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LCAP

2017-2018 LCAP for Westside Preparatory Charter School

 

LCAP Year

X 2017–18    2018–19    2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Westside Preparatory Charter School

Contact Name and Title

Renee Scott-Femenella, Principal

Email and Phone

Renee.Scott-Femenella@twinriversusd.org

(916) 566-1860

           

 

 

2017-20 Plan Summary

 

THE STORY

Briefly describe the students and community and how the LEA serves them.

The Westside Preparatory Charter School (WPCS) serves approximately 350 students at three separate campuses, 1) Eastside; 2) Frontier; 3) Westside and works together as one school. These campuses are located in Twin Rivers Unified School District across a geographical span north of Sacramento.  Current demographics show that our student population 7.6% EL students with 32.3% RFEP and 3.9% special education. We have 74% classified as socio-economically disadvantaged. Our LCFF unduplicated count is 74.2% with a majority (27%) of our students speaking Spanish. Other languages are Russian, Ukrainian, Hmong, Arabic, Khmer, Vietnamese and Punjabi.  Our student population is made up of many ethnicities, with the majority of our students, 42%, identifying as Hispanic/Latino, White 38%, Asian 6.2%, African American 6.2% and Two or more races 5.1%.    

Our students come to our charter from our own district and surrounding communities. We serve 7th and 8th grades.

 

LCAP HIGHLIGHTS

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

Through analysis of our data and input from staff and stakeholders, we will continue to the following goal areas: 

Goal 1:  Learning Extends Beyond the Classroom

Goal 2: Enable Students to Meet the High Expectations of WPCS and Common Core State Standards

Goal 3:  Provide a Safe and Supportive Environment for Students to Thrive

Goal 4: Families are an Integral Part of the Education Process.

 

REVIEW OF PERFORMANCE

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

GREATEST PROGRESS

Our greatest progress was in the area of academics both Schoolwide and for our EL population.  In Goal 1, according to the CAASPP data, student achievement increased in both ELA and Math. In ELA our goal was to have 60% proficiency. We exceed this by 5%.  In Math our goal was to have 45% proficiency. We exceed this goal by 3%.

 

English Language Arts (Student Group five by five placement)

LEVEL

Declined Significantly by more than 15 points

Declined                    by 1 to 15 points

Maintained  Declined by  less than 1 point or increased by less than 7 points

Increased by 7 to less than 20 points

Increased Significantly by 20 points or More

Very High                45 or more points above

 

 

 

 

 

High                           10 points or below to less than 45 points above

 

 

 

Socioeconomically Disadvantaged              

 All Students             (School Placement)                     White           Hispanic or Latino

Medium                      5 points below to 10 points above

 

 

 

 

* English Learners

Low                            More than 5 points below to 70 points below

 

 

 

 

 

Very Low                  More than 70 points below

 

 

 

 

 

 

 

Mathematics (Student Group five by five placement)

LEVEL

Declined Significantly by more than 10 points

Declined                    by 1 to 10 points

Maintained  Declined by  less than 1 point or increased by less than 5 points

Increased by 5 to less than 15 points

Increased Significantly by 15 points or More

Very High                35 or more points above

 

 

 

 

 

High                           5 points or below to less than 35 points above

 

 

 

 

* All Students             (School Placement)                    * White

Medium                     More than 5 points below to 25 points below

 

 

 

 

* Socioeconomically Disadvantaged                 * Hispanic or Latino

Low                            More than 25 points below to 95 points below

 

 

 

* English Learners

 

Very Low                  More than 95 points below

 

 

 

 

 

 

We will build on this success by continuing to focus on the four goals with an emphasis on assisting students at risk of not succeeding through academic success planning. We also made growth through differentiating with supplemental curriculum to meet the diverse needs of students.  We will expand the after school programs that offer both intervention and tutoring along with enrichment opportunities.

 

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

GREATEST NEEDS

WPCS did not have any areas in the red or orange categories.

In Goal 3, we did not reduce our suspensions by 1%. Instead, we increased from 2.2% suspensions in 15-16 to 3.5% suspensions in 16-17. Despite this increase, we are listed as green on the California Dashboard since our suspensions are low in comparison to state data.

 

Suspensions (Student Group five by five placement)

LEVEL

Increased Significantly by greater than 4.0%

Increased                  by 0.3% to 4.0%

Maintained  Declined or increased by less than 0.3%

Declined                    by 0.3% to less than 3.0%

Declined Significantly by 3.0% or greater

Very Low                  0.5% or less

N/A

 

 

 

 

Low                            greater than 0.5% to 2.0%

N/A

 

 

 

 

Medium                      greater than 2.0% to 8.0%

 

 

 

All Students  (School Placement)

Socioeconomically Disadvantaged  Hispanic or Latino White             

High                           greater than 8.0% to 12.0%

 

 

 

 

 

Very High                greater than 12.0%

 

 

 

 

 

 

We recognize that some of our students have great social emotional needs which is the reason WPCS funds supplemental services of counselor/social workers. This was our first year of each campus having a full-time counselor or social worker.  Based on stakeholder input, this service was highly valued.  We will expand the services in this area to assist students through asset development such as bonding.  We will be exploring mentorship opportunities and will continue to offer individual, small group, class presentations in life skills, anti-bullying, conflict resolution, drug/alcohol prevention. We will also be analyzing data in the areas of attendance, behavior and academics to align our interventions to meet needs including subgroups.

 

 

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

PERFORMANCE GAPS

Based on the state indicators, math proficiency was blue for all students but yellow for EL students. This gap of two performance levels for our EL students will be addressed through math support during in-class time and after school tutoring.  Supplemental math curriculum will provide additional differentiation for EL students. 

 

Mathematics (Student Group five by five placement)

LEVEL

Declined Significantly by more than 10 points

Declined                    by 1 to 10 points

Maintained  Declined by  less than 1 point or increased by less than 5 points

Increased by 5 to less than 15 points

Increased Significantly by 15 points or More

Very High                35 or more points above

 

 

 

 

 

High                           5 points or below to less than 35 points above

 

 

 

 

* All Students             (School Placement)                    * White

Medium                     More than 5 points below to 25 points below

 

 

 

 

* Socioeconomically Disadvantaged                 * Hispanic or Latino

Low                            More than 25 points below to 95 points below

 

 

 

* English Learners

 

Very Low                  More than 95 points below

 

 

 

 

 

 

 

INCREASED OR IMPROVED SERVICES

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

A significant aspect of our plan is to extend learning beyond the classroom in ways that strengthen Common Core State Standards.  This builds background knowledge and helps our low-income (74%) and EL (7.6%) connect learning to experiences. There are currently no foster youth.

 

The extended day activities, field trips and/or assemblies will be aligned with both our curriculum and CCSS based on formative and benchmark assessments along with identified needs.  Next Generation Science Standards will be supported by additional professional development, supplemental materials and implementation of cross – curricular strategies.

