LCAP Full Report (SBE Template) · Local Control and Accountability Plan Bayshore Elementary July...

Local Control and Accountability Plan

Bayshore Elementary

July 1, 2016 - June 30, 2019

of 82

Table of Contents

Introduction 3

Goal 1: Technology 13 Goal 1, Year 1, 2016 – 2017 13 Goal 1, Year 2, 2017 – 2018 15 Goal 1, Year 3, 2018 – 2019 17

Goal 2: Facilities 19 Goal 2, Year 1, 2016 – 2017 19 Goal 2, Year 2, 2017 – 2018 20 Goal 2, Year 3, 2018 – 2019 21

Goal 3: A Well-‐rounded Curriculum 22 Goal 3, Year 1, 2016 – 2017 22 Goal 3, Year 2, 2017 – 2018 26 Goal 3, Year 3, 2018 – 2019 30

Goal 4: Parental/Community Engagement 35 Goal 4, Year 1, 2016 – 2017 35 Goal 4, Year 2, 2017 – 2018 37 Goal 4, Year 3, 2018 – 2019 40

Goal 5: CCSS Implementation 43 Goal 5, Year 1, 2016 – 2017 43 Goal 5, Year 2, 2017 – 2018 46 Goal 5, Year 3, 2018 – 2019 49

Annual Update 53

Use of Supplemental and Concentration Grant funds and Proportionality 77

of 82

§ 15497.5. Local Control and Accountability Plan and Annual Update Template.Introduction: The Bayshore Elementary School District is a small school district located on the border of the northeastern corner of San Mateo County and the southeastern corner of San Francisco. The district consists of one elementary school, Bayshore Elementary, and one middle school, Robertson Intermediate. The school district is located in the former city of Bayshore, which dis-‐incorporated and was later annexed to the city of Daly City.

The Bayshore Elementary School District currently serves approximately 380 students. Bayshore Elementary serves students in grades TK-‐4 while Robertson Intermediate serves students in grades 5-‐8. We serve a diverse student population comprised of 35% Hispanic, 28% Filipino, 18% Asian, 7% Black or African American, and 6% Native American or Pacific Islander. English Learners make up 19% of our student population, 13% of our students are students with disabilities, while 70% are socioeconomically disadvantaged. Unduplicated Foster Youth, EL and low-‐income students make up 79% of our student population.

The Bayshore Elementary School District believes that education is a process through which staff, students, families and community work together to provide students with the knowledge, skills, attitudes, and experiences they need to contribute to and participate in society.

The LCAP goals are aligned to the overall needs and expectations of the district and existing plans. Due to close to 79% of our students qualifying as unduplicated Foster Youth, EL and low-‐income students, all of our goals listed in this LCAP are intended to serve all Bayshore students with the exception of focused services for our English Learners.

The five goals for the LCAP are focused on the following: 1. Technology (Priorities: 1, 2, 5, 6)2. Facilities (Priorities: 1, 4, 5, 6)3. A Well-‐rounded Curriculum (Priorities: 4, 5, 6, 7, 8)4. Parental/Community Engagement (Priorities: 3, 4, 6)5. CCSS Implementation (Priorities: 1, 2, 4, 5)

Due to the Bayshore Elementary School District serving TK-‐8 students, the LCAP will not address the following state metrics: Priority 4: EAP, Advanced Placement Priority 5: High School dropout rates -------------------------------------------------------------------------------------------------------------------------- LEA: Bayshore Elementary School District Contact: Dr. Audra Pittman, Superintendent, [email protected], 415.467.5443 LCAP Year: 2016-‐2017

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

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

of 82

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

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

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

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

of 82

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

A. Conditions of Learning:

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

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

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

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

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

B. Pupil Outcomes:

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

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

C. Engagement:

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

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

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

of 82

Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

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

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

Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education fosteryouth services programs, court-‐appointed special advocates, and other foster youth stakeholders; community organizations representing Englishlearners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the

LEA to inform the LCAP goal setting process? How was the information made available?4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of

the LEA’s engagement processes?5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and

47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01?6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for

pupils, including unduplicated pupils, related to the state priorities?

of 82

Involvement Process Impact on LCAP The LCAP Process for the Bayshore Elementary School District involved stakeholders at all levels. Input sessions were held to inform and educate stakeholders regarding the process, annual updates, updates from the state, and current status of the district. These sessions also elicited input from various stakeholders regarding district goals along with actions and services.

Stakeholders in the Bayshore Elementary School District inlcude certificated and classified staff, students, parents, board members and community members representing all subgroups including low income pupils, English learners, Foster Youth, and special education students.

Educating the community and stakeholders on the process, updates, and continued need for the LCAP was essential to gaining their input for the plan. Input from all stakeholders was taken in to consideration when revising the goals and action steps for implementation of the LCAP. During stakeholder meetings, all LCAP goals and actions and services within each goal was reviewed. Data collected to address each action and service was reviewed along with available data for metrics within each goal. The input sessions allowed the leadership team to share actual outcomes related to expected outcomes for each of the goals in the 2015 LCAP. It allowed for all stakeholders to hear what had been implemented, the results of the expected outcomes, and the need to continue with the five goals which encompassed the eight state priorities. It also allowed stakeholders the opportunity to see the need to adjust the measured metrics to attain the goals outlined in the LCAP.

All stakeholders were given multiple opportunities to provide input on the LCAP prior to the written draft. The following schedule allowed for stakeholders to be involved in the LCAP process:

• Governing Board/Public Updates and Input:o August 11, 2015o October 13, 2015o January 12, 2016o April 26, 2016

• LEA Leadership Teamo August 4, 2015

During presentations of the annual updates clarifying questions were asked about the specific items and services but no request to change the goals, metrics, action items, or services were received for the current year.

Overarching identified areas of priority identified from stakeholders based on the needs of our students were increasing technology access for students, improved facilities, professional development for staff to enhance teaching and learning, increased cousneling and mental health services, enrichment and/or electives for students, and increased parental engagement.

At each of the input sessions, each stakeholder group affirmed the existing need to continue implementation of the current five (5) LCAP goals. Throughout the staff, parent, and student input sessions, ideas were provided that allowed the team to adjust and add specific actions and services within the individual goals.

At the staff input meetings, the following actions were added to the LCAP:

• Shortening the language of the goals.• The addition of a part-‐time counselor was added to

Goal 3.• The addition of technology professional development

was added to goal 1.

At the parent and student input meetings, the following actions were added to the LCAP:

• The addition of enrichment/elective courses forstudents.

At both the Public Hearing and the Parent Advisory Committee meeting, clarifying questions were asked and immediately responded to but no change in the plan was

of 82

o November 10, 2015o January 5, 2016o February 2, 2016

• Staff Input including Collective Bargaining Unito August 18, 2015o March 22, 2016o May 12, 2016

• Parent and Student Input Sessiono October 22, 2015o May 19, 2016

• Public Hearingso May 31, 2016: Draft LCAPo May 31, 2016: Budget

• Parent Advisory Committee and English Learner Parent AdvisoryCommittee

o June 2, 2016: Presentation of Draft LCAPo June 9, 2016: Response in writing to Parent Advisory Committee

• Adoptiono June 30, 2016: Adopt LCAPo June 30, 2016: Adopt Budget

requested.

Annual Update:

The LCAP Process for the Bayshore Elementary School District involved stakeholders at all levels. Input sessions were held to inform and educate stakeholders regarding the process, annual updates, updates from the state, and current status of the district. These sessions also elicited input from various stakeholders regarding district goals along with actions and services.

The following schedule allowed for stakeholders to be included in the LCAP Annual Update process:

• Governing Board/Public Updates and Input:o August 11, 2015o October 13, 2015o January 12, 2016o April 26, 2016

• LEA Leadership Teamo August 4, 2015o November 10, 2015

Annual Update:

At the January 12, 2016 Board of Trustees meeting, the board reaffirmed the current 5 LCAP goals to allow district staff to solicit input from stakeholders in revising the 2016-‐2019 LCAP.

