Local Control Accountability Plan (Most Current)
LCAP Year 2019-20
2019-20
Local Control Accountability Plan and Annual Update (LCAP)
LEA Name Contact Name and Title
2017-20 Plan Summary
The Story
Describe the students and community and how the LEA serves them.
Addendum: General instructions & regulatory requirements. Appendix A: Priorities 5 and 6 Rate Calculations
Appendix B: Guiding Questions: Use as prompts (not limits)
California School Dashboard: 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
|
e3 Civic High |
Dr. Helen V. Griffith, Executive Director/CEO |
619-546-0000 ext. 3001 |
e3 Civic high serves grades 9-12 and has a diverse population with all ethnicities. For the past academic year the high school had the following demographics: Ethnicity- 73% Hispanic, 9% African American, 8% White, 2% Asian and 8% other. Free and Reduced Lunch- 70% of scholars qualify for free or reduced lunch. First Gen College- More than 70% are first generation college students. Special Education services - 13% of the scholars receive Special Education services. English Language Learners - 16% of the scholars are designated as English Learners. We enjoy a rich diversity within our staff and our ethnic breakdown is as follows: 15% Hispanic, 7% African American, 42% White, 3% Asian and 33% unreported. The site takes full advantage of the partnership with the Central Library with our school issuing cards to all scholars and using the services of the branch to develop competent literacy skills for all scholars and their families. The downtown location of the high school provides access to Centre City and the school integrates authentic problems to teach the standards in a Project-Based learning environment. Common Core
Board Approved LCAP June 17, 2019 1
Standards drive the Project-Based learning. Design Thinking is the foundation for the projects at all grade levels in order to ensure rigor, relevance and build the skills of critical thinking, communication, collaboration, creativity, and civic engagement.
The scholars are required to engage in age-appropriate career preparedness through a variety of authentic learning activities. Scholars engage in career assessments, on site exploration in job shadows, informational interviews, career guest speaker series, and participate in internships related to their current or future career interest.
It is the expectation that all scholars will become life-long learners and be academically prepared to pursue post secondary training. Therefore, scholars are required to complete an a-g course of study and explore colleges and universities through online exploration, multiple onsite visits, college guest speakers, college fairs, and have extensive access to college tutors and mentors. In addition, e3 Civic High’s Middle College program offers free, undergraduate college courses for scholars during their junior and senior year. Through a partnership with UC San Diego, scholars can begin their college coursework while enrolled in high school thereby increasing the likelihood of the completion of post-secondary study.
In addition, partnerships with the University of San Diego, SDSU, and UC San Diego will enhance the professional development and training for faculty, provide additional mental health resources (interns) and bridging programs for scholars at the high school level.
It is the goal to create scholars, who are college competitive, career competitive, and civic leaders upon completion of their studies at the 12th grade year.
LCAP Highlights
Identify and briefly summarize the key features of this year’s LCAP.
This year’s highlights include the following 9-12 goals based upon the state’s 8 priorities:
GOAL #1 Hiring, training highly qualified teachers and creating a welcoming and safe school culture that is conducive to learning with equitable access to materials.
GOAL #2 Implementation of State Standards and student achievement targeted at grade level competence.
GOAL #3 Implementing a climate for meaningful Parent and Student Engagement in the life of the school and community.
Board Approved LCAP June 17, 2019 2
Review of Performance
Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.
Greatest Progress
For the past 3 years, at the high school campus, the student performance goal in English Language Arts was near or at 60% proficiency as measured by the CAASPP with a 17-point growth from 43% to 60% proficiency in the first year of administering the CAASPP. The high school also experienced a 6% growth in Mathematics as measured by the CAASPP toward the 60% proficiency goal. 100% of the scholars in the Class of 2016, 2017 and 2018 graduated completing the a-g course of study and each class has achieved a 100% graduation rate. 100% of all in grades 9-12 received career preparation through job shadows and 100% of all 12th grade scholars in the classes of ‘17 and ‘18 completed a career internship. Currently 25% of the high school scholars are reading at a college and career ready level. The high school campus has maintained a 94% and above attendance rate with a low suspension and expulsion rate.
Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?
Greatest Needs
Our greatest need at the high school level continues to be closing the performance gap in Mathematics and English Language Arts. While we have achieved growth in Mathematics over the past 3 years as measured by the CAASPP, MAPs assessments, PSAT and SAT, our performance is below acceptable. Additionally, while having met our growth goal in English Language Arts for the first years of the CAASPP assessment, we have set new growth targets and additional supports to achieve increased proficiency.
The need is to create a longer academic runway in order to have scholars enter leave high school at or above grade level in content areas. With Mathematics performance as our greatest need at the high school campus, we plan to establish an early at-risk identification, sustained instructional interventions, and strong academic instruction in hopes of making significant academic gains by grade 12.
Referring to the California School Dashboard, 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?
Board Approved LCAP June 17, 2019 3
Performance Gaps
At the High School campus, we had 7 African American Scholars in grade 11. For the ELA portion of the CAASPP assessment, 1 of 7 (14%) scored at grade level proficiency. In our Hispanic population, we had 64 11th graders tested. For the ELA portion, 30 out of 64 (47%) scored at or above grade level proficiency.
For the Math portion of the CAASPP, of the 7 African American scholars, 5 scored below proficiency and 2 scored at approaching proficiency. We had 15 of 64 Hispanic scholars (24%) score at or above grade level on the Math portion on the CAASPP, 18 scholars (28%) scoring at approaching proficiency and 31scholars (48%) scoring below proficiency.
To address these performance gaps for those 2 subgroups, in particular our African American scholars, we have added tutorial support during the school day in mathematics and humanities (ELA) courses. For the coming year, we plan to increase the number of instructional minutes for ELA in order to increase performance. The Mathematics courses will meet every day during as we continue extended periods. We allocated Title 1 funding to provide additional academic support with a Saturday Academy that meets every Saturday of the month. It is staffed with certificated teachers in math and ELA as well as content tutors. We also provided access to online tutoring for additional mathematics instruction. In addition, we scheduled each of the scholars below proficiency in a skill building module (Mod 6) and/or the Acceleration module in order to gain competency and close the performance gaps. An English Literacy coach works to provide Specialized English Instruction in order to achieve grade level proficiency in ELA.
In the coming academic year, to further address the performance gap, the entering scholars within this subgroup at grade 9) will be identified using diagnostic assessments and then placed on personalized plan to bridge learning gaps. During year 1 the rising 9th and 10th grade African American scholars will be enrolled in the Mod 6 acceleration course during the school day to increase their Math and ELA achievement levels. This course will be staffed by certificated teachers and supported by instructional tutors. Further, the scholars will be enrolled in the Saturday Academy. In both modules, a personalized curriculum will be implemented in order to teach to specific learning gaps and build proficiency in both content areas.
Comprehensive Support and Improvement
An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts.
Schools Identified
Identify the schools within the LEA that have been identified for CSI.
N/A
Board Approved LCAP June 17, 2019 4
Support for Identified Schools
Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.
N/A
Monitoring and Evaluating Effectiveness
Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.
N/A
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 1
State and/or Local Priorities addressed by this goal:
Reclassify 10% of the English Language population each year as measured by the following criteria: CELDT score/level, ELA assessment (Smarter Balanced CAASPP, Achieve 3000, or MAPs), teacher recommendation, and parent permission. In addition, monitor and support full English Language proficiency for English Learners and Reclassified EL Students.
