Local Control and Accountability Plan and Annual Update ... LCAP Los Banos... · Local Control and...

LBUSD, LCAP 2015-2016

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

Introduction:

LEA: Los Banos Unified School District Contact: Paul J. Enos, Asst. Superintendent, [email protected], (209) 826-3801

LCAP Year: 2015-16

Local Control and Accountability Plan and Annual Update Template

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

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

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

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

The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code

mailto:[email protected]


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section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.

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

State Priorities

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

A. Conditions of Learning:

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

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

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

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

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


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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 school site, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

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

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

Section 1: Stakeholder Engagement

Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code

section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements

for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and

Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the

requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the

community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and

expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes,

describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals,

actions, services, and expenditures.


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Guiding Questions:

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

in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies,; county

office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community

organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and

supporting implementation of the LCAP?

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

3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and

used by the LEA to inform the LCAP goal setting process? How was the information made available?

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

through any of the LEA’s engagement processes?

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections

52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code

section 42238.01?

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

7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved

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

Involvement Process Impact on LCAP September 17, 2014 LCFF presentation to Pacheco High School (PHS) SSC and ELAC September 25, 2014 LCFF/LCAP presentation to DELAC October 15, 2014 LCAP and School Site Plan development with Los Banos Jr. High (LBJH) and PHS ELAC and SSC. November 19, 2014 LCAP and School Site Plan development with LBJH and PHS ELAC and SSC.

The meetings with the ELAC’s at the school sites have given us the most parent input for the development of the LCAP. They have requested additional security at the 7-12 schools and additional tutoring/interventions at all sites. These actions have been added to the 2014-15 and future LCAP’s.


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December 11, 2014 First Interim Report of LCFF and LCAP budget presented to Board at the regular meeting. December 17, 2014 Classroom Visitations at LBJH by SSC to observe LCAP goals being implemented. LBTA and District met to plan for professional development on the following days: 8/25, 10/20, 12/1/2014 and 1/12, 3/2, 4/20/2015 January 15, 2015 report with detailed information regarding the LCFF and LCAP presented to the Board at the regular meeting. February 18, 2015 LCAP/School Site Plan review and approval by LBJH ELAC and SSC. February 25, 2015 LCAP and School Site Plan development with PHS ELAC and SSC. March 20, 2015 LCFF/LCAP presentation to Westside Union Elementary (WUES) Cabinet. March 24, 2015 LCFF/LCAP presentation to WUES Leadership Team.

The topics and presenters for our 3 calendared PD days were determined in these meetings based on the PD requested by staff and contained in the 2014-15 LCAP.

Annual Update: District Administrative Staff met on the following dates to plan, develop, and review information pertaining to the LCAP: August 20, September 29, October 27, December 8, 2014 January 5,26, February 2, 23, March 2, 23, April 6, 13, 27, May 4, 11, 14,2015

Annual Update: These meetings were held to involve both the business and education staff in the development of the LCAP budget.


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District Advisory Committee (DAC) met on the following days: September 16, November 19, 2014 January 20, March 17, May 5, 2015 April 13, 2015 – Elementary Curriculum Council met April 2015, Survey was sent by email to all staff, students completed survey online, and parents were sent survey to complete. April 1, 2015 LCFF/LCAP presentation WUES ELAC. April 14, 2015 LCFF/LCAP presentation to WUES Faculty. April 16, 2015 LCFF/LCAP presentation to WUES Site Council. April 20, 2015 LCFF/LCAP presentation to RME Faculty. May 12, 2015 – Met with the Los Banos Teacher’s Association (LBTA) for negotiations and discussed positions related to LCAP development. May 14, 2015 Current draft of LCAP was reviewed and shared with the Board at the regular meeting for feedback, questions, and comments. June 2, 2015 Notice to public of the opportunity to submit written comments regarding the specific actions and expenditures proposed in the plan. LCAP made available to the District Advisory Committee and the public.

DAC recommended to Board to condense goals from the 11 in the 2014-15 LCAP to 6 goals for 2015-16. At the Elementary Curriculum Council Meeting it was determined that there was a need to add an additional ½ time ISI at each of the 5 large elementary schools for the 2015-16 school year. During negotiations, LBTA and the District agreed on adding technology coaches for 2015-16 to support the teachers in the classroom.


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June 11, 2015 Public Hearing to solicit recommendations and comments from the public. Superintendent will respond in writing to any comments. June 18, 2015 Board adoption of LCAP; notation of any comments received during the written comment period to which the Superintendent responded. August 13, 2015 Board reapproved LCAP with minor amendments suggested by MCOE. Section 2: Goals, Actions, Expenditures, and Progress Indicators Instructions:

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

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

pursuant to Education Code section 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and

for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each

subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions

an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update

to include a review of progress towards the goals and describe any changes to the goals.


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To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and

local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and

input requested from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, pupil advisory

groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions

described in other plans that are being undertaken to meet the goal.

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

fields as necessary.

Goal: Describe the goal:

When completing the goal tables, include goals for all pupils and specific goals for school sites and specific subgroups, including pupils

with disabilities, both at 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 and describe those goals together. The LEA may also indicate those goals that are not

applicable to a specific subgroup or school site.

Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the

applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any

additional local priorities; however, one goal may address multiple priorities.

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

identify the need(s).

Schools: Identify the school sites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of

schools, or specify grade spans (e.g., all high schools or grades K-5).

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

for all pupils.

Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using,

at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected

measurable outcomes for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and at the school site level.


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The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must

address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives

for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs

must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control

Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

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 of services 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 school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration

funds are used to support the action/service, the LEA must identify if the scope of service is district wide, school wide, countywide, or charter

wide.

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of

service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

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

Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions,

including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure.

Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and

47606.5.

Guiding Questions:

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

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

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


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engagement, and school climate)?

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

5) How have the unique needs of individual 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 different from the LEA’s goals for all pupils?

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

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

local priority?

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

10) What information was considered/reviewed for subgroups identified in 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, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

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

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

LEA’s budget?

