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LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Manteca Unified School District

CDS Code: 39685930000000

Local Control and Accountability Plan (LCAP) Year: 2019-20

LEA contact information: Clark Burke, Superintendent

School districts receive funding from different sources: state funds under the Local Control Funding Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based on the enrollment of high needs students (foster youth, English learners, and low-income students).

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Manteca Unified School District expects to receive in the coming year from all sources.

The total revenue projected for Manteca Unified School District is $267,835,430, of which $233,792,212 is Local Control Funding Formula (LCFF), $19,143,063 is other state funds, $4,767,595 is local funds, and $10,132,560 is federal funds. Of the $233,792,212 in LCFF Funds, $36,355,865 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

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LCFF Budget Overview for Parents The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school districts must work with parents, educators, students, and the community to develop a Local Control and Accountability Plan (LCAP) that shows how they will use these funds to serve students.

This chart provides a quick summary of how much Manteca Unified School District plans to spend for 2019-20. It shows how much of the total is tied to planned actions and services in the LCAP.

Manteca Unified School District plans to spend $267,835,430 for the 2019-20 school year. Of that amount, $267,835,430 is tied to actions/services in the LCAP and $0 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:

Increased or Improved Services for High Needs Students in 2019-20

In 2019-20, Manteca Unified School District is projecting it will receive $36,355,865 based on the enrollment of foster youth, English learner, and low-income students. Manteca Unified School District must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Manteca Unified School District plans to spend $217,951,195 on actions to meet this requirement.

The additional improved services described in the LCAP include the following: Improved services for English learners include the hiring of academic coaches who will support teachers and include training on best practices for English Learners across the curriculum. Bilingual aides will receive additional training on how to support English Learners specifically with the Wonders curriculum (K-6) where the numbers of English learners are greatest. Bilingual aides continue to be hired based on numbers of English Learners at each site and trained to appropriately support students. Bilingual aide schedules continue to increase time with students in the classrooms. MUSD pays for substitutes to primarily test English Learners with the ELPAC assessment, thereby freeing up aides to assist students instead of completing testing and paperwork. High school ELD teachers and site administrators will participate in GLAD training to improve strategies for content instruction for English Learners. Training on improved ERWC modules which include both designated and integrated ELD components will be offered.

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High school literacy coaches continue to be funded and will implement and coach on improved strategies for working with English Learners. Read 180 will be upgraded to better serve underperforming students in ELA, including unduplicated students. iRead, which was piloted during 2018-2019 will be implemented for students in grades 1 and 2, and personal coaching through Better Lesson for a teacher in grade 3 at each K-8 site will be offered. In each case, unduplicated students are assessed on individual merits andparticipate in programs based on relative need, while the improvement of teaching skills benefitsunduplicated as well as all students. Teacher Induction will focus on the needs of English Learners andLow-Income students as well as the needs of other unduplicated and historically underperforming studentgroups. Regional coaches will serve as supports for teachers, noting that improving teacher practice andefficacy increases the outcomes of unduplicated and all students. CTE programs will continue to expand,increase and improve their resources and access, and include industry certifications, better preparingunduplicated students as well as all students for industry work. Teacher compensation will continue to bea priority to attract and retain the most qualified and quality instructors, noting that the one of the greatestfactors in student achievement is the skills of the instructor in the classroom. Increased professionaldevelopment opportunities will be available to certificated staff, and new training will be made available toschool site assistants, who supervise and monitor students during the most unstructured times of the day(1.26). An addition of two elementary vice principals will support sites in monitoring progress ofunduplicated students. Digital access will continue to be upgraded and improved for all students, butspecifically help lessen the digital divide for Low Income, Foster Youth, and Homeless students (3.23).Combined services qualitatively continue to improve beyond the 18.97%.

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LCFF Budget Overview for Parents

Update on Increased or Improved Services for High Needs Students in 2018-19

This chart compares what Manteca Unified School District budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what Manteca Unified School District estimates it has spent on actions and services that contribute to increasing or

improving services for high needs students in the current year.

In 2018-19, Manteca Unified School District's LCAP budgeted $204,889,976 for planned actions to increase or improve services for high needs students. Manteca Unified School District estimates that it will actually spend $218,277,999 for actions to increase or improve services for high needs students in 2018-19.

The difference between the budgeted and actual expenditures of $13,388,023 had the following impact on Manteca Unified School District's ability to increase or improve services for high needs students: Manteca Unified School District pursuant to 5 CCR 15496(a) has calculated using the system outlined in 15496 (a)(7) its increased and improved services to be 18.97%. Manteca Unified School District will describe its increases in services to Low Income, Foster Youth, and English Learners by Minimally Proportionality Percentage of 18.97%. These services will be increased and improved upon through systematic implementation of services, on-going evaluation, data monitoring, tiered intervention, and a consistent model of implementation. While we systematically improve the entire educational program of the district, we have targeted actions and services which improve services beyond the 18.97%. DRAFT

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LCAP Year (select from 2017-18, 2018-19, 2019-20)

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

California School Dashboard: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name

Manteca Unified School District

Contact Name and Title

Clark Burke Superintendent

Email and Phone

[email protected] (209) 825-3200

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

Manteca Unified School District (MUSD) was formed in 1966 and currently serves more than 23,600 students. The District serves three cities: Stockton, Lathrop, and Manteca, as well as the town of French Camp. MUSD is approximately 113 square miles and is located in the southern part of San Joaquin County. Manteca USD is projecting attendance growth over the next ten years. In February, 2019, the MUSD board of education adopted new vision and mission statements as follows: Vision Statement: Every student works to achieve grade level standards, feels safe and is supported to realize individual success; Mission Statement: Through smart actions and decisions, MUSD will work together using meaningful, measurable and aligned data for all students to achieve mastery of grade level standards in all subjects based on their unique educational pathway in a safe environment inclusive of design, security and climate. The 2017-2020 three-year LCAP embodies those goals. The LCAP consists of two parts, the Annual Update (pp. 13-146) and the 3-year plan (pp. 147-311). This is the third year of the three-year plan. Due to a change in leadership during the summer of 2018, and a desire to align the LCAP actions and services to new board targets, many of the actions and services have been shifted among the slightly modified goals. Though a majority of the actions and services are the same, they are likely located in a different goal, as the target addressed in the goals was shifted, resulting in some massive movement of actions and services. A great deal of the input from stakeholders was to realign these actions and services, and hours were spent compiling the realignment input.

The three-year plan has three goals. Goal 1, Provide a safe, healthful and expansive environment, has 26 actions and services and begins on page 147. Goal 2, Promote engaging learning opportunities for all students, inclusive of emerging students, inside and outside the classroom has 39 actions and services and begins on page 188. Goal 3, Maximize student achievement by supporting effective instruction aligned to state standards has 30 actions and services and begins on page 250.

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https://www.caschooldashboard.org/reports/39685930000000/2018

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

The LCAP has three goals:

Goal 1: Provide a safe, healthful, and expansive environment. Goal 1 focuses on safety and covers Priority 1 C (Basic Services), Priority 6 A, B, and C (school climate). Goal 1 has 26 actions and services. A highlight of Goal 1 is the large-scale implementation of PBIS or other programs to improve climate and student engagement (1.18), and decrease suspensions and chronic absenteeism for all students, but particularly for Foster Youth and Students with Disabilities. A second highlight is the district-wide access to school-based counseling (1.19) identified as a need by multiple stakeholder groups.

Goal 2: Promote engaging learning opportunities for all students, inclusive of emerging students, inside and outside the classroom. Goal 2 focuses on Engagement for all and covers Priority 3 (Parental Involvement), Priority 5 (Pupil Engagement), Priority 2 B (Implementation of State Standards), and Priority 4 D (Pupil Achievement). Goal 2 has 39 actions and services. Highlights of Goal 2 focus on unduplicated students: Foster Youth (2.32, 2.36, 2.37), English Learners (2.24, 2.30, 2.31, 2.33, 2.34), and all others (Students with Disabilities, Low Income for example) and provides for all students with needs (2.27, 2.28). Parent engagement is also a focus (2.17, 2.18) with a highlight being the communication between schools, students and their families.

Goal 3: Maximize student achievement by supporting effective instruction aligned to state standards. Goal 3 focuses on Student Achievement and covers Priority 4 (Pupil Achievement) and Priority 8 (Other Pupil Outcomes), Priority 1 A B (Basic Services); Priority 2 A (Implementation of State Standards), and Priority 7 (Course Access). Goal 3 has 30 actions and services. Highlights of Goal 3 include the use of software and databases (3.3) in conjunction with staff development (3.15, 3.28) to employ meaningful, measurable, student-centered data to meet individual student needs. Other highlights include an effective Induction program (3.29) for new teachers, and industry-standard-based CTE programs (3.20) designed to produce college/career ready students.

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

Greatest Progress There are two areas of greatest progress:

COLLEGE/CAREER INDICATOR: The College/Career Indicator suggests that 43.7% of MUSD's high school graduates are “prepared” for the next steps in life: college or career. MUSD had a Green rating on the Fall 2018 California School Dashboard with a Medium status and an increase of 4.5% of prepared students. SHS was Blue, with EUHS, LHS, and MHS in the Green area. WRHS was Orange and the continuation sites, Calla High and New Vision High, were Red. Next Steps: District administration will continue to work with Assistant Principals to ensure that courses are mapped which enable students to complete a pathway. Counselors will be trained in

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course mapping, and there will be certifications added for the CTE component. MUSD will continue to offer dual enrollment and consider new options for articulated classes.

GRADUATION RATE: The table below depicts MUSD's graduation rate for the past 3 years. MUSD has had a consistent 90% plus graduation rate since 2012-2013. MUSD was Green on the Fall 2018 California School Dashboard, maintaining a 94.4% graduation rate despite changes to the calculations of who counts as a graduate. Two student groups (Asian and Filipino) were Blue; four student groups (African American, Hispanic, Socioeconomically Disadvantaged, White) were Green; two student groups (English Learners, Students with Disabilities) were Yellow, and two student groups (Foster Youth, Homeless) were Orange. Next steps: MUSD will continue to have counselors monitor student transcripts and provide opportunities for those who are not “on track” for graduation. Increased support will be given to those students who fall into the Orange range. Those students who do not meet graduation requirements have the chance to attend a continuation school and be 5th year seniors so that they enter the work force with a high school diploma.

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

Greatest Needs MUSD was Orange in Chronic Absenteeism on the Fall 2018 California Dashboard due to having a high status which also increased in 2017-2018. Of MUSD’s 16,893 students in grades K- 8, 10.1% were considered chronically absent, which means they were absent 10 percent or more of the instructional days they were enrolled. Student groups in Red were American Indian, Foster Youth, Two or More Races; student groups in Orange were Asian, African American, Students with Disabilities, English Learners, Hispanic, Pacific Islander, Socioeconomically Disadvantaged; student groups in Yellow were Filipino and Homeless and one student group, White, had a Green rating. The district's Director of Child Welfare and Attendance is participating on the county committee addressing Chronic Absenteeism. Sites are working through PBIS and other individual programs to increase daily school attendance. District will increase the services for Foster Youth/Homeless to coordinate needed interventions in the school and with outside agencies to assist students in having more regular school attendance.

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Even though no other areas were in the Orange or Red category from the 2018 California Dashboard, MUSD wants to call out and continue to address the achievement in English Language Arts and Mathematics on state standards.

MUSD improved from Orange to Yellow in English Language Arts on the Fall 2018 California Dashboard. While there was improvement, MUSD's status is Low, and is 15.4 points below Standard, meeting grade level standard mastery. 2018-2019 was year four of CCS aligned curriculum implementation for grades K-6 and year five for grades 7-8. Curriculum for K-6 was Wonders. StudySync was the curriculum for grades 7-8. MUSD had one K-6 ELA/ELD Coordinator for the 20 Elementary Schools and one ELA/ELD coordinator for grades 7-12. The year one focus was 40 hours of understanding the ELA/ELD standards, curriculum components, Designated ELD, and Integrated ELD. The focus for year two was long term English Learners, fourth and fifth grade, and writing. The year three focus was differentiating instruction, utilizing small groups and intervention components. Unfortunately, every one of the comprehensive high schools had an overall decline in CAASPP English Language Arts scores, while all of the K-8 schools either maintained or made positive growth.

Next Steps for English Language Arts: The fourth year of implementation will focus on monitoring, coaching, and supporting individual classroom instruction. We will continue to work with nationally recognized trainers who will work with ELD teachers, literacy coaches, administrators and academic coaches training on small group rotation methods focused on standards. Trainer(s) will model lessons within classrooms and give coaching feedback for classroom teachers. Elementary schools will be implementing iRead for primary grade students who are not meeting standards, and S.P.I.R.E. which was piloted in 2018-2019 will be utilized more fully in some schools. Read 180 services will be upgraded to the new Universal program. An individual coaching model will be implemented with one third grade teacher at each TK-8 site, and district level academic coaches will coach and be coached through the Better Lesson program. Due to changes in Title I funding, some sites are increasing their Read 180 services. MUSD is also aligning its assessments to be meaningful, measurable, and valid in determining our progress toward Standard met. MUSD contracts with a data company to help synthesize data, drill down to the individual student level to inform daily classroom instruction and improve student progress toward the standard. High schools have chosen to continue with late start Wednesday and will utilize Professional Learning Communities (PLCs) during that weekly time, and monthly in district QISA teams. Training for Expository Reading and Writing Course (ERWC) modules which are updated and include both Integrated and Designated ELD components will be provided. The cycle of refinement has been introduced and will continue to be a focus for administrators and classroom teachers.

MUSD improved from Orange to Yellow in mathematics on the Fall 2018 California Dashboard. The mathematics score is derived from the SBAC scores for grades 3-8, and 11. The mathematics district performance score increased by 5.1 points from the previous dashboard, but is still low, 57.4 points below Standard. 2 of the 5 comprehensive high schools made positive growth. However, when we disaggregate by those students who would be considered at grade level (enrolled in Algebra 2 as 11th graders) and those who are not yet enrolled in Algebra 2, the discrepancy is great. For those enrolled in Algebra 2, 29% met or exceeded Standard, with 71% of students not meeting Standard. But in those students not enrolled in Algebra 2, only 2% of students achieved Standard Met, while 98% did not meet Standard. 12 of the 20 elementary schools increased their math scores. All student groups either maintained or increased CAASPP scores.

Next Step for Mathematics: High schools will implement a site rotating coaching model building expertise among their own teachers in observation, walkthrough data and refinement. This model will focus on using formative assessment data to inform instruction and strengthen the PLC process.

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They will work on helping teachers be more comfortable with state standards, specifically claims 2, 3,4 and the mathematical practices. We will work on increasing our knowledge and use of the base curriculum and increasing the rigor in the classroom. The coaching model will help bring classroom teachers into the process and assist them in seeing their work from the perspective of the learner. K-8 sites will evaluate their independent needs and provide or contract for mathematical professionallearning. An academic coach for each region will be utilized to improve mathematical teachingpractices. MUSD is also aligning its assessments to be meaningful, measurable, and valid indetermining our progress toward Standard met. MUSD contracts with a data company to helpsynthesize data, drill down to the individual student level to inform daily classroom instruction andimprove student progress toward the Standard. Common finals and trimester benchmarkassessments will be used to inform instruction. High Schools will continue to meet in site PLCsduring late start Wednesday and monthly in district QISA teams. District benchmark assessmentand common final results will be reported out in the MUSD Insight publication.

Five K-8 sites were identified as Additional Targeted Support and Intervention schools for the overall performance of the Students with Disabilities (SWD) group. Special education students will have access to the core curriculum and a Tier III reading intervention program called Reading Plus and sites will further its implementation. Additional training and implementation of S.P.I.R.E. and Sounds Sensible will occur, along with increasing the grade levels that are supported by the ALEKS mathematics program. Staff development will continue. District benchmark assessment and common final results will be reported out in the MUSD Insight. IEP teams will monitor academic performance as well as attendance, behavior, and English learner/CCI/graduation progress where applicable.

MUSD was also identified for Differentiated Assistance for its Foster Youth, who were Red in Chronic Absenteeism and Suspensions. A committee consisting of the Director of Child Welfare and Attendance, Coordinator of Health Services, a high school counselor, an elementary site person with responsibility for foster intake meetings and coordination, and the Director of Compensatory Education participated in trainings, and worked to determine root causes of the issues with Foster Youth.

Next Steps for Chronic Absenteeism: Individual sites will work with families to reduce absenteeism. Incentives and increased monitoring will be put into place and more site attention given to school attendance. School nurses will be consulted and participate in the process earlier, while the School Attendance Review Board processes already in place will be used more widely as a prevention measure. A District Committee will continue to search for appropriate interventions to assist foster youth and their families. The district committee will support sites in involving health services, working with outside agencies and creating supportive environments for Foster Youth through the Student Study Team process.

In all areas, MUSD is continuing to identify meaningful, measurable, student-centered metrics which will be available to district, site and classroom personnel to better serve students. K-8 teachers will have two days of site-directed pull-out collaboration and/or training in addition to 3 minimum days of professional development and one district-directed educational conference where training and topics are of the teacher's choice. All administrators in K-8 schools will complete (Nov. 2019) or begin (Jan, 2020) training with the National Institute of School Leadership. High school administrators will continue with training in Professional Learning Communities and leadership practices. The cycle of refinement process was begun in earnest in the 2018-2019 school year and will continue to focus on meeting individual student needs.

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

Performance Gaps MUSD is committed to identifying the needs of each individual student. Senior leadership has undergone a lengthy process of determining a vision and mission statement complete with targets and goals which are aligned, all with the intent of being able to identify the progress and success, or lack thereof, of each student. Because of this process, the district has contracted with Data Design to pull meaningful, measurable, student-centered data from multiple sources, which can be filtered by all significant subgroups, to allow district, site administration and classroom personnel to see formative data which will lead to changes in supports provided, instruction needed and work to be done. All of the performance gaps identified below will be reviewed by appropriate personnel and the cycle of refinement will be implemented to address the gaps.

Graduation- All students Green, Foster Youth and Homeless students Orange. Homeless students declined 4.2% to 85.2% graduation rate; Foster Youth also declined 19.4% to 75.9% graduation rate.

Next Steps: The district rolled out an action plan to identify students starting in eighth grade who are at risk of not graduating. A cohort 2020 group has been established. Known risk factors such as attendance, discipline, passing algebra and other required classes have been identified and are reported regularly to school sites, district leadership, and the Board of Education. School sites have put systems in place to identify and act on each and every at-risk student. Additional counselors added in 2017-2018 are specifically in place to assist in transition of at-risk students from the elementary schools to the high schools. Principals and district administration meet quarterly to discuss progress. Specifically, with Foster Youth, sites will implement PBIS or other relationship building programs so that academic achievement, attendance and behavior can be addressed (2.32, 2.36, 2.37).

Suspension - All students were Yellow with 5.2% of students being suspended at least once, which was a decrease of 1.3%. Foster youth were Red with 15.8% of Foster Youth being suspended at least once, maintaining (-0.2%) their percentage from last year.

Next Steps: Suspension numbers are up this year due to a significant increase in vaping and related offenses. Site staff will be trained, and a community outreach effort toward parents and community will be undertaken to inform parents of the rise in and dangers/risks of vaping. Again, with Foster Youth, sites will implement PBIS or other relationship building program so that academic achievement, attendance and behavior can be addressed. Action and Service 2.32, 2.36, 2.37.

College/Career Indicator - All students Green with 43.7% prepared. Foster youth, Homeless youth, and Students with Disabilities Orange. Foster Youth declined 8.7% to be 10.3% prepared; Homeless students also declined by 5.5%, falling to 23% prepared; Students with Disabilities increased by 6.1% to 9.6% prepared.

Next Steps: The special education team is working on professional development related to transition planning for Students with Disabilities. There will be a concerted effort to determine student interests and use the block scheduling opportunities and counselor placement training to help SWD, Foster Youth and Homeless students complete career pathways or prepare for their next educational choices (2.28, 2.35).

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Mathematics - All students Yellow and increased 5.1 points to be 57.4 points from Standard met. Students with disabilities were Red, maintaining (+0.1 pts) to be 141.3 points from Standard met.

Next Steps - Professional development in mathematics will continue with a focus on data-driven decision making and use of formative assessments to target individual student needs. As grades 9-12 utilize the ALEKS program to provide data and measurement, MUSD will be looking for a K-8 supplemental mathematics program to assist SWD in progressing toward grade level standards. Action and Services 3.28, 3.15, and 3.17 specifies differentiated professional learning for staff instructing students with disabilities to increase achievement. Action and Service 2.22 ensures access to alternative schools when needed. Action and Service 2.35 outlines appropriate curriculum and extended school year.

Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts.

Schools Identified Identify the schools within the LEA that have been identified for CSI.

At this time, MUSD has no schools which have been identified for CSI.

Support for Identified Schools Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

At this time, MUSD has no schools which have been identified for CSI.

Monitoring and Evaluating Effectiveness Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

At this time, MUSD has no schools which have been identified for CSI. DRAFT

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Annual Update LCAP Year Reviewed: 2018-19

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

Goal 1 Provide a safe, healthful, and expansive learning environment.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning)X Priority 2: State Standards (Conditions of Learning)X Priority 7: Course Access (Conditions of Learning)

Local Priorities:

Annual Measurable OutcomesExpected Actual

Metric/Indicator State Priority 1 Basic: Appropriately Credentialed Teachers

18-19We expect to increase our fully credentialed staff and we expect to maintain0% of mis-assignments.

Baseline State Priority 1 Basic A) State Priority 1 Fully Credentialed Teachers: 2016-2017 93% of studentswere taught by fully credentialed staff.A) 2016-2017 0% of teachers of English Learners were mis-assigned.

State Priority 1: Basic A) Highly Qualified Teacher 2017-2018 91.6% of classes were taught byfully credentialed staff, verified by the 2017-2018 SARC reports. This is anincrease from 90.8% in 2016-2017.

A) There were no identified misassignments of teachers of English Learnersfor 2018-2019 school year, which improved from the previous year wherethere were 4 misassigned teachers.

Metric/Indicator State Priority 1 Basic: Access to Standards Aligned Curriculum

18-19We expect to continue providing sufficient student access to the standards-aligned instructional materials.

State Priority 1: Basic B) MUSD maintained - 100% of students had standards aligned curriculum,verified by the 2017-2018 SARC reports.DRAFT

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Expected Actual

Baseline State Priority 1 B) 100% of students have standards aligned curriculum.

Metric/Indicator State Priority 1 Basic: FIT Level of Facilities

18-19 We expect all schools to be rated Good or Exemplary

Baseline State Priority 1 C) Facilities per December 2016 FIT report, 1 school was rated Poor, 3 schools are rated Fair, 20 schools are rated Good and 4 schools are rated Exemplary.

C) December 2018 FIT Report - 14 schools were rated Fair, 12 schools were rated Good, and 2 schools were rated Exemplary. This is a decrease in the number of schools rated Good/Exemplary from 24 to 14.

Metric/Indicator State Priority 2: District Benchmark Scores

18-19 We expect to increase our district benchmark scores.

Baseline State Priority 2 Implementation of State Standards A) Manteca USD Common Core Implementation Results, District Benchmarks: 55% of students in K-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District Math Benchmark Assessments. There is no high school Math Benchmark Assessment. 34.5% of students in grades 1-6 and 39.7% of students in grades 7-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District ELA Benchmark Assessments. 77.6% of students in grades 7-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District Writing Assessments. There is no high school ELA benchmark assessment.

State Priority 2: Implementation of State Standards District Math Benchmark Assessments in grades K-8 remained the same 2017-2018 - 57.7% 2016-2017 - 58% There were no high school Math Benchmark Assessments District ELA Benchmark Assessments in grades 1-6 increased by 4.4% 2017-2018 - 49.1% 2016-2017 - 44.7% District ELA Benchmark Assessments in grades 7-8 increased by 6.87% 2017-2018 - 26.27% 2016-2017 - 19.4% There were no high school ELA Benchmark Assessments District Writing Assessment decreased by 12.98% 2017-2018 - 49.97% 2016-2017 - 62.95%

Metric/Indicator State Priority 2: ELD Walkthroughs

18-19 We expect our collaboration, interpretive, and productive ELD results to improve.

Baseline State Priority 2: ELD Walkthroughs

State Priority 2: ELD Walkthroughs B) Manteca USD Walkthrough results: 2018-2019 In Collaboration 55% Exchange of ideas decreased 2% from 2017-2018 26% Exchanging information and ideas remained the same as in 2017-2018 15% Supporting Ideas increased 4% from 2017-2018 11% Adapting Language Choices increased 1% from 2017-2018

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Expected Actual

B) Manteca USD ELD Walkthrough results:

In Collaboration 93% Exchange of ideas 83% Exchanging information and ideas 72% Supporting Ideas 30% Adapting Language Choices

Interpretive 92% Listening Actively 81% Reading Closely 43% Evaluating Language Choices 20% Analyzing language choices

Productive 32% Presenting 32% Justifying in writing 10% Selecting Language Resources

2018-2019 Interpretive 61% Listening Actively increased 16% from 2017-2018 52% Reading Closely increased 20% from 2017-2018 13% Evaluating Language Choices decreased 1% from 2017-2018 10% Analyzing language choices remained the same as in 2017-2018

2018-2019 Productive 22% Presenting decreased 10% from 2017-2018 30% Justifying in writing increased 8% from 2017-2018 1% Selecting Language Resources decreased 3% from 2017-2018

It should be noted that the walkthrough form was amended and greater accountability to the results was added.

Metric/Indicator State Priority 7: Course Access Evaluation

18-19We expect to maintain 100% course access.

Baseline State Priority 7 (A, B, C) 100% of students have access to the core curriculum. High School Assistant Principals, Counselors, and District staff assessed master schedules for course access, including EL access to ELD classes, Special Needs Students access to core classes as well as their support classes as dictated by their IEP, foster students access to credit recovery and path to graduation, and low income students access to all core classes. Master Schedules are assessed by site administration to ensure access to all core classes. Assessment will occur annually. Counselors review students of each subgroup including foster, EL, low income, and special needs for appropriate schedules which offer support when needed with the goal of graduation. Special needs students' schedules are dictated by their individual education plans. Emphasis is put on the least restrictive environment.

State Priority 7: Course Access Evaluation (A, B, C) 100% of students had access to the core curriculum. High school assistant principals, counselors, and district staff assessed master schedules for course access, including EL access to ELD classes, special needs students' access to core classes as well as their support classes as dictated by their IEP, foster students' access to credit recovery and path to graduation, and low-income students access to all core classes. Master schedules were assessed by site administration to ensure access to all core classes. Assessment occurs annually. Counselors reviewed the schedules of each student group including foster, EL, low income, and special needs for appropriate access and offerings of support when needed with the goal of graduation. Special needs students' schedules are dictated by their individual education plans. Emphasis was put on the least restrictive environment. DRAFT

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Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.1 Students will receive instruction from qualified staff trained to implement the California State Standards (CSS). The instructional staff will be supported by staff such as but not limited to paraprofessionals, DSTs, LMTs, and certificated support staff such as coordinators, counselors, administrators, program specialists, directors, district librarian, occupational therapists, and teachers on special assignment in providing instruction which is rigorous and relevant. Additions this year include a Behavior Specialist, .3 additional teachers on special assignment to assist with technology and assessments, a teacher on special assignment for Safety, Coordinator of Special Education, additional classroom teachers due to growth and Grade Span Adjustment in grades K-3, and reduced class size in Algebra A and B. Temporary or permanent positions may be added due to increased enrollment or other needs identified by the district. Supplemental/Concentration funds may be used to increase salaries,

1.1 Certificated Staffing - Teacher recruitment activities were significantly increased to give MUSD access to the most highly qualified educators available. Recruitment activities for the 2018-2019 school year included the MUSD Job Fair that produced 30 hires for the 2019-2020 school year, attendance at 3 Job Fairs; either in our local region or geared specifically toward hard-to-find credential areas, and participation in all 3 Advisory boards from our local colleges: CSU Stanislaus, Brandman University, and University of the Pacific.

MUSD accepted 21 years of educational service to transfer onto the salary schedule. MUSD also provided a free Induction Program to eligible employees. Teachers new to MUSD found the combination of these factors to be very enticing.

Classified Staffing - The District provided direct instructional support to students by employing highly qualified classified staff in the following categories:

Resource 0000; Objects 1000-3999 Base $131,734,831

Resource 0000 1000-1999: Certificated Personnel Salaries Base $73,359,836

Resource 0000/0709; Objects 1000-3999 Supplemental and Concentration $8,992,151

Resource 0000 2000-2999: Classified Personnel Salaries Base $28,164,646

Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010; Objects 1000-3999 (Reduce/restructure restricted program expenditures.) Other $12,926,085

Resource 0000 3000-3999: Employee Benefits Base $34,939,310

N/A 0 Resources 0000/0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $10,761,544

N/A 0 Resources 0000/0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $1,704,249

N/A 0 Resources 0000/0709 3000-3999: Employee Benefits Supplemental and Concentration $2,016,121

N/A 0 Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010 1000-1999:

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benefits, or stipends to increase the number of fully credentialed teacher percentages beyond the current 90%, recognizing that attracting and retaining qualified teachers is necessary for better educating unduplicated students as well as all students. Supplemental/Concentration funds may also be used to support salaries for professional development, collaboration, and independent professional learning.

paraprofessionals, bilingual paraprofessionals, digital support technicians, elementary library media technicians, and high school library media technicians. Bilingual paraprofessionals, digital support technicians, library media technicians were formula driven. Library media technicians, bilingual paraprofessionals and other paraprofessionals met the No Child Left Behind qualification requirements and were deemed to be highly qualified. Paraprofessionals – The District provided instructional support to teachers and students in each special education classroom; Preschool to Grade 12. Staffing was formula driven with considerations given for the type of special education class and the number of students. On average, each special education class received a minimum of one 5 hour per day Paraprofessional. The District employed approximately 221 paraprofessionals. Bilingual paraprofessionals – The District provided instructional support to English learners. The role of a bilingual paraprofessional is to assist the teacher in providing instruction to individuals or small groups of limited or non-English speaking students. Staffing was based on the number of students at each site classified as an English learner. The district

Certificated Personnel Salaries Other $4,560,051

N/A 0 Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010 3000-3999: Employee Benefits Other $11,410,567

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employed approximately 65 bilingual paraprofessionals.

Digital support technicians (DSTs) – The district provided staff andstudents direct support in the useof digital technology in theclassroom. DSTs ensured thatevery student and teacher had aworking device which allowedthem to access online materialsthat supported and supplementedthe district curriculum. All digitalsupport technicians met the districtrequired qualifications related tothe position. The district employed approximately 34 digital supporttechnicians.

Library media technicians (LMTs) – The district provided instructional support to students by maintaininglibraries on each school campus.Library media technicians at thehigh school and elementary sitesmanaged the operation of theschool library/media center andmaintained a variety ofinstructional materials andtechnologies which supported andsupplemented district curriculum.The district employs approximately28 library media technicians.

Action 2 Planned

Actions/Services Actual

Actions/Services Budgeted

Expenditures Estimated Actual

Expenditures 1.2 1.2

MUSD implemented the collective bargaining agreement requiring



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Student teacher ratios will be reduced in grade K to 24 and grades 1-3 to 26.

class sizes in grades K-3 to a ratio of 24 students per teacher by 2020, thus strengthening the opportunities for individualized and small group instruction for students. For the 2018-2019 school year, teachers were added to reduce kindergarten class sizes from 25 to 24 students, and from 27 to 26 students in grades 1-3.

N/A 0 Resource 0000 3000-3999: Employee Benefits Base $429,596

Action 3 Planned




Expenditures 1.3 Students and staff will have access to technology to individualize instruction, attain technology skills embedded in the CCSS, address different learning styles, increase access to the core curriculum, increase parent curriculum awareness, increase engagement, create 21st century learners, and ensure equity and access to technology for MUSD unduplicated students.

1.3 MUSD students had access to technology. Grades 5 and 9 were scheduled for device refresh in 2018-2019. In addition to grades 5 and 9, Grade 4, also received new devices. 6,000 total Dell Computers were purchased, configured, and issued to students to replace their existing devices.

All 30,000+ devices in the District were upgraded to newer versions of Windows 10 and Office 365. Devices with Office 365 gave teachers and students the opportunity to use Microsoft apps like OneNote Class Notebooks and OneNote Learning Tools which are discreet mediums for providing additional support to students as necessary, including reading text passages aloud, adjusting font size, spacing and background, accessing a picture dictionary, reviewing materials presented in

Resource 0709; Objects 4000-7999 Supplemental and Concentration $4,300,000

Resource 0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $17,196

N/A 0 Resource 0709 3000-3999: Employee Benefits Supplemental and Concentration $4,372

N/A 0 Resource 0709 4000-4999: Books And Supplies Supplemental and Concentration $5,393,899

N/A 0 Resource 0709 5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $107,978

N/A 0 Resource 0709 7000-7439: Other Outgo Supplemental and Concentration $800,000 DRAFT

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class, and providing opportunities for local and long-distance collaboration. In addition, students also had access to digital resources provided by our District’s publishers.

Action 4





1.4 Students will have access to standards aligned curriculum materials when available or during a K-8 adoption cycle. Materials may be cross curricular and for a broad course of study per Section 51210 including Math, English, Social Studies, Science, Visual Arts, Performing Arts, Health, Physical Education, CTE, STEAM, Vocational, and STEM. Materials may include traditional as well as non-traditional delivery models, such as technologically based materials.

1.4 NGSS: Students had access to Next Generation Science Standards (NGSS) aligned curriculum (Mystery Science (Grades K-5) and STEMScopes (Grades 6-8) and hands-on materials to support this curriculum, as we waited for the state science materials adoption in 2019-2020. Grades K-6: K-6th grade students had access to the districts' English Language Arts curriculum, McGraw-Hill's Wonders series. The print version of this curriculum was published in 2016. The two student editions that accompany this curriculum are consumable and new versions were provided. McGraw-Hill's Wonders is aligned with the California Content Standards (CCS) and integrates some NGSS standards into the curriculum. The McGraw-Hill's Wonders curriculum was also provided digitally throgh the ConnectED

Resource 0000; Object 4000-5999 Base $1,316,239

Resource 0000 2000-2999: Classified Personnel Salaries Base $10,000

Resource 0709; Object 4000-4999 Supplemental and Concentration $75,000

Resource 0000 3000-3999: Employee Benefits Base $2,768

Resource 1100, 6300; Object 4000-4999 Other $2,500,000

Resource 0000 4000-4999: Books And Supplies Base $940,745

N/A 0 Resource 0000 6000-6999: Capital Outlay Base $190,774

N/A 0 Resource 1100, 6300 4000-4999: Books And Supplies Other $814,475

N/A 0 Resource 1100, 6300 5000-5999: Services And Other Operating Expenditures Other $887,479

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website. Materials were available digitally that were in print and additional resources were available digitally. the digital versions of materials and resources was updated on a continual basis.

All K-8th grade English students also had access to the MobyMax program as a supplemental resource. The MobyMax program contained CCS aligned instructional materials at all grade levels for English.

Students in grades 7-12 had access to the English Language Arts curriculum, McGraw-Hill's StudySync (Grades 9-12 adopted in 2015-2016 and Grades 7-8 adopted in 2016-2017). StudySync is aligned with the CCS. The print version of this curriculum was published in 2016.

McGraw-Hill's StudySync was also provided digitally through the ConnectED website. Print materials were available digitally. Resources beyond the print materials were available digitally, including curriculum that was aligned to the ELD standards. The digital versions of materials and resources are updated on a continual basis.

All K-8 math students and teachers had access to the MobyMax program as a supplemental math resource. This program contained

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CSS aligned instructional materials at all grade levels. High school algebra, geometry, and algebra 2 students use Big Ideas Learning's Big Ideas Math series. The print version of these materials was published in 2015. The student journal ancillary workbook is consumable and new versions are provided annually. Big Ideas Math digital content is available for all algebra and geometry and algebra 2 classrooms along with the Exam View assessment suite. The digital materials also allowed teachers and students to access supplementary instructional resources and is updated continually. High school special education math as well as algebra support courses also had access to McGraw-Hill's Assessment and Learning in Knowledge Spaces (ALEKS) digital content. The ALEKS program provides supplemental math support for various instructional levels. The program is updated on a continual basis. Pre-Calculus and calculus courses use Larson tests published in 2014. These courses also had several digital support programs available to them including: Enhanced Web Assign, Cengage DRAFT

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Learning's Course Mate, and Exam View.