State Priorities: 1, 2, 4, 5, 7, 8 Local Priorities: N/A
Board Approved LCAP June 17, 2019 5
Annual Measurable Outcomes
Expected Actual
|
Reclassify 10% of EL scholars as measured by the CELDT, ELA, Achieve 3000 or MAPs scores, teacher recommendation and parent permission. |
Goal exceeded: 11% were reclassified |
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 1
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
|
Integrated ELD support across the content areas; Push in support within Humanities and Mathematics by certificated faculty and staff, Lead EL Literacy Coach is a Spanish Speaker, Specialized English Instruction (SEI) through eBlock with extended instructional minutes, 1:1 computer based instructional initiative to support full English Language proficiency; host onsite parent meetings and trainings with translation to inform parents of students’ academic progress; host the parent group English Learner Support Team (aka ELAC) to monitor progress and support to English Fluency; extended school day for additional academic support for EL scholars in Mod 6 (Tuesday – Thursday) and additional days, Monday and Wednesday from 3-4 pm |
Integrated ELD support across the content areas; Push in support within Humanities and Mathematics by certificated faculty and staff, Lead EL Literacy Coach is a Spanish Speaker, Specialized English Instruction (SEI) through eBlock with extended instructional minutes, 1:1 computer based instructional initiative to support full English Language proficiency; host onsite parent meetings and trainings with translation to inform parents of students’ academic progress; host the parent group English Learner Support Team (aka ELAC) to monitor progress and support to English Fluency; extended school day for additional academic support for EL scholars in mod 6(Tuesday – Thursday) and additional days, Monday and Wednesday from 3-4 pm |
1. $305433 (LCFF Base), $712677 (Supplemental and Concentration) 2. $39324 (LCFF Base), $91756 3. Supplemental and Concentration 4, 6. LCFF Base 5. Title I |
1. Teachers: $1578999 2. Reading Specialist and Tutors: $139763 3. Web Based Curriculum: $15000 1. LCFF Base 2. Title I 3. Supplemental and Concentration 1. 1000, 3000 |
Board Approved LCAP June 17, 2019 6
|
1,3: 1000, 3000 2: 2000, 3000 4,5,6: 4000 |
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
The overall implementation included Integrated ELD support across the content areas; Push in support within Humanities and Mathematics by certificated faculty and staff, Lead EL Literacy Coach is a Spanish Speaker, Specialized English Instruction (SEI) through eBlock with extended instructional minutes, 1:1 computer based instructional initiative to support full English Language proficiency; host onsite parent meetings and trainings with translation to inform parents of students’ academic progress; host the parent group English Learner Support Team (aka ELAC) to monitor progress and support to English Fluency; extended school day for additional academic support for EL scholars in Mod 6 (Tuesday – Thursday) and additional days, Monday and Wednesday from 3-4 pm.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
The plan to support the reclassification of our scholars resulted in 11% of our English Learners gaining ELA proficiency and being reclassified. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
No difference
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.
Board Approved LCAP June 17, 2019 7
For the 2019-20 LCAP, goal number 1 will address the need to recruit, hire and retain well trained, quality faculty in order to realize positive academic outcomes for scholars, create a safe and welcoming school culture, and provide equitable access to.quality materials. See page 9.
Board Approved LCAP June 17, 2019 8
Stakeholder Engagement
LCAP Year: 2019-20
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?
Planning and analysis took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data.
The Head of School will engage the new stakeholder groups (faculty, staff, parents, and board members) to gather input on the goals and progress for the coming year. We plan to continue to administer a survey to gather feedback, conduct focus groups, host parent coffees and gather feedback during parent trainings and conferences.
Impact on LCAP and Annual Update
How did these consultations impact the LCAP for the upcoming year?
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals.
Board Approved LCAP June 17, 2019 9
Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
New
Goal 1
State and/or Local Priorities addressed by this goal:
Identified Need:
Expected Annual Measurable Outcomes
Hire and train highly qualified teachers and create a welcoming and safe school culture that is conducive to learning with equitable access to materials.
State Priorities: 1, 2, 3, 4,5, 7, 8 Local Priorities: N/A
To attract, recruit, hire, train and retain highly qualified teachers with credentials that align with all course assignments. An extensive Professional Development plan will support performance goals in order to apply effective teaching strategies that are aligned to the Common Core standards. Academic rigor will be infused with social-emotional learning to create a welcoming school culture where scholars feel safe, diversity and inclusion is celebrated and thereby creating high educational student outcomes.
|
Metrics/Indicators |
Baseline |
2017-18 |
2018-19 |
2019-20 |
|
100% of Teachers appropriately credentialed in the Master Schedule |
High School: 100% of teachers are appropriately credentialed in the Master schedule |
Goal met |
Goal met |
100% of teachers are appropriately credentialed in the Master schedule 9-12 |
Board Approved LCAP June 17, 2019 10
|
Training Calendar with 15 full PD days |
PD Calendar with 15 full days |
PD and Training of 15 full days per academic year. |
||
|
Low teacher attrition rate <25% |
<25% |
Goal Exceeded 15% |
Goal Exceeded 11% |
Teacher attrition rate <25% |
|
Low Suspension & Expulsion Rate <15% |
<15% |
Goal Exceeded 7.7% Suspension 0.22% Expulsion |
On track to exceed goal |
Suspension & Expulsion Rate <15% |
|
Attendance Rate >93% |
>93% |
Goal Exceeded 93.43% |
To date on track to exceed goal 94.8% |
>93% at both campuses |
|
Low High School drop out rate <20% |
< 20% |
Goal Exceeded 0% drop out rate |
On track to meet or exceed goal |
0% drop out rate |
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s):
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
Board Approved LCAP June 17, 2019 11
|
All |
e3 Civic High |
(Select from English Learners, Foster Youth, and/or Low Income)
Actions/Services
Select from New, Modified, or Unchanged for 2017-18
2017-18 Actions/Services
(Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))
Select from New, Modified, or Unchanged for 2018-19
2018-19 Actions/Services
(Select from All Schools, Specific Schools, and/or Specific Grade Spans)
Select from New, Modified, or Unchanged for 2019-20
2019-20 Actions/Services
|
EL, FY and LI |
Schoolwide |
e3 Civic High |
|
New |
New |
New |
|
Prior to hiring, match credentials with expected teaching assignments; informative onboarding process focused on The e3 Way; ensure all teachers participate in the 20 day Professional development training institute and have on-going, year-long coaching and mentorship from Principal/Directors and Instructional Coaches; create teacher leaders to maximize attrition and high staff morale; using Advisory practices, along with additional restorative justice and social-emotional learning curricula to reduce suspension, expulsion, bullying, absenteeism and middle school drop out rates. Access to our full-time Mental Health Clinician during the school day Department; utilize Trauma Informed Care and Restorative Practices; address the socio-emotional needs of all scholars. Provide engaging lessons for socio-emotional learning. Schoolwide |
Prior to hiring, match credentials with expected teaching assignments; informative onboarding process focused on The e3 Way; ensure all teachers participate in the 20 day Professional development training institute and have on-going, year-long coaching and mentorship from Principal/Directors and Instructional Coaches; create teacher leaders to maximize attrition and high staff morale; using Advisory practices, along with additional restorative justice and social-emotional learning curricula to reduce suspension, expulsion, bullying, absenteeism and middle school drop out rates. Access to our full-time Mental Health Clinician during the school day Department; utilize Trauma Informed Care and Restorative Practices; address the socio-emotional needs of all scholars. Provide engaging lessons for socio-emotional learning. Schoolwide |
Prior to hiring, match credentials with expected teaching assignments; informative onboarding process focused on The e3TK Way; ensure all teachers participate in the 20 day Professional development training institute and have on-going, year-long coaching and mentorship from Principal/Directors and Instructional Coaches; create teacher leaders to maximize attrition and high staff morale; using Advisory and Council practices, along with additional restorative justice and social-emotional learning curricula to reduce suspension, expulsion, bullying, absenteeism and middle school drop out rates. Access to Mental Health Clinicians during the school day in partnership with USD’s Behavioral Health Department; utilize Trauma Informed Care and Restorative Practices; address the socio-emotional needs of all scholars. |
Board Approved LCAP June 17, 2019 12
|
celebrations, incentives, awards, and scholar showcase assemblies to create a culture of family and love for all; a No Place for Hate campus. Numerous Field trips to build relevance and connections to classroom learning and exposure to the world around us. Survey, faculty and staff annually in order to determine school and job satisfaction. Analyze and use the data to drive support and professional growth for all team members. |
celebrations, incentives, awards, and scholar showcase assemblies to create a culture of family and love for all; a No Place for Hate campus. Numerous Field trips to build relevance and connections to classroom learning and exposure to the world around us. Survey, faculty and staff annually in order to determine school and job satisfaction. Analyze and use the data to drive support and professional growth for all team members. |
Provide engaging lessons using the Council Program with Circles and Morning Meetings for socio-emotional learning. Schoolwide celebrations, incentives, awards, and scholar showcase assemblies to create a culture of family and love for all; a No Place for Hate campus. Numerous Field trips to build relevance and connections to classroom learning and exposure to the world around us. Survey, faculty and staff annually in order to determine school and job satisfaction. Analyze and use the data to drive support and professional growth for all team members. |
Budgeted Expenditures
|
Year |
2017-18 |
2018-19 |
2019-20 |
|
Amount |
NA |
NA |
$3,229,711 |
|
Source |
NA |
NA |
LCFF Base: $2,397,303 LCFF Supplemental and Concentration: $362,377 SPED: $452,105 Title II: $17,926 |
|
Budget Reference |
NA |
NA |
1000, 2000, 3000, 4000, 5000 |
Board Approved LCAP June 17, 2019 13
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 2
State and/or Local Priorities addressed by this goal:
Annual Measurable Outcomes
Expected Actual
100% of scholars will increase their personal Lexile level by 1 to 2 grade levels annually up to the Achieve 3000 University competitive level of 1385. Scholars at or exceeding the university competitive level will set annual personal growth goals as measured by Achieve 3000 and the NWEA/MAP Lexile indicator.
