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LCAP

WPCS LCAP Information

Title 5. EDUCATION

Division 1. California Department of Education

Chapter 14.5. Local Control Funding Formula

Subchapter 1. Local Control Funding Formula Spending Regulations for Supplemental and Concentration Grants and Local Control and Accountability Plan Template

Article 1. Local Control and Accountability Plan and Spending Requirements for Supplemental and Concentration Grants

 

§ 15494. Scope.

      (a) This chapter applies to all local educational agencies (LEAs) as defined in section 15495(d).

      (b) Funding restrictions specified in Education Code section 42238.07 apply to local control funding formula (LCFF) funds apportioned on the basis of unduplicated pupils pursuant to Education Code sections 2574, 2575, 42238.02, and 42238.03.

      (c) The local control and accountability plan (LCAP) shall demonstrate how services are provided according to this chapter to meet the needs of unduplicated pupils and improve the performance of all pupils in the state priority areas.

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

 

§ 15495. Definitions.

      In addition to those found in Education Code sections 2574, 42238.01, and 42238.02, the following definitions are provided:

      (a) “Consult with pupils,” as used in Education Code sections 52060, 52066, and 47606.5, means a process to enable pupils, including unduplicated pupils and other numerically significant pupil subgroups, to review and comment on the development of the LCAP. This process may include surveys of pupils, forums with pupils, pupil advisory committees, or meetings with pupil government bodies or other groups representing pupils.

      (b) “English learner parent advisory committee,” as used in Education Code sections 52063 and 52069 for those school districts or schools and programs operated by county superintendents of schools whose enrollment includes at least 15 percent English learners and at least 50 pupils who are English learners, shall be composed of a majority of parents, as defined in subdivision (e), of pupils to whom the definition in Education Code section 42238.01(c) applies. A governing board of a school district or a county superintendent of schools shall not be required to establish a new English learner parent advisory committee if a previously established committee meets these requirements.

      (c) “Local control and accountability plan (LCAP)” means the plan created by an LEA pursuant to Education Code sections 47606.5, 52060, or 52066, and completed in conformance with the LCAP and annual update template found in section 15497.5.

      (d) “Local educational agency (LEA)” means a school district, county office of education, or charter school.

      (e) “Parents” means the natural or adoptive parents, legal guardians, or other persons holding the right to make educational decisions for the pupil pursuant to Welfare and Institutions Code section 361 or 727 or Education Code sections 56028 or 56055, including foster parents who hold rights to make educational decisions.

      (f) “Parent advisory committee,” as used in Education Code sections 52063 and 52069, shall be composed of a majority of parents, as defined in subdivision (e), of pupils and include parents of pupils to whom one or more of the definitions in Education Code section 42238.01 apply. A governing board of a school district or a county superintendent of schools shall not be required to establish a new parent advisory committee if a previously established committee meets these requirements, including any committee established to meet the requirements of the federal No Child Left Behind Act of 2001 (Public Law 107-110) pursuant to Section 1112 of Subpart 1 of Part A of Title I of that act.

      (g) “Prior year” means one fiscal year immediately preceding the fiscal year for which an LCAP is approved.

      (h) “Services” as used in Education Code section 42238.07 may include, but are not limited to, services associated with the delivery of instruction, administration, facilities, pupil support services, technology, and other general infrastructure necessary to operate and deliver educational instruction and related services.

      (i) “State priority areas” means the priorities identified in Education Code sections 52060 and 52066. For charter schools, “state priority areas” means the priorities identified in Education Code section 52060 that apply for the grade levels served or the nature of the program operated by the charter school.

      (j) “Subgroup” means the numerically significant pupil subgroups identified pursuant to Education Code section 52052.

      (k) “to improve services” means to grow services in quality.

      (l) “to increase services” means to grow services in quantity.

      (m) “unduplicated pupil” means any of those pupils to whom one or more of the definitions included in Education Code section 42238.01 apply, including pupils eligible for free or reduced price meals, foster youth, and English learners.

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

 

§ 15496. Requirements for LEAs to Demonstrate Increased or Improved Services for Unduplicated Pupils in Proportion to the Increase in Funds Apportioned for Supplemental and Concentration Grants.

      (a) An LEA shall provide evidence in its LCAP to demonstrate how funding apportioned on the basis of the number and concentration of unduplicated pupils, pursuant to Education Code sections 2574, 2575, 42238.02, and 42238.03 is used to support such pupils. This funding shall be used to increase or improve services for unduplicated pupils as compared to the services provided to all pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils as required by Education Code section 42238.07(a)(1). An LEA shall include in its LCAP an explanation of how expenditures of such funding meet the LEA’s goals for its unduplicated pupils in the state priority areas. An LEA shall determine the percentage by which services for unduplicated pupils must be increased or improved above services provided to all pupils in the fiscal year as follows:

      (1) Estimate the amount of the LCFF target attributed to the supplemental and concentration grants for the LEA calculated pursuant to Education Code sections 42238.02 and 2574 in the fiscal year for which the LCAP is adopted.

      (2) Estimate the amount of LCFF funds expended by the LEA on services for unduplicated pupils in the prior year that is in addition to what was expended on services provided for all pupils. The estimated amount of funds expended in 2013-14 shall be no less than the amount of Economic Impact Aid funds the LEA expended in the 2012-13 fiscal year.