 

Social emotional learning strategies built on restorative practices, mindfulness and asset development will provide resources and activities to strengthen our students in need with differentiated support for those who exhibit at risk and/or high risk indicators.  Mentoring opportunities, additional community service and guest speakers are incorporated into additional actions. Counselors and social workers will expand family involvement by offering services and resources to support parenting strategies.

 

BUDGET SUMMARY

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

 

DESCRIPTION

AMOUNT

Total General Fund Budget Expenditures for LCAP Year

$ within the Twin Rivers USD budget

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

$ 543,350

 

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

 

 

Supplemental/Concentration = $ 543,350

Total Projected LCFF Revenues for LCAP Year

 

 

Annual Update

LCAP Year Reviewed:   2016-2017

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

   Learning extends beyond the classroom

State and/or Local Priorities Addressed by this goal:

STATE  1   2    3   X 4   X 5    6    7   X 8  

COE        9   10

LOCAL  WPCS Core Belief 5: Learning extends beyond the classroom and students need opportunities to enrich their education with a variety of experiences.

WPCS Core Belief 6: Students benefit by actively participating in the well-being of the larger community.

ANNUAL MEASURABLE OUTCOMES

EXPECTED

ACTUAL

60% or more of all students will meet or exceed proficiency in ELA and 45% or more will meet or exceed proficiency in math on the CAASPP.

 65% of all students met or exceeded proficiency in ELA and 48% met or exceeded proficiency in math on the 2016 CAASPP.

       

 

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.

Draft

Action

1.1

 

Empty Cell

Actions/Services

PLANNED

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

ACTUAL

Over 30 field trips and assemblies were provided this year. Examples are field trips to theatres – B Street, Music Circus, Harris Center, local high schools. Extended field trips also took place such as a trip to Los Angeles’ Museum of Tolerance. Guest speakers presented to our students on college and career readiness with medical, legal, banking professionals giving their time. Counselors presented on career interests.  Career exploration activities such as trips to colleges were held. Students went to UC Davis and CSU Chico in addition to local campuses. Transportation was provided to these. Service agreements provided the contract for some of these activities. Counselors coordinated the PSAT exam to help students assess to prepare for academic requirements of college.

Expenditures

BUDGETED

$60,000 S/C

 

Object code  5xxx

ESTIMATED ACTUAL

$26,909 S/C

 

Object code  5xxx

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.

Draft

Action

1.2

 

Empty Cell

Actions/Services

PLANNED

4 Field Study Days and Community service, transportation, subs

ACTUAL

There were four field study days. Two of these days also extended opportunities through field trips to San Francisco Aquarium and Lawrence Hall of Science.  Transportation was provided.  Students were also able to create their own field study experiences such as job shadowing a professional or visiting local museums. 

 

Community service opportunities were provided both by the school and also developed by individuals.  Clean up was done by students at the American River Parkway and also at local creeks. Students worked at food banks and collected food for organizations such as Ruby’s Baskets, leukemia, UNICEF.  Students generated their own opportunities through their faith organizations and other community agencies such as the SPCA.

 

Substitutes were not required since these took place either on the weekend, after school hours or on designated field study days.

 

Expenditures

BUDGETED

$500 S/C

 

Object code 5xxx

ESTIMATED ACTUAL

$1,526 S/C

 

Object code 5xxx

 

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.

Draft

Action

1.3

 

Empty Cell

Actions/Services

PLANNED

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

 

ACTUAL

Charter school has many extra-curricular activities and additional requirements.  Charter staff receive a stipend to provide these above and beyond opportunities. Stipends are given to lead teachers for organization and staff for coordination of community service, parent involvement, instructional leadership, student leadership, events and monitoring/record keeping of charter requirements.  Extra clerical time is also given to staff.  Principals did not receive extra pay for extra duties.

Expenditures

BUDGETED

$50,000 S/C

 

Object code

1xxx,   2xxx,   3xxx

ESTIMATED ACTUAL

$24,748 S/C

 

Object code

1xxx,   2xxx,   3xxx

 

 

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.

Empty Cell

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

 Field trips, assemblies, guest speakers, career exploration, and service agreements were provided. Four field study days, community service, transportation were provided.

Charter activities were organized and monitored by teachers and principals. Records were kept.  Extra duty and stipends were paid to teachers and clerical staff.

 

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

According to CAASP data, student achievement increased in both ELA and Math. We anticipate an increase on CAASP this spring as well. These actions/services helped to make learning relevant and engaging for student. They were able to apply common core knowledge to real life situations, enabling them to have opportunities to experience learning outside of the classroom.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

1.1 Significantly less money was spent on field trips, assemblies, services agreements and transportation. This was due to use of Title 1, AVID and Any Given Child grant funds in lieu of supplemental/concentration funds. 

1.2 Originally the responsibility to plan and attend field study day trips belonged to families. We recognized that some were not able to maximize their experiences due to family circumstances. We added two field trips so that there would be a school option. This caused on increase in funds. 1.3 There was a significant difference in the extra pay and stipends for organization and monitoring of charter activities. This was due to the use of Title 1. Plans to add extra days for principals to organize did not happen which effected planned expenditures.  

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

We plan to adjust the metrics so that they are more closely aligned to the actions/services in this goal such as California Model 5X5 Grids, PSAT, field study participation and rubrics, field trip/assemblies and related local assessments.  We will continue to explore offering meaningful and enriching opportunities for field study days organized by the school staff and parents. We will adjust the allocated funds to account for other funding sources based on preliminary plans and LCAP stakeholder feedback. We will move Goal 1 to become Goal 2. We changed the order of action plans.

 

 

 

Goal 2

Enable students to meet the high expectations of WPCS and CCSS

State and/or Local Priorities Addressed by this goal:

STATE   1  X 2    3   X 4   X 5   X 6   X 7   X 8  

COE        9   10

LOCAL  WPCS Core Belief 1: Students are capable of meeting the high expectations held of them.

WPCS Core Belief 2: Students should be encouraged and held accountable for working at their highest potential.

WPCS Core Belief 3: Teachers and students need time and flexibility to address student’s academic, social and emotional needs.

ANNUAL MEASURABLE OUTCOMES

EXPECTED

ACTUAL

AMAO 1 growth will be maintained at 78% for all EL students. EL English reclassification rates will increase at least 3 percent from 15-16 data.

 

RFEP will demonstrate CAASPP proficiency at or above schoolwide rates.

AMAO 1 growth was 88.9% for all EL Students (19 of 27 students). EL reclassification rate grew from 20% to 78.4%, which is a 58.4% increase.

 

RFEP students demonstrated 66% proficiency on ELA compared to 65% and 51% proficiency on Math compared to 48% which is above the schoolwide average.