State Priorities: 1,2,4,5,7,8 Local Priorities:
|
100% of scholars will increase their personal lexile level as measured by Achieve 3000. |
67% of scholars increased their Lexile level as measured by Achieve 3000 |
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 2
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
Board Approved LCAP June 17, 2019 14
|
Integrate web-based academic programs to support English Language Development using (Achieve 3K, APEX, CommonLit, Khan Academy, etc.); incorporating library resources and multiple choice novels; all scholars enrolled in year-long Humanities courses with strong writing instruction, research, reading and critical analysis; Weekly Acceleration Course supported by web-based, personalized curriculum (APEX); push-in faculty (EL Support and Sped Staff) during and after the school day; push- in tutors during and after the school day; extended school day for additional academic support for scholars in Mod 6 (Tuesday – Thursday); cross-curricular Design Thinking projects that require extensive reading and research; additional 7th Module support through focused English courses on Fridays. |
Integrate web-based academic programs to support English Language Development using (Achieve 3K, APEX, CommonLit, Khan Academy, etc.); incorporating library resources and multiple choice novels; all scholars enrolled in year-long Humanities courses with strong writing instruction, research, reading and critical analysis; Weekly Acceleration Course supported by web-based, personalized curriculum (APEX); push-in faculty (EL support and Sped Staff) during and after the school day; push- in tutors during and after the school day; extended school day for additional academic support for scholars in Mod 6 (Tuesday – Thursday); cross-curricular Design Thinking projects that require extensive reading and research; additional 7th Module support through focused English courses on Fridays. |
1. See Goal 1 2, 4: Supplemental and Concentration 3. See Goal 1 5: LCFF Base 1,3: See Goal 1 2,4,5: 4000 |
1. Teachers: See Goal 1 2. Achieve 3000: $16085 3. Web Based Curriculum: See Goal 1 4. ELD Materials: $2000 1. See Goal 1 2, 4: Supplemental and Concentration 3. See Goal 1 1,3: See Goal 1 2,4: 4000 |
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
The implementation included integrated, web-based academic programs to support English Language Development using (Achieve 3K, APEX, CommonLit, Khan Academy, etc.); incorporating library resources and multiple choice novels; all scholars enrolled in year-long Humanities courses with strong writing instruction, research, reading and critical analysis; Weekly Acceleration Course supported by web-based, personalized curriculum (APEX); push-in faculty during and after the school day; push- in tutors during and after the school day; extended school day for additional academic support for scholars in Mod 6 (Tuesday – Thursday); cross-curricular Design Thinking projects that require extensive reading and research; additional 7th Module support through focused English courses on Fridays. In addition, Saturday Academy was implemented to support ELA proficiency staffed with credentialed teachers and content tutors.
Board Approved LCAP June 17, 2019 15
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
More than half of the school population were able to make significant progress using Achieve 3000 and direct instruction from faculty.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
No difference
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.
This goal will change to reflect the implementation of State Standards and student achievement targeted at achieving a 3% growth each year in Math and ELA as measured by the CAASPP, bridging the digital divide, and creating a college going culture. See page 17.
Board Approved LCAP June 17, 2019 16
Stakeholder Engagement
LCAP Year: 2019-20
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?
Planning and analysis took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data.
The Head of School will engage the new stakeholder groups (faculty, staff, parents, and board members) to gather input on the goals and progress for the coming year. We plan to administer a survey to gather feedback, conduct focus groups, host parent coffees and gather feedback during parent trainings and conferences.
Impact on LCAP and Annual Update
How did these consultations impact the LCAP for the upcoming year?
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals.
Board Approved LCAP June 17, 2019 17
Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
New
Goal 2
State and/or Local Priorities addressed by this goal:
Identified Need:
Expected Annual Measurable Outcomes
Implementation of State Standards and student achievement targeted at achieving a 3% growth each year in Math and ELA as measured by the CAASPP, bridging the digital divide, and maintain a college-going culture.
State Priorities: 1,2,3,4,5,6,7,8 Local Priorities:
All scholars are moving toward grade level competence in Mathematics and literacy skills, bridging the digital divide while creating a college-going culture.
|
Metrics/Indicators |
Baseline |
2017-18 |
2018-19 |
2019-20 |
|
ELA CAASPP |
Baseline targets will be set after first year implementation. |
High School: Growth goal set toward proficiency |
High School: Growth goal set toward proficiency |
Set schoolwide growth goal in ELA toward proficiency target. |
Board Approved LCAP June 17, 2019 18
|
Math CAASPP |
Baseline targets will be set after first year implementation. |
Set schoolwide growth goal in Math toward proficiency target |
||
|
Access to Technology |
9-12th 100% of scholars check out a MacBook Air |
9-12th 100% of scholars check out a MacBook Air for the academic year |
9-12th 100% of scholars check out a MacBook Air for the academic year |
9-12th 100% of scholars check out a MacBook Air for the academic year |
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
|
All |
e3 Civic High |
Students to be Served:
(Select from English Learners, Foster Youth, and/or Low
Income)
Actions/Services
Select from New, Modified, or Unchanged for 2017-18
Scope of Services:
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
Select from New, Modified, or Unchanged for 2018-19
Location(s):
(Select from All Schools, Specific Schools, and/or Specific Grade Spans)
Select from New, Modified, or Unchanged for 2019-20
|
EL, FY and LI |
Schoolwide |
e3 Civic High |
|
N/A |
N/A |
New |
Board Approved LCAP June 17, 2019 19
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
|
N/A |
N/A |
ELA: Based upon the Common Core Standards for ELA and the Reading/Language Arts Framework, Learning Facilitators will build competency using a variety of instructional strategies to achieve reading and writing mastery. Using Achieve 3K, Edgenuity, and Specialized English Instruction to teach the standards, and move scholars to skills mastery. Literacy will be interdisciplinary and taught across all content areas employing direct reading instruction, shared reading, guided reading. Use the EL Literacy Coach for push-in to support ELD for EL’s and assist training faculty in SIOP strategies. ---------- Mathematics: Based upon the Common Core Standards for Math and the CA Mathematics frameworks, Learning Facilitators will build grade level competence using a variety of instructional strategies. Edgenuity, Math iXL, Kahn Academy, will be used to teach the standards associated with skills competency; Mastery grading and competency based grading; and the mindset approach strategies will be employed. Use of 1:1 technology to personalize learning and bridge content gaps. Content tutors in mathematics for push-in to the school day. Acceleration courses to support mathematics proficiency. |
Board Approved LCAP June 17, 2019 20
|
------- Provide 100% access toMac book Air laptops for grades 9-12 to build competency and skills mastery. Push-in tutors during the school day; Provide access to the Saturday Academy at the High School campus with tutors and credentialed Learning Facilitators in Math and ELA. Personalized Learning plans for all scholars, use Scholar-Led conferences twice per year for demonstrations of learning and goal setting; Scholar Exhibitions 2-3 times per year to demonstrate academic growth, subject matter competence and service learning. |
Budgeted Expenditures
|
Year |
2017-18 |
2018-19 |
2019-20 |
|
Amount |
N/A |
N/A |
$419.662 |
|
Source |
N/A |
N/A |
LCFF Base: $150,670 LCFF Supplemental and Concentration: $103,168 Title I: $134,763 |
|
Budget Reference |
N/A |
N/A |
1000, 2000, 3000, 4000, 5000 |
Board Approved LCAP June 17, 2019 21
Annual Update LCAP Year Reviewed: 2019-20
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 3
60% of scholars to score proficient or above in Mathematics and English Language Arts as measured by the California Assessment of Student Performance & Progress (CAASPP) or make growth progress toward proficiency. 100% of scholars to achieve growth as measured by the PSAT leading to a 1110 SAT by grade 12.