Grades K-8: History Social Studies adoptions were purchased for implementation this year. K-2 Studies Weekly3-5 Pearson Scott Forsman, MyWorld Interactive6-8 McGraw Hill, Impact

Grades 9-12: During the 2017-2018 school year business curriculum was adopted. High schools piloted two intervention programs for ELA; reading plus and Lexia. During the 2018-2019 school year Social Studies curriculum was piloted and adopted.

All Manteca Unified School District students had access to standards aligned curriculum.

Action 5 Planned




Expenditures 1.5 This action/service has been included in 1.4

N/A N/A 0 N/A 0

N/A 0 N/A 0

Action 6 DRAFT

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1.6 Students will receive support services to ensure they are on a college or career pathway such as an annual consultation for high school students on course access, A-G requirements, AP courseinterest, and credit evaluation.Students will be awarded all workcompleted including partial credits.Counselors will evaluate all 7-8students to identify at risk students.Counselors will track all Algebra Aand B students weekly. SSTs willbe held for students falling below aC- in Algebra A or B. Teachers will provide mandatory tutorials in Algebra A and B. Counselors and assistant principals from each high school will meet with Secondary Education and Compensatory Education to ensure their master schedules are offering a broad Course of study and that English Learners as well as all students have access to classes.

1.6 Counselors went to several trainings this year to stay up to date on college and career pathway information. Counselors and/or Get Focused Stay Focused (GFSF) Interns used “Building a Bridge to our Future" Curriculum for 7th and 8th grade meetings. Counselors received training January 24, 2019. All high school students saw the counselor annually. At risk students saw the counselor at least four times. High schools continued to work diligently to ensure that every student met the A-G requirement.

High Schools offered AP classes and worked to increase the number of students in AP classes, especially the number of unduplicated students. EUHS offered 13 AP classes, Lathrop HS offered 15 AP classes, MHS offered 16 AP classes, SHS offered 14 AP classes, and WRHS offered 11 AP classes.

EUHS, LHS, and MHS continued to develop a stronger pathway for EL students with new classes. There were EL literacy coaches' meetings held each month this year. Compensatory education and secondary education met with the high schools to ensure a broad course access in their master schedules.


Resource 0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $2,616,185


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The CARE program is a partnership with SJCOE. It is a voluntary program for MUSD 8th grade students who did not meet promotion requirements and were placed at the 9th grade level. These students had one teacher for the full day, except for their elective and PE classes which they take amongst their grade level peers. The county provides wrap-around services for these students. The CARE program began at EUHS and was expanded in 2018-2019 to LHS and MHS. MHS had 18 students in the CARE program. The program will be expanded to SHS during 2019-2020 school year. This year we worked to ensure that the devices and student online resources that were available to all MUSD students were also available to students in the CARE program. WRHS continued a freshman transition program. The peer resource teacher was assigned to the program. The teacher worked in close contact with the three elementary schools, to closely watch 7th and 8th grade students at risk. The peer resource students worked with the students to help guide the 8th grade students to improve their grades and stay eligible. WRHS also implemented the PLUS program, which focused on connecting new

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students and struggling students to the high school. There was a Summer Bridge Program for 8th grade students that hadn't passed 8th grade math and were enrolled in algebra A. The Peer Resource program at MHS continued to provide support and guidance to our 9th grade students by providing daily lunch time tutoring. They also hosted Freshman Academy Days along with Point Break and the Lisa Project. Student Study Team Meetings (SST) Calla HS - 7 SSTs EUHS- 9th -12th grades: Attendance Meetings-607, SSTs-19, 504 Meetings-15, At Risk Meetings-50. 9th and 10th grade Student Success Night-144 families invited. LHS - 24 SSTs and 16 504 meetings Manteca Day School - 6 SSTs MHS - 74 Grades 9-12 SSTs and 28 504s, Grade 8 20 SSTs New Vision - 4 SSTs SHS - 45 SSTs, 19 504s WRHS - 6 SSTs Summer Math Bridge EUHS - 8 students attended LHS - 14 students attended MHS -64 students were invited to attend the summer math bridge program at MHS. Four accepted and three completed the program. SHS - 16 students attended

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WRHS-13 students attended

Grade 7-8 Outreach EUHS-26 site visits, group presentations 7th and 8th graders-808, 8th grade student contacts-1588, At Risk Parent Night-155 families invited.

LHS - Counselors did a 2-day visit with all 8th graders at Joseph Widmer, Lathrop, Mossdale, and River Islands Academy. The first day was a presentation on high school graduation requirements, what to expect in high school, and how to complete the course selection sheet for 9th grade classes. The 2nd day, counselors met 1:1 with 340 8th grade students to choose and enter course requests. Parents were also invited to attend. Counselors met with a total of 46 parents during 8th grade 1:1 ballot conferences 8th Grade Parent Night welcomed over 200 parents and students 8th Grade Preview Day welcomed approximately 350 students (3 feeder schools plus River Islands). STEAM toured a different day

MHS - Counselors visited with all 8th graders three times at Shasta, Walter Woodward, Lincoln, Sequoia and Joshua Cowell Elementary Schools. (approximately 480 8th graders) 125 families attended 8th grade parent night. 489 8th graders visited MHS’s Preview Day.

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Counselors attended 13- 8th grade IEPs

SHS – Counselors held At-Risk Individual Conferences with 75 8th graders and 78 7th graders. Counselors invited all 8th grade families at our feeder schools and area charter and private schools to our 8th Grade Parent Night and about 250 families attended. Counselors held high school orientation assemblies at all feeder schools for all 8th graders, about 370 students. Counselors held individual registration appointments with 275 8th graders scheduled to attend Sierra HS and their parents, if available. Get Focused Stay Focused (GFSF) Interns visited all feeder schools and presented the GFSF Middle School Bridge curriculum to all 8th graders, about 370 students, in the Fall (first set of lessons) and again in the Spring (second set of lessons). Our GFSF Interns also presented information to about 100 7th graders.

Action 7 Planned




Expenditures 1.7 Students will have access to alternative schools to remediate credits, challenge students, support behavior needs, or to meet other needs.

1.7 MUSD has 3 alternative educational programs: Manteca Community Day School (MDS), Calla Continuation High School (Calla), and New Vision Continuation High School (New

Resource 0000, 8150; Objects 1000-5999 Base $4,813,389


Resource 0709; Objects 1000-5999 Supplemental and Concentration $498,961


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Vision). MDS provided the needed assistance/support for at risk students who were struggling with behavior and/or attendance concerns. Calla and New Vision continued to work with students that were in need of credit recovery. Both Calla and New Vision expanded their program to provide electives to improve student interest and connection to the school. Students were referred from the comprehensive high schools every six weeks through the alternative education screening held by the Child Welfare and Attendance Department to the continuation high schools. There were 43 seniors and 38 juniors, which was a total of 91 students attending New Vision. Calla had 110 seniors and 50 juniors for a total of 160 students attending. MDS also provided special educational services for both resource as well as special day classes to students in need. Calla and New Vision provided special educational services for the resource students in need. The non-public schools that special education students within MUSD attended included: South San Joaquin (0- Closed), Children's Home of Stockton (6), Stockton Education Center (8), Point Quest-Central Valley (12), Point Quest-Lodi (2), Point Quest-Sacramento (0), East Valley Educational Center (3), and

Resource 0430, 3310, 6500; Objects 2000-3999 Other $125,978

Resource 0000 3000-3999: Employee Benefits Base $1,044,115

N/A 0 Resource 0000 4000-4999: Books And Supplies Base $70,197

N/A 0 Resource 0000 5000-5999: Services And Other Operating Expenditures Base $38,953

N/A 0 Resource 0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $352,564

N/A 0 Resource 0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $39,594


N/A 0 Resource 0709 4000-4999: Books And Supplies Supplemental and Concentration $5,293


N/A 0 Resource 3310 2000-2999: Classified Personnel Salaries Other $87,066

N/A 0 Resource 3310 3000-3999: Employee Benefits Other $268,732

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Children's Choice for Hearing and Talking (CCHAT) in Sacramento (0).

N/A 0 Resource 3310 4000-4999: Books And Supplies Other $11,156

N/A 0 Resource 3310 5000-5999: Services And Other Operating Expenditures Other $11,632

Action 8





1.8 Year 4 of NGSS Implementation will include the development of integrated units for K-6 science to supplement the curriculum until 2018-2019 when science materials aligned to the new NGSS standards will be available to adopt. Units will be built using a systems approach to lesson design which will allow science to be integrated with ELA, ELD, and Social Studies. Supplemental materials to support this instruction will be added as well as training on how to design lessons, lesson modeling by peers, the development of teacher leaders, and exploration time to develop the concept of digital portfolios. Scoring rubrics for NGSS Science and Engineering Practices that correlate with the Grade Band Practices Matric in Appendix and the observable features of each practice identified in the Appendix for the NGSS Evidence Statements.

1.8 Year 4 of NGSS Implementation included the development of integrated units for K-5 science to supplement the curriculum until 2020-2021 when science materials aligned to the new NGSS standards will be adopted. Units were built using a systems approach to lesson design allowing science to be integrated with ELA, ELD and other core subjects. We continued to use Mystery Science (K-5) and STEMScopes (6-8) as our NGSS transition curriculum with supplemental materials from Making Sense of SCIENCE to support this instruction. Teacher training included in depth studies of the NGSS, science content, science discourse and lesson design.


Resource 0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $92,960




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Action 9





1.9 Students will have access in year three of physical changes of the learning environment to allow for more collaboration. Examples of this would include furniture and other items to transform the learning environment of the classroom. Sites may use site funds for this purpose also.

1.9 $50,000 was budgeted 2018-2019. Approximately $25,000 of transformational furniture was purchased for 4 K-8 sites: Mossdale, Neil Hafley, Brock Elliott, and Golden West. This action/service will not be budgeted for 2019-2020.


Resource 0709 4000-4999: Books And Supplies Supplemental and Concentration $24,301

Action 10





1.10 Teachers will receive leveled, differentiated professional learning aligned with district initiatives, student's needs, and professional requirements before and after school, during school hours, via conferences, in workshops, PLCs, and QISA groups to ensure instructional mastery of California Content standards.

1.10 2018-2019 Training opportunities by type, district-wide: TK-6th ELA/ELD: 510 teachers and 44 administrators trained in Wonders core curriculum, Designated ELD, Small Group Instruction, Differentiation, Guided Reading, Anchor Charts, Illuminate Interim Assessments, Student Engagement Practices, Literacy Skills in Content Areas, ELPAC Task Types, and Using Data to Inform Practices. 67 teachers and 11 administrators received site support. 50 teachers, program coordinators and administrators observed lessons by Kathy Bumgardner.



Resource 1100; Object 4000-5999 Other $25,000




N/A 0 Resource 0709 5000-5999: Services And Other Operating

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7-12 ELA/ELD: 12 new teachers trained in StudySync Basics and StudySync ELD; 21 new teachers received ELD training; 54 teachers, PCs and administrators attended blended learning trainings, and 6 teachers received real-time coaching with Catlin Tucker; 45 teachers received real-time coaching with 7-12 ELA/ELD Coordinator; 46 teachers and 7 administrators received site support; 6 teachers attended 5 Writing Assessment Committee meetings focused on establishing Anchor Papers for District Writing Assessments; 33 PLC, QISA, Literacy Coach, or Vertical Articulation meetings. K-12 MATH: 12 teachers, 1 district administrator and 1 curriculum coordinator attended 1 day of WestEd training to assist in facilitating WestEd BEAL training. All K-8 teachers, all high school math teachers, approximately 40 site administrators 6 district administrators, and 1 curriculum coordinator attended WestEd BEAL training. Participants were trained in the use of math performance tasks as a learning and assessment tool. Participants were further trained in the design of the SBAC math assessment, the

Expenditures Supplemental and Concentration $258,253



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California State Standards for Mathematics including the Content Standards and the Mathematical Practice Standards the expectations for student performance on the math portion of the CAASPP, and data pertaining to the mathematical performance of MUSD students. Twenty-four 9-12 math teachers, comprised of teams from each site, attended 6 days of comprehensive training in their base mathematics program – Big Ideas Math. The training included all aspects of the program including philosophy, resources, practical hands-on application and utilization of best practices to support implementing state standards. Participants developed training plans for their sites to implement the training in their own classrooms and to train the remainder of their staffs to fully implement the curriculum. All high school administrators were invited to attend a one-day Big Ideas Math training that focused on increasing knowledge of the program, observing classrooms, and counseling teachers to more fully implement the state standards and the base curriculum. Follow up site visits by the math coordinator along with district and site administrators included classroom observations and debriefing progress with teachers and site administrators. One hundred sixty-one K-8 teachers and 5 Program Coordinators attended Number

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Talk training which focused classroom instructional strategies to increase procedural fluency. Seventy-nine K-8 teachers and 4 Program Coordinators attended Mathematical Practices in the Classroom training which focused on utilizing the base K-8 mathematics program, My Math, to support student’s interactions with the mathematical practices. K-8 site visits by the math coordinator emphasized the need to shift instructional practices to support the learning of the State Standards and how to utilize the base curriculum so that learners have access. Four modules were built by the math coordinator and program coordinators and were made available to all sites. The math coordinator worked with the Superintendent to support the implementation of the Cycle of refinement model. Site visits, trainings for program coordinators, curriculum coordinators, site and district administrators and teachers were held to further educate groups regarding the model. K-12 NGSS: 560 teachers from all sites were trained during the school year on the Next Generation Science Standards (NGSS) and their associated NGSS transition curriculum; Mystery Science (Grades K-5) and STEMScopes (Grades 6-12). Training also included discussions on how to integrate the science with other

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disciplines (especially ELA, ELD, and math) and on how to formatively assess students to determine progress toward the standards. Five of these teachers developed integrated lessons and shared their experiences during sessions at our MUSD Fall Educators Conference (EDCON). NGSS classroom posters were delivered to the final 3 K-8 sites that did not receive them last year, with professional development provided to all staff on how to use the posters to help with NGSS implementation in conjunction with the NGSS transition curriculum (Mystery Science and STEMScopes). Fifteen teachers from our 5 comprehensive high schools received 35 hours of summer professional learning on the Next Generation Science Standards and the integration of NGSS Earth Science Standards into the NGSS High School 3 Course Model. MUSD continued its partnership with Making Sense of Science (WestEd). Forty-three teachers (grades 4, 5 and Program Coordinators) from 14 sites received 35 hours of summer professional learning with follow-up PLC time throughout the year. As part of our extended partnership this year, twenty-seven 6-8 grade teachers received 35 hours of professional learning during the

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summer on their grade level Next Generation Science Standards, shifting instructional practice, and the importance of productive science discourse in the classroom and 3 sites became designated Making Sense of SCIENCE Partner Schools and received additional in-depth training on the NGSS and formative assessment. K-12 Technology: 9 hours of TOT Illuminate training for high school trainer of trainers (TOTs), 4 hours of Illuminate training for K-12 and District Administrators, 2 hours of Illuminate training for Digital Support Technicians,6 hours of Illuminate training for K-8 Program Coordinators, and 20 hours of district trainings for teachers.

Action 11





1.11 The Teacher Induction program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements for the California Clear Credential. The Manteca USD Teacher Induction Program is locally designed and implemented in accordance with the Standards of Quality and Effectiveness for Professional Teacher Induction Programs and

1.11 The MUSD Teacher Induction Department is a California Commission on Teacher Credentialing-approved, board sponsored program; authorized to clear California preliminary teaching credentials. All new MUSD teachers working on a California preliminary teaching credential are enrolled in the MUSD teacher induction program within their first year of employment.





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aligned to the California Standards for the Teaching Profession. Manteca USD Teacher Induction also supports interns, pre-interns, and tenured teachers on improvement plans to ensure all students but especially those most at risk, the unduplicated students, receive quality instruction.

Teacher induction department provided services to: 13- Year 1 beginning teachers with a preliminary credential 38- Year 2 beginning teachers with a preliminary credential 22- Early completion option (ECO) Candidates with a preliminary credential 96- Interns, provisional intern permit holders (PIPs), short term staff permits holders (STSPs). PIPs are allowed in a district when there are anticipated staffing needs beyond what can be met with credentialed teachers. STSPs are allowed when staffing needs are acute. We served 73 induction candidates who worked with 68 mentors as well as 96 interns, PIPs and STSPs who worked with 86 lead teachers. All mentors received a full day of mentoring training, 2 full days of training and observation with their candidate(s), and four additional 2-hour mentoring trainings. Mentors and candidates had the option of attending two 2-hour portfolio support sessions. All mentors were released to observe their candidate two or more times during the school year. All trainings were focused on the California Standards for the Teaching Profession, the California Induction Standards and the MUSD teacher induction requirements.



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All year 1 candidates were invited to attend an optional “Start the Year Off Right” workshop in July. All induction candidates received two full days of induction training and observation with their mentors and had the opportunity to attend two 2-hour portfolio support sessions. They were also given the opportunity to attend portfolio support during EdCon. Candidates also had the opportunity to attend two optional trainings focusing on classroom management and differentiation. All candidates were observed 2 or more times during the school year by their mentors and the induction staff. Candidates met with their mentor at least 1 hour each week and attended an exit interview with their mentors in May. All lead teachers were trained 2 hours after school. Lead teachers for year 1 and year 2 interns/PIPs/STSPs received two full days of networking and observation with their intern/PIP/STSP and provided a minimum of 2 hours of weekly support to their intern/PIP/STSP. Lead teachers for year 3. Interns/PIPs/STSPs provided a minimum of 2 hours of weekly support to their intern/PIP/STSP. All year 1 and year 2 interns/PIPs/STSPs received two full days of networking and observation with their lead teacher

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and at least 2-hours weekly support from their lead teacher. Year 3 interns, PIPs, and STSPs received at least 2-hours weekly support from a lead teacher.

Action 12





1.12 English Learners will receive instruction specifically designed to increase language acquisition. As outlined in the Manteca Unified School District ESSA LCAP addendum, teachers and bilingual paraprofessionals will receive training in the implementation of the ELA/ELD CSS standards and support staff in providing programs and services to EL students. Examples of these services include working with site leaders to develop and implement training modules on best instructional practices for EL students, effective designated and integrated CCSS instruction to enable students’ access to the curriculum across all areas, close reading for ELs, and academic vocabulary development for ELs. Language Acquisition software, training, and instructional materials such as Rosetta Stone will be provided.

1.12 Migrant Education Summer School TK-6 curriculum, instruction, material orders, and training on best practices of EL instruction for 14 teachers and 2 administrators. June 2018 19 K-6 induction participants received training in best practices of ELD instruction. August 2018 and October 2018 53 MUSD Bilingual paraprofessionals trained in best practices for ELD instruction. September 2018 Scaffolds to Support Language Learners within California State Standards resource book training provided to 10 K-6 staff at Neil Hafley School. Training for 40 elementary site administrators and 20 program coordinators on the revised Designated ELD Walkthrough Form. February 2019


Resource 4203 4000-4999: Books And Supplies Other $16,768


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Pull out days for 9 4th-6th grade teachers at Shasta and 9 4th-6th grade teachers and 1 administrator at Mossdale focused on essential features of designated ELD, best instructional practices and providing scaffolded support to improve student achievement. October 2018-February 2019 211 test examiners trained in ELPAC test administration and local scoring. January 2018-February 2019 Demonstration lessons, co-planning and co-teaching of designated ELD provided to 6 teachers. November 2018 - March 2019 Paper editions of ELPAC practice tests compiled, ordered, and distributed to all TK-6 classrooms. Scaffolds to Support Language Learners within California State Standards resource book (new edition) was provided to all program coordinators with training for classroom use. Books were distributed to newly hired teachers. Optional summer training for 100 K-8 teachers offered in June 2019 focused on creating a classroom that supports English learners, planning and utilizing core ELD curriculum resources to provide student practice with ELPAC task types and modeled practices from DRAFT

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Structures and Strategies trainings. Elementary Sites were visited 38 times for Designated ELD Walkthroughs. September 2018 - April 2019 StudySync Basics (including Designated ELD units) trainings for new high school teachers. High School Literacy Coaches received training on supporting other content areas with integrated ELD. Meetings were held with district office staff to support and develop processes that better meet the needs of EL students and develop connectedness to the high schools. Literacy coaches held site-level trainings. The Summer Curriculum Institute included a day focused on foundational literacy skills for secondary teachers, and ELPAC academy training. Development of and training for Rigorous Curricular Design (RCD) with an ELD focus occurred. Alternative education schools' staff attended three days of Structures and Strategies training. Rosetta Stone - MUSD used 480 student licenses, and students accumulated 3,617 hours and 23 minutes of training time, as well as 64 hours and 57 minutes of game time within the program.

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Action 13





1.13 General departments and their operational and supply costs will be funded such as Educational Services, Business Services, Operational Services, and the Superintendent's Office.

1.13 Facilities department: The facilities department operational costs supported the on-going modernization program as well as the continued facility management of the district. In 2018-2019, the second phase of the modernization program was implemented and the design phase for several projects continued. The projects include modernization and growth solutions at eight campuses; MHS, EUHS, Neil Hafley, Nile Garden, George McParland, New Haven, French Camp and SHS. In addition, the department supports the on-going coordination of the career technical education incentive grant projects at MHS ag department, EUHS ag department and Culinary classroom, and the LHS culinary classrooms. Also, within the facility program, the on-going coordination with the division of the state architect is a significant requirement as the modernization program continues. In addition, the Department conducted a pre-qualification processes for Lease-Leaseback Contractors, including but not limited to the prequalification of potential informal bidding vendors, mechanical, electrical and plumbing vendors. Construction


Resource 0000/8150 4000-4999: Books And Supplies Base $3,606,808


Resource 0000/8150 5000-5999: Services And Other Operating Expenditures Base $11,782,556

Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010; Objects 4000-7999 (Reduce/restructure restricted program expenditures.) Other $1,976,825

Resource 0000/8150 6000-6999: Capital Outlay Base $1,070,101

N/A 0 Resource 0000/8150 7000-7439: Other Outgo Base $33,234,200



N/A 0 Resource 0709 7000-7439: Other Outgo Supplemental and Concentration $15,000

N/A 0 Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010 4000-4999: Books And Supplies Other $2,138,437

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contracts were awarded, and the department has initiated the construction phase of the Phase 2 Modernization program. This Phase includes construction at MHS, EUHS, Nile Garden, Neil Hafley and Be.tech High School. As of March of 2019, the district’s maintenance, grounds, and custodial departments completed over 6,900 maintenance & preventative maintenance work orders. The operational costs for the program exceeded $8,300,000 which for the 2018-2019 school year included the salaries of the maintenance, grounds and custodial personnel as well as the purchase of materials and supplies necessary to maintain over 2.6M square feet of interior space at thirty-two individual campuses. Within the routine and restrictive maintenance account, work was completed to repair building systems such as: heating, ventilation, & air-conditioning, plumbing, electrical, fencing, flooring, bells & intercom, roofing, painting, interior doors & hardware, pool repairs & chemicals, as well as much more. The grounds department completed the on-going maintenance of over 650 acres of property as well as completed over 450 individual work orders. Individual work orders for the grounds department included, pest control measures, tree-care and pruning, playground repairs as well as irrigation repairs.

N/A 0 Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010 5000-5999: Services And Other Operating Expenditures Other $2,166,536

N/A 0 Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010 6000-6999: Capital Outlay Other $3,550,611

N/A 0 Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010 7000-7439: Other Outgo Other $293,627

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As a highlight, in the 2018-2019 school year, the high school field maintenance budget was maintained. This budget allocated funds to directly support high school field maintenance. This budget supported field repairs at all high schools and the purchase of major equipment that was used for field renovation at multiple sites. Purchasing Department: The purchasing department supported students and staff with all purchases. The purchasing department staff processed over 3,666 purchase orders, 4,542 vendor requisitions, 981 conference packets and 421 stores (warehouse) orders. Dollar value of PO’s processed for previous fiscal year was $70,531,654.43. Additionally, the purchasing department wrote 9 formal bids and 3 RFP’s (request for proposals) for services. Several of the district’s established vendors closed district purchase order accounts. The purchasing department worked on establishing new vendor relationships and creating alternatives for staff to make their purchases. The purchasing department established an Amazon Business account this past year establishing 67 Amazon Blanket PO’s for sites/departments. On-line ordering accounts were set up for

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over 300 users to allow on-line ordering against a Blanket PO (reducing the number of PO’s required for this vendor). The purchasing department oversaw the district credit card program called CAL Card with an average monthly spend of $37,000.00 for 2017/2018. This past year the District credit card program was rolled out to the District maintenance department staff leads and to the Director of Career and Technical Ed under the Secondary Education Department. Purchasing maintained the accounts for all users and was responsible for reviewing all ensuring all purchases made are reported properly and follow District/Board policies. The purchasing department oversaw all warehouse and mail services functions which included coordination of district recycling efforts, delivery of student devices for repair, CUM records and testing materials. Warehouse staff was able to remove over thirty-five (35) full truckloads of broken, non-usable and usable classroom furniture and equipment. Non-usable items were recycled thru various means, including auctioning working items that are no longer usable to district sites/departments. Mail services was able to assist both IT and IMC departments in the moving of student devices to/from sites.

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Over the past fiscal year, the Purchasing Agent conducted trainings for site and district support staff on beginning of the year processes, travel/conference and purchasing procedures and visited new site personnel to assist with one-on-one trainings on Escape, the district’s financial system. Additionally, the Purchasing Agent worked with vendors and sites for all growth-related furniture orders placing 12 orders for furniture worth almost $50,000.00. Purchasing also facilitated orders for school sites for replacement of cafeteria tables, placing orders for 33 tables for 11 school sites totaling $58,775.91. Risk Management Department: The risk management department protects the assets of the district by identifying & analyzing liability exposures that serve to control losses while promoting good safety practices for both students and staff in a safe environment. Burglary/Vandalism - Claims continue to decline in the 2018-2019 compared to the 2017-2018 school year with a 52% reduction in severity stemming from a decrease in theft of property claims. Student Incident Injury - In an attempt to provide useful data that will serve as a benchmark to improve the safety environment of

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our students, student injury incidents were tracked by site, type of injury, age group and summary by quarter during the school year. This information served as a resource for training opportunities/discussions with students and staff to address proper techniques for sports and playground activities as well as to identify a facility defect, if applicable, to prevent future injury claims. Reported incidents decreased by 14%. NCR Matching Grant was awarded up to $20,000 to offset the cost of the Catapult Emergency Management System.

Action 14





1.14 Students will be transported based on district guidelines and legal requirements including foster and homeless.

1.14 MUSD transported an average of 1,844 students per day. 393 of those were special education students. 244 were overflowed to other schools because their home school enrollment was impacted at their grade level. This number varied as schools reported regularly the adjustments made when students returned to their home school. 108 of those students were McKinney Vento transitional students that were either in a school van or on a bus.

Resource 0000, 0723, 0724; Objects 2000-6999 Base $6,301,514

Resource 0000, 0723, 0724 2000-2999: Classified Personnel Salaries Base $3,366,672

Resource 0000, 0709; Object 6000-6999 Supplemental and Concentration $70,000

Resource 0000, 0723, 0724 3000-3999: Employee Benefits Base $1,074,831

N/A 0 Resource 0000, 0723, 0724 4000-4999: Books And Supplies Base $1,183,450

N/A 0 Resource 0000, 0723, 0724 5000-5999: Services And Other Operating Expenditures Base $150,720

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1,402 students were picked up because the distance between home and school met distances established on board policies.

N/A 0 Resource 0000, 0723, 0724 6000-6999: Capital Outlay Base $300,749

Action 15





1.15 So that student safety needs are met, deferred, routine, and emergency projects as well as modernization projects as outlined in the Master Facilities Plan will occur.

1.15 In 2018-2019, the Deferred Maintenance Program completed the following projects: Playground Repairs & Replacements Electrical repairs at various sites Gas line repairs High School Gym Floor refurbishing Calla HS Portable Foundation Repairs MHS Theater Stage & Dressing Room Repairs Bleacher inspections & repairs HVAC replacement & repairs at various sites. Asbestos inspections at various sites Carpet replacement program (various sites) Stella Brockman paving renovation In 2018-2019, the MUSD Modernization & Facilities Program continued the design phase for the following projects: MHS modernization & growth. EHS modernization Project. Neil Hafley modernization project

Resource 0620; Objects 4000-6999 Base $640,000




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Nile Garden Elementary modernization & growth Be.tech DSA Compliance Project In 2018-2019, the MUSD Modernization & Facilities Program started the construction phase for the following projects: MHS Ag Improvement Project – Greenhouse Installation LHS Home Econ Classroom Alterations LHS Fencing Project EUHS Modernization Project – Ag department alterations MHS Modernization & Growth Project Neil Hafley Modernization Project

Action 16





1.16 Flexible scheduling for middle school, common collaborative time, permanent middle school committee which meets quarterly, middle school student field trips to high schools and colleges, and positive behavior supports for middle school students.

1.16 Funding was largely unused due to elementary school sites using other funding for visits to Be.tech and college visits.



N/A 0 Resource 0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $433

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1.17 Per Manteca Unified School District Board of Trustees resolution, Be.tech will be supported recognizing unduplicated students as well as all students benefit from a school offering career certifications.

1.17 At the end of the 2018-2019 school year, Be.tech was able to hire a full-time science teacher.

Resource 0000; Object 4000-4999 Base $313,049




Resource 3310, 6500; Object 1000-4999 Other $146,205

Resource 0709 5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $6,674

N/A 0 Resource 3310, 6500 1000-1999: Certificated Personnel Salaries Other $95,568

N/A 0 Resource 3310, 6500 2000-2999: Classified Personnel Salaries Other $16,311

N/A 0 Resource 3310, 6500 3000-3999: Employee Benefits Other $34,829

N/A 0 Resource 3310, 6500 4000-4999: Books And Supplies Other $600

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Implementation of Goal 1's actions/services was high. Lack of fully credentialed teachers nation-wide impacted action/service 1.1, but MUSD had no (0) misassignments, and was able to hire a greater number of fully credentialed teachers than in previous years. Class size was reduced in the primary grades, and district averages were below negotiated ratios. Access to digital curriculum and working devices was at a high level, as the newer devices are more durable, and the upgrade of Windows 10 and Office 365 on all 30,000+ devices, plus the refresh of over 6,000 new Dell Computers for grades 4, 5, and 9 is considered a great success. The NGSS

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implementation and participation of teachers in integrated unit development and professional learning along with professional partnerships and having three schools be designated Making Sense of SCIENCE partner schools was also a great success. Counselors attended trainings that assisted with college and career pathway successes. Teachers had many professional development opportunities at both in- and out-of-district trainings. Finding and employing substitutes for training, or induction, purposes is a challenge due to the lack of quality substitutes, and the removal of the credentialed teacher from the students is always a concern. For that reason, there were many after school, and even some weekend, training options. MUSD's induction program continues to attract teaching applicants and the program is progressing along its accreditation path, graduating out qualified teachers who benefit our students and schools, having received support and training from leaders as well as mentors. 76 induction candidates worked with 74 mentors, and 92 interns, PIPs, and STSPs worked with 86 lead teachers to provide improved instruction to all of our students, including unduplicated pupils. A new state English learner proficiency test was implemented, with significant training and cost. Results did not yield a dashboard color yet, but the numbers of students who are participating in leveled, designated English Language Development continues to increase. Designated ELD continues to be a challenge due to numbers of qualified teachers, students at particular levels of proficiency and scheduling. A Catapult Emergency Management System was implemented, greatly increasing communication regarding safety issues across the district. Site facilities maintenance was impacted by funding shortages. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The effectiveness of Goal 1 is measured by Priority 1 Basic, Priority 2, Implementation of State Standards and Priority 7, Course Access. The 17 Actions and Services were effective in meeting Goal 1. Williams' Act reports indicate that basic curricular and facilities needs were met. MUSD increased its percentage of highly qualified teachers, maintained 100% access to curriculum and a broad course of study, further refined designated English Language Development instruction, and increased the percentage of students who met/exceeded standards on K-6 ELA and math assessments. There is still work to be done in articulating assessments and using meaningful, measurable data to drive instruction and meet student needs at the individual level. As noted last year, increased compensation and a free induction program have increased the attraction of fully credentialed teachers as well as outreach efforts by the Personnel Department. There is a plan to address the facilities needs of our many sites, noting that funding is an issue. MUSD provided both training and opportunities for its students and teachers in creating a safe, healthful and expansive learning environment. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material differences for MUSD include overall changes for an action and service under or over 10% and/or a six-digit number. 1.1 Staff and Instructional: $13,263,255 Bargaining agreements were settled mid-year: MEA/CSEA to receive a one-time 8% raise, off salary schedule. 1.2 Student Teacher Ratios: $278,134 We hired an additional 2.39 FTE of teachers, for a total of 15.52 FTE for the year. 1.3 Technology: $2,023,445 Purchased an additional 4,000 student devices. 1.4 Standards Aligned Curriculum: -$1,044,999 Purchased materials in the 2017/18 year for the current year. 1.6 Support Services HS & Counselors: $400,019 Bargaining agreements were settled mid-year: MEA to receive one-time 8% raise, off salary schedule. 1.8 NGSS, K-6 Science Implementation: -$23,887 Not all Supplemental/Concentration funds used.

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1.9 Learning Environment Changes: -$25,699 Not all funds were needed to make planned changes. 1.10 Level, Differentiated Professional Learning: -$66,825 Fewer teachers than expected on improvement plans. 1.12 ELA/EID CSS Training: -$53,806 Fewer materials needed this year. 1.13 Service Related Departments: $27,692,238 One -time transfer for QZAB debt obligation in the amount of $20M into Fund 40. One-time transfer into Fund 17 for future adoption of Instructional Materials. 1.14 Transportation: -$295,091 Vehicles for homeless program not purchased. Purchased 2 new vans, planned on additional. 1.16 Middle School: -$7,367 Not all Supplemental/Concentration funds used.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. Due to newly defined targets, and a slight wording change to the goal itself, there was shifting of state priorities (1A, 1B, 2A, and 7A,B, and C to Goal 3 and 2B to Goal 2). Actions/Services 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.16, and 1.17 were moved to either Goal 2 or Goal 3 based on input from stakeholder groups regarding realignment. We continue to expect that we will maintain school facilities, have 100% appropriately assigned teachers, provide standards-aligned instructional materials to all students, implement state adopted standards, provide access to English learners to the state standards, enroll all students in a broad course of study, and provide programs and services to unduplicated pupils as well as individuals with exceptional needs. Due to alignment input from multiple stakeholder groups, the following actions were moved: 1.1 became 3.23 1.2 became 2.21, and student teacher ratios were maintained 1.3 became 3.24 1.4 became 3.25 1.6 became 3.26 1.7 became 2.22 1.8 became 3.27, and that was the year 5 of NGSS implementation 1.9 became 2.23 1.10 became 3.28 1.11 became 3.29 1.12 was combined with 3.8 and became 2.24 1.16 became 2.25 1.17 became 2.26 1.18 was 2.7 1.19 was 2.8 1.20 was 2.10 1.21 was 2.11 1.22 was 2.12

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1.23 was 2.14 1.24 was 2.15 1.25 was 2.16 Action and Service 1.26 is new

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Goal 2 Promote engaging learning opportunities for all students inside and outside the classroom


State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)

Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator State Priority 3: Surveys & Attendance

18-19 We expect to increase the parent participation rate and increase parent's involvement in the decision-making process.

State Priority 3: Parent Involvement A) Parent Survey - 66% of parents completing the survey in 2018-2019 reported participating in their student's education and feeling connected to school. B) Unduplicated parents- still waiting for Hanover analysis C) Special Education Survey - 70% of parents completing the survey in 2018-2019 reported that the school provided enough academic support, 63% of parents believed the school provided students with enough personal attention, and 56% responded that the school provided enough resources for parents. DRAFT

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Expected Actual

Baseline Priority 3 Parent Involvement A) Parent surveys in 2016-2017 measuring school-parent partnership in education; Attendance at parent events; 86% of parents who returned the MUSD Parent Survey participated in an event such as Parent Conferences, Back-to-School Night, Tech Classes, Community Based Parent Tutoring, and Kindergarten Orientation. B) Unduplicated parents’ information- The Manteca USD parent survey did not aggregate data by unduplicated parents. This will be corrected in 2017-2018. C) 100% of Special Education parents returning surveys agreed or strongly agreed that they were partners in their child's education on the 2015-2016 Manteca USD Special Education Parent Survey. This survey is done every other year so there will be updated information in 2017-2018.