The LCAP Annual Update process allowed for all stakeholders to see the relation between the expected outcomes and the actual outcomes for each goal. All stakeholders were able to see that some outcomes were achieved while others were not. All stakeholders were also able to see the need for revising the goals to be clearer and more succinct to tighten the focus of the district. It also became evident that the metrics could be more streamlined to ensure the district was focused and able to attain the goals using measurable outcomes.

Revised goals, metrics, actions, and services for each goal were determined based on the annual update.

of 82

o January 5, 2016o February 2, 2016

• Staff Input including Collective Bargaining Unito August 18, 2015o March 22, 2016o May 12, 2016

• Parent and Student Input Sessiono October 22, 2015o May 19, 2016

of 82

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

Instructions:

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

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

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

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

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

Goal: Describe the goal.

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

of 82

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 orpriorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goalmay address multiple priorities.

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

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

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

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

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all requiredmetrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth inEducation Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

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

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

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

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

of 82

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

Guiding Questions:

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

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

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

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 Education Code sections 42238.01 and subgroups as defined in section 52052 that are differentfrom 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 Education Code section 52052?

11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific school sites, toEnglish 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?

of 82

GOAL:

Students will have equitable access to a rigorous, well-rounded and enriched curriculum aligned withthe California State Standards while being supported and enhanced through the use of 21st centurytechnology that promotes a specific set of academic and behavioral readiness skills, fosters attendanceand promotion (matriculation) and prepares them to be competitive in a global economy.

Related State and/or Local Priorities:1 x 2 x 3 4 5 x 6 x 7 8

COE only: 9 10 Local: Specify

Identified Need:

The Center for Applied Research in Educational Technology (CARET) found that, when used in collaborative learning methods andleadership that is aimed at improving the school through technology planning, technology impacts achievement in content area learning,promotes higher-order thinking and problem solving skills, and prepares students for the workforce. The 21st Century Classroom not onlyhas modern tools, equipment and content but it includes a teacher trained to use the tools effectively with innovative teachingapproaches that integrates the interactivity and engaging content technology brings to curriculum. Bayshore ESD has not been providing a21st Century Classroom through the integration of technology. Limited resources have been available for teachers and students to accessand integrate in teaching and learning.

Goal Applies to: Schools: All Applicable Pupil Subgroups: All

LCAP Year 1: 2016-17Expected Annual

MeasurableOutcomes:

1.1 Expand to 1-to-1 technology capacity from current 2-to-1 technology capacity.State Metrics: Implementation of state board of education adopted academic content and performance standards for all studentsincluding EL studentsCustom Metrics: Technology Status

1.2 Expand broadband services to support 1-to-1 technology capacity (currently 100MB).State Metrics: Implementation of state board of education adopted academic content and performance standards for all studentsincluding EL studentsCustom Metrics: Technology Status

1.3 100% of teachers are trained in technology integration.State Metrics: Implementation of state board of education adopted academic content and performance standards for all studentsincluding EL students

1.4 Increase the percentage of students meeting or exceeding the standard by 10% (currently ELA is 25% and math is 21%) as measured onthe SBAC Summative Assessments.State Metrics: Statewide Assessments, API

1.5 Increase attendance rate to 96.5% from 95.5%.State Metrics: Attendance Rates

Scope of Pupils to be served within identified scope of Budgeted

of 82

Actions/Services Service service1.0 Base Program Actions and Services for all students:Increase broadband services from 100MB to 250MB.All teachers have access to a laptop, projector, and documentcamera to integrate technology in to the teaching andlearning.Online grade reporting through Schoolwise.

All for thisGoal

x ALL LCFF Base -Object Code(5843) - $48800.00

OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)

1.1 Purchase four (4) classroom sets of iPads to increase theuse of technology integration within the classrooms andbring us closer to 1-to-1 technology capacity.

All for thisGoal

ALLntration

LCFFSupp/Conce - Object Code(4400) - $87000.00

OR:x Low Income pupils x English Learnersx Foster Youth x Redesignated fluent English proficient

Other Subgroups:(Specify)

1.2 Purchase six (6) interactive white boards for classroomuse.

All for thisGoal

x ALLntration



1.3 Contract with an Education Technology Consultant toprovide onsite training for technology integration with thesix (6) pilot teachers.

All for thisGoal

x ALLntration



1.4 Provide site licenses for online computer applications(i.e. IXL, NewsELA, eSpark, etc.) for classroom use.

All for thisGoal

ALLntration

LCFFSupp/Conce - Object Code

OR:

of 82

(5847) - $20000.00x Low Income pupils x English Learnersx Foster Youth x Redesignated fluent English proficient


1.5 Continue to fund 0.9375 FTE IT Technician to support theimplementation and upgrades of technology.

All for thisGoal

x ALLntration




MeasurableOutcomes:

1.1 Expand to 1-to-1 technology capacity.

State Metrics: Implementation of state board of education adopted academic content and performance standards for all studentsincluding EL studentsCustom Metrics: Technology Status

1.2 Expand broadband services to support 1-to-1 technology capacity.

State Metrics: Implementation of state board of education adopted academic content and performance standards for all studentsincluding EL studentsCustom Metrics: Technology Status

1.4 Increase the percentage of students meeting or exceeding the standard by 10% as measured on the SBAC Summative Assessments.State Metrics: Statewide Assessments, API

1.5 Increase attendance rate to 97%.State Metrics: Attendance Rates

Actions/Services Scope ofService

Pupils to be served within identified scope ofservice

BudgetedExpenditures

of 82

1.0 Base Program Actions and Services for all students:Increase broadband services from 250MB to 1GB.All teachers have access to a laptop, projector, and documentcamera to integrate technology in to the teaching andlearning.Online grade reporting through Schoolwise.

All for thisGoal

x ALL LCFF Base -Object Code(5843) - $60000.00OR:

Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)

1.1 Purchase five (5) classroom sets of iPads and 80chromebooks with three (3) chromebook carts to increase theuse of technology integration within the classrooms andbring us closer to 1-to-1 technology capacity.

All for thisGoal

ALLntration

LCFFSupp/Conce - Object Code(4400) -$138750.00



1.2 Purchase fourteen (14) interactive white boards forclassroom use.

All for thisGoal

x ALLntration



1.3 Contract with an Education Technology Consultant toprovide onsite training for technology coaches.

All for thisGoal




All for thisGoal

ALL LCFF Supp/ConcentrationOR:

of 82

- Object Code(5847) - $20000.00

x Low Income pupils x English Learnersx Foster Youth x Redesignated fluent English proficient



All for thisGoal

x ALLntration




MeasurableOutcomes:


1.5 Increase attendance rate to 97.5%.State Metrics: Attendance Rates




1.0 Base Program Actions and Services for all students:Maintain broadband services of 1GB..All teachers have access to a laptop, projector, and documentcamera to integrate technology in to the teaching andlearning.Online grade reporting through Schoolwise.

All for thisGoal



1.1 Refresh 20% of chromebooks and iPads. All for thisGoal

x ALLntration


OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient

of 82


1.3 Provide stipends to two (2) technology integrationcoaches.

All for thisGoal

x ALLntration




All for thisGoal

ALLntration





All for thisGoal

x ALLntration



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

of 82

GOAL:By 2017, the learning environments of the Bayshore Elementary School District will be transformed intoa new state-of-the-art 21st Century Learning Facility for all TK-8 students.