Board Approved LCAP June 17, 2019 22
State and/or Local Priorities addressed by this goal:
State Priorities: 1,2,4,5,7,8 Local Priorities: N/A
Annual Measurable Outcomes
Expected Actual
|
60% of scholars to score proficient or above in Mathematics and English Language Arts as measured by the California Assessment of Student Performance & Progress (CAASPP). 100% of scholars to score at grade-level or above or to improve by at least one to two grade levels in Mathematics and English Language Arts as measured by the MAP assessment. 100% of scholars to achieve the following scores as measured by the PSAT. |
CAASPP
PSAT ELA: Met Proficiency 43% 57% 60% 47% 70.9% of 11th graders achieved a minimum 5% growth over 3 years 59.6% of 10th graders achieved a minimum 5% growth over 2 years |
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 3
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
|
Mathematics: Curriculum aligned to the common core state standards (CCSS); Math Vision Project (MVP) as the base curriculum in the classroom; APEX for |
Mathematics: Curriculum aligned to the common core state standards (CCSS); Math Vision Project (MVP) as the base curriculum in the classroom; APEX, UC |
|
1. See Goal 1 2. $82097 |
Board Approved LCAP June 17, 2019 23
|
course acceleration; competency-based 1 courses offered in Integrated Mathematics (IM) I, IM II, IM III, statistics, pre-calculus, AP Calculus, Math 1 Readiness, and personal finance. Web-based mathematics tools to close learning gaps and accelerate content mastery (DESMOS, Khan Academy, IXL); tools to measure mathematics growth (MAP, CAASPP, Math iXL, PSAT, SAT.); Illuminate for test generation. In-class tutors; qualified mathematics faculty; on-going and extended professional development, coaching, and mentoring for new mathematics faculty. Extended school day (Mod 6) for additional academic support for scholars who have not met competency (Tuesday & Thursday); Math Clinic on Saturdays. Parent workshops included in the new Parent Training Institute on the web-based mathematics tools to support off-site learning. English Language Arts: Curriculum aligned to the Common Core State Standards using integrated ELA and social sciences courses that are competency based 1 ; integrating web-based ELA tools to teach learning gaps and accelerate content mastery; using benchmarking tools to measure literacy proficiency that is aligned to the Common Core Standards English language arts growth aligned to Common Core Standards (MAPs, Achieve 3000, Turn in In.com, APEX, etc.); extensive reading, research, critical analysis and writing instruction; timed writings, APA format; qualified English language arts faculty (double credentialed |
Scout and Edgenuity for course acceleration; competency-based 1 courses offered in Integrated Mathematics (IM) I, IM II, IM III, statistics, pre-calculus, AP Calculus, Math 1 Readiness, and personal finance. Web-based mathematics tools to close learning gaps and accelerate content mastery (DESMOS, Khan Academy, Math iXL); tools to measure mathematics growth (MAP, CAASPP, IXL, PSAT, SAT); Illuminate for test generation. In-class tutors; qualified mathematics faculty; on-going and extended professional development, coaching, and mentoring for new mathematics faculty. Extended school day (Mod 6) for additional academic support for scholars who have not met competency (Tuesday & Thursday); Math Clinic on Saturdays. Parent workshops included in the new Parent Training Institute on the web-based mathematics tools to support off-site learning. English Language Arts: Curriculum aligned to the Common Core State Standards using integrated ELA and social sciences courses that are competency based 1 ; integrating web-based ELA tools to teach learning gaps and accelerate content mastery; using benchmarking tools to measure literacy proficiency that is aligned to the Common Core Standards English language arts growth aligned to Common Core Standards (MAPs, Achieve 3000, Turn in In.com, APEX, etc.); extensive reading, research, critical analysis and writing instruction; timed writings, APA format; qualified English language arts faculty (double credentialed |
1. See Goal 1 2,7: Supplemental and Concentration 3,6: See Goal 2
$7000 (LCFF Base) 1. See Goal 1 2,7:. 1000, 3000 3,6: See Goal 2
|
3. See Goal 2 4. $8066 1. See Goal 1 2: Supplemental and Concentration 3,6: See Goal 2 4. LCFF Base 5. LCFF Base 7. LCFF Base 1. See Goal 1 2,7: 1000, 3000 3,6: See Goal 2
|
Board Approved LCAP June 17, 2019 24
|
in Social Science & ELA) and on-going and extended weekly professional development; coaching and mentoring for humanities faculty; parent training with web-based tools to support off-site learning; and extended school day for additional academic support for Level 1 & 2 EL scholars in Mod 6(Tuesday – Thursday). |
in Social Science & ELA) and on-going and extended weekly professional development; coaching and mentoring for humanities faculty; parent training with web-based tools to support off-site learning; and extended school day for additional academic support for Level 1 & 2 EL scholars in Mod 6(Tuesday – Thursday). |
||
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
Implementation of this goal for mathematics proficiency included curriculum aligned to the common core state standards (CCSS); Math Vision Project (MVP) as the base curriculum in the classroom; APEX for course acceleration; competency-based 1 courses offered in Integrated Mathematics (IM) I, IM II, IM III, statistics, pre-calculus, AP Calculus, Math 1 Readiness, and personal finance. Web-based mathematics tools to close learning gaps and accelerate content mastery (DESMOS, Khan Academy, Math iXL); tools to measure mathematics growth (MAP, CAASPP, Math iXL, PSAT, SAT.); Illuminate for test generation. In-class tutors; qualified mathematics faculty; on-going and extended professional development, coaching, and mentoring for new mathematics faculty. Extended school day (Mod 6) for additional academic support for scholars who have not met competency (Tuesday & Thursday); Math Clinic on Saturdays. Parent workshops included in the new Parent Training Institute on the web-based mathematics tools to support off-site learning.
For English Language Arts implementation included curriculum aligned to the Common Core State Standards using integrated ELA and social sciences courses that are competency based 1 ; integrating web-based ELA tools to teach learning gaps and accelerate content mastery; using benchmarking tools to measure literacy proficiency that is aligned to the Common Core Standards English language arts growth aligned to Common Core Standards (MAPs, Achieve 3000, Turn in In.com, APEX, etc.); extensive reading, research, critical analysis and writing instruction; timed writings, APA format; qualified English language arts faculty (double credentialed in Social Science & ELA) and on-going and extended weekly professional development; coaching and mentoring for humanities faculty; parent training with web-based tools to support off-site learning; and extended school day for additional academic support for Level 1 & 2 EL scholars in Mod 6 (Tuesday – Thursday).
Board Approved LCAP June 17, 2019 25
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
While a significant amount of scholars achieved growth as measured by the PSAT, their CAASPP scores show consistent Mathematics growth for three years and the ELA target of 60% met for two years. With the implementation of additional academic supports, an adopted curriculum, and increased teacher development, it is the plan to continue to achieve consistent growth as measured by a variety of assessments. Overall growth is a priority as well as closing any subgroup achievement gaps.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
None
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.
This goal has now become goal number 2 as we continue to focus on scholars achieving college competitive outcomes.
Board Approved LCAP June 17, 2019 26
Stakeholder Engagement
LCAP Year: 2019-20
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?
Planning and analysis took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data.
The Head of School will engage the new stakeholder groups (faculty, staff, parents, and board members) to gather input on the goals and progress for the coming year. We plan to administer a survey to gather feedback, conduct focus groups, host parent coffees and gather feedback during parent trainings and conferences.
Impact on LCAP and Annual Update
How did these consultations impact the LCAP for the upcoming year?
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals.
Board Approved LCAP June 17, 2019 27
Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
Modified
Goal 3
Implement a climate for meaningful Parent and Scholar Engagement in the life of the school and community.