GOAL: 1. Promote the educational success of all students in reading and mathematics by

closing the achievement gap and using best practices to attain proficiency or better.

Related State and/or Local Priorities:

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

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : Students below grade level in math and reading.

Goal Applies to: Schools: All district schools

Applicable Pupil Subgroups: English Learner, Low Income, Re-designated English Learner, Foster Youth, Students with Disabilities

LCAP Year 1: 2015-16


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Expected Annual Measurable Outcomes:

Increased reading levels of students serviced by ISI’s (Guided Reading levels) Increased reading levels of students serviced through Read 180/System 44 (SRI) Increased math proficiency levels of students serviced through Math 180 (program metrics) Establish baseline metric for proficiency for all students and subgroups on CAASPP tests in ELA and Math Increase EL students’ academic and language proficiency (AMAOs) and redesignation rates 100% teacher implementation of the CCSS through the RCD Units 100% of students will have access to CCSS aligned materials

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

Continue to fund 8 Intervention Support Instructors (ISI) and hire 5 additional part-time to address 1-3 students reading below grade level.

1-3 __ALL $885,350 $176,675 LCFF S/C

OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups - Specify)___SWD____

Complete the upgrade of System 44 and Read 180 to Next Generation version.

K-8 __ALL $300,000


Implement needed sections of Math 180 at the 9-12 grade level for students identified as struggling or below grade level in math. (additional licenses will be required)

9-12 __ALL $10,000


Implement iRead program at 8 elementary sites to support struggling readers in TK-2. (including the purchase of 430 iPads needed to implement the program in the classroom)

TK-2 __ALL $65,000 $325,000 LCFF S/C

OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient _X_Other Subgroups - Specify)___SWD____

Purchase “Go Math” supplemental instructional materials along with applicable teacher training.

K-8 __ALL

$199,500 LCFF S/C


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Purchase additional textbooks for Integrated Math I, II, III courses.

9-12 _X_ALL

$95,660

OR: __Low Income pupils ___English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)_______

After school math intervention for targeted students (includes hourly teacher/tutor cost and transportation).

7-12 __ALL

$35,000


RCD Unit revision (including trainers, sub costs and teacher compensation for spring/summer work).

K-12 _X_ALL

$148,760




Increased reading levels of students serviced by ISI’s (Guided Reading levels) Increased reading levels of students serviced through Read 180/System 44 (SRI) Increased math proficiency levels of students serviced through Math 180 (program metrics) Increase proficiency for all students and subgroups on CAASPP tests in ELA and Math by 5% Increase EL students’ academic and language proficiency (AMAOs) and redesignation rates by 5% 100% teacher implementation of the CCSS through the RCD Units 100% of students will have access to CCSS aligned materials





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Continue to fund the 8 full-time and 5 part-time Intervention Support Instructors (ISI) to address 1-3 students reading below grade level and to increase the reading level of 85% of their caseload.

1-3 __ALL $911,910 $181,975 LCFF S/C


Continue with iRead program at 8 elementary sites to support struggling readers in TK-2 and to increase the reading level of 85% of their caseload.

TK-2 __ALL $65,000 OR:

_X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups - Specify)___SWD____

Implement needed sections of Math 180 at the 9-12 grade level for students identified as struggling or below grade level in math to increase the math levels of 75% of the students serviced.

9-12 __ALL $10,000


Purchase “Go Math” supplemental instructional materials along with applicable teacher training to reach 100% implementation of the program.

K-8 __ALL $199,500 LCFF S/C


Purchase additional textbooks for Integrated Math I, II, III courses to reach 100% implementation.

9-12 __ALL $95,660


After school math intervention for targeted students (includes hourly teacher/tutor cost and transportation) to increase completion of grade level/a-g courses with a grade of “C” or higher by 50%.

7-12 __ALL $35,000


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RCD Unit revision (including trainers, sub costs and teacher compensation for spring/summer work) with 100% implementation of the revised units.

K-12

__ALL

$151,035



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Increased reading levels of students serviced by ISI’s (Guided Reading levels) Increased reading levels of students serviced through Read 180/System 44 (SRI) Increased math proficiency levels of students serviced through Math 180 (program metrics) Increase proficiency for all students and subgroups on CAASPP tests in ELA and Math by 5% Increase EL students’ academic and language proficiency (AMAOs) and redesignation rates by 5% 100% teacher implementation of the CCSS through the RCD Units 100% of students will have access to CCSS aligned materials




Continue to fund the 8 full-time and 5 part-time Intervention Support Instructors (ISI) to address 1-3 students reading below grade level and to increase the reading level of 90% of their caseload.

1-3 __ALL $948,386 $189,255 LCFF S/C


Continue with iRead program at 8 elementary sites to support struggling readers in TK-2 and to increase the reading level of 90% of their caseload.

TK-2 __ALL $65,000


Implement needed sections of Math 180 at the 9-12 grade level for students identified as struggling or below grade level in math to increase the math levels of 80% of the students serviced.

9-12 __ALL $45,000


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After school math intervention for targeted students (includes hourly teacher/tutor cost and transportation) to increase completion of grade level/a-g courses with a grade of “C” or higher by 55%

7-12 __ALL $35,000


RCD Unit revision (including trainers, sub costs and teacher compensation for spring/summer work) with 100% implementation of the revised units.

K-12 __ALL $154,185


GOAL:

2. Assure all students have access to a broad curriculum that ensures they graduate from high school having completed a clear pathway of A-G requirements and ready to enter a four-year university or have completed a vocational pathway and are ready to enter a technical school or the workforce.


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

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : Goal of 45% A-G and 75% CTE completers





Increase percentage of students that are scheduled into a-g courses to 80% and increase percentage of students completing the a-g requirements at the end of 12th grade to 45%. Maintain percentage of students completing our CTE pathways at 95% or higher. An increased percentage of students that have access to one-to-one device access. Increase high graduation cohort rate to 90% and lower cohort dropout rate to 6%. Establish 8th grade cohort completion rate and cohort dropout rate for focus on improvement Establish percentage of students that pass the AP exams with a 3 or higher Establish percentage of students that are ready/conditionally ready on the EAP


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Hire 1 additional Counselor at LBJH while continuing to fund the 2 additional Counselors hired in 2014-15 (1 at LBHS and 1 at LBJH) to meet increased a-g completion goal of 45%.