Related State and/or Local Priorities:1 x 2 3 4 x 5 x 6 x 7 8


Identified Need:

In April, 2000, the USDOE published a report on how the physical conditions of schools had an impact on student achievement andteaching. The report referenced a A Carnegie Foundation (1988) report on urban schools. They concluded that that "the tacit message ofthe physical indignities in many urban schools is not lost on students. It bespeaks neglect, and students' conduct seems simply anextension of the physical environment that surrounds them." Similarly, Poplin and Weeres (1992) reported that, based on an intensivestudy of teachers, administrators, and students in four schools, "the depressed physical environment of many schools... is believed toreflect society's lack of priority for these children and their education." The Bayshore Elementary Schools were built in the 1930’s and1940’s and have not been renovated since the 1970’s. These schools are long overdue for modernization and renovations.



MeasurableOutcomes:

2.1 Construction of new TK-8 school site.State Metrics: Facilities maintained in good repair, (Williams Reports)

2.2 Current facilities will be maintained to receive a rating of good as measured on the FIT.State Metrics: Facilities maintained in good repair, (Williams Reports)




2.0 Base Program Actions and Services for all students:Build a new TK-8 school site from proceeds received from sale of real estate and fund 21.Staffing allocations for custodial/maintenance staff.Maintain current facilities.Implement intentional marketing campaign regardingconstruction of new school and instructional program.

All for thisGoal

x ALL Proceeds from sale of Real Estate, Fund 21 - Object Code (6200) - $29,570,000.00 LCFF Base - Object Code (2301) - $157,514.00


2.1 Continue to fund 40% of Director of Business ServicesSalary.

All for thisGoal

x ALLntration

LCFFSupp/Conce - Object Code(2301): $54000


of 82


MeasurableOutcomes:

2.2 Current facilities will be maintained to receive a rating of "good" as measured on the FIT.State Metrics: Facilities maintained in good repair, (Williams Reports)

2.3 Increase district enrollment to reach 85% capacity.State Metrics: Other Local Measures Including Surveys

2.4 Decrease district student/teacher ratio by 5%.State Metrics: Other Local Measures Including SurveysCustom Metrics: Enrollment Rates




2.0 Base Program Actions and Services for all students:Staffing allocations for custodial/maintenance staff.Maintain current facilities.

All for thisGoal

x ALL LCFF Base -Object Code(2301) -$152514.00


ntration

of 82


MeasurableOutcomes:

2.2 Current facilities will be maintained to receive a rating of "good" as measured on the FIT. State Metrics: Facilities maintained in good repair, (Williams Reports)

2.3 Increase district enrollment to reach 95% capacity.State Metrics: Other Local Measures Including SurveysCustom Metrics: Enrollment Rates

2.4 Decrease district student/teacher ratio by 5%.State Metrics: Other Local Measures Including Surveys




2.0 Base Program Actions and Services for all students:Staffing allocations for custodial/maintenance staff.Maintain current facilities.

All for thisGoal



ntration

of 82

GOAL:

100% of Bayshore Elementary School District students will be provided a well-rounded, equitable,robust curriculum focusing on EL students, while including elective courses at all grades ensuring allstudents the ability to make connections between the arts and academic classes and play an importantrole in helping students learn, focus and achieve in emotional, physical and academic environments.

Related State and/or Local Priorities:1 2 3 4 x 5 x 6 x 7 x 8 x


Identified Need:

While math and ELA are vital components in academic achievement, research shows that students who take subjects outside of the corecontent are four times more likely to be recognized for academic achievement, including higher standardized test scores. Students in theBayshore Elementary School District have only been able to participate in core content areas. The curriculum is lacking in the arts,electives.

A strong English Language Development Program is essential to closing the achievement gap because it equips students with the Englishlanguage skills they need to fully participate in content learning (SCOE, 2008). 46% of our students are classified as English Learners. Only13% of these students met or exceeded the standard on the English Language Arts/Literacy and 6% of these students met or exceeded thestandard on the Mathematics portions of the 2015 SBAC.



MeasurableOutcomes:

3.1 Increase attendance rate to 96.5% from 95.5% State Metrics: Attendance Rates, Chronic Absenteeism Rates, Middle School Dropout Rates

3.2 Decrease the number of students with 10 or more absences by 5%State Metrics: Chronic Absenteeism Rates

3.3 Maintain Middle School dropout rate of zero (0).State Metrics: Middle School Dropout Rates

3.4 Increase district EL reclassification rate and AMAO rates to be 5% or above CA state average (currently 26.5%).State Metrics: Progress For English Fluency, EL Reclassification Rate

3.5 Increase the percentage of students making one (1) level gain per year, as measured on the CELDT, by 10%.State Metrics: Progress For English Fluency

3.6 Increase President’s physical fitness rate to be 5% or above CA state average.State Metrics: Statewide Assessments

3.7 Establish district elective course selection process. State Metrics: Other Local Measures Including Surveys

of 82

3.8 Increase the percentage of students meeting or exceeding the standard by 10% (currently ELA is 25% and math is 21%) as measured onthe SBAC Summative Assessments.State Metrics: Statewide Assessments, API




3.0 Base Program Actions and Services for all students:Choir Program for all studentsField trips related to classroom instructionDirector of Student Services (80% FTE)

All for thisGoal



3.1 Hire a part-time Counselor to provide counseling servicesto students and families.

All for thisGoal

ALLntration


OR:x Low Income pupils English Learnersx Foster Youth Redesignated fluent English proficient x Other Subgroups:(Specify) Students with Disability, Homeless

3.2 Provide professional development to staff on PositiveBehavior Intervention Strategies (PBIS) and RestorativeJustice Practices to improve school climate and create aschool community where students feel empowered tosucceed.

All for thisGoal

x ALLntration



3.3 Establish district absenteeism evaluation and analysis All for this x ALL See Action 5.0

of 82

protocol. Goal OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)

3.4 English Language Development teacher will evaluateCELDT scores and provide Professional Learning to contentspecific and grade level teachers to inform pedagogy andimprove instruction for English Learners

All for thisGoal

ALL See Action 3.12

OR: Low Income pupils x English Learners Foster Youth x Redesignated fluent English proficient Other Subgroups:(Specify)

3.5 Retain a full time Physical Education teacher to providephysical education instruction to all students.

All for thisGoal

x ALLntration



3.6 Provide professional learning for teachers to prepare forMAP Benchmark assessments.

All for thisGoal

x ALLntration



3.7 Provide professional learning for teachers to analyze andevaluate MAP Benchmark assessments outcomes to enhanceteaching and learning.

All for thisGoal

x ALLntration



of 82

3.8 Continue to fund 40% of the Superintendent's salary toensure implementation of district LCAP goals.

All for thisGoal

x ALLntration



3.9 Provide professional learning for teachers to prepare forSBAC Summative Assessment.

All for thisGoal

x ALL See Action 3.8


3.10 Provide professional learning for teachers to analyze andevaluate SBAC Summative assessment outcomes to enhanceteaching and learning.

All for thisGoal



3.11 Survey students and parents to determine electiveofferings.

All for thisGoal



3.12 Continue to fund a 1.0 FTE ELD Teacher. All for thisGoal

ALLntration

LCFFSupl/Conce - Object Code(1100) - $99996.00


of 82

3.13 Provide after school enrichment courses. All for thisGoal

x ALLntration



3.14 Provide site license for Rosetta Stone to be used assupplemental support in ELD classes.

All for thisGoal

ALLntration


OR: Low Income pupils x English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)

3.15 Extend school day from 12:00 to 3:00 for TK/K students inneed of extra support for the first five (5) weeks of school.

BayshoreElementary

ALLntration





MeasurableOutcomes:

3.1 Increase attendance rate to 97% State Metrics: Attendance Rates, Chronic Absenteeism Rates, Middle School Dropout Rates



of 82




3.7 Metric to be determined following analysis of year 1 data related to district elective course attendance.State Metrics: Other Local Measures Including Surveys






All for thisGoal



3.1 Continue to fund a part-time Counselor to providecounseling services to students and families.

All for thisGoal

ALLntration


OR:x Low Income pupils English Learnersx Foster Youth Redesignated fluent English proficient x Other Subgroups:(Specify) Students with Disability, Homeless

of 82

3.2 Continue to provide professional development to staff onPositive Behavior Intervention Strategies (PBIS) andRestorative Justice Practices to improve school climate andcreate a school community where students feel empoweredto succeed.