Metric/Indicator State Priority 5: Pupil Engagement School Attendance

18-19 We expect our school attendance rate to increase.

Baseline State Priority 5: Pupil Engagement A) School attendance rate, ADA is 95.8%

State Priority 5: Pupil Engagement A) School attendance rate, ADA was 95.45%. Verified by CalPads 2017-2018. This was an increase from 95.44%.

Metric/Indicator State Priority 5: Pupil Engagement Chronic Absenteeism Rate

18-19 We expect our chronic absenteeism rate to decrease.

Baseline State Priority 5: Pupil Engagement B) Chronic absenteeism rate, Chronic absenteeism rate 13.03%

State Priority 5: Pupil Engagement B) Chronic absenteeism rate was 11%. Verified by DataQuest 2017-2018 (CDE). This was an increase from 10.6% in 2016-2017.

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Expected Actual

Metric/Indicator State Priority 5: Pupil Engagement Middle School Dropout Rate

18-19 We expect our middle school dropout rate to decrease.

Baseline State Priority 5: Pupil Engagement C) Middle School dropout rate 1%

State Priority 5: Pupil Engagement C) Middle School dropout rate data was unavailable at the time of data collection. DataQuest (CDE) -(16-17 data)

Metric/Indicator State Priority 5: Pupil Engagement High School Dropout Rate

18-19 We expect our high school dropout rate to decrease.

Baseline State Priority 5: Pupil Engagement D) High School dropout rate 4%

State Priority 5: Pupil Engagement D) High School dropout rate was 3.3 % Verified by the 2017-2018 SARC Report which was a decrease from 3.5% in 2016-2017.

Metric/Indicator State Priority 5: Pupil Engagement High School Graduation Rate

18-19 We expect our high school graduation rate to increase.

Baseline State Priority 5: Pupil Engagement E) High School Graduation rate 93%

State Priority 5: Pupil Engagement E) High school graduation rate was 94.4% verified by the Fall 2018 Dashboard (CDE) which was a decrease from 95.58% in 2016-2017.

Metric/Indicator State Priority 6: School Climate Suspension Rate

18-19 We expect our suspension rates to decrease.

Baseline State Priority 6: School Climate

State Priority 6: School Climate A) Suspension rate was 5.2%, verified by the Fall 2018 Dashboard (CDE) which was a decrease from 6.5% in 2016-2017. DRAFT

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Expected Actual

A) Suspension rate is 9.7.

Metric/Indicator State Priority 6: School Climate Expulsion Rate

18-19 We expect our expulsion rate to decrease.

Baseline State Priority 6: School Climate B) Expulsion rate is .2.

State Priority 6: School Climate B) Expulsion rate was 0.16%, verified by DataQuest 2017-2018 (CDE), this was an increase from .01% in 2016-2017.

Metric/Indicator State Priority 6: School Climate School Connectedness

18-19 We expect our school connectedness rate to increase.

Baseline State Priority 6: School Climate C) School Connectedness, per the 2015-2016 Healthy Kids survey (no 2014-2015 data as the Healthy Kids survey is done every other year) 61% of 7th graders, 50% of 9th graders and 42% of 11th graders are highly connected to school.

State Priority 6: School Climate C) Results from the most recent California Healthy Kids survey (2017-2018) must be viewed through a discriminating lens as participation rates were below the levels required for district validity. The following are the reported results: 53% of 9th graders, 49% of 7th graders, and 54% of 5th graders report feeling highly connected to their school.

Metric/Indicator State Priority 6: School Climate Sense of Safety

18-19 We expect our sense of safety rate to increase.

Baseline State Priority 6: School Climate C) Sense of safety, per the 2015-

State Priority 6: School Climate C) Results from the most recent California Healthy Kids survey (2017-2018) must be viewed through a discriminating lens as participation rates were below the levels required for district validity. The following are the reported results: 65% of 11th graders, 62% of 7th graders and 79% of 5th graders perceive their school as safe or very safe. More information coming in Hanover survey DRAFT

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Expected Actual

2016 Healthy Kids survey, 68% of 7th graders, 61 % of 9th graders and 59% of 11th graders perceive school as safe or very safe.

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1





2.1 MUSD students and staff will have access to engaging educational programs such as LOGIC, AgVenture, Planet Party, Hour of Code, High School Art Show, Concerts, and MUSD/Beijing teacher/exchange.

2.1 AgVenture- November 1, 2018 Hour of Code- Week of December 3-7, 2018 FFA Greenhand Conference for First Term FFA students – September 11, 2018 FFA Greenhand Conference for Second term FFA students – February 15,2019 High School Art Shows – April 2019 Internships/Student Workers- continued throughout the year. Student workers had job opportunities throughout the year. In 2018-19 there were 65 summer interns. This number is expected to be maintained or increased in 2019-20. MUSD/Beijing Teacher Exchange did not occur and was eliminated. CTE students participated in the Apprenticeship Construction


Resource 0000 1000-1999: Certificated Personnel Salaries Base $313

N/A 0 Resource 0000 3000-3999: Employee Benefits Base $64



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Trades Fair on September 14, 2018. CTE Students participated in DECA, HOSA, FCCLA, FFA and SkillsUSA local, regional and state conferences.

Action 2





2.2 Action and service was moved to Goal 3, 3.20 to reflect alignment with CTE student achievement.

2.2 Moved to Goal 3, 3.20

N/A 0 N/A 0

Action 3





2.3 Students will have maker space and STEM opportunities. Students will have access to materials, practical application projects, robotics, gaming, workshops, conferences, competitions, evening events, summer camps, and digital learning days. Professional learning opportunities will be provided.

2.3 There were 2 summer camps offered in July 2018 and 7 camps offered in June by MELS in the summer of 2019. MELS classes offered in the 2018-19 school year included Family STAR parties, Brush Bots, Slime, Family Rocket Day, Lava Lamps, Blockly Scratch, LED, Minecraft, and Python programming. The UC STEM robotics program expanded in 2018-19 to include MHS, EUHS, Sierra HS, Calla HS and Joseph Widmer School. The STEM elective was in 6 schools. The schools were SHS, Great Valley, Brock Elliott, Lincoln, Lathrop and Stella Brockman. Vex Robotics was implemented into the Math curriculum at WRHS.




Resource 0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $681



N/A 0 Resource 0709 5000-5999: Services And Other Operating

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Robotics students from Calla participated in the Robotics competition held at San Joaquin Delta College. MHS Robotics hosted the feeder elementary schools in Spring 2019 for a Robotics Day on the Manteca High campus. WRHS competed in the annual VEX robotics competition. Hour of Code was held district wide during the week of December 3-7, 2018.

Expenditures Supplemental and Concentration $33,175


Action 4





2.4 Tech Champions were eliminated due to budget/grant ending.


N/A 0 N/A 0

Action 5





2.5 The five teacher librarians were not hired or funded.

2.5 Costs included in Goal 3, 3.19

N/A 0 N/A 0

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2.6 Students will be able to increase collaboration and investigation with the transformation from a traditional library to a library common at each high school.

2.6 Most high schools have Library Committees and they meet several times a year. High Schools have been updating their libraries to make an inviting place for students to collaborate. MHS, LHS and WRHS have held special events to promote the library as a library commons area for students.




Action 7





2.7 Students will have access to programs that decrease discipline incidents as supported by the Department of Child Welfare and Attendance such as Positive Behavior Intervention Supports (PBIS) and Peaceful Playgrounds. Additional school teams will be trained using PBIS. This may include partnerships with community organizations such as SJCOE, Point Break, and The Pride Center.

2.7 Seventeen schools received training on Positive Behavioral Interventions and Support (PBIS). Sites used Saturday school as an alternative to suspension setting to reduce suspensions. In addition to increased Valley Community Counseling, Acorn League and a high school alternative to suspension program, sites instituted the following to reduce discipline incidents:

• August Knodt - Discipline incidents decreased by 30% from the previous year.

• Brock Elliott - Second Step programs, Golden Tickets, Game day on the patio, other alternate




Resource 0000 5000-5999: Services And Other Operating Expenditures Base $3,087




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activities, and Saturday school.

• French Camp - PBIS Implementation, and Sanford Harmony.

• George Komure - PBIS, VCC, and Point Break Assemblies.

• George McParland - Rachel's Challenge, STEM Activities, and Peaceful Playground Materials.

• Golden West - Second Step curriculum, assemblies, Incentive Tickets.

• Great Valley - Discipline Interventions.

• Joseph Widmer - PIQE, PBIS/Sanford Harmon.

• Joshua Cowell - PBIS, chalk up the blacktop, minute to win it, rallys, and preferred activity time.

• Lathrop - PBIS, VCC, LEAD.

• Lincoln - PBIS, and Behavior SSTs.

• Mossdale - PBIS, LEAD, and VCC.

• Neil Hafley - After school detention, lunch detention, Saturday school, check in-n-out, PBIS lessons, golden tickets, school-wide assemblies, etc.

• New Haven - VCC, Decrease in fights and DRAFT

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suspension, Peer conflict.

• Sequoia - Character Counts/ PAW awards, and VCC.

• Shasta - Second Step curriculum, A.C.E parties.

• Stella Brockman - Chaplains (MPD), at-risk student support meetings, Acorn sports, and clubs/programs.

• Walter Woodward - Mustang Buck Store, Shout outs, positive postcards, kindness week challenge and other PBIS strategies.

• Calla HS - Date Rape and Sex Trafficking, positive discipline incentives.

• EUHS - Point Break, PBIS, guest speakers, Quitzal Mama college essay bootcamp.

• MDS - Point Break Teen Workshops, PBIS bi-weekly drawings for prizes, weekly ceramics class, STORM room, and Perfect Attendance socials.

• MHS - Students with discipline issues were referred to VCC and or their school counselor. Additionally, they speak with school administration and SRO about the dangers of

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repeated behavior. Often times the biggest deterrent was being placed on a behavior contract. Contract violators are removed from MHS. Often times this fear prevents students from repeating the initial behavior.

• SHS - Intervention Team, Work Detail, I.S.S., VCC, meetings with VP and academic counselors, parent contact, SRO, peer resource referrals, site administration collaboration with teachers/coaches involved with the student, teacher supervision at brunch/lunch, drug dogs, review transportation plan, tardy contracts, Saturday school, progressive discipline Measures, SST's, and extracurricular eligibility.

• NV - Alternative to suspensions/Conflict Mediation, VCC Counselor, and Choices and Consequences assembly.

• WRHS - PLUS, peer resource, PBIS, and cougar teacher mentors,

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2.8 Students will have access to school-based counseling. The district will provide 20 hours to each school.

2.8 All comprehensive high schools, one alternative program (1st-12th) and 12 elementary schools received 35.0 district funded hours per week of school-based counseling via a contract with Valley Community Counseling. Be.tech Charter school, 2 credit recovery high schools and 8 elementary schools received 30.0 hours per week of district funded hours of school-based counseling via a contract with Valley Community Counseling. Three schools added hours to district provided hours: Great Valley 35 hours New Haven 5 hours Stella Brockman 5 hours

Resource 0709; Object 5000-5999 Supplemental and Concentration $1,025,000

Resource 0709 5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $1,418,400

Resource 3010, 5640, 6512, 9010; Object 5000-5999 Other $300,000

Resource 3010, 5640, 6512 5000-5999: Services And Other Operating Expenditures Other $597,950

Action 9





2.9 Students may participate in the Acorn League as an incentive for student attendance, academics and to increase school connectedness.

2.9 As an incentive to increase attendance and reduce discipline incidents, the Acorn League was established in August 2016. The Acorn league was established to have a developmental sports program in which students learn the fundamentals of the sport, rules and sportsmanship. The athletic program is for all Manteca Unified School District elementary





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students. The program follows the same requirements of the California Interscholastic Federation along with all district high schools. A specific sport clinic is sponsored by the district high schools. The elementary athletes are taught skill progression and basic rules for cross country, volleyball, basketball and track and field by the high school coaches and athletes. The clinics are available for all MUSD athletes covering the specific grade span of 4th-8th grade. Several of the High schools held tournaments for the Acorn volleyball and basketball teams. Majority of the elementary schools took part in the tournaments. Several Cross Country and Track teams had more than one coach due to having over 40 athletes and there were coaches wanting to share the job. Majority of the coaches are district employees; teachers, custodians, school site assistants, clerical, grounds, and substitute teachers. All coaches have attended a preseason meeting going over the rules, procedures and schedules. The fall season consisted of cross country and volleyball. Cross country had 175 boys and 161 girls in grades 4-6, 84 boys and 72 girls in 7-8 grades for a total of 487 athletes. 210 boys and 271 girls in grades 6-8 participated in volleyball.





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The Acorn league winter season was basketball for both boys and girls in grades 6-8. Total number of participants was 254 boys and 265 girls. In 2018-2019, student participation increased in boys 4-6 grade and boys 7-8 grade cross country by 12 athletes, 11 for the 4-6 grade boys, and 1 athlete for the boys 7-8 grade. However, there was a decrease of one for 4-6 girls and five for the girls 7-8 grade. The volleyball season had a decrease of participation at both levels of boys/girls. The basketball programs had a slight decrease of both boy/girl athletes. Even though several of the sports had a decrease, each school site had more athletes trying out for each sport. Example, girls’ volleyball had 45 vying for a spot on the twelve to fifteen team roster. Another factor can be students are involved in many other activities, Acorn league practice schedules and meets may have conflicted with already existing commitments each athlete had.

Action 10





2.10 High School students will participate in The Every Fifteen

2.10 The Every 15 Minutes Program offered real-life experience without



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Minutes Program in order to raise awareness and promote student safety.

the real-life risks. This emotionally charged program, is an event designed to dramatically instill teenagers with the potentially dangerous consequences of driving while texting or drinking alcohol. This powerful program challenged students to think about drinking and driving, texting while driving, personal safety, and the responsibility of making mature decisions when lives are involved. Every 15 Minutes took place at the following high school campuses: LHS had their Every 15 Minutes event on March 28-29. All juniors and seniors (600+ students) participated in the “crash” event in the stadium on Thursday, and in the “funeral” event on Friday. E-15 was supported by the Highway Patrol, Fire Department and the Sheriff’s Office as well as many parents and community members. MHS (April 25-26, 2019) The crash site was held at the MHS football field and the service was held at the Christian Worship Center. WRHS did not provide its students Every 15 Minutes this year due to a change in administration in the middle of the year.

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2.11 To promote a drug free school for students and staff, the district will contract with canine detection services.

2.11 MUSD contracted with InterQuest Canines of Central Valley for the 2018-2019 school year. InterQuest provided services to all MUSD comprehensive school sites, alternative school sites, and Be.tech Academy. While canine services were not directly responsible for any of the discipline, there were still many expulsions and suspensions for drug/alcohol related offenses. Expulsions: Sale/Use/Possession of drugs: 18 which is an increase from 6 in 2017-2018. Suspensions: Sale/Use/Possession of drugs: 147 which is an increase from 120 in 2017-2018.



Action 12





2.12 Student health will be supported by the Health Services Department. Examples include but are not limited to daily procedures per medical orders, crisis assistance, attendance at SST/IEP meetings to inform educational decisions, provide Health and Wellness services, and mandated screenings.

2.12 Health Services screened all students within all schools for vision and hearing in grades K/1, 2, 5, 8, and 10. Within that screening all students with IEP, referrals for special education assessments, students with 504s, any student the teacher had concerns about, and all identified foster and homeless students were


Resource 0000 1000-1999: Certificated Personnel Salaries Base $22,105





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screened. The screenings were completed in December 2019. Health Services saw 36 students for a total of 49 procedures. Nurses oversaw 15 additional procedures which were supervised by Health Clerks as the student became more independent. Total procedures done daily was 64. Individual Health Care Plans were written for all these students incorporating their medical orders. School nurses responded to an average of 3-4 crisis calls per week. This included student and staff injuries, collaboration with the school-based counselor, meeting with students, home visits and expediting or transporting students to a mental health crisis facility and/or hospital. School nurses attended SST, 504, and IEP meetings when needed. This allowed them to provide medical information as it pertained to the child’s education. Nurses have had a total of 20,207 contacts with Students this year. Health Services provided a TB clinic for all staff members requiring clearance of TB disease; 647 staff members were screened. Health Services did TB screening on 73 ROP students going into childcare and health facilities. Health Services had 340 students, parents, and staff members






N/A 0 Resource 1100, 5640 4000-4999: Books And Supplies Other $16,093

N/A 0 Resource 1100, 5640 5000-5999: Services And Other Operating Expenditures Other $71,672

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receive the flu vaccine in our free flu clinic on November 1, 2018.

Action 13





2.13 Free and reduced lunch students who are also Homeless students and/or students in transitional housing situations will be supported and resources provided by District Staff overseeing the MUSD homeless program. A certificated and classified homeless point of contact at each MUSD site will do an intake interview and coordinate resources supported by MUSD District staff.

2.13 All schools had a Point of Contact (POC) for coordinating services. The POC identified homeless students via residency questionnaires and parent/staff referrals. The POC conducted intake meetings via phone call or face to face conversation with the parent/guardian or caretaker of the student to obtain information on living situation, barriers to school enrollment, and attendance. The POC made a referral to the Teacher Liaison at the high school level. Program Coordinators (PC) acted as the Teacher Liaison at the elementary level and determined educational needs with the student's teacher. PC/POC made referrals for free lunch, transportation, and case management as needed. The PC/POC provided the parents with community resources and written information on their rights under McKinney-Vento. There were 29 POCs. Lathrop Elementary had 2 POCs to serve the bilingual population. The intakes and referral for services were provided by the homeless aide and nurse case manager. We






N/A 0 Resource 5630 1000-1999: Certificated Personnel Salaries Other $11,000

N/A 0 Resource 5630 2000-2999: Classified Personnel Salaries Other $32,518

N/A 0 Resource 5630 3000-3999: Employee Benefits Other $11,252



N/A 0 Resource 5630 7000-7439: Other Outgo Other $2,845

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have identified and served 1056 homeless students including 92 unaccompanied youth.

Action 14





2.14 Student health, positive student choices and its benefit to the school environment will be the focus of the Nutrition Education Department. A Health and Safety committee consisting of Health Services, Nutrition Education, parents, and school staff will meet quarterly. The fourteen schools currently participating in the Alliance for a Healthier Generation will continue to focus on healthier staff and students.

2.14 The Local School Wellness Policy (LSWP) Committee met on September 26, 2018, December 4, 2018, and April 25, 2019. Stakeholders participating included District and site administration, community partners, instructors, parents, and students. The LSWP was updated to include stronger language related to physical activity and foods used as a reward. All school campuses complied with Smart Snacks in Schools (SSIS) regulations. An approved smart snack list was updated and distributed quarterly to school sites and was posted on the website. The Purchasing Department reviewed all food requisitions for compliance. A quarterly Wellness Policy Newsletter was written by Director of Nutrition Education, Coordinator of Health Services, and Nutrition Dietitian, and distributed to individuals within MUSD. Topics included:

• Hot Weather Safety

No Additional Costs. No Additional Costs.

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• MUSD Annual Flu Clinic • Food Allergies,

Intolerances, and Special Diets

• Importance of Breakfast

Grant funds were obtained to provide additional school sites with hydration stations to promote water consumption. All school campuses now have at least one hydration station. All schools were awarded the Healthier US School Challenge Award. Bronze – 23 schools Silver – 7 schools Summer meals were offered at 38 locations during the summer providing more than 75,000 meals to students. Meals were provided to Math Bridge and K-Bridge programs During the summer 123 barbeques were offered which included activities promoting physical activity and health. Six Farmer’s Markets were provided during the summer program. Student interns provided wellness and physical activities at the BBQ events. Breakfast was provided at all elementary sites at no cost.

• Five schools were Community Eligibility DRAFT

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Provision serving all students breakfast and lunch at no cost.

• Twenty elementary schools were Provision 2 programs serving breakfast at no cost.

All elementary and high schools offered fresh fruits, vegetables, legumes, and/or whole grain pasta salads daily at lunch. All elementary schools offered a garden bar daily and all high schools offered a garden bar every Tuesday and Wednesday. All vegetable subgroups were offered in compliance with Healthy Hunger Free Kids Act (HHFKA) 2010 to ensure that students had access to eat a rainbow. Special menus were provided to students with specific dietary needs including gluten free meals:

• CHO listings were provided to nurses on all planned meals, special events, and required menu changes.

• A registered dietician was made available to provide families with recommendations on menu selections.

• An interactive menu was implemented to allow parents/guardians to identify and avoid food DRAFT

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items with the 8 most common allergens.

Eleven sites offered area eligible after school programs serving snack and supper at no cost. School and community events were held to inform and educate students, staff and community members on positive health habits:

• Nutrition Education offered a Health and Wellness Expo in the summer of 2018 to provide community families with resources related to health, wellness and safety. The first annual event had approximately 200 participants.

• Nutrition Education participated in the District Health Fair on August 13, 2019, and distributed information on healthy snacks and recipe cards.

• Nutrition Education participated in Career Day at Brock Elliott. Six presentations were made related to food safety, menu development and special events.

• A Board of Trustees presentation was made on April 16, 2019, sharing the regulatory requirements and details of the Local School Wellness Policy and

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Smart Snacks in Schools.

• Nutrition presentations were conducted in 6 classrooms related to fruit and vegetable consumption, menu planning, and recipe sampling. Sites included Neil Hafley, Lathrop and Weston Ranch.

• Ag Venture – November 1, 2018 – 4,000 third grade students participated in “Rethink Your Drink” activity.

• Back to School Night events – 26 events were held between August 2, 2018 and August 30, 2018 to provide information on meals, meal benefits, nutrition, and special dietary needs.

• Read Across America Green Eggs and Ham breakfast was offered and served to 6,100 Kindergarten through 3rd grade students at 21 school sites. This connected the value of reading with the importance of eating breakfast.

• Smoothie bike presentations were made promoting lessons on physical activity, calcium DRAFT

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consumption, and nutrition.

McParland Annex – February 14, 2019 and April 10, 2019 Nile Garden – March 13, 2019 Joshua Cowell – March 29, 2019 and April 11, 2019

• Nutrition information was presented at the District English Learners Advisory Council on October 23, 2018, which provided information and resources related to meals, meal benefits, special diets, and Local School Wellness Policy.

• Presentations were made at nine Teacher Induction events relaying information regarding the Local School Wellness Policy, Smart Snack in School regulations and breakfast in the classroom. Resources were provided to encourage non-food related rewards and celebrations.

• Grandparents were invited to eat breakfast or lunch with their students to encourage positive eating habits on September 7, 2018, at August Knodt, Great DRAFT

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Valley, and George Komure.

• Farmer’s Markets were conducted at sites to promote acceptance and consumption of produce. The events encouraged students to select a variety of fruits and vegetables to enjoy and to take home and share with their families.

Hafley – October 9, 2018 August Knodt – April 25, 2019 Lathrop Elementary – April 17, 2019 August Knodt – April 25, 2019 Great Valley – May 3, 2019 Brock Elliott – May 17, 2019

Action 15





2.15 Student and parent connectedness will increase as the Department of Community Outreach continues communication and outreach efforts.

2.15 The reach in Community Outreach Campaigns/Messaging: Our objective was to maximize awareness through the power of social media, our website, mobile application, publications, and other various communication tools for







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the purpose of engaging our students and MUSD community.

• Are you Connected to Parent Connect?

• Online Re-Enrollment (Campaign won California School Public Relations Association Award of Merit)

• Community Eligibility Provision, 5 schools

• 5 to 10 Year Facilities Plan (special interactive and animated website created that received 460 views)

• Student Achievement Cycle of Refinement

• Strategic Plan and Lines of Effort Graphic Timeline

• Nutrition Education My Payments +

• Read Across America • Earned Income Tax

Credit • Child Abuse

Prevention/Awareness • Magic Wheelchair • Make A Wish • Distracted Driving

Awareness Month, Board Adopted Resolution

• 12 Acts of Kindness • Student Overflow

Messaging • Day of the Teacher • Red Ribbon Week, Board

Adopted Resolution

Number of Media Releases and Statements: 18





N/A 0 Resource 0709 6000-6999: Capital Outlay Supplemental and Concentration $19,885

N/A 0 Resource 1100 2000-2999: Classified Personnel Salaries Other $104

N/A 0 Resource 1100 3000-3999: Employee Benefits Other $13



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The Mark Highlights, which was honored as the only newsletter this year to receive the California School Public Relations Association Award of Excellence, remains a digital magazine hosted at https://issuu.com/mantecausd and is also accessible via our MUSD mobile application via the “Highlights” button—which had 1,534 page views on the app last year. The most recent issues are also hosted as an embedded interactive multi-media magazine at https://www.mantecausd.net/highlights. The digital Issuu.com platform provides statistics in the form of reads, when someone spent significant time with a publication, and impressions, where someone glanced at the publication or flipped through it to enjoy the photography. This year we added to our library of digital publications. Because past issues were kept available, the community continued to enjoy last year’s publications in addition to this year’s publications. Therefore, our total publication library enjoyed the following statistical reach: No. of Publications in library increased from 16 to 35 (119% increase)

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Impressions grew from 74,645 last year to 81,273 (7% increase) Reads grew from 11,195 last year to 15,674 (40% increase) Of these reads, 64% were from a mobile device and 33% from a traditional desktop computer or tablet. Of these reads, 87% were from embedded content on the district website and mobile app, while the other 13% were from acquiring new audiences via Issuu.com which garnered, in addition to the United States readership, readers from over 40 countries around the world who accounted for more than 150 reads via the Issuu.com platform. The Insight publication and Insight videos were discontinued this year by our new Superintendent in order to focus more on in-person leadership planning meetings. This direct approach helped to generate direct ownership by District Cabinet members and site leadership of decisions generated. One of the biggest committees formed from this important effort was the Budget Advisory Committee, which included leadership, employees from across the district, students, parents, and community members. Blackboard: The Community Outreach department developed a crisis

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communication plan and toolkit. This year, we developed and/or supported 18 emergency or crisis messages. Other district wide messages: 29 Additionally, our Blackboard mobile phone application provided staff, students, and parents in the community a one-stop location to view many commonly used information resources. The following is a brief summary of page views within the mobile application: Student Connection: 80,816 Parent Connection: 73,390 Top Stories: 17,008 Menus: 13,182 Notifications: 12,848 Calendar: 10,750 MUSD Website: 10,180 PeachJar Flyers: 6,476 MyPayments +: 5,414 Nutrition: 3,439 Sports: 2,760 Directory: 2,447 Resources: 1,838

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News: 1,822 Stay Current: 1,577 Photos: 1,544 Highlights: 1,534 YouTube: 1,185 Twitter: 906 Facebook: 653 Note: social media like Facebook and Twitter are also populated in the “Stay Current” and “News” pages depending on the nature of the content. Mass Distribution: Emergency Actions Poster- 1,500 total copies to schools “Are you Connected?” flyer- 14,000 total copies to schools PeachJar E-flyers: 32 These flyers were clicked on 20,601 times. These included designing flyers to support. Facebook Subscribers: 2,898, an increase from 2,351 in 2018 Average Post Reach- 2,074 Website Reach:

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Because we shifted many of the links to curricular resources to being reached from Microsoft’s Office.com, which helped align students to greater familiarity to online collaborative tools that Office provides, our total website views decreased from 3,830,000-page views to 2,785,758 page views (down 37%) and 1.2 million sessions. Our number of unique visitors dropped from 605,000 to 381,000 (down 41%). Average use duration dropped from 3 minutes to 2 minutes 23 seconds. On the website, our top five most visited pages are (page views): 1. Homepage: 485,149 2. Students: 318,070 3. Employee: 287,238 4. Calendars: 131,145 5. Parent connect: 44,184 Presentations: To support the entire district office, this year the community outreach team helped design, copy edit, or write 24 presentations that went before the MUSD Board, a community audience, or for teacher staff development. The Community Outreach Department presented “The

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Generational Conversation: Navigating Trust, Expectations, and Survival”, a custom PowerPoint presentation/training for college student audiences at Modesto Jr. College and University of the Pacific. Community Outreach together with Superintendent Dr. Burke, CBO Jacqui Breitenbucher, and Director of Facilities and Operations Aaron Bowers presented “Your Community Schools”, a PowerPoint presentation, to the Manteca Rotary Club to communicate how City development impacts schools. District Events: We supported, coordinated, and/or implemented many annual and special district events that supported students, families, and employees: Superintendent’s Symposium- All District Administrators Board Recognition (Fall and Spring)- approximately 240 Student/Staff honored per event Employee/Educator of the Year Ceremony MUSD Job Fair MacGyver Night DRAFT

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Paint Night Stanislaus Credential Night Brandman University Credential Meetings Make-A-Wish Events at Lathrop High School Special Projects: Throughout the year, we supported the communication needs of many departments for an array of special projects that kept our district current. This included district-wide messaging, news and media awareness, administrator/teacher support, student support, and community relations: Online re-enrollment – Deputy Superintendent Roger Goatcher Modernization projects – Aaron Bowers, Director II Facilities and Operations Strategic Timeline – Superintendent Dr. Clark Burke Female Empowerment Day Speaker – Lori Alvarez-Guzman, Principal at Neil Hafley Career Day Speaker- Debbie Ruger, Brock Elliott Elementary EdJoin – Human Resources Department

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Classified Training Certification Program (CTCP)- Community Outreach and Classified Human Resources Secondary Education Success 101 Interviews Employee/Educator of the year –Superintendent Dr. Clark Burke. EDCON- Julie Jenkins Professional Development Be.tech website and collateral redesign The Mark Highlights, Top 10 Seniors edition- Community Outreach highlights the top 10 academically ranking students at each comprehensive high school. Grants/Funding: Community Outreach received a grant from PG&E. $1,500 funded registration costs toward the Health Occupations Students of America Area Leadership Conference. $1,000 supported material and supply costs for MELS Garage Family Rocket Day. $2,500 to East Union High School for students to participate in a Junior Researcher STEM Program. $2,500 allocated to Be.tech high school to expand their school garden. Photography:

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We visited school sites to capture their special events 125 times. Student Intern Program: We hired interns from each of the five traditional high schools. As students, these interns met for instruction 1-3 hours per month after school and were responsible for producing content for our Mark Highlights Publication. Combined, these student interns produced 33 stories with related photographs about their schools so far this year, adding their unique student voices to everyone in the District. Professional Development: The Community Outreach Dept. supported classified employees through the Classified Training Certification Program (CTCP), an in-house program designed to build a solid foundation for our internal staff to grow and develop as leaders. The current number of participants was 22. Facility Use: Number of facility users: 90 Number of facility-use permits: 524 Number of organized facility-use meetings: 7 Partnerships (MOU/Agreements):

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To develop and sustain community partnerships to enable further accessibility for MUSD students and families. City of Manteca- Annual Quid Pro Quo Joint Use Agreements- 8 MOUs Weston Ranch High School- YMCA summer pool program Little Leagues/youth softball- 5 MOUs Youth Football organizations – 6 Assigned Custodial Overtime Assignments – Football (120) Soccer (143) Committees: General Plan Update (GPAC) (City of Manteca) Measure G Planning Committee Safety Committee CAASPP, Electronic Score Reporting Committee Sub-Safety Committee Budget Advisory Committee (BACPAC) City of Manteca Planning Commission

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City of Lathrop Planning Department City of Lathrop Planning Commission.

Action 16





2.16 Student and community needs will be the focus of School Board Members, District Leadership, and Site Administrators Leadership and Governance training.

2.16 Board members reviewed and approved the updates for Goal 1: Providing a safe, healthful, and expansive environment; Priorities: Basic Conditions, Implementation of State Standards, Access to a broad course of study on January 22, 2019; Goal 2: Promote engaging learning opportunities for all students inside and outside the classroom; Priorities: Parent Involvement, Pupil Engagement, School Climate on February 12, 2019; Goal 3: Maximize student achievement by supporting effective instruction aligned to state standards; Priorities: Pupil Achievement and Pupil Outcomes on March 12, 2019. Additionally, Board members participated in study sessions related to facilities, effective governance, the LCAP, and the budget. Board Members, District Executive Cabinet, and Site Leadership participated in extensive stakeholder visits within the school regions and at school sites reviewing the goals and alignment of actions and services. A leadership structure consisting of



N/A 0 Resource 1100 5000-5999: Services And Other Operating Expenditures Other $823

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Executive Cabinet meetings, Regional Lead meetings, Leadership meetings, Principal meetings, Principal meetings with the Superintendent, Site meetings, Professional Development meetings, all of leadership through smart actions and decisions, worked together using meaningful, measurable and aligned data for all students to achieve mastery of grade level standards in all subjects based on their unique educational pathway in a safe environment inclusive of design, security and climate. Monthly publications of The MARK Highlights, Social Media channels, Website, MantecaUSD app, and our public Celebration Board meetings held in October and April communicate the on-going work.

Action 17





2.17 To increase parent involvement, make parents partners in their students' education, and to gather input for district level decisions, multiple departments will offer Parent and Community Outreach Programs during the 2018-2019 school year. Parent Institutes will be offered in English and Spanish.

2.17 Blackboard Inc. was a resource for school sites to reach parents through mass notifications via the phone and online. Parent Connect was available to K-12 parents to check their child’s grades and review grades on classroom assignments. The ParentLink Integrated Mobile App and Social Media Manager allowed further transparent and accessible information for parents.

Resource 0709, Objects 5000-5999 Supplemental and Concentration $15,000

Resource 4203 5000-5999: Services And Other Operating Expenditures Other $88,750

Resource 4203; Objects 5000-5999 Other $55,000

N/A 0

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The Department of Community Outreach updated the communications plan for the District to align to the key priorities for the District for internal and external communication. Guardians were notified via email, text, and phone call regarding student absences and other vital information. In addition, a partnership with PeachJar allowed for timely communication of events from our community partners and our internal activities via an e-flyer roll-out. Parents were able to access information in a mobile environment and referenced a principals’ newsletter or a leadership event as they planned their attendance for the month at their child’s school. We have worked diligently to ensure highlights to the community are of interest and provide a bird’s eye view of district-wide and site events, or relevant and pertinent information. District office personnel were available to assist parents with any questions that they had regarding school site issues. PIQE sessions were offered in all 5 regions in English and Spanish.

Action 18





2.18 2.18 No Additional Costs. No Additional Costs.

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Parents of Students with Disabilities, English Learners, Foster, and Low-Income students will be invited to participate on site and district advisory councils to inform educational decisions.

Both the District Advisory Council for State and Federal Programs (DACSFP) and the District English Learner Advisory Council (DELAC) are composed of parents of English learners, parents of low-income students, and foster parents. Parents from these student groups serve on site parent committees, school site councils, and site English learner committees. Parents are invited to inform decisions at IEP, SST, 504 meetings as well as at conferences, parent coffees, Title 1 parent meetings, and via surveys.

Action 19





2.19 Written and oral translation will be provided to parents related to communication about their children's education.

2.19 Bilingual paraprofessionals provided on-site translations. The district also had a Spanish translator for translations for meetings, IEPs, documents, and mailings. The Community Outreach Program contracted with Alboum & Associates to provide written translations in multiple languages. There were 45 identified home languages within Manteca Unified School District in 2018-2019.




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2.20 High Schools will receive after school funds for use for intervention or enrichment.

2.20 East Union HS - LCAP funds were spent on after school tutoring for SAT, College Readiness. Supplies/ Equipment for after school activities and clubs were provided. Lathrop HS - 95% of our after school LCAP money was spent on after school tutoring. We also used money to pay for a bus for the College Bound students (and others) to go on a college visitation tour/field trip. Manteca HS - Used the funds for after school tutoring in Math, English, Social Science, Science, HOSA, Foreign Language, and EL was provided for all students. GECAC tutoring was also available for students. We also offered two SAT prep courses to prepare students for the SAT test. Various extracurricular activities were offered throughout the campus. ACADEC was offered after school for students. CTE and HOSA offered many different activities to get students engaged in their learning. Sierra HS - Used these funds to support students through both intervention and enrichment in a variety of fashions. Regarding enrichment, funds were used to support the student activities







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program through the execution and planning of after school events overseen by the student government/Associated Student Body program. Intervention opportunities were afforded through vertical articulation teams in both English Language Arts and Math teams comprised of educators from Region 4 schools (feeder schools) and Sierra HS. Funds were also used to support the Schoolwide Literacy Program designed to increase student literacy across content areas. Funds were also used to purchase materials for after school science programs in the form of enrichment. Weston Ranch HS - Used LCAP funds to fund AP Boot camp; AP Spanish lab; robotics; art tutoring.