7-12 __ALL $289,732 LCFF S/C


Purchase additional student technology devices for targeted grade levels and subject areas.

K-12 __ALL $275,000


Purchase additional textbooks for regular, a-g and AP courses.

7-12 _X_ALL $400,000


Expand use of Brain Honey learning management system (LMS).

4-12 _X_ALL

$120,000


Hire 2 fulltime Technology Coaches and 23 stipend Site Technology Coaches to support teachers with implementation of technology (including PD for Coaches).

K-12

__ALL

$320,110



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Pay Advanced Placement (AP) teachers on time sheets for work needed to grade summer assignments.

9-12 ___All __________________________________________________ OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)_______

$25,000



Increase percentage of students that are scheduled into a-g courses to 83% and increase percentage of students completing the a-g requirements at the end of 12th grade to 48%. Maintain percentage of students completing our CTE pathways at 95% or higher. An increased percentage of students that have access to one-to-one device access. Increase high graduation cohort rate to 91% and lower cohort dropout rate to 5%. Increase 8th grade cohort completion rate by 1% and decrease cohort dropout rate by .5% Increase the percentage of students that pass the AP exams with a 3 or higher by 2% Increase the percentage of students that are ready/conditionally ready on the EAP by 2%




Continue to fund existing Counseling staff and hire an additional Counselor to be shared by San Luis High School and Crossroads Alternative Education School.

7-12 __ALL $391,078 LCFF S/C


Purchase additional student technology devices for targeted grade levels and subject areas with an emphasis towards reaching 100% in math and ELA..

3 -12 __ALL $300,000


Purchase additional textbooks for regular, a-g and 7-12 __ALL $125,000


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AP courses. OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups - Specify)___SWD____

Expand use of Brain Honey learning management system (LMS) to work towards goal of 100% use in these grade levels for math and ELA.

3-12 __ALL

$185,000


Continue to fund 2 fulltime Technology Coaches and stipend site Technology Coaches (including PD for Coaches) to increase instructional use of technology (keeping logs/records of one-on-one coaching, group coaching and trainings).

K-12

_X_ALL

$329.715


Pay AP teachers on time sheets for work needed to grade summer assignments.

9-12 ___All __________________________________________________ OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$25,000



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Increase percentage of students that are scheduled into a-g courses to 84% and increase percentage of students completing the a-g requirements at the end of 12th grade to 49%. Maintain percentage of students completing our CTE pathways at 95% or higher. An increased percentage of students that have access to one-to-one device access. Increase high graduation cohort rate to 92% and lower cohort dropout rate to 4%. Increase 8th grade cohort completion rate by 1% and decrease cohort dropout rate by .5% Increase the percentage of students that pass the AP exams with a 3 or higher by 2% Increase the percentage of students that are ready/conditionally ready on the EAP by 2%




Continue to fund existing Counseling staff to allow Counselors to meet with 100% of the students to meet a-g scheduling and completion goals.

7-12

__ALL $406,721 LCFF S/C


Purchase additional student technology devices for targeted grade levels and subject areas and Principals will monitor the use in the classroom through monthly walkthroughs and normal visitations.

K-12 __ALL $300,000


Purchase additional textbooks for regular, a-g and AP courses with a goal of increasing the pass rate on the AP exam in each subject are by 3% over the previous year.

7-12 __ALL $125,000


Expand use of Brain Honey learning management system (LMS) with a goal of 50% implementation as measured by classroom walkthroughs and coaching/training logs.

4-12

__ALL

$185,000


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Continue to fund 2 fulltime Technology Coaches and stipend site Technology Coaches (including PD for Coaches).

K-12 __ALL

$342,903


Pay AP teachers on time sheets for work needed to grade summer assignments.

9-12

___All __________________________________________________ OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$25,000.00

GOAL: 3. Create and sustain inspirational learning environments that are safe, drug-free

and conducive to learning.


1__ 2__ 3__ 4__ 5_X_ 6 _X_7__ 8_X_

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : In order to strive for maximum attendance and student success, we want students that feel safe and comfortable at school.





22


Increase overall attendance in the District to 95% Decrease truancy rate by .5% Increase enrollment in elective courses to 85% Decrease average class size at TK, K and 1st grade. Decrease suspension and expulsion rates to 5.5% and .003% respectively. Increase the percentage of students that say they feel “safe and connected” at school by 5% (over the base established in 2014-15) based on the yearly survey.




Continue to pay the salary of the Culinary Arts instructor and purchase necessary supplies and materials to increase this pathway based on enrollment and course offerings.

PHS 9-12 __ALL $61,374 $75,000 OR:


Continue to fund the 2 sections of electives added in 2014-15 and add 2 more sections for 2015-16.

7-12 __ALL $56,514 OR:


Add 3 additional classrooms at the TK, K and 1st grade levels to work toward the class size goal of 24:1.

K-1 __ALL $423,085


Hire additional security staff as needed and purchase needed additional equipment such as radios, etc.

7-12 __ALL

$45,900 $7,800



23

Provide Positive Behavior Intervention System (PBIS) training at additional targeted sites.

K-12

___All

OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$20,000

Partially fund a middle school teacher at Valley

Community School to service our LBUSD students

assigned to that site.

6-8 ___All

OR:

_X__Low Income pupils ____English Learners

_X__Foster Youth ____Redesignated fluent English proficient

_X__Other Subgroups – Specify)____SWD___

$35,180



Increase overall attendance in the District to 95.5% Decrease truancy rate by .5% Increase enrollment in elective courses to 87% Decrease average class size at TK – 2nd grade. Decrease suspension and expulsion rates to 5.0% and .0025% respectively. Increase the percentage of students that say they feel “safe and connected” at school by 5% (over the 2015-16 %) based on the yearly survey.