All for thisGoal

x ALL See Action 5.0OR:


3.3 Action to be determined by year 1 data as related toevaluation of district absenteeism rates.

All for thisGoal




All for thisGoal

ALL See Action 3.12


3.5 Continue to fund a full time Physical Education teacher toprovide physical education instruction to all students.

All for thisGoal

x ALLntration



3.6 Continue to provide professional learning for teachers toprepare for MAP Benchmark assessments.

All for thisGoal

x ALLntration



of 82

3.7 Continue to provide professional learning for teachers toanalyze and evaluate MAP Benchmark assessments outcomesto enhance teaching and learning.

All for thisGoal

x ALLOR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)


All for thisGoal

x ALLntration




All for thisGoal

x ALLOR:



All for thisGoal

x ALLOR:


3.11 Hire a full time elective teacher. All for thisGoal

x ALLntration

LCFFSuppl/Conce - Object Code(1100) - $67000.00


3.12 Continue to fund a 1.0 FTE ELD Teacher. All for this ALL LCFF

See Action 5.0

See Action 5.0

See Action 5.0

of 82

Goal ntrationSupp/Conce - Object Code(1100) -$104996.00



x ALLntration




All for thisGoal

ALLntration




MeasurableOutcomes:

3.1 Increase attendance rate to 97.5% State Metrics: Attendance Rates, Chronic Absenteeism Rates, Middle School Dropout Rates



of 82




3.7 Metric to be determined following analysis of year 2 data related to district elective course attendance.State Metrics: Other Local Measures Including Surveys






All for thisGoal



3.1 Continue to fund a part-time Counselor to providecounseling services to students and families.

All for thisGoal

ALLntration


OR:x Low Income pupils English Learnersx Foster Youth Redesignated fluent English proficient x Other Subgroups:(Specify) Students with Disability

of 82

3.2 Continue to provide professional development to staff onPositive Behavior Intervention Strategies (PBIS) andRestorative Justice Practices to improve school climate andcreate a school community where students feel empoweredto succeed.

All for thisGoal



3.3 Action to be determined by year 2 data as related toevaluation of district absenteeism rates.

All for thisGoal




All for thisGoal

ALL See Action 3.12


3.5 Continue to fund a full time Physical Education teacher toprovide physical education instruction to all students.

All for thisGoal

x ALLntration



3.6 Continue to provide professional learning for teachers toprepare for MAP Benchmark assessments.

All for thisGoal

x ALLntration



of 82

3.7 Continue to provide professional learning for teachers toanalyze and evaluate MAP Benchmark assessments outcomesto enhance teaching and learning.

All for thisGoal




All for thisGoal

x ALL LCFFSupp/Conce -Object Code(1301) - $73460.00



All for thisGoal

x ALLOR:



All for thisGoal

x ALLOR:


3.11 Continue to fund a full time elective teacher. All for thisGoal

x ALLntration



3.12 Continue to fund a 1.0 FTE ELD Teacher. All for thisGoal

ALLntration

LCFFSupp/Conce - Object Code

OR:

See Action 5.0

See Action 5.0

of 82

(1100) -$108146.00

Low Income pupils x English Learners Foster Youth x Redesignated fluent English proficient Other Subgroups:(Specify)


x ALLntration




All for thisGoal

ALLntration




of 82

GOAL:

Advance student achievement through actively involving parents and community in the educationalprocess of Bayshore Elementary School District by offering activities and opportunities for parents tobecome part of the school through providing parent education, help parents understand studentprogress, offering ways for parents to receive help in their efforts to improve their child’s progress andimprove communication.

Related State and/or Local Priorities:1 2 3 x 4 x 5 6 x 7 8

COE only: 9 10

Local: Specify

Identified Need:

Researchers have evidence for the positive effects of parent involvement on children, families, and school when schools and parentscontinuously support and encourage the children's learning and development (Eccles & Harold, 1993; Illinois State Board of Education,1993). According to Henderson and Berla (1994), "the most accurate predictor of a student's achievement in school is not income or socialstatus but the extent to which that student's family is able to: Create a home environment that encourages learning; Express high (but notunrealistic) expectations for their children's achievement and future careers; and Become involved in their children's education at schooland in the community. (Olsen & Fuller, 2010). The Bayshore Elementary School District has a low number of community engagement;consequently support is limited.



MeasurableOutcomes:

4.1 Enhance efforts to seek parental input.State Metrics: Efforts to seek parent input, Promotion of parental participation

4.2 Increase school/district open house participation by 10% (currently 63%).State Metrics: Efforts to seek parent input, Promotion of parental participation

4.3 Provide multiple parent conference opportunities to meet varied family schedules.State Metrics: Statewide Assessments, API, Pupil Suspension Rates, Other Local Measures Including Surveys, Efforts to seek parent input,Promotion of parental participation

4.4 Increase school/district classroom volunteering.State Metrics: Efforts to seek parent input

4.5 Increase grade reporting level by one level per trimester.State Metrics: Statewide Assessments




4.0 Base Program Actions and Services for all students:Parent Teacher ConferencesPhone messaging through Schoolwise

All for thisGoal


OR:

of 82


4.1 Establish district parent input evaluation and analysisprotocol.

All for thisGoal



4.2 Continue to implement quarterly community forums. All for thisGoal

x ALLntration

LCFFSupp/Conce - Object Code(4300, 4700) -$4500.00


4.3 Continue to survey and hold focus groups oneffectiveness of website announcements, surveys,newsletters, etc.

All for thisGoal



4.4 Recruit for and convene parent leadership institute. All for thisGoal

x ALLntration



4.5 Exploratory study of implementation of home visitpotential and interest.

All for thisGoal


OR:

of 82


4.6 Add spring student-led parent conferences. All for thisGoal



4.7 Hold a Spring open house/Family Night for studentpresentations and activities.

All for thisGoal

x ALLntration



4.8 Establish district classroom volunteering evaluation andanalysis protocol.

All for thisGoal



4.9 Provide professional learning for teachers to analyze andevaluate trimester grade reporting levels to enhanceteaching and learning.

All for thisGoal

x ALLntration



LCAP Year 2: 2017-18Expected Annual 4.1 Increase parental input opportunities by 5%.

of 82

MeasurableOutcomes:

State Metrics: Efforts to seek parent input, Promotion of parental participation

4.2 Increase district open house participation by 10%.State Metrics: Efforts to seek parent input, Promotion of parental participation

4.3 Increase parent conference attendance by 10%.State Metrics: Statewide Assessments, API, Pupil Suspension Rates, Other Local Measures Including Surveys, Efforts to seek parent input,Promotion of parental participation

4.4 Increase classroom volunteering 1 hour per day by 25%.State Metrics: Efforts to seek parent input






All for thisGoal



4.1 Action determined from analysis of year 1 data related todistrict parent input.

All for thisGoal




x ALLntration



of 82

4.3 Action determined from analysis of year 1 data related toeffectiveness of communication methods.

All for thisGoal



4.4 Continue to provide parent leadership institute. All for thisGoal

x ALLntration



4.5 Action determined from analysis of year 1 data related tohome visits.

All for thisGoal



4.6 Continue to hold spring student-led parent conferences. All for thisGoal

x ALL LCFF Base - $0.00OR:


4.7 Continue to hold a Spring open house/Family Night forstudent presentations and activities.

All for thisGoal



of 82

4.8 Action determined from analysis of year 1 data related toclassroom volunteerism.

All for thisGoal




All for thisGoal




MeasurableOutcomes:

4.1 Increase parental input opportunities by 5%.State Metrics: Efforts to seek parent input, Promotion of parental participation