      (3) Subtract subdivision (a)(2) from subdivision (a)(1).

      (4) Multiply the amount in subdivision (a)(3), by the most recent percentage calculated by the Department of Finance that represents how much of the statewide funding gap between current funding and full implementation of LCFF is eliminated in the fiscal year for which the LCAP is adopted.

      (5) Add subdivision (a)(4) to subdivision (a)(2).

      (6) Subtract subdivision (a)(5) from the LEA’s total amount of LCFF funding pursuant to Education Code sections 42238.02 and 2574, as implemented by Education Code sections 42238.03 and 2575 respectively, excluding add-ons for the Targeted Instructional Improvement Grant program and the Home to School Transportation program, in the fiscal year for which the LCAP is adopted.

      (7) Divide the amount in subdivision (a)(5) by the amount in subdivision (a)(6).

      (8) If the calculation in subdivision (a)(3) yields a number less than or equal to zero or when LCFF is fully implemented statewide, then an LEA shall determine its percentage for purposes of this section by dividing the amount of the LCFF target attributed to the supplemental and concentration grant for the LEA calculated pursuant to Education Code sections 42238.02 and 2574 in the fiscal year for which the LCAP is adopted by the remainder of the LEA’s LCFF funding, excluding add-ons for the Targeted Instructional Improvement Grant program and the Home to School Transportation program.

      (b) This subdivision identifies the conditions under which an LEA may use funds apportioned on the basis of the number and concentration of unduplicated pupils for districtwide, schoolwide, countywide, or charterwide purposes: Pursuant to Education Code section 42238.07(a)(2), an LEA may demonstrate it has increased or improved services for unduplicated pupils under subdivision (a) of this section by using funds to upgrade the entire educational program of a schoolsite, a school district, a charter school, or a county office of education as follows:

      (1) A school district that has an enrollment of unduplicated pupils of 55 percent or more of the district’s total enrollment in the fiscal year for which an LCAP is adopted or in the prior year may expend supplemental and concentration grant funds on a districtwide basis. A school district expending funds on a districtwide basis shall do all of the following:

      (A) Identify in the LCAP those services that are being funded and provided on a districtwide basis.

      (B) Describe in the LCAP how such services are principally directed towards, and are effective in, meeting the district’s goals for its unduplicated pupils in the state and any local priority areas.

      (2) A school district that has an enrollment of unduplicated pupils less than 55 percent of the district’s total enrollment in the fiscal year for which an LCAP is adopted may expend supplemental and concentration grant funds on a districtwide basis. A school district expending funds on a districtwide basis shall do all of the following:

      (A) Identify in the LCAP those services that are being funded and provided on a districtwide basis.

      (B) Describe in the LCAP how such services are principally directed towards, and are effective in, meeting the district’s goals for its unduplicated pupils in the state and any local priority areas.

       (C) Describe how these services are the most effective use of the funds to meet the district’s goals for its unduplicated pupils in the state and any local priority areas. The description shall provide the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory.

      (3) A school district that has an enrollment of unduplicated pupils at a school that is 40 percent or more of the school’s total enrollment in the fiscal year for which an LCAP is adopted or in the prior year may expend supplemental and concentration grant funds on a schoolwide basis. A school district expending funds on a schoolwide basis shall do all of the following:

      (A) Identify in the LCAP those services that are being funded and provided on a schoolwide basis.

      (B) Describe in the LCAP how such services are principally directed towards, and are effective in, meeting the district’s goals for its unduplicated pupils in the state and any local priority areas.

      (4) A school district that has an enrollment of unduplicated pupils that is less than 40 percent of the schoolsite’s total enrollment in the fiscal year for which an LCAP is adopted may expend supplemental and concentration grant funds on a schoolwide basis. A school district expending funds on a schoolwide basis shall do all of the following:

      (A) Identify in the LCAP those services that are being funded and provided on a schoolwide basis.

      (B) Describe in the LCAP how such services are principally directed towards, and are effective in, meeting the district’s goals for its unduplicated pupils in the state and any local priority areas.

      (C) Describe how these services are the most effective use of the funds to meet the district’s goals for its unduplicated pupils in the state and any local priority areas. The description shall provide the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory.

      (5) A county office of education expending supplemental and concentration grant funds on a countywide basis or a charter school expending supplemental and concentration grant funds on a charterwide basis shall do all of the following:

      (A) Identify in the LCAP those services that are being funded and provided on a countywide or charterwide basis.

      (B) Describe in the LCAP how such services are principally directed towards, and are effective in, meeting the county office of education’s or charter school’s goals for its unduplicated pupils in the state and any local priority areas, as applicable.

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

 

§ 15497. County Superintendent of Schools Oversight of Demonstration of Proportionality.

      In making the determinations required under Education Code section 52070(d)(3), the county superintendent of schools shall include review of any descriptions of districtwide or schoolwide services provided pursuant to sections 15496(b)(1) through (b)(4) when determining whether the school district has fully demonstrated that it will increase or improve services for unduplicated pupils pursuant to section 15496(a). If a county superintendent of schools does not approve an LCAP because the school district has failed to meet its requirement to increase or improve services for unduplicated pupils as specified in this section, it shall provide technical assistance to the school district in meeting that requirement pursuant to Education Code section 52071.