PHS 9-12 __ALL $63,215 $20,000 OR:


Continue to fund current elective courses and add 7-12 __ALL $87,317


24

2 additional courses at indentified site(s). OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups - Specify)___SWD____

Add 3 additional grade level classrooms (per class size reduction funding) to work toward the goal of 24:1.

K-2 __ALL $653,189 OR:


Continue to fund current security staff and purchase needed additional equipment.

7-12 __ALL $47,277 $7,800



K-12 ___All


$20,000

Partially fund a middle school teacher at Valley Community School to service our LBUSD students assigned to that site.

6-8 ___All


$36,235



25


Increase overall attendance in the District to 96% Decrease truancy rate by .5% Increase enrollment in elective courses to 85% Decrease average class size at TK – 3rd grade. Decrease suspension and expulsion rates to 4.5% and .0028% respectively. Increase the percentage of students that say they feel “safe and connected” at school by 5% (over the 2016-17 %) based on the yearly survey.





PHS 9-12

__ALL $65,744 $20,000


Continue to fund current elective courses. 7-12 __ALL $90,810


Continue to add additional grade level classrooms (per class size reduction funding) to work toward the goal of 24:1.

K-3 __ALL $905,425


Continue to fund current security staff and purchase needed additional equipment.

7-12 __ALL

$49,168 $7,800



26


K-12 ___All


$20,000

Partially fund a middle school teacher at Valley Community School to service our LBUSD students assigned to that site.

6-8 ___All OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$37,684

GOAL: 4. Develop a comprehensive plan to build and maintain needed facilities using

state and local funds while keeping sufficient reserves to insure fiscal stability.


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

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : Facilities needed to house 7th and 8th grade students.





Continue monitoring construction of junior high/middle school. Plan for additional classroom space at K-6 and 9-12 grade levels. Increase FIT scores for district facilities.




Continue construction of new 7-8 junior high or 6-8 middle school.

6-8 _X_ALL $25,293,735 (to be paid incrementally by August, 2016)



27

Monitor and report to community on the District’s facilities needs for grades K-12.

K-12 _X_ALL $0


Payment for MSE COP and New Jr. High COP. K-8 _X_ALL $940,826 $178,860 OR:

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



Open new 7-8 junior high or 6-8 middle school in August of 2016. Plan for additional classroom space at K-6 and 9-12 grade levels. Increase FIT scores for district facilities.





K-12 __ALL $0


Payment for MSE COP and New Jr. High COP. K-8 __ALL $940,826 $757,525 OR:


Hire an additional bus driver. K-12 __ALL $51,500

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



28


Plan for additional classroom space at K-6 and 9-12 grade levels. Increase FIT scores for district facilities.





K-12

__ALL $0


Payment for MSE COP and New Jr. High COP. K-8 __ALL $940,826 $757,525 OR:


Continue to fund the additional bus driver hired in Year 1.

K-12 __ALL $53,560 OR:

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

GOAL: 5. Provide the best educational environment for students by employing and

retaining qualified staff prepared to implement CCSS instruction at highly effective levels.


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

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : With staff turnover and enrollment growth our District needs to hire 15-20 teaching staff per year. With the opening of a new school in August of 2016, our District will need to hire additional Administrative and support staff.





29


Track and record the percentage of HQ teachers in the district. Track and record new staff hired each year along with staff that leave the District. Track and record professional development opportunities offered/presented to staff.




Consider district demographics, culture and instructional needs to establish hiring criteria to more effectively staff schools with personnel that are the “right fit” for the District.

K-12 __ALL $0


Continue to recruit, hire and train all support employees so that they are highly qualified. (including PD to increase teacher’s content knowledge in ELA/ELD, math and NGSS)

K-12 _X_ALL $9,500 OR:

__Low Income pupils ___English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)_______

Provide BTSA support for all first and second year teachers.

K-12 _X_ALL $225,000 OR:


Negotiated salary raise and increase cost of STRS.

K-12 _X_ALL

$1,798,153









30


K-12 __ALL $0


Continue to recruit, hire and train all support employees so that they are highly qualified. (including PD to increase teacher’s content knowledge in ELA/ELD, math and NGSS)

K-12 _X_ALL $9,500



K-12 _X_ALL $231,750 OR:


Estimated negotiated salary raise and increase cost of STRS.

K-12 _X_ALL

$1,799,357









K-12

__ALL

$0 OR: _X_Low Income pupils _X__English Learners _X_Foster Youth _X_Redesignated fluent English proficient __Other Subgroups - Specify)___SWD____

Continue to recruit, hire and train all support K-12 _X_ALL $9,500


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employees so that they are highly qualified. (including PD to increase teacher’s content knowledge in ELA/ELD, math and NGSS)



K-12 _X_ALL $241,020


Estimated negotiated salary raise and increase cost of STRS.

K-12 _X_ALL

$1,843,028


GOAL: 6. Maintain an effective communication system throughout the District and

community to inform on academic progress and to extend educational opportunities for students.


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

COE only: 9__ 10__

Local : Specify _____________________

Identified Need : The District needs increased input from all stakeholders in the development of our LCAP. The District needs to increase ways for parents to engage meaningfully with their students’ schools.





Agendas and sign-in sheets from requisite parent advisory, stakeholder meetings and Board Meetings. Student rosters from extended education events. 5% increase in parents satisfied on district/site parent surveys for section #5 “My child’s school is welcoming and encourages parent involvement and My child's school provides opportunities for me to get involved in my child's education.” Evidence of the District’s use of the internet and social media to communicate with the public


32




Maintain Site Councils, ELACs, DELAC and DAC with staff, parents and community representatives.

K-12 _X_ALL $0


Hold annual meetings to keep the Board and all stakeholders informed regarding student progress, facilities and budget in relationship to LCFF, LCAP and CCSS implementation (including site reports about extended education events).

K-12 _X_ALL $0


Collaborate with the City, Merced County Office of Education (MCOE) and other agencies to effectively share District resources and gain access to resources that other agencies can provide including extended education opportunities for students through services offered by out-of-district agencies.

