School Parent, School Student, School Teacher, LCAP Community, LCAP Parent, LCAP Staff, LCAP Student) available at the district office, school sites, on-line, and stakeholder meetings held in various locations throughout the district. The LCAP Parent Input Survey had representation from every school site, all racial/ethnic sub groups, and all other significant subgroups including Foster Youth and Homeless. The LCAP Staff Input Survey provided feedback from 144 staff members from across the district. The LCAP Student Survey provided feedback from 318 students across the district, and 148 parents/community members provided feedback. This information was disseminated and reviewed with stakeholders, which in turn was used in the development of changes in the plan reflected in our annual update. The updates that ensued were shared with stakeholders at SSC/ELAC, DAC, DELAC, Community Service organizations, Preschool PAC, Migrant PAC and on the TCSD website in an effort to inform stakeholder groups. The information provided to stakeholders offers comparative data to assess the effectiveness of current programs and areas in need of additional support in relationship to the State and District priorities. This was made available at all of the stakeholder and community meetings (see timeline). The engagement process was ongoing throughout the year. The continued conversations and reflective nature of the process enabled the writing team to revise the LCAP and Annual Update reflecting the needs of the district and vision of the stakeholder community. Through the engagement process we shared our District Priorities and how the State and District Priorities work in concert with each other to help focus our work on meeting the needs of ALL our students. Goal 1 – The feedback indicated a need for additional Science materials to in order to teach NGSS. Action 4 was modified to provide additional funds to purchase Science subscriptions and materials. (SP1) The feedback indicted a need for new Social Studies materials to teach the adopted SS standards. Action 5 was modified to create a new Social Studies adoption committee in order to research and select a new SS program (TK-8). Additionally, in the 2018-2019 year, funds have been earmarked to purchase a new SS adoption. (SP1) The survey feedback supported the continued transition to a standards-based report card in grades 1st – 6th, and the investigation of the writing of a standards-based report card in grades 7th and 8th. Action 7 continues to support SBRC implementation. (SP8) Action 8 continues to be a focus, based on stakeholder feedback, regarding the use of data to make informed decisions for student continued progress. An outside company will be contracted to write standards assessments for grades 1 st – 8th. (SP8) Increased access to technology continues to be a priority for our stakeholders. Action 9 includes the addition of devices for 2nd grade. (SP2/SP7/SP8) Positive feedback regarding the AVID program and its impact on students’ Page 52 of 115

DRAFT opportunities and academic growth resulted in an increase in Action 14 through the expansion of AVID to additional grade levels and schools throughout the next three years. (SP7/SP8) Goal 2 – The feedback from our stakeholders supports the expansion of students’ access to extracurricular activities and VAPA. Action 1 includes the addition of a new vocal music teacher for elementary grades. (SP7) To further support stakeholders’ desires a further expansion of the arts will include Action 2 being modified to expand choir performance materials and purchase risers to identified site. (SP7) Goal 3 – Stakeholder feedback indicates a need to support our EL learners in their classroom in order to continue their progress in learning English in addition to all content standards. Action 1 was modified to add SEI aides (10) to identified schools with high concentrations of EL learners. An ELD TOA was added to provide in-class coaching and PD to teachers in order to support best practices for EL development of students. (SP2/SP4) Action 4 contains translating and interpreting services. These services continue to be important to our stakeholders in order for them to support their students. Additional funds were allocated to support meeting this need identified through our surveys. (SP2/SP4) Goal 4 – Using assessment effectively ensuring the tests we use are relevant and necessary continues to be a topic on stakeholders’ minds as evidenced in their feedback. Action 1 addresses this concern through the expansion of PD related to analyzing student assessment data and turning analysis into action. (SP2) Staff feedback continues to support the need to see colleagues interacting in their classrooms with students, discussing best practices and instructional strategies in context. Action 5 has been expanded to include Instructional Rounds facilitators’ meetings focused on making the most out of the IR experience. (SP2) Goal 5 – Stakeholders overwhelmingly provided feedback related to making school as accessible as possible to students who need alternative accommodations and support in order to access academic, social, emotional, behavioral, physical and educational services. Action 1 includes the addition of a SPED TOA for professional development and in-class coaching; an Alpine Vista Clerk (3.5 hours) to facilitate parent involvement; School Psychologist (increase 30%) to provide additional services to preschool children; 1 FT Administrative Intern to assist in supervision and daily school activities; a PT Secretary WI/LI to facilitate parent and student communication; and PT Attendance Staff (3.5 hours) to aide students and parents in maintaining continuous attendance. (SP3/SP5/SP6) Stakeholders conveyed the need for assistance in meeting the fingerprint requirement in order to volunteer on campus. Action 2 has been expanded to include the purchase of an in-house fingerprint machine enabling parents to better access to meeting the requirements for clearance. In addition, parents requested several topics of interest for the district to host Educational presentations. The new action in the LCAP is to provide a Parent Education University to address this need providing parent education throughout the school year. Along the same lines this action has been expanded to provide two PTO connection events for parents to participate in promoting the school-home connection. (SP3/SP5/SP6) Action 3 includes the repair of facilities, equipment, and grounds regarding needs and safety concerns. Stakeholders addressed the following concerns: District Remedy: Garden – Flooding, increased parking, drinking faucets Sewer lines repaired, additional parking lot (Summer 2017), drinking faucets repaired Mulcahy – Drinking faucets and restrooms Drinking faucets repaired, and updating sinks and fixtures Heritage – Men’s bathroom plumbing Urinal was repaired Live Oak – Roof in need of repair New roof Roosevelt – In need of SDC playground New playground (Fall 2017) Pleasant – Classroom update Painting classrooms (SP3/SP5/SP6) Stakeholders continue to address bullying and school climate/culture as a concern. Action 4 has been expanded to continue to focus on bullying prevention strategies and enhancing school climate/culture. Student Learning Circles training will be implemented to enable staff to better communicate with students in order to solicit information regarding changes that should occur based on student feedback. We are consolidating district protocols and procedures into a comprehensive suicide prevention plan, which will include education for staff, students and parents. (SP3/SP5/SP6) Parents have indicated a need to continue transporting students, who reside within TCSD and live outside the designated walking area, for their home-school site to facilitate access to academic, social, emotional, behavioral, physical and educational services. Action 6 has been added to ensure this need continues to be met. (SP3/SP5/SP6) Page 53 of 115

DRAFT

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

Goal 1

Modified

Unchanged

All students will reach high standards and increase student achievement in English Language Arts, Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century.

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State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

#1: Safe, Secure and Healthy Learning and Work Environment for All #2: Teaching is Relevant (Engaging), Purposeful (Complexity of Thinking) and Yields the Deepest Levels of Learning (Checking for Understanding) for All #3: Connect to the Local and Global Communities

Identified Need

Our students need: Grade level proficiency in English Language Arts, Mathematics, Science, Social Studies and Physical Education in order to access curriculum and instruction, and to prepare for high school and beyond. Data from the California School Dashboard indicates overall students in ELA are at the yellow performance level, and in every subgroup with the exception of Students with Disabilities, which is red. In mathematics, overall students are at the yellow performance level, and all ethnicities with the exception of African American, which is orange. In addition, English Learners and Socioeconomically Disadvantaged students performed at the orange level, and Students with Disabilities performance level is red. Fewer than 70% of our 5th and 7th grade students perform in the Healthy Fitness Zone.

EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

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DRAFT

ELA Academic Indicator - Dashboard From Level 3 (Status over Change)

2015-2016 Low (-39.4) Maintain (4.9) Yellow

2016-2017 Low (-19.4) Increase (20) Yellow

2017-2018 Medium (-9.4) Increase (10) Green

2018-2019 Medium (-2.4) Increase (7) Green

Math Academic Indicator - Dashboard From Level 3 (Status over Change)

Low (-61) Maintain (-0.6) Yellow

Low (-46) Increase (15) Yellow

Medium (-31) Increase (15) Yellow

Medium (-16) Increase (15) Green

A. Degree to which teachers are appropriately assigned and fully credentialed

99.3%

100.0%

100.0%

100.0%

B. Degree to which students have standards-aligned instructional materials

100.0%

100.0%

100.0%

100.0%

Baseline 2016-2017

2017-2018

2018-2019

Baseline 2016-2017

2017-2018

2018-2019

For all students and all sub-groups below 55%: H. % of students meeting standards EOY STAR Math (3 – 8) will increase by 1%

2015-2016 N/A

I. % of students meeting standards EOY STAR Reading (4 – 8) will increase by 1%

2015-2016 N/A

J. % of students with EOY DIBELS Green Composite Score (1 – 3) will increase by 1%

2015-2016 55.4%

2016-2017 56.4%

2017-2018 57.4%

2018-2019 58.4%

K. % of students at or above grade level on DRDP Language (K) will increase by 1%

2015-2016 55.6%

2016-2017 56.6%

2017-2018 57.6%

2018-2019 58.6%

L. % of students at or above grade level on DRDP Math (K) will increase by 1%

2015-2016 64.9%

2016-2017 65.9%

2017-2018 66.9%

2018-2019 67.9%

P. Rate of 5th and 7th Grade Students in the Healthy Fitness Zone (average of all six fitness areas) will increase by 1%

2015-2016 5th – 67.8% 7th – 69.7%

2016-2017 5th – 70% 7th – 70%

2017-2018 5th – 70% 7th – 70%

2018-2019 5th – 70% 7th – 70%

Page 55 of 115

DRAFT PLANNED ACTIONS / SERVICES

Action

1

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.1 Hire and maintain sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students.  Maintain Sufficient staffing BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$5,985,390

Amount

$6,303,678

Amount

$6,554,698

Source

$4,321,190 LCFF S/C (Salaries & benefits $4,293,000, mileage $28,190)

Source

$4,572,910 LCFF S/C (Salaries & benefits

Source

$4,754,699 LCFF S/C (Salaries & benefits $4,726,509, mileage Page 56 of 115

DRAFT $1,431,000 Title I (Salaries & benefits) $233,200 Educator Effectiveness (Salaries & benefits)

Budget Reference

Action

Budget Reference

Type 9101

2

Empty Cell

$4,544,720, mileage $28,190) $1,488,240 Title I (Salaries & benefits) $242,528 Title II (Salaries & benefits)

$28,190) $1,547,770 Title I (Salaries & benefits) $252,229 Title II (Salaries & benefits) Budget Reference

Type 9101

Type 9101

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

1.2 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of English Language Arts.  Expand & Continue: District support in early literacy and reading intervention (95% group materials and video licenses)  Continue: Accelerated Reader Program

New

2019-20 Modified

Unchanged

New 

Modified

Unchanged

Action will be completed in 2018-2019: New Adoption/purchase ELA/ELD materials (3 year purchase contract) - No further action necessary.