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

 

 

 

 

 

 

 

8-22-14 [California Department of Education]

 

§ 15497.5. Local Control and Accountability Plan and Annual Update Template.

Introduction:

LEA: Westside Preparatory Charter School              Contact: _Laura Lofgren-Principal  916-566-1991 laura.lofgren@twinriversusd.org      LCAP Year:2015-2016

Local Control and Accountability Plan and Annual Update Template

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

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

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

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

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

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

 

State Priorities

The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.

A. Conditions of Learning:

Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2)

Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)

B. Pupil Outcomes:

Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)  

C. Engagement:

Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

 

Section 1: Stakeholder Engagement

Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

Guiding Questions:

1)    How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code 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?

2)    How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?

3)    What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?

4)    What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?

5)    What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01?

6)    What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?

7)    How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

 

 

 

Involvement Process 2014-15 & Annual Update Process

Annual Update on 2014-15 & Impact on 2015-16 LCAP

Input gathered during meetings with parents, teachers, classified employees, students.

Stakeholder input meetings. (Review of data point and LCAP process/brainstorming ideas/prioritizing of ideas).

1/22/15 WPCS: Frontier SSC meeting:  LCAP Review: Data review: (attendance, CELDT, GPAs and behavior)

1/22/15 WPCS: Westside SSC meeting LCAP Review

2/5/18 PAC/DELAC LCAP meeting.

2/24/15 WPCS: Eastside SSC meeting LCAP input

2/26/15 WPCS: Frontier SSC meeting LCAP Review and Input.

4/27/15  WPCS: Community Input Meeting: Accomplishments and Suggestions (18% of families represented)

4/28/15 WPCS: 3 Site Principals:  Review of Input LCAP Revision Meeting

4/16/15 WPCS: Frontier SSC Needs Assessment

4/17/14 WPCS: Student Input: Accomplishments and Suggestions

5/1/15  WPCS: Teacher Input:  Accomplishments

5/4/15  WPCS: Eastside Student Input: Accomplishments and Suggestions

5/5/15  WPCS 7th grade: Frontier  Student Input:  Accomplishments and Suggestions

5/8/15 WPCS: Westside 7th & 8th grade Review and Input

5/12/15 WPCS: 3 Site Principals:  Input Priorities/LCAP Revision

5/21/15 WPCS: Site Principals:  Review/Revision

5/26/15 WPCS 8th grade: Frontier Students

6/2/15  WPCS: Site Principals: Review/Revision

6/8/15  WPCS: Westside SSC LCAP Revision approval

6/9/15 WPCS: Frontier  SSC LCAP Revision approval

6/9/15 WPCS: Eastside SSC LCAP Revision approval

 

 

 

 

 

 

All major groups (parents, students, teachers, staff, and community) were notified of LCAP work and meetings and given the opportunity to participate.  Input was recorded from all meetings, compiled and recorded by date and meeting.  Core Beliefs and LCAP Goals along with stakeholder input provided direction for the LCAP revision process.

 

As a result, WPCS has decided to keep the 4 LCAP goals for the 2015-16 school years which tie directly to all 8 state priorities, the 5 TRUSD Core Beliefs, the 7 WPCS core Beliefs, and the input from stakeholders.  These goals are:

Learning Extends Beyond the Classroom.

Enable Students to Meet the High Expectation of WPCS and CCSS.

Provide a Safe and Supportive Environment for Students to Thrive.

Families are an Integral Part of the Educational Process.

 

Field Study Days 6 to 4 days.

Early out Wednesday for Professional Development/Collaboration with Staff

& Professional Learning Community

Robotics added to Enrichment PLTW class

More college trips/ guest speakers

TOSAs –Teachers on Special Assignment

School Counselor/School Social Worker:  Anti-Bullying/Life Skills/Social Skills/Resources

Community Liaison supporting family involvement

Additional technology and curriculum resources

 

 

Section 2: Goals, Actions, Expenditures, and Progress Indicators

Instructions:

All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment.

Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33.

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

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary.

Goal: Describe the goal:

When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.

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

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

Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).

Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils.

Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.

Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.  

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils Re-designated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.

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

Guiding Questions:

1)    What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?

2)    What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?

3)    What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school climate)?

4)    What are the LEA’s goal(s) to address any locally-identified priorities?

5)    How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6)    What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?

7)    What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?

8)    What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?

9)    What information was considered/reviewed for individual schoolsites?

10)  What information was considered/reviewed for subgroups identified in Education Code section 52052?

11)  What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

12)  How do these actions/services link to identified goals and expected measurable outcomes?

13)  What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?