       

 

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.

Draft

Action

2.1

 

Empty Cell

Actions/Services

PLANNED

Flexible scheduling, additional clerical, after school interventions, summer school tutoring

ACTUAL

School interventions were provided before and after school in the areas of ELA, Math and Science. Summer school did not occur at our school. Interventions took place after the instructional day so flexing the schedule was not needed.

Expenditures

BUDGETED

$30,000     Title I

 

Object code  1xxx,  2xxx, 3xxx

ESTIMATED ACTUAL

$11,430 S/C

$18,346 Title 1

 

Object code  1xxx,  2xxx, 3xxx

 

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.

Draft

Action

2.2

 

Empty Cell

Actions/Services

PLANNED

Academic Support in counseling.

 

ACTUAL

Approximately 25% of our counselors/social workers time was spent to provide academic support to students based on needs to meet the high expectations of WPCS.  They met to review grades and come up with strategies for success at least three times per year for identified students. They monitored progress and also involved the family and teacher in creating academic success plans.  An estimated one third of all students were able to receive specific support to adjust goals and cultivate strategies through the development of these plans.

 

Expenditures

BUDGETED

$44,000 S/C

 

Object code 1xxx,  3xxx

ESTIMATED ACTUAL

$45,098 S/C

 

Object code 1xxx,  3xxx

 

 

 

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.

Draft

Action

2.3

 

Empty Cell

Actions/Services

PLANNED

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

ACTUAL

After school clubs such as an art, guitar, yearbook, science and technology were held. Contracts with local providers gave students additional enrichment such as Star Nova Kaboom Science, survival skills. Motivational speakers such as Sami Kager provided health and motivation through exercise circuits. Skate nights and dances were held. Staff coordinated these activities and needed materials were purchased.   Students were recognized at assemblies for academics, effort, community service and other attributes of character or success.

Expenditures

BUDGETED

$15,000 S/C

 

Object code

1xxx,  3xxx,  4xxx,  5xxx

ESTIMATED ACTUAL

$29,340 S/C

 

Object code

1xxx, 3xxx, 4xxx, 5xxx

 

 

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.

Draft

Action

2.4

 

Empty Cell

Actions/Services

PLANNED

Professional Development/Conferences, Collaboration and TOSA to provide coaching.

ACTUAL

Staff were supported through the TOSA, Professional Learning Communities and professional development.

A .5 FTE Teacher on Special Assignment (TOSA) rotated support to individual teachers provided coaching, lesson demonstrations and planning, resource development in standards and related implementation through instruction.  Staff met twice a month in Professional Learning Communities (PLC) by subject area to collaborate on data results, common formative assessments, instructional strategies, and share resources.  The TOSA also supported the PLCs. A limited number of conferences were attended this year, such as NGSS Science and Literacy workshops.

Expenditures

BUDGETED

$90,000 S/C

 

Object code

1xxx,  3xxx

 

ESTIMATED ACTUAL

$66.660 S/C

 

Object code

1xxx,  3xxx

 

 

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.

Draft

Action

 2.5

 

Empty Cell

Actions/Services

PLANNED

Technology, Equipment, supplies, upkeep, licenses.

ACTUAL

Technology was upgraded along with needed equipment and supplies. A computer lab was established in order to upgrade devices to meet the needs of current software.  Class sets were supplemented with additional computers to bring the ratio up to one computer for each student. Licenses were purchased such as TurnItin, iReady ELA.

Expenditures

BUDGETED

$25,000 S/C

 

Object code 4xxx, 5xxx

ESTIMATED ACTUAL

$35,949 S/C

 

Object code 4xxx, 5xxx

 

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.

Draft

Action

2.6

 

Empty Cell

Actions/Services

PLANNED

Supplemental curriculum, AVID, PLTW, etc.….

ACTUAL

Supplemental curriculum in ELA, science and math was purchased such as Junior Scholastic and Scholastic Math. The AVID newsletter was funded along with AVID kits. This assisted with providing schoolwide AVID strategies.   Project Lead the Way kits were purchased.

Expenditures

BUDGETED

$18,000 S/C

 

Object code 4xxx, 5xxx

ESTIMATED ACTUAL

$40,346 S/C

 

Object code 4xxx, 5xxx

 

 

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.

Empty Cell

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

Additional clerical and after school interventions occurred. Flexible scheduling was not needed.

Enrichment and recognition activities were held.  Staff time, materials and contracts supported this. Enrichment activities and recognition strengthened student achievement. A TOSA supported staff through professional development as well as collaborated as a Professional Learning Community.  Staff attended conferences in academic areas.

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

 As a result of the services and actions provided, the goals were exceeded in the metrics described above. Tutoring and academic counseling assisted students in meeting their goals and raising their GPAs.  Enrichment expanded background knowledge and enhanced critical/creative thinking. Staff was able to effectively collaborate and develop curriculum based on current data and common core standards.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

2.1 We budgeted our flexible scheduling, additional clerical and school interventions under Title 1 only.  We realized that we needed to fund some of the school interventions under Title 1 and used Supplemental/Concentration for extra clerical and additional intervention areas.  We did not have summer school which would have increased costs by $3000 under Title 1.

2.3 We exceeded the amount on enrichment, staff time, materials, contracts and student recognition because we wanted to extended more opportunities for meaningful learning experiences and relevancy of academics.  Additional supplies such as science lab supplies and enrichment programs were funded.

2.4 We expended less than planned under professional development conferences due to the availability of staff development that did not require this funding.

2.5 More funds were expended under technology as we upgraded a student computer lab.

2.6 Additional supplemental curriculum was added for Project Lead the Way and ELA interventions. This increased the actual expenditures in this area.

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.

We will change the metric used in this goal to align with all students instead of only the EL students, which only constitute 16% of current enrollment. CAASP ELA and Math assessments will measure the ability of all students to meet the high expectations. We anticipate that we will still need to upgrade technology and provide professional development based on academic needs.  We will continue to supplement curriculum with enrichment and intervention. We moved Goal 2 to become Goal 1. Actions and services were also re-ordered.

 

Goal 3

 Provide a safe and supportive environment for students to thrive.

State and/or Local Priorities Addressed by this goal:

STATE  X 1    2    3    4   X 5   X 6    7   X 8  

COE        9   10

LOCAL  WPCS Core Belief 3: Teachers and students need time and flexibility to address student’s academic, social and emotional needs.

WPCS Core Belief 4: Students thrive in environments that safe and supportive.

ANNUAL MEASURABLE OUTCOMES

EXPECTED

ACTUAL

Reduce suspensions by 1% for 2016-2017; maintain attendance rates of 97%.  Increase involvement in community service activities as measured by hours to increase by 5%.