K-12 _X_ALL $0

OR __Low Income pupils ___English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups - Specify)_______

Contract with Hanover Research to develop appropriate surveys for staff, students, and parents that gather data/information pertinent to the development of the LCAP.

K-12

_X_ALL

$38,500



33

The District will maintain and frequently update both the official web page and the District’s Facebook page.

K-12 _X__All __________________________________________________ OR: ___Low Income pupils ____English Learners ___Foster Youth ____Redesignated fluent English proficient ___Other Subgroups – Specify)_______

$0



Agendas and sign-in sheets from stakeholder meetings and Board Meetings. Student rosters from extended education events. 5% increase in parents satisfied on district/site parent surveys for section #5 “My child’s school is welcoming and encourages parent involvement and My child's school provides opportunities for me to get involved in my child's education.”




Maintain Site Councils, ELACs, DELAC and DAC with staff, parents and community representatives.

K-12 __ALL $0


Increase participation in annual meetings to keep the Board and all stakeholders informed regarding student progress, facilities and budget in relationship to LCFF, LCAP and CCSS implementation (including site reports about extended education events).

K-12 __ALL $0


Continue to collaborate with the City, Merced K-12 __ALL $0


34

County Office of Education (MCOE) and other agencies to effectively share District resources and gain access to resources that other agencies can provide including extended education opportunities for students through services offered by out-of-district agencies.


Use data from Hanover Research surveys for staff, students, and parents to inform decisions pertinent to the development of the LCAP.

K-12 __ALL

$38,500



K-12 ___All __________________________________________________ OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$0



Agendas and sign-in sheets from stakeholder meetings and Board Meetings. Student rosters from extended education events. 5% increase in parents satisfied on district/site parent surveys for section #5 “My child’s school is welcoming and encourages parent involvement and My child's school provides opportunities for me to get involved in my child's education.”




Maintain Site Councils, ELACs, DELAC and DAC K-12 __ALL $0


35

with staff, parents and community representatives.


Increase participation in annual meetings to keep the Board and all stakeholders informed regarding student progress, facilities and budget in relationship to LCFF, LCAP and CCSS implementation (including site reports about extended education events).

K-12 __ALL $0


Continue to collaborate with the City, Merced County Office of Education (MCOE) and other agencies to effectively share District resources and gain access to resources that other agencies can provide including extended education opportunities for students through services offered by out-of-district agencies.

K-12 __ALL $0


Use data from Hanover Research surveys for staff, students, and parents to inform decisions pertinent to the development of the LCAP.

K-12

__ALL

$38,500



36


K-12 ___All __________________________________________________ OR: _X__Low Income pupils ____English Learners _X__Foster Youth ____Redesignated fluent English proficient _X__Other Subgroups – Specify)____SWD___

$0

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

Annual Update

Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a

minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the

effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In

addition, review the applicability of each goal in the LCAP.

Guiding Questions:

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

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052,

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

in the desired outcomes?

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

in achieving the desired outcomes?

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


37

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in

making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of

the review of progress and assessment of the effectiveness of the actions and services?

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

differences?

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

Original GOAL from prior year

LCAP:

1. Promote the educational success of all students in reading and mathematics by closing the achievement gap and using best practices to attain proficiency or better.


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

COE only: 9__ 10__

Local : Specify _____________________




38

Expected Annual

Measurable Outcomes:

% of students at proficient on district ELA RCD post-assessments. % of students at proficient on district Math RCD post-assessments. Number of students below grade level in reading that receive intervention support (ISI) and the % reaching grade level. Number of students with a grade below a C in Integrated I math course that attended intervention and the % that raised their grade to a C or higher. CELDT data for annual measureable achievement objectives (AMAO) for English Learners (EL’s).

Actual Annual


*Note – We are still collecting data from school sites so not all the numbers are available to share at this point. Grade 7 – 62.8% of students were proficient on district Math RCD post-assessments. Grade 8 – 52.9 % of students were proficient on district Math RCD post-assessments. Grade 1 – 114 students received ISI support and 52% reached grade level. Grade 2 – 149 students received ISI support and 58% reached grade level. Grades 9-11 - 280 students participated in mandatory after school intervention and 43% raised their grade to a C or higher. Baseline District AMAO #1 50.7% for EL growth on CELDT and AMAO #2 19.5 % (less than 5 years cohort) and 44.6% (5 years or more cohort) for English Learner English Language proficiency.

LCAP Year: 2014-15

Planned Actions/Services Actual Actions/Services

Budgeted

Expenditures

Estimated Actual Annual Expenditures


39

1. Ensure equitable outcomes through best practices and interventions.

a. Provide PD and PLC for cooperative learning. b. Implement Tier I Interventions for ELA including System 44/Read 180 and 8 FTE Reading teachers. c. Implement Tier I Interventions for math including Math 180 and after school interventions. 2. Implement CCSS and CA ELD Standards through increased rigor of instruction as required within CCSS. a. Provide intervention for students who are at the benchmark, strategic and intensive levels, as specified in the CA Core Frameworks. b. Utilize unit formative assessments with embedded performance-based tasks from the SBAC blueprints and released sample questions/tasks to drive instruction and intervention.

$44,000 $1,000,000 $67,690 $15,000 $54,000

Offered Oct. 2014; 33% teachers selected. Hired 8 teachers and purchased upgrades for all 8 elementary sites. Purchased Math 180 for 2 high schools and provided after school interventions for 150 target students. Implemented mandatory after-school math intervention (with transportation) for grades 7-10 in the Spring of 2015 Began the use of benchmarks and collection/sharing of performance task/unit assessment data at a limited number of grade levels.