Page 57 of 115

DRAFT   

Continue: ELA/ELD implementation committee Continue: Purchase instructional materials and textbooks (currently adopted, replacement consumables) Continue: New Adoption/purchase ELA/ELD materials (3 year purchase contract)

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$677,700

Amount

$677,700 LCFF S/C (Textbooks $555,700, supplies $20,000, services $102,000)

Source

Budget Reference

Action

Type 9102

3

Empty Cell

Amount

$677,700

Amount

Source

$677,700 LCFF S/C (Textbooks $555,700, supplies $20,000, services $102,000)

Source

Budget Reference

Type 9102

Budget Reference

$122,000 $122,000 LCFF S/C (Supplies $20,000, services $102,000)

Type 9102

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES Page 58 of 115

DRAFT 2017-18 New

2018-19 Modified

Unchanged

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

1.3 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Mathematics.  Continue: Purchase instructional materials and textbooks (currently adopted, replacements, consumables)  Continue: Revise Units of Study BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$21,400

Amount

$21,400

Source

$6,400 LCFF S/C (Substitutes & benefits) $15,000 Lottery (Supplies)

Budget Reference

Type 9103

Action

4

Empty Cell

Amount

$21,400

Source

$6,400 LCFF S/C (Substitutes & benefits) $15,000 Lottery (Supplies)

Source

$6,400 LCFF S/C (Substitutes & benefits) $15,000 Lottery (Supplies)

Budget Reference

Type 9103

Budget Reference

Type 9103

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 Scope of Services

Foster Youth LEA-wide Group(s)

Low Income Schoolwide

OR

Limited to Unduplicated Student Page 59 of 115

DRAFT Location(s)

All schools

Specific Schools:___________________

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

1.4 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Science.  Expand & Continue: Purchase NGSS materials  Continue: Purchase instructional materials and textbooks (currently adopted, replacements, consumables  Expand & Continue: NGSS Content Development  New: Purchase Science instructional subscriptions

New 

Modified

New: Adoption/purchase Science materials (2 year purchase contract)

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$99,000

Amount

$24,400 LCFF S/C (Services) $74,600 Lottery (Substitutes & benefits $9,600, supplies $65,000)

Source

Budget Reference

Action

Type 9104

5

Empty Cell

Amount

$99,000

Unchanged

Amount

$1,099,000

Source

$24,400 LCFF S/C (Services) $74,600 Lottery (Substitutes & benefits $9,600, supplies $65,000)

Source

$1,024,400 LCFF S/C (Textbooks $1,000,000, services $24,400) $74,600 Lottery (Substitutes & benefits $9,600, supplies $65,000)

Budget Reference

Type 9104

Budget Reference

Type 9104

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All All schools

Students with Disabilities

[Specific Student Group(s)]___________________

Specific Schools:___________________

Specific Grade spans:__________________

OR Page 60 of 115

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

English Learners

Foster Youth LEA-wide Group(s)

Scope of Services Location(s)

All schools

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

1.5 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Social Studies.  Continue: Purchase instructional materials and textbooks (currently adopted, replacements, consumables)  New: Social Studies Adoption Committee



2019-20 Modified

Unchanged

New

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$46,000 $21,000 LCFF S/C (Timesheets, substitutes & benefits $20,000, supplies $200, services $800) $25,000 Lottery (Supplies)

Source

Budget Reference

Action

Type 9105

6

Empty Cell

Unchanged

New: Adoption/purchase Social Studies materials (2 year purchase contract)

BUDGETED EXPENDITURES

Amount

Modified

Amount

$796,000

Amount

Source

$771,000 LCFF S/C (Timesheets, substitutes & benefits $20,000, textbooks $750,000, supplies $200, services $800) $25,000 Lottery (Supplies)

Source

Budget Reference

Type 9105

Budget Reference

$796,000 $771,000 LCFF S/C (Timesheets, substitutes & benefits $20,000, textbooks $750,000, supplies $200, services $800) $25,000 Lottery (Supplies)

Type 9105

Empty Cell

Page 61 of 115

DRAFT For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.6 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Physical Education.  Continue: Purchase instructional materials and equipment  Continue: Provide Family Life Education (staff and materials) BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

Source

$42,050 $12,000 LCFF S/C (Substitutes & benefits $5,800, supplies $5,000, travel & conference $1,200) $30,050 Lottery (supplies)

Amount

$42,050

Source

$12,000 LCFF S/C (Substitutes & benefits $5,800, supplies $5,000, travel & conference $1,200) $30,050 Lottery (supplies)

Amount

Source

$42,050 $12,000 LCFF S/C (Substitutes & benefits $5,800, supplies $5,000, travel & conference $1,200) $30,050 Lottery (supplies)

Page 62 of 115

DRAFT Budget Reference

Action

Budget Reference

Type 9106

7

Empty Cell

Budget Reference

Type 9106

Type 9106

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.7 Order and maintain appropriate state adopted and supplemental materials and supplies that support the teaching of Cross-curricular instruction. (English Language Arts, Mathematics, Science, Social Studies and Physical Education)  Continue: Use of Brain POP and brain POP Jr,  Expand & Continue: Use of Google  Expand & Continue: District materials support of state standards using PBL strategies with a focus on cross curricular integration (ELA, Math, ELD, Science, Social Studies, Fine Arts, PE, etc.  Continue: Use of curriculum management software  Continue: To maintain inventory systems to Page 63 of 115

DRAFT

   

monitor fixed assets and other equipment, and supplies that support student learning Continue: Report card writing to write new report cards Continue: Curriculum Center (Equipment, materials, supplies) Continue: Superintendent Assistance Grants Continue: Typing software for increasing 21st Century Skills

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$153,200

Amount

$105,700 LCFF S/C (Timesheets & benefits $9,500, supplies $3,800, services $92,400) $47,500 Lottery (Supplies $45,000, services $2,500)

Source

Budget Reference

Action

Type 9107

8

Empty Cell

Amount

$210,500

Amount

Source

$163,000 LCFF S/C (Timesheets & benefits $9,500, supplies $1,100, services $152,400) $47,500 Lottery (Supplies $45,000, services $2,500)

Source

Budget Reference

Type 9107

Budget Reference

$150,500 $103,000 LCFF S/C (Timesheets & benefits $9,500, supplies $1,100, services $92,400) $47,500 Lottery (Supplies $45,000, services $2,500)

Type 9107

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 Scope of Services

Foster Youth LEA-wide

Low Income Schoolwide

OR

Limited to Unduplicated Student Page 64 of 115

DRAFT Group(s) Location(s)

All schools

Specific Schools:___________________

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.8 Order and maintain appropriate research based formative and summative assessment materials in order to inform instruction and monitor student understanding and progress towards mastery of state standards.  Continue: Use of EADMS, CAASSP and other assessments for progress monitoring in all subject areas  Continue: District PE assessments  Continue: Use of District Reading inventories  Continue: Use of the DRDP- TK/K and Learning Genie On Line portfolio System in Early Childhood programs  Continue : Use of ECHERS in TK/K BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$285,000

Amount

$206,000 LCFF S/C (Substitutes & benefits $500, services $205,500) $73,000 Title I (Services) $6,000 Lottery (Services)

Source

Budget Reference

Action

Type 9108

9

Empty Cell

Amount

$285,000

Amount

Source

$206,000 LCFF S/C (Substitutes & benefits $500, services $205,500) $73,000 Title I (Services) $6,000 Lottery (Services)

Source

Budget Reference

Type 9108

Budget Reference

$285,000 $206,000 LCFF S/C (Substitutes & benefits $500, services $205,500) $73,000 Title I (Services) $6,000 Lottery (Services)

Type 9108

Empty Cell

Page 65 of 115

DRAFT For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.9 Increase technology use and access to support all students in English Language Arts, Mathematics, Science, Social Studies and Physical Education and to provide them better access to district software programs in order to meet the demands of the 21st century.  Continue: To invest in technology hardware (Networking, Devices, Audio Visual, Accessories)  Continue: To invest in technology services (Labor Installing, Consultants for PD, perform software upgrades and secure VLANS)  Continue: To invest in licenses, software, and subscriptions (VMWare, USC, security, Wi-Fi use, web filters, Gmail, etc.)  Continue: To invest in communications and upgrades (Internet, Phones, Capitol ASE connections, Website)  Continue: To provide professional development for IT department (Conferences, Travel Costs, Food, Certifications)  Continue: To invest in upgrades and repairs Page 66 of 115

DRAFT specialty bid and contract jobs

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$1,957,150

Amount

$1,352,150

Source

$1,957,150 LCFF S/C (Supplies $270,061, non-cap equipment $270,061, travel & conference $13,000, services $424,150, communication utilities $175,000, equipment $50,000, debt service for devices $754,878)

Source

$1,352,150 LCFF S/C (Supplies $50,122, travel & conference $13,000, services $338,150, communication utilities $185,000, equipment $11,000, debt service for devices $754,878)