There were 3 suspensions in 2015-16 and 14 suspensions in 2016-17 for August through March which is a significant increase. Attendance exceeded at 97.31%. Community service hours for trimester 1 in 2015-16 was 67%, compared to 2016-17 at 82.5%. This is an increase of 15.5%.

 

       

 

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.

Draft

Action

3.1

 

Empty Cell

Actions/Services

PLANNED

Additional administrative and clerical support.

ACTUAL

Additional clerical support was given.  Clerical staff time was supplemented to extend daily hours.  Administrative support was not funded.

Expenditures

BUDGETED

$20,000 S/C

 

Object code 2xxx,  3xxx

ESTIMATED ACTUAL

$6,506 S/C

 

Object code 2xxx,  3xxx

 

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.

Draft

Action

3.2

 

Empty Cell

Actions/Services

PLANNED

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

ACTUAL

Approximately 75% of counselor/social workers time was spent to give students support in social emotional learning areas. Counselor/social workers supported students through counseling groups and individual counseling, life skills, anti-bullying, community resources and crisis intervention. Examples of this were weekly counseling groups that covered team-building, identifying triggers, self-esteem, asset development, stress-relief, communication skills and mindfulness. Individual counseling supported emotional and social development as well as crisis management. Class presentations were given on areas such as cyber-bullying, managing stress, relaxation techniques.

Expenditures

BUDGETED

$131,000 S/C

 

Object code 1xxx,  3xxx

ESTIMATED ACTUAL

$135, 295 S/C

 

Object code 1xxx,  3xxx

 

 

 

 

 

 

 

 

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.

Draft

Action

3.3

 

Empty Cell

Actions/Services

PLANNED

Facilities upgrade for needed improvements.

ACTUAL

Upgrades were done to facilities to improve the safety for students. Examples of this were replace old furniture and purchasing white boards, storage containers.  In addition, campus beautification projects enhanced the supportive environment such as picnic tables, murals and benches.

Expenditures

BUDGETED

$10,000 S/C

 

Object code 4xxx,  5xxx,  6xxx

 

ESTIMATED ACTUAL

$28,386 S/C

 

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.

Empty Cell

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

Additional clerical was provided. Students received life skills and social-emotional support through conflict resolution and crisis intervention. Anti-bullying strategies and community resources helped students and families. Campus beautification and furniture upgrades to classrooms gave needed improvements to the facilities. 

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

In providing a safe supportive environment for students to thrive, students exceeded hours of community service and attendance. Suspension rates, however, did increase.  This was due to severity of incidents and the need for logical consequences to help students with safety and clear boundaries. Campuses were beautified and improvement gained in classrooms. Students and families responded well to the counseling and life skills support.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

3.1 We did not need as much funding in additional clerical as originally planned and did not fund any administrative support.

 3.3 We spent more on facilities due to costs of furniture replacement for safety reasons. We also purchased storage containers to assist with managing materials and equipment. White boards to supplement classrooms were also purchased.

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.

Participation in conflict resolution and other related activities will be included in the metric for this goal. Suspension data may show needs in areas such as drug and violence prevention. This will be addressed through research based strategies and activities. Counseling activities for social emotional learning areas will be documented using data for participation and effectiveness. Mentoring for high risk students will be explored. Community service will be included under Goal 2, Learning Extends Outside the Classroom. Attendance is an area that will be further discussed to find the best actions and services to increase attendance for students with chronic absences.

 

 

 

 

 

 

 

 

Goal 4

 Families are an integral part of the educational process.

State and/or Local Priorities Addressed by this goal:

STATE   1    2   X 3    4   X 5   X  6    7   X  8  

COE        9   10

LOCAL  WPCS Core Belief 6: Students benefit by actively participating in the well-being of the larger community.

WPCS Core Belief 7: Families are an integral part of the education process and play a vital role in the success of their students.

ANNUAL MEASURABLE OUTCOMES

EXPECTED

ACTUAL

Increase parent involvement as measured by parent hours. Trimester 1 data from 57% of the 7th grade parents with 6-30+ hours to 62% and from 44% of 8th grade parents to 49%. An increase of 5%.

Parent hours for trimester 1 for 7th grade parents with 6-30+ hours was 60% and 38% for 8th grade. This represents an increase of 3% for 7th grade and decrease of 6% for 8th grade.

       

 

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.

Draft

Action

4.1

 

Empty Cell

Actions/Services

PLANNED

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

ACTUAL

Parents are encouraged to be involved with the school through expectation meetings, Back to School night and on-going communication strategies. Communication with families was accomplished through direct contact in face to face meetings and phone calls with individuals. In addition, automated phone calls were made to publicize events and share information.  Newsletters were provided to support family connection. Websites are kept current and updates are sent through email. Family events are held related to both academics and social emotional bonding. For example Family “Love a Book Night”, Family Crafts, Family Science, Family Games were events that brought everyone together. Marquees publish and remind families of important dates and times.

Expenditures

BUDGETED

$15,000 S/C

 

Object code 4xxx,  5xxx 

 

ESTIMATED ACTUAL

$23,426 S/C

 

Object code 4xxx,  5xxx , 6xxx

 

 

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.

Empty Cell

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

There was on-going communication through face to face meetings, newsletters, websites, phone calls and marquees.  Family events were held. Opportunities for parent involvement were included in communications and families volunteered at events.

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

Overall, communication has improved based on the increase of parent involvement from trimester 1 to trimester 2. This has happened despite the change where parent hours are no longer required but voluntary. 

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

4.1 Two of the campuses did not have a marquee.  This accounts for the overage from the budgeted amount to the actual amount spent as well as the need to use the object code 6xxx for equipment.

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.

We will continue to support parent involvement through communication and events. We will ensure that we have translation available for our parents at events and conferences based on significant subgroups.

 

 

 

 

Stakeholder Engagement

LCAP Year

X 2017–18    2018–19    2019–20

Empty Cell

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?

The Westside Preparatory Charter School (WPCS) is committed to the idea that meaningful stakeholder engagement is an integral part of developing an effective strategic plan.  As such, the WPCS used a variety of meetings and activities to involve stakeholders in the LCAP process including the discussion and review of goals, district data as well as proposed actions and services.