$4,150 $1,167,990 $67,690 $10,000 $1,000

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL

OR: _X_Low Income pupils _X_English Learners _X_Foster Youth _X_Redesignated fluent English proficient _X_Other Subgroups:___SWD___



40

1. Increase access to technology to increase 21st Century learning.

2. Provide PD and PLC’s to increase the effectiveness of instruction.

3. Develop/implement Cycle of Inquiry (COI) to analyze school data and inform progress.

$330,000 $400,000 $0

Purchased and implemented the use of 1,330 additional devices. The District held 3 non-student PD days along with the regularly scheduled monthly PLC days. *We do not have a good idea of how effectively the COI is being used in the grade level and department PLC’s so this will be a focus moving forward.

$665,000 $409,620 $0

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL

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



41

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

result of reviewing past progress and/or changes to goals?

We did not have RCD Unit Assessment data for all grade levels. We will be working to have that data stored electronically moving forward so it can be more easily shared and analyzed. Those will be our main indicator metrics until we have SBAC results by grade/course and school site. We have added teachers to our RCD teams as others have left or resigned and we will continue to focus on support and collaboration for these folks moving forward. We did not have enough ISI staff at our larger elementary sites to service all K-2 students that needed support. We will add a half-time ISI person at each of those sites for next year. We were not able to train all targeted teachers in cooperative learning so we will plan for that training in the future. The mandatory after-school math intervention for grades 7-12 did not start until January 2015. Next year it will begin when needed in the fall. Therefore, not all planned dollars were used for this. Also, we are looking at other intervention options during the school day for these students in the future. We have done additional training in “Go Math” this year and have purchased additional materials with the intent of having increased use of this program in K-8 for next year. The following actions were listed in last year’s LCAP for this goal but they have been revised, added to future years, or deleted moving forward: Each teacher will select one instructional shift to use on a daily basis in the classroom (this was not a focus this year and will be up for discussion in the future as we have a strong focus on instructional technology now) Develop a district-wide cycle of inquiry (COI) process (this will be a focus moving forward around the RCD Unit Assessment data analysis)

Original GOAL from

2. Assure all students graduate from high school having completed a clear pathway of A-G requirements and ready to enter a four-year


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


42

prior year LCAP:

university or have completed a vocational pathway and are ready to enter a technical school or the workforce.

COE only: 9__ 10__

Local: _______________________

Goal Applies to: Schools: All district schools. Applicable Pupil Subgroups: English Learner, Low Income, Re-designated English Learner, Foster Youth, Students with Disabilities

Expected Annual


% of 12th grade students that graduate a-g compliant. % of 12th grade CTE students that are completers in their chosen pathway. % of 12th grade cohort students that graduate. % of 12th grade cohort students that dropout.

Actual Annual


At the district’s two comprehensive high schools, the Class of 2014 was 40.2% and 41.5% a-g compliant. 100% of the 12th grade students in the Class of 2014 enrolled in a capstone course completed that pathway. The Class of 2014 had a 89.1% cohort graduation rate and a 6.9% cohort dropout rate.

LCAP Year: 2014-15


Budgeted

Expenditures


1. Assure that all students have equal access to both pathways provided at the high school level. a. Provide counseling and support for all

students to assure they are college and career ready at the end of high school.

$186,000

One additional Counselor hired at Los Banos High School and Los Banos Jr. High School.

$195,860.26

Scope of service:

LBJH, LBHS, and PHS

Scope of service:

LBJH, LBHS, and PHS

__ALL _X_ALL




43

Scope of service:

Scope of service:

__ALL __ALL





An additional Counselor will be added at the Jr. High for next year to support their college and career education activities. We will be purchasing additional a-g and AP texts for a variety of courses for next year. We will expand our use of the Brain Honey LMS with an additional cohort of 40 teachers for next year. We will be adding 2 full-time Technology Coaches and 23 site stipend Technology Coaches for next year to support our increased implementation of instructional technology in the classroom.


LCAP:

3. Create and sustain inspirational learning environments that are safe, drug-free and conducive to learning.


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

COE only: 9__ 10__

Local: _______________________



44

Expected Annual


Track and record the number of classrooms and/or sections that have been added in the District that meet this goal. Track and record the sites that have had training and implemented PBIS. Track and record the number of security staff and/or security hours added at the sites.

Actual Annual


5 sections of Culinary Arts/Food Science added at PHS. 2 sections of guitar added to LBJH and SLHS. 2 TK and 1 K classrooms added in the District. PBIS is in use at 3 sites. Added 3 half-time security to LBJH, LBHS, and PHS. Also, added another School Resource Officer (SRO) to support the 7-12 sites.

LCAP Year: 2014-15


Budgeted

Expenditures


1. Develop 21st century classrooms that are conducive to learning.

a. Add Career and Technical Education (CTE) courses and pathways at the 9-12 grades sites.

b. Add engaging and relevant elective courses at the 7-12 grade sites.

$215,000 $21,600

Hired an instructor and implemented a Culinary Arts program at Pacheco High School. Added sections of guitar at San Luis High School and Los Banos Jr. High

$60,171 $118,772 $21,600

Scope of service:

LBJH, LBHS, PHS, SLHS

Scope of service:

LBJH, LBHS, PHS, SLHS

__ALL __ALL


45



c. Add additional grade level classrooms (per class size reduction funding) to work toward goal of 24:1.

$165,000 Added 2 TK and 1K classroom to the District. $207,849

Scope of service:

TK-1

Scope of service:

TK-1

__ALL __ALL



2. Maintain safe, drug-free learning environments throughout the District.

a. Plan, implement and support Positive Behavior and Intervention Support (PBIS) at all sites in district.

b. Provide adequate, trained Security Staff for all sites.

3 sites have received PBIS training so far and more sites will be getting the training in the future. 3 additional 3.75 hour Security positions were added at the 7-12 sites where needed. Also, added 1 additional SRO for the 7-12 sites.

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL




46

Scope of service:

Scope of service:

__ALL __ALL





2 more sections of Culinary Arts will be added at PHS for next year. We will continue with PBIS training for staff at sites where needed. We will also be adding computer science classes next year at LBHS and hope to expand those offerings in the future. The following actions were listed in last year’s LCAP for this goal but they have been revised, added to future years, or deleted moving forward: Develop a self-assessment tool for teachers to use to determine their level of proficiency with technology (we are developing a survey over the summer that will be administered in the fall to gather some base line data to drive our technology PD for next year) Parent/student surveys to develop baseline data for school safety (surveys were administered in April 2015 and the data will be used for future LCAP planning)


LCAP:

4. Create a comprehensive plan to pursue and utilize state, local and mitigation agreement revenue to build necessary schools in the district.