State and/or Local Priorities addressed by this goal: Identified Need:
Expected Annual Measurable Outcomes
State Priorities: 1,4,5,6,7,8 Local Priorities:
The need to engage parents and students to create a three-fold partnership with the e3 Civic High faculty and staff in order to have all stakeholders actively involved in every aspect of the learning community as we create scholars who will be prepared for college, workforce, and life.
|
Metrics/Indicators |
Baseline |
2017-18 |
2018-19 |
2019-20 |
|
Implement the e3 10-month Parent training Institute for families. |
40% of Parents will attend or access an online session. |
40% of Parents will attend or access an online session. |
40% of Parents will attend or access an online session. |
40% of Parents will attend or access an online session. |
Board Approved LCAP June 17, 2019 28
|
Home Visits for 9th grade scholars |
100% of 9th grade scholars will receive a home visit from the e3 faculty/staff team of 2 |
100% of 9th grade scholars will receive a home visit from the e3 faculty/staff team of 2 |
100% of 9th grade scholars will receive a home visit from the e3 faculty/staff team of 2 |
100% of 9th grade scholars will receive a home visit from the e3 faculty/staff team of 2 |
|
Parents to attend Scholar-Led Conferences (SLC) and Scholar Exhibition Showcases |
100% of parents will attend 1 Scholar-led conference or 1 Scholar Exhibition Showcase |
100% of parents will attend 1 Scholar-led conference or 1 Scholar Exhibition Showcase |
100% of parents will attend 1 Scholar-led conference or 1 Scholar Exhibition Showcase |
100% of parents will attend 1 Scholar-led conferences or 1 Scholar Exhibition Showcase |
|
Scholars to prepare for SLC’s and participate in the schoolwide exhibitions |
100% of Scholars will prepare and present an SLC and participate in the Exhibitions of Scholarly work. |
100% of Scholars will prepare and present an SLC and participate in the Exhibitions of Scholarly work. |
100% of Scholars will prepare and present an SLC and participate in the Exhibitions of Scholarly work. |
100% of Scholars will prepare and present an SLC and participate in the Exhibitions of Scholarly work. |
|
Parents serving as schoolwide volunteers, Field trip chaperones, home projects, and decision making (d-m) bodies. |
50% of parents will have volunteered for at least 1 activity per year. |
50% of parents will have volunteered for at least 1 activity per year. |
50% of parents will have volunteered for at least 1 activity per year. |
50% of parents will have volunteered for at least 1 activity per year. |
|
Conduct an annual School wide survey for all stakeholders (parents, scholars, staff) |
100% of all scholars and staff will complete the survey 60% of all parents will complete the survey |
100% of all scholars and staff will complete the survey 60% of all parents will complete the survey |
100% of all scholars and staff will complete the survey 60% of all parents will complete the survey |
100% of all scholars and staff will complete the survey 66% of all parents will complete the survey |
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed. Board Approved LCAP June 17, 2019 29
Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
|
All |
e3 Civic High |
Students to be Served:
(Select from English Learners, Foster Youth, and/or Low
Income)
Actions/Services
Select from New, Modified, or Unchanged for 2017-18
2017-18 Actions/Services
Scope of Services:
(Select from LEA-wide, Schoolwide, or Limited to
Unduplicated Student Group(s))
Select from New, Modified, or Unchanged for 2018-19
2018-19 Actions/Services
Location(s):
(Select from All Schools, Specific Schools, and/or Specific Grade Spans)
Select from New, Modified, or Unchanged for 2019-20
2019-20 Actions/Services
|
EL, FY, and LI |
Schoolwide |
e3 Civic High |
|
Modified |
Modified |
Modified |
|
Provide a 10-month Parent Training Institute onsite with Spanish Translation; online uploads of Parent training sessions; trainings led by site leadership, counselors, learning facilitators, and/or community experts. Use of weekly e-newsletter and auto-dialer for all current events; realtime website updates. Parents to participate in SLC’s onsite or via an electronic medium (i.e. Zoom, Google Hangouts, etc.); attend |
Provide a 10-month Parent Training Institute onsite with Spanish Translation; online uploads of Parent training sessions; trainings led by site leadership, counselors, learning facilitators, and/or community experts. Add Saturday parenting collaborative for each week of the school year. Use of weekly e-newsletter and auto-dialer for all current events; realtime website updates. Parents to participate in SLC’s onsite or via an electronic medium (i.e. |
Provide a 10-month Parent Training Institute onsite with Spanish Translation; online uploads of Parent training sessions; trainings led by site leadership, counselors, learning facilitators, and/or community experts. Add Saturday parenting collaborative for each week of the school year. Use of weekly e-newsletter and auto-dialer for all current events; realtime website updates. Parents to participate in SLC’s onsite or via an electronic medium (i.e. |
Board Approved LCAP June 17, 2019 30
|
Schoolwide Scholar Exhibitions and/or The Principal/Director Coffee hour. Scholars to prepare SLC’s using a Digital Portfolio and participate in the Scholar schoolwide Exhibitions of Learning. Provide a variety of parent training in order to enhance the volunteer experience. Parents to participate as schoolwide volunteers, D-M committees, parent organizations; tutors, classroom experts, field trips and activity chaperones, and guest speakers, School Site Council, etc. Survey the parents, scholars, and staff annually to determine school satisfaction. Analyze and use the data to drive school improvement, to include parent and scholar engagement. |
Zoom, Google Hangouts, etc.); attend Schoolwide Scholar Exhibitions and/or The Principal/Director Coffee hour. Scholars to prepare SLC’s using a Digital Portfolio and participate in the Scholar schoolwide Exhibitions of Learning. Provide a variety of parent training in order to enhance the volunteer experience. Parents to participate as schoolwide volunteers, D-M committees, parent organizations; tutors, classroom experts, field trips and activity chaperones, and guest speakers, School Site Council, etc. Survey the parents, scholars, and staff annually to determine school satisfaction. Analyze and use the data to drive school improvement, to include parent and scholar engagement. |
Zoom, Google Hangouts, etc.); attend Schoolwide Scholar Exhibitions and/or The Principal/Director Coffee hour. Scholars to prepare SLC’s using a Digital Portfolio and participate in the Scholar schoolwide Exhibitions of Learning. Provide a variety of parent training in order to enhance the volunteer experience. Parents to participate as schoolwide volunteers, D-M committees, parent organizations; tutors, classroom experts, field trips and activity chaperones, and guest speakers, School Site Council, etc. Survey the parents, scholars, and staff annually to determine school satisfaction. Analyze and use the data to drive school improvement, to include parent and scholar engagement. |
Budgeted Expenditures
|
Year |
2017-18 |
2018-19 |
2019-20 |
|
Amount |
N/A |
N/A |
$215,653 |
|
Source |
N/A |
N/A |
LCFF Base: $4,243 LCFF Supplemental and Concentration: $211,411 |
|
Budget Reference |
N/A |
N/A |
1000, 3000, 4000, 5000 |
Board Approved LCAP June 17, 2019 31
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 4
State and/or Local Priorities addressed by this goal:
Annual Measurable Outcomes
Expected Actual
Ensure that 100% of students successfully complete an A-G high school program with a STEAM focus, and provide access for a least 2 concurrent community college courses in grades 11 & 12 each semester, and 100% completion of at least 1 internship & 2 job shadows per year in grades 9-12.
State Priorities: 1,2,3,4,5,6,7,8 Local Priorities: N/A
|
Ensure that 100% of students successfully complete an A-G high school program with a STEAM focus, and provide access for a least 2 concurrent UCSD undergraduate college courses in grades 11 & 12 each semester, and 100% completion of at least 1 internship & 2 job shadows per year in grades 9-12. |
100 % of the Class of 2016 completed the a-g course of study; 100% of the class completed at least 1 job shadow; 100% completed at least 1 Internship in the senior class (101 of 101 seniors); and 100% had access to UCSD Undergraduate College Courses, 20% completed at least 1 UCSD Undergraduate College Course. |
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 4
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
|
A-G course offerings for every high school student; Advisory Module for Individual Learning Plans and |
A-G course offerings for every high school student; Advisory Module for Individual Learning Plans and |
1,2: See Goal 1 |
1,2: See Goal 1 |
Board Approved LCAP June 17, 2019 32
|
Monitoring with same instructor for 4 years (staff permitting); Access to an additional Acceleration Module in Master Schedule for skills development and Credit Recovery using online courseware (APEX); Early College courses (UCSD Undergrad) for grades 11-12 within the school day; College courses counting toward High School Graduation; Weighted grades for college courses for the High School GPA; Career Exploration with hands on activities at the lower grades; Career Assessments grades 9-12 to identify Interests, Aptitude, and Abilities to direct Projects, College Choice, Job Shadows, and Internships (EDITS, Naviance, etc); place high school students in a workplace experience course as interns aligned to their Career Interest data; Provide workplace feedback and performance evaluation for the internship experience; align Workplace experience to classroom content learning through qualified faculty; Develop Partnerships that will provide meaningful internship placements provide school wide and individual Job Shadows, classroom Guest Speakers, Career Field Trips, and College Learning Tours grades; and Student Exhibitions that include a focus on careers of the future. |
Monitoring with same instructor for 4 years (staff permitting); Access to an additional Acceleration Module in Master Schedule for skills development and Credit Recovery using online courseware (APEX); Early College courses (UCSD Undergrad) for grades 11-12 within the school day; College courses counting toward High School Graduation; Weighted grades for college courses for the High School GPA; Career Exploration with hands on activities at the lower grades; Career Assessments grades 9-12 to identify Interests, Aptitude, and Abilities to direct Projects, College Choice, Job Shadows, and Internships (EDITS, Naviance, etc); place high school students in a workplace experience course as interns aligned to their Career Interest data; Provide workplace feedback and performance evaluation for the internship experience; align Workplace experience to classroom content learning through qualified faculty; Develop Partnerships that will provide meaningful internship placements provide school wide and individual Job Shadows, classroom Guest Speakers, Career Field Trips, and College Learning Tours grades; and Student Exhibitions that include a focus on careers of the future. |
1,2: See Goal 1
and Concentration 1,2: See Goal 1
|
1,2: See Goal 1
and Concentration 1,2: See Goal 1
|
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
The implementation included an A/B schedule with yearlong courses; daily mathematics and humanities courses; A-G course offerings for every student; Advisory Module used for college planning and career exploration and reading advancement; or Access to an additional Acceleration Module in Master Schedule for Credit Recovery using online courseware (Apex); Early College UCSD courses within the school day; College courses counting toward High School Graduation; Weighted grades for college courses for the High School GPA; Career Assessments to identify Interests, Aptitude, and Abilities to direct College Choice & Internships (EDITS, or Naviance); place students in a workplace experience as interns aligned to their Career Interest data; Offer the Workplace Experience course (elective); Provide school wide and individual Job Shadows, classroom Guest Speakers, Career Field Trips, and College Learning Tours; Provide workplace feedback and performance evaluations; Student Exhibitions that include workplace competencies and proficiency;-Align Workplace experience to classroom content learning through qualified faculty; Develop Partnerships that will provide meaningful internship placements.