The following groups were actively involved in the development of the LCAP and annual update: School Site Council, English Learner Advisory Council, Student Leadership, teachers, parents and students

9/12/16 Governance Team discussion New Template

10/20/16 English Learner Advisory Committee  School Plan & Needs assessment

11/29/16 School Site Council LCAP & School Plan update Goals 1 & 2

12/30 WPCS Staff Meeting:  LCAP Feedback and Data review

1/17/17 School Site Council LCAP & School Plan update Goals 1 & 2 Needs assessment

1/31/17 English Learner Advisory Committee  LCAP review

2/6/17 Governance Team: LCAP process, Review of Core Beliefs

2/21/17 School Site Council LCAP & School Plan update Goals 3 & 4 Needs Assessment

3/6/17 Governance Team LCAP money, survey development

3/21/16 English Learner Advisory Committee  School Plan and Update on LCAP

3/21/17 Brief intro to SBAC assessment will be used for district and CDE dashboard indicators

3/21/17 Parent Night: PowerPoint: State Priorities, TRUSD and WPCS Core Beliefs,  WPCS Goals, Annual Review, Actions/Services, Feedback

3/21/17 LCAP survey on web site: auto call to families

3/28/17 – 4/7/17  Student Surveys

4/3/17 Governance Team:  LCAP data

4/4/17 School Site Council: LCAP update and review

4/21 Blackboard Connect- auto call

4/26/17 School Loop

5/1/17 Governance Team:  LCAP survey data

5/2/17 Student Leadership: LCAP presentation

5/2/17 School Site Council:  review planned and actual activities and cost SSC LCAP approval

 

IMPACT ON LCAP AND ANNUAL UPDATE

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

Goal 1: Learning extends beyond the classroom

Based on the feedback, most parents, staff and students think we did a great job for this goal.  A few students stated that they do not like the job shadow form and think we should reduce the field study days to 3, with one for each trimester.  Some students and parents want the school to provide all students options for field study day.  Staff believe that four field study days is the right amount and we will continue to offer these dates.  We will extend more options based on parent feedback.  Families, students and staff are happy that there is a social worker or counselor assigned to each site so students have access to support on a daily basis.  There was a request for more career counseling be provided for students. In addition, we determined that this goal should move to become Goal 2.  The goal title shall remain the same, but we felt that the current Goal 2: Enable students to meet the high expectations of WPCS and CCSS is a higher priority and should become Goal 1.

 

Goal 2: Enable students to meet the high expectations of WPCS and CCSS

 

Stakeholder feedback indicates they are happy with the opportunities for students to receive intervention via afterschool and would like summer school to be offered.  We will expanding options and offer more support during and after school including summer break and/or other breaks if possible.  Students who are at risk of not meeting the high expectations have been supported with an Academic Success Plan. We will continue this practice and strengthen plans to include more positive student recognition. Enrichment activities, materials and other student recognition opportunities are viewed positively by stakeholders, as well as professional development for teachers. Many respondents felt that professional development was important to help teachers stay up to date on the most current teaching practices.  Supplemental curriculum, technology and licenses were validated as important by stakeholders with a need to update technology. This will now be Goal 1 based on feedback.

 

 

 

 

 

 

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

 

Stakeholders reported great appreciation for the counseling/social worker services being provided. The parents like having the parent conferences so they can learn about how their students are doing both academically and in the area of social/emotional support. All stakeholders would like more support in the area of anti-bullying, life skills, and conflict resolution and crisis intervention.  Drug and violence prevention will address significant needs of at-risk students. Mentoring for high risk students will be explored. We would like to expand our Restorative Practices training/implementation for our counselor/social workers.  Attendance support will be strengthened as well.

 

Goal 4:  Families are an integral part of the educational process

 

Families are appreciative of the communication from the school, especially School-Loop.  Parents are informed of school events and their child’s grades. They enjoy participating in their child’s education and feel that it is important, but think that the requested 30 hours is too many and would like the charter to consider lowering this number. Parent participation will be encouraged and the number of hours will be explored. There was a request that parents who speak Spanish to be provided with more information in their home language. Parenting strategies may be included in activities and classes offered to families.

 

 

Goals, Actions, & Services

 

Strategic Planning Details and Accountability

 

Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

 

 New                             X Modified                                       Unchanged

Goal 1

Enable students to meet the high expectations of WPCS and CCSS

Empty Cell

Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE   1    2    3  X 4   X 5    6    7  X 8  

COE        9   10

LOCAL            ______________________________________

Identified Need

Improved CAASPP and district benchmark assessments for students in ELA and Math assessments for all students are essential to measure progress for all groups.

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

SBAC ELA % Met/Exceeded

 

2015-16

WPCS 65%

WPCS SBAC 68%

WPCS SBAC 71%

WPCS SBAC 74%

SBAC Math % Met/Exceeded

2015-16

WPCS 48%

WPCS SBAC 51%

WPCS SBAC 55%

WPCS SBAC 60%

District T2 Benchmark Assessments in ELA and Math

2016-17

WPCS ELA Q2  72%

WPCS Math Q2  52%

 

WPCS ELA Q2 75%

WPCS Math Q2 55%

WPCS ELA Q2 78%

WPCS Math Q2 58%

WPCS ELA Q2 80%

WPCS Math Q2 60%

           

 

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

1.1

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth       X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New    X Modified     Unchanged

 New     Modified   X Unchanged

 New     Modified    X Unchanged

Professional development/Conferences, Collaboration and TOSA to Provide Coaching including Integrated ELD strategies

Professional development/Conferences, Collaboration and TOSA to Provide Coaching including Integrated ELD strategies

Professional development/Conferences, Collaboration and TOSA to Provide Coaching including Integrated ELD strategies

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

96,520.00

Amount

96,520.00

Amount

96,520.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 1XXX, 3XXX, 5XXX

Budget Reference

Object Code 1XXX, 3XXX, 5XXX

Budget Reference

Object Code 1XXX, 3XXX, 5XXX

                   

 

Action

1.2

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth       X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New   X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

Academic Support in counseling through academic success plans, interventions and recognition strategies.

Academic Support in counseling through academic success plans, interventions and recognition strategies.

Academic Support in counseling through academic success plans, interventions and recognition strategies.

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

64,892.00

Amount

64,892.00

Amount

64,892.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 1XXX, 3XXX, 4XXX,

Budget Reference

Object Code 1XXX, 3XXX, 4XXX,

Budget Reference

Object Code 1XXX, 3XXX,4XXX

                   

 

 

 

 

 

 

Action

1.3

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth        X Low Income

Scope of Services

 LEA-wide        X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New   X Modified     Unchanged

 New     Modified   X Unchanged

 New     Modified    X Unchanged

Enrichment, supplemental materials, AVID, Project Lead the Way

Enrichment, supplemental materials, AVID, Project Lead the Way

Enrichment, supplemental materials, AVID, Project Lead the Way

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

26,000.00

Amount

26,000.00

Amount

26,000.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 4XXX

Budget Reference

Object Code 4XXX

Budget Reference

Object Code 4XXX

                   

 

 

 

 

 

 

 

Action

1.4

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth         X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New    X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

Technology, Equipment, Supplies, Upkeep and Licenses.

Technology, Equipment, Supplies, Upkeep and Licenses.

Technology, Equipment, Supplies, Upkeep and Licenses.