 

 

 

 

GOAL:

  1. Learning extends beyond the classroom.

Related State and/or Local Priorities:

1__  2__  3__  4_X_  5__  6__  7__  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

In order to make learning relevant and engaging for our students and apply new common core knowledge to real life situations students will have the opportunities to experience learning outside the classroom.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 1: 2015-16

Expected Annual

Measurable Outcomes:

Performance on common formative assessments, district benchmark assessments, field study reports, CAASPP, CELDT, and writing prompts will show an improvement of 3% of baseline data.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

Field trips, assemblies, guest speakers, career exploration, and service agreements

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000 LCFF CBG

 

$5,000 S/L

 

Obj  5xxx

4 Field Study Days and Community service, transportation, subs

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$500 LCFF CBG

 

Obj 5xxx

Organization, monitoring, record keeping of Charter activities for teachers and principals.  Extra duty, Stipends

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$40,000

Obj

1xxx

2xxx

3xxx

GOAL:

  1. Enable students to meet the high expectations of WPCS and CCSS

Related State and/or Local Priorities:

1__  2_X_  3__  4_X_  5_X_  6_X_  7_X_  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

WPCS continues to be in program improvement. Improved standardized test results for CELDT, EL and standardized assessments for all students are essential to measure progress for all groups.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 1: 2015-2016

Expected Annual

Measurable Outcomes:

59% of EL students improved one or more CELDT levels.  AMAO will increase one or more CELDT levels for 75% of EL students.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

 

Flexible scheduling, additional clerical, after school interventions, in school interventions with a SST, Summer school tutoring.

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000 S/C

 

$25,000 S/C

 

Obj

1xxx

2xxx

3xxx

 Academic Support in counseling.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$20,000

 

Obj

1xxx

3xxx

 

 

Enrichment, staff time, materials, contracts and student recognition.

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$30,000

 

Obj

1xxx

3xxx

4xxx

5xxx

 

Professional Development, TOSA to provide coaching.

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$52,000

 

Obj

1xxx

3xxx

 

 

Technology, Equipment, supplies, upkeep, licenses.

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$75,000

 

Obj 4xxx, 5xxx

 

Supplemental curriculum, AVID, PLTW, etc….

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$40,000

 

Obj 4xxx, 5xxx

GOAL:

  1. Provide a safe and supportive environment for students to thrive.

Related State and/or Local Priorities:

1_X_  2__  3__  4__  5__  6_X_  7__  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

WPCS must improve student engagement as measured by suspension and attendance rates and increase involvement in community service and field study days.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 1 2015-12016

Expected Annual

Measurable Outcomes:

Reduce suspensions by 1% for 2015-2016; maintain attendance rates of 97%.  Increase involvement in community service activities as measured by hours.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

Additional administrative and clerical support.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000

 

Obj

2xxx

3xxx

 

Student support for life skills, anti-bullying, community resources, crisis intervention through additional pupil personnel services staff

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$64,000

 

Obj

1xxx

3xxx

 

 

Facilities upgrade for needed improvements.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$60,000

 

Obj

4xxx

5xxx

6xxx

 

GOAL:

  1. Families are an integral part of the educational process.

Related State and/or Local Priorities:

1__  2__  3_X_  4__  5__  6_X_  7__  8__

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

Family support is a critical component of our program and successful partnership requires two-way communication, resources and opportunities.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 1 2015-12016

Expected Annual

Measurable Outcomes:

Increase parent involvement

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

Communication, face to face, newsletters, web, phone, marquees and events

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000

 

Obj

4xxx

5xxx

 

Community liaison will provide outreach to families

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$40,000

 

Obj

2xxx

3xxx

 

GOAL:

  1. Learning extends beyond the classroom.

Related State and/or Local Priorities:

1__  2__  3__  4_X_  5__  6__  7__  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

In order to make learning relevant and engaging for our students and apply new common core knowledge to real life situations students will have the opportunities to experience learning outside the classroom.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 2: 2016-2017

Expected Annual

Measurable Outcomes:

Performance on common formative assessments, district benchmark assessments, field study reports, CAASPP, CELDT, and writing prompts will show an improvement of 3% of baseline data.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

Field trips, assemblies, guest speakers, career exploration, and service agreements

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000 LCFF CBG

 

$5,000 S/L

 

Obj  5xxx

4 Field Study Days and Community service, transportation, subs

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$500 LCFF CBG

 

Obj 5xxx

Organization, monitoring, record keeping of Charter activities for teachers and principals.  Extra duty, Stipends

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$40,000

Obj

1xxx

2xxx

3xxx

GOAL:

  1. Enable students to meet the high expectations of WPCS and CCSS

Related State and/or Local Priorities:

1__  2_X_  3__  4_X_  5_X_  6_X_  7_X_  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

WPCS continues to be in program improvement. Improved standardized test results for CELDT, EL and standardized assessments for all students are essential to measure progress for all groups.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 2: 2016-2017

Expected Annual

Measurable Outcomes:

59% of EL students improved one or more CELDT levels. AMAO will increase one or more CELDT levels for 75% of EL students.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

 

Flexible scheduling, additional clerical, after school interventions, in school interventions with a SST, Summer school tutoring.

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000 S/C

 

$25,000 S/C

 

Obj

1xxx

2xxx

3xxx

 Academic Support in counseling.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$20,000

 

Obj

1xxx

3xxx

 

 

Enrichment, staff time, materials, contracts and student recognition.

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$30,000

 

Obj

1xxx

3xxx

4xxx

5xxx

 

Professional Development, TOSA to provide coaching.