Board Approved LCAP June 17, 2019 33
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
100 % of the Class of 2018 completed the a-g course of study; 100% of the class completed at least 1 job shadow; % completed at least 1 Internship; and 100% had access to UCSD Undergraduate College Courses, 20% completed at least 1 UCSD Undergraduate College Course.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
None
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.
This goal has merged with goals 1 and 2 for the coming year 2019-20.
Board Approved LCAP June 17, 2019 34
Stakeholder Engagement
LCAP Year
Empty Cell
2019-20
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? |
|
Planning and analysis for the LCAP took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data. |
IMPACT ON LCAP AND ANNUAL UPDATE
|
How did these consultations impact the LCAP for the upcoming year? |
|
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals. |
Board Approved LCAP June 17, 2019 35
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 5
State and/or Local Priorities addressed by this goal:
Annual Measurable Outcomes
Expected Actual
To increase and maintain high school attendance rates that support learning, reduce chronic absenteeism, and maintain a low suspension and expulsion rate. Maintain a minimum 93% school wide attendance rate through positive interventions and behavioral supports that reduce chronic absenteeism to 30% and maintain a low suspension and expulsion rate, under 5%.
State Priorities: 1,2,4,5,6 Local Priorities: N/A
|
93% or above Attendance Rate at year’s end and a suspension and expulsion rate in the Low Performance Band as measured by the CDE’s California School Dashboard (Orange) |
Achieved a 94% Attendance Rate at year’s end and a suspension and expulsion rate in the Medium Performance Band as measured by the CDE’s California School Dashboard (Yellow). |
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Board Approved LCAP June 17, 2019 36
Action 5
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
|
Provide a relevant and engaging curriculum using Project Based Learning to increase student attendance; Qualified Faculty; Offer student focused activities that build culture and interest; Train parents on how to support regular attendance; School wide Celebrations, Incentives, Awards, and Assemblies for Attendance showcase; Provide 1:1 and Group Counseling with Mental Health Clinician(MHC) for attendance- challenged students. Create a reward system to incentivize regular attendance; Refer students to SART and SARB; Provide family referrals to MHC interns for assistance and intervention; Auto Communication system to send phone alerts and email messages. Teach Character Education Curriculum through Advisory Course; Integrate Civic Leadership and citizenship throughout all content areas; Provide Group & Individual counseling to develop strong inter and intra personal skills and self-management skills; Training for staff and students around building a culture of respect, kindness and excellence; Train staff on the principles of Restorative Justice and integrate schoolwide; Provide referrals for student and family therapy and/or the use of Clinical Counseling Interns; One week Summer Bridge program for Incoming students to teach the skills for successful |
Provide a relevant and engaging curriculum using Project Based Learning to increase student attendance; Qualified Faculty; Offer student focused activities that build culture and interest; Train parents on how to support regular attendance; School wide Celebrations, Incentives, Awards, and Assemblies for Attendance showcase; Provide 1:1 and Group Counseling with MHC for attendance- challenged students. Create a reward system to incentivize regular attendance; Refer students to SART and SARB; Provide family referrals to MHC and intervention; Auto Communication system to send phone alerts and email messages. Teach Character Education Curriculum through theAdvisory Course; Integrate Civic Leadership and citizenship throughout all content areas; Provide Group & Individual counseling to develop strong inter and intra personal skills and self-management skills; Training for staff and students around building a culture of respect, kindness and excellence; Train staff on the principles of Restorative Justice and integrate schoolwide; Provide referrals for student and family therapy; One week Summer Bridge program for Incoming students to teach the skills for successful decision making; initiate Home Visits for all e3 families over the course of the year. Saturday Academy that includes |
1,4: See Goal 1
1,4: See Goal 1 2: $188651 (Supplemental and Concentration); $27663 (LCFF Base) 3: Supplemental and Concentration 5: $180051 (Supplemental and Concentration); $48629 (LCFF Base) 6. $265878 (SPED Funding), $66288 (LCFF Base) 1,4: See Goal 1 2,5: 1000,3000 3: 3000 6. 1000, 2000, 3000, 5000 |
1,4: See Goal 1
1,4: See Goal 1 2: $191461 (Supplemental and Concentration); $8424(LCFF Base) 3,5: Supplemental and Concentration 6. $246645 (SPED Funding), $43537 (LCFF Base) 1,4: See Goal 1 2,5: 1000,3000 3: 3000 6. 1000, 2000, 3000, 5000 |
Board Approved LCAP June 17, 2019 37
|
decision making; initiate Home Visits for all e3 families over the course of the year. |
a Parenting Collaborative led by the Mental Health Clinician. |
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
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.
The overall implementation helped to meet and exceed the attendance goal and a moderately low suspension rate and a low expulsion rate. The implementation moving forward needs to be strengthened in order to exceed all goals set.
Effectiveness was demonstrated by exceeding the attendance goal but the suspension rate as measured by the CDE California School Dashboard showed an overall Red performance level with subgroup levels in Yellow, Red. Our goal is to reach the Orange Performance Level schoolwide and all subgroups. We had 40 suspensions or (7.7% rate) and 1 expulsion (.22% rate) for the 17-18 calendar year. Further training with our new initiative of Restorative Practices and additional Mental Health Interns will assist in meeting this goal.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Additional staff and resources.
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.
Proposed changes include more training and implementation in order to create a culture that fully executes Restorative Practices and additional Mental Health Interns. This goal has been merged with goal 1 for the 2019-20 school year.
Board Approved LCAP June 17, 2019 38
Stakeholder Engagement
LCAP Year
Empty Cell
2019-20
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? |
|
Planning and analysis for the LCAP took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data. |
IMPACT ON LCAP AND ANNUAL UPDATE
|
How did these consultations impact the LCAP for the upcoming year? |
|
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals. |
Board Approved LCAP June 17, 2019 39
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 6
To provide highly qualified faculty within each teaching assignment.
State and/or Local Priorities addressed by this goal:
Annual Measurable Outcomes
Expected
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 6
State Priorities: 1,2,3,4,5,6,7 Local Priorities: N/A
Actual
|
To provide highly qualified faculty within each teaching assignment |
To provide highly qualified faculty within each teaching assignment |
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
|
Hire and maintain faculty qualified to teach in the appropriate content area by aligning credentials. Provide a coaching and mentoring |
Hire and maintain faculty qualified to teach in the appropriate content area by aligning credentials. Provide a coaching and mentoring |
|
|
Board Approved LCAP June 17, 2019 40
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model for professional development that includes pre-year and post-year training institute; instructional coaching, feedback, lesson demonstration, training on the use of data to improve instruction, and extended professional learning and planning time on a weekly basis. |
model for professional development that includes pre-year and post-year training institute; instructional coaching, feedback, lesson demonstration, training on the use of data to improve instruction, and extended professional learning and planning time on a weekly basis. |
3. See Goal 3 |
3. See Goal 3 |
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
The overall implementation allowed for the hiring of qualified faculty and staff. The model included dedicated time for professional development and building the capacity of the staff to lead and direct training. The coaching and mentoring model provided multiple peer observations that were used to highlight best practices and critical-friend feedback. Faculty were supported in maintaining, obtaining, and clearing credentials to align with the teaching assignments.