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Implementation of Actions/Services for Goal 2 was high. One exception was the MUSD/Beijing Teacher exchange did not occur. That aspect of the action/service and the corresponding funding will be eliminated from the action/service. STEM opportunities were many and varied throughout the year at both elementary and high schools. MEL's Garage nights were attended at higher rates and participant review was overwhelmingly positive. PBIS training was supplied to 17 schools who are very focused on improving student engagement and school climate. There is a need for additional funding to implement desired changes and associated activities. While MUSD did provide all of its schools at least 30 hours of Valley Community Counseling, stakeholder groups have requested more, and sites who can have supplemented with their own funds. Acorn League experienced more students trying out to be part of the school teams. Health services screenings and programs such as Every 15 Minutes were well received. Inability to hire qualified nurses has led to a rationing of nurse time, and sometimes prevented nurses from being involved early in an attendance or behavioral

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situation. One site was unable to complete its scheduled E-15 program due to a change in administration mid-year. Health and Wellness and Community Outreach worked with parents and communicated to community and all stakeholders. There were many school/community events which encouraged parents to come and get involved at the school site. Media releases were many and varied. Sites struggled with a limiting website, so MUSD is migrating to a new, improved district and site websites to increase parent engagement and awareness. Parent Institute for Quality Education (PIQE) was provided in English and Spanish for each of the five regions (high school attendance areas) in the district and was very well received. An additional STEM component was purchased/added to PIQE this year. High schools provided after school activities and enrichment to support students. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Metrics indicate that the effectiveness of the actions/services was mixed. There was a slight increase in school attendance and the high school dropout rate was slightly lower. However, chronic absenteeism and expulsion rate were up slightly, and the graduation rate was lower, though this may be attributed to the change in calculation methods for high school graduates. PBIS implementation will continue and a district-wide focus on chronic absenteeism will commence to inform parents of the benefits of regular school attendance. PIQE (parent trainings) were very well-received, so additional classes were offered, assisting parents in becoming partners in their child's education. MUSD again employed a different survey company and results indicate ... Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material differences for Manteca Unified School District include overall changes for an action and service under or over 10% and/or a six-digit number. 2.1 Engaging Educational Programs: -$25,550 Beijing Teacher Exchange and Beijing Music Program did not happen this year. 2.3 Maker Space/STEM: -$66,677 Not all dollars were utilized. 2.6 Library Common Transformation: -$21,021 Not all Supplemental/Concentration funds were used. 2.8 Counseling: $691,350 Sites received additional hours of counseling services funded with Supplemental/Concentration funds and with Medi-Cal Billing funds (Resource 5640). 2.10 Every 15 Minutes: $17,787 Utilized prior year carryover dollars to fund additional expenses. 2.12 Health Services: -$571,118 Resource 5640, Medi-Cal Billing, funds received will be expended in 2019-20. 2.17 Parent and Community Outreach: $18,750 Utilized Title III funds to support the PIQE program. 2.20 High School After School Program: -$24,337 Not all Supplemental/Concentration funds were used.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. Due to newly defined targets, and a slight wording change to the goal itself, there was shifting of state priorities (6A, B & C) were moved to Goal 1. Actions/Services 2.3 was moved to Goal 3 while Actions/Services 2.7, 2.8, 2.10, 2.11, 2.12, 2.14, 2.15, 2.16 were moved to Goal 1 based on input from stakeholder groups regarding realignment.

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Due to alignment input from multiple stakeholder groups, the following actions were moved: 2.3 became 3.30 2.7 became 1.18 2.8 became 1.19 2.10 became 1.20 2.11 became 1.21 2.12 became 1.22 2.14 became 1.23 2.15 became 1.24 2.16 became 1.25 2.21 was 1.2 2.22 was 1.7 2.23 was 1.9 2.24 was 1.12 and 3.8 2.25 was 1.16 2.26 was 1.17 2.27 was 3.1 2.28 was 3.2 2.29 was 3.4 2.30 was 3.6 2.31 was 3.7 2.33 was 3.9 2.34 was 3.10 2.35 was 3.11 2.36 was 3.12 2.37 was 3.13 2.32 New 2.39 Due to alignment input from multiple stakeholder groups, the following actions and services were modified: 2.1 MUSD/Beijing Teacher Exchange was eliminated.

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Goal 3 Maximize individual potential for achievement by supporting effective instruction


State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator State Priority 4: Student Achievement English Language Arts (ELA)

18-19 We expect to increase on ELA CAASPP assessments.

Baseline State Priority 4: Student Achievement A) Statewide assessments ELA CAASPP A1) ELA 11% Standard Exceeded 28% Standard Met 28% Standard Nearly Met 32% Standard not met

State Priority 4: Pupil Achievement A) Statewide assessments ELA CAASPP A1) ELA 14.68% Standard Exceeded, which is a 2.68% increase from 2016-2017. 30.82% Standard Met, which is a 1.82% increase from 2016-2017. 25.87% Standard Nearly Met, which is a 1.13% decrease which reflects an increase in students meeting standard. 28.63% Standard Not Met, which is a 3.37% decrease which reflects an increase in students meeting standard.

Metric/Indicator State Priority 4: CAASPP Assessments, Math

18-19

State Priority 4: Math CAASPP Assessments A2) Math 9.42% Standard Exceeded, which is a 1.42% increase from 2016-2017. 18.56% Standard Met, which is a 1.56% increase from 2016-2017

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Expected Actual

We expect Math CAASPP Assessments to increase.

Baseline State Priority 4: Math CAASPP Assessments A2) Math 7% Standard Exceeded 18% Standard Met 34% Standard Nearly Met 41% Standard not met

30.62% Standard Nearly Met, which is a 1.38% decrease in students at this level from 2016-2017. 41.40% Standard not met, which is a 1.6% decrease in students at this level from 2016-2017.

Metric/Indicator State Priority 4: A-G Coursework Completion

18-19 We expect students to fully complete A-G coursework

Baseline State Priority 4: A-G Coursework Completion C) A-G coursework completion 31% of students completed.

Priority 4: A-G Coursework Completion C) A-G coursework completion 48.6% of students completed which is a 20% increase from the previous year. Verified by Dataquest 2017-2018

Metric/Indicator State Priority 4: API

18-19 API no longer exists.

Baseline State Priority 4: API B) API- No Longer Exists

State Priority 4: API B) API - No longer exists.

Metric/Indicator State Priority 4: CTE Pathway

18-19 We expect more students from the graduation cohort to complete a CTE pathway.

Baseline State Priority 4: CTE Pathway C) CTE 39% of the graduation cohort completed at least 1 CTE pathway.

State Priority 4: CTE Pathway C) CTE, 57.4% of the graduation cohort completed at least 1 CTE pathway. Verified DataQuest (CDE). This was a 10.7% increase in students completing at least 1 CTE pathway from 2016-2017.

Metric/Indicator State Priority 4: English Proficiency - AMAO 1, AMAO 2

State Priority 4: English Proficiency ELPAC Levels. Verified by the CA Dashboard (CDE) Level 4 - 38.1%

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Expected Actual

18-19 We expect the English Proficiency to increase.

Baseline State Priority 4: English Proficiency - AMAO 1, AMAO 2 D) English Proficiency AMAO 1 59.2% of English Learners made progress in learning English AMAO 2 36.2% of students in school less than five-year cohort attained English proficiency 36.2% of students in school more than five-year cohort attained English proficiency

Level 3 - 34.9% Level 2 - 17.1% Level 1 - 10%

Metric/Indicator State Priority 4: English Learner Reclassification Rate

18-19 We expect the English Learner Reclassification Rate to increase.

Baseline State Priority 4: English Learner Reclassification Rate E) English Learner Reclassification rate, 10% of students were reclassified.

State Priority 4: English Learner Reclassification Rate E) English Learner Reclassification rate, 14.6% of students were reclassified. Verified by DataQuest (CDE) 2017-2018. This is an increase of 4% from 2016-2017.

Metric/Indicator State Priority 4: AP Exam Pass Rate

18-19 We expect the AP exam pass rate to increase.

Baseline State Priority 4: AP Exam Pass Rate F) Percentage of Pupils who have passed an AP exam with 3 or higher, 49% of students passed an AP exam with a 3 or higher

State Priority 4: AP Exam Pass Rate F) Percentage of pupils who passed AP Exams with a score of 3 or higher, 55% of AP exams were scored with a 3 or higher, which is a 3% increase from 2016-2017. Verified by the AP/ College Board

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Expected Actual

Metric/Indicator State Priority 4: EAP Results - Mathematics, ELA

18-19 We expect the EAP results (Math and ELA) to increase.

Baseline State Priority 4: EAP Results - Mathematics, ELA G) Percentage of Pupils who demonstrate college readiness with EAP results G1) EAP Mathematics 5% were ready 16% conditionally ready 79% not ready G2) EAP ELA 14% were ready 33% conditionally ready 53% not ready

State Priority 4: EAP Results - Mathematics, ELA G) Percentage of Pupils who demonstrate college readiness with EAP results G1) EAP Mathematics 4% were ready 14% conditionally ready, which is a 1% decrease from 2016-2017 83% not ready, which is a 2% increase in students deemed not ready from 2016-2017 G2) EAP ELA 18% were ready, which is a 1% increase from 2016-2017 30% were conditionally ready, which is a 4 decrease from 2016-2017 52% not ready, which reflects a 3% increase from 2016-2017

Metric/Indicator State Priority 8: District Benchmarks

18-19 We expect our district benchmark scores to increase.

Baseline Priority 8 Other Pupil outcomes areas described in 51210 subdivision (a to (i) inclusive of 51220, Instruction in Grades 1-6 will include instruction in 1. English 2. Math 3. Social Studies 4. Science 5. Visual and Performing Arts 6. Health 7. PE A) District Benchmarks: 55% of students in K-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District Math Benchmark Assessments. There is no high school Math Benchmark Assessment. 34.5% of students in grades 1-6 and 39.7% of students in grades 7-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District

State Priority 8: District Benchmarks A) State Priority 2: Implementation of State Standards District Math Benchmark Assessments in grades K-8 remained the same 2017-2018 - 58% 2016-2017 - 57.5% There were no high school Math Benchmark Assessments District ELA Benchmark Assessments in grades 1-6 increased by 4.4% 2017-2018 - 49.1% 2016-2017 - 44.7% District ELA Benchmark Assessments in grades 7-8 increased by 6.87% 2017-2018 - 26.27% 2016-2017 - 19.4% There were no high school ELA Benchmark Assessments District Writing Assessment decreased by 12.98% 2017-2018 - 49.97% 2016-2017 - 62.95% DRAFT

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Expected Actual

ELA Benchmark Assessments. 77.6% of students in grades 7-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District Writing Assessments. There is no high school ELA benchmark assessment.

Metric/Indicator State Priority 8: Retention Rates

18-19 We expect our retention rates to decrease.

Baseline State Priority 8: Retention Rates B) Retention Rates: In 2015-2016, 162 students were retained in grades K-8 out of a total K-8 enrollment of 16,272. The retention rate was .010.

State Priority 8: Retention Rates B) Retention Rates: in 2017-2018, 133 students were retained in grades K-8 out of a total of 16,065 K-8 enrollment. Verified by DataQuest. The retention rate was .005, which shows a decrease from 2016-2017.

Metric/Indicator State Priority 8: 5th Grade Physical Fitness

18-19 We expect our 5th grade, 7th, and 9th grade physical fitness scores to increase.

Baseline State Priority 8: 5th Grade Physical Fitness C) 5th Grade Physical Fitness Scores: 72.3% of 5th graders, 74.4% of 7th graders, and 84.3% of 9th graders are in the Healthy Fitness Zone.

State Priority 8: 5th Grade Physical Fitness C) 5th Grade Physical Fitness Scores: 69.7% of 5th graders scored in the Healthy Fitness Zone (4 of 6 areas passed), which is the same percentage for the 2016-2017 school year. 74.5% of 7th graders scored in the Healthy Fitness Zone which is a slight decrease of .7% from 2016-2017, and 77.3% of 9th graders are in the Healthy Fitness Zone, which reflects a .9% decrease from the 2016-2017 school year.

Metric/Indicator State Priority 8: 5th, 8th and 10th Grade Science Scores

18-19 We expect our 5th, 8th, and 11th grade science scores to increase.

Baseline State Priority 8: 5th, 8th, and 10th Grade Science Scores D) 5th grade Science Scores

State Priority 8: 5th, 8th, and 11th Grace Science Scores The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools; therefore, there were no official scores available for 2017-2018 school year. DRAFT

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Expected Actual

5th Grade 7% Advanced 32% Proficient 39% Basic 13% Below basic 8% Far below basic 8th Grade 20% Advanced 27% Proficient 28% Basic 14% Below basic 10% Far below basic 10th Grade 12% Advanced 24% Proficient 37% Basic 16% Below basic 11% Far below basic

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1





3.1 Students will receive services to increase achievement via services and funds allocated to the sites based on stakeholder feedback on the site’s greatest needs. Funds will be principally directed and most effective in increasing achievement for unduplicated students as well as any student at

3.1 Elementary sites have used supplemental funds appropriately this school year as listed below: August Knodt: Half-time math intervention teacher provided small group math instruction-36 students; half-time English language arts intervention teacher




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risk. Regional teams will make recommendations based on stakeholder input on regional needs. Examples of services include funds for tutorials, professional development, technology peripherals, time sheeting for foster or homeless student point of contact, increased counseling, behavior incentives, academic incentives, staff release days for collaboration, funds for translation, supplemental curriculum, STEM materials, educational excursions, transformative furniture, parent involvement activities related to academics, enrichment programs such as Artist in Residence, multicultural events, alternatives to suspension, assemblies, guest speakers, and databases.

using System 44/Read Naturally; Rosetta Stone tutorials; support for homeless students; behavior incentives especially for PBIS program, academic incentives such as medals/raffle prizes for CAASPP score improvement; translation for parent meetings; additional novels, Read Naturally licenses, System 44 books, S.P.I.R.E. reading curriculum; Sound Sensible curriculum; peaceful playgrounds, and field trips. Brock Elliott: 5th grade tutorial -15 students; 6th grade tutorial - 18 students; Moving Into English for grades 1 and 2 - 17 students; Homework help for grades 4-8; behavior incentives, citizenship and attendance prizes, academic incentives such as medals, ribbons, and events; translation for parent meetings; curriculum supports such as Reads Naturally, Starfall, Accelerated Reader, AVID, STEM, Maker Spaces, Clubs. Also, electives with math/science, Read 180/System 44 materials, 2nd steps, Buddy Program, Saturday School, and field trips. French Camp: After school math tutorials for gr 3 and 5 - 24 students, grades 3, 4 and 6 - 44 students; after school language arts tutorials for gr 1, 4, 7, and 8 - 30 students, grades 3, 4, 6-8 for 39 migrant students, grade 5 - 11 students; Rosetta Stone for 22




N/A 0 Resource 0709 7000-7439: Other Outgo Supplemental and Concentration $10,000

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students; iRead tutorial for gr 2 - 20 students; coordinating support for foster and homeless students; Character counts incentives and awards; honor roll pins/certificates; staff training; translation for parent meetings; S.P.I.R.E. for students with disabilities; incentives for PBIS behavior program; and field trips. George Komure: Jr High math intervention-46 students; Rosetta Stone - 19 students; coordinating support for homeless/foster students; behavior incentives for PBIS, recognition celebrations; academic award certificates/incentives; release time for teacher training, collaboration and site professional development; translation for parent meetings; Reflex math licenses; PBIS training and peripherals, staff training, and Saturday school. George McParland: MobyMax gr 3 - 24 students; academic math support for grades 4-6 - 60; students; English language arts support for gr 4-6 - 60 students; Rosetta Stone - 8 students; behavior programs and incentives - character counts, Rachel's Challenge, helping Hands; Academic incentives- pins, certificates, rewards; translation for parent meetings; release time for staff training; Dibels assessment program, Reading A-Z, Reading Counts, Intervention materials for Game Day, Mystery Science,

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Stemscopes, Mystery Doug, and field trips. Great Valley: Coordination of services for homeless/foster students; additional Valley Community Counseling; behavior incentives/activities for PBIS program; assemblies, academic awards and incentives; professional development for staff, translation for parent meetings; System 44 supplies/materials, materials for math intervention program, technology peripherals for Read 180 program, leveled readers for ELA intervention classes, and Peaceful playgrounds materials. Golden West: Math tutorial for grades 6-8 - 81 students; ELA tutorials for K-5th grade (S.P.I.R.E., iRead, Wonders, Readwell)135 students; Homework assistance for 6-8th grade; coordination of services for foster/homeless students; Behavior incentives, academic incentives; substitutes for professional development, translation for parent meetings; supplemental curriculum - Starfall, STEM materials, Artist in Schools program, Number talks professional development, S.P.I.R.E., Second Step, Read 180 and associated materials, iRead, Resources for Educators monthly newsletter, field trips, and adobe software.

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Joseph Widmer: Math tutorials for 5th, 7th and 8th grade; ELA tutorials for 2nd, 3rd and 7/8th grades; coordination of foster/homeless services; leadership support personnel; behavior incentives (prizes, certificates, pins, bracelets, pencils); release time for site professional development (Number talks, rich math tasks); translation for parent meetings; supplemental curriculum/materials such as physical education carts and equipment, science supplies, manipulatives; peaceful playgrounds; art supplies, field trips, and robotics competition. Joshua Cowell: Math tutorials, English language arts tutorials, moving into English, coordination of services for foster/homeless students; behavior incentives/prizes/certificates; translating for parent meetings, and Field trips. Lathrop Elementary: Coordination of services for foster/homeless students; behavior incentives/prizes such as Character Counts/PBIS (pencils, bracelets, bookmarks, etc.); Printing for Success Cards, Warrior Bucks, and PRIDE Child Cards; Perfect Attendance Medals; Medals were purchased for Academic Achievement; Teachers were released for PLC's (Professional Learning Communities, Collaboration, and

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site PD (ELA/Math/NGSS; Translation was done during T1 and T2 conferences as well as translation of RtI tiered communications; Starfall licenses were purchased to support our Kindergarten students in literacy development; Peaceful Playground paint and recess equipment were purchased as was book of the month for Character Counts. Saturday School was funded in T3; field trips - Each grade level was budgeted $1,000 for Educational Excursions (Knights Ferry, Levi Stadium, WOW Museum, Dairy and Cheese Factory, etc. Lincoln: 2nd/3rd, 4th/5th, 6th, 7th/8th Math intervention tutoring before and after school (when Title I runs out); behavioral incentives- PBIS incentives: SAIL Café, SAIL ticket prizes, SAIL wristbands; academic incentives- SBAC: Medals, pins, ribbons, bowling. Honor roll/perfect attendance: pencils, certificates copies, stickers, Reading Counts, Lexile growth, family night prizes; pull out days for site staff development; translation for parent meetings; supplemental curriculum- STEM, math/science notebooks, Growth Mindset books; transportation for field trips; activities fees for Robotics, special education activities; and Adobe Suite. Mossdale: Math and Language arts tutorials- MobyMax, Systems 44, Sound Sensible, Aspire, Khan

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Academy; Rosetta Stone; coordination of services for foster/homeless students; PBIS, Character Counts; honor roll, attendance and behavior incentives; release time for teacher for observations/trainings; translation for parent meetings; supplemental materials, manipulatives; Read 180 materials, Starfall; Rosetta Stone licenses; Behavior intervention materials from Systematic Supervision Videos from IRIS, PBIS Matrix/incentives; Go Noodle Plus; transportation and fees for field trips. Neil Hafley: Math tutorials 3-8th grade - 75 students; ELA tutorials - SPIRE, iRead, MobyMax - 71 students; Moving into English, Wonders Adaptive Learning - 14 students; coordination of services for foster/homeless students; Behavior incentives/prizes/rewards for PBIS; Academic incentives /prizes, pins/certificates; translation for parent meetings; supplemental curriculum materials - SPIRE< Sounds Sensible; PBIS postcards, lessons, campus posters/banners, recess activity supplies/equipment; fieldtrips - WOW Science Museum, plays, and campus workshops. New Haven: 5, 6, 7th grade math tutorials; Junior High ELA tutorial, coordination of services for foster/homeless students; translation for parent meetings; DRAFT

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supplemental curriculum/materials-Reflex math; and field trips. Nile Garden: Math tutorials for 1-8th grade, ELA tutorials for 1-6th grade; coordination of services for foster/homeless students; translation for parent meetings; S.P.I.R.E. curriculum/materials. Sequoia: Before/after school math tutoring - gr K-8; math intervention teacher for gr. 4-6; Before/after school ELA tutoring - gr K-2; Read 180 for student in grades 4-6; ELA intervention teacher for gr 1-3; Before school Rosetta Stone tutorial for gr K-8; coordination of services for foster/homeless students; behavior incentives/prizes, certificates, pins; academic incentives/prizes, certificates, pins, honor cords; release time for staff for observations, professional trainings, conferences, PBIS; translation for parent meetings; math intervention materials, English Language Arts intervention materials/supplies; PBIS incentives/prizes; and field trips/educational excursions. Shasta: READ Live, S.P.I.R.E.; coordination of services for foster/homeless students; behavioral incentives for PBIS; Academic incentives and prizes for improvement and achievement; release time for staff for trainings to build skills with Writing, Math and Science; translation for parent

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meetings; supplemental curriculum resources: non-fiction sources, Time Magazine for Kids; math intervention materials/manipulatives; books for English Language learners to increase library offerings; ELA intervention materials; Behavior intervention materials/supplies/trainings; class dojo; and field trips/educational excursions. Stella Brockman: Math interventions for grades 2-8 - 58 students; ELA interventions for grades 1-5 - 59 students; Rosetta Stone, Moving Into English, STEM club, coordination of services for foster/homeless students; PBIS incentives/prizes, character counts; academic and behavioral awards/prizes/incentives; release time for staff for professional training, translation for parent meetings; supplemental curriculum/support such as Read 180, System 44 with needed supplies and materials; math, English learner and English language arts intervention materials, supplies; behavior intervention materials and supplies, assemblies, Bridge to Success materials, mystery science materials, STEM, CANSAT, Starfall license, Artist in Residence, and fieldtrips/educational excursions. Veritas: Math tutorial, high achievers math tutoring, academic

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Saturday School; English Language arts tutorial, Moving into English; coordination of services for foster/homeless students; training for staff-Mental Health Training First Aide Assessment; behavioral assemblies, incentives, prizes, certificates, medals; academic incentives/prizes/certificates; release time for professional training; translation for parent meetings; supplemental math intervention materials, novels for classroom use; and field trips/educational excursions. Walter Woodward: 8th grade math tutorial, 2nd grade ELA tutorial, Rosetta Stone tutorial, science supplies, coordination of services for foster/homeless students; behavior incentives/rewards/prizes; academic rewards/incentives; behavior programs (PBIS) with associated training, translation for parent meetings; licenses for Starfall; Mathematical Minds teacher materials; and field trips.

Action 2





3.2 English Learners, Foster Youth, Low Income pupils, Students with Disabilities as well as all At Risk Students will have access to

3.2 All sites were allocated additional supplemental funds to coordinate needed services for English Learners, Foster/Homeless students, and Students with



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interventions to attain grade level proficiency.

Disabilities. Program coordinators at the K-8 sites held foster intake meetings and facilitated the offerings of appropriate services for unduplicated as well as at risk students to assist in attaining grade level proficiency. *Brock Elliott: Read 180/System 44 (site funded), Reads Naturally, Rewards S.P.I.R.E. (district funded) *French Camp: S.P.I.R.E. ELA Curriculum *George Komure: VCC Counseling Support, Classroom Awards *George McParland: Read 180 for grades 4-6, After school Tutorial for grades 3-6, 100-minute K Support for grades K-3 STEM Activities *Golden West: S.P.I.R.E., Small Group Instruction & accommodations/modifications *Joshua Cowell: PBIS tiered interventions Sanford Harmony - social emotional learning, check in check out as needed *Lathrop: VCC, and PBIS Mentoring *Lincoln: S.P.I.R.E. *Mossdale: S.P.I.R.E., MobyMax, Rosetta Stone *Neil Hafley: Rosetta Stone *New Haven: SSTs *Nile Garden: S.P.I.R.E. *Shasta: Check in with support staff, Check In, Check Out, Lunch Time Tutorials and Clubs *Stella Brockman: Read 180/System 44, IEPs/Review IEPs


N/A 0 Resource 9010 1000-1999: Certificated Personnel Salaries Other $3,190



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Chaplin (MPD), VCC, Increased mainstreaming/electives *Veritas: Tutoring, Special Ed students were invited to attend after school tutoring with the RSP teacher *Walter Woodward: S.P.I.R.E. Curriculum Implemented, Designated ELD Instruction, READ 180

Action 3





3.3 Student achievement will be increased by using software and databases to track data to inform instruction, professional learning, and programs such as Scholastic, Illuminate, Pepper and iResults.

3.3 The Superintendent’s Office in conjunction with the Department of Community Outreach and Compensatory Education entered into a partnership with DataDesign Solutions to track student achievement and align our systems to meaningful and measurable data to drive smart decision making. DataDesign Solutions worked with our District to provide tech-enabled reporting services that supports its ability to generate student achievement snapshots, student cohort lists, HR updates and supplemental reporting. There were two Instructional Technology staff members to support Education Services and the databases and curricula used with students.


Resource 0709 5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $95,000


Resource 0709 6000-6999: Capital Outlay Supplemental and Concentration $15,000


Action 4

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3.4 The Manteca Unified School District School Readiness staff will operate a quality preschool program serving four-year-old students with contracted providers. Staff and their partners will provide comprehensive screenings to ensure appropriate referrals and follow up for special needs services. The School Readiness staff will conduct targeted outreach and utilize culturally and linguistically appropriate program strategies to promote proportionate representation of targeted groups. The School Readiness staff will facilitate articulation amongst preschool and kindergarten staff. A bridge program may be offered for entering kindergarten students. A program coordinator will be added to facilitate case management and the new early intervention behavior management program.

3.4 Using Teaching Strategies: The Creative Curriculum for Preschool, MUSD provided a readiness program for preschoolers. The program also supported parents with an English/Spanish advisory group, Abriendo Puertas parent education and literacy trainings on topics such as Raising a Reader. In 2018-2019, MUSD reduced 48 preschool slots due to a decrease in First 5 funding. 327 slots part-day state preschool, 15 classes 319 slots part-day First 5 preschool, 13 classes 17 slots Head Start duration, 1 class 80 slots full-day full year state preschool, 3 classes 3-hrs, 175-days part-day; 235 days full day/full year Earned highest quality rating and improvement system San Joaquin County Center Rating Certification by meeting/exceeding state licensing requirements, quality benchmarks and scoring high on independent classroom observations. Screenings included: health and dental insurance, CalFresh, WIC, CalWORKS Developmental screenings: vision and hearing, Ages and Stages Questionnaires


Resource 0000 1000-1999: Certificated Personnel Salaries Base $269



Resource 9025; Objects 1000-7999 Other $1,590,361









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The School Readiness department offered a Bridge Program for entering Kindergarten students at all elementary sites. Each student received a parent/student toolkit. Toolkits contained crayons, scissor, pencils, and age appropriate activities which parents and students could complete together prior to the start of kindergarten. 552 slots, 23 classes, 20 elementary sites 3 hours/day, 8 days, week before school begins Priority given to children with little or no preschool or TK experience Focused on social emotional and pre-academic skills by providing case management based on ASQ results, parent/teacher concerns. Management included fine motor workshop, referrals to address special needs, behavior modification services. Behavior specialists provided social emotional skill building during class and with home-based services.



N/A 0 Resource 3010, 9025 2000-2999: Classified Personnel Salaries Other $27,631



N/A 0 Resource 9025 5000-5999: Services And Other Operating Expenditures Other $1,288,287

N/A 0 Resource 9025 7000-7439: Other Outgo Other $10,001

Action 5





3.5 Kindergarten achievement will be increased with the addition of instructional aides added to each kindergarten classroom for 90 minutes to reduce instructional class size.

3.5 Each Kindergarten class had the services of an instructional aide for 90 minutes daily.


Resource 0000 2000-2999: Classified Personnel Salaries Base $57


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N/A 0 Resource 0709 2000-2999:

Classified Personnel Salaries Supplemental and Concentration $361,814


Action 6





3.6 Migrant students will participate in a joint summer program which will be operated by the San Joaquin Migrant Department and Manteca Unified School District Compensatory Education team for migrant students at French Camp School.

3.6 A summer program was offered to migrant students at French Camp school through cooperation with the San Joaquin Migrant Department and MUSD focusing on the rigorous state standards.



Action 7





3.7 Each elementary site will form groups at each grade level based on the ELPAC levels to offer leveled 30 minutes of designated ELD instruction each day. District and site administrators will support the English Learner programs at their schools for ELD lesson quality and English Learner class placement. Professional development will be designed to improve language acquisition and

3.7 All Elementary sites provided designated ELD instruction to English Language Learners daily for 30 minutes. Principals used a variety of monitoring methods to assure adherence to this legal requirement including: Walkthrough data, informal and formal observations, and lesson plan checks.


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instructional strategies for EL students with emphasis on Long Term English Learners. Site administrators will monitor the EL program for adherence to legal requirements. RFEP and EL students will be monitored, and documentation kept ensuring academic success and language acquisition.

The numbers listed below indicate the total number of English Learners that were reported as reclassified by sites: August Knodt (13) Brock Elliott (17) French Camp (22) George Komure (13) George McParland (24) Golden West (5) Great Valley (12) Joseph Widmer (20) Joshua Cowell (3) Lathrop (24) Lincoln (15) Mossdale (33) Neil Hafley (10) New Haven (11) Nile Garden (16) Sequoia (13) Shasta (21) Stella Brockman (8) Veritas (35) Walter Woodward (19) EUHS (3) LHS (1) MHS (3) SHS (3) WRHS (5)

Action 8





3.8 English Learner consumables will be purchased annually.

3.8 Wonders English Learner materials, leveled readers, and English 3D materials were purchased.



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Action 9





3.9 High School EL students will have access to ELD classes at their level. EL student progress will be monitored quarterly via High School PLCs, QISA, and department meetings. EL Literacy Coaches at each traditional high school will support EL instruction and provide coaching for teachers of EL students across all content areas. District and site personnel will award students who meet state and district criteria Seals of Biliteracy.

3.9 All five high schools had late start. Teachers used this hour during late start to work in their PLC groups. EL literacy coaches worked with the PLC teams to implement best practices for instructional strategies to meet the needs of EL and all students. QISA departments worked at the District level to implement curriculum equally throughout the District. QISA teams met monthly to discuss curriculum issues and develop plans for implementation. New teachers, or teachers who had not been to training, were trained in the PLC process. SHS, Calla High School, New Vision, and Be.tech participated in PLC training in June of 2018. Each high school had an EL literacy coach. This is a teacher who worked during their prep period to arrange activities and planned training for teachers to implement EL strategies in their classroom. This coach supported teachers implementing strategies and then the strategies were evaluated in the PLCs to determine best practices. All students who met the state criteria for the Seal of Biliteracy received the seal on their diploma.




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3.10 Students will receive support attaining English language proficiency from bilingual paraprofessionals under the supervision of classroom teachers.

3.10 Bilingual paraprofessionals were hired and supported English learners under the supervision of classroom teachers. The role of a bilingual paraprofessional is to assist the teacher in providing instruction to individuals or small groups of limited or non-English speaking students. Staffing was based on the number of students at each site classified as an English learner. The district employed approximately 65 bilingual paraprofessionals.




N/A 0 Resource 0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $75

N/A 0 Resource 0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $1,322,120


N/A 0 Resource 3010 2000-2999: Classified Personnel Salaries Other $196


Action 11





3.11 Services for students with disabilities may include per IEP team agreement, alternative education sites, which may be public or non-public, annual meetings, extended school year for students meeting MUSD extended

3.11 MUSD currently has 3,387 students accessing special education services within the district. In addition to these students, 350 attended special education programs offered by SJCOE and 33 attended non-

Resource 0000, 3310, 3315, 6500; Objects 1000-7999 Base $30,352,540

Resource 0000, 3310, 3315, 6500 1000-1999: Certificated Personnel Salaries Base $16,760,658

Resources 0709; Objects 1000-3999 Supplemental and Concentration $157,860

Resource 0000, 3310, 3315, 6500 2000-2999: Classified DRAFT

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school year criteria, and appropriate curriculum.

public schools. An extended school year has been offered to 88 students within district programs due to regression and recoupment issues. MUSD offered speech and language services in a 3:1 model to improve and extend services to better meet student needs. Areas of improvement being addressed in MUSD were to develop a district-wide effective multi-tiered model for student intervention. A Student Study Team Committee was established in 2017-2018 to study current processes and procedures and make recommendations for a more effective student intervention process in the general education setting. Recommendations were made to the District for the next step in this improvement process. An identified need in MUSD for at-risk student was in the area of reading/writing proficiency. Curriculum and professional development for Tier 3 (intensive) reading intervention for elementary and high school students being served in special education was secured for full implementation in 2018-19 school year. Curriculum includes S.P.I.R.E. (grades K-12), Reading Plus/Lexia (grades 9-12) and Attainment (grades 9-12). Professional development with the reading curricula will continue throughout 2019-2020 to support

Personnel Salaries Base $2,023,158

Resources 3310, 3311, 3315, 3320, 6500, 6512; Objects 1000-7999 Other $7,980,836

Resource 0000, 3310, 3315, 6500 3000-3999: Employee Benefits Base $5,895,119

N/A 0 Resource 0000, 3310, 3315, 6500 4000-4999: Books And Supplies Base $236,822

N/A 0 Resource 0000, 3310, 3315, 6500 5000-5999: Services And Other Operating Expenditures Base $3,387,638

N/A 0 Resource 0000, 3310, 3315, 6500 7000-7439: Other Outgo Base $2,651,922


N/A 0 Resource 0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $455

N/A 0 Resource 0709 3000-3999: Employee Benefits Supplemental and Concentration $970


N/A 0 Resources 3310, 3311, 3315, 3320, 6500, 6512 1000-1999: Certificated Personnel Salaries Other $2,605,443

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the full implementation of the reading/writing intervention. MUSD provided a spectrum of professional development and trainings to K-12 school sites to increase the percentages of time students receiving special education services are being educated in the general education environment alongside peers. The goal is to increase the percentages of time MUSD students learn in the least restrictive environment as possible. MUSD collaborated between district departments to develop a more effective reclassification process/procedures for English Learners who received special education services. This is now being implemented. Two MUSD parents represented the District at the San Joaquin County SELPA Community Advisory Committee as approved by MUSD governing board.

N/A 0 Resources 3310, 3311, 3315, 3320, 6500, 6512 2000-2999: Classified Personnel Salaries Other $3,207,898

N/A 0 Resources 3310, 3311, 3315, 3320, 6500, 6512 3000-3999: Employee Benefits Other $1,746,700

N/A 0 Resources 3310, 3311, 3315, 3320, 6500, 6512 4000-4999: Books And Supplies Other $22,320

N/A 0 Resources 3310, 3311, 3315, 3320, 6500, 6512 5000-5999: Services And Other Operating Expenditures Other $508,825

N/A 0 Resources 3310, 3311, 3315, 3320, 6500, 6512 7000-7439: Other Outgo Other $112,565

Action 12





3.12 Foster students will have an intake meeting each year and within 30 days of transferring into a new school to measure, coordinate, and improve services. Site points of contact modeled after the MUSD

3.12 82.6% (57 of 69) of the foster students enrolled in high school or at a district alternative program had foster intake meetings. Mobility of students and requests to postpone and/or reschedule


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homeless point of contact program will evaluate and coordinate services for Foster Students.

meetings prevented some school from meeting the 30-day timeline. Foster students had an intake meeting each year and new students' meeting was within 30-days of transfer. Students were monitored by counselors. Interventions were offered to assist foster students in attaining grade level skills or to complete necessary graduation requirements, and to prepare for next steps in education. 88.3% (151 of 171) of the K-8 foster students had intake meetings within the first 30 days of enrollment. Program coordinators at K-8 sites monitored foster students for needed interventions of available services. Needs were identified and appropriate services were offered. Samples of services provided or available included counseling, evaluations and/or other staff/peer support.