Source

Budget Reference

Type 9109

Budget Reference

Type 9109

Budget Reference

Action

10

Empty Cell

Amount

$1,352,150 $1,352,150 LCFF S/C (Supplies $50,122, travel & conference $13,000, services $338,150, communication utilities $185,000, equipment $11,000, debt service for devices $754,878)

Type 9109

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES

Page 67 of 115

DRAFT 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.10 Provide academic support through a Multi-Tiered System of Supports in English Language Arts, Mathematics, Science, Social Studies, Physical Education (Intervention, SPED, 504, Enrichment)  Continue: Provide additional instruction before/after school i.e. Choices, BEST, Supplemental Instruction (tutoring), School Choice, etc.  Expand & Continue: To identify at risk students and provide timely interventions. (SAT, SST, RTI, RSP, 504, etc.)  Continue: To provide Math programs  Continue: To provide ELA programs  Continue: Provide funding for sites to meet needs of students as identified at site level  Continue: Weekly afterschool STEM program for elementary sites elementary sites BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

Source

Budget Reference

$6,546,762 $4,655,924 LCFF S/C (Timesheet $ benefits $127,000, supplies $550,000, services $219,455, special ed encroachment $3,759,469) $1,273,400 Title I (Salaries, timesheets & benefits $924,000, supplies $300,000, services $49,400) $617,438 Lottery (Supplies $560,000, services $57,438)

Type 9110

Amount

$6,697,141

Amount

Source

$4,806,303 LCFF S/C (Timesheet $ benefits $127,000, supplies $550,000, services $219,455, special ed encroachment $3,909,848) $1,273,400 Title I (Salaries, timesheets & benefits $924,000, supplies $300,000, services $49,400) $617,438 Lottery (Supplies $560,000, services $57,438)

Source

Budget Reference

Type 9110

Budget Reference

$6,853,535 $4,962,697 LCFF S/C (Timesheet $ benefits $127,000, supplies $550,000, services $219,455, special ed encroachment $4,066,242) $1,273,400 Title I (Salaries, timesheets & benefits $924,000, supplies $300,000, services $49,400) $617,438 Lottery (Supplies $560,000, services $57,438)

Type 9110 Page 68 of 115

DRAFT

Action

11

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans: TK - 7

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.11 Provide state adopted and supplemental materials, certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students through a Summer School program.  Continue: Provide facilities, materials and staff BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$120,000

Amount

$120,000

Amount

Source

$120,000 LCFF S/C (Timesheets & benefits $108,830, supplies $6,000, transportation $2,000, services

Source

$120,000 LCFF S/C (Timesheets & benefits $108,830, supplies $6,000,

Source

$120,000 $120,000 LCFF S/C (Timesheets & benefits $108,830, supplies $6,000, transportation $2,000, services Page 69 of 115

DRAFT $3,170) Budget Reference

Action

transportation $2,000, services $3,170) Budget Reference

Type 9111

12

Empty Cell

$3,170) Budget Reference

Type 9111

Type 9111

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All All schools

Students with Disabilities Specific Schools:

[Specific Student Group(s)] 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

Scope of Services Location(s)

LEA-wide Group(s)

Low Income Schoolwide

OR

Limited to Unduplicated Student

All schools Specific Schools: Alpine Vista, Cypress, Garden, Heritage, Kohn, Lincoln, Maple, Mission Valley, Pleasant, Roosevelt, and Wilson Specific Grade spans: Preschool

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.12 Provide state adopted and supplemental materials, certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students through a Preschool/early Childhood programs.  Continue: Provide staff  Continue: Provide facilities, materials and services BUDGETED EXPENDITURES

Empty Cell

Empty Cell

Page 70 of 115

DRAFT 2017-18

2018-19 $2,527,172

Amount

$344,700 LCFF S/C (Salaries & benefits $352,700, supplies $8,000) $103,370 Title I (Supplies) $898,688 State Preschool (Salaries, timesheets, substitutes & benefits $815,500, supplies $45,000, transportation $1,000, services $5,000, indirect costs $32,188) $795,000 IDEA Preschool (Salaries, timesheets, substitutes & benefits $785,000, supplies $6,500, leases $1,000, travel & conference $1,000, transportation $500, services $1,000) $385,414 First 5 (Salaries, timesheets, substitutes & benefits $325,000, supplies $19,000, transportation $500, services $25,000, indirect $15,914

Source

Budget Reference

Action

Type 9112

13

Empty Cell

2019-20

Amount

$2,527,172

Amount

Source

$344,700 LCFF S/C (Salaries & benefits $352,700, supplies $8,000) $103,370 Title I (Supplies) $898,688 State Preschool (Salaries, timesheets, substitutes & benefits $815,500, supplies $45,000, transportation $1,000, services $5,000, indirect costs $32,188) $795,000 IDEA Preschool (Salaries, timesheets, substitutes & benefits $785,000, supplies $6,500, leases $1,000, travel & conference $1,000, transportation $500, services $1,000) $385,414 First 5 (Salaries, timesheets, substitutes & benefits $325,000, supplies $19,000, transportation $500, services $25,000, indirect $15,914

Source

Budget Reference

Type 9112

Budget Reference

$2,527,172 $344,700 LCFF S/C (Salaries & benefits $352,700, supplies $8,000) $103,370 Title I (Supplies) $898,688 State Preschool (Salaries, timesheets, substitutes & benefits $815,500, supplies $45,000, transportation $1,000, services $5,000, indirect costs $32,188) $795,000 IDEA Preschool (Salaries, timesheets, substitutes & benefits $785,000, supplies $6,500, leases $1,000, travel & conference $1,000, transportation $500, services $1,000) $385,414 First 5 (Salaries, timesheets, substitutes & benefits $325,000, supplies $19,000, transportation $500, services $25,000, indirect $15,914

Type 9112

Empty Cell

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)] – Identified GATE Students

Page 71 of 115

DRAFT Location(s)

All schools

Specific Grade spans:__3rd – 6th

Specific Schools:___________________

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

English Learners

Foster Youth

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

1.13 Provide state adopted and supplemental materials, certificated personnel to provide implementation and monitoring of research based programs, standards based professional development, and instructional support for all students through a GATE instructional program. 

Continue: Provide facilities, materials, staff and services

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

Source

Budget Reference

$160,000 $160,000 LCFF S/C (Salaries & benefits $146,000, supplies $12,000, transportation $500, services $1,500)

Type 9113

Amount

$160,000

Amount

Source

$160,000 LCFF S/C (Salaries & benefits $146,000, supplies $12,000, transportation $500, services $1,500)

Source

Budget Reference

Type 9113

Budget Reference

$160,000 $160,000 LCFF S/C (Salaries & benefits $146,000, supplies $12,000, transportation $500, services $1,500)

Type 9113

Page 72 of 115

DRAFT Action

14

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

Specific Schools:

[Specific Student Group(s)] 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 LEA-wide Group(s)

Scope of Services Location(s)

All schools

Specific Schools:

Low Income Schoolwide

OR

Limited to Unduplicated Student

Specific Grade spans: 1st – 8th

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

1.14 Increase funding for the research based program AVID in order to provide supplemental materials, certificated personnel and classified instructional aides to promote implementation and monitoring of AVID program, standards-based professional development and instructional support for identified AVID students and staff.  Expand & Continue: Increase implementation of AVID - Alpine Vista (5), Cherry Avenue (School wide content teachers) Cypress (6), Garden (6), Heritage (6), Kohn (6), Maple (4), Mission Valley (6), Mulcahy (School wide content teachers) Wilson (1)

New 

2019-20 Modified

Unchanged

Expand & Continue: Increase implementation of AVID - Alpine Vista (4), Cherry Avenue (School wide content teachers), Cypress (5), Garden (5), Heritage (5), Kohn (5), Lincoln (5), Mission Valley (5), Mulcahy (School wide content teachers), Pleasant (5), Roosevelt (3) Wilson (K)

New 

Modified

Unchanged

Expand & Continue: Increase implementation of AVID - Alpine Vista (3), Cherry Avenue (School wide content teachers), Cypress (4), Garden (4), Heritage (4), Kohn (4), Lincoln (4), Mission Valley (4), Mulcahy (School wide content teachers), Pleasant (4)

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Page 73 of 115

DRAFT $226,151

Amount

$158,000 LCFF S/C (Timesheets, substitutes & benefits $11,237, travel & conference $88,700, transportation $8,000, services $50,063 $34,000 Title I (Substitutes & benefits $5,000, transportation $29,000) $34,151 Title II (Timesheets, substitutes & benefits $28,151, travel & conference $6,00)

Source

Budget Reference

Action

Type 9114

15

Empty Cell

Amount

$226,151

Amount

Source

$158,000 LCFF S/C (Timesheets, substitutes & benefits $11,237, travel & conference $88,700, transportation $8,000, services $50,063 $34,000 Title I (Substitutes & benefits $5,000, transportation $29,000) $34,151 Title II (Timesheets, substitutes & benefits $28,151, travel & conference $6,00)

Source

Budget Reference

Type 9114

Budget Reference

$226,151 $158,000 LCFF S/C (Timesheets, substitutes & benefits $11,237, travel & conference $88,700, transportation $8,000, services $50,063 $34,000 Title I (Substitutes & benefits $5,000, transportation $29,000) $34,151 Title II (Timesheets, substitutes & benefits $28,151, travel & conference $6,00)

Type 9114

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES

Page 74 of 115

DRAFT 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New 

1.15 Increase funding and support for school libraries which serve an important role in lowering achievement gaps for poor and minority students and supporting at risk students by providing an environment where students can use technological equipment they may not have outside of school.  Continue: Increase access to the library through extended hours  Continue: Provide training and professional development to Staff on library use as a school resource  Continue: Update facilities to aide in usability and student access  Continue: Update the Collections at each site to meet CA SLPS recommendation  Continue: Contract with credentialed librarian

Modified

Action will be completed in 2018-2019: Update facilities to aide in usability and student access - No further action necessary

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

Source

Budget Reference

$390,000 $390,000 LCFF S/C (Timesheets & benefits $5,000, books $138,465, supplies $206,000, travel & conferences $15,000, services $25,535)

Type 9115

Unchanged

Amount

$390,000

Amount

Source

$390,000 LCFF S/C (Timesheets & benefits $5,000, books $138,465, supplies $206,000, travel & conferences $15,000, services $25,535)

Source

Budget Reference

Type 9115

Budget Reference

$50,000 $50,000 LCFF S/C (Timesheets & benefits $5,000, books $24,000, supplies $1,000, travel & conferences $15,000, services $5,000)

Type 9115

Page 75 of 115

DRAFT

New

Goal 2

Modified

Unchanged

All students will have opportunities to engage and participate in extra-curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century.