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.
None
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.
This goal was merged into goal number 1 (see page 9).
Effectiveness was demonstrated by retaining 94% of faculty; supporting the Humanities team in becoming double credentialed (ELA and SS); ensuring credentials are cleared; and providing a minimum of 5 hours of weekly focused professional development (not including the prep time).
Board Approved LCAP June 17, 2019 41
Stakeholder Engagement
LCAP Year
Empty Cell
2019-20
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? |
|
Planning and analysis for the LCAP took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data. |
IMPACT ON LCAP AND ANNUAL UPDATE
|
How did these consultations impact the LCAP for the upcoming year? |
|
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals. |
Board Approved LCAP June 17, 2019 42
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 7
Provide and maintain basic services for 100% of the scholar population.
State and/or Local Priorities addressed by this goal:
Annual Measurable Outcomes
Expected
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 1
State Priorities: 1,2,5,6 Local Priorities: N/A
Actual
|
Provide and maintain basic services for 100% of the scholar population. |
Provide and maintain basic services for 100% of the scholar population. |
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
|
Provide curriculum and instructional materials that are aligned to the Common Core Standards; 1:1 Technology |
Provide curriculum and instructional materials that are aligned to the Common Core Standards; 1:1 Technology |
1. $77567 |
1. $118329 |
Board Approved LCAP June 17, 2019 43
|
Initiative with a MacBook Air that goes home with the student for the entire academic year; summer access to the Air books when enrolled in e3 Summer Academy; Access during the school day to the Central Library 1.4 Million resources; State of the art facility, furniture, equipment, instructional supplies and librarians to teach research skills. |
Initiative with a MacBook Air that goes home with the student for the entire academic year; summer access to the Air books when enrolled in e3 Summer Academy; Access during the school day to the Central Library 1.4 Million resources; State of the art facility, furniture, equipment, instructional supplies and librarians to teach research skills. |
1. $18972 (Prop 20), $58595 (LCFF Base) 2. See Goal 1 3: $283730 (SB740); $136611 (LCFF Base) 4: LCFF Base
|
1. $18388 (Prop 20), $99941 (LCFF Base) 2. See Goal 1 3: $242404 (SB740); $175023 (LCFF Base) 4: LCFF Base
|
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
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.
Effectiveness was demonstrated by maintaining the site’s materials, furniture, studios, common spaces and the equipment that supports high quality instruction.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Board Approved LCAP June 17, 2019 44
The goal is to provide all materials and supplies that align to the Common Core standards including a 1:1 tech initiative (each scholar given a Mac Book Air) and access to the Central Library floors that house more than 1.4 million free resources.
Additional Staff and resources
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.
This goal was combined with goal number 1 for the 2019-20 year (see page 9).
Board Approved LCAP June 17, 2019 45
Stakeholder Engagement
LCAP Year
Empty Cell
2019-20
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? |
|
Planning and analysis for the LCAP took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data. |
IMPACT ON LCAP AND ANNUAL UPDATE
|
How did these consultations impact the LCAP for the upcoming year? |
|
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals. |
Board Approved LCAP June 17, 2019 46
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 8
Increase the number of parents attending any school activity and training opportunities.
State and/or Local Priorities addressed by this goal:
Annual Measurable Outcomes
Expected
Actual
State Priorities: 1,3,4,5,6 Local Priorities: N/A
|
To increase the number of parents attending any school activity and training opportunity. |
Data from our digital sign-in system from the past three years showed an increase in parent participation as follows: 2015 = 3,286 2016 = 4,553 2017 = 5,168, 2018 = 5,643. |
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 8
|
Planned Actions/Services |
Actual Actions/Services |
Budgeted Expenditures |
Estimated Actual Expenditures |
|
Provide a 10-Month Parent Institute to train parents on supporting a successful high school experience with Spanish translation |
Provided 11 training sessions for parents (with Spanish Translation) and a resource Binder to support a successful high school |
|
|
Board Approved LCAP June 17, 2019 47
|
and a resource binder, school operations, and the successful transition to college and career led by the Counseling and Guidance Staff; Auto Communication system to update parents on all school events and activities; Website to post all school related information, activities and events; Parents to participate in Student Led Conferences (SLC’s) and Presentations of Learning (POL’s); Attend School wide, Student Exhibitions; Host Monthly Parent Coffee with Executive Director; provide translation system using smart phones for all events, conferences, meetings, etc. Host family events to build a strong school culture; Publish Weekly e-Newsletter and additional E-Blasts to parents; Invite parents to volunteer within every aspect of the school (All Decision-Making Committees, Club Leaders, SSC/SAC, ELAC, Booster Club, tutor, chaperone, guest speaker, class shadows, exhibition panel members, Intern or Job Shadow provider, etc.) |
experience and the successful transition to college and career led by the Counseling and Guidance Staff; Used Blackboard to announce and remind parents on all school events and activities; Weekly Parent Newsletter with up to date activities and announcements; Website updated weekly, posting all school related information, activities and events; Parents participated in Student Led Conferences (SLC’s). They attended School wide, Student Exhibitions; Monthly Parent Coffee with Executive Director with Spanish translation, parent/staff conferences & meetings, etc. Hosted Awards Ceremony to build a strong school culture of celebration and family. Published Weekly e-Newsletter every Monday and additional E-Blasts to parents throughout the week; Invite parents to volunteer within every aspect of the school (Committees, SSC/SAC, Parent Class Club 2020, tutor, chaperone, guest speaker, class shadows, exhibition panel members, Intern or Job Shadow provider, etc.). |
3. $500 1. See Goal 2 2,3: LCFF Base 1. See Goal 2 2,3. 5000 |
3. $757 1. See Goal 2 2,3: LCFF Base 1. See Goal 2 2,3. 5000 |
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
The parent involvement plan was designed to engage parents at all levels of the school operations. Parents received a variety of communication (mailers, flyers, auto dialer, e-newsletter, email, texts, and this year home visits).
Board Approved LCAP June 17, 2019 48
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
For the 2018-19 school year, effectiveness was demonstrated by reaching 5,643 parent sign-ins (up from 1,090 in the previous year) for on-campus activities (Aug through June). In addition, we initiated home visits for incoming scholars and made more than 100 visits by staff for incoming scholars and 67 home visits during the school year. Our counseling team conducted Saturday (led by our MFT) and evening parent-training sessions, attendance at board meetings, parent coffee and volunteering for school events (field trips, dances, spirit weeks, and performance arts support).
The comparison data for the parent portion of the Annual School Satisfaction Survey is below.
Agreed strongly or agreed that e3 has a positive school climate and culture 2017 = 83% 2018 = 90%
Agreed strongly or agreed that the school asks parents for their input 2017 = 70% 2018 = 79%
Agreed or strongly agreed that they feel welcomed as a volunteer 2017 = 77% 2018 = 88%
Agreed or strongly agreed that the school communicates with them on a timely basis 2017 = 77% 2018 = 80%
2017 = 78% rated the school with a grade of A or B (A= 45% B=33% C= 14% D and below 7%)
2018 = 88% rated the school with a grade of A or B (A=61% B=27% C= 9% D and below 4%)
All ratings improved and were exceptional. We will continue to enhance our parent support for continued improvement. Survey data is currently being gathered for the 18-19 school year. We will analyze the data this summer and it will inform our school improvement plan and LCAP for the coming year.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Board Approved LCAP June 17, 2019 49
None
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.
This goal was combined with goal number 3 see page
Stakeholder Engagement
LCAP Year
Empty Cell
2019-20
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? |
|
Planning and analysis for the LCAP took place across a variety of stakeholder groups. The Learning Facilitators (aka Teachers) reviewed the plan and outcomes by content area in department meetings. They reviewed scholar progress toward the expected outcomes using performance data, perceptions data (surveys, exit slips, School wide Town Hall responses, board member presentations, etc.) and reviewed the components of the educational program in place to meet and or exceed the goal. Learning Facilitators thereby submitted recommendations in writing of their findings for the new plan based upon past performance. In addition, the trustees reviewed components of the LCAP at monthly board meetings and retreats. Student performance data was reviewed and analyzed and program activities were discussed in light of tracking their effectiveness. Parents were involved through the monthly Parent Coffee with the Executive Director. The LCAP goals were reviewed and data presented from the Board meetings to monitor progress. Scholars, parents, and staff members of the School Site Council/School Advisory Committee reviewed the LCAP at monthly meetings along with performance and perceptions data. |
IMPACT ON LCAP AND ANNUAL UPDATE
How did these consultations impact the LCAP for the upcoming year?