Action 13





3.13 MUSD will work with courts, agencies, and foster families to ensure when possible, foster students remain at their homeschool for the duration of the school year. Transferring foster students will be promptly enrolled in the appropriate school and classes and transferring foster

3.13 The MUSD foster liaison worked with multiple counties to ensure students in foster care could continue in their school of origin, when possible and if in the best interest of the student. MUSD had a Foster Plan. Program Coordinators at the K-8 schools and Counselors at the high




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students will be awarded credit for all work completed including partial credits.

schools acted as site liaisons and did an intake meeting within 30 days of the start of the school year to determine needs. Effort was made to include school staff as well as social workers and other public agency staff. Students were identified as being foster through a variety of different means; our residency questionnaire, contact with social services agency and/or foster parent. Social workers, SJCOE Student Service Transitional Specialist and foster parents could contact the Liaison to discuss student needs which may have included intervention services when appropriate, to ensure educational stability for children in foster care. A statewide database called Foster Focus maintained through the County Office of Education was available to expedite student information to school sites. The county office provided a bimonthly report to be verified by the liaison to ensure all foster students were identified and served. There were 240 foster students enrolled in 2018-2019. We included transportation in our foster plan.

Action 14





3.14 High school students may concurrently enroll in classes

3.14 Night school courses located at Manteca Adult School were held for junior and senior students who



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offered at Manteca Adult School for credit recovery opportunities.

needed to remediate their high school courses. Grade Point, an online curriculum program was used along with teacher support to help students gain the skills to pass the classes for high school graduation. Manteca Adult School offered two Monday/Wednesday classes, three Tuesday/Thursday classes. One of the Tuesday/Thursday classes was at Weston Ranch High School. The program included a summer session. During the 2018-2019 school year, students were enrolled in 454 high school remediation courses, a 37% drop from 717 in the 17-18 school year. Of that number, 365 courses (80%) were successfully completed, an increase of 12% when compared to 68% completion rate in the 2017-18 school year. Eighteen non-graduate seniors completed course work during the summer remediation program. Twelve completed diploma requirements by the end of the summer program. Six seniors were offered a fifth year in one of the Alternative Education programs. Three successfully completed during their fifth year in the 18-19 school year. Three neglected to do so. Completion rates based on high schools are outlined below: (See table below) Credit recovery remediation classes were available to junior







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and senior high school students who were referred by their high school counselor, having failed one or more high school courses that led to graduation. Classes, held in the Adult School classrooms at the district office and Weston Ranch High School utilized blended learning, which included directed instruction and the on-line Pearson curriculum, GradPoint. Classes were scheduled from the beginning of September through the end of June, four days a week, Monday-Thursday. Friday served as a made-up day. During the 2018-2019 school year, 717 high school students enrolled in the remediation program. Of that number, 488 students completed one or more courses through the remediation program for a 68% completion rate. East Union HS: 54 students were sent to Adult School and 54 students successfully remediated credits. Manteca HS: 78 applications were given out for Adult School and 15 students successfully remediated credits. Sierra HS: 74 students were sent to Adult School, 65 students successfully remediated credits, and 9 dropped their class. Weston Ranch HS: 96 students completed remediation with 34 additional students on track to complete the program by May 2019.

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Action 15





3.15 Student achievement will increase, with 3 days of on-site Staff Development which focuses on developing future ready students with particular emphasis on instructional strategies, tools, and modalities which improve achievement for the unduplicated students, and students with disabilities. The use of core adopted programs and ancillaries including tools for remediation, English language development, and technology will be highlighted.

3.15 August 6, 2018 – Grades K-6 & 7-12 Math teachers had WestEd BEAL Training. Grades 7-8 non-Math teachers had content specific training. Grades 9-12 non-Math teachers had site-based training with their Administrator Teams. Grades K-12 SPED teachers received training on new reading intervention curriculum. November 2, 2018 – The TK-12 MUSD Educator Conference focused on standards- based instruction, data to inform instruction, targeted small groups, leveled resources, and curriculum components. There were over 250 leveled sessions/workshops & four keynote speakers. January 8, 2019 – Grades TK-12 teachers all received site-based training by their Administrator Teams.


Resource 0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $1,633,684


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3.16 Eliminated due to MEA contract changes.

3.16 N/A

N/A 0 N/A 0

Action 17





3.17 Student achievement will be the focus of trainings provided by teachers on special assignment specializing in the areas of English Language Arts/English Language Development, Mathematics, Technology, Science, and Library Sciences with specific focus on strategies that increase the achievement of unduplicated students and in alignment with California State Content standards, ELD standards, and Next Generation Science standards.

3.17 Scheduled training for the 2018-2019 year: Grades K-6 ELA/ELD- Wonders ELD Best Practices, ELPAC Administration Training for Test Examiners, Small Group Instruction, Differentiation, Guided Reading, Anchor Charts, and Illuminate Interim Formative Assessments. Grades 7-12 ELA/ELD- StudySync Basics for new teachers, StudySync Designated ELD, Small-group instruction, Blended Learning, Literacy Strategies, Criterion, Vertical Articulation, Writing Assessment Scoring/Norming, and Illuminate Interim Formative Assessments. Grades K-12 Math- WestEd Using Assessment to Shift Instruction, BEAL Training, MyMath Resources, Mathematical Practices in the Classroom, Big Ideas Comprehensive Trainings for 9-12 teachers, Big Ideas Math







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training for Administrators, Math Talk trainings for K-8 teachers, and Illuminate Assessments and Reports. Grades K-12 Next Generation Science Standards- Mystery Science, STEMScopes, and Making Sense of Science. Grades K-12 Technology- Trainings were conducted for Illuminate, Minecraft, Microsoft Suite, and Integrating Technology in the Classroom. Math was in year 5, ELA/ELD K-8 was in year 3, ELA/ELD 9-12 was in year 4 of their implementation plans. New curriculum aligned to state standards in Math and ELA/ELD has resulted in prioritization of these subjects in training. The math coordinator worked with district and site administrators along with teachers to further implement Math Standards, increase awareness of the Smarter Balanced assessment design, utilize district provided formative assessments and implement teaching strategies that fully utilize our base mathematics program and assessment platform. The math coordinator participated in site visits that included observations of classrooms and discussions with teachers and administrators of progress towards implementing standards.

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Science was in year 4 of transition to NGSS Standards implementation. New curriculum was not yet available; however, integration with other content areas was occurring and supplemental programs were utilized. The NGSS Coordinator worked with teachers developing lessons aligned to the new standards. The 80% technology coordinator supported the Program Coordinators in becoming site resources in integrating technology and instruction, and in the Illuminate Data and Assessment platform in the K-8 classroom, as well as supporting our High School Illuminate Trainers to become high school site resources for the Illuminate Assessment Reporting Platform for K-12.

Action 18





3.18 Eliminated, services covered in 1.10, 3.1, 3.5, and 3.17

3.18 N/A

N/A 0 N/A 0

Action 19





3.19 The Department of Secondary Education will support CTE,

3.19 There have been many CTE activities, students have

Resource 0000, 5810; Object 1000-4999 Base $1,097,174

Resource 0000, 0760, 5810 1000-1999: Certificated

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programs, interventions, the MUSD farm, curriculum, technology, professional learning, changes to the learning environment, instructional materials, staff, and the needs of 7-12 education. High School intervention will include collaboration with the SJCOE CARE program, collaboration with Family Resources and Services to support Teen parents, a math summer bridge program for incoming ninth grade students, and The Transition Program for at risk ninth grade students needing support due to poor grades, poor attendance, and poor behavior. Manteca Day will develop enrichment activities to build engagement and connectedness to school.

participated in FFA, HOSA and FCLA conferences. FFA hosted two Greenhand conferences at the district office. Each elementary school was provided with Middle Bridges Curriculum materials and training for teachers. Middle Bridges supports students in focusing on career choices and connects them to the 9th grade program Success101. The school farm has a variety of coops for students to participate. honeybees, sheep and goats, pig and rabbits’ coops are available after school. Students in the coop can also participate in local fairs. MUSD has continued to meet quarterly with high school administration to discuss the interventions for at risk students. Students are closely watched by counselors and administrators. The data on students is reviewed, and interventions and best practices are discussed. Intervention programs were used to target reading levels and math fluency. High School collaborated with the county for the CARE program. CTE students participated in the Apprenticeship Construction Trades Fair on September 14, 2018. CTE Students participated in DECA, HOSA, FCCLA, FFA and

Personnel Salaries Base $656,622


Resource 0000, 0760 2000-2999: Classified Personnel Salaries Base $4,125

Resource 0760, 1100, 5810; Object 4000-5999 Other $94,000

Resource 0000, 0760, 5810 3000-3999: Employee Benefits Base $199,508

N/A 0 Resource 0000, 0760 4000-4999: Books And Supplies Base $20,299

N/A 0 Resource 0000, 0760 5000-5999: Services And Other Operating Expenditures Base $111,260

N/A 0 Resource 0000, 0760 6000-6999: Capital Outlay Base $34,296

N/A 0 Resource 0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $320

N/A 0 Resource 0709 3000-3999: Employee Benefits Supplemental and Concentration $20


N/A 0 Resource 1100, 4035, 7338 1000-1999: Certificated Personnel Salaries Other $268,575

N/A 0 Resource 1100, 4035, 7338 2000-2999: Classified Personnel Salaries Other $105

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SkillsUSA local, regional and state conferences. A committee was formed to address the needs of teen parents. A protocol was developed, and information along with resources was disseminated to counselors who are often the first contact with the teen parent. Reading plus was offered to alternative schools, along with ALEKS and Read 180 to meet the needs of struggling at risk learners. Students with the lowest math test scores were offered Summer Math bridge at all school sites. Two teachers and two student aids were hired. Teachers were given time to develop a math program geared towards connecting incoming 9th grade students to the high school and activities that make math fun. Students were tracked to gather data to identify if the program was successful. The students in the bridge program had the same success as students in the Algebra A/B class. Students who were not promoted and placed at MDS were given strategic interventions, counseling and opportunities for field trips to enrich their education. These students are also given adult mentors.

N/A 0 Resource 1100, 4035, 7338 3000-3999: Employee Benefits Other $79,838

N/A 0 Resource 1100, 4035, 7338 4000-4999: Books And Supplies Other $68,218

N/A 0 Resource 1100, 4035, 7338 5000-5999: Services And Other Operating Expenditures Other $119,499

N/A 0 Resource 1100, 4035, 7338 7000-7439: Other Outgo Other $11,593

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3.20 Students will have access to specialized industry sector programs at each of the high schools. Manteca Unified School District currently has 15 CTE courses that are articulated with MJC, SJ Delta College, and FIDM. These include Administration of Justice through the Public Safety Pathway, Automotive Technology through the Systems, Diagnostics, Service, Repair Pathway, and Health Careers through the Health Science and Medical Technology Pathway. Matching fund requirements such as for the Ag Incentive Grant will be met. Students will have access to internships for real work experiences. SJ Delta College will offer Dual Enrollment classes after school and in the summer. Advantage future teacher program will be funded. Professional learning opportunities will be provided.

3.20 CTE programs continued to grow in MUSD. During the 2018-19 school year MUSD offered courses in 14 of the 15 state recognized Industry Sectors. There were 20 CTE classes articulated with Modesto Junior College, San Joaquin Delta College, Eastern Oregon University and FIDM. We worked with San Joaquin Delta College to offer Dual Enrollment classes after school and in the summer. Advantage Future Teachers was expanded to all 5 traditional high schools. Members taught classes in MELS and participated in a student mentor program with the Exploratorium. All CTE Capstone teachers participated in industry related professional development during 2018-19. Teachers in the Building Trades & Construction, Engineering & Architecture, Manufacturing & Product Development, Transportation, Public Services, Health Science Medical Technology, and Arts Media and Entertainment were all trained in aligning curriculum to the CTE Model Curriculum Standards. CTE students participated in local, regional, state and national Career Technical Student Organization



Resource 0000, 0709; Object 1000-5999 Supplemental and Concentration $5,181,461


Resource 1100, 6378, 6387, 3550, 7010, 7690; Object 1000-7999 Other $1,455,734



N/A 0 Resource 0000, 0709 1000-1999: Certificated Personnel Salaries Supplemental and Concentration $3,869,061

N/A 0 Resource 0000, 0709 2000-2999: Classified Personnel Salaries Supplemental and Concentration $88,917

N/A 0 Resource 0000, 0709 3000-3999: Employee Benefits Supplemental and Concentration $1,281,129

N/A 0 Resource 0000, 0709 4000-4999: Books And Supplies Supplemental and Concentration $67,133

N/A 0 Resource 0000, 0709 5000-5999: Services And Other Operating Expenditures Supplemental and Concentration $20,708

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Leadership Conferences in FFA, HOSA, FCCLA, SKILLS USA and DECA. CTE students participated in community classroom internships in the following CTE Capstone Courses: Health Occupations, Careers with Children, Fashion Design, Interior Design and Small Business Management. Manteca High School Dual Enrollment = 5 completed summer and 9 signed up for 2019 summer, Advantage Teachers = 9 in the club, Adm of Justice = 13, Multimedia = 22, Culinary Arts = 12, Interior Design = 6, Fashion Merchandising = 19, Careers with Children = 14, Automotive Tech 1 = 16, Automotive Tech 2 = 4 and Health Careers = 30

N/A 0 Resources 1100, 3550, 6378, 6387, 7010, 7370 1000-1999: Certificated Personnel Salaries Other $58,885

N/A 0 Resources 1100, 3550, 6378, 6387, 7010, 7370 3000-3999: Employee Benefits Other $11,628

N/A 0 Resources 1100, 3550, 6378, 6387, 7010, 7370 4000-4999: Books And Supplies Other $221,924

N/A 0 Resources 1100, 3550, 6378, 6387, 7010, 7370 5000-5999: Services And Other Operating Expenditures Other $193,741

N/A 0 Resources 1100, 3550, 6378, 6387, 7010, 7370 6000-6999: Capital Outlay Other $1,464,334

N/A 0 Resources 1100, 3550, 6378, 6387, 7010, 7370 7000-7439: Other Outgo Other $15,130

Action 21





3.21 The Department of Elementary Education will support programs, interventions, curriculum, modifications to the learning environment, technology, the IMC, instructional materials, professional learning, K-8 education, staff, release time, and the needs of the PK-8 program.

3.21 The Department of Elementary Education supported the Elementary School Sites by providing the following software or education programs to support data collection, analysis or learning interventions: Illuminate, Riverside --- (Read 180, System 44, Reading Counts), Destiny Library Maintenance Formsite (Walkthrough and other



Resource 0709; Object 1000-5999 Supplemental and Concentration $1,227,000


Resource 1100, 6300, 4510, 6010; Object 1000-7999 Other $230,709


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forms), MobyMax, MyOn Reader, and Typing Agent. The Department also purchased replacement devices such as Screen Beams and batteries for student and teacher devices. Additional devices, storage carts and devices were also purchased due to enrollment increases. Professional Development for 20 Elementary School sites administrators was also purchased through NISL. Substitute costs for a pullout day for grade level collaboration was also paid for, for each K-8 teacher. Other School site assistance included Game Day Supply budgets, TK classroom copy budgets, PBIS training for Lincoln School, Math Talks training for Mossdale School and Mystery Science supplies budgets for each school.






N/A 0 Resource 1100, 4035, 6300, 9010 1000-1999: Certificated Personnel Salaries Other $1,077

N/A 0 Resource 1100, 4035, 6300, 9010 2000-2999: Classified Personnel Salaries Other $400

N/A 0 Resource 1100, 4035, 6300, 9010 3000-3999: Employee Benefits Other $70

N/A 0 Resource 1100, 4035, 6300, 9010 4000-4999: Books And Supplies Other $82,346

N/A 0 Resource 1100, 4035, 6300, 9010 5000-5999: Services And Other Operating Expenditures Other $64,643

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N/A 0 Resource 1100, 4035, 6300, 9010 7000-7439: Other Outgo Other $29,318

Action 22





3.22 The Department of Curriculum/Instruction and Compensatory Education will support databases, parent engagement, intervention, programs, instructional materials, professional learning, software, staff, curriculum, and the needs of students identified by board goals and the California Ed Code.

3.22 The Department of Curriculum/Instruction and Compensatory Education supported site and district goals by enabling parent engagement through updated websites (Blackboard Connect) and parenting classes (PIQE), databases (Data Design, Illuminate, Doc-tracking services),supplemental intervention programs focusing on improved academic achievement (Why Try, Reflex Math, Read 180 supplies) and the identified needs and requirements of sites and district. We also trained, managed and monitored required testing and arranged for training/conferences for coordinators and site personnel, and stayed current on state law requirements and recommendations and their implementation at Local Education Agencies.





Resource 1100, 3010; Object 10007999 Other $1,042,009

Resource 0000 3000-3999: Employee Benefits Base $947






N/A 0 Resource 0709 4000-4999: Books And Supplies

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Supplemental and Concentration $15,503


N/A 0 Resources 1100, 3010 1000-1999: Certificated Personnel Salaries Other $152,449

N/A 0 Resources 1100, 3010 2000-2999: Classified Personnel Salaries Other $105,232

N/A 0 Resources 1100, 3010 3000-3999: Employee Benefits Other $66,497

N/A 0 Resources 1100, 3010 4000-4999: Books And Supplies Other $48,814

N/A 0 Resources 1100, 3010 5000-5999: Services And Other Operating Expenditures Other $48,519

N/A 0 Resources 1100, 3010 7000-7439: Other Outgo Other $257,281

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Implementation of Goal 3's actions/services were completed with high fidelity. Sites were allocated funds which they used to support students' access to technology, for professional development, student tutorials, foster/homeless point of contact services, STEM materials, assemblies, educational excursions, and much more (see pie chart below indicating the breakdown of more than $640,000

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of site expenditures). Data tracking and realignment of systems has begun with a more focused purpose and designed outcome. School readiness served hundreds of students; kindergarten aides supported teachers and small group instruction in the classroom. Bilingual paraprofessionals supported English Learners, and special education services were accessed by 3,387 students. Foster and homeless students had coordinated services, though there were challenges working with state agencies to access information and make appropriate interventions. Night School courses were offered, which showed an increase in the successful completion percentage. Staff had positive feedback regarding the staff development days and work with the curriculum coordinators, and the articulated focus will now hopefully provide more sustained growth in student achievement. High school PLCs continued to meet and address the needs of English learners. Numbers of students who attained the Seal of Biliteracy was down slightly. The use of Data Design Solutions was delayed until the entire district system was united in its focus, targets and had received additional training in collecting, analyzing, and responding to authentic, aligned data. MUSD is still in the process of implementing the cycle of refinement with fidelity at district, site, classroom and individual levels. This is a daunting task and one that will require additional training and support.

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Actions/services designed to improve English Language Arts and Mathematics CAASPP results were mildly successful with slight overall increases in both the percentage of students in the Standard met range as well as the Standard exceeded range and decreases in the Standard nearly met and Standard not met ranges on both tests. In English Language Arts, every single student group increased their scores with 2 groups (Foster Youth and Am Indian/Alaska Native) increased significantly. In Mathematics, all student groups either maintained or increased with only Am Indian/Alaska Native increasing significantly. This improvement would intimate that actions and service 3.1, 3.2, 3.11, 3.12, 3.15, 3.17, 3.19 and 3.21 all working on improving instruction through professional development and access to interventions and appropriate curriculum were somewhat successful. English learner reclassification rate was up, indicating that 3.2, 3.7, 3.8, 3.9, 3.15 and 3.15 contributed to that success; EAP results were mixed. District ELA benchmark data was up except for 7/8th graders in Writing. Retention rate was improved slightly. Data tracking and realignment of systems has begun with a more focused purpose and designed outcome. Student outcomes did improve, so actions/services were effective, but not at the rate at which we would want. A more concerted effort will be made to utilize individual data review and response. Special education students continue to underperform which resulted in five sites being identified for Additional Targeted Support and Improvement. The need for additional resources and training, and the hiring of qualified, quality special education teachers continues to be a need, as does implementing Tier I supports in the general education classroom, prior to referral for and qualification for special education. S.P.I.R.E. and Reading Plus are showing potential as programs which are improving outcomes for special education students. Foster students continue to struggle with absenteeism and suspensions, so more support is necessary. 55% of students who took an AP exam scored a 3 on at least one test which is up 3% per year over the past 2 years.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Material Differences for Manteca Unified School District include overall changes for an action and service under or over 10% and/or a six-digit number. 3.1 Supplemental Funds to Sites: -$769,743 Not all sites spent their Supplemental/Concentration allocations. 3.2 Interventions for EL Students: -$95,086 Fewer materials needed this year. 3.8 EL Consumables: -$19,661 Fewer materials needed this year. 3.11 Services for Students with Disabilities: $675,908 Bargaining agreements were settled mid-year: MEA/CSEA to receive a one-time 8% raise, off salary schedule. 3.17 Curriculum Program Coordinators: -$90,029 Reduction in FTE due to needs.

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3.19 Secondary Ed: $304,226 Utilized prior year carryover dollars to fund additional expenses (Res 7338). 3.20 Specialized Industry Sector Programs: $712,342 Bargaining agreements were settled mid-year: MEA/CSEA to receive a one-time 8% raise, off salary schedule. Used some program carryover dollars from prior years. 3.21 Elementary Ed: -$301,315 Fewer materials needed than expected this year. 3.22 Compensatory Ed: -$652,005 Adjusted positions/funding to realign duties with appropriate Action/Service. Did not need as many substitutes as anticipated for ELPAC testing.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. Due to newly defined targets, and wording changes to the goal itself, there was shifting of state priority 4D to Goal 2. Actions/Services 3.1, 3.2, 3.4, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, and 3.14 were moved to Goal 2 based on input from stakeholder groups regarding realignment. Action and Service 3.8 was combined with 1.12 and moved to 2.24.

Due to alignment input from multiple stakeholder groups, the following actions were moved:

3.1 became 2.27 3.2 became 2.28 3.4 became 2.29 and removed program coordinators from text due to board action on 3/12/19. 3.6 became 2.30 3.7 became 2.31 3.8 was combined with previous 1.12 and became 2.24 3.9 became 2.33 3.10 became 2.34 3.11 became 2.35 3.12 became 2.36 3.13 became 2.37 3.14 became 2.38 3.23 was 1.1 3.24 was 1.3 3.25 was 1.4 3.26 was 1.6 3.27 was 1.8 3.28 was1.10 3.29 was 1.11 3.30 was 2.3

Due to alignment input from multiple stakeholder groups, the following actions were modified: DRAFT

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3.15 3 professional development days were added due to MEA negotiations. 3.17 due to budget realignment, teachers on special assignments were removed in the areas of mathematics, technology, and library science. 3.20 minor change in verbiage

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Stakeholder Engagement

LCAP Year: 2019-20

Involvement Process for LCAP and Annual Update How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

Introduction- The Manteca Unified School District is committed to the idea that meaningful stakeholder engagement is an integral part of developing an effective strategic plan. As such, the Manteca Unified School District used a variety of meetings and activities to involve stakeholders in the LCAP process including a discussion and review of the Annual Update, district goals, district data including the California School Dashboard as well as proposed actions and services. This year, due to changes in leadership, and a desire to align all district documents to agreed-upon targets, much of the stakeholder process involved aligning existing actions and services to targets and a vision and mission which was adopted by the Board of Education on February 12, 2019. Stakeholder Input discussions were held from November 27, 2018 through June 4, 2019 and focused heavily on the realignment of actions and services. Date span for Department Meetings was March 6, 2019 to April 17, 2019. A Hanover LCAP survey yielded 3,933 completed surveys, including 739 from parents, 762 from staff, and 2,431 from students. There were over 81 hours of face to face meetings garnering input at the site and district level.

Community Engagement- The following groups were actively involved in the LCAP development process described below.

District Advisory Council for State and Federal Programs (DACSFP) Consisting of Parents of Foster students, parents of low-income students, Parents of students from all sites, demographically diverse parents, site administrators, Teachers, and district staff met three times to update the LCAP on December 10, 2018, February 5, 2019, and May 23, 2019.

District English Learner Advisory Council (DELAC) Consisting of English Learner Parents, Teachers, classified staff, and district staff met three times to go over the LCAP on December 10, 2018, February 7, 2019, and May 23, 2019.

School Site Level input and the Community at Large - Parents, including site English Learner Advisory Committee and School Site Council members, Students, Certificated Staff including MEA members, and classified staff including CSEA members, met at each site.

Board Meetings - Presentations to inform the Board and public were given on the following dates: December 11, 2018, January 22, 2019, February 12, 2019, and March 12, 2019.

San Joaquin County Office of Education meeting dates- January 9, 2019, February 12, 2019, and April 8, 2019.

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San Joaquin County LCAP Network meeting dates - December 10, 2018, January 18, 2019, and March 8, 2019.

District Executive Cabinet - Consisting of District Department Directors, Deputy Superintendent, the Superintendent, and the Superintendent’s staff met - December 6, 2018, December 20, 2018, January 10, 2019 and March 27, 2019.

District Leadership - Consisting of Principals, District Coordinators, District Directors, the Superintendent, and the Deputy Superintendent met- November 14, 2018, January 31, 2019, and March 28, 2019.

Negotiation meetings with MEA - February 6, 2019, February 26, 2019, March 26, 2019 and May 14, 2019.

Budget Advisory Committee - Consisting of union representatives, site leadership, district administration, community members, board of education members met on February 15, 2019.

Business Input - The Career and Technical Advisory Committee consisting of members from businesses such as real estate, construction, Early Education and public safety, among others met to give input on the LCAP - October 3, 2018 and May 8, 2019.

Education Services Department Meeting - Annual Update/Budget discussion February 26, 2019.

Community Outreach Innovative Programs Results - LCAP survey meeting April 10, 15 and 16, 2019

Hanover LCAP Survey for Students, Staff and Parents - April 2019

Regional Meetings - August 28, 2018, October 2, 2018, October 23, 2018, November 27, 2018, and March 26, 2019; consisting of five school regional leads, two district regional leads, the Superintendent, and Deputy Superintendent.

Union Leadership - CSEA met on January 8, 2019 and MEA met on February 7, 2019 to discuss alignment and gain input.

Continuous Improvement for Foster Youth - Consisting of Health Services staff, Compensatory Education staff, site staff representatives, and staff from Child Welfare and Attendance- January 11, 2019 and February 8, 2019

Fiscal Services, Department of Compensatory Education, and Department Head LCAP/Budget planning meetings March 6, 2019 - Child Welfare & Attendance March 13, 2019 - Risk Management March 18, 2019 - Health Services March 18, 2019 - Information Technology March 20, 2019 - Special Education April 17, 2019 - Adult Education March 13, 2019 - Secondary Education, CTE

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March 28, 2019 - Personnel/HR March 7, 2019 - Elementary Education March 27, 2019 - Transportation March 8, 2019 - Grounds & Facilities, Maintenance April 8, 2019 - Professional Learning March 18, 2019 - Community Outreach March 18, 2019 - School Readiness March 25, 2019 - Be.tech March 20, 2019 - Nutrition Education April 8, 2019 - Compensatory Education

Public Hearing June 11, 2019 and Board Approval June 18, 2019.

Submit LCAP to San Joaquin County Office of Education - June 23, 2019

Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year?

District Advisory Council for State and Federal Programs (DACSFP) - Realigned existing actions and services. Gave input on existing action/services. On May 23, 2019, the final LCAP was presented and allowed for the superintendent to post any written comments to stakeholder questions prior to the June 11, 2019 Public Hearing on the LCAP and the budget adoption. District English Learner Advisory Council (DELAC) - Realigned existing actions and services. Gave input on existing action/services. On May 23, 2019, the final LCAP was presented and allowed for the superintendent to post any written comments to stakeholder questions prior to the June 11, 2019 Public Hearing on the LCAP and the budget adoption. Superintendent's Leadership Meetings - Realigned existing actions and services. Received training on continuous cycle of refinement. Discussed and interpreted data to inform the revision of the LCAP. This group was responsible for the implementation of monitoring and guiding actions and services to best meet board goals. School Site Level input and the Community at Large - Realigned existing actions and services. Discussed and reviewed the Annual Update, district goals, district data including the California School Dashboard as well as proposed actions and services. 1.26 - resources for SSA training via site stakeholder holder input meetings and DACSFP/DELAC meetings. 2.7 - Sites requested increased flexibility with regard to resources for PBIS and climate programs. 2.32 - resulted from review of Dashboard data and a required need to address Foster Youth absenteeism and suspensions. 3.23 Two additional elementary vice principals added. 2.1 Eliminated Beijing Teacher Exchange.

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Board Meetings - (Historical - Action/Service 2.5, school site librarians were eliminated from the budget at the board meeting on June 13, 2017. April 17, 2018, the Board of Trustees directed the Superintendent and District Leadership to support Be.tech in the same manner as other small and necessary schools via a board resolution which is reflected in Action/Service 1.17, 3.23) Certificated coordinators at the site and district level were eliminated from the budget at the board meeting on March 12, 2019. This impacted 3.17. San Joaquin County Office of Education Meeting Dates - To inform about template and requirement changes. District Cabinet - Realigned existing actions and services. Discussed and gave input on the LCAP. Regularly gave written and oral input to inform their departments for the annual update. District Leadership - Realigned existing actions and services. Discussed the LCAP and the budget process. Received training on allowed use of funds. Received training on continuous cycle of refinement which is a district focus - added to staff development- 3.15. Discussed and interpreted data to inform the revision of the LCAP. Business Input - Specifically addressed what skills students needed to get hired. Gave input on Be.tech and MUSD CTE interns and their positive work readiness and skill set. 3.20 - added paying for available certifications for industry. 2.39 - added Get Focused Stay Focused continuum at request of business group to assist all students in setting goals and working toward achievement. Education Services Department Meeting - Site funding additions and grade level change for Science to grade 11 Priority 8 goal 2, March 12, 2018. Reviewed data to intermittently measure effectiveness of the 2017-2018 LCAP. Continuous Improvement - Identified root causes of sub-group performance. Worked to develop next steps. 2.32 - Increased foster services were determined to be a need. Budget Advisory Committee - prioritized actions and services in relation to the need to identify tiered cuts to the budget. Hanover LCAP Survey: Information still coming Regional Meetings - Focused on individual needs, measurement, and next steps for the academic, engagement, and graduation indicators. Prompted additional training in interim formative assessment, cycle of refinement, and the purchasing of additional item banks in Illuminate. Union Leadership - 2.21 - Through the same process initiated for budgeting purposes, the negotiations teams agreed to suspend the need to budget future projected staffing needs and maintained the teacher student ratios in grades 1 - 3 at 26:1. 3.15 - Addition of 3 minimum days; continuous cycle of refinement. Health Services Meeting - LCAP in relation to the needs of homeless and foster students, additional funds available for foster students to promote school attendance (science camp/fieldtrip costs). Fiscal Services, Department of Compensatory Education, and Department Head LCAP/Budget planning meetings - Each department director or coordinator met to review department needs related to the budget/LCAP. 2.13, 3.17, 3.23 -Staffing needs were adjusted based on budget and demonstrated need in relation to the newly adopted district targets. 2.29 - Certificated coordinators were removed. 3.27 Year 5 of NGSS outlined and planned. Public Hearing June 11, 2019, Adoption Board Approval - June 18, 2019

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Submit LCAP to San Joaquin County Office of Education - June 23, 2019

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Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

(Select from New Goal, Modified Goal, or Unchanged Goal) X Modified Goal

Goal 1 Provide a safe, healthful, and expansive environment

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 6: School Climate (Engagement)Local Priorities:

Identified Need: Priority 1 Basic Students need to have safe facilities. Data reviewed, 2018-2019 FIT report.

Priority 6 School Climate Students need to be in school, Data reviewed, CALPADS reports 2017-2018. Students need to feel connected to school, Data reviewed, Healthy Kids survey 2017-2018. Students need to feel safe at school, Data reviewed, Healthy Kids survey 2017-2018.

Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

State Priority 1 Basic: FIT Level of Facilities

State Priority 1 C) Facilities perDecember 2016 FITreport, 1 school wasrated Poor, 3 schoolsare rated Fair, 20

We expect all schools to be rated Good or Exemplary

We expect all schools to be rated Good or Exemplary

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Metrics/Indicators Baseline 2017-18 2018-19 2019-20

schools are rated Good and 4 schools are rated Exemplary.

State Priority 6: School Climate Suspension Rate

State Priority 6: School Climate A) Suspension rate is 9.7.

We expect our suspension rates to decrease.



State Priority 6: School Climate Expulsion Rate

State Priority 6: School Climate B) Expulsion rate is 2

We expect our expulsion rate to decrease.



State Priority 6: School Climate School Connectedness

State Priority 6: School Climate C) School Connectedness, per the 2015-2016 Healthy Kids survey (no 2014-2015 data as the Healthy Kids survey is done every other year) 61% of 7th graders, 50% of 9th graders and 42% of 11th graders are highly connected to school.

We expect our school connectedness rate to increase.

We expect our school connectedness rate to increase.

The healthy kids survey is done every other year, data reported will be from 2017-2018.

State Priority 6: School Climate Sense of Safety

State Priority 6: School Climate C) Sense of safety, per the 2015-

We expect our sense of safety rate to increase.

We expect our sense of safety rate to increase.

The healthy kids survey is done every other year, data reported will be from 2017-2018.

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2016 Healthy Kids survey, 68% of 7th graders, 61 % of 9th graders and 59% of 11th graders perceive school as safe or very safe

Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed. startcollapse

Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

Location(s): (Select from All Schools, Specific Schools, and/or Specific Grade Spans)

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

Scope of Services: (Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))


Actions/Services Select from New, Modified, or Unchanged for 2017-18

Select from New, Modified, or Unchanged for 2018-19


X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.1 Students will receive instruction from qualified staff trained to implement the California State Standards (CSS). The instructional staff will be supported by staff

1.1 Students will receive instruction from qualified staff trained to implement the California State Standards (CSS). The instructional staff will be supported by staff

1.1 Due to alignment input from multiple stakeholder groups, this action/service has been moved to Goal 3, 3.23. DRAFT

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such as but not limited to paraprofessionals, DSTs, LMTs, and certificated support staff such as coordinators, counselors, administrators, program specialists, directors, occupational therapists, and teachers on special assignment in providing instruction which is rigorous and relevant. Additions this year include 3 new vice principals, a behavior specialist, a director of professional learning, a .5 additional teacher on special assignment to assist with technology and assessments, additional classroom teachers due to growth and Grade Span Adjustment in grades K-3, and reduced class size in Algebra A and B. Temporary or permanent positions may be added due to increased enrollment or other needs identified by the district. Supplemental/Concentration funds may be used to increase salaries, benefits, or stipends to increase the number of fully credentialed teacher percentages beyond the current 93%, recognizing that attracting and retaining qualified teachers is necessary for better educating unduplicated students as well as all students. Supplemental/Concentration funds may also be used to support salaries for professional development, collaboration, and independent professional learning.

such as but not limited to paraprofessionals, DSTs, LMTs, and certificated support staff such as coordinators, counselors, administrators, program specialists, directors, district librarian, occupational therapists, and teachers on special assignment in providing instruction which is rigorous and relevant. Additions this year include a Behavior Specialist, .3 additional teachers on special assignment to assist with technology and assessments, a teacher on special assignment for Safety, Coordinator of Special Education, additional classroom teachers due to growth and Grade Span Adjustment in grades K-3, and reduced class size in Algebra A and B. Temporary or permanent positions may be added due to increased enrollment or other needs identified by the district. Supplemental/Concentration funds may be used to increase salaries, benefits, or stipends to increase the number of fully credentialed teacher percentages beyond the current 90%, recognizing that attracting and retaining qualified teachers is necessary for better educating unduplicated students as well as all students. Supplemental/Concentration funds may also be used to support salaries for professional development, collaboration, and independent professional learning. DRAFT

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $145,078,171 $131,734,831 0 Source Base Base Budget Reference

Resource 0000; Objects 1000-7999


N/A

Amount $3,940,676 $8,992,151 0 Source Supplemental and Concentration Supplemental and Concentration Budget Reference


Resource 0000/0709; Objects 1000-3999

N/A

Amount $18,306,556 $12,926,085 0 Source Other Other Budget Reference

Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010; Objects 1000-7999

Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010; Objects 1000-3999 (Reduce/restructure restricted program expenditures.)