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

COE only: 9__ 10__

Local: _______________________



47

Expected Annual


Identify projected facility needs based on current and projected enrollment numbers

Actual Annual


Current District enrollment is 10,128 students. We have a very few classrooms (2-3) in K-6 and the only room for growth in 7-12 is at LBHS.

LCAP Year: 2014-15


Budgeted

Expenditures


Plan for the opening of a 7-8 or 6-8 junior high or middle school for the 2016-17 school year.

$450,000

Construction on the new site began in March of 2015.

$25,293,735 (to be paid incrementally by August, 2016)

Scope of service:

Grades 6-8

Scope of service:

Grades 6-8

__ALL __ALL



Scope of service:

Scope of service:

__ALL __ALL




48



The grade levels (6-8 or 7-8) served by the new school site that is under construction will have to be determined early next school year based on the District’s facility needs. Other facility options that need to be considered are modernization at SLHS, adding classrooms to MSE, building an additional elementary site north of LBJH and construction of the last classroom building at PHS. Goals #4, 5, 6, 7 and 8 will be combined moving forward.


LCAP:

5. Provide student capacity in our schools for a single-track schedule throughout the district.


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

COE only: 9__ 10__

Local: _______________________


Expected Annual


Calculate classroom space needed to house projected student enrollment numbers

Actual Annual


Current District enrollment is 10,128 students. We have very few classrooms (2-3) in K-6 and the only room for growth 7-12 is at LBHS.

LCAP Year: 2014-15


Budgeted

Expenditures



49

1. Develop a plan for assuring district capacity to house students on a single-track schedule.

a. Determine facility needs caused by class size reduction to 24:1 by 2021.

b. Look at city building permits, birth rates, historical community and district growth trends, etc.

c. Project student enrollment for next 5, 10, 15 years.

$0 On-going monitoring of current classroom space at current school sites.

$0

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL



Scope of service:

Scope of service:

__ALL __ALL




50



Goals #4, 5, 6, 7 and 8 will be combined moving forward.


LCAP:

6. Maintain an updated ten-year Facilities Master Plan that includes identified funding and revenue generated by mitigation agreements.


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

COE only: 9__ 10__

Local: _______________________


Expected Annual


Calculate classroom space needed to house projected student enrollment numbers.

Actual Annual


Current District enrollment is 10,128 students. We have very few classrooms (2-3) in K-6 and the only room for growth 7-12 is at LBHS.

LCAP Year: 2014-15


Budgeted

Expenditures


1. Maintain a 10-year Facilities Master Plan. a. Build a new junior high/middle school. b. Work with design and funding specialist to

provide resources to modernize San Luis High School.

$0

Construction on the new junior high/middle school began in March of 2015.

$0

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL


51



Scope of service:

Scope of service:

__ALL __ALL






Original GOAL from prior year LCAP:

7. Maintain sufficient reserves to insure fiscal stability in the budget year and for the next two projected fiscal years.


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

COE only: 9__ 10__

Local: _______________________

Goal Applies to: Schools: All district schools.


Expected Annual


A balanced budget with sufficient reserves for the current school year and the two years following.

Actual Annual


The District has a current budget of $86,852,047 with a projected revenue balance of $10,420,322.


52

LCAP Year: 2014-15


Budgeted

Expenditures


1. Plan for fiscal stability for the current year and the next two projected fiscal years.

a. Generate a plan for fiscal stability for the current budget year and the next two projected fiscal years.

b. Negotiate a reasonable agreement with employee groups that allows the District to be fair to employees and restores priorities lost during the recession.

$0

The Finance Committee and Executive Cabinet met on a regular basis to plan and monitor the District’s budget.

$0

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL



Scope of service:

Scope of service:

__ALL __ALL




53





LCAP:

8. Maintain a reasonable balance between the need for long term fiscal stability and the support for the next two projected fiscal years.


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

COE only: 9__ 10__

Local: _______________________


Expected Annual


A balanced budget with sufficient reserves for the current school year and the two years following.

Actual Annual


The District has a current budget of $86,852,047 with a projected revenue balance of $10,420,322.

LCAP Year: 2014-15


Budgeted

Expenditures


1. Plan for long term fiscal stability while assuring that students, staff and program needs are adequately met to assure district goals are met.

a. Use LCFF and LCAP process to inform and gather input into district needs and priorities from all stakeholders on an ongoing basis.

$0

The Finance Committee and Executive Cabinet met on a regular basis to plan and monitor the District’s budget. A stakeholder survey was taken in April of 2015 and the results will be used to determine changes needed to be made to next year’s LCAP.

$0 $5,500

Scope of service:

District-wide Scope of service:

District-wide


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__ALL __ALL



Scope of service:

Scope of service:

__ALL __ALL







LCAP:

9. Recruit, hire, train and retain administrative, instructional and classified staff that will provide the best educational environment for the students of Los Banos Unified School District.


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

COE only: 9__ 10__

Local: _______________________

Goal Applies to: Schools: All district schools.



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Expected Annual



Actual Annual


As of June 8, 2015 the District has hired 23 new certificated staff as of June 11, 2015. The District has attended 8 certificated recruiting fairs in 2014-15. List of all professional development offered this year by the District for both certificated and classified staff is available from Human Resources.

LCAP Year: 2014-15


Budgeted

Expenditures


1. Provide the best educational environment for students by employing and retaining qualified staff.

a. Consider District demographics, culture and instructional needs for the "right fit" when hiring personnel.

b. Continue to hold all employees accountable to high professional standards.

c. Continue to recruit, hire and train all support employees.

d. Create an internship program within the District or collaborate with regional agencies in order to fill positions with qualified personnel.

e. Fill all open instructional positions with fully credentialed teachers.

f. Provide BTSA support for all first and second year teachers.