4.2 Increase district open house participation by 10%.State Metrics: Efforts to seek parent input, Promotion of parental participation

4.3 Increase parent conference attendance by 10%.State Metrics: Statewide Assessments, API, Pupil Suspension Rates, Other Local Measures Including Surveys, Efforts to seek parent input,Promotion of parental participation

4.4 Increase classroom volunteering 1 hour per day by 25%.State Metrics: Efforts to seek parent input






All for thisGoal


OR: Low Income pupils English Learners

of 82

Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)

4.1 Action determined from analysis of year 2 data related todistrict parent input.

All for thisGoal




x ALLntration



4.3 Action determined from analysis of year 1 data related toeffectiveness of communication methods.

All for thisGoal



4.4 Continue to provide parent leadership institute. All for thisGoal

x ALLntration



4.5 Action determined from analysis of year 2 data related tohome visits.

All for thisGoal



of 82

Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)

4.6 Continue to hold spring student-led parent conferences. All for thisGoal



4.7 Continue to hold a Spring open house/Family Night forstudent presentations and activities.

All for thisGoal

x ALLntration



4.8 Action determined from analysis of year 1 data related toclassroom volunteerism.

All for thisGoal

x ALL LCFF Base - $0.00OR:



All for thisGoal

x ALLntration




of 82

GOAL:Establish a respectful, positive district culture ensuring high expectations for all students that reflect aprogression of teaching and learning that is internationally benchmarked, meaningful and focused onthe California State Standards.

Related State and/or Local Priorities:1 x 2 x 3 4 x 5 x 6 7 8


Identified Need:

Today’s students are preparing to enter a world in which colleges and businesses are demanding more than ever before. To ensure allstudents are ready for success after high school, the Common Core focuses on developing the critical-thinking, problem-solving, andanalytical skills students will need to be successful. These standards also provide a way for teachers to measure student progressthroughout the school year and ensure that students are on the pathway to success in their academic careers. The Bayshore ElementarySchool District is currently transitioning implementation to the rigor of the CCSS through a district-wide approach to literacy, math, andscience instruction. Implementation of common, formative assessments will allow for a common way for teacher to measure studentprogress and improve both teaching and learning.



MeasurableOutcomes:

5.1 100% of students will have access to CCSS instructional materials.State Metrics: Pupil access to standards aligned instructional materials, Implementation of state board of education adopted academiccontent and performance standards for all students including EL students

5.2 Increase district EL reclassification rate to be 5% or above CA state average.State Metrics: Progress For English Fluency, EL Reclassification Rate

5.3 Establish MAP Benchmark assessment proficiency.State Metrics: Statewide Assessments

5.4 Increase the percentage of students meeting or exceeding the standard by 10% (currently ELA is 25% and math is 21%) as measured onthe SBAC Summative Assessments. State Metrics: Statewide Assessments

5.5 Establish baseline data for grade analysis at trimester and final reporting.State Metrics: Statewide Assessments, Implementation of state board of education adopted academic content and performancestandards for all students including EL students




5.0 Base Program Actions and Services for all students:Certificated Staffing of highly qualified teachers to provide

All for thisGoal

x ALL LCFF Base -Object Code

of 82

ratio teacher to student ratio of 18.7 to 1.Certificated AdministrationInstructional materials in core content areas.Professional Development for certificated and classifiedstaff.


5.1 Purchase instructional materials for CCSS-ELA, CCSS-math,and NGSS.

All for thisGoal

x ALLntration



5.2 Continue to provide professional learning for teachers towrite and curate instructional units for CCSS ELA/ELD andmathematics.

All for thisGoal

x ALLntration



5.3 Research instructional materials for Social Studies. All for thisGoal



5.4 English Language Development teacher will continue toevaluate CELDT scores and provide Professional Learning tocontent specific and grade level teachers to inform pedagogyand improve instruction for English Learners.

All for thisGoal

ALL See Action 3.12


5.5 Establish district MAP Benchmark Assessment evaluation All for this x ALL See Action 3.8

(1000, 2000, 3000) - $1413586.00

of 82

and analysis protocol. Goal OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)


All for thisGoal

x ALLntration

See Action 3.8


5.7 Continue to provide ELA Coaching sessions for ELAinstruction.

All for thisGoal

x ALLntration



5.8 Provide Project Based Learning (PBL) to four (4) teachersand three (3) administrators.

All for thisGoal

x ALLntration



5.9 Provide eSpark licensing for ELA and math support oniPads.

BayshoreElementary

ALLntration




of 82

5.10 Provide Elevate Summer Math Program to incoming 7thand 8th grade students not meeting standard.

Garnet J.RobertsonIntermediate

x ALLntration

LCFFSupp/Conc - Object Code(5230) - $16000.00


5.11 Provide New Teacher Induction Program for teacherswith a Preliminary Credential.

All for thisGoal

x ALLntration

LCFFSupp/Conc - (5230) -$20000.00



MeasurableOutcomes:

5.1 100% of students will have access to CCSS instructional materials.State Metrics: Pupil access to standards aligned instructional materials


5.3 Decrease number of students not meeting standard by 10%. State Metrics: Statewide Assessments

5.4 Increase SBAC Summative assessment proficiency rate by 10%.State Metrics: Statewide Assessments

5.5 Metric determined from year 1 data related to grade analysis at trimester and final reporting.State Metrics: Statewide Assessments

of 82




5.0 Base Program Actions and Services for all students:Certificated Staffing of highly qualified teachers to provideratio teacher to student ratio of 18.7 to 1.Certificated AdministrationInstructional materials in core content areas.Professional Development for certificated and classifiedstaff.

All for thisGoal

x ALL LCFF Base -Object Code(1000, 2000, 3000) - $1278352.00



All for thisGoal

x ALLntration



5.2 Continue to provide professional learning for teachers towrite and curate instructional units for CCSS ELA/ELD andmathematics and NGSS.

All for thisGoal

x ALLntration



5.3 Purchase instructional materials fo Social Studies. All for thisGoal

x ALLntration



of 82


All for thisGoal

ALL See Action 3.12


5.5 Action determined from analysis of year 1 data related toMAP Benchmark Assessment proficiency rates.

All for thisGoal




All for thisGoal

x ALLntration

See Action 3.8



All for thisGoal

x ALLntration



5.8 Action determined based on data collected from PBLtraining.

All for thisGoal



of 82


BayshoreElementary

ALLntration






x ALLntration




All for thisGoal

x ALLntration

LCFFSupp/Conc - (5230) -$20000.00



MeasurableOutcomes:

5.1 100% of students will have access to CCSS instructional materials.State Metrics: Pupil access to standards aligned instructional materials


5.3 Decrease number of students not meeting standard by 10%. State Metrics: Statewide Assessments

5.4 Increase SBAC Summative assessment proficiency rate by 10%.

of 82

State Metrics: Statewide Assessments

5.5 Metric determined from year 2 data related to grade analysis at trimester and final reporting.State Metrics: Statewide Assessments




5.0 Base Program Actions and Services for all students:Certificated Staffing of highly qualified teachers to provideratio teacher to student ratio of 18.7 to 1.Certificated AdministrationInstructional materials in core content areas.Professional Development for certificated and classifiedstaff.

All for thisGoal

x ALL LCFF Base -Object Code(1000, 2000, 3000) - $1468067.00



All for thisGoal

x ALLntration



5.2 Continue to provide professional learning for teachers towrite and curate instructional units for CCSS ELA/ELD andmathematics and NGSS.