Board Approved LCAP June 17, 2019 50
The ongoing consultations were used to drive the direction for the upcoming year’s educational program activities. In addition, the stakeholder input served to determine the 2019-20 goals for each of the state’s priorities. The consultations created stakeholder buy-in and partnership for equal involvement toward fulfilling the established goals.
Board Approved LCAP June 17, 2019 51
Demonstration of Increased or Improved Services for Unduplicated Pupils
LCAP Year: 2019-20
Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services
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 LEA-wide use of funds (see instructions).
|
$--766,684 |
--18.96% |
Provide curricular and instructional materials that are aligned to support the Common Core and Next Generation Science Standards; access to hard copy textbooks, novels, and online materials; issue MacBook Air laptops to all high school scholars to check out for academic use throughout the school year; Apple Care for each device to protect against loss, & extensive damage; Purchase an insurance policy to protect against loss, theft and damage; Chromebooks and ipads for grades TK-2 and Chromebooks for grades 3-8; 7/24 Access to digital curriculum via Google Classroom; provide supplemental educational services; provide extended learning opportunities during the school day and Saturday Academy for tutoring in Math, ELA and science and academic support from certificated faculty in grades 6-12, offer online courses through a digital platform (UC Scout and Edgenuity) to bridge learning gaps and to accelerate academic progress; Access to a plethora of digital tools to personalize learning at grades TK-12; Access to lower class sizes through tutors throughout the school day, afterschool, and on Saturdays at the high school level; Acceleration periods during the school day to remediate skills deficits and courses; Competency Based summer school sessions that target instructional support to students in need of assistance and/or academic remediation at grades 9-12; payment for the SAT (onsite) for all scholars in grade 11; PSAT prep in grades 8-9 and SAT prep in grades 10-11; Staff an MFT to support foster youth, those in transition and their families; partnership and unlimited school day access to the San Diego Central Library with more than 1.4 million resources; partnership and access to the Linda Vista Branch Library for the TK-8 site; instructional materials to support the project-based learning and Design Thinking; provide professional attire and access to onsite laundry as needed at the downtown campus; provide transportation passes to support daily attendance and improved academic outcomes for grades 7-12; the use of online support tools to improve achievement such as Achieve3000, Math iXL, Khan Academy, etc., yearlong Parent Institute for training, Saturday Parenting Collaborative with the Marriage & Family Therapist (MFT) at the downtown campus, 1-2 Job Shadows each year at grades 9-12; Extensive workforce development and training taught by certificated faculty grades 9-12; career exploration grades Tk-8; Year-long Internship at the Senior year; access to free, onsite UCSD undergraduate college courses in grades 11 and 12; English literacy coach to build English Proficiency; an additional Education Specialist for academic services and transitional support for exiting the Foster Care; building services support staff for day and evening cleanup to maintain the facility; provide deep cleaning and repairs during all school breaks.
Board Approved LCAP June 17, 2019 52
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.
Board Approved LCAP June 17, 2019 53
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: lcff@cde.ca.gov.
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, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter 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 California School Dashboard 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 California School Dashboard means the California School Dashboard adopted by the State Board of Education under EC Section 52064.5.
Comprehensive Support and Improvement
An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:
Board Approved LCAP June 17, 2019 54
-
● Schools Identified: Identify the schools within the LEA that have been identified for CSI.
-
● Support for Identified Schools: Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.
-
● Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.
Annual Update
The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. 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 California School Dashboard, 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.
-
Board Approved LCAP June 17, 2019 55
● 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 California School Dashboard, 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, enter 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, enter 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.
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
Board Approved LCAP June 17, 2019 56
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
List the state and/or local priorities addressed by the goal. 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 California School Dashboard, 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.
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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).
Planned Actions/Services
For each action/service, the LEA must complete either the section “For Actions/Services not included as contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services included as 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 entering “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is entered, 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 identify “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “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 entering “Specific Schools” and identifying 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 the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must identify one of the following three options:
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● If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter “LEA-wide.”
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● If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, enter “schoolwide”.
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● If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”.
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.
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 enter “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 entering “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:
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● Enter “New Action” if the action/service is being added in any of the three years of the LCAP to meet the articulated
goal.
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● Enter “Modified Action” 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.
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● Enter “Unchanged Action” 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 enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the
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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.
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 enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections 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
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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:
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● 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.
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● 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:
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● 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.
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● 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:
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Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
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Pupils in the school district have sufficient access to the standards-aligned instructional materials; and
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School facilities are maintained in good repair.
Priority 2: Implementation of State Standards addresses:
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The implementation of state board adopted academic content and performance standards for all students, which are:
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English Language Arts – Common Core State Standards (CCSS) for English Language Arts
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Mathematics – CCSS for Mathematics
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English Language Development (ELD)
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Career Technical Education
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Health Education Content Standards
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History-Social Science
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Model School Library Standards
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Physical Education Model Content Standards
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Next Generation Science Standards
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Visual and Performing Arts
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World Language; and
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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:
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The efforts the school district makes to seek parent input in making decisions for the school district and each individual school site;
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How the school district will promote parental participation in programs for unduplicated pupils; and
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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:
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Statewide assessments;
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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;
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The percentage of English learner pupils who make progress toward English proficiency as measured by the English Language Proficiency
Assessments for California (ELPAC);
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The English learner reclassification rate;
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The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and
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The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any
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subsequent assessment of college preparedness.
Priority 5: Pupil Engagement as measured by all of the following, as applicable:
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School attendance rates;
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Chronic absenteeism rates;
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Middle school dropout rates;
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High school dropout rates; and
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High school graduation rates;
Priority 6: School Climate as measured by all of the following, as applicable:
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Pupil suspension rates;
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Pupil expulsion rates; and
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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:
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A broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable;
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Programs and services developed and provided to unduplicated pupils; and
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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.
Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:
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Workingwiththecountychildwelfareagencytominimizechangesinschoolplacement
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Providingeducation-relatedinformationtothecountychildwelfareagencytoassistinthedeliveryofservicestofosterchildren,including
educational status and progress information that is required to be included in court reports;
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Respondingtorequestsfromthejuvenilecourtforinformationandworkingwiththejuvenilecourttoensurethedeliveryandcoordinationof
necessary educational services; and
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Establishingamechanismfortheefficientexpeditioustransferofhealthandeducationrecordsandthehealthandeducationpassport.
Local Priorities address:
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Local priority goals; and
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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 K-8 students who were absent 10 percent or more of the school days excluding students who were:
(A) enrolled less than 31 days
(B) enrolled at least 31 days but did not attend at least one day
(C) flagged as exempt in the district attendance submission. K-8 students are considered to be exempt if they:
(i) are enrolled in a Non-Public School
(ii) receive instruction through a home or hospital instructional setting (iii) are attending a community college full-time.
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(2) The number of students who meet the enrollment requirements.
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(3) Divide (1) by (2).
(b) “High school dropout rate” shall be calculated as follows:
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(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.
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(2) The total number of cohort members.
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(3) Divide (1) by (2).
(c) “High school graduation rate” shall be calculated as follows:
(1) For a 4-Year Cohort Graduation Rate:
(A) The number of students in the cohort who earned a regular high school diploma by the end of year 4 in the cohort.
(B) The total number of students in the cohort. (C) Divide (1) by (2).
(2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate:
(A) The number of students who either graduated as grade 11 students or who earned any of the following:
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(i) a regular high school diploma
(ii) a High School Equivalency Certificate
(iii) an adult education diploma
(iv) a Certificate of Completion and was eligible for the California Alternative Assessment if under the age of 20.
(B) The number of students in the DASS graduation cohort.
(C) Divide (1) by (2).
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(d) “Suspension rate” shall be calculated as follows:
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(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).
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(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).
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(3) Divide (1) by (2).
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(e) “Expulsion rate” shall be calculated as follows:
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(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).
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(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).
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(3) Divide (1) by (2).
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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?
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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?
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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?
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4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?
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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?
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6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?
Guiding Questions: Stakeholder Engagement
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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, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?
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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?
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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?
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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?
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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?
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6) What specific actions were taken to consult with pupils to meet the requirements of 5 CCR Section 15495(a)?
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7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported
improved outcomes for pupils, including unduplicated pupils, r elated to the state priorities?
Guiding Questions: Goals, Actions, and Services
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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)?
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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)?
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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)?
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4) What are the LEA’s goal(s) to address any locally-identified priorities?
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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.)?
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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?
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7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the
LCAP?
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8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each
state or local priority?
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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?
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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, January 2019
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