Empty Cell Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

#1: Safe, Secure and Healthy Learning and Work Environment for All #2: Teaching is Relevant (Engaging), Purposeful (Complexity of Thinking) and Yields the Deepest Levels of Learning (Checking for Understanding) for All #3: Connect to the Local and Global Communities

Our students need: opportunities to participate in extra-curricular activities and Visual and Performing Arts to increase creativity and critical thinking which will help students meet the demands of the 21st century. Local indicators show over 16.7% of middles school students’ scheduled time is devoted to elective studies, and 4.4% of teachers within the district are assigned to VAPA.

Identified Need

EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators F. Percentage of Middle School students’ average scheduled time designated for Electives G. Percentage of Certificated Elementary Teacher Assigned to VAPA

Baseline

2017-18

2018-19

2019-20

> 20.0%

Maintain

Maintain

Maintain

4.4%

Maintain

Maintain

Maintain

Page 76 of 115

DRAFT PLANNED ACTIONS / SERVICES

Action

1

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 LEA-wide Group(s)

Scope of Services Location(s)

All schools

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

2.1 Hire and maintain sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for all students in extracurricular activities, Visual and Performing Arts (VAPA)  Continue: Maintain sufficient staffing  Continue: VAPA Consultant  New: 1 Vocal Music Teacher

New 

2019-20 Modified

Unchanged

New

Modified

Unchanged

Action will be completed in 20182019: 1 Vocal Music Teacher - No further action necessary

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Page 77 of 115

DRAFT Amount

$3,068,350

Amount

$3,189,154

Amount

$3,314,790

Source

$3,068,350 LCFF S/C (Salaries & benefits $3,060,100, travel $8,250)

Source

$3,189,154 LCFF S/C (Salaries & benefits $3,180,904, travel $8,250)

Source

$3,314,790 LCFF S/C (Salaries & benefits $3,306,540, travel $8,250)

Budget Reference

Type 9201

Budget Reference

Budget Reference

Action

Type 9201

2

Empty Cell

Type 9201

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

2.2 Provide opportunities for students to participate in enrichment activities in order to meet the demands of the 21st century.  Continue: Participate in enrichment activities through Project Coaches Stipends  Continue: Participate in enrichment activities Field/Study Trips. Page 78 of 115

DRAFT         

Continue: Participate in competitions/showcase activities Poetry & Prose, Spelling Bee, Science Olympiad, etc.) Continue: TSS/CDS to participate in Community Service Projects. Continue: TSS/CDS student to participate in educational field trips Continue: Host and participate in Art exhibits Continue: Host and participate in VAPA assembles Continue: Host and participate in VAPA performances (Choir, Instrumental, Drama) Continue: Hire accompanist for Choir events, and purchase performance materials Continue United for Good Projects (Elementary and Middle Schools sites) Continue: Participate in athletic programs and competitions (staff, transportation, uniforms, equipment, training)

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

Source

Budget Reference

$647,200 $433,500 LCFF S/C (Timesheets, substitutes & benefits $46,659, supplies $26,100, rents $500, transportation $96,891, services $263,350) $162,700 Lottery (Timesheets & benefits $139,525, transportation $20,000, services $3,175) $51,000 Educator Effectiveness (Timesheets & benefits)

Type 9202

Amount

Source

Budget Reference

$627,200 $464,500 LCFF S/C (Timesheets, substitutes & benefits $97,659, supplies $6,100, rents $500, transportation $96,891, services $263,350) $162,700 Lottery (Timesheets & benefits $139,525, transportation $20,000, services $3,175)

Type 9202

Amount

Source

Budget Reference

$627,200 $464,500 LCFF S/C (Timesheets, substitutes & benefits $97,659, supplies $6,100, rents $500, transportation $96,891, services $263,350) $162,700 Lottery (Timesheets & benefits $139,525, transportation $20,000, services $3,175)

Type 9202

Page 79 of 115

DRAFT Action

3

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

2.3 Provide research based high quality professional development to Visual and Performing Arts certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students.  Continue: Provide funding for professional development and conferences BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$5,000

Amount

$5,000

Amount

$5,000

Source

$5,000 LCFF S/C (Travel & conference)

Source

$5,000 LCFF S/C (Travel & conference)

Source

$5,000 LCFF S/C (Travel & conference)

Budget

Type 9203

Budget

Type 9203

Budget

Type 9203 Page 80 of 115

DRAFT Reference

Action

Reference

4

Empty Cell

Reference

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

2.4 Provide students with materials and resources to participate in activities that support relevant, purposeful learning that yields the deepest levels of learning for all students.  Expand & Continue: Provide funding for art materials and supplies.  Expand & Continue: Provide funding for vocal music materials and supplies.  Expand & Continue: Provide funding for instrumental music materials and supplies (MS & Elem supplies, repairs, replacements, band uniforms replacement schedule, xylophones carts & replacements, Auxiliary Uniforms replacement schedule, band shelving, etc.) Page 81 of 115

DRAFT   

Continue: Provide funding for Drama materials and supplies Continue: Provide funding for elective classes materials and supplies. Continue: Provide Career Technical Education opportunities to students

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$341,000

Source

$190,000 LCFF S/C (Supplies) $151,000 Lottery (Supplies $116,000, rents & repairs $35,000)

Budget Reference

Type 9204

New

Goal 3

Amount

$271,000

Amount

$271,000

Source

$140,000 LCFF S/C (Supplies) $131,000 Lottery (Supplies $96,000, rents & repairs $35,000)

Source

$140,000 LCFF S/C (Supplies) $131,000 Lottery (Supplies $96,000, rents & repairs $35,000)

Budget Reference

Type 9204

Budget Reference

Modified

Type 9204

Unchanged

All English Learner students will increase proficiency in English, while working to reach all content standards and increase student achievement in English Language Arts in order to be prepared for the demands of the 21st century.

Empty Cell Empty Cell

Page 82 of 115

DRAFT State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

#1: Safe, Secure and Healthy Learning and Work Environment for All #2: Teaching is Relevant (Engaging), Purposeful (Complexity of Thinking) and Yields the Deepest Levels of Learning (Checking for Understanding) for All #3: Connect to the Local and Global Communities

Our English Learner students need: Grade level proficiency in language development in order to access curriculum and instruction, state standards, ELD standards, and to prepare for high school and beyond. Data from the California School Dashboard indicates our English Learner population in performing in the Orange performance level. Baseline data indicates students that have been Redesignated FEP is 8.5%, LTEL students as a percent of EL for six or more years is 52.6%, and “At-Risk” ELs as percent of EL for 4 or 5 years is 58.6%.

Identified Need

EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Low (62.3) Decline (-6.0) Orange

Low (63.3) Maintain (+1.0) Yellow

Low (65.8) Increase (+2.5) Yellow

Medium (68.3) Increase (+2.5) Green

M. Percentage of students Redesignated FEP will increase incrementally as follows

2015-2016 8.5%

2016-2017 10.0%

2017-2018 12.0%

2018-2019 14.5%

N. LTEL as Percent of EL for 6+ Years will decrease incrementally as follows

2015-2016 52.6%

2016-2017 51.1%

2017-2018 49.1%

2018-2019 46.6%

O. "At-Risk" ELs as Percent of EL for 4 or 5 Years will decrease incrementally as follows

2015-2016 58.6%

2016-2017 57.1%

2017-2018 55.1%

2018-2019 52.6%

English Learner Progress Indicator (Status over Change)

Page 83 of 115

DRAFT PLANNED ACTIONS / SERVICES

Action

1

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 LEA-wide Group(s)

Scope of Services Location(s)

All schools

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

3.1 Maintain sufficient staffing levels of certificated personnel and classified instructional aides to provide implementation and monitoring of research based ELD programs, ELD standards-based professional development and instructional support and assessments for all EL students including specific support in SEI classrooms and with Long Term English Learners.  Continue: Maintain sufficient staffing  Continue: Extra time - classified support  Continue: Extra time - tutoring certificated  Continue: Assessment extra time, materials, supplies  New: Hire 10 Instructional aides for SEI support  New: Hire 1 ELD TOA

New 



2019-20 Modified

Unchanged

New

Modified

Unchanged

Action will be completed in 20172018: Hire 10 Instructional aides for SEI support - No further action necessary Action will be completed in 20172018: Hire 1 ELD TOA - No further action necessary

Page 84 of 115

DRAFT BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$1,264,452

Amount

$1,018,750 LCFF S/C (Salaries, timesheets & benefits $1,012,750, travel $6,000) $245,702 Title III (Salaries, timesheets & benefits)

Source

Budget Reference

Action

Type 9301

2

Empty Cell

Amount

$1,312,248

Amount

Source

$1,056,959 LCFF S/C (Salaries, timesheets & benefits $1,050,959, travel $6,000) $255,289 Title III (Salaries, timesheets & benefits)

Source

Budget Reference

Type 9301

Budget Reference

$1,361,956 $1,096,697 LCFF S/C (Salaries, timesheets & benefits $1,090,697, travel $6,000) $265,259 Title III (Salaries, timesheets & benefits)