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

42,575.00

Amount

42,575.00

Amount

42,575.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 4XXX, 5XXX

Budget Reference

Object Code 4XXX, 5XXX

Budget Reference

Object Code 4XXX, 5XXX

                   

 

 

 

 

 

 

 

Action

1.5

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth         X Low Income

Scope of Services

 LEA-wide        X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New    X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified  X Unchanged

Organization, monitoring, record keeping of Charter activities for teachers and administrators. Extra duty and stipends. Extra clerical support.

Organization, monitoring, record keeping of Charter activities for teachers and administrators. Extra duty and stipends. Extra clerical support.

Organization, monitoring, record keeping of Charter activities for teachers and administrators. Extra duty and stipends. Extra clerical support.

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

93,673.00

Amount

93,673.00

Amount

93,673.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 1XXX, 2XXX, 3XXX,4XXX

Budget Reference

Object Code 1XXX, 2XXX, 3XXX,4XXX

Budget Reference

Object Code 1XXX, 2XXX, 3XXX,4XXX

                   

 

 

 

 

 

 

 New                              X Modified                                       Unchanged

Goal 2

Learning extends beyond the classroom.

Empty Cell

Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE   1   X 2    3  X 4  X 5   X 6   X 7  X 8  

COE        9   10

LOCAL  ______________________________________

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.

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

California Model

5 X 5 Grid report and data

 

Math  EL Status – Low 

 -29.5 below

Change- Increased  by 6.5

 

 

Math EL Status- Medium 

-24.9 Below

Change Increase by 5 points

 

Math EL Status - Medium

-19.9 Below

Change Increase by 5 points

Math EL Status - Medium

-14.9 Below

Change Increase by 5 points

PSAT

62% Meet Evidence Based Reading and Writing

30% Meet Evidence Based Math

20% Meet Both

Maintain or Increase Evidence based reading and writing at 62% or higher

Increase Evidence based math to 35%

Maintain/Increase 20% Meet both

 Increase Evidence based reading and writing at 65% or higher

Increase Evidence based math to 38%

Increase 23% Meet both

Maintain/Increase Evidence based reading and writing at 65% or higher

Maintain/Increase Evidence based math to 35% or higher

Maintain/Increase 23% Meet both or higher

Field Study Rubrics

% Meets/Exceeds

And Participation

Field study rubrics will be administered. Baseline will be established following 3 Field Study experiences.

80% Meet/Exceed on Field Study Rubrics

85% Meet/Exceed on Field Study Rubrics

90% Meet/Exceed on Field Study Rubrics

% of Students meeting Community Service Requirements

2016-17 Trimester 1

82.5% Community Service logs meeting requirements

Increase % of students meeting requirements by 5%

Increase % of students meeting requirements by 5%

Increase % of students meeting requirements by 5%

           

 

 

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

2.1

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth          Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New   X Modified     Unchanged

 New   X Modified     Unchanged

 New   X Modified     Unchanged

Field trips, assemblies, guest speakers, service agreements to extend/enrich academics

Field trips, assemblies, guest speakers, service agreements to extend/enrich academics

Field trips, assemblies, guest speakers, service agreements to extend/enrich academics

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

93,673.00

Amount

93,673.00

Amount

93,673.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 5XXX

Budget Reference

Object Code 5XXX

Budget Reference

Object Code 5XXX

                   

 

 

Action

2.2

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth        X Low Income

Scope of Services

 LEA-wide       X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New   X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

Strengthen career exploration through field trips, assemblies, guest speakers, service agreements

Strengthen career exploration through field trips, assemblies, guest speakers, service agreements

Strengthen career exploration through field trips, assemblies, guest speakers, service agreements

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

15,000

Amount

15,000

Amount

15,000

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 5XXX

Budget Reference

Object Code 5XXX

Budget Reference

Object Code 5XXX

                   

 

 

 

 

 

 

Action

2.3

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth      X Low Income

Scope of Services

 LEA-wide        X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New    X Modified     Unchanged

 New     Modified   X Unchanged

 New     Modified   X Unchanged

After school enrichment through clubs, integrating the arts and science, study skills.

After school enrichment through clubs, integrating the arts and science, study skills.

After school enrichment through clubs, integrating the arts and science, study skills.

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

19,400.00

Amount

19,400.00

Amount

19,400.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 1XXX, 3XXX, 5XXX

Budget Reference

Object Code 1XXX, 3XXX, 5XXX

Budget Reference

Object Code 1XXX, 3XXX, 5XXX

                   

 

 

 

 

 

 

Action

2.4

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth        X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New  X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

4 Field Study Days, Admission & Transportation for school sponsored trips

4 Field Study Days, Admission & Transportation for school sponsored trips

4 Field Study Days, Admission & Transportation for school sponsored trips

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

12,000.00

Amount

12,000.00

Amount

12,000.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 5XXX

Budget Reference

Object Code 5XXX

Budget Reference

Object Code 5XXX

                   

 

 

 

 

 

 

 

 

 New                              X Modified                                       Unchanged

Goal 3

Provide a safe and supportive environment for students to thrive.

Empty Cell

Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE  X 1    2    3   4  5  X 6    7  X 8  

COE        9   10

LOCAL  ______________________________________

Identified Need

WPCS must improve student engagement as measured by participation in social emotional learning activities such as restorative practices, mentoring, counseling and conflict resolution. This will reduce citations/ suspension and increase attendance rates.

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Participation in counseling groups

Develop baseline indicators for qualitative and quantitative data related to counseling support

Establish baseline qualitative and quantitative data

Maintain/increase qualitative and quantitative data

Maintain/increase qualitative and quantitative data

Attendance rate

2016-17

97.3%

Maintain/exceed 97.3%

Maintain/exceed 97.3%

Maintain/exceed 97.3%

Suspension rate

2016-17

3.4%

Maintain/decrease 3.4%

Maintain/decrease 3.4%

Maintain/decrease 3.4%

California Healthy Kids Survey

2016-17 Key Indicators

School connectedness 60%

Meaningful participation 22%

School perceived as safe 70%

Experienced harassment/bullying 42.5%

Mean rumors/lies 45%

Experienced chronic sadness and hopelessness 29.5%

 

Increase school connectedness to 63%

Increase Meaningful participation to 25%

Increase safe school perception to 73%

Decrease experiences of harassment/bullying to 39%

Decrease mean rumors/lies to 40%

Increase coping skills to decrease chronic sadness and hopelessness to less than 25%

Increase school connectedness to 66%

Increase Meaningful participation 28%

Increase safe school perception to 76%

Decrease experiences of harassment/bullying to 35%

Decrease mean rumors/lies to 35%

Increase coping skills to decrease chronic sadness and hopelessness to less than 20%

Increase school connectedness to 70%

Increase Meaningful participation 33%

Increase safe school perception to 80%

Decrease experiences of harassment/bullying to 30%

Decrease mean rumors/lies to 30%

Increase coping skills to decrease chronic sadness and hopelessness to less than 15%

Participation in staff restorative practices

Develop baseline indicators

Increase staff participation in restorative practices to 50%

Increase staff participation in restorative practices to 75%

Increase staff participation in restorative practices to 100%

           

 

Action

3.1

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth         X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New    X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

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

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

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

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

126,785.00

Amount

126,785.00

Amount

126,785.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 1XXX, 3XXX

Budget Reference

Object Code 1XXX, 3XXX

Budget Reference

Object Code 1XXX, 3XXX

 

 

 

 

 

 

Action

3.2

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth         X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New    X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

Student support for life skills, anti-bullying, community resources, crisis intervention through assemblies, guest speakers and recognition.