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$65,000

 

Obj

1xxx

3xxx

 

 

Technology, Equipment, supplies, upkeep, licenses.

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$75,000

 

Obj 4xxx, 5xxx

 

Supplemental curriculum, AVID, PLTW, etc….

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$40,000

 

Obj 4xxx, 5xxx

GOAL:

  1. Provide a safe and supportive environment for students to thrive.

Related State and/or Local Priorities:

1_X_  2__  3__  4__  5__  6_X_  7__  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

WPCS must improve student engagement as measured by suspension and attendance rates and increase involvement in community service and field study days.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 2 2016-2017

Expected Annual

Measurable Outcomes:

Reduce suspensions by 1% for 2015-2016; maintain attendance rates of 97%.  Increase involvement in community service activities as measured by hours.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

Additional administrative and clerical support.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000

 

Obj

2xxx

3xxx

 

Student support for life skills, anti-bullying, community resources, crisis intervention through additional pupil personnel services staff

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$64,000

 

Obj

1xxx

3xxx

 

 

Facilities upgrade for needed improvements.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$60,000

 

Obj

4xxx

5xxx

6xxx

 

GOAL:

  1. Families are an integral part of the educational process.

Related State and/or Local Priorities:

1__  2__  3_X_  4__  5__  6_X_  7__  8__

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

Family support is a critical component of our program and successful partnership requires two-way communication, resources and opportunities.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 2 2016-2017

Expected Annual

Measurable Outcomes:

Increase parent involvement

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

Communication, face to face, newsletters, web, phone, marquees and events

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000

 

Obj

4xxx

5xxx

 

Community liaison will provide outreach to families

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$42,000

 

Obj

2xxx

3xxx

 

GOAL:

  1. Learning extends beyond the classroom.

Related State and/or Local Priorities:

1__  2__  3__  4_X_  5__  6__  7__  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

In order to make learning relevant, engaging for our students and apply new common core knowledge to real life situations students will have the opportunities to experience learning outside the classroom.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 3: 2017-2018

Expected Annual

Measurable Outcomes:

Performance on common formative assessments, district benchmark assessments, field study reports, CAASPP, CELDT, and writing prompts will show an improvement of 3% of baseline data.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

Field trips, assemblies, guest speakers, career exploration, and service agreements

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000 LCFF CBG

 

$5,000 S/L

 

Obj  5xxx

4 Field Study Days and Community service, transportation, subs

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$500 LCFF CBG

 

Obj 5xxx

Organization, monitoring, record keeping of Charter activities for teachers and principals.  Extra duty, Stipends

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$40,000

Obj

1xxx

2xxx

3xxx

GOAL:

  1. Enable students to meet the high expectations of WPCS and CCSS

Related State and/or Local Priorities:

1__  2_X_  3__  4_X_  5_X_  6_X_  7_X_  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

WPCS continues to be in program improvement. Improved standardized test results for CELDT, EL and standardized assessments for all students are essential to measure progress for all groups.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 3: 2017-2018

Expected Annual

Measurable Outcomes:

59% of EL students improved one or more CELDT levels.  AMAO will increase one or more CELDT levels for 75% of EL students.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

 

Flexible scheduling, additional clerical, after school interventions, in school interventions with a SST, Summer school tutoring.

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000 S/C

 

$25,000 S/C

 

Obj

1xxx

2xxx

3xxx

 Academic Support in counseling.

 

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$20,000

 

Obj

1xxx

3xxx

 

 

Enrichment, staff time, materials, contracts and student recognition.

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$30,000

 

Obj

1xxx

3xxx

4xxx

5xxx

 

Professional Development, TOSA to provide coaching.

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$65,000

 

Obj

1xxx

3xxx

 

 

Technology, Equipment, supplies, upkeep, licenses.

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$75,000

 

Obj 4xxx, 5xxx

 

Supplemental curriculum, AVID, PLTW, etc….

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

 

 

 

 

$40,000

 

Obj 4xxx, 5xxx

GOAL:

  1. Provide a safe and supportive environment for students to thrive.

Related State and/or Local Priorities:

1_X_  2__  3__  4__  5__  6_X_  7__  8_X_

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

WPCS must improve student engagement as measured by suspension and attendance rates and increase involvement in community service and field study days.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 3 2017-2018

Expected Annual

Measurable Outcomes:

Reduce suspensions by 1% for 2015-2016; maintain attendance rates of 97%.  Increase involvement in community service activities as measured by hours.

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

Additional administrative and clerical support.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000

 

Obj

2xxx

3xxx

 

Student support for life skills, anti-bullying, community resources, crisis intervention through additional pupil personnel services staff

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$64,000

 

Obj

1xxx

3xxx

 

 

Facilities upgrade for needed improvements.

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$60,000

 

Obj

4xxx

5xxx

6xxx

 

GOAL:

  1. Families are an integral part of the educational process.

Related State and/or Local Priorities:

1__  2__  3_X_  4__  5__  6_X_  7__  8__

COE only:  9__  10__

Local: Specify _____________________

Identified Need:

Family support is a critical component of our program and successful partnership requires two-way communication, resources and opportunities.