All for thisGoal

x ALLntration



5.3 Purchase instructional materials fo Social Studies. All for thisGoal

x ALLntration

LCFFSupp/Conc - Object Code


of 82

(4310) - $5000.00 Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)


All for thisGoal

ALL See Action 3.12


5.5 Action determined from analysis of year 2 data related toMAP Benchmark Assessment proficiency rates.

All for thisGoal




All for thisGoal

x ALLntration

See Action 3.8



All for thisGoal

x ALLntration



of 82

5.8 Action determined based on data collected from PBLtraining.

All for thisGoal




BayshoreElementary

ALLntration






x ALLntration




All for thisGoal

x ALLntration

LCFFSupp/Conce - (5230) -$20000.00



of 82

Annual Update

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

Guiding Questions:

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052,

including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result inthe desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective inachieving 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 ofthe 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 anydifferences?

of 82

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

Original GOAL

from prior year

LCAP:

Students will have equitable access to a rigorous, well-rounded and enriched curriculum aligned with Common Core State Standards and national standards using 21st century technology that promotes a specific set of academic and behavioral readiness skills, fosters attendance and promotion (matriculation) and prepares them to be competitive in a global economy.

Related State and/or Local Priorities: 1X 2X 3__ 4X 5X 6X 7__ 8__

COE only: 9__ 10__ Local : Specify _____________________

Goal Applies to: Schools: AllApplicable Pupil Subgroups: All

Expected Annual

Measurable Outcomes:

• Double wireless access points• Expand to 1 to 1 technology• Establish year 1 district proficiency rates on SBAC

Interim Assessment• Establish year 1 district proficiency rates on SBAC

Summative AssessmentActual Annual Measurable Outcomes:

• Increased wireless access points from 5 to 28 onboth campuses.

• Expanded technology to 2 to 1 Chromebooks.• Established year 1 district proficiency rates on SBAC

Interim Assessmentso 36% of all students met or exceeded the

standard in English language artso 43% of all students met or exceeded the

standard in mathematics• Established year 1 district proficiency rates on SBAC

Summative Assessmento 25% of all students met or exceeded the


standard in mathematicsLCAP Year: 2015-16

Planned Actions/Services Actual Actions/Services

Budgeted Expenditures

Estimated Actual Annual Expenditures

Increase number of wireless access points from the current 5 to 10. Install a dedicated access point for guest.

$5,000: Supplemental and Concentration Funds

Increased wireless access points to 16 at BES. Increased wireless access points to 12 at RIS. A dedicated access point for guests was installed at both sites.


Scope of service: LEA-wide Scope of service: LEA-wide

of 82

X ALL XALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

X ALL X ALL

Purchase iPads for all teachers

$15,000: Supplemental and Concentration Funds Purchased one (1) iPad for each teacher.



X ALL X ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


Increase number of mobile computer carts at each site to 3 mobile computer carts.


Increased the number of mobile computer carts to 5 at BES. Increased the number of mobile computer carts to 4 at RIS.



X ALL X ALL

of 82

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


Provide professional learning for teachers to integrate technology on a consistent basis.


Provided professional learning for teachers to integrate technology on a consistent basis.





Hire a full time superintendent.


A full time superintendent was hired and 40% of the salary was funded from supplemental and concentration funds. While this action item was duplicated throughout the 15-16 LCAP (Goal 1, Item 1.4, Goal 3, Items 1.6 and 1.7, and Goal 5, Item 1.4), it was only budgeted for one time. The justification for this expenditure is that this is a small district and many items throughout the LCAP are overseen by the Superintendent.





of 82

Provide professional learning for teachers to prepare for and administer SBAC interim testing.

$1,000: Spplemental and Concentration Funds

Provided professional learning for teachers to prepare for and administer SBAC interim testing.





Provide professional learning for teachers to analyze and evaluate SBAC interim assessment outcomes to enhance teaching practices.


Provided professional learning for teachers to analyze and evaluate SBAC interim assessment outcomes to enhance teaching practices.





Provide professional learning for teachers to prepare for and administer SBAC summative testing.


Provided professional learning for teachers to prepare for and administer SBAC summative testing.



X ALL X ALL

of 82



Provide professional learning for teachers to analyze and evaluate SBAC summative assessment outcomes to enhance teaching practices.


Provided professional learning for teachers to analyze and evaluate SBAC summative assessment outcomes to enhance teaching practices.





What changes in actions, services, and expenditures will be made as a result of

reviewing past progress and/or changes to goals?

Technology infrastructure and tools need to continue to be updated, replaced, and enhanced. Consultations with stakeholders (parents, teachers, principals, IT technician, and business manager have shown that we need to continue to increase the number of computers available to students, the type of technology available to teachers for instruction, professional learning for teacher to implement and integrate technology, and ensure infrastructure is in place to support all of the above. This next year we will add the use of iPads, interactive Whiteboards, computer applications, and provide an Education Technology Consultant to support teachers in technology integration.

Original GOAL

from prior year

LCAP:

By 2017, the learning environments of the Bayshore Elementary School District will be transformed into 21st Century Learning Environments by adapting a comprehensive modernization program and creating educational experiences for students that are challenging, enriching and extend their academic abilities by ensuring institutional cultures are welcoming to students from diverse backgrounds, promoting students below proficiency levels moving to higher performance, raising academic achievement of all students on standardized assessments by adapting to changing student expectations and supporting students to become active citizens that have high attendance promotion (matriculation) rates.

Related State and/or Local Priorities: 1X 2__ 3__ 4X 5X 6X 7__ 8__

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: All

of 82

Applicable Pupil Subgroups: All

Expected Annual


• New School Design Approval• Establish district enrollment rate• Establish district student/teacher ratio• Establish year 1 district proficiency rates on SBAC

Interim AssessmentsActual Annual Measurable Outcomes:

• Received approval from DSA of New School Design• Established district enrollment baseline

o Current enrollment is at 384 students• Established district student/teacher ratio of 18.7 to 1• Established year 1 district proficiency rates on SBAC

Interim Assessmentso 36% of all students met or exceeded the






Hire a full time Director, Business Services


A full time director of business services was hired and 40% of the salary was funded from supplemental and concentration funds.



X ALL XALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


Submit design of new TK-8 school to CDE

$233,000: General Obligation Bond Funds

Submitted design of new TK-8 school to CDE/DSA

$194,847: General Obligation Bond Funds


of 82



Establish district enrollment rate evaluation and analysis protocol.

Subsumed in the role of the superintendent.

Established district enrollment rate evaluation and analysis protocol.

Subsumed in the role of the superintendent.




Establish district student/teacher ratio evaluation and analysis protocol.

$0.00: Subsumed in the role of the superintendent.

Established district student/teacher ratio evaluation and analysis protocol.

$0.00: Subsumed in the role of the superintendent.




Provide professional learning for teachers to prepare for and administer SBAC interim testing.

$500: Supplemental and Concentration Funds

Provided professional learning for teachers to prepare for and administer SBAC interim testing.


of 82




Provide professional learning for teachers to analyze and evaluate SBAC interim assessment outcomes to enhance teaching practices.


Provided professional learning for teachers to analyze and evaluate SBAC interim assessment outcomes to enhance teaching practices.







The Bayshore Elementary School District has continued to move forward with selling the surplused Robertson Intermediate site to build a new TK-8 School at the Bayshore Elementary School site.

Original GOAL

from prior year

LCAP:

100% of Bayshore Elementary School District students will be provided a well-rounded, equitable, robust curriculum focusing on EL students, while including elective courses at all grades ensuring all students the ability to make connections between the arts and academic classes and play an important role in helping students learn, focus and achieve in emotional, physical and academic environments.

Related State and/or Local Priorities: 1X 2__ 3__ 4X 5X 6X 7X 8X


Goal Applies to: Schools: AllApplicable Pupil Subgroups: English Learners

of 82

Expected Annual


• Establish year 1 district attendance averages• Establish year 1 district absenteeism averages• Increase district EL reclassification rate and AMAO

rates to be 5% or above CA state average• Establish year 1 district physical fitness assessment

averages• Establish year 1 district averages of elective course

attendance• Establish year 1 district proficiency rates on SBAC

Interim AssessmentsActual Annual Measurable Outcomes:

• Established year 1 district attendance rate.o District ADA of 95.56%

• Established year 1 district absenteeism rates.o Average absentee rate of 6 absences per day

per student.• Increased district EL reclassification rate and AMAO

rates to be 26.5% (state rates not available)• Established year 1 district physical fitness

assessment proficiency rate.o Rates not available at this time.