Student support for life skills, anti-bullying, community resources, crisis intervention through assemblies, guest speakers and recognition.

Student support for life skills, anti-bullying, community resources, crisis intervention through assemblies, guest speakers and recognition.5

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

5,000.00

Amount

5,000.00

Amount

5,000,00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 4XXX, 5,000

Budget Reference

Object Code 4XXX, 5,000

Budget Reference

Object Code 4XXX, 5,000

                   

 

 

Action

3.3

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

 English Learners          Foster Youth          Low Income

Scope of Services

 LEA-wide          Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

X New     Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

Improve safety through services, training, materials and/or equipment

Improve safety through services, training, materials and/or equipment

Improve safety through services, training, materials and/or equipment

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

4,000.00

Amount

4,000.00

Amount

4,000.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object Code 1XXX, 2XXX, 3XXX, 4XXX,5XXX

Budget Reference

Object Code 1XXX, 2XXX, 3XXX, 4XXX,5XXX

Budget Reference

Object Code 1XXX, 2XXX, 3XXX, 4XXX,5XXX

                   

 

 

 

 

 New                               Modified                                       Unchanged

Goal 4

Families are an integral part of the educational process.

Empty Cell

Empty Cell

State and/or Local Priorities Addressed by this goal:

STATE   1    2   X 3   4  5  X 6    7   8  

COE        9   10

LOCAL            ______________________________________

Identified Need

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

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

# of Parent hours completed by trimester 2

 Trimester 2 Parent hours

21% 11 to 20 hours-see school plan

 Trimester 2 Parent Hours

25% complete 11 to 20 hours

Trimester 2 Parent Hours

28% complete 11 to 20 hours

Trimester 2 Parent Hours

30% complete 11 to 20 hours

Family Participation in family events and/or classes

Establish a baseline of family events and/or classes

Increase family participation in family events and/or classes to 50%

Increase family participation in family events and/or classes to 55%

Increase family participation in family events and/or classes to 60%

           

 

 

 

 

 

 

 

Action

4.1

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth         X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New   X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

Communication through face to face meetings, newsletters, web, phone, email and other.

Communication through face to face meetings, newsletters, web, phone, email and other.

Communication through face to face meetings, newsletters, web, phone, email and other.

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

1,500.00

Amount

1,500.00

Amount

1,500.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object code 4XXX, 5XXX

Budget Reference

Object code 4XXX, 5XXX

Budget Reference

Object code 4XXX, 5XXX

                   

 

 

 

 

 

 

 

Action

4.2

 

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

Students to be Served

 All          Students with Disabilities       [Specific Student Group(s)]___________________

Location(s)

 All schools          Specific Schools:__________________       Specific Grade spans:__________________

OR

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

Students to be Served  

X English Learners          Foster Youth         X Low Income

Scope of Services

 LEA-wide         X Schoolwide         OR           Limited to Unduplicated Student Group(s)

Location(s)

X All schools          Specific Schools:__________________       Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18

2018-19

2019-20

 New   X Modified     Unchanged

 New     Modified    X Unchanged

 New     Modified    X Unchanged

Family events, parenting classes, opportunities to participate in school sponsored events

Family events, parenting classes, opportunities to participate in school sponsored events

Family events, parenting classes, opportunities to participate in school sponsored events

BUDGETED EXPENDITURES

2017-18

2018-19

2019-20

Amount

3,500.00

Amount

3,500.00

Amount

3,500.00

Source

Supplemental

Source

Supplemental

Source

Supplemental

Budget Reference

Object code 1XXX, 2XXX,  3XXX, 4XXX, 5XXX

Budget Reference

Object code 1XXX, 2XXX, 3XXX, 4XXX, 5XXX

Budget Reference

Object code 1XXX, 2XXX, 3XXX,4XXX, 5XXX

                   

 

 

 

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year

X 2017–18    2018–19    2019–20

 

Estimated Supplemental and Concentration Grant Funds:

$543,350.00

Percentage to Increase or Improve Services:

21.36%

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).

 

2017-2018 Westside Preparatory Charter School’s estimated Supplemental and Concentration grant funding is calculated on the number of unduplicated low income, foster youth, and English learner pupils is $543,350.00. WPCS’s unduplicated pupil count is projected at 74.2%. There are specific services principally directed towards low income students, foster youth and English Learners, however, because WPCS has such a high percentage of unduplicated pupils, many of the services described will affect other students.

 

 Specific attention has been given to the equity of outcomes for students with overlapping significant subgroups including English Learners, students with disabilities, foster youth, students from low income families, and racial and ethnic subgroups. Westside Preparatory Charter School is expending their funds based upon clear goals as established in the LCAP process.

 

Westside Preparatory Charter School is providing more than 21.36% of increased or improved services above the base program.

 

Goal 1: Enable Students to Meet the High Expectations of Westside Preparatory Charter School and Common Core State Standards.

 

Professional development is provided on key initiatives through Professional Learning Communities (PLC’s), CCSS Based Assessments, Instructional Best Practices, High Quality First Instruction, and other means to ensure increased academic performance for all students, with an emphasis on unduplicated students. WPCS will continue implementation of Professional Learning Communities (PLCs) and subsequent professional development, as well as the collaboration, and data analysis that results from the system. For low- income pupils and specific unduplicated student groups, training and services will be provided to improve student access, enrollment and success in rigorous courses, and other indicators of academic success. Funds will continue to be expended on an instructional support team to improve instruction across WPCS. With the demands of Common Core, and the need to increase student achievement schoolwide, the instructional support team will continue to model lessons, provide feedback to teachers, co-teach, and support professional development to improve the learning of unduplicated students.

 

WPCS provides academic support in counseling through academic success plans, interventions and recognition strategies. All students, with an emphasis on unduplicated students, have access to Pupil Personnel Staff, with one at each campus, when they are experiencing difficulties meeting the rigorous standards.  Consultation and collaboration between student, staff and families creates a plan with specific goals to enable success.  Interventions are available for students before, during and after school. These are provided by certificated staff to help students achieve their goals. Student recognition motivates and reinforces effort and achievement.

 

In order to increase the college going atmosphere at our school through actual, meaningful activities, WPCS will continue to provide and expand accessibility for the PSAT to all 8th grade students.