Type 9301

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged Page 85 of 115

DRAFT 3.2 Provide funding to purchase supplemental materials that support teaching of ELD and academic core standards for all teachers who have EL Students and the specific needs of Newcomer and long term EL learners.  Continue: K-8 staff will receive materials to support EL instruction (printing translation of materials for parents and students, leases, professional services, books, materials and supplies).  Continue: Middle school ELD teachers of LTEL will receive ELD standards curriculum.  Continue: SEI teachers will receive supplemental materials. BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$89,500

Amount

$89,500

Amount

$89,500

Source

$89,500 LCFF S/C (Supplies)

Source

$89,500 LCFF S/C (Supplies)

Source

$89,500 LCFF S/C (Supplies)

Budget Reference

Type 9302

Budget Reference

Type 9302

Budget Reference

Type 9302

Action

3

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 Scope of Services

Foster Youth LEA-wide Group(s)

Low Income Schoolwide

OR

Limited to Unduplicated Student

Page 86 of 115

DRAFT Location(s)

All schools

Specific Schools:___________________

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

3.3 Provide funding to purchase and update technology to support EL students in SEI programs and those EL students identified as long term English learners, in order to provide them better access to district software programs and meet the 21st century technology goals.  Continue: All EL students will have access to additional technology. BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$3,000

Amount

$3,000

Amount

$3,000

Source

$3,000 LCFF S/C (Supplies)

Source

$3,000 LCFF S/C (Supplies)

Source

$3,000 LCFF S/C (Supplies)

Budget Reference

Type 9303

Budget Reference

Type 9303

Budget Reference

Type 9303

Action

4

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 Page 87 of 115

DRAFT Scope of Services Location(s)

All schools

LEA-wide Group(s)

Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

3.4 Provide material and instructional support to parents enabling parents to access school information, the means to become involved in school activities and leadership and support their child's learning.  Continue: CBET ESL Certificated teachers, Aides, Babysitters, Supplies and Materials  Continue: Parent interpreting (ESL classes, CBET, parent conferences, DELAC, DAC, other parent meetings and school events) BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$111,686

Amount

$111,686

Amount

$111,686

Source

$111,686 LCFF S/C (Timesheet & benefits $102,683, supplies $9,003)

Source

$111,686 LCFF S/C (Timesheet & benefits $$102,683, supplies $9,003)

Source

$111,686 LCFF S/C (Timesheet & benefits $$102,683, supplies $9,003)

Budget Reference

Type 9304

Budget Reference

Budget Reference

Action

Type 9304

5

Empty Cell

Type 9304

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All All schools

Students with Disabilities

[Specific Student Group(s)]___________________

Specific Schools:___________________

Specific Grade spans:__________________ Page 88 of 115

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

English Learners

Foster Youth

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

3.5 Provide long term professional development on ELD strategies and new ELD standards to certificated and classified instructional personnel.  Continue: Program staff will attend professional development opportunities BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$88,914

Source

$9,953 LCFF S/C (Timesheets & benefits $4,953, services $5,000) $78,961 Title III (Travel & conference)

Budget Reference

Type 9305

Amount

$88,914

Amount

Source

$9,953 LCFF S/C (Timesheets & benefits $4,953, services $5,000) $78,961 Title III (Travel & conference)

Source

Budget Reference

Type 9305

Budget Reference

$88,914 $9,953 LCFF S/C (Timesheets & benefits $4,953, services $5,000) $78,961 Title III (Travel & conference)

Type 9305

Page 89 of 115

DRAFT New

Goal 4

Modified

Unchanged

All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant, which will enable our students to be prepared for the demands of the 21st century.

Empty Cell Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

#1: Safe, Secure and Healthy Learning and Work Environment for All #2: Teaching is Relevant (Engaging), Purposeful (Complexity of Thinking) and Yields the Deepest Levels of Learning (Checking for Understanding) for All #3: Connect to the Local and Global Communities

Our students need caring, committed, collaborative, innovative, highly qualified educators and support providers who use diverse teaching strategies and best practices that are relevant and purposeful.

Identified Need

EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

D. # of consultations to facilitate the implementation of academic content and performance standards for all students (OMS Consultations Report)

2016 Calendar Year 685 Consultations 8,814 Participants

2017 Calendar Year Maintain

2018 Calendar Year Maintain

2019 Calendar Year Maintain

E. # of events to facilitate the implementation of academic content and performance standards for all students (OMS Events Report)

2016 Calendar Year 254 Events 3,506 Participants

2017 Calendar Year Maintain

2018 Calendar Year Maintain

2019 Calendar Year Maintain

Page 90 of 115

DRAFT PLANNED ACTIONS / SERVICES

Action

1

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 LEA-wide Group(s)

Scope of Services Location(s)

All schools

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

4.1 Provide research based, high quality professional development to certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities.  Continue: Early Literacy implementation and coaching at 11 schools by 95% group 2 times per year per site/per grade level (TK-3 & SPED)  Continue:1 full day of DIBELS next training for teachers new to DIBEL grade levels and refresher training for existing sites  Continue: Kagan Cooperative Learning strategies  Continue: Provide professional development in the

New 



2019-20 Modified

Unchanged

Continue: Early Literacy coaching at 11 schools by curriculum staff 2 times per year per site/per grade level (TK-3 & SPED) Continue: Participate in TCOE Communities of Practice Math Network (5th grades HE, CY, focus Math) to research and implement Improvement Science - Partial action to be completed in 20172018: 2 curriculum staff trained to be trainer of trainers in Improvement Science

New  

Modified

Unchanged

Expand & Continue: Kagan Cooperative Learning strategies with Kagan Trainers providing 1 week of in-depth PD Action will be completed in 2018-2019: District wide training of newly adopted ELA/ELD materials – Further action needed - New: District wide training of newly adopted Social Studies materials

Page 91 of 115

DRAFT          

   

math programs Continue: Math lesson design Continue: Social Studies state standards unit of study writing, content & curriculum New: NGSS grade Science training (4th – 6th) New: District wide training of newly adopted ELA/ELD materials ELA/ELD middle school RSP and small group reading training Continue: Spanish elective teachers training Continue: Update Tulare Professional Development Center Continue: To provide PBL workshops Continue: To provide professional development and attend trainings for all content areas Expand & Continue: Participate in TCOE Communities of Practice Math Network (5th grades HE, CY, focus Math) to research and implement Improvement Science, 2 curriculum staff trained to be trainer of trainers in Improvement Science Continue: Provide Professional development in Early Childhood Education Continue: ELA Writing Committee work on Units of study Continue: Technology trainings New: Reaching individual student excellence (RISE) data talks for leadership teams to analyze and interpret data focusing on EL, SPED, ECE, AVID and district wide progress

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$661,275

Source

$160,510 LCFF S/C (Timesheets, substitutes & benefits $56,860, supplies $25,500, travel & conference $47,000, services $31,150) $140,000 Title I (Services) $239,565 Title II (Timesheets &

Amount

$199,910

Source

$194,210 LCFF S/C (Timesheets, substitutes & benefits $73,560, supplies $25,100, travel & conference $71,500, services $24,050) $5,600 Title II (Timesheets &

Amount

$194,310

Source

$188,710 LCFF S/C (Timesheets, substitutes & benefits $93,060, supplies $25,100, travel & conference $31,500, services $39,050) $5,600 Title II (Timesheets & Page 92 of 115

DRAFT benefits $5,600, supplies $233,965) $121,200 Educator Effectiveness (Timesheets & benefits) Budget Reference

Budget Reference

Type 9401

2

Action

Empty Cell

benefits)

benefits)

Budget Reference

Type 9401

Type 9401

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

4.2 Provide research based, high quality professional development to classified and support staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities. 

Continue: Training to promote efficiency and effectiveness Page 93 of 115

DRAFT BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$20,000

Amount

$20,000 LCFF S/C (Timesheets & benefits $16,400; supplies $2,600, services $1,000)

Source

Budget Reference

Action

Type 9402

3

Empty Cell

Amount

$20,000

Amount

Source

$20,000 LCFF S/C (Timesheets & benefits $16,400; supplies $2,600, services $1,000)

Source

Budget Reference

Type 9402

Budget Reference

$20,000 $20,000 LCFF S/C (Timesheets & benefits $16,400; supplies $2,600, services $1,000)

Type 9402

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 LEA-wide Group(s)

Scope of Services Location(s)

All schools

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

4.3 Provide research based, high quality professional development to administrative staff in order to support

New 

2019-20 Modified

Unchanged

New

Modified

Unchanged

Continue: Aeries Consultant Page 94 of 115

DRAFT relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, and State and District priorities.  Continue: Training - Developing Instructional Leaders  New: Aeries Consultant BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$47,000

Amount

$47,000

Source

$47,000 LCFF S/C (Timesheet & benefit $10,000, supplies $4,000, travel & conference $23,000, services $10,000)

Budget Reference

Type 9403

Action

4

Empty Cell

Amount

$47,000

Source

$47,000 LCFF S/C (Timesheet & benefit $10,000, supplies $4,000, travel & conference $23,000, services $10,000)

Source

$47,000 LCFF S/C (Timesheet & benefit $10,000, supplies $4,000, travel & conference $23,000, services $10,000)

Budget Reference

Type 9403

Budget Reference

Type 9403

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All students

Students with Disabilities

All schools

[Specific Student Group(s) Intervention and alternative education

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 Scope of Services

Foster Youth LEA-wide

Low Income Schoolwide

OR

Limited to Unduplicated Student Page 95 of 115

DRAFT Group(s) Location(s)

All schools

Specific Schools:___________________

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

4.4 Provide research based, high quality professional development to certificated and classified Special Education, Intervention and Alternative Education staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Provide professional development on Talk Ease from Linda Mood Bell.  Continue: Provide professional development on WebABLLS  Continue: Provide professional development for certificated staff in Linda Mood Bell programs  Continue: Professional Development and training Speech Language Pathologists  Continue: Professional Development and training for Special Friends  Continue: Professional Development and training for Social Workers  Continue: Professional Development and training for Counselors  Continue: Provide Professional Development for TSS  Continue: Provide Professional Development for CDS  Continue: Provide Professional Development and training for B.E.S.T. Coaches  Continue: Provide Professional Development and training for Psychologists  Continue: Provide Professional Development and training for RSP teachers  Continue: Provide Professional Development and Page 96 of 115