N/A



OR




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X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.2 Student teacher ratios will be reduced in grades K to 25 and grades 1-3 to 27.

1.2 Student teacher ratios will be reduced in grade K to 24 and grades 1-3 to 26.

1.2 Due to alignment input from multiple stakeholder groups, this action/service has been moved to Goal 2, 2.21.




N/A



OR







X Unchanged Action

X Unchanged Action

X Modified Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.3 Students and staff will have access to technology to individualize instruction, attain technology skills embedded in the CCSS, address different learning styles, increase access to the core curriculum, increase parent curriculum awareness, increase engagement, create 21st century learners, and ensure equity and access to technology for MUSD unduplicated students.

1.3 Students and staff will have access to technology to individualize instruction, attain technology skills embedded in the CCSS, address different learning styles, increase access to the core curriculum, increase parent curriculum awareness, increase engagement, create 21st century learners, and ensure equity and access to technology for MUSD unduplicated students.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $4,200,000 $4,300,000 0

Source Supplemental and Concentration Supplemental and Concentration

Budget Reference Resource 0709; Objects 4000-7999 Resource 0709; Objects 4000-7999 N/A



OR







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X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.4 Students will have access to standards aligned curriculum materials once available during the adoption cycle.




Resource 0000; Object 4000-4999


N/A

Amount 0 $75,000 0 Source Supplemental and Concentration Budget Reference

N/A


N/A

Amount 0 $2,500,000 0 Source Other Budget Reference

N/A

Resource 1100, 6300; Object 4000-4999

N/A

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OR







X Unchanged Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.5 Students will have access to curriculum aligned with CSS and the Next Generation Science Standards (NGSS) beyond adopted materials. Materials may be cross curricular and for a broad course of study per Section 51210 including Math, English, Social Studies, Science, Visual Arts, Performing Arts, Health, Physical Education, CTE, STEAM, Vocational, and STEM. Materials may include traditional as well as non-traditional delivery models, such as technologically based materials.

1.5 This action/service has been included in 1.4

1.5 See 2018-2019 description.

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $140,041 0 0

Source Supplemental and Concentration

Budget Reference Resource 0709; Objects 1000-5999 N/A N/A Amount $37,725 0 0

Source Other

Budget Reference Resource 6378; Objects 1000-3999 N/A N/A



OR







X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.6 Students will receive support services to ensure they are on a college or career pathway such as annual consultation for high school student on course access, A-G requirements, AP course interest, and

1.6 Students will receive support services to ensure they are on a college or career pathway such as an annual consultation for high school students on course access, A-G requirements, AP course interest, and


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credit evaluation. Students will be awarded all work completed including partial credits. Counselors will evaluate all 7-8 students to identify at risk students. Counselors will track all Algebra A and B students weekly. SSTs will be held for students falling below a C- in Algebra A or B. Teachers will provide mandatory tutorials in Algebra A and B. A summer math bridge support program will support in-coming ninth graders. Counselors and assistant principals from each high school will meet with Secondary Ed and Compensatory Education to ensure their master schedules are offering a broad Course of study and that English Learners as well as all students have access to classes.

credit evaluation. Students will be awarded all work completed including partial credits. Counselors will evaluate all 7-8 students to identify at risk students. Counselors will track all Algebra A and B students weekly. SSTs will be held for students falling below a C- in Algebra A or B. Teachers will provide mandatory tutorials in Algebra A and B. Counselors and assistant principals from each high school will meet with Secondary Education and Compensatory Education to ensure their master schedules are offering a broad Course of study and that English Learners as well as all students have access to classes.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $3,051,301 $3,008,556 0 Source Supplemental and Concentration Supplemental and Concentration Budget Reference



N/A



OR

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

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Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)






X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.7 Students will have access to alternative schools to remediate credits, challenge students, support behavior needs, or to meet other needs.

1.7 Students will have access to alternative schools to remediate credits, challenge students, support behavior needs, or to meet other needs.



Resource 0000, 0430, 8150; Objects 1000-5999

Resource 0000, 8150; Objects 1000-5999

N/A

Amount $250 $498,961 0 Source Supplemental and Concentration Supplemental and Concentration Budget Reference



N/A

Amount $692,125 $125,978 0 Source Other Other Budget Reference


N/A

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OR







X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.8 Year 3 of NGSS Implementation will include the development of Integrated units for K-6 science to supplement the curriculum until 2019-2020 when science materials aligned to the new NGSS standards will be available to adopt. Units will be built using a systems approach to lesson design which will allow science to be integrated with ELA, ELD, and Social Studies. Supplemental materials to support this instruction will be added as well as training on how to design lessons, lesson modeling by peers, the development of Teacher Leaders, and exploration time to develop the concept of

1.8 Year 4 of NGSS Implementation will include the development of integrated units for K-6 science to supplement the curriculum until 2018-2019 when science materials aligned to the new NGSS standards will be available to adopt. Units will be built using a systems approach to lesson design which will allow science to be integrated with ELA, ELD, and Social Studies. Supplemental materials to support this instruction will be added as well as training on how to design lessons, lesson modeling by peers, the development of teacher leaders, and exploration time to develop the concept of


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Digital Portfolios. Scoring rubrics for NGSS Science and Engineering Practices that correlate with the Grade Band Practices Matric in Appendix and the observable features of each practice identified in the Appendix for the NGSS Evidence Statements.

digital portfolios. Scoring rubrics for NGSS Science and Engineering Practices that correlate with the Grade Band Practices Matric in Appendix and the observable features of each practice identified in the Appendix for the NGSS Evidence Statements.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $30,000 $193,119 0 Source Supplemental and Concentration Supplemental and Concentration Budget Reference



N/A



OR







X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.9 1.9 1.9

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Students will have access in year two of physical changes of the learning environment to allow for more collaboration. Examples of this would include furniture and other items to transform the learning environment of the classroom. Sites may use site funds for this purpose also.

Students will have access in year three of physical changes of the learning environment to allow for more collaboration. Examples of this would include furniture and other items to transform the learning environment of the classroom. Sites may use site funds for this purpose also.

Due to alignment input from multiple stakeholder groups, this action/service has been moved to Goal 2, 2.23.




N/A



OR







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services DRAFT

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1.10 Teachers will receive leveled, differentiated professional learning aligned with district initiatives, students’ needs, and professional requirements before and after school, during school hours, via conferences, in workshops, PLCs, and QISA groups to ensure instructional mastery of California Content standards.

1.10 Teachers will receive leveled, differentiated professional learning aligned with district initiatives, student's needs, and professional requirements before and after school, during school hours, via conferences, in workshops, PLCs, and QISA groups to ensure instructional mastery of California Content standards.





N/A

Amount 0 $25,000 0 Source Other Budget Reference

N/A


N/A



OR




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X Unchanged Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.11 The Teacher Induction program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements for the California Clear Credential. The Manteca USD Teacher Induction Program is locally designed and implemented in accordance with the Standards of Quality and Effectiveness for Professional Teacher Induction Programs and aligned to the California Standards for the Teaching Profession. Manteca USD Teacher Induction also supports interns, pre-interns, and tenured teachers on improvement plans to ensure all students but especially those most at risk, the unduplicated students, receive quality instruction.

1.11 The Teacher Induction program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements for the California Clear Credential. The Manteca USD Teacher Induction Program is locally designed and implemented in accordance with the Standards of Quality and Effectiveness for Professional Teacher Induction Programs and aligned to the California Standards for the Teaching Profession. Manteca USD Teacher Induction also supports interns, pre-interns, and tenured teachers on improvement plans to ensure all students but especially those most at risk, the unduplicated students, receive quality instruction.





N/A

Action 12

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For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


OR







X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.12 English Learners will receive instruction specifically designed to increase language acquisition. As outlined in the Manteca Unified School District Title III plan, teachers and bilingual paraprofessionals will receive training in the implementation of the ELA/ELD CSS standards and support staff in providing programs and services to EL students. Examples of these services include working with site leaders to develop and implement training modules on best instructional practices for EL students, effective designated and integrated CCSS instruction to enable students’ access to the curriculum across all areas, close reading for ELs, and academic vocabulary development for ELs. Language Acquisition software,

1.12 English Learners will receive instruction specifically designed to increase language acquisition. As outlined in the Manteca Unified School District ESSA LCAP addendum, teachers and bilingual paraprofessionals will receive training in the implementation of the ELA/ELD CSS standards and support staff in providing programs and services to EL students. Examples of these services include working with site leaders to develop and implement training modules on best instructional practices for EL students, effective designated and integrated CCSS instruction to enable students’ access to the curriculum across all areas, close reading for ELs, and academic vocabulary development for ELs. Language Acquisition software, training, and


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training, and instructional materials such as Rosetta Stone will be provided.

instructional materials such as Rosetta Stone will be provided.




N/A



[Add Students to be Served selection here]

[Add Location(s) selection here]

OR




X English Learners X Foster Youth X Low Income

X LEA-wide

X All Schools




X Modified Action

X Modified Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.13 1.13 1.13

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General departments and their operational costs will be funded such as Facilities, Personnel, Information Technology, Risk Management, Maintenance, Custodial, Grounds, and Purchasing.

General departments and their operational and supply costs will be funded such as Educational Services, Business Services, Operational Services, and the Superintendent's Office.

General departments and their operational and supply costs will be funded such as Educational Services, Business Services, Operational Services, and the Superintendent's Office.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $9,802,894 $28,520,366 $3,549,799 Source Base Base Base Budget Reference



4000-4999: Books And Supplies Resource 0000

Amount 0 0 $11,528,217 Source Base Budget Reference

N/A

N/A

5000-5999: Services And Other Operating Expenditures Resource 0000

Amount 0 0 $75,000 Source Base Budget Reference

N/A

N/A

6000-6999: Capital Outlay Resource 0000


N/A

N/A

7000-7439: Other Outgo Resource 0000

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Amount 0 $74,510 $574,154 Source Supplemental and Concentration Supplemental and Concentration Budget Reference

N/A



Amount 0 0 $15,000 Source Supplemental and Concentration Budget Reference

N/A

N/A

7000-7439: Other Outgo Resource 0709

Amount $170,000 $1,976,825 $1,001,886 Source Other Other Other Budget Reference

Resource 1100, Objects 4000-5999

Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010; Objects 4000-7999 (Reduce/restructure restricted program expenditures.)

4000-4999: Books And Supplies Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010

Amount 0 0 $323,597 Source Other Budget Reference

N/A

N/A

5000-5999: Services And Other Operating Expenditures Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010


N/A

N/A

7000-7439: Other Outgo Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010

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X All

X All Schools

OR





[Add Scope of Services selection here]





X Modified Action

X Modified Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.14 Students will be transported based on district guidelines or per a student's IEP.



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $7,279,940 $6,301,514 $2,146,316 Source Base Base Base Budget Reference



2000-2999: Classified Personnel Salaries Resource 0723, 0724

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Amount 0 $70,000 $711,299 Source Supplemental and Concentration Base Budget Reference

N/A

Resource 0000, 0709; Object 6000-6999

3000-3999: Employee Benefits Resource 0723, 0724


N/A

N/A

4000-4999: Books And Supplies Resource0723, 0724


N/A

N/A

5000-5999: Services And Other Operating Expenditures Resource 0723, 0724



X All

X All Schools

OR










X Modified Action

X Unchanged Action

X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.15 So that student safety needs are met, deferred, routine, and emergency projects as well as modernization projects as outlined in the Master Facilities Plan will occur.



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $640,000 $640,000 $100,000 Source Base Base Base Budget Reference





N/A

N/A



N/A

N/A




OR

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

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X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.16 Middle School activities from the Middle School Committee plan including flexible scheduling, common collaborative time, permanent middle school committee which meets quarterly, student field trips to high schools and colleges, and positive behavior supports.






N/A



OR


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X New Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.17 This action/service is new and was not a 2017-2018 action/service. Information is included in the annual update and in stakeholder input.

1.17 Per Manteca Unified School District Board of Trustees resolution, Be.tech will be supported recognizing unduplicated students as well as all students benefit from a school offering career certifications.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $313,049 0 Source Base Budget Reference

N/A


N/A


N/A


N/A


N/A

N/A

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Resource 3310, 6500; Object 1000-4999





OR





X LEA-wide

X All Schools




X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Due to alignment input from multiple stakeholder groups, this action/service was moved from Goal 2, 2.7.

Due to alignment input from multiple stakeholder groups, this action/service was moved from Goal 2, 2.7.

1.18 Students will have access to programs that decrease discipline incidents as supported by the Department of Child Welfare and Attendance such as Positive Behavior Intervention Supports (PBIS) and Peaceful Playgrounds. Additional school teams will be trained using PBIS. This may include partnerships with community organizations such as SJCOE, Point Break, and The Pride Center.

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 0 $3,087 Source Base Budget Reference

N/A

N/A



N/A

N/A

1000-1999: Certificated Personnel Salaries Resource 0709


N/A

N/A

3000-3999: Employee Benefits Resource 0709


N/A

N/A



N/A

N/A


Action 19 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)




OR





X LEA-wide

X All Schools




X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Due to alignment input from multiple stakeholder groups, this action/service was moved from 2.8.

Due to alignment input from multiple stakeholder groups, this action/service was moved from 2.8.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 0 $1,410,209 Source Supplemental and Concentration Budget Reference

N/A

N/A


Amount 0 0 $271,500

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Source Other Budget Reference

N/A

N/A






OR





X Schoolwide

Specific Schools: East Union HS, Lathrop HS, Manteca HS, Sierra HS, Weston Ranch HS, Calla HS, New Vision HS

Specific Grade Spans: 11-12




X Modified Action



1.20 High School students will participate in The Every Fifteen Minutes Program in order to raise awareness and promote student safety.

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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 0 $2,500 Source Supplemental and Concentration Budget Reference

N/A

N/A



N/A

N/A




X All

X All Schools

OR










X Modified Action


of 350





N/A

N/A






OR





X LEA-wide

X All Schools




X Modified Action

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1.22 Student health will be supported by the Health Services Department. Examples include but are not limited to: daily procedures per medical orders, crisis assistance, attendance at SST/IEP meetings to inform educational decisions, provide Health and Wellness services, and mandated screenings.


N/A

N/A



N/A

N/A

2000-2999: Classified Personnel Salaries Resource 0000


N/A

N/A


DRAFT

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N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A


DRAFT

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N/A

N/A



N/A

N/A




X All

X All Schools

OR










X Modified Action



1.23 Student health, positive student choices and its benefit to the school environment will be the focus of the Nutrition Education

DRAFT

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Department. A Health and Safety committee consisting of Health Services, Nutrition Education, parents, and school staff will meet quarterly. The fourteen schools currently participating in the Alliance for a Healthier Generation will continue to focus on healthier staff and students.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 0 0 Budget Reference

N/A

N/A

No Additional Costs





OR





X LEA-wide

X All Schools




DRAFT

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X Modified Action





N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A


DRAFT

of 350


N/A

N/A



N/A

N/A



N/A

N/A

3000-3999: Employee Benefits Rsource 0709


N/A

N/A



N/A

N/A

5000-5999: Services And Other Operating Expenditures Rescource 0709


N/A

N/A


DRAFT

of 350


N/A

N/A



N/A

N/A






OR





X LEA-wide

X All Schools




X Modified Action


of 350





N/A

N/A






OR





X Schoolwide

X All Schools




DRAFT

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X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services This action is new in 2019-2020 This action is new in 2019-2020. 1.26

Resources will be provided for the training and support of classified personnel responsible for monitoring the safely of students when not in the classroom to better maintain PBIS/other school-related climate programs, or manage student behavior on playgrounds/in lunchrooms that is in line with district direction.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 0 $50,000


Budget Reference N/A N/A


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Goal 2 Promote engaging learning opportunities for all students, inclusive of emerging students, inside and outside the classroom

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 2: State Standards (Conditions of Learning)

X Priority 3: Parental Involvement (Engagement)X Priority 4: Pupil Achievement (Pupil Outcomes)X Priority 5: Pupil Engagement (Engagement)

Local Priorities:

Identified Need: Priority 2 State Standards Students need California State standards and English Language Development standards based instruction; 2016-2017 End of Year District Benchmarks. English Learners need to be proficient in English. Data reviewed, Manteca USD ELD walkthrough data.

Priority 3 Parent Involvement Schools need to involve parents in decision making and increase parent participation in school activities to increase student achievement, Data reviewed 2018-2019 surveys. All parents, Data reviewed Manteca USD Hanover Parent Survey 2018-2019 Parents of unduplicated students, Hanover Parent Survey 2018-2019 Parents of students with special needs, Special Education Parent Survey 2018-2019

Priority 4 Pupil Achievement English Learners need to be proficient in English. Data reviewed, English learner reclassification data DRAFT

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Priority 5 Student Engagement Students need to attend school, Data reviewed, CALPADS reports 2017-2018 Schools need to reduce absenteeism, Data reviewed, CA School Dashboard reports 2016-2017 Middle School dropout rates need to be reduced, Data reviewed, CALPADS reports 2016-2017 High schools need to reduce the dropout rates, Data reviewed, CALPADS reports 2017-2018 High School students need to graduate college and career ready, Data reviewed, CA School Dashboard reports 2017-2018.

Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

State Priority 3: Surveys & Attendance

Priority 3 Parent Involvement

A) Parent surveys in2016-2017 measuringschool-parentpartnership in education;Attendance at parentevents; 86% of parentswho returned the MUSDParent Surveyparticipated in an eventsuch as ParentConferences, Back-to-School Night, TechClasses, CommunityBased Parent Tutoring,and KindergartenOrientation.

B) Unduplicated parents’information- The MUSDparent survey did notaggregate data byunduplicated parents.This will be corrected in2017-2018.

We expect to increase the parent participation rate and increase parent's involvement in the decision-making process.



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C) 100% of Special Education parents returning surveys agreed or strongly agreed that they were partners in their child's education on the 2015-2016 MUSD Special Education Parent Survey. This survey is done every other year so there will be updated information in 2017-2018.

State Priority 5: Pupil Engagement School Attendance

State Priority 5: Pupil Engagement A) School attendance rate, ADA is 95.8%

We expect our school attendance rate to increase.



State Priority 5: Pupil Engagement Chronic Absenteeism Rate

State Priority 5: Pupil Engagement B) Chronic absenteeism rate, Chronic absenteeism rate 13.03%

We expect our chronic absenteeism rate to decrease.



State Priority 5: Pupil Engagement Middle School Dropout Rate

State Priority 5: Pupil Engagement C) Middle School dropout rate 1%

We expect our middle school dropout rate to decrease.



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State Priority 5: Pupil Engagement High School Dropout Rate

State Priority 5: Pupil Engagement D) High School dropout rate 4%

We expect our high school dropout rate to decrease.



State Priority 5: Pupil Engagement High School Graduation Rate

State Priority 5: Pupil Engagement E) High School Graduation rate 93%

We expect our high school graduation rate to increase.



State Priority 2: ELD Walkthroughs

State Priority 2: ELD Walkthroughs B) MUSD ELD Walkthrough results: In collaboration 93% Exchange of Ideas 83% Exchanging information and ideas 72% Supporting ideas 30% Adapting Language Choices Interpretive 92% Listening Actively 81% Reading Closely 43% Evaluating Language choices 20% Analyzing Language choices Productive 32% Presenting 32% Justifying in writing 10% Selecting Language Resources

We expect our collaboration, interpretive, and productive ELD results to improve.



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State Priority 4: English Proficiency - AMAO 1, AMAO 2

State Priority 4: English Proficiency - AMAO 1, AMAO 2 D) English Proficiency AMAO 1 59.2% of English Learners made progress in learning English AMAO 2 36.2% of students in school less than five- year cohort attained English proficiency 36.2% of students in school more than five- year cohort attained English proficiency

We expect English Proficiency to increase.



State Priority 4: English Learner Reclassification Rate

State Priority 4: English Learner Reclassification Rate E) English Learner Reclassification rate, 10% of students were reclassified.

We expect the English Learner Reclassification Rate to increase.



Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

startcollapse



DRAFT

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OR





X LEA-wide

X All Schools




X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.1 MUSD students and staff will have access to engaging educational programs such as LOGIC, AgVenture, Planet Party, Hour of Code, High School Art Show, Concerts, Ag CTE experiences, internships for real world experience, summer STEAM camps, and MUSD/Beijing teacher/exchange.

2.1 MUSD students and staff will have access to engaging educational programs such as LOGIC, AgVenture, Planet Party, Hour of Code, High School Art Show, Concerts, and MUSD/Beijing teacher/exchange.

2.1 MUSD students and staff will have access to engaging educational programs such as Environmental/Sustainability Activities, AgVenture, Hour of Code, High School Art Show, and Concerts.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $52,488 $35,000 $5,000 Source Base Supplemental and Concentration Supplemental and Concentration Budget Reference




DRAFT

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Amount $70,000 0 0 Source Supplemental and Concentration Budget Reference


N/A

N/A



OR







X Modified Action

X Modified Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.2 Students will have access to specialized industry sector programs through Year 4 of be.spn at Manteca HS, be.farm2fork at Sierra HS, and be.vital at Weston Ranch HS. Manteca Unified School District currently has 11 CTE courses that are articulated. These include Administration of Justice through the Public Safety Pathway, Automotive Technology through the Systems, Diagnostics, Service, Repair Pathway, and Health Careers through the Health Science and Medical Technology

2.2 Action and service was moved to Goal 3, 3.20 to reflect alignment with CTE student achievement.


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Pathway. Matching fund requirements such as for the Ag Incentive Grant will be met.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,881,397 0 0 Source Other Budget Reference


N/A

N/A



OR







X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.3 Students will have maker space opportunities and materials and practical application projects such as robotics, gaming, STEM, and digital learning days.

2.3 Students will have maker space and STEM opportunities. Students will have access to materials, practical application


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projects, robotics, gaming, workshops, conferences, competitions, evening events, summer camps, and digital learning days. Professional learning opportunities will be provided.




N/A


N/A


N/A



OR







X Modified Action

X Modified Action

X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.4 Tech Champions will support the use of technology in the classroom. Tech Champs will receive training and act as a trainer for the sites.




(Costs included in Action 1.1 Base)

N/A

N/A



OR







X Modified Action

X Modified Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.5 Students access to the library will increase with the addition of a Teacher Librarian at

2.5 The five teacher librarians were not hired or funded.


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each comprehensive high school. The Teacher Librarian will assist teachers in lesson design, assist with the utilization of media and traditional materials, and increase student access hours.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $565,658 0 0 Source Supplemental and Concentration Budget Reference


N/A

N/A





OR





X Schoolwide

X All Schools Specific Grade Spans: Grades 9-12




X Modified Action

X Unchanged Action

X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.6 Students will be able to increase collaboration and investigation with the transformation from a traditional library to a library commons at each high school.

2.6 Students will be able to increase collaboration and investigation with the transformation from a traditional library to a library commons at each high school.

2.6 Students will be able to increase collaboration and investigation with the transformation from a traditional library to a library commons at each high school.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $65,000 $80,000 $40,000 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration Budget Reference






OR







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.7 2.7 2.7 DRAFT

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Students will have access to programs that decrease discipline incidents as supported by the Department of Child Welfare and Attendance such as Positive Behavior Intervention Supports (PBIS) and Peaceful Playgrounds. Additional school teams will be trained using PBIS. This may include partnerships with community organizations such as SJCOE, Point Break, and The Pride Center.

Students will have access to programs that decrease discipline incidents as supported by the Department of Child Welfare and Attendance such as Positive Behavior Intervention Supports (PBIS) and Peaceful Playgrounds. Additional school teams will be trained using PBIS. This may include partnerships with community organizations such as SJCOE, Point Break, and The Pride Center.

Due to alignment input from multiple stakeholder groups, this action/service has been moved to Goal 1, 1.18




N/A


N/A


N/A



OR




DRAFT

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X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.8 Students will have access to school-based counseling. The district will provide 20 hours to each school.



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $10,100 0 0 Source Base Budget Reference


N/A

N/A




N/A


Resource 3010, 5640, 6512, 9010; Object 5000-5999

Resource 3010, 5640, 6512, 9010; Object 5000-5999

N/A



DRAFT

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OR





X LEA-wide

Specific Schools: 20 Elementary Schools




X Modified Action

X Unchanged Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.9 Students may participate in the Acorn League as an incentive for student attendance, academics and to increase school connectedness.







Amount 0 0 $60,000 Source Supplemental and Concentration

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Budget Reference

N/A

N/A



N/A

N/A



N/A

N/A




OR







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.10 High School students will participate in The Every Fifteen Minutes Program in

2.10 High School students will participate in The Every Fifteen Minutes Program in

2.10 DRAFT

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order to raise awareness and promote student safety.

order to raise awareness and promote student safety.

Due to alignment input from multiple stakeholder groups, this action/service has been moved to Goal 1, 1.20.




N/A



OR







X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.11 To ensure a drug free school for students and staff, the district will contract with canine detection services.



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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $12,600 $12,600 0 Source Base Base Budget Reference



N/A



OR







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.12 Student health will be supported by the Health Services Department. Examples include but are not limited to daily procedures per medical orders, crisis assistance, attendance at SST/IEP meetings to inform educational decisions, provide Health and Wellness services, and mandated screenings.

2.12 Student health will be supported by the Health Services Department. Examples include but are not limited to daily procedures per medical orders, crisis assistance, attendance at SST/IEP meetings to inform educational decisions, provide Health and Wellness services, and mandated screenings.


DRAFT

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N/A




N/A





OR




X Foster Youth X Low Income

X LEA-wide

X All Schools




X Modified Action

X Modified Action

X Unchanged Action


of 350

2.13 Homeless students and students in transitional housing situations will be supported and resources provided by District Staff overseeing the MUSD homeless program. A certificated and classified homeless point of contact at each MUSD site will do an intake interview and coordinate resources supported by MUSD District staff.

2.13 Free and reduced lunch students who are also Homeless students and/or students in transitional housing situations will be supported and resources provided by District Staff overseeing the MUSD homeless program. A certificated and classified homeless point of contact at each MUSD site will do an intake interview and coordinate resources supported by MUSD District staff.

2.13 Free and reduced lunch students who are also homeless students and/or students in transitional housing situations and/or foster will be supported and resources provided by district staff overseeing the MUSD homeless program. Families will have interviews to coordinate resources supported by MUSD District staff.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $115,972 $18,000 Source Supplemental and Concentration Supplemental and Concentration Budget Reference

N/A




N/A

N/A


Amount $75,485 $75,000 $1,250 Source Other Other Other Budget Reference



1000-1999: Certificated Personnel Salaries Resource 5630, 3010

DRAFT

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N/A

N/A



N/A

N/A



N/A

N/A

4000-4999: Books And Supplies Resource 5630,3010

Amount 0 0 $500 Source Other Budget Reference

N/A

N/A




OR




DRAFT

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X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.14 Student health, positive student choices and its benefit to the school environment will be the focus of the Nutrition Education Department. A Health and Safety committee consisting of Health Services, Nutrition Education, parents, and school staff will meet quarterly. The fourteen schools currently participating in the Alliance for a Healthier Generation will continue to focus on healthier staff and students.

2.14 Student health, positive student choices and its benefit to the school environment will be the focus of the Nutrition Education Department. A Health and Safety committee consisting of Health Services, Nutrition Education, parents, and school staff will meet quarterly. The fourteen schools currently participating in the Alliance for a Healthier Generation will continue to focus on healthier staff and students.



No Additional Costs.


N/A



OR


of 350







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.15 Student and parent connectedness will increase as the Department of Community Outreach continues communication and outreach efforts.



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $5,000 0 Source Base Budget Reference

N/A


N/A

Amount $508,744 $694,247 0 Source Supplemental and Concentration Supplemental and Concentration Budget Reference



N/A


N/A


N/A

DRAFT

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OR







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.16 Student and community needs will be the focus of School Board Members, District Leadership, and Site Administrators Leadership and Governance training.






N/A

Action 17 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: DRAFT

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OR





X LEA-wide

X All Schools




X Modified Action

X Modified Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.17 To increase parent involvement, make parents partners in their students' education, and to gather input for district level decisions, multiple departments will offer Parent and Community Outreach Programs during the 2017-2018 school year.

2.17 To increase parent involvement, make parents partners in their students' education, and to gather input for district level decisions, multiple departments will offer Parent and Community Outreach Programs during the 2018-2019 school year. Parent Institutes (PIQE) will be offered in English and Spanish.

2.17 To increase parent involvement, make parents partners in their students' education, and to gather input for district level decisions, multiple departments will offer Parent and Community Outreach Programs during the 2019-2020 school year. Parent Institutes (PIQE) will be offered in English and Spanish.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $34,925 $15,000 $5,000 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration

DRAFT

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Budget Reference







N/A





OR





X LEA-wide

X All Schools




X Unchanged Action

X Unchanged Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.18 Parents of Students with Disabilities, English Learners, Foster, and Low-Income students will be invited to participate on

2.18 Parents of Students with Disabilities, English Learners, Foster, and Low-Income students will be invited to participate on

2.18 Parents of Students with Disabilities, English Learners, Foster, and Low-Income students will be invited to participate on

DRAFT

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site and district advisory councils to inform educational decisions.











OR




X English Learners

X Limited to Unduplicated Student Group(s)

X All Schools




X Unchanged Action

X Unchanged Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.19 Written and oral translation will be provided to parents related to

2.19 Written and oral translation will be provided to parents related to

2.19 Written and oral translation will be provided to parents related to DRAFT

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communication about their children's education.








N/A

N/A



N/A

N/A






OR




DRAFT

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X Schoolwide

Specific Schools: Manteca HS, Sierra HS, East Union HS, Lathrop HS, Weston Ranch HS

Specific Grade Spans: 9-12




X New Action

X Unchanged Action




Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $150,000 $87,000 Source Supplemental and Concentration Supplemental and Concentration Budget Reference

N/A




N/A

N/A

3000-3999: Employee Benefits Resurce 0709


DRAFT

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Budget Reference

N/A

N/A



N/A

N/A



N/A

N/A




X All

X All Schools Specific Grade Spans: K-3

OR










X Modified Action


of 350



2.21 Based on collaboration/input with the teachers' union, student teacher ratios will be maintained in grade K at 24 and in grades 1-3 at 26.


N/A

N/A

No Additional Costs





OR





X LEA-wide

X All Schools




X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services

DRAFT

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2.22 Students will have access to alternative schools to remediate credits, challenge students, support behavior needs, or to meet other needs.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 0 $2,372,345 Source Base Budget Reference

N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A

4000-4999: Books And Supplies Resource 0000 0430

DRAFT

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N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A


DRAFT

of 350

Amount $103,040 Source Other Budget Reference






OR





X LEA-wide

X All Schools




X Modified Action



2.23 Students will have access in year four of physical changes of the learning environment to allow for more collaboration. Examples of this would include furniture and other items to transform the learning environment of the classroom.

DRAFT

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N/A

N/A

No Additional Costs



Specific Student Groups: [Add Students to be Served selection here]


OR




X English Learners [Add Students to be Served selection here]

X Limited to Unduplicated Student Group(s) [Add Scope of Services selection here]

X All Schools [Add Location(s) selection here]




X Modified Action



2.24 English Learners will receive instruction specifically designed to increase language acquisition. As outlined in the MUSD

DRAFT

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ESSA LCAP addendum, teachers and bilingual paraprofessionals will receive training in the implementation of the ELA/ELD CSS standards and support staff in providing programs and services to EL students. Examples of these services include working with site leaders to develop and implement training modules on best instructional practices for EL students, effective designated and integrated CCSS instruction to enable students’ access to the curriculum across all areas, close reading for ELs, and academic vocabulary development for ELs. Language Acquisition software, training, and instructional materials such as Rosetta Stone will be provided. English Learner consumables will be purchased annually.


N/A

N/A






OR

DRAFT

of 350





X LEA-wide

Specific Grade Spans: Grades 6-8




X Modified Action





N/A

N/A

No Additional Costs



DRAFT

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OR





X Schoolwide

Specific Schools: Be.tech




X Modified Action



2.26 Per MUSD Board of Trustees resolution, Be.tech will be supported recognizing unduplicated students as well as all students benefit from a school offering career certifications.


N/A

N/A


Amount 0 0 $112,262

DRAFT

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Source Base Budget Reference

N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A






OR


of 350





X LEA-wide

X All Schools




X Modified Action



2.27 Students will receive services to increase achievement via services and funds allocated to the sites based on stakeholder feedback on the site’s greatest needs. Funds will be principally directed and most effective in increasing achievement for unduplicated students as well as any student at risk. Regional teams will make recommendations based on stakeholder input on regional needs. Examples of services include funds for tutorials, professional development, technology peripherals, time sheeting for foster or homeless student point of contact, increased counseling, behavior incentives, academic incentives, staff release days for collaboration, funds for translation, supplemental curriculum, STEM materials, educational excursions, transformative furniture, parent involvement activities related to academics, enrichment programs such as Artist in Residence,

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multicultural events, alternatives to suspension, assemblies, guest speakers, and databases.


N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A


DRAFT

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OR





X LEA-wide

X All Schools




X Modified Action



2.28 English Learners, Foster Youth, Low Income pupils, Students with Disabilities as well as all At Risk Students will have access to interventions to attain grade level proficiency.

DRAFT

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N/A

N/A



N/A

N/A






OR





X LEA-wide

Specific Grade Spans: PK, TK, and, K




X Modified Action


of 350



2.29 The MUSD School Readiness staff will operate a quality preschool program serving four-year-old students with contracted providers. Staff and their partners will provide comprehensive screenings to ensure appropriate referrals and follow up for special needs services. The School Readiness staff will conduct targeted outreach and utilize culturally and linguistically appropriate program strategies to promote proportionate representation of targeted groups. The School Readiness staff will facilitate articulation amongst preschool and kindergarten staff. A bridge program may be offered for entering kindergarten students.


N/A

N/A



N/A

N/A


DRAFT

of 350


N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A


DRAFT

of 350


N/A

N/A

4000-4999: Books And Supplies Resource 3010, 9025

Amount 0 0 $1,286,500 Source Other Budget Reference

N/A

N/A



N/A

7000-7439: Other Outgo Resource 3010, 9025





OR




X English Learners


Specific Schools: French Camp Specific Grade Spans: K-6




DRAFT

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X Modified Action



2.30 Migrant students will participate in a joint summer program which will be operated by the San Joaquin Migrant Department and MUSD Compensatory Education team for migrant students at French Camp School.


N/A

N/A






OR




X English Learners


X All Schools

DRAFT

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X Modified Action



2.31 Each elementary site will form groups at each grade level based on the ELPAC levels to offer leveled 30 minutes of designated ELD instruction each day. District and site administrators will support the English Learner programs at their schools for ELD lesson quality and English Learner class placement. Professional development will be designed to improve language acquisition and instructional strategies for EL students with emphasis on Long Term English Learners. Site administrators will monitor the EL program for adherence to legal requirements. RFEP and EL students will be monitored and documentation kept ensuring academic success and language acquisition.


N/A

N/A

No Additonal Costs


DRAFT

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OR




X Foster Youth


X All Schools




X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services This is a new action/service is new in 2019-2020.

This is a new action/service is new in 2019-2020.

2.32 Foster/Homeless Youth services will be provided monitoring and following up with attendance, discipline and coordination of services, working with outside agencies to support Foster/Homeless Youth.


N/A

N/A


Amount 0 0 $3,960

DRAFT

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Source Supplemental and Concentration Budget Reference

N/A

N/A



N/A

N/A



N/A

N/A



N/A

N/A






OR




DRAFT

of 350

X English Learners


Specific Schools: East Union HS, Lathrop HS, Manteca HS, Sierra HS, Weston Ranch HS, Manteca Day School, Calla HS, New Vision




X Modified Action





N/A

N/A



DRAFT

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Budget Reference

N/A

N/A



N/A

N/A



N/A

N/A






OR




X English Learners


X All Schools




X Modified Action


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N/A

N/A



N/A

N/A




X Students with Disabilities

X All Schools

OR







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X Modified Action



2.35 Services for Students with Disabilities may include per IEP team agreement, alternative education sites, which may be public or non-public, annual meetings, extended school year for students meeting MUSD extended school year criteria, and appropriate curriculum.