 

The basic services provided for all English Learners 7, 8 and RFEP students, are standards-based integrated ELD, certificated teachers, and appropriate curricular materials. Programs and activities to ensure increased EL access to rigorous academic content will be continued in the 2017-2018 school year. Services for EL’s are based on all EL’s being assessed appropriately on an annual (summative), and on an ongoing basis (formative) of language development.

 

Students are provided with opportunities to participate in a variety of enrichment activities such as Project Lead the Way, AVID, and other related academic areas. Funds are used to purchase materials and supplies, along with professional development described above. Twenty first century learning strategies are incorporated into academics through supplemental programs such iReady ELA and Math.  Technology and upkeep provide the foundation for digital learning endeavors. WPCS strengthens middle school students through our charter program experiences.  Staff receive stipends to organize, coordinate and lead these additional opportunities as well as monitor student progress, growth and needs in academics, behavior and attendance. Research shows that students that are engaged in school have an increased attendance rate and thus have an increased opportunity to learn. This leads to higher achievement.

 

Goal 2: Learning Extends Beyond the Classroom.

 

We recognize that many of 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 supplemental activities.  There will be after school enrichment through clubs, integrating the arts, science and study skills. All activities are open to every student but will be dedicated to give our EL and RFEP students access to language enriched opportunities. Research shows that students who are more active and involved in school perform better academically.

 

Goal 3: Provide a Safe and Supportive Environment for Students to Thrive

 

Stakeholders continued to reinforce the need for each campus to have a Pupil Personnel Services Credentialed staff such as a school counselor or social worker in order to enhance areas of need such as life skills, anti-bullying, conflict resolution, community resources, crisis intervention and social emotional learning. Support will be enhanced through assemblies, guest speakers and recognition strategies in these areas. Restorative practices provide a foundation of social emotional learning strategies. Additional training and supervision ensure the maintenance of safe school environments. Research shows that students who feel safe at school show higher rates of academic achievement.

 

Goal 4: Families are an Integral Part of the Educational Process.  

 

WPCS provides involvement opportunities for parents. Communication is a key part of creating effective partnerships between families and school. Our stakeholders prioritized a variety of strategies to reach all families such as our website, face to face meetings, phone calls, newsletters, parenting class and family events. Translation services are made available to our EL and RFEP student’s families. Parents are encouraged to be actively involved in all aspects of their child’s education. They have opportunities to volunteer in a variety of ways.  Research by Epstein confirms the need to strengthen family connections and include parents as decision makers.

 

 

The End

 

         

 

Local Control and Accountability Plan and Annual Update Template Instructions

Addendum

The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070.  The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

 

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, mark the appropriate LCAP year, and address the prompts provided in these sections.  When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.

In this section, briefly address the prompts provided. These prompts are not limits.  LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.

An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5. 

Budget Summary

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

  • Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)
  • Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

 

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

 

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

 

Annual Update

The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected. 

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes

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

Actions/Services

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

Analysis

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

  • Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.
  • Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
  • Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.
  • Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement

Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

 

The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals. 

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update.  When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services

LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. 

Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such. 

New, Modified, Unchanged

As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Goal

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

Related State and/or Local Priorities

Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

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

Expected Annual Measurable Outcomes

For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP.  Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA.  For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services

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

 

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Students to be Served

The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.

Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

 

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:

Students to be Served

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

Scope of Service

For each action/service contributing to meeting the increased or improved services requirement, identify scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:

  • If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”
  • If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, place a check mark next to “schoolwide”.
  • If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

 

 

Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/Services

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

 

New/Modified/Unchanged:

  • Check “New” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.
  • Check “Modified” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.
  • Check “Unchanged” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description. 
    • If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may check “Unchanged” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template.  If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted Expenditures

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

Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

 

 

 

 

 

Demonstration of Increased or Improved Services for Unduplicated Students

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

Estimated Supplemental and Concentration Grant Funds

Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services

Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year.  To improve services means to grow services in quality and to increase services means to grow services in quantity.  This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows.

For those services being provided on an LEA-wide basis:

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

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

 

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

 

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

 

 

State Priorities

Priority 1: Basic Services addresses the degree to which:

  1. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
  2. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and
  3. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses:

  1. The implementation of state board adopted academic content and performance standards for all students, which are:
    1. English Language Arts – Common Core State Standards (CCSS) for English Language Arts
    2. Mathematics – CCSS for Mathematics
    3. English Language Development (ELD)
    4. Career Technical Education
    5. Health Education Content Standards
    6. History-Social Science
    7. Model School Library Standards
    8. Physical Education Model Content Standards
    9. Next Generation Science Standards
    10. Visual and Performing Arts
    11. World Language; and
  2. 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:

  1. The efforts the school district makes to seek parent input in making decisions for the school district and each individual school site;
  2. How the school district will promote parental participation in programs for unduplicated pupils; and
  3. 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:

  1. Statewide assessments;
  2. The Academic Performance Index;
  3. 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;
  4. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);
  5. The English learner reclassification rate;
  6. The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and
  7. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any subsequent assessment of college preparedness.

Priority 5: Pupil Engagement as measured by all of the following, as applicable:

  1. School attendance rates;
  2. Chronic absenteeism rates;
  3. Middle school dropout rates;
  4. High school dropout rates; and
  5. High school graduation rates;

Priority 6: School Climate as measured by all of the following, as applicable:

  1. Pupil suspension rates;
  2. Pupil expulsion rates; and
  3. 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:

  1. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable;
  2. Programs and services developed and provided to unduplicated pupils; and
  3. 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:

  1. Working with the county child welfare agency to minimize changes in school placement
  2. Providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports;
  3. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and
  4. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.

Local Priorities address:

  1. Local priority goals; and
  2. Methods for measuring progress toward local goals.

 

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

 

For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

 

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

 

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

 

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

 

(3)  Divide (1) by (2).

 

(b)  “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1.

 

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

 

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

 

(2)  The total number of cohort members.

 

(3)  Divide (1) by (2).

 

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

 

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

 

(2)  The total number of cohort members.

 

(3)  Divide (1) by (2).

 

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

 

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

 

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

 

(3)  Divide (1) by (2).

 

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

 

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

 

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

 

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

 

 

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

 

APPENDIX B: GUIDING QUESTIONS

Guiding Questions: Annual Review and Analysis

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

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

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

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

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

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

 

Guiding Questions: Stakeholder Engagement

1)   How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, 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 EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?

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

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

 

Guiding Questions: Goals, Actions, and Services

1)   What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2)   What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3)   What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

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

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

6)   What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils?

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

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

9)   What information was considered/reviewed for individual school sites?

10) What information was considered/reviewed for subgroups identified in EC Section 52052?

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

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

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

 

 

 

 

 

 

 

 

 

 

 

 

Prepared by the California Department of Education, October 2016