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

LCAP Year 3 2017-2018

Expected Annual

Measurable Outcomes:

Increase parent involvement

Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted

Expenditures

 

Communication, face to face, newsletters, web, phone, marquees and events

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

$20,000

 

Obj

4xxx

5xxx

 

Community liaison will provide outreach to families

 

 

 

 

 

 

 

School Wide

_X_ALL

------------------------------------------------------------------------------------

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

$42,000

 

Obj

2xxx

3xxx

 

                   
 

 

 

 

 

 

 

 

Annual Update

 

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

Guiding Questions:

1)    How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?

2)    How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

3)    How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes?

4)    What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?

5)    What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

6)    What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

 

 

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

 

Original GOAL from prior year LCAP:

  1. Learning extends beyond the classroom.

Related State and/or Local Priorities:

1__  2__  3__  4_x_  5_x_  6__  7__  8_x_

COE only:  9__  10__

Local : Specify _____________________

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

Expected Annual Measurable Outcomes:

Performance on standardized tests overall AYP 74% ELA, 62.3% math;  score on API was 878 in 2013,  Improve percentage of students who are advanced or proficient by 3% from the 2013-14 data

Actual Annual

Measurable Outcomes:

No current data available due to change in state format of test.  Will use 2015 CAASPP results for next year.

LCAP Year: 2014-2015

Planned Actions/Services

Actual Actions/Services

 

Budgeted Expenditures

 

Estimated Actual Annual Expenditures

 

1.1 Field trips, Assemblies, Guest speakers, Career Days, Service Agreements with outside vendors, Transportation

 

 

 

$22,000 LCFF

 

OBJ. 5000

 

$9,000 LCFF S/C

 

 

Field trips, Assemblies, Guest speakers, Career Days.  Actuals are less due to fewer fields were available due to scheduling conflicts

$19,131 LCFF

 

$ 0 LCFF S/C

 

Obj 5000

Scope of service:

School Wide

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

1.2 Field Study Days, Community Service, Transportation, Substitutes

 

 

 

 

 

$2,000 LCFF

OBJ.5000

Field Study Days, Community Service

Actuals are less due to no transportation costs (parents drove)

 

 

$280

 

Obj 5000

Scope of service:

School Wide

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

1.3 Organization, monitoring, record-keeping of charter activities for teachers and principals.  Extra duty for GATE, Asst. to the Principal, Principal, Lead teacher and teacher stipends. Extra clerical support

 

 

 

$42,000 LCFF

 

OBJ. 1303, 1102,1902, 3XX1

Organization , monitoring, record-keeping of charter activities for teachers and principals

 

 

 

$38,293

 

Obj

1303,1102,1902,

3xx1

 

 

 

 

Scope of service:

School Wide

 

 

Scope of service:

School Wide

 

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?

More field trips to colleges, guest speakers and more career exploration.

 

Original GOAL from prior year LCAP:

  1. Enable students to  meet the high expectations of WPCS and CCSS

Related State and/or Local Priorities:

1__  2_x_  3__  4_x_  5_x_  6_x_  7_x_  8_x_

COE only:  9__  10__

Local : Specify _____________________

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

Expected Annual Measurable Outcomes:

Share of EL who becomes English Proficient was 41%, English Learners, increase CELDT levels by one level each year. Increase percent of students who become RFEP by 3%. From the 2013-14 data. 100% of students will increase a CELDT level by one level each year for the 2014-15 school year

Actual Annual

Measurable Outcomes:

59.9% improved one or more CELDT levels. 8 were reclassified RFEP

LCAP Year: 2014-2015

Planned Actions/Services

Actual Actions/Services

 

Budgeted Expenditures

 

Estimated Actual Annual Expenditures

 

2.1 Flexible scheduling- additional clerical, Zero period, CC Math, clerical support,

GATE, ELD, after school intervention, extra clerical support

 

 

 

 

 

$20,000 LCFF

 

$15,000 LCFF Supp/Con

 

OBJ.2000,3000

Flexible scheduling- additional clerical

 

$29,047 LCFF

 

$10,167 S/C

 

Obj 2xxx, 3xxx

Scope of service:

School Wide

 

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

2.2 Academic mentoring and counseling –

.20 FTE

 

 

 

 

 

$23,000 LCFF S/C

 

$6,000 LCFF Supp/Con

 

OBJ. 1200,3000

Academic mentoring and counseling –

.20 FTE

 

 

 

 

$22,822

 

Obj

1200, 3xxx

Scope of service:

School Wide

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

2.3 Leadership/Enrichment, GATE, Transportation, substitutes, stipends and outside vendors

 

 

 

 

 

$9,000 LCFF

$20,000 LCFF Supp/Con

Obj.

1000,2000,3000,

4000,5000

 

Leadership/Enrichment, GATE.  Actual expenditures are less from S/C due to the use of community, student body and other funding.