DRAFT  

training for Occupational Therapists Continue: Provide Professional Development and training for Special Day Class Teachers Continue: Provide Professional Development and training for Special Day Class Aides

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$73,000

Amount

$53,000

Source

$73,000 LCFF S/C (Timesheet, substitutes & benefits $32,590, supplies $18,306, travel & conference $18,654, services $3,450)

Budget Reference

Type 9404

Action

5

Empty Cell

Amount

$53,000

Source

$53,000 LCFF S/C (Timesheet, substitutes & benefits $11,790, supplies $18,306, travel & conference $19,454, services $3,450)

Source

$53,000 LCFF S/C (Timesheet, substitutes & benefits $11,790, supplies $18,306, travel & conference $19,454, services $3,450)

Budget Reference

Type 9404

Budget Reference

Type 9404

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES Page 97 of 115

DRAFT 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

4.5 Provide research based, high quality professional development through the continued use of Instructional Rounds to certificated and classified staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Instructional Rounds two times per year at each site (consultant, subs, etc.)  Expand & Continue: Instructional Rounds Network (2 times per year) and IR Facilitators’ Network (2 times per year) BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$95,000

Source

$81,000 LCFF S/C (Substitutes & benefits $80,000, supplies $500, services $500) $14,000 Educator Effectiveness (Services)

Source

Budget Reference

Type 9405

Budget Reference

Action

6

Amount

Empty Cell

$81,000 $81,000 LCFF S/C (Substitutes & benefits $80,000, supplies $500, services $500)

Amount

$81,000

Source

$81,000 LCFF S/C (Substitutes & benefits $80,000, supplies $500, services $500)

Budget Reference

Type 9405

Type 9405

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All All schools

Students with Disabilities

[Specific Student Group(s)]___________________

Specific Schools:___________________

Specific Grade spans:__________________

OR Page 98 of 115

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

English Learners

Foster Youth

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

4.6 Provide research based, high quality professional development through the continued use of New Teacher Support Systems (NTSS) for new certificated staff in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: NTSS for new teacher support, and teachers new to TCSD BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$348,681

Amount

$355,081

Source

$228,681 Title II (Salary, timesheets, substitutes & benefits) $120,000 Educator Effectiveness (Timesheets & benefits)

Source

$355,081 Title II (Salary, timesheets, substitutes & benefits)

Budget Reference

Type 9406

Budget Reference

Action

7

Empty Cell

Type 9406

Amount

Source

Budget Reference

$361,731 $361,731 Title II (Salary, timesheets, substitutes & benefits)

Type 9406

Empty Cell

Page 99 of 115

DRAFT For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

4.7 Investigate and promote partnerships with our community to enhance student learning and opportunities.  Continue: To update community binder and website to provide information to our students/families about multiple opportunities  Continue: Relationships with Boys & Girls Club, Big Brothers, Big Sisters, Grandma's House, Nestlé's Corp, Light House rescue mission, Reaching Higher Sidekicks, BEST, Tulare Comm. Health Clinic, Tulare Reg. Med. Center, Tulare Public Library, First 5, Chaplains on campus, private schools, etc. BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$14,354

Amount

$14,354

Amount

$14,354

Source

$5,000 LCFF S/C (Supplies $4,500,

Source

$5,000 LCFF S/C (Supplies

Source

$5,000 LCFF S/C (Supplies $4,500, Page 100 of 115

DRAFT services $500) $8,034 Title I (Services) $1,320 Title II (Services) Budget Reference

Action

$4,500, services $500) $8,034 Title I (Services) $1,320 Title II (Services) Budget Reference

Type 9407

8

Empty Cell

services $500) $8,034 Title I (Services) $1,320 Title II (Services) Budget Reference

Type 9407

Type 9407

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 Scope of Services

Location(s)

All schools

Foster Youth

Low Income

LEA-wide Group(s)

Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

4.8 Provide research based, high quality professional development to all staff to ensure and promote safety, security, health, and welfare in order to support relevant, purposeful learning that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Provide CPR/First Aide  Continue: Provide Super Support Squad training to staff of at risk students Page 101 of 115

DRAFT   

Continue: Provide Nonviolent Crisis Intervention Training (CPI) Continue: Provide Safety Training Continue: Provide funding to attend State and Federal trainings.

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

Source

Budget Reference

$89,500 $52,500 LCFF S/C (Timesheets, substitutes & benefits $25,000, supplies $1,500, services $26,000) $37,000 Title II (Timesheet & benefits $12,000, services $25,000)

Type 9408 New

Goal 5

Amount

$89,500

Amount

Source

$52,500 LCFF S/C (Timesheets, substitutes & benefits $25,000, supplies $1,500, services $26,000) $37,000 Title II (Timesheet & benefits $12,000, services $25,000)

Source

Budget Reference

Type 9408

Budget Reference

Modified

$89,500 $52,500 LCFF S/C (Timesheets, substitutes & benefits $25,000, supplies $1,500, services $26,000) $37,000 Title II (Timesheet & benefits $12,000, services $25,000)

Type 9408

Unchanged

All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning.

Empty Cell Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

1, 2, 3

#1: Safe, Secure and Healthy Learning and Work Environment for All #2: Teaching is Relevant (Engaging), Purposeful (Complexity of Thinking) and Yields the Deepest Levels of Learning (Checking for Understanding) for All #3: Connect to the Local and Global Communities

Page 102 of 115

DRAFT Identified Need

Our students need: Social and emotional tools to be ready to learn: to be on time and attend school every day: positive support and effective discipline that keeps them in the classroom: and a school/district environment where families feel welcomed and able to support the educational success of their children. Overall, students are in the yellow performance level. Data from the California School Dashboard indicates our Suspension Rate falls in the Yellow level overall, with white students and students with disabilities falling into the Orange level, and Black or African American students and students of two or more races falling in the Red level. School site student survey results indicated 86.5% of our students feel safe at school, and 73% of our 5th and 7th grade students participated in the Healthy Kids Survey.

EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Medium (2.6%) Maintain (0%) Yellow

Medium (2.3%) Decline (0.3%) Green

Medium (2.0%) Decline (0.3%) Green

Medium (1.7%) Decline (0.3%) Green

Chronic Absenteeism

Unavailable

Unavailable

Unavailable

Unavailable

C. Percent of Facilities in Good Repair will be100%

2016-2017 100%

2017-2018 Maintain

2018-2019 Maintain

2018-2020 Maintain

Q. Middle School Dropout Rate will be less than 1%

2015-2016 < 0.1%

2016-2017 Maintain

2017-2018 Maintain

2018-2019 Maintain

R. District-wide Attendance Rate will be above 95%

2015-2016 96.5%

2016-2017 Maintain

2017-2018 Maintain

2018-2019 Maintain

S. Expulsion Rate will be less than 1%

2015-2016 < 0.1%

2016-2017 Maintain

2017-2018 Maintain

2018-2019 Maintain

T. Parent Input in Decision Making/Annual Self-Study Positive Response Rate – District Priorities will not fall below 70%

94.9%

Maintain

Maintain

Maintain

U. Pupil Survey - Overall Safe Feeling at School Rate will be 90%

84.4%

Increase

Increase

Increase

V. Parent Conference Participation Rate will be 90%

94.3%

Maintain

Maintain

Maintain

2015-2016 73.0%

2015-2016 Maintain

2017-2018 Maintain

2017-2018 Maintain

Suspension Rate Report (Status over Change)

W. Health Kids Survey (Grades 5 & 7) Participation Rate will exceed 70%

Page 103 of 115

DRAFT X. Percent of Schools Offering a Minimum of Four Parent Education Opportunities will be 100%

100%

Maintain

Maintain

Maintain

Page 104 of 115

DRAFT PLANNED ACTIONS / SERVICES

Action

1

Empty Cell

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 LEA-wide Group(s)

Scope of Services Location(s)

All schools

Low Income Schoolwide

OR

Specific Schools:___________________

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

5.1 Hire and maintain sufficient staffing levels of certificated and classified personnel to provide implementation and monitoring of research based programs, standards-based professional development and instructional support and access for all students.  Continue: Maintain all current staffing levels  New: SPED TOA  New: Alpine Vista Clerk (3.5 hours)  New: School Psychologist increase 30%  New: 1 Administrative Intern FT  New: PT Secretary WI/LI  New: PT Attendance Staff (3.5 hours)

New

 





2019-20 Modified

Unchanged

Action will be completed in 20172018: SPED TOA - No further action necessary Action will be completed in 20172018: Alpine Vista Clerk (3.5 hours) - No further action necessary Action will be completed in 20172018: School Psychologist increase 30% - No further action necessary Action will be completed in 20172018: 1 Administrative Intern FT No further action necessary

New  

Modified

Unchanged

New: PT Secretary (site TBD) New: Independent Study TOA

Page 105 of 115

DRAFT  

Action will be completed in 20172018: PT Secretary WI/LI - No further action necessary Action will be completed in 20172018: PT Attendance Staff (3.5 hours) - No further action necessary

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$4,996,728

Amount

$4,129,067 LCFF S/C (Salaries & benefits $4,111,267, travel $17,800) $103,345 Title I (Salaries & benefits) $599,570 LCFF Base (Salaries & benefits) $78,262 LEA Medi-Cal (Salaries & benefits) $86,484 PEI Special Friends (Salaries & benefits)

Source

Budget Reference

Action

Type 9501

2

Empty Cell

Amount

$5,548,426

Amount

Source

$4,649,518 LCFF S/C (Salaries & benefits $4,631,718, travel $17,800) $107,479 Title I (Salaries & benefits) $623,553 LCFF Base (Salaries & benefits) $81,392 LEA Medi-Cal (Salaries & benefits) $86,484 PEI Special Friends (Salaries & benefits)