• Established year 1 district averages of electivecourse attendanceo Elective courses not established this year.

• Established year 1 district proficiency rates onSBAC Interim Assessmentso 36% of all students met or exceeded the






Establish district attendance rate evaluation and analysis protocol.

$0.00: Subsumed in the role of the Superintendent

Established district attendance rate evaluation and analysis protocol.



_ ALL _ALL

of 82

OR: __Low Income pupils X English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils X English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Establish district absenteeism evaluation and analysis protocol.


Established district absenteeism evaluation and analysis protocol.





English Language Development teacher will evaluate CELDT scores and provide Professional Learning to content specific and grade level teachers to inform pedagogy and improve instruction for English Learners.

$0.00: Subsumed in the role of the ELD Teacher

English Language Development teacher evaluated CELDT scores and provided Professional Learning to content specific and grade level teachers to inform pedagogy and improve instruction for English Learners.





of 82

Addition of full time Physical Education Teacher.


Addition of full time Physical Education Teacher.





Establish district president’s physical fitness teacher assessments evaluation and analysis protocol.

$0.00: Subsumed in the role of the PE Teacher

Established district president’s physical fitness teacher assessments evaluation and analysis protocol.

$0.00: Subsumed in the role of the PE Teacher




Establish district elective course attendance evaluation and analysis protocol.


Electives outside of Choir and PE were not established this year.



X ALL X ALL

of 82



Hire a full time Superintendent

See Item 1.5A full time superintendent was hired and 40% of the salary was funded from supplemental and concentration funds.

See Item 1.5




Provide professional learning for teachers to prepare for SBAC Interim assessment.


Provided professional learning for teachers to prepare for SBAC Interim assessment.





of 82

Provide professional learning for teachers to analyze and evaluate SBAC Interim assessment outcomes to enhance teaching


Provided professional learning for teachers to analyze and evaluate SBAC Interim assessment outcomes to enhance teaching







Providing the students of the Bayshore Elementary School District with choir two times a week was a start. We need to continue with adding resources/classes to the school day. This includes the need for a full time PE teacher, an elective teacher, a Foreign Language teacher; and providing SDC: MM classes at each site.

Original GOAL

from prior year

LCAP:

Advance student achievement through actively involving parents and community in the educational process of Bayshore Elementary School District by offering activities and opportunities for parents to become part of the school through providing parent education, help parents understand student progress, offering ways for parents to receive help in their efforts to improve their child’s progress and improve communication.

Related State and/or Local Priorities: 1__ 2__ 3X 4X 5X 6X 7__ 8_


Goal Applies to: Schools: AllApplicable Pupil Subgroups:

of 82

Expected Annual


• Set district average to enhance efforts to seekparental input.

• Set district average to increase promotion ofparental participation.

• Set district average of school/district open houseparticipation.

• Provide multiple parent conference opportunities tomeet varied family schedules.

• Set district average to increase classroomvolunteering

• Increase grade reporting level by one level pertrimester.

Actual Annual Measurable Outcomes:

• Set district average to enhance efforts to seekparental input.o Set up multiple opportunities for parents to

provide input including paper and online surveysand Community Forums.

• Set district average to increase promotion ofparental participation.o Increased parental participation at Community

Forums led by school sites by 100%.• Set district average of school/district open house

participation.o 63% of families attended the fall open house.o 47% of families attended the spring family night.

• Provide multiple parent conference opportunities tomeet varied family schedules.o Piloted a Spring Parent Teacher Conference at

the Elementary Site.• Set district average to increase classroom

volunteeringo Did not determine classroom volunteering

average.• Increase grade reporting level by one level per

trimester.o Data not available at this time.

LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services



Establish district parent input evaluation and analysis protocol


Established district parent input evaluation and analysis protocol.



X ALL X ALL

of 82


OR: __Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Implement community forums quarterly


Held 4 Community Forums





Survey, focus groups on effectiveness of website announcements, surveys, newsletters

$0.00: Subsumed in the role of the principals

Surveyed families on effectiveness of website announcements, surveys, newsletters





Add questions on registration form asking for parent preferred and best contact methods.

$0.00: Subsumed in the role of the superintendent

Added questions on registration form asking for parent preferred and best contact methods.


of 82


X ALL X ALL OR: __Low Income pupils __ English Learners __Foster Youth __ Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

OR: __Low Income pupils __ English Learners __Foster Youth __ Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Beginning of year survey


Administered beginning of year survey.





Recruit for and convene parent leadership institute

$0.00: Subsumed in the role of the principal

Parent Leadership Institute was unable to offer institute to our district.

$0.00: Subsumed in the role of the principal




of 82

Exploratory study of implementation of home visit potential and interest


Researched possibility of home visits with a teacher leader.





Establish district open house participation evaluation and analysis protocol.


Set district average for attendance at district open house.





Establish district conference opportunities evaluation and analysis protocol.


Established district conference opportunities data analysis.



X ALL X ALL

of 82



Establish district classroom volunteering evaluation and analysis protocol.


This was not completed.





Provide professional learning for teachers to analyze and evaluate trimester grade reporting levels to enhance teaching

$1,000.00: Subsumed in the role of the principals

Provided professional learning for teachers to analyze and evaluate trimester grade reporting levels to enhance teaching

$1,000.00: Subsumed in the role of the principals


X ALL X ALL OR: __Low Income pupils _ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils _ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________



While we had an increase in parental and community involvement, more is still needed. We will continue to utilize the activities implemented in 2015-2016 while surveying our parents and researching new ways to increase parental and community involvement.

of 82

Original GOAL

from prior year

LCAP:

Establish a respectful, positive district culture ensuring deeper, rigorous and relevant application of knowledge focusing on higher order thinking skills while conveying a unified vision of the big ideas and supporting concepts within a discipline and reflect a progression of teaching and learning that is internationally benchmarked, meaningful and focused on the Common Core State Standards.

Related State and/or Local Priorities: 1X 2X 3_ 4X 5X 6_ 7__ 8_


Goal Applies to: Schools: AllApplicable Pupil Subgroups:

Expected Annual


• 100% of students will have access to CCSSinstructional materials.

• Increase district EL reclassification rate to be 5% orabove CA state average.

• Establish SBAC Interim Assessment Proficiencyrates.

• Establish SBAC Summative AssessmentProficiency rates.

• Administer Healthy Kids SurveyActual Annual Measurable Outcomes:

• 100% of students will have access to CCSSinstructional materials.

• Increased district EL reclassification rate to be26.5% (state rates not available)

• Established year 1 district proficiency rates onSBAC Interim Assessments

o 36% of all students met or exceeded thestandard in English language arts

o 43% of all students met or exceeded thestandard in mathematics

• Established year 1 district proficiency rates onSBAC Summative Assessment

o 25% of all students met or exceeded thestandard in English language arts

o 21% of all students met or exceeded thestandard in mathematics

• Administer Healthy Kids Surveyo Data not available at this time.

LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services



Purchase instructional materials for CCSS ELA


Purchased instructional materials for CCSS ELA


of 82


X ALL XALL OR: __Low Income pupils _ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


Provide professional learning for teachers to write and curate instructional materials for CCSS – math


Provided professional learning for teachers to write and curate instructional materials for CCSS – math.





Research instructional materials for NGSS.


Researched instructional materials for NGSS.



X ALL X ALL OR: __Low Income pupils _ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


of 82






__ ALL __ ALL OR: __Low Income pupils X English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils X English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Establish district SBAC interim assessment evaluation and analysis protocol.


Establish district SBAC interim assessment evaluation and analysis protocol.