 

 

$5,376

 

Obj

1xxx,2xxx,3xxx,4xxx,5xxx

Scope of service:

School Wide

 

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

2.4 College and Career Ready, Career Fair, and Career Exploration

 

 

 

 

 

See Goal 1 Field trips and Goal 2 counseling

College and Career Ready, Career Fair, and Career Exploration

 

 

 

See Goal 1 Field trips and Goal 2 counseling

Scope of service:

School Wide

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

2.5 Technology; equipment, supplies, software, upkeep.  Purchase Computers, software, upkeep/replacement

 

 

 

 

 

 

$45,000 LCFF

$45,00 LCFF S/C

$6,000 Title 1

Obj: 4000,5000

 

Technology; equipment, supplies, software, upkeep

 

 

 

 

$26,543 LCFF

 

$55,860 S/C

 

$0 Title 1

 

Obj 4xxx, 5xxx

Scope of service:

School Wide

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

2.6  Student Recognition, Awards assemblies, certificates, promotion

 

 

$5000 LCFF

OBJ. 4000

 

Student Recognition.  Actual expenditures are less due to the use of existing materials from prior years.

 

 

 

$2,229 LCFF

Obj 4xxx

Scope of service:

School wide

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

2.7 Supplemental Curriculum Support, Coaching and professional development.  Materials and supplies, outside vendors, Teacher stipends/extra pay and materials and supplies

Outside vendors, district TOSAs

 

 

 

$24,000 LCFF

$31,000 Title 1

$15,000 LCFF Supp/Con

 

OBJ.1000,3000,4000,5000

Supplemental Curriculum Support, Coaching and professional development.  Actual expenditures are less due to the TOSAs being covered by the district.  Charter to pay for in 2015-2016.

 

 

 

$32,592 LCFF

 

$24,000 Title 1

 

$0 S/C

 

Obj 1xxx, 3xxx, 4xxx, 5xxx

Scope of service:

School Wide

 

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

2.8 AVID, PLTW, after school tutoring, electives- math support, materials, summer school.  Computers, software, staff development, tutoring, materials and supplies

 

 

 

 

 

 

 

$68.000 LCFF Supp/Con

$22,000 Title 1

OBJ. 1000,3000,4000,5000

AVID, PLTW, after school tutoring, electives- math support, materials, summer school.

 

 

 

$36,204 S/C

 

$22,000 Title 1

 

Obj 1xxx, 3xxx, 4xxx, 5xxx

Scope of service:

School Wide

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?

Increase enrichment programs and instructional staff, TOSA support.  Students, parents and staff highly recommended the need for additional certificated pupil personal support

 

Original GOAL from prior year LCAP:

  1. Provide a safe and supportive environment for students to thrive.

Related State and/or Local Priorities:

1_x_  2__  3__  4__  5__  6_x_  7__  8_x_

COE only:  9__  10__

Local : Specify _____________________

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

Expected Annual Measurable Outcomes:

Suspensions for 12-13  school year 14 out of 439 enrollment  (3%) and 0 expulsion rates,

Attendance 97%. Will maintain the low suspension rate of 3% or less for the 2014-15 school year

 

Maintain 97% attendance rate or higher

for the 2014-15 school year

 

Actual Annual

Measurable Outcomes:

School year 12 out of 409 students 3%, met the 97% attendance rate.

LCAP Year: 2014-2015

Planned Actions/Services

Actual Actions/Services

 

Budgeted Expenditures

 

Estimated Actual Annual Expenditures

3.1 Facilities upkeep, Student desks and chairs

 

$6,000 LCFF

OBJ. 2000,4000, 5000, 6000

Facilities upkeep.  Actuals are less due to not as many items needed.

$3,493 S/C

Obj 4xxx

Scope of service:

School Wide

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

3.2  Counselor

 

 

 

 

 

See Goal 2

Counselor

 

 

 

See Goal 2

Scope of service:

School Wide

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

3.3  Extra supervision, Duty assistant

 

 

 

 

 

$6,000 LCFF

OBJ. 2000,3000

Extra supervision

 

 

 

$5,000 CBG

 

Obj 2xxx, 3xxx

Scope of service:

School Wide

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?

Continue to provide safe and supportive environment.

 

Original GOAL from prior year LCAP:

4. Families are an integral part of the educational process.

Related State and/or Local Priorities:

1__  2__  3_x_  4__  5__  6_x_  7__  8__

COE only:  9__  10__

Local : Specify _____________________

Goal Applies to:

Schools:

All

Applicable Pupil Subgroups:

All

Expected Annual Measurable Outcomes:

Families must meet  a minimum of 30 hours of parent participation in school events, volunteering and activities, 100% of the families will meet the parent participation requirements for the 2014-15 school year

Actual Annual

Measurable Outcomes:

75% of the families met the suggested parent hours

LCAP Year: 2014-2015

Planned Actions/Services

Actual Actions/Services

 

Budgeted Expenditures

 

Estimated Actual Annual Expenditures

 

4.1 Communication- face to face, newsletter, web, phone, events

 

 

 

 

 

$20,000 LCFF

OBJ. 1000,2000,3000

Communication- face to face, newsletter, web, phone, events.  Actual expenditures are less due to parent assistance and use of other funds.

$6,014 LCFF

 

Obj 1xxx, 2xxx, 3xxx

Scope of service:

School Wide

 

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

 

4.2  Communication – bilingual/translation

Translators, materials, supplies, webmaster stipend

 

 

 

 

 

 

$9,000 LCFF Supp/Con

OBJ. 1000,2000,3000

Communication – bilingual/translation.  Actual expenditures were less due to free community resources.