$2,500 $118,000

The District sent representatives to 7 job fairs across the state and 1 out-of state. An additional administrator (Learning Director) was added to BTSA to increase teacher support.

$9,500 $83,220


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Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL



Scope of service:

Scope of service:

__ALL __ALL





We will be offering a Tier 1 Administrative Services Credential program beginning in the fall of 2015 through CSU Stanislaus here in our District to grow and train more administrators for the future. We will be looking to expand our search for qualified certificated candidates in the future by contacting additional universities and attending additional recruiting events.


LCAP:

10. Develop and maintain an effective communication system to inform the Board, staff and community about the district's academic progress, facility needs and annual budget.


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

COE only: 9__ 10__

Local: _______________________



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Expected Annual


Agenda items from meetings such as School Board, DELAC, DAC, etc. that address this goal.

Actual Annual


Minutes collected from School Board, ELAC, and DELAC Meetings that are listed on pages 4-7.

LCAP Year: 2014-15


Budgeted

Expenditures


1. Maintain an effective communications system throughout the District and community.

a. Develop a messaging plan for the community, Board and staff to keep everyone informed on the progress the District is making in relationship to LCFF, LCAP and CCSS implementation.

b. Hold annual meetings to keep all stakeholders informed regarding student progress, facilities and budget.

c. Maintain Site Councils, ELACs, DELAC and DAC with staff, parents and community representatives.

$0

Each stakeholder meeting for this school year has been tracked and recorded.

$0

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL




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Scope of service:

Scope of service:

__ALL __ALL





The District started a Facebook page and posts information as needed on a regular basis. Goals #10 and 11 will be combined moving forward.


LCAP:

11. Continue to collaborate with other agencies to provide extended educational opportunities for students and effective community use of school facilities.


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

COE only: 9__ 10__

Local: _______________________


Expected Annual


Agenda items from meetings with other agencies that address this goal. A list of extended education opportunities offered by out-of-district agencies.

Actual Annual


Minutes from 2 x 3 Meetings with the City Council held on 8/18, 10/20/14, 1/26, 2/23, 3/16 and 4/20/15.

LCAP Year: 2014-15


Budgeted

Expenditures



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1. Collaborate with the City, Merced County Office of Education (MCOE) and other agencies to effectively share District resources and gain access to resources that other agencies can provide.

a. Provide extended education opportunities for students through services offered by out-of-district agencies.

During the above listed 2 x 3 Meetings the following topics were discussed: Parking at the New Jr. High, new housing projects/building permits/annexations, Old pool (@ Loftin Stadium) repair & cost, Police presence at school sites before & after school, CalTrans overpass project @ Los Banos Elementary School, AMG Development Project North of the Merced County Fairgrounds, City fees for the New Jr. High, traffic congestion around school sites, traffic flow and parking around the New Jr. High, water conservation, and New Jr. High construction update.

$0

Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL



2. Allow appropriate and effective community use of District's facilities.

a. Continue to build relationships with community organizations and community members.

b. Enter into joint agreements with outside agencies and community members.

$0


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Scope of service:

District-wide

Scope of service:

District-wide

__ALL __ALL



Scope of service:

Scope of service:

__ALL __ALL





Goals #10 and 11 will be combined moving forward. We will look for additional out-of-district partners in the future.

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

district wide, school wide, countywide, or charter wide 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 school site in the LCAP year, when using supplemental and concentration funds in a district wide or school wide


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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: $___13,029,420________________________

Los Banos Unified School District (LBUSD) has an unduplicated percentage of 80.54 (8 out of 10 students). LBUSD believes that a strong instructional program should be the entry point for supporting all students, especially at risk students. For this reason, Los Banos Unified has chosen to use the majority of its proportionate share of the total LCFF increase ($13,029,420) for the current LCAP year to strengthen core instructional programs. For the current LCAP year, Los Banos Unified is providing the following services district-wide: ELA Common Core RCD Units, Math Common Core RCD Units (including the use of Go Math for grades K-8 and after-school tutoring for grades 7-12), Math 180 (9-12), Summer School (which provides both a-g courses and remediation where necessary for 7-12), Instructional Support Instructors (K-2) and Academic Counselors (6-12) whereupon dollars will principally be directed towards targeted students of need and they will have priority for services. Specific professional development training and collaboration for teachers is offered and even embedded in the work calendar to support the instruction of the RCD Units in math and ELA along with the Go Math and Math 180 programs. In addition, more of our sites are receiving training in PBIS to ensure that we have an improved educational climate that fosters maximum learning opportunities for all students. To support the social and emotional health of Foster students, Low income youth and English Learners, school-wide resources will be primarily focused on reading, math and Counseling. The above mentioned budgeted expenses is the most effective use of funds because it provides the maximum number of academic and counseling supports for all students including our 3 main subgroups (EL, Low income, and Foster Youth).

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.


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Currently, in the Los Banos USD, the increase in proportionality for English Learners, Low income and Foster Youth students is 17.61% for this LCAP year, 2015-16. In order to ensure equity, we recognize the need to improve and expand services for our most at risk students. The following actions qualitatively ensure the district is going above and beyond the proportionality requirement for the District: additional Academic Counselors for grades 6-12, after-school math intervention for grades 7-12, iRead for grades TK-2, additional Instructional Support Instructors (ISI) for reading intervention for grades 1-3, English 3D for grades 7-8, Rosetta Stone for grades 7-12 (and for parent English instruction across the District), Read 180/System 44 for grades 3-8, supplemental education services (SES) for grades K-6, and additional Summer School for grades 7-12.

17.61 %

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01,

42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20

U.S.C. Section 6312.

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

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

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

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

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

June 30).


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

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

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

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of

first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

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

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

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school

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

(2) The total number of cohort members.

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

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the

academic year (July 1 – June 30).

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

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

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


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

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

June 30).

(3) Divide (1) by (2). 8-22-14 [California Department of Education]

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