X ALL X ALL OR: __Low Income pupils _ English Learners __ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils _ English Learners __ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Hire a full time Superintendent

See Item 1.5A full time superintendent was hired and 40% of the salary was funded from supplemental and concentration funds.

See Item 1.5


X ALL X ALL

of 82

OR: __Low Income pupils _ English Learners __ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils _ English Learners __ Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Establish district SBAC Summative assessment evaluation and analysis protocol.

$0.00: Subsumed in the role of the Superintedent

Established district SBAC Summative assessment evaluation and analysis protocol.



_ X ALL _ X ALL OR: __Low Income pupils __ English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________


Establish district grade reporting assessment evaluation and analysis protocol.


Established district grade reporting assessment evaluation and analysis protocol.





Evaluate district Healthy Kids survey trends and develop action plan accordingly.

$0.00: Subsumed in the role of the Middle School Principal

Administered district Healthy Kids survey.

$0.00: Subsumed in the role of the Middle School Principal

of 82






While we have begun the process of implementation of the CCSS, continued professional support for teachers is necessary. We will continue to provide professional learning to all teachers in math and ELA and will begin to fold in the NGSS. We also have 25% of our teachers who are new to the profession who we support through an Induction Program.

of 82

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

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

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

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

Total amount of Supplemental and Concentration grant funds calculated: $639,601 80% of our students are identified as unduplicated pupils. The Supplemental/concentration funds will be spent on actions and services that are principally directed towards these pupils. The following chart provides the justification for the actions and services:

Goal Action/Service Expense Justification 1 Upgrade technology to bring the district to

1-‐1 capacity -‐ 4 class sets of iPads -‐ 6 interactive whiteboards -‐ site licenses

$87,000 $17,000 $20,000

The majority of our students come from homes with limited access to technology. Our goal is to provide 1-‐1 devices and training to the students, parents and teachers, with a focus on our unduplicated pupils, in order for our students to learn the skills to be best prepared to compete in a global economy.

Full time technology specialist $98,000 In order for our technology initiative to be successful, we need an on-‐site technology specialist who will ensure the operation and digital safety of our devices and their usage, both in school and in the homes. This specialist will also provide additional support to families of the unduplicated pupils in ensuring online access and appropriate use of the devices.

Provide coaching in the use of integrated technology (Ed Tech consultant)

$5,000 The coaching will ensure that teachers and their students use the new technology as a tool in their lessons. Teachers will be coached about ways to differentiate their instruction for the specific learning needs of their unduplicated pupils.

2 Continue to fund 40% of Director of $54,000 This is the last year of this goal, as our new facility will be

of 82

Business Services completed this year. Our new facility has been designed to take

our current 1950’s era facilities in to the 21st Century, with a focus on integrated technology, outside learning spaces, STEAM and Makers labs, and flexible learning spaces that teachers will be able to adapt for large group, small group and individual instruction. The role of the Director of Business Services is essential to the completion of this project.

3 Hire a part-‐time Counselor $45,000 The counselor will support the social and emotional needs of our students, with his/her focus being principally directed towards the unduplicated pupils.

Provide PD to staff on PBIS $3,400 Teachers will learn about Positive Behavior and Intervention Support, a system of multi-‐tiered supports that will be principally directed towards the unduplicated pupils.

Hire a full time PE teacher $65,000 Previously, PE was offered on an irregular basis to our students. With a full time PE teacher, dedicated to the instruction of physical and emotional health, our unduplicated pupils will be supported in a more well-‐rounded curriculum that contributes to their academic success.

Provide PD to prepare for assessments $1,000 $3,500

The formative assessments that will be administered next year will be analyzed and used by classroom teachers as they differentiate their instruction for students with specific learning needs.

Continue to fund 40% of Superintendent $73,460 In this small district, much of the work is done by the Superintendent. The Superintendent provides much of the professional development, oversees the academic, emotional and physical success of the small student body, oversees the evaluation process of the principals and teachers, visits classrooms on a weekly basis, provides coaching, and ensures the completion of the actions and services of the LCAP. The Superintendent is dedicated to the academic achievement of the district’s unduplicated pupils and focuses specifically on closing the achievement gap between the unduplicated pupils and their peers both within and outside the district.

Continue to fund 1.0 ELD teacher $99,996 The ELD teacher increases the quality of services provided to the district’s English Learners. Our goal is to increase the number of ELs that become English proficient, and are able to be

of 82

reclassified. Provide after school enrichment and support classes

$40,000 Our unduplicated pupils need access to both enrichment and support classes in order to have a well-‐rounded curriculum. Providing them after school extends the school day for them and provides additional instructional time.

Provide site license for Rosetta Stone $2,500 This license will provide an additional online tool for the English Learners in acquiring English.

Extend school day for TK/K students for first five weeks of school

$12,000 We will provide additional time in the beginning of the school year, principally directed towards our unduplicated pupils, in order to give them the necessary support to have a successful school year.

4 Continue to implement quarterly community forums

$4,500 These actions and services will be principally directed towards the involvement and engagement of the parents of our unduplicated pupils. Recruit and convene parent leadership

institute $2,000

Hold Spring Open House/Family Night $1,000 Provide PD for teachers to analyze grade reporting levels

$1,000 Our teachers need to calibrate their current practices around grading, and the expectations for success of their unduplicated pupils.

5 Purchase instructional materials for CCSS implementation

$20,000 Materials need to be purchased to ensure each classroom has sufficient, differentiated materials to implement our new curriculum and support our students with their different learning needs.

Continue to provide PD for teachers to write instructional units for CCSS implementation

$17,000 PD will be provided to teachers, particularly in the area of Readers and Writers Workshop, in how to differentiate their instructional practices. The units that teachers write will also be differentiated for the needs of the unduplicated pupils.

Continue tor provide ELA Coaching sessions $15,000 Coaching will be provided to teachers to ensure their differentiation of instruction for students within their classrooms.

Provide Project Based Learning PD $5,000 Teachers will be trained in Project Based Learning, a style of instructional planning that engages students in real world experiences, problem solving, and 21st century skills.

Provide eSpark licensing for ELA and Math support on iPads

$20,000 This license will provide additional online support for struggling students.

Provide Elevate Summer Math Program to $16,000 This summer program will provide additional time for struggling

of 82

incoming 7th and 8th grade students math students to gain the skills necessary to be successful in their math classes.

Provide New Teacher Induction Program $20,000 This program will support new teachers in both gaining their clear credentials, and in being better prepared to meet the different needs of the unduplicated pupils in their classrooms.

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

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

The funding of the actions and services listed in Section 3A provide an increase of a minimum of 23.3% over our base instructional program. Funding these programs and services is necessary to meet the goals of increasing English proficiency, increasing the EL reclassification rate, full implementation of the California State Standards, including full integration of technology, and providing a well-‐rounded curriculum to our students.

The Bayshore Elementary school district currently serves approximately 380 students. Bayshore Elementary serves students in grades TK – 4, while Robertson Intermediate serves students in grades 5-‐8. We serve a diverse student population comprised of 35% Hispanic, 28% Filipino, 18% Asian, 7% African American, and 6% Native American or Pacific Islander. English Learners make up 19% of our student population, 13% of our students are students with disabilities, while 70% are limited income. Unduplicated Foster youth, EL and low income make up 70% of our population.

The LCAP goals area aligned to the overall needs and expectations of the district and existing plans. Upcoming initiatives include extending our school day at each grade level, adding community liaisons, and turning our new school into a community center with wrap around services.

23.3 %

of 82

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

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

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

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

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

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

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

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

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

(2) The total number of cohort members.

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

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

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

(2) The total number of cohort members.

of 82

(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).


(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).


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

01-13-15 [California Department of Education]

of 82

LCAP Full Report (SBE Template) · Local Control and Accountability Plan Bayshore Elementary July...

Documents

Transcript of LCAP Full Report (SBE Template) · Local Control and Accountability Plan Bayshore Elementary July...