 

 

 

$200

 

Obj 1xxx, 3xxx

Scope of service:

School Wide

 

Scope of service:

School Wide

 

_X_ALL

 

_X_ALL

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient

__Other Subgroups:(Specify)______________

 

OR:

__Low Income pupils  __English Learners

__Foster Youth  __Re-designated fluent English proficient __Other Subgroups:(Specify)________________________

 

What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?

 

With other resources being available to provide family connection, less will be budgeted in 2015-16 for communication. Stakeholders reinforced the important of family involvement. A community liaison will be hired to coordinate family activities.

 

                           
 

 

 

Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

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

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

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

 

Total amount of Supplemental and Concentration grant funds calculated:

$______467,302_______________________

Westside Preparatory Charter School’s estimated supplemental and concentration grant funding calculated on the basis of the number and concentration of low income, foster youth and English learner pupils is $467,302.  The Charter’s unduplicated count is projected at 76.09%.

Goal 1 “Learning extends beyond the classroom.”

With an overall free and reduced rate of 72%, we recognize many of our students have had minimal opportunities to cultivate experiential knowledge.  Our Charter School has traditionally provided field study days and community exploration connections as part of our program.  We will be funding additional school-wide opportunities such as field trips, assemblies, guest speakers and career exploration to enhance exposure and increase learning with increased clerical support.  Supplemental activities will be dedicated to give our EL students and RFEP students access to language enriched opportunities.  WPCS has allocated an additional $5000 during year one, two and three on field trips and assemblies.

Goal 2: “Enable students to meet the high expectations of WPCS and Common Core State Standard.”

Our Charter School firmly believes that all students can achieve at high levels no matter what challenges or obstacles they may face given needed support.  We will be funding academic mentoring and counseling school-wide. We have allocated $20,000 from supplemental and concentration grant funds to pay for a portion of the counselor who will provide support to additional low income, EL students, foster youth and RFEP. 

We will also offer before and after school tutoring to those students in need of additional academic support.  AVID, Project Lead the Way and summer school programs will be offered. Supplemental curriculum will be purchased for our EL students, along with other research based materials. LCFF supplemental and concentration funds have $40,000 allocated to cover the cost of teacher time, materials and program costs.  

We will ensure that all students reach their potential at their individual levels through not only tutoring but also enrichment, high achiever classes and leadership opportunities.  We have allocated $30,000 for staff time, materials and contracts for supplemental program providers.  Our stakeholders recognize a need to increase student access to technology. WPCS will be funding this area with $75,000 for equipment, supplies, software and upkeep from supplemental and concentration funds.  

Fully implementing common core and strengthening our ability to differentiate for low income, EL, foster youth and RFEP will require professional development.  We have allocated $15000 for supplemental curriculum support and professional development conference fees from supplemental and concentration funds.  

We will be funding Teachers on Special Assignment (TOSA’s) to provide coaching and professional development to our staff.  An additional $65,000 will be funded.  A student support teacher will provide interventions for students in need with an emphasis on EL students.  An additional $25,000 will be allocated to cover this cost.

Goal 3: Provide a safe and supportive environment for students to thrive.

Stakeholders reinforced the need for more counseling and social/emotional support as well as family resources. We will be increasing student support through an additional pupil personnel services position, school counselor or school social worker, to enhance areas of need such as life skills, anti-bullying, crisis intervention and community resources.  An additional $64,000 of supplemental and concentration will fund this position.

Additional administrative/clerical support is required to coordinate the implementation of strategies and flexible scheduling. $20,000 has been allocated for additional clerical time.  

Facilities upgrade may be required.  An additional $60,000 will be allocated.

Goal 4: “Families are an integral part of our education process.”

Family support is a significant component of our program and a successful partnership requires critical two-way communication.  Our stakeholders prioritized a variety of strategies to reach all families.  We have allocated $20,000 for communication, website, outreach and events to supplement our EL and RFEP students and translation costs for our EL and RFEP families who require primary language assistance.  A community liaison position will be added to support family involvement.  An additional $40,000 will be allocated.

 

 

 

 

 

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

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

 

18.38

%

 

 

The services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils with a calculated minimum proportionality percentage of 18.38%. To increase achievement for these students, teachers will attend professional development focusing on AVID strategies, Common Core State Standards and Professional Learning Communities.  Services in the area of enrichment, summer school, after-school tutoring and electives will be increased.  Students will have increased access to technology.  Learning that takes place beyond the classroom via field trips, assemblies, and field study days will be provided throughout the school year. A pupil services personnel, counselor and or school social worker will be provided to support students with social/emotional needs as well as academic/career guidance.  Supplemental materials will be purchased supporting low income, foster youth and English learners to improve student achievement.  Facilities will be upgraded to accommodate services.

 

 

 

 

 

           

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

 

 

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

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

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

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

(3)  Divide (1) by (2).

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

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

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

(2)  The total number of cohort members.

(3)  Divide (1) by (2).

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

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

(2)  The total number of cohort members.

(3)  Divide (1) by (2).

 

 

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

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

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

(3)  Divide (1) by (2).

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

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

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

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

 

 

 

 

 

 

 

8-22-14 [California Department of Education]