N/A

N/A

1000-1999: Certificated Personnel Salaries Resource 0000, 0723, 0724, 3310, 3315, 6500, 6512


N/A

N/A

2000-2999: Classified Personnel Salaries Resource 0000, 0723, 0724, 3310, 3315, 6500, 6512

Amount 0 0 $7,164,424 Source Base

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Budget Reference

N/A

N/A

3000-3999: Employee Benefits Resource 0000, 0723, 0724, 3310, 3315, 6500, 6512


N/A

N/A

4000-4999: Books And Supplies Resource 0000, 0723, 0724, 3310, 3315, 6500, 6512


N/A

N/A

5000-5999: Services And Other Operating Expenditures Resource 0000, 0723, 0724, 3310, 3315, 6500, 6512


N/A

N/A

7000-7439: Other Outgo Resource 0000, 0723, 0724, 3310, 3315, 6500, 6512


N/A

N/A

1000-1999: Certificated Personnel Salaries Resource 3310, 3315, 6500, 6512, 7311, 7690

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N/A

N/A

2000-2999: Classified Personnel Salaries Resource 3310, 3315, 6500, 6512, 7311, 7690


N/A

N/A

3000-3999: Employee Benefits Resource 3310, 3315, 6500, 6512, 7311, 7690


N/A

N/A

4000-4999: Books And Supplies Resource 3310, 3315, 6500, 6512, 7311, 7690


5000-5999: Services And Other Operating Expenditures Resource 3310, 3315, 6500, 6512, 7311, 7690


7000-7439: Other Outgo Resource 3310, 3315, 6500, 6512, 7311, 7690


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OR




X Foster Youth


X All Schools




X Modified Action



2.36 Foster students will have an intake meeting each year and within 30 days of transferring into a new school to measure, coordinate, and improve services. Site points of contact modeled after the MUSD homeless point of contact program will evaluate and coordinate services for Foster Students.


N/A

N/A

No Additional Costs

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OR




X Foster Youth


X All Schools




X Modified Action



2.37 MUSD will work with courts, agencies, and foster families to ensure when possible, foster students remain at their homeschool for the duration of the school year. Transferring foster students will be promptly enrolled in the appropriate school and classes and transferring foster students will be awarded credit for all work completed including partial credits.

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N/A

N/A



N/A

N/A






OR





X LEA-wide

Specific Schools: EUHS, LHS, MHS, SHS, WRHS




X Modified Action


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2.38 High school students may concurrently enroll in classes offered at Manteca Adult School for credit recovery opportunities.


N/A

N/A


Amount 0 0 $800 Source Supplemental and Concentration Budget Reference

N/A

N/A



N/A

N/A



N/A

N/A


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N/A

N/A






OR





X LEA-wide

X All Schools




X New Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services This action/service is new and was not a 2018-2019 action/service. Information is included in the annual update and in stakeholder input.

This action/service is new and was not a 2018-2019 action/service. Information is included in the annual update and in stakeholder input.

2.39 Middle Bridges for grades 7-8 and Get Focused, Stay Focused for grades 10-12 will be funded to engage students in their learning and future decisions.

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N/A

N/A



N/A

N/A


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Goal 3 Maximize student achievement by supporting effective instruction aligned to state standards

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Identified Need: Priority 1 Basic Students need qualified staff. Data reviewed, SARC 2017-2018 Students need access to standards aligned curriculum. Data reviewed, SARC 2017-2018 Priority 2 State Standards Students need California State standards and English Language Development standards-based instruction; 2017-2018 End of Year District Benchmarks. English Learners need to be proficient in English. Data reviewed, MUSD ELD walkthrough data. Priority 4 Pupil Achievement Students need to be proficient, Data reviewed 2017-2018 CAASPP Students need to be Career and College Ready, Data reviewed 2017-2018 CA School Dashboard Students need to be proficient in English, Data reviewed, 2017-2018 Title III Accountability Report

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Priority 7 Course Access Students need to have access to a broad course of classes. Course 8 Other Pupil Outcomes Students in grades 1-6 need to be proficient in English, Math, Social Studies, Science, Visual and Performing Arts, Health, Data reviewed, District benchmarks End of Year 2017-2018, CST Science, Grades 5,8,11 from 2017-2018, California Fitness reports from 2017-2018, retention rates from 2017-2018 Q information system reports Expected Annual Measurable Outcomes


State Priority 4: Student Achievement English Language Arts (ELA)

State Priority 4: Student Achievement A) Statewide assessments ELA CAASPP A1) ELA 11% Standard Exceeded 28% Standard Met 28% Standard Nearly Met 32% Standard not met

We expect to increase on ELA CAASPP assessments.



State Priority 4: CAASPP Assessments, Math

State Priority 4: Math CAASPP Assessments A2) Math 7% Standard Exceeded 18% Standard Met 34% Standard Nearly Met 41% Standard not met




State Priority 4: A-G Coursework Completion

State Priority 4: A-G Coursework Completion

We expect students to fully complete A-G coursework



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C) A-G coursework completion 31% of students completed.

State Priority 4: API State Priority 4: API B) API- No Longer Exists

API no longer exists. API no longer exists. API no longer exists.

State Priority 4: CTE Pathway

State Priority 4: CTE Pathway C) CTE 39% of the graduation cohort completed at least 1 CTE pathway.

We expect the CTE of the graduation cohort completing at least 1 CTE pathway to increase.

We expect more students from the graduation cohort to complete a CTE pathway.

We expect more students from the graduation cohort to complete a CTE pathway.

State Priority 4: English Proficiency - AMAO 1, AMAO 2

State Priority 4: English Proficiency - AMAO 1, AMAO 2 D) English Proficiency AMAO 1 59.2% of English Learners made progress in learning English AMAO 2 36.2% of students in school less than five-year cohort attained English proficiency 36.2% of students in school more than five-year cohort attained English proficiency

We expect the English Proficiency to increase.



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State Priority 4: AP Exam Pass Rate

State Priority 4: AP Exam Pass Rate E) Percentage of Pupils who have passed an AP exam with 3 or higher, 49% of students passed an AP exam with a 3 or higher

We expect the AP exam pass rate to increase.



State Priority 4: EAP Results - Mathematics, ELA

State Priority 4: EAP Results - Mathematics, ELA F) Percentage of Pupils who demonstrate college readiness with EAP results F1) EAP Mathematics 5% were ready 16% conditionally ready 79% not ready F2) EAP ELA 14% were ready 33% conditionally ready 53% not ready

We expect the EAP results (Math and ELA) to increase.



State Priority 8: District Benchmarks

Priority 8 Other Pupil outcomes areas described in 51210 subdivision (a to (i) inclusive of 51220, Instruction in Grades 1-6

We expect our district benchmark scores to increase.

We expect our district benchmark scores to increase.

We expect our district benchmark scores to increase. DRAFT

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will include instruction in 1. English 2. Math 3. Social Studies 4. Science 5. Visual and Performing Arts 6. Health 7. PE A) District Benchmarks: 55% of students in K-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District Math Benchmark Assessments. There is no high school Math Benchmark Assessment. 34.5% of students in grades 1-6 and 39.7% of students in grades 7-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District ELA Benchmark Assessments. 77.6% of students in grades 7-8 met or exceeded standards by DRAFT

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scoring 70% or higher on the end of year 2015-2016 District Writing Assessments. There is no high school ELA benchmark assessment.

State Priority 8: Retention Rates

State Priority 8: Retention Rates B) Retention Rates: In 2015-2016, 162 students were retained in grades K-8 out of a total K-8 enrollment of 16,272. The retention rate was .010.

We expect our retention rates to decrease.



State Priority 8: 5th Grade Physical Fitness

State Priority 8: 5th Grade Physical Fitness C) 5th Grade Physical Fitness Scores: 72.3% of 5th graders, 74.4% of 7th graders, and 84.3% of 9th graders are in the Healthy Fitness Zone.

We expect our 5th grade physical fitness scores to increase.

We expect our 5th grade, 7th, and 9th grade physical fitness scores to increase.

We expect our 5th grade, 7th, and 9th grade physical fitness scores to increase.

State Priority 8: 5th, 8th and 10th Grade Science Scores

State Priority 8: 5th, 8th, and 10th Grade Science Scores

We expect our 5th, 8th, and 10th grade science scores to increase.



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D) 5th grade Science Scores 5th Grade 7% Advanced 32% Proficient 39% Basic 13% Below basic 8% Far below basic 8th Grade 20% Advanced 27% Proficient 28% Basic 14% Below basic 10% Far below basic 10th Grade 12% Advanced 24% Proficient 37% Basic 16% Below basic 11% Far below basic

State Priority 1 Basic: Appropriately Credentialed Teachers

State Priority 1 Basic A) State Priority 1 Fully Credentialed Teachers: 2016-2017 93% of students were taught by fully credentialed staff. A) 2016-2017 0% of teachers of English Learners were mis-assigned.

We expect to increase our fully credentialed staff and we expect to maintain 0% of mis-assignments.

We expect to increase our fully credentialed staff and we expect to maintain 0% of mis-assignments.

We expect to increase our fully credentialed staff beyond 90.8 and we expect to have zero mis-assignments.

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State Priority 1 Basic: Access to Standards Aligned Curriculum

State Priority 1 B) 100% of students have standards aligned curriculum.

We expect to continue providing sufficient student access to the standards-aligned instructional materials.



State Priority 2: District Benchmark Scores

State Priority 2 Implementation of State Standards A) Manteca USD Common Core Implementation Results, District Benchmarks: 55% of students in K-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District Math Benchmark Assessments. There is no high school Math Benchmark Assessment. 34.5% of students in grades 1-6 and 39.7% of students in grades 7-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District ELA Benchmark Assessments. 77.6% of students in grades 7-8 met or exceeded standards by scoring 70% or higher on the end of year 2015-2016 District Writing

We expect to increase our district benchmark scores.



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Assessments. There is no high school ELA benchmark assessment.

State Priority 7: Course Access Evaluation

State Priority 7 (A, B, C) 100% of students have access to the core curriculum. High School Assistant Principals, Counselors, and District staff assessed master schedules for course access, including EL access to ELD classes, Special Needs Students access to core classes as well as their support classes as dictated by their IEP, foster students access to credit recovery and path to graduation, and low income students access to all core classes. Master Schedules are assessed by site administration to ensure access to all core classes. Assessment will occur annually. Counselors review students of each subgroup including foster, EL, low income, and special needs for appropriate schedules

We expect to maintain 100% course access.



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which offer support when needed with the goal of graduation. Special needs students' schedules are dictated by their individual education plans. Emphasis is put on the least restrictive environment.

Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

startcollapse



OR







X Modified Action

X Modified Action

X Modified Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.1 Students will receive services to increase achievement via services and funds allocated to the sites based on stakeholder feedback on the site’s greatest needs. Funds will be principally directed and most effective in increasing achievement for unduplicated students as well as any student at risk. Regional teams will make recommendations based on stakeholder input on regional needs. Examples of services include intervention teachers, funds for tutorials, time sheeting for foster or homeless student point of contact time, increased counseling, behavior incentives, staff release days for collaboration, funds for translation, intervention curriculum, educational excursions, and databases.

3.1 Students will receive services to increase achievement via services and funds allocated to the sites based on stakeholder feedback on the site’s greatest needs. Funds will be principally directed and most effective in increasing achievement for unduplicated students as well as any student at risk. Regional teams will make recommendations based on stakeholder input on regional needs. Examples of services include funds for tutorials, professional development, technology peripherals, time sheeting for foster or homeless student point of contact, increased counseling, behavior incentives, academic incentives, staff release days for collaboration, funds for translation, supplemental curriculum, STEM materials, educational excursions, transformative furniture, parent involvement activities related to academics, enrichment programs such as Artist in Residence, multicultural events, alternatives to suspension, assemblies, guest speakers, and databases.





N/A

DRAFT

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OR







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.2 English Learners, Foster Youth, Low Income pupils, Students with Disabilities as well as all At Risk Students will have access to interventions to attain grade level proficiency.

3.2 English Learners, Foster Youth, Low Income pupils, Students with Disabilities as well as all At Risk Students will have access to interventions to attain grade level proficiency.





N/A


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OR





X LEA-wide

X All Schools




X Modified Action

X Modified Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.3 Student achievement will be increased by using software and databases to track data to inform instruction, professional learning, and programs. These include Illuminate, Pepper and iResults.



Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $60,005 $112,000 $90,000 Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration

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Budget Reference





N/A

N/A


Amount 0 $130,000 $130,000 Source Other Other Budget Reference

N/A





OR







X Unchanged Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.4 The Manteca Unified School District School Readiness staff will operate a quality preschool program serving four-

3.4 The MUSD Readiness staff will operate a quality preschool program serving four-year-old students with contracted


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year-old students with contracted providers. Staff and their partners will provide comprehensive screenings to ensure appropriate referrals and follow up for special needs services. The School Readiness staff will conduct targeted outreach and utilize culturally and linguistically appropriate program strategies to promote proportionate representation of targeted groups. The School Readiness staff will facilitate articulation amongst preschool and kindergarten staff. A bridge program may be offered for entering kindergarten students.

providers. Staff and their partners will provide comprehensive screenings to ensure appropriate referrals and follow up for special needs services. The School Readiness staff will conduct targeted outreach and utilize culturally and linguistically appropriate program strategies to promote proportionate representation of targeted groups. The School Readiness staff will facilitate articulation amongst preschool and kindergarten staff. A bridge program may be offered for entering kindergarten students. A program coordinator will be added to facilitate case management and the new early intervention behavior management program.




N/A


N/A


N/A

Amount $1,756,750 $1,590,361 0 Source Other Other Budget Reference



N/A

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OR





X LEA-wide

Specific Grade Spans: K




X Modified Action

X Unchanged Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.5 Kindergarten achievement will be increased with the addition of instructional aides added to each kindergarten classroom for 90 minutes to reduce instructional size.



DRAFT

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N/A

N/A




OR







X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.6 Migrant students in grades 1-6 will attend Fuchsia track in July of 2017 to replace missed days from October through March

3.6 Migrant students will participate in a joint summer program which will be operated by the San Joaquin Migrant Department and MUSD Compensatory Education team


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due to migrant relocation. Other migrant services will be offered.

for migrant students at French Camp School.




N/A



OR







X Modified Action

X Modified Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.7 Each elementary site will form groups at each grade level in order to offer leveled 30 minutes of designated ELD instruction each day. District and site administrators will support the English Learner programs

3.7 Each elementary site will form groups at each grade level based on the ELPAC levels to offer leveled 30 minutes of designated ELD instruction each day. District and site administrators will support


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at their schools for ELD lesson quality and English Learner class placement. Professional development will be designed to improve language acquisition and instructional strategies for EL students with emphasis on Long Term English Learners. Site administrators will monitor the EL program for adherence to legal requirements. RFEP and EL students will be monitored, and documentation kept ensuring monitoring for academic success and language acquisition.

the English Learner programs at their schools for ELD lesson quality and English Learner class placement. Professional development will be designed to improve language acquisition and instructional strategies for EL students with emphasis on Long Term English Learners. Site administrators will monitor the EL program for adherence to legal requirements. RFEP and EL students will be monitored, and documentation kept ensuring academic success and language acquisition.


0000 No Additional Costs.


N/A



OR







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X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.8 English Learner consumables will be purchased annually.

3.8 English Learner consumables will be purchased annually.

3.8 Due to alignment input from multiple stakeholder groups, this action/service has been combined with previous 1.12 and moved to Goal 2, 2.24.




N/A



OR







X Modified Action

X Modified Action

X Modified Action


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3.9 High School EL students will have access to ELD classes at their level. EL student progress will be monitored quarterly via High School PLCs, QISA, and department meetings. EL Literacy Coaches at each high school will support EL instruction and provide coaching for teachers of EL students across all content areas. District and site personnel will award students who meet state and district criteria Seals of Biliteracy. Lathrop HS 2016-2017: 2-ELD Course Offerings (ELD 1/2 & ELD 3 – All Year) 2017-2018 – Will Add a Study Skills Course for English Learners Manteca HS 2016-2017: 3-ELD Course Offerings (ELD 1/2 (All Year); Term 1 – ELD 3/4 -Study Skills; English 2 (Term 1) & English 3/4 (Term 2) Unofficially sheltered classes, but placed with ELD teacher 2017-2018: The same Course Offerings as in 2016-2017. Projected to add to Term 1: English 2 (officially a sheltered class); Projected to add to Term 2: English 3/4 (officially a sheltered class) Weston Ranch HS 2016-2017: 2-ELD Course Offerings (ELD 1/2, ELD 3/4 and Read 180-All Year) 2017-2018: Projected to add ELD 2 Course



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N/A



OR







X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.10 Students will receive support attaining English language proficiency from bilingual paraprofessionals under the supervision of classroom teachers.



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N/A



OR







X Unchanged Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.11 Services for students with disabilities may include per IEP team agreement, alternative education sites, which may be public or non-public, annual meetings, extended school year for students meeting MUSD extended school year criteria, and appropriate curriculum.

3.11 Services for students with disabilities may include per IEP team agreement, alternative education sites, which may be public or non-public, annual meetings, extended school year for students meeting MUSD extended school year criteria, and appropriate curriculum.


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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $26,258,692 $30,352,540 0

Source Base Base

Budget Reference Resource 0000; Objects 1000-7999 Resource 0000, 3310, 3315, 6500;

Objects 1000-7999 N/A

Amount 0 $157,860 0


Budget Reference N/A Resources 0709; Objects 1000-3999 N/A Amount $7,727,059 $7,980,836 0

Source Other Other

Budget Reference Resources 3310, 3311, 3315, 3320,

6500, 6512; Objects 1000-7999 Resources 3310, 3311, 3315, 3320, 6500, 6512; Objects 1000-7999

N/A



OR







X Unchanged Action X Unchanged Action X Modified ActionDRAFT

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.12 Foster students will have an intake meeting each year and within 30 days of transferring into a new school to measure, coordinate, and improve services. Site points of contact modeled after the MUSD homeless point of contact program will evaluate and coordinate services for Foster Students.

3.12 Foster students will have an intake meeting each year and within 30 days of transferring into a new school to measure, coordinate, and improve services. Site points of contact modeled after the MUSD homeless point of contact program will evaluate and coordinate services for Foster Students.





N/A



OR







X Modified Action

X Unchanged Action

X Modified Action


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Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $39,219 $41,134 0


Budget Reference Resource 0709; Objects 2000-3999 Resource 0709; Object 2000-3999 N/A



OR







X Modified Action X Unchanged Action X Modified ActionDRAFT

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.14 High school students may concurrently enroll in classes offered at Manteca Adult School for credit recovery opportunities.

3.14 High school students may concurrently enroll in classes offered at MUSD for credit recovery opportunities.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $402,109 $416,146 0


Budget Reference Resource 0709; Objects 1000-5999 Resource 0709; Objects 1000-5999 N/A



[Add Students to be Served selection here] [Add Location(s) selection here]

OR




XEnglish Learners XFoster Youth XLow Income

XLEA-wide XAll Schools




X Modified Action X Unchanged Action X Modified ActionDRAFT

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.15 Student achievement will increase, with 3 days of on-site Staff Development which focuses on developing future ready students with particular emphasis on instructional strategies, tools, and modalities which improve achievement for the unduplicated students, and students with disabilities. The use of core adopted programs and ancillaries including tools for remediation, English language development, and technology will be highlighted.

3.15 Student achievement will increase, with 3 days of on-site Staff Development which focuses on developing future ready students with particular emphasis on instructional strategies, tools, and modalities which improve achievement for the unduplicated students, and students with disabilities. The use of core adopted programs and ancillaries including tools for remediation, English language development, and technology will be highlighted.

3.15 Student achievement will increase, with 3 days of on-site Staff Development which focuses on developing college and/or career ready students with particular emphasis on instructional strategies, tools, and modalities which improve achievement for the unduplicated students, and students with disabilities. K-8 sites will have an additional 3 district-controlled minimum days used as part of the coaching cycle. The use of core adopted programs and ancillaries including tools for remediation, English language development, and technology will be highlighted, as well as the cycle of refinement and data analysis.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $2,069,661 $2,158,298 $1,542,107

Source Supplemental and Concentration Supplemental and Concentration Supplemental and Concentration

Budget Reference Resource 0709; Objects 1000-3999 Resource 0709; Objects 1000-3999


Amount 0 0 $556,349





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OR







X Modified Action

X Modified Action

X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.16 Future ready students will be developed. Models for professional learning may include 12 hours done outside contracted time or a common collaborative time during contracted hours. Emphasis will be on instructional strategies, tools, and modalities which improve achievement for the unduplicated students.

3.16 Eliminated due to MEA contract changes.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,379,774 0 0 Source Supplemental and Concentration Budget Reference


N/A

N/A


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X All

X All Schools

OR










X Modified Action

X Unchanged Action

X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.17 Student achievement will be the focus of trainings provided by teachers on special assignment specializing in the areas of English Language Arts/English Language Development, Mathematics, Technology, Science, and Library Sciences with specific focus on strategies that increase the achievement of unduplicated students and in alignment with California State Content standards, ELD standards, and Next Generation Science standards.

3.17 Student achievement will be the focus of trainings provided by teachers on special assignment specializing in the areas of English Language Arts/English Language Development, Mathematics, Technology, Science, and Library Sciences with specific focus on strategies that increase the achievement of unduplicated students and in alignment with California State Content standards, ELD standards, and Next Generation Science standards.

3.17 Student achievement will be the focus of trainings provided by teachers on special assignment specializing in the areas of English Language Arts/English Language Development and Science, with specific focus on strategies that increase the achievement of unduplicated students and in alignment with California State Content Standards, ELD Standards, and Next Generation Science Standards. Academic coaches will train and work with administrators and teachers on site needs.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $66,058 $135,480

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Source Base Base

Budget Reference N/A Resource 0000; Object 1000-3999


Amount 0 0 $35,159

Source Base



Amount $354,312 $595,841 $451,247

Source Other Other Other

Budget Reference Resource 3010; Objects 1000-3999 Resource 3010; Object 1000-3999

1000-1999: Certificated Personnel Salaries Resource 3010, 4127, 4203

Amount 0 0 $163,719

Source Other


3000-3999: Employee Benefits Resource 3010, 4127, 4203



OR







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X Modified Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.18 Unduplicated achievement will be the principal direction of collaboration during release time to allow for instructional design, SAMR, Future Ready, and improvement in instructional practices.

3.18 Eliminated, services covered in 1.10, 3.1, 3.5, and 3.17


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $3,395 0 0


Budget Reference Resource 0709; Objects 1000-3999 N/A N/A



[Add Students to be Served selection here] [Add Location(s) selection here]

OR




XEnglish Learners XFoster Youth XLow Income

XLEA-wide XAll Schools Specific Grade Spans: 7-12 DRAFT

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X New Action

X Unchanged Action


3.19 The Department of Secondary Education will support CTE, programs, interventions, the MUSD farm, curriculum, technology, professional learning, changes to the learning environment, instructional materials, staff, and the needs of 7-12 education. High School intervention will include collaboration with the SJCOE CARE program, collaboration with Family Resources and Services to support Teen parents, a math summer bridge program for incoming ninth grade students, and The Transition Program for at risk ninth grade students needing support due to poor grades, poor attendance, and poor behavior. Manteca Day will develop enrichment activities to build engagement and connectedness to school.

3.19 The Department of Secondary Education will support CTE, programs, interventions, the MUSD farm, curriculum, technology, professional learning, changes to the learning environment, instructional materials, staff, and the needs of 7-12 education. High School intervention will include collaboration with the SJCOE CARE program, collaboration with Family Resources and Services to support Teen parents, a math summer bridge program for incoming ninth grade students, and The Transition Program for at risk ninth grade students needing support due to poor grades, poor attendance, and poor behavior. Manteca Day will develop enrichment activities to build engagement and connectedness to school.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $1,097,174 $587,504 Source Base Base Budget Reference

N/A

Resource 0000, 5810; Object 1000-4999


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N/A

N/A

2000-2999: Classified Personnel Salaries Resource 0000, 0760, 5810


N/A

N/A



N/A

N/A

4000-4999: Books And Supplies Resource 0000, 0760, 5810


N/A

N/A

5000-5999: Services And Other Operating Expenditures Resource 0000, 0760, 5810


N/A




N/A

Resource 0760, 1100, 5810; Object 4000-5999


DRAFT

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N/A

N/A



N/A

N/A

4000-4999: Books And Supplies Resource 1100, 5810, 4035


N/A

N/A

5000-5999: Services And Other Operating Expenditures Resource 1100, 5810, 4035





OR





X LEA-wide

Specific Schools: High Schools




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X New Action

X Modified Action


3.20 Students will have access to specialized industry sector programs at each of the high schools. Manteca Unified School District currently has 15 CTE courses that are articulated with MJC, SJ Delta College, and FIDM. These include Administration of Justice through the Public Safety Pathway, Automotive Technology through the Systems, Diagnostics, Service, Repair Pathway, and Health Careers through the Health Science and Medical Technology Pathway. Matching fund requirements such as for the Ag Incentive Grant will be met. Students will have access to internships for real work experiences. SJ Delta College will offer Dual Enrollment classes after school and in the summer. Advantage future teacher program will be funded. Professional learning opportunities will be provided.

3.20 Students will have access to specialized industry sector programs at each of the high schools. Manteca Unified School District currently has 15 CTE courses that are articulated with MJC, SJ Delta College, and FIDM. These include Administration of Justice through the Public Safety Pathway, Automotive Technology through the Systems, Diagnostics, Service, Repair Pathway, and Health Careers through the Health Science and Medical Technology Pathway. Matching fund requirements such as for the Ag Incentive Grant will be met. Students will have access to internships for real work experiences. SJ Delta College will offer Dual Enrollment classes after school and in the summer. Advantage future teacher program will be funded. Professional learning opportunities will be provided. Industry certifications will be funded.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $100,000 $4,071,484 Source Base Base Budget Reference

N/A



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Amount 0 $5,181,461 $3,300 Source Supplemental and Concentration Supplemental and Concentration Budget Reference

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Resource 0000, 0709; Object 1000-5999



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Amount 0 $1,455,734 $23,300 Source Other Other Budget Reference

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Resource 1100, 6378, 6387, 3550, 7010, 7690; Object 1000-7999



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6000-6999: Capital Outlay Resource 7010, 1100, 7370, 6378, 6387, 3550


N/A

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OR





X LEA-wide

Specific Schools: 20 Elementary Schools

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X New Action

X Unchanged Action


3.21 The Department of Elementary Education will support programs, interventions, curriculum, modifications to the learning environment, technology, the IMC, instructional materials, professional learning, K-8 education, staff, release time, and the needs of the PK-8 program.

3.21 The Department of Elementary Education will support programs, interventions, curriculum, modifications to the learning environment, technology, the IMC, instructional materials, professional learning, and K-8 education, staff, release time, and the needs of the PK-8 program.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $41,920 $13,000 Source Base Base Budget Reference

N/A




N/A

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Amount 0 $1,227,000 $657,831 Source Supplemental and Concentration Supplemental and Concentration Budget Reference

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N/A

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Resource 1100, 6300, 4510, 6010; Object 1000-7999


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2000-2999: Classified Personnel Salaries Resource 6010, 1100, 6300, 3010, 4035, 9010


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OR





X LEA-wide

X All Schools




X New Action

X Unchanged Action




Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $25,000 $300 Source Base Base

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Budget Reference

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Amount 0 0 $91 Source Base Budget Reference

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Amount 0 0 4,792 Source Base Budget Reference

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Amount 0 $1,042,009 $139,357 Source Other Other Budget Reference

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Resource 1100, 3010; Object 1000-7999



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7000-7439: Other Outgo Resource 1100, 3010





OR





X LEA-wide

X All Schools




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X Modified Action



3.23 Students will receive instruction from qualified staff trained to implement the California State Standards (CSS). The instructional staff will be supported by staff such as but not limited to paraprofessionals, DSTs, LMTs, and certificated support staff such as counselors, administrators, program specialists, directors, occupational therapists, and teachers on special assignment in providing instruction which is rigorous and relevant. Additions this year include two elementary vice principals and five academic coaches. Temporary or permanent positions may be added due to increased enrollment or other needs identified by the district. Supplemental/Concentration funds may be used to increase salaries, benefits, or stipends to increase the number of fully credentialed teacher percentages beyond the current 93%, recognizing that attracting and retaining qualified teachers is necessary for better educating unduplicated students as well as all students. Supplemental/Concentration funds may also be used to support salaries for professional development, collaboration, and independent professional learning.

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N/A

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1000-1999: Certificated Personnel Salaries Resources 0000


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Amount 0 0 $12,942,627 Source Supplemental and Concentration Budget Reference

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Amount 0 0 $1,618,119 Source Supplemental and Concentration Budget Reference

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Amount 0 0 $3,904,144 Source Supplemental and Concentration

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Budget Reference

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3000-3999: Employee Benefits Resources 0709


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1000-1999: Certificated Personnel Salaries Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 9010


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2000-2999: Classified Personnel Salaries Resources 0000, 1100, 3010, 4035, 4203, 4510, 5810, 6010, 6300, 7690, 9010


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X LEA-wide

X All Schools




X Modified Action



3.24 Students and staff will have access to technology to individualize instruction, attain technology skills embedded in the CCSS, address different learning styles, increase access to the core curriculum, increase parent curriculum awareness, increase engagement, create 21st century learners, and ensure equity and access to technology for MUSD unduplicated students.


N/A

N/A


Amount 0 0 $5,459

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Source Supplemental and Concentration Budget Reference

N/A

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N/A

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X All

X All Schools

OR










X Modified Action


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OR

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

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X LEA-wide

X All Schools




X Modified Action



3.26 Students will receive support services to ensure they are on a college or career pathway such as an annual consultation for high school students on course access, A-G requirements, AP course interest, and credit evaluation. Students will be awarded all work completed including partial credits. Counselors will evaluate all 7-8 students to identify at risk students. Counselors will track all Algebra A and B students weekly. SSTs will be held for students falling below a C- in Algebra A or B. Teachers will provide mandatory tutorials in Algebra A and B. Counselors and assistant principals from each high school will meet with Secondary Education and Compensatory Education to ensure their master schedules are offering a broad Course of study and that English Learners as well as all students have access to classes.

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Specific Schools: 20 Elementary Schools Specific Grade Spans: K-8




X Modified Action

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3.27 Year 5 of NGSS implementation will continue to use Mystery Science (K-5) and STEMScopes (6-8). The transition to NGSS curriculum continues with the adoption of the textbooks for grades 6-8 as the process for grades K-5 and High School begins. Staff will use the state approved CA TIME (Toolkit for Instructional Materials Adoption) process to select the NGSS aligned curriculum that best fits district needs. Teachers will continue to be trained in the intricacies of the NGSS and best practices for NGSS implementation.


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X LEA-wide

X All Schools




X Modified Action



3.28 Teachers will receive leveled, differentiated professional learning aligned with district initiatives, student's needs, and professional requirements before and after school, during school hours, via conferences, in workshops, PLCs, and

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QISA groups to ensure instructional mastery of California Content standards.


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X All Schools




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3.29 The Teacher Induction Program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements for the California Clear Credential. The MUSD Teacher Induction Program is locally designed and implemented in accordance with the Standards of Quality and Effectiveness for Professional Teacher Induction Programs and aligned to the California Standards for the Teaching Profession. MUSD Teacher Induction also supports interns, pre-interns, and tenured teachers on improvement plans to ensure all students but especially those most at risk, the unduplicated students, receive quality instruction.


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X All Schools




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3.30 Students will have maker space and STEM opportunities. Students will have access to materials, practical application projects, robotics, gaming, workshops, conferences, competitions, evening events, summer camps, and digital learning days. Professional learning opportunities will be provided.


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Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2019-20

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$37,217,184 18.57% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

2019-2020 LCAP Goal 1 1.13 Specific operational costs and materials for Ed Services, Business Services, Operational Services and Superintendent's Office. LEA-wide -- All schools 1.18 Student access to programs that decrease discipline. LEA-wide -- All Schools 1.19 Student access to school based counseling. LEA-wide -- All Schools 1.20 Student participation in the Every Fifteen Minutes Program. School-wide -- High Schools Grades 11-12 1.22 Health Services Department supporting Student health. LEA-wide -- All Schools 1.24 Student and parent connectedness. LEA-wide -- All Schools 1.25 Leadership and Governance. LEA-wide -- All Schools 1.26 Student Safety. LEA-wide -- K-8 Schools Goal 2 2.1 Student and staff access to engaging educational programs. LEA-wide -- All Schools 2.6 Students increasing collaboration and investigation - LEA-wide -- All Schools 2.9 Student participation in Acorn League. LEA-wide -- Elementary schools 2.13 Services for students of poverty who are also in transitional housing. LEA-wide -- All Schools

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2.17 Increase parent involvement. LEA-wide -- All Schools 2.18 Participation of Parents of students with disabilities, English Learners, Foster, and Low Income in advisory councils. LEA-wide -- All Schools 2.20 After school funding for high schools. School-wide -- Traditional high schools 2.22 Student access to alternative schools. LEA-wide -- All Schools 2.23 Student access to physical changes of learning environment. LEA-wide -- All Schools 2.25 Middle school activities. LEA-wide -- All Schools 2.26 Be.tech. School-wide -- Be.tech 2.27 Site allocations to increase pupil achievement and pupil outcomes. LEA-wide -- All Schools 2.28 Interventions for English Leaners, Foster Youth, Low Income pupils, Students with Disabilities and at risk students. LEA-wide -- All Schools 2.29 Preschool services. LEA-wide -- Elementary Schools Grades PK-K 2.30 Migrant Summer Camp -- Migrant students - French Camp School 2.32 Foster/homeless services. Limited to unduplicated student group -- All Schools 2.33 High school EL services. Limited to unduplicated student group -- Traditional High Schools 2.34 English learner services from Bilingual paraprofessionals. Limited to unduplicated student group -- All Schools 2.36 Foster Youth services. Limited to unduplicated student group- All Schools 2.37 Foster Youth coordination of services. Limited to unduplicated student group -- All Schools 2.38 High school student access to Manteca Adult school for credit recovery. LEA-wide -- High Schools 2.39 Middle/High school engagement/focus program - LEA-wide -- All Schools Goal 3 3.3 Increase student achievement by using software to track data. LEA-wide -- All Schools 3.5 Addition of instructional aides to Kindergarten classes. LEA-wide -- Elementary Schools Grade Kindergarten 3.15 3 days of staff development to increase student achievement. LEA-wide -- All Schools 3.19 Services provided by the Department of Secondary Education. LEA-wide -- Grades 7-12 3.20 CTE programs. LEA-wide -- High Schools 3.21 Services provided by the Department of Elementary Education. LEA-wide -- Elementary Schools 3.22 Services provided by the Department of Curriculum/Instruction and Compensatory Education. LEA-wide -- All Schools 3.23 Staff including support staff. LEA-Wide -- All Schools 3.24 Staff and student access to technology. LEA-wide -- All Schools

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3.26 Students receiving support services. LEA-wide -- All Schools 3.27 NGSS Implementation. LEA-wide -- Elementary Schools (K-6) 3.28 Leveled profession learning including PAR. LEA-wide -- All Schools 3.29 Teacher induction program. LEA-wide -- All Schools 3.30 Student access to maker space opportunities and materials. LEA-wide -- All schools Manteca Unified School District pursuant to 5 CCR 15496(a) has calculated using the system outlined in 15496 (a)(7) its increased and improved services to be 18.57%. Manteca Unified School District will describe its increases in services to Low Income, Foster Youth, and English Learners by Minimally Proportionality Percentage of 18.57%. These services will be increased and improved upon thorough systematic implementation of services, on-going, evaluation, data monitoring, tiered intervention, and a consistent model of implementation. While we systematically improve the entire educational program of the district, we have targeted actions and services which improve services beyond the 18.57%. Improved services for English learners include the hiring of academic coaches who will support teachers and include training on best practices for English Learners across the curriculum. Bilingual aides will receive additional training on how to support English Learners specifically with the Wonders curriculum (K-6) where the numbers of English learners are greatest. Bilingual aides continue to be hired based on numbers of English Learners at each site and trained to appropriately support students. Bilingual aide schedules continue to increase time with students in the classrooms. MUSD pays for substitutes to primarily test English Learners with the ELPAC assessment, thereby freeing up aides to assist students instead of completing testing and paperwork. High school ELD teachers and site administrators will participate in GLAD training to improve strategies for content instruction for English Learners. Training on improved ERWC modules which include both designated and integrated ELD components will be offered. High school literacy coaches continue to be funded and will implement and coach on improved strategies for working with English Learners. Read 180 will be upgraded to better serve underperforming students in ELA, including unduplicated students. iRead, which was piloted during 2018-2019 will be implemented for students in grades 1 and 2, and personal coaching through Better Lesson for a teacher in grade 3 at each K-8 site will be offered. In each case, unduplicated students are assessed on individual merits and participate in programs based on relative need, while the improvement of teaching skills benefits unduplicated as well as all students. Teacher Induction will focus on the needs of English Learners and Low-Income students as well as the needs of other unduplicated and historically underperforming student groups. Regional coaches will serve as supports for teachers, noting that improving teacher practice and efficacy increases the outcomes of unduplicated and all students. CTE programs will continue to expand, increase and improve their resources and access, and include industry certifications, better preparing unduplicated students as well as all students for industry work. Teacher compensation will continue to be a priority to attract and retain the most qualified and quality instructors, noting that the one of the greatest factors in student achievement is the skills of the instructor in the classroom. Increased professional development opportunities will be available to certificated staff, and new training will be made available to school site assistants, who supervise and monitor students during the most unstructured times of the day (1.26). An addition of two elementary vice principals will support sites in monitoring progress of unduplicated students. Digital access will continue to be upgraded and improved for all students, but specifically help lessen the digital divide for Low Income, Foster Youth, and Homeless students (3.23). Combined services qualitatively continue to improve beyond the 18.57%.