Source

Budget Reference

Type 9501

Budget Reference

$5,658,951 $4,727,546 LCFF S/C (Salaries & benefits $4,709,746, travel $17,800) $111,778 Title I (Salaries & benefits) $648,495 LCFF Base (Salaries & benefits) $84,648 LEA Medi-Cal (Salaries & benefits) $86,484 PEI Special Friends (Salaries & benefits)

Type 9501

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All All schools

Students with Disabilities

[Specific Student Group(s)]___________________

Specific Schools:___________________

Specific Grade spans:__________________

OR Page 106 of 115

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

English Learners

Foster Youth

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

5.2 Increase and promote parent and community partnerships in order to collaborate in educational decision making to support relevant, purposeful teaching aligned to state adopted standards, 21st century skills, and State and District priorities.  Continue: Promote communication with parents.  Continue: SSC meetings will be held at a minimum 5 times per year.  Continue: ELAC meetings will be held at a minimum 5 times per year.  Continue: DAC will be held at a minimum 3 times per year.  Continue: DELAC will be held at a minimum 3 times per year.  Continue: Preschool PAC will be held at a minimum 3 times per year.  Continue: Migrant PAC will be held at a minimum 3 times per year.  Expand & Continue: Each site will host parent and community events  Continue: TK/Kindergarten registration will be held at a centralized location.  Continue: Preschool registration will be held at a centralized location.  Expand & Continue: The District will host parent, student and community educational activities (District Parent Education University – 9 monthly Page 107 of 115

DRAFT  

events) Expand &Continue: Volunteer Finger printing program Expand & Continue: To provide Community Educational/Informational presentations (PTO connections meetings – 2 times per year)

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$285,136

Amount

$173,600 LCFF S/C (Salaries, timesheets substitutes & benefits $53,838, supplies $18,700, services $59,212, postage $26,850, equipment $15,000) $111,536 Title I (Salaries & benefits $81,536, services $30,000)

Source

Budget Reference

Action

Type 9502

3

Empty Cell

Amount

$270,136

Amount

Source

$158,600 LCFF S/C (Salaries, timesheets substitutes & benefits $53,838, supplies $18,700, services $59,212, postage $26,850) $111,536 Title I (Salaries & benefits $81,536, services $30,000)

Source

Budget Reference

Type 9502

Budget Reference

$270,136 $158,600 LCFF S/C (Salaries, timesheets substitutes & benefits $53,838, supplies $18,700, services $59,212, postage $26,850) $111,536 Title I (Salaries & benefits $81,536, services $30,000)

Type 9502

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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 Scope of Services

Foster Youth LEA-wide

Low Income Schoolwide

OR

Limited to Unduplicated Student Page 108 of 115

DRAFT Group(s) Location(s)

All schools

Specific Schools:___________________

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

5.3 Promote and maintain attractive, clean, functional, safe school facilities, grounds, and equipment in order to maintain a positive and productive work and learning environment for all stakeholders.  Continue: To train, implement and evaluate site/district crisis plans.  Continue: To assess and repair facilities, equipment, and grounds regarding needs and safety concerns.  Continue: To utilize K-9 Units at Middle Schools.  Expand & Continue: To evaluate and add additional video surveillance, door alarm systems, and other safety measures.  Continue: To partner with TPD to provide two SRO's on Middle School sites.  Continue: To provide trained crossing guards for identified locations of high traffic.  Continue: Provide Duty Assistance to sites for high need locations  Continue: Provide " Crew" to assist in teaching appropriate social and interactive play behaviors BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

$11,795,400

Source

$568,100 LCFF S/C (Timesheets & benefits $98,500, supplies $151,500, services $318,100) $5,205,700 LCFF Base (Salaries,

Amount

$11,605,400

Source

$378,100 LCFF S/C (Timesheets & benefits $98,500, supplies $6,500, services $273,100)

Amount

$11,605,400

Source

$378,100 LCFF S/C (Timesheets & benefits $98,500, supplies $6,500, services $273,100) $5,205,700 LCFF Base (Salaries, Page 109 of 115

DRAFT timesheets & benefits $3,600,000, supplies $257,000, noncap equipment $21,000, travel & conference $500, utilities $1,188,000, repairs $12,800, services $36,400, capital equipment $90,000) $6,021,600 Routine Restricted Maintenance (Salaries, timesheet & benefits $1,300,000, supplies $545,000, noncap equipment $200,000, travel & conference $1,000, repairs $1,380,000, services $17,000, capital buildings, land improvements & equipment $2,578,600)

Budget Reference

Action

Type 9503, Function 8200, Resource 81500

4

Empty Cell

$5,205,700 LCFF Base (Salaries, timesheets & benefits $3,600,000, supplies $257,000, noncap equipment $21,000, travel & conference $500, utilities $1,188,000, repairs $12,800, services $36,400, capital equipment $90,000) $6,021,600 Routine Restricted Maintenance (Salaries, timesheet & benefits $1,300,000, supplies $545,000, noncap equipment $200,000, travel & conference $1,000, repairs $1,380,000, services $17,000, capital buildings, land improvements & equipment $2,578,600) Budget Reference

Type 9503, Function 8200, Resource 81500

timesheets & benefits $3,600,000, supplies $257,000, noncap equipment $21,000, travel & conference $500, utilities $1,188,000, repairs $12,800, services $36,400, capital equipment $90,000) $6,021,600 Routine Restricted Maintenance (Salaries, timesheet & benefits $1,300,000, supplies $545,000, noncap equipment $200,000, travel & conference $1,000, repairs $1,380,000, services $17,000, capital buildings, land improvements & equipment $2,578,600)

Budget Reference

Type 9503, Function 8200, Resource 81500

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student Specific Grade spans:__________________ Page 110 of 115

DRAFT ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

5.4 Promote and support socially, emotionally, and physically healthy students in order to facilitate relevant, purposeful teaching that yields the deepest levels of learning for all students related to state adopted standards, 21st century skills, State and District priorities.  Continue: Provide substitute coverage for CDS/TSS to participate in professional development  Continue: To train, implement and evaluate the district health and wellness policy.  Expand & Continue: To train, implement and evaluate Positive Behavior Intervention Systems: (YSB, Sprigeo, Common Sense Media, SARB, Super Support Squad, Paraprofessionals, Classroom Support providers, PBIS implementation at Heritage and Alpine Vista)  Continue: Health and attendance assistance provided (i.e. lice shampoo, alarm clock, transportation, nutritious snacks, clothes, etc.)  Expand and Continue: "H.E.L.P." program (Health, Education, Learning and Prevention) focusing on hand washing and suicide prevention

New 

2019-20 Modified

Unchanged

New

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Source

$86,000 $76,000 LCFF S/C (Timesheets, substitutes & benefits $11,500, supplies $17,775, services $46,725) $10,000 Title I (Supplies $5,000, services $5,000)

Unchanged

Expand & Continue: To train, implement and evaluate Positive Behavior Intervention Systems: (YSB, Sprigeo, Common Sense Media, SARB, Super Support Squad, Paraprofessionals, Classroom Support providers, PBIS implementation at sites TBD)

BUDGETED EXPENDITURES

Amount

Modified

Amount

$86,000

Source

$76,000 LCFF S/C (Timesheets, substitutes & benefits $11,500, supplies $17,775, services $46,725) $10,000 Title I (Supplies $5,000, services $5,000)

Amount

Source

$86,000 $76,000 LCFF S/C (Timesheets, substitutes & benefits $11,500, supplies $17,775, services $46,725) $10,000 Title I (Supplies $5,000, services $5,000)

Page 111 of 115

DRAFT Budget Reference

Action

Budget Reference

Type 9504

5

Empty Cell

Budget Reference

Type 9504

Type 9504

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All

Students with Disabilities

All schools

[Specific Student Group(s)]___________________

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

Scope of Services Location(s)

All schools

LEA-wide Group(s)

Low Income Schoolwide

Specific Schools:___________________

OR

Limited to Unduplicated Student

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

5.5 Provide state adopted and supplemental materials, certificated and classified personnel to provide implementation and monitoring of research based programs, standards-based professional development and instructional support for identified students through Alternative Educational Settings.  Continue: Provide academic, behavioral and emotional resources and services to Alternative Education (equine therapy, painting incentive, community projects)  Continue: Assess and monitor foster students/families need related to academic, health and safety (i.e. counseling/ psychological and Page 112 of 115

DRAFT  

academic, tutoring, transportation, etc.) Continue: Provide funding for student attendance incentives. Continue: Provide funding to meet the social, emotional, behavioral, physical and educational needs to identified students beyond the general education setting.

BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

$84,000

Amount

$36,000 LCFF S/C (Supplies $23,500, services $12,500) $48,000 Lottery (Supplies)

Source

Budget Reference

Action

Type 9505

6

Empty Cell

Amount

$84,000

Amount

Source

$36,000 LCFF S/C (Supplies $23,500, services $12,500) $48,000 Lottery (Supplies)

Source

Budget Reference

Type 9505

Budget Reference

$84,000 $36,000 LCFF S/C (Supplies $23,500, services $12,500) $48,000 Lottery (Supplies)

Type 9505

Empty Cell

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s)

All Students with Disabilities walking area for their home-school site All schools

Students who reside within TCSD and live outside the designated

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 Scope of Services

Foster Youth LEA-wide Group(s)

Low Income Schoolwide

OR

Limited to Unduplicated Student

Page 113 of 115

DRAFT Location(s)

All schools

Specific Schools:___________________

Specific Grade spans:__________________

ACTIONS/SERVICES 2017-18 New

2018-19 Modified

Unchanged

New

2019-20 Modified

Unchanged

New

Modified

Unchanged

5.6 Provide transportation to students who reside within TCSD and live outside the designated walking area for their home-school site to facilitate access to academic, social, emotional, behavioral, physical and educational services.  Continue: Vehicles, fuel, maintenance, training, and staff BUDGETED EXPENDITURES

Empty Cell

Empty Cell

2017-18

2018-19

2019-20

Amount

Source

Budget Reference

$1,391,965 $1,391,965 Home to School Transportation (Salaries, timesheets & benefits $1,100,000, supplies $175,000, noncap equipment $5,000, insurance $10,000, repairs $70,000, services $35,000, capital equipment $200,000, net of fieldtrips -$203,035)

Resource 07230

Amount

$1,391,965

Amount

Source

$1,391,965 Home to School Transportation (Salaries, timesheets & benefits $1,100,000, supplies $175,000, noncap equipment $5,000, insurance $10,000, repairs $70,000, services $35,000, capital equipment $200,000, net of fieldtrips $203,035)

Source

Budget Reference

Resource 07230

Budget Reference

$1,391,965 $1,391,965 Home to School Transportation (Salaries, timesheets & benefits $1,100,000, supplies $175,000, noncap equipment $5,000, insurance $10,000, repairs $70,000, services $35,000, capital equipment $200,000, net of fieldtrips -$203,035)

Resource 07230

Page 114 of 115

DRAFT

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year

2017–18

2018–19

2019–20

Estimated Supplemental and Concentration Grant Funds:

$ 18,958,568

Percentage to Increase or Improve Services:

27.89%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEAwide use of funds (see instructions). The End Using the calculation tool provided by the state, Tulare City School District has calculated that it will receive $18,958,568 in Supplemental and Concentration funding under the Local Control Funding Formula (LCFF). In addition using the same calculation tool the proportionality percentage has been calculated at 27.89% TCSD has demonstrated the district is meeting its minimum proportionality requirement by expenditure of the total 2017-18 Supplemental and Concentration Grant funding for qualifying purposes. Tulare City School District has allocated $23,511,680 on support and services to build and strengthen programs in order to close the achievement gap. The following actions and services are principally directed at unduplicated pupils to improve and increase services for the identified (EL, foster, poverty) students are planned for the 2017/2018 school year.  Goal 1, Action 10: Provide academic support through a multi-tiered system of supports in ELA/ELD, mathematics, Science, Social Studies and Physical Education (intervention for unduplicated pupils including EL, foster, poverty through providing additional instruction before and after school using CHOICES program, supplemental instruction, and tutoring (SP4/SP8)  Goal 1, Action 11: Provide extended learning opportunities to targeted EL, foster and poverty students through a Summer School program (SP4/SP8)  Goal 1, Action 12: Increase preschool services to provide early educational opportunities to students with emphasis on Foster Youth, EL, SWD's and low income (SP4/SP7/SP8) Goal 1, Action 14: Expansion of AVID program to target underrepresented students (SP4/SP7/SP8) Goal 1, Action 15: Increase library access to provide technology and resources otherwise unavailable to EL, foster and poverty youth (SP4/SP7/SP8) Goal 3, Action 1: Additional staff including 10 instructional aides to support EL learners in SEI classrooms at Heritage, Pleasant, Roosevelt and Maple; and 1 ELD TOA to provide in-class coaching and PD to staff across the district working with EL learners (SP2/SP4)  Goal 3, Action 2 and 5:Continue to support SEI classrooms for grades 1-6 for EL learners (SP2/SP4)  Goal 3, Action 3: Increased access to technology devices and programs to better prepare identified students (EL, foster, poverty) to facilitate leaning English (SP2/SP4)  Goal 3, Action 4: Increased instructional support; translating and interpreting for parents of EL students, enabling them to access school information; the means to become involved in school activities; leadership;, and support their child’s learning (SP2/SP4)  Goal 3, Action 5: Continue to provide long-term PD on ELD strategies and ELD standards to certificated an classified instructional staff in order to utilize Page 115 of 115

DRAFT best practices in working with EL learners (SP2/SP4) The details of our LCAP LEA-wide expenditures are itemized in the Goals, Actions and Services section of this plan. For each goal, which focuses on all curricular areas; visual and performing arts, English language Learners, and include: sufficient appropriately assigned and credentialed staff; Standards based Instructional materials; standards based assessments; increased technology for use and access; intervention and enrichment activities; summer school programs; comprehensive preschool programs; gifted and talented education program, AVID program, professional development for all staff, instructional support for newcomers, English classes for parents, support for new teachers, promotion of community partnerships, maintaining of safe and clean schools, healthy learning environments, providing alternative educational settings, to better serve our targeted student population. Since our unduplicated student population rolling percentage (supplemental and concentration grant) is 81.06% the majority of these actions and services are being performed on a district wide basis. All actions and expenditures of Supplemental and Concentration funds were principally directed at unduplicated pupils after careful analysis of data and input from our stakeholders. Given that the majority of our student population is in the unduplicated category the most efficient delivery of services is a district wide implementation.  Goal 1, Action 2: Continued and expanded district support in early literacy and reading intervention (95% group materials and video licenses) principally directed to serve our unduplicated pupils by identifying their lowest deficit skills in the area of reading, and providing reading intervention (SP4/SP8)  Goal 1, Action 8: Increased identification and support for data driven decision making, particularly targeting students represented in the unduplicated count through the implementation of academic screeners and assessments for ongoing progress monitoring (SP1/SP4/SP8)  Goal 1, Action 9: Increased technology devices and programs to better prepare unduplicated pupils to better meet the needs of the 21st Century (SP4/SP8)  Goal 2, Action 1: Increased all students, particularly targeting unduplicated pupils access to VAPA instruction through the addition of a district vocal music teacher (SP1/SP7)  Goal 4, Action 1: Increased PD for staff in the area of ELA/ELD small group instruction, particularly targeting unduplicated pupils, to meet the identified needs of each individual learner in the areas of literacy and comprehension; and implementing a new data talk protocol referred to as Reaching individual student excellence (RISE) for leadership teams to analyze and interpret data focusing on EL, SPED, ECE, AVID and district wide progress of academic achievement (SP2)  Goal 4, Action 5: Increased the IR process to include a Facilitator’s Network promoting discussion and planning regarding the next level of work following each IR to implement identified SMART goals to increase student achievement primarily targeting unduplicated pupils (SP2)  Goal 5, Action 1: An additional SPED TOA, Alpine Vista Clerk (3.5 hours), School Psychologist increase of 30%, FT administrative intern, PT Wilson/Lincoln shared secretary, and PT attendance aide will all be added to meet the various social, emotional, educational and health needs of our EL, foster and poverty students (SP1/SP3/SP5/SP6)  Goal 5, Action 2: Increase access to parent volunteerism, primarily focused on parents of our EL, foster and poverty students through the purchase of a finger printing machine centrally located in our district office reducing the need for out of town travel to meet this requirement; and the District will host parent, student and community educational activities through our new District Parent Education University with 9 monthly events (SP3)  Goal 5, Action 6: Ensure transportation to students, principally directed to serve our unduplicated pupils who reside within TCSD and live outside the designated walking area for their home-school site to facilitate access to academic, social, emotional, behavioral, physical and educational services (SP5/SP6)

Page 116 of 115

DRAFT Goals 1 2 3 4 5 Projected S/C Goal

2017-18 $ 13,160,164 3,696,850 1,232,889 439,010 4,982,767 $ 23,511,680 $ 18,958,568

2018-19 $ 13,764,563 3,798,654 1,271,098 452,710 5,298,218 $ 24,585,243 $ 19,679,978

2019-2020 _ $ 14,147,046 3,924,290 1,310,836 447,210 5,376,246 $ 25,205,628 $ 20,364,089

Page 117 of 115

Local Control and Accountability Plan and Annual Update Template Instructions Addendum The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities. For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs. If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned. Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

Page 1 of 13

For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget Summary The LEA must complete the LCAP Budget Summary table as follows: 

Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)



Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.



Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.) Page 2 of 13



Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected. * For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/Services Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

Analysis Using actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed. 

Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.



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



Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.



Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals. Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update. Page 3 of 13

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions. School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such. New, Modified, Unchanged As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Goal State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local 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 applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable.

Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years. The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d). Page 4 of 13

Planned Actions/Services For each action/service, the LEA must complete either the section “For Actions/Services not contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.

Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate. Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement: Students to be Served For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service For each action/service contributing to meeting the increased or improved services requirement, identify scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:  If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”  If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, place a check mark next to “schoolwide”.  If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”. For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

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Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate. Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/Services For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged: 

Check “New” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.



Check “Modified” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.



Check “Unchanged” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description. o

If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may check “Unchanged” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year. Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted 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 EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP. If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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Demonstration of Increased or Improved Services for Unduplicated Students This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and mark the appropriate LCAP year. Using the copy of the table, complete the table as required for the current year LCAP. Retain all prior year tables for this section for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant Funds 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 students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7). Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:  For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. 

For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis: 

For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.



For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

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State Priorities Priority 1: Basic Services addresses the degree to which: A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair. Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency. Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and each individual school site; B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional needs. Priority 4: Pupil Achievement as measured by all of the following, as applicable: A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California (UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework; D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT); E. The English learner reclassification rate; F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement as measured by all of the following, as applicable: A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates; Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness. Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in: A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable; B. Programs and services developed and provided to unduplicated pupils; and C. Programs and services developed and provided to individuals with exceptional needs. Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils. Page 8 of 13

Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including: A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports; C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport. Local Priorities address: A. Local priority goals; and B. Methods for measuring progress toward local goals.

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APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply: (a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays. (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1. (c) “High school dropout rate” shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (d) “High school graduation rate” shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (e) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30). (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). (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). Page 10 of 13

(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).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

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APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis 1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to EC Section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences? Guiding Questions: Stakeholder Engagement 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, courtappointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

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Guiding Questions: Goals, Actions, and Services 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in EC Section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to EC Section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?

Prepared by the California Department of Education, October 2016

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