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Districts such as Manteca Unified School District, with an unduplicated count over 55% have three choices on how to spend its supplemental/concentration funds. The three below are those choices and will be utilized by Manteca Unified School District. Targeted Student Services- one to one services that only go to English Learners (EL), Low Income Students (LI), or Foster Youth (FY). Schoolwide Programs- for selected schools with unduplicated students or on programs that primarily benefit EL, LI, and FY students. Districtwide Programs-initiatives and programs for all students that principally are directed at raising the achievement of the EL, LI, and FY students. Many programs and instructional methodologies that have proven effective in improving outcomes for the targeted student groups have been demonstrated to benefit all students. Because of the high percentage of unduplicated students, at 65.4% per the CDE CALPADs certification, and because populations of students not part of the unduplicated subgroup counts are also in need of initiatives, partnerships, and programs to improve student achievement, Manteca Unified School District is continuing a comprehensive systematic reform designed to upgrade the entire educational program. Examples of need outside the unduplicated populations include African American students, Hispanic students, Students with Disabilities, and Migrant students as evidenced by these subgroup scores on the California Assessment of Student Performance and Progress (CAASPP). No subgroup listed below has the majority of its students meeting standards. There are similar results in Science scores.

Student Scores by Percentage

All Students Scores on CAASPP English Language Arts Assessment in 2018

African American Scores on CAASPP English Language Arts Assessment in 2018

Hispanic Scores on CAASPP English Language Arts Assessment in 2018

Migrant Scores on CAASPP English Language Arts Assessment in 2018

Students with Disabilities Scores on CAASPP English Language Arts Assessment in 2018

White Scores on CAASPP English Language Arts Assessment in 2018

Exceeding Standards

15 9 11 4 2 19

Meeting Standards

31 22 30 25 8 34

Nearly Meeting Standards

26 25 28 33 19 25

Not Meeting Standards

29 44 32 39 71 22


All Students Scores on CAASPP Math Assessment in 2018

African American Scores on CAASPP Math Assessment in 2018

Hispanic Scores on CAASPP Math Assessment in 2018

Migrant Scores on CAASPP Math Assessment in 2018

Students with Disabilities Scores on CAASPP Math Assessment in 2018

White Scores on CAASPP Math Assessment in 2018

Exceeding Standards

9 4 6 2 1 14

Meeting Standards

19 13 16 10 4 22


31 25 31 30 13 33


41 58 47 59 81 31 DRAFT

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Manteca Unified School District’s CAASPP scores, along with grades, and other academic performance indicators are a measurement of a student’s college and career readiness. They serve as evidence of a need for districtwide strategies for improvement and justification of use of supplemental/concentration funds districtwide and schoolwide. Also, evidence of need are Manteca Unified School District’s results from the California School Dashboard. In the ELA Academic Indicator 15 of 20 elementary schools and the district as a whole are yellow or orange indicating a low or very low status level. The Mathematics indicator shows 16 of 20 elementary schools and the district total as yellow or orange indicating low status level. During the 2013-2014 school year, in order to ensure Manteca Unified School District students were future ready, the district embarked on a systematic change promoting a shift in thinking about the relationship between teaching and learning. Following the rigorous California State Standards, Manteca Unified School District began to embark on a plan of equity and access to ensure that all students had the tools they needed to become college or career ready. In 2013-2014, this was seen in many ways including an increase in CTE programs and the beginning of lesson design related to the new standards. In 2014-2015, when needs assessment revealed a disparity between low income students and their higher income peers, Manteca Unified School District embarked on the Going Digital! Project to address the digital divide and the achievement gap between Low Income students and their peers from higher income level households. Initiatives that were begun in 2014-2015 require funds to maintain and are shown in our three year budget and LCAP. Manteca Unified School District has identified four areas in which supplemental/concentration funds will be spent districtwide in order to achieve systematic improvement in student achievement. These areas include Professional Development, Access and Equity, Student Engagement, and Interventions. While many actions and services are related to more than one of these areas, we will identify the area with which it is most directly related. In the following tables, we will identify the actions and services funded with supplemental/concentration funds. Manteca Unified School District with an unduplicated percentage of 65.4% is not required to provide research or federal regulations justifying the use of supplemental/concentration districtwide, but will do so in order to ensure stakeholders that this LCAP was developed based on analysis of best practices and that the funding choices are principally directed at the unduplicated students and effective in increasing their achievement. The Dear Colleague Letter from the U.S. Department of Education Office of Civil Rights dated October 21, 2016 and titled, “Resource Equity” also supports use of resources on a wide scale to ensure equity. In the letter, it says: Technology and other instructional tools and materials support teachers in properly delivering, enhancing and personalizing the curriculum. Access to these important instructional resources varies between high-poverty schools that are heavily populated with students of color and more affluent schools serving fewer students of color. While gaps by race and income in student access to technology are narrowing at a national level, disparities persist regarding the number and quality of computers or mobile devices in the classroom, speed of internet access, and the extent to which teachers and staff are adequately prepared to teach students using these technologies. High-quality instructional materials for students and teachers, including digital learning materials, textbooks, library resources, and other materials, promote rigorous engagement with the curriculum, and so when school districts provide these resources they must ensure that students have comparable access to them without regard to race, color, or national origin. DRAFT

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Actions and Services using Supplemental/Concentration funds districtwide related to Equity and Access Research supporting use of Supplemental/Concentration funds districtwide: Consortium for School Networking. (2014c). Rethinking educational equity in a digital era: Forging a strong partnership between district Title I and technology leaders. Washington, DC: Author. http://www.cosn.org/sites/default/files/pdf/Rethinking%20Educational%20Equity%20in%20a%20Digital%20Era,%20June%202014.pdf 3.23/1.1 Digital Support Technicians and Library Media Technicians who provide direct services to students in support of their use of educational technology. 3.24/1.3 Access to technology 3.25/1.5 Materials in non-traditional technology-based formats 3.26/1.6 School counselors to ensure access to a broad course of study 2.5 Library Teachers to increase access hours for low income students who may not have access to technology or research materials at home- eliminated 2.9 The Acorn League, an instructional league prior to high school to increase student engagement and attendance. 2.27/3.1 Site allocations to ensure low income schools have access to the same programs as higher income schools 2.30/3.6 Fuchsia track for migrant students

Actions and Services using Supplemental/Concentration funds districtwide related to Professional Development Research supporting use of Supplemental/Concentration funds districtwide: Killion, J. & Hirsh, S. (2012). Meet the promise of content standards: Investing in professional learning. Oxford, OH: Learning Forward. http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx 3.28/1.10 Leveled individualized professional development at workshops, conferences 3.29/1.11 Teacher Induction for preliminary credential holders, interns, and teachers on improvement plans 1.25/2.16 Cultural proficiency and equity training for district leadership 3.15 Three days of on-site professional development; Three additional ½ days of professional development for K-8 sites 3.16 2 days of leveled individual staff development - eliminated 3.17 Curriculum Teachers on Special Assignment (TOSA) = ELA/ELD TOSA, NGSS TOSA, and Technology/Assessment TOSA

Actions and Services using Supplemental/Concentration funds districtwide related to Interventions

Research supporting use of Supplemental/Concentration funds districtwide: Increasing College Opportunity for Low Income Students, The Executive Office of the President, January, 2014 https://www.whitehouse.gov/sites/default/files/docs/white_house_report_on_increasing_college_opportunity_for_low-income_students_1-16-2014_final.pdf 3.26/1.6 School counselors 1.18/2.7 CWA programs to increase students’ sense of safety and connectedness and eliminate factors that prevent attendance and 1.19/2.8 Counseling 1.20/2.10 Every Fifteen minutes 1.22/2.12 Homeless student services point of contact training 2.13/2.13 Staff to service homeless students 2.28/3.2 Interventions for at risk students 3.3 Intervention databases and software 3.5 Instructional aides to kindergarten 2.31/3.7 Services for kindergarteners 2.38/3.14 Credit recovery 2.20 Intervention/enrichment for High Schools

DRAFT

http://www.cosn.org/sites/default/files/pdf/Rethinking%20Educational%20Equity%20in%20a%20Digital%20Era,%20June%202014.pdf

http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx

https://www.whitehouse.gov/sites/default/files/docs/white_house_report_on_increasing_college_opportunity_for_low-income_students_1-16-2014_final.pdf


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Actions and Services using Supplemental/Concentration funds districtwide related to Engagement Research supporting use of Supplemental/Concentration funds districtwide: A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement (PDF, 1.19 MB, 241pp) A. T. Henderson & K. L. Mapp. (Southwest Educational Development Laboratory, 2002) Report Conclusion. (PDF, 87 KB, 5pp National Research Council. A Framework for K-12 Science Education, Chapter 11, Equity and Diversity in Science and Engineering Education pp. 277-295. Washington, DC. The National Academies Press, 2012. Print. Bredderman, T. (1982) The effects of Activity Based Elementary Science Programs on Student Outcomes and Classroom Practices: A Meta- Analysis of Controlled Studies. Washington, DC. National Science Foundation.

3.27/1.8 Hands on materials for NGSS 2.23/1.9 Transformation of the Learning Environment 2.25/1.16 Grades 6-8 Program development 2.1 Engaging programs and educational excursions 3.30/2.3 Maker space opportunities 2.6 Library Commons 1.24/2.15 Department of Community Outreach and Innovative Programs 2.17 Parent Involvement 2.18 Participation of parents of EL, Foster, Low income, and students with disabilities 1.18 Climate/engagement/behavioral programs 2.9 Acorn League

Manteca Unified School District pursuant to 5 CCR 15496(a) has calculated using the system outlined in 15496 (a)(7) to be 18.97%. Manteca Unified School District will describe its increases in services to Low Income, Foster Youth, and English Learners by Minimally Proportionality Percentage of 18.97%. These services will be increased and improved upon through systematic implementation of services, on-going evaluation and data monitoring and through an umbrella of support and layered intervention and consistent model of implementation. While we systematically improve the entire educational program of the district, we have targeted actions and services which improve services beyond the 12.03%. Manteca Unified School District updated and refined the English Learner Walk Through process measuring needs of the teaching staff and students as we implement the ELA/ELD standards. Utilization of this Walk Through has resulted in increased ELD time at all the K-8 schools. We expect this ELD time and quality to increase and use this as a marker for increased and improved services. Additional ways services were increased for EL students to improve services include the addition of positions both at the High Schools and at the K-8 schools. K-8 schools will have an increase of 10% more Bilingual Paraprofessional time in order to assist students attain language proficiency under the guidance of a teacher. Approximately 13 more paraprofessionals will be hired. At the high school, EL Literacy Coaches will coach all content areas in strategies to improve the academic achievement for English Learners. New paraprofessionals will be sent to Level 1 training on working with students. Returning paraprofessionals will receive Year 2 paraprofessional training from both the San Joaquin County Office of Education and from The California Association of Bilingual Educators. Increasing the number of paraprofessionals as well as improving their skills results in increased services above 12.03%. In addition, all EL students will receive leveled standards aligned ELD materials available to them both in hard copies and digitally. These materials will be available in hard copies and digitally. All multiple subject K-8 teachers will receive a full day of EL trainings related to EL instruction. Teacher Induction will focus on English Learners and Low-Income students. Teacher Librarians at all five high schools will increase access for Low Income students who do not have internet access at home. The district will use Foster Focus to assist in partial credits and identifying special needs in partnership with San Joaquin County Office of Education. The district will add other intervention databases to track student data, priorities, and engagement for the unduplicated students. Professional development for all educational leadership focused on cultural proficiency and equity for our unduplicated students. Targeted professional development aimed at the unduplicated students will be the focus of the Staff Development Department, the Curriculum Coordinators, and Teacher Induction. Funds will ensure that our staff receives the Professional Development necessary to fully implement our vision as well as ensure student success.

DRAFT

http://www.sedl.org/connections/resources/evidence.pdf


http://www.sedl.org/connections/resources/conclusion-final-points.pdf

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LCAP Year: 2018-19



2018-2019 LCAP Goal 1 1.1 Staff including support Staff. LEA-wide—All schools 1.3 Staff and student access to technology. LEA-wide—All schools 1.4 Standards aligned curriculum. LEA-wide--All schools 1.6 Students receiving support services. LEA-wide—All schools 1.7 Students access to alternative schools. LEA-wide—All schools 1.8 NGSS Implementation. LEA-wide—Elementary Schools Grades K-6 1.9 Students access to physical changes of learning environment. LEA-wide—All schools 1.10 Leveled professional learning including PAR. LEA-wide--All schools 1.11 Teacher induction program. LEA-wide—All schools 1.13 Specific operational cost and materials for Ed Services and the Superintendent's office. LEA-wide—All schools 1.14 Transportation - Including for foster, homeless, and migrant students. LEA-wide—All schools 1.16 Middle school activities. LEA-wide—Elementary Schools Grades 6-8 1.17 Be.tech. School-wide—Be.tech Goal 2 2.1 Students and Staff access to engaging educational programs. LEA-wide—All schools 2.3 Students access to maker space opportunities and materials. LEA-wide—All schools 2.6 Students increasing collaboration and investigation. School-wide—All schools-- Grades 9-12

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2.7 Students access to programs that decrease discipline. LEA-wide—All school 2.8 Students access to school-based counseling. LEA-wide—All schools 2.9 Students participation in Acorn League. LEA-wide—Elementary Schools 2.10 Students participation in the Every Fifteen Minute Program. School-wide—High schools Grades 11-12 2.12 Health Services Department supporting Students health. LEA-wide—All schools 2.13 Services for students of poverty who are also in transitional housing-LEA-wide-All schools 2.15 Student and parent connectedness. LEA-wide—All schools 2.16 Leadership and Governance. LEA-wide—All schools 2.17 Increase parent involvement. LEA-wide—All schools 2.18 Participation of Parents of students with disabilities, English Learners, Foster, and Low income in advisory councils. LEA-wide—All schools 2.20 After school funding for high schools. School-wide—Traditional High schools Goal 3 3.1 Site allocations to increase pupil achievement and pupil outcomes. LEA-wide—All schools 3.2 Interventions for English Learners, foster youth, low Income pupils, student with disabilities and at-risk students. LEA-wide—All schools 3.3 Increase student achievement by using software to track data. LEA-wide—All schools 3.4 Preschool services. LEA-wide—Elementary Schools Grades PK-K 3.5 Addition of instructional aides to Kindergarten classes. LEA-wide---Elementary Schools Grade Kindergarten 3.14 High school students access to Manteca Adult school for credit recovery. LEA-wide—High schools 3.15 3 days of staff development to increase student achievement. LEA-wide—All schools 3.19 Services provided by the Department of Secondary Education. LEA-wide—Grades 8-12 3.20 CTE programs. LEA-wide—High schools 3.21 Services provided by the Department of Elementary Education LEA-wide—Elementary schools 3.22 Services provided by the Department of Curriculum/Instruction and Compensatory Education. LEA-wide—All schools Manteca Unified School District pursuant to 5 CCR 15496(a) has calculated using the system outlined in 15496 (a)(7) its increased and improved services to be 17.96%. Manteca Unified School District will describe its increases in services to Low Income, Foster Youth, and English Learners by Minimally Proportionality Percentage of 18.42%. These services will be increased and improved upon through systematic implementation of services, on-going evaluation, data monitoring, tiered intervention, and a consistent model of implementation. While we systematically improve the entire educational program of the district, we have targeted actions and services which improve services beyond the 18.42%.

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Improved services for English Learners include the addition of training by program coordinators at the K-8 level and English Learner Literacy Coaches at the high school level. K-8 schools will have an increase of 10% more bilingual paraprofessional time to assist students attain language proficiency under the guidance of a teacher. Service continues to be adjusted based on increases in the number of English Learners. Additional bilingual paraprofessionals continue to be hired annually. The job expectations of the bilingual paraprofessionals have changed to increase time with students. In 2018-2019, bilingual paraprofessionals will receive training on instructional strategies working with small groups of students. At the high school, EL Literacy Coaches will coach all content areas in strategies to improve the academic achievement for English Learners. New paraprofessionals will be sent to Level 1 training on working with students. Returning paraprofessionals will receive Year 2 paraprofessional training from the San Joaquin County Office of Education. Increasing the number of paraprofessionals, as well as improving their skills results in increased services above 18.42%. In addition, all EL students will receive leveled standards aligned ELD materials available to them both in hard copies and digitally. All multiple subject K-8 teachers will receive EL trainings related to EL instruction. Examples of this include Program Coordinator developed modules, blended learning workshops, ELA instructional shift, and ELPAC Academies focused on the rigorous ELA/ELD standards. Teacher Induction will focus on English Learners and low- income students. The district will use Foster Focus to assist in documenting partial credits and identifying special needs in partnership with San Joaquin County Office of Education. The district will increase the number of annual intake meetings for each foster student to address their individual needs. The district will better utilize intervention databases to track student data, priorities, and engagement for the unduplicated students. Professional development for all educational leadership will focus on cultural proficiency and equity for our unduplicated students. Targeted professional development aimed at the unduplicated students will be the focus of the Staff Development Department, the Curriculum Coordinators, and Teacher Induction. A new disbursement of supplemental/concentration funds are being used for the Professional Development Department. Funding is focused on career and college readiness including in the content areas of science, math, language arts, and technology. Partnerships with SJCOE and WestEd will address the California Dashboard Orange level in math. New CTE options specifically to assist low income students including the Advantage Teacher Program which would make scholarships available to Manteca Unified School District students who return to teach here. A Dual Enrollment Program will enable students to simultaneous receive Delta College and Manteca Unified School District credits. Additional supplemental/concentration funds have been allocated to the Secondary Education Department and the Elementary Education Department focusing on student achievement for the unduplicated students. At the PK level, a contracted behavior support specialist program and district funded kindergarten bridge program will increase school readiness. An increase in the Positive Behavior Support Program with three tiered levels of implementation will address any gaps in discipline and engagement for the unduplicated students. Combined services qualitatively continue to improve beyond the 18.42%. -------

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Districts such as Manteca Unified School District, with an unduplicated count of 62% per CDE CALPADS certification have three choices on how to spend its supplemental/concentration funds. The three below are those choices and will be utilized by Manteca Unified School District. Targeted Student Services- one to one services that only go to English Learners (EL), Low Income Students (LI), or Foster Youth (FY). Schoolwide Programs- for selected schools with unduplicated students or on programs that primarily benefit EL, LI, and FY students. Districtwide Programs-initiatives and programs for all students that principally are directed at raising the achievement of the EL, LI, and FY students. Many programs and instructional methodologies that have proven effective in improving outcomes for the targeted student groups have been demonstrated to benefit all students. Because of the high percentage of unduplicated students and because populations of students not part of the unduplicated subgroup counts are also in need of initiatives, partnerships, and programs to improve student achievement, Manteca Unified School District is continuing a comprehensive systematic reform designed to upgrade the entire educational program. Examples of need outside the unduplicated populations include African American students, Hispanic students, Students with Disabilities, and Migrant students as evidenced by these subgroup scores on the California Assessment of Student Performance and Progress (CAASPP). No subgroup listed below has the majority of its students meeting standards.


All Students Scores on CAASPP English Language Arts Assessment in 2017

African American Scores on CAASPP English Language Arts Assessment in 2017

Hispanic Scores on CAASPP English Language Arts Assessment in 2017

Migrant Scores on CAASPP English Language Arts Assessment in 2017

Students with Disabilities Scores on CAASPP English Language Arts Assessment in 2017

White Scores on CAASPP English Language Arts Assessment in 2017

Exceeding Standards

12 7 9 5 2 16

Meeting Standards

29 21 27 20 7 33


27 26 28 26 16 26


32 46 36 50 76 25


All Students Scores on CAASPP Math Assessment in 2017

African American Scores on CAASPP Math Assessment in 2017

Hispanic Scores on CAASPP Math Assessment in 2017

Migrant Scores on CAASPP Math Assessment in 2017

Students with Disabilities Scores on CAASPP Math Assessment in 2017

White Scores on CAASPP Math Assessment in 2017

Exceeding Standards

8 4 5 2 1 10

Meeting Standards

17 12 14 11 4 22


32 24 33 34 12 34


43 61 48 53 83 35

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Manteca Unified School District’s CAASPP scores, along with grades, and other academic performance indicators are a measurement of a student’s college and career readiness. They serve as evidence of a need for districtwide strategies for improvement and justification of use of supplemental/concentration funds districtwide and schoolwide. Also, evidence of need are Manteca Unified School District’s results from the Fall 2017 California School Dashboard. In the ELA Academic Indicator 18 of 20 elementary schools and the district are yellow or orange indicating a low or very low status level. The Mathematics indicator shows 19 of 20 elementary schools and the district as yellow or orange indicating low status level. During the 2013-2014 school year, in order to ensure Manteca Unified School District students were future ready, the district embarked on a systematic change promoting a shift in thinking about the relationship between teaching and learning. Following the rigorous California State Standards, Manteca Unified School District began to embark on a plan of equity and access to ensure that all students had the tools they needed to become college or career ready. In 2013-2014, this was seen in many ways including an increase in CTE programs and the beginning of lesson design related to the new standards. In 2014-2015, when needs assessment revealed a disparity between low income students and their higher income peers, Manteca Unified School District embarked on the Going Digital! Project to address the digital divide and the achievement gap between Low Income students and their peers from higher income level households. Initiatives that were begun in 2014-2015 require funds to maintain and are shown in our three-year budget and LCAP. Manteca Unified School District has identified four areas in which supplemental/concentration funds will be spent districtwide in order to achieve systematic improvement in student achievement. These areas include Professional Development, Access and Equity, Student Engagement, and Interventions. While many actions and services are related to more than one of these areas, we will identify the area with which it is most directly related. In the following tables, we will identify the actions and services funded with supplemental/concentration funds. Manteca Unified School District with an unduplicated percentage of 62% is not required to provide research or federal regulations justifying the use of supplemental/concentration districtwide but will do so in order to ensure stakeholders that this LCAP was developed based on analysis of best practices and that the funding choices are principally directed at the unduplicated students and effective in increasing their achievement. The Dear Colleague Letter from the U.S. Department of Education Office of Civil Rights dated October 21, 2016 and titled, “Resource Equity” also supports use of resources on a wide scale to ensure equity. In the letter, it says: Technology and other instructional tools and materials support teachers in properly delivering, enhancing, and personalizing the curriculum. Access to these important instructional resources varies between high-poverty schools that are heavily populated with students of color and more affluent schools serving fewer students of color. While gaps by race and income in student access to technology are narrowing at a national level, disparities persist regarding the number and quality of computers or mobile devices in the classroom, speed of internet access, and the extent to which teachers and staff are adequately prepared to teach students using these technologies. High-quality instructional materials for students and teachers, including digital learning materials, textbooks, library resources, and other materials, promote rigorous engagement with the curriculum, and so when school districts provide these resources they must ensure that students have comparable access to them without regard to race, color, or national origin.

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Actions and Services using Supplemental/Concentration funds districtwide related to Equity and Access Research supporting use of Supplemental/Concentration funds districtwide: Consortium for School Networking. (2014c). Rethinking educational equity in a digital era: Forging a strong partnership between district Title I and technology leaders. Washington, DC: Author. http://www.cosn.org/sites/default/files/pdf/Rethinking%20Educational%20Equity%20in%20a%20Digital%20Era,%20June%202014.pdf 1.1 Digital Support Technicians and Library Media Technicians who provide direct services to students in support of their use of educational technology. 1.3 Access to technology 1.6 School counselors to ensure access to a broad course of study 1.7 Students will have access to alternative high schools to remediate credits, challenge students, support behavior needs, or to meet other needs. 1.14 Transportation 3.1 Site allocations to ensure low income schools have access to the same programs as other students.

Actions and Services using Supplemental/Concentration funds districtwide related to Professional Development Research supporting use of Supplemental/Concentration funds districtwide: Killion, J. & Hirsh, S. (2012). Meet the promise of content standards: Investing in professional learning. Oxford, OH: Learning Forward. http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx 1.10 Leveled professional learning, including PAR 1.11 Teacher Induction for preliminary credential holders, interns, and teachers on improvement plans 2.16 Governance and Leadership 3.15 Three days of on-site professional development

Actions and Services using Supplemental/Concentration funds districtwide related to Interventions Research supporting use of Supplemental/Concentration funds districtwide: Increasing College Opportunity for Low Income Students, The Executive Office of the President, January, 2014 https://www.whitehouse.gov/sites/default/files/docs/white_house_report_on_increasing_college_opportunity_for_low-income_students_1-16-2014_final.pdf 2.7 CWA programs to increase student’s sense of safety and connectedness and eliminate factors that prevent attendance such as PBIS 2.8 Counseling 2.10 Every Fifteen Minutes 2.12 Homeless student services point of contact training 2.20 High school after school funds 3.2 Interventions for at risk students 3.3 Intervention databases and software 3.4 Pre-Kindergarten behavior specialist, Kindergarten bridge program 3.5 Instructional aides to kindergarten 3.14 Credit recovery 3.19 Services Provided by Secondary Education 3.21 Services Provided by Elementary Education 3.22 Services Provided by Curriculum/Instruction and Compensatory Education

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Actions and Services using Supplemental/Concentration funds districtwide related to Engagement Research supporting use of Supplemental/Concentration funds districtwide: A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement (PDF, 1.19 MB, 241pp) A. T. Henderson & K. L. Mapp. (Southwest Educational Development Laboratory, 2002) Report Conclusion. (PDF, 87 KB, 5pp National Research Council. A Framework for K-12 Science Education, Chapter 11, Equity and Diversity in Science and Engineering Education pp. 277-295. Washington, DC. The National Academies Press, 2012. Print. Bredderman, T. (1982) The effects of Activity Based Elementary Science Programs on Student Outcomes and Classroom Practices: A Meta- Analysis of Controlled Studies. Washington, DC. National Science Foundation. 1.8 Hands on materials for NGSS 1.9 Transformation of the Learning Environment 1.16 Grades 6-8 Program development 1.17 Be.tech 2.1 Engaging programs and educational excursions 2.3 Maker space opportunities 2.6 Library Commons 2.9 The Acorn League, an instructional league prior to high school to increase student engagement and attendance 2.15 Department of Community Outreach and Innovative Programs 2.17 Parent Involvement 2.18 Participation of parents of English Learners, Foster, Low income, and students with disabilities 3.20 CTE Opportunities

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LCAP Year: 2017-18



2017-2018 LCAP Goal 1 1.1 Staff including support Staff. LEA-wide—All schools 1.3 Staff and student access to technology. LEA-wide—All schools 1.5 Students access to curriculum aligned with CSS and (NGSS). LEA-wide/School-wide—All schools 1.6 Students receiving support services. LEA-wide—All schools 1.7 Students access to alternative schools. LEA-wide—All schools 1.8 NGSS Implementation. LEA-wide—Elementary Schools Grades K-6 1.9 Students access to physical changes of learning environment. LEA-wide—All schools 1.10 Teachers access to professional learning. LEA-wide—All schools 1.11 Teacher induction program. LEA-wide—All schools 1.12 English Learners receiving specifically designed instruction to increase language acquisition. English Learners -- Limited to unduplicated student group—All schools 1.16 Middle school activities. LEA-wide—Elementary Schools Grades 6-8 Goal 2 2.1 Students and Staff access to engaging educational programs. LEA-wide—All schools 2.3 Students access to maker space opportunities and materials. LEA-wide—All schools 2.5 Addition of Teacher Librarian. School-wide—High Schools 2.6 Students increasing collaboration and investigation. School-wide—High Schools

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2.7 Students access to programs that decrease discipline. LEA-wide—All school 2.8 Students access to school-based counseling. LEA-wide—All schools 2.9 Students participation in Acorn League. LEA-wide—Elementary Schools 2.10 Students participation in the Every Fifteen Minute Program. School-wide—High Schools Grades 11-12 2.12 Health Services Department supporting Students health. Low income -- Limited to unduplicated student groups -All schools 2.15 Student and parent connectedness. LEA-wide—All schools 2.16 Students and community needs. LEA-wide—All schools 2.17 Increase parent involvement. LEA-wide—All schools 2.18 Participation of Parents of students with disabilities, English Learners, Foster, and Low income in advisory councils. LEA-wide—All schools 2.19 Written and oral translation provided to parents. English Learners -- Limited to unduplicated student group—All schools Goal 3 3.1 Student receiving services to increase achievement. LEA-wide—All schools 3.2 Interventions for English Learners, foster youth, low Income pupils, student with disabilities and at risk students. LEA-wide—All schools 3.3 Increase student achievement by using software to track data. LEA-wide—All schools 3.5 Addition of instructional aides to Kindergarten classes. LEA-wide---Elementary Schools Grades Kindergarten 3.6 Migrant students. School-wide—Specific schools—French Camp Grades K-6 3.7 Elementary schools forming groups based on CELDT Levels. English Learners -- Limited to unduplicated student group—All schools 3.8 English Learners consumables purchased annually. Limited to unduplicated student groups—All schools 3.9 High school students’ access to ELD classes at their level. Limited to unduplicated student groups—High schools 3.10 Bilingual professionals providing support to English Learners. Limited to unduplicated student groups—All schools 3.12 Foster students having an intake meeting. Limited to unduplicated student—All schools 3.13 MUSD working with agencies to ensure foster students remain at their homeschool. Limited to unduplicated student group—All schools 3.14 High school students access to Manteca Adult school for credit recovery. LEA-wide—High schools 3.15 3 days of staff development to increase student achievement. LEA-wide—All schools 3.16 Future ready students. LEA-wide—All schools 3.18 Unduplicated student achievement. LEA-wide—All schools-------

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Districts such as Manteca Unified School District, with an unduplicated count over 55% have three choices on how to spend its supplemental/concentration funds. The three below are those choices and will be utilized by Manteca Unified School District. Targeted Student Services- one to one services that only go to English Learners (EL), Low Income Students (LI), or Foster Youth (FY). Schoolwide Programs- for selected schools with unduplicated students or on programs that primarily benefit EL, LI, and FY students. Districtwide Programs-initiatives and programs for all students that principally are directed at raising the achievement of the EL, LI, and FY students. Many programs and instructional methodologies that have proven effective in improving outcomes for the targeted student groups have been demonstrated to benefit all students. Because of the high percentage of unduplicated students, at 62% per the CDE CALPADs certification, and because populations of students not part of the unduplicated subgroup counts are also in need of initiatives, partnerships, and programs to improve student achievement, Manteca Unified School District is continuing a comprehensive systematic reform designed to upgrade the entire educational program. Examples of need outside the unduplicated populations include African American students, Hispanic students, Students with Disabilities, and Migrant students as evidenced by these subgroup scores on the California Assessment of Student Performance and Progress (CAASPP). No subgroup listed below has the majority of its students meeting standards. There are similar results in Science scores.

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Manteca Unified School District’s CAASPP scores, along with grades, and other academic performance indicators are a measurement of a student’s college and career readiness. They serve as evidence of a need for districtwide strategies for improvement and justification of use of supplemental/concentration funds districtwide and schoolwide. Also, evidence of need are Manteca Unified School District’s results from the California School Dashboard. In the ELA Academic Indicator 17 of 20 elementary schools and the district as a whole are yellow or orange indicating a low or very low status level. The Mathematics indicator shows 20 of 20 elementary schools and the district total as yellow or orange indicating low status level. During the 2013-2014 school year, in order to ensure Manteca Unified School District students were future ready, the district embarked on a systematic change promoting a shift in thinking about the relationship between teaching and learning. Following the rigorous California State Standards, Manteca Unified School District began to embark on a plan of equity and access to ensure that all students had the tools they needed to become college or career ready. In 2013-2014, this was seen in many ways including an increase in CTE programs and the beginning of lesson design related to the new standards. In 2014-2015, when needs assessment revealed a disparity between low income students and their higher income peers, Manteca Unified School District embarked on the Going Digital! Project to address the digital divide and the achievement gap between Low Income students and their peers from higher income level households. Initiatives that were begun in 2014-2015 require funds to maintain and are shown in our three-year budget and LCAP. Manteca Unified School District has identified four areas in which supplemental/concentration funds will be spent districtwide in order to achieve systematic improvement in student achievement. These areas include Professional Development, Access and Equity, Student Engagement, and Interventions. While many actions and services are related to more than one of these areas, we will identify the area with which it is most directly related. In the following tables, we will identify the actions and services funded with supplemental/concentration funds. Manteca Unified School District with an unduplicated percentage of 62% is not required to provide research or federal regulations justifying the use of supplemental/concentration districtwide but will do so in order to ensure stakeholders that this LCAP was developed based on analysis of best practices and that the funding choices are principally directed at the unduplicated students and effective in increasing their achievement. The Dear Colleague Letter from the U.S. Department of Education Office of Civil Rights dated October 21, 2016 and titled, “Resource Equity” also supports use of resources on a wide scale to ensure equity. In the letter, it says: Technology and other instructional tools and materials support teachers in properly delivering, enhancing and personalizing the curriculum. Access to these important instructional resources varies between high-poverty schools that are heavily populated with students of color and more affluent schools serving fewer students of color. While gaps by race and income in student access to technology are narrowing at a national level, disparities persist regarding the number and quality of computers or mobile devices in the classroom, speed of internet access, and the extent to which teachers and staff are adequately prepared to teach students using these technologies. High-quality instructional materials for students and teachers, including digital learning materials, textbooks, library resources, and other materials, promote rigorous engagement with the curriculum, and so when school districts provide these resources they must ensure that students have comparable access to them without regard to race, color, or national origin. DRAFT

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

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

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

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

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

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For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services


Demonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the California School Dashboard data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to California School Dashboard means the California School Dashboard adopted by the State Board of Education under EC Section 52064.5.

Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:

• Schools Identified: Identify the schools within the LEA that have been identified for CSI.

• Support for Identified Schools: Describe how the LEA supported the identified schools indeveloping CSI plans that included a school-level needs assessment, evidence-basedinterventions, and the identification of any resource inequities to be addressed through theimplementation of the CSI plan.

• Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluatethe implementation and effectiveness of the CSI plan to support student and schoolimprovement.

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Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected.

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

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

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

Analysis Using actual annual measurable outcome data, including data from the California School Dashboard, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

• Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

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

• Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

• Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the California School Dashboard, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents,

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and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

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

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

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

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

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

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

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

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

Related State and/or Local Priorities List the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

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

Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years. The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

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

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

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

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

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

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

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

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

• If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter "LEA-wide."

• If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, enter “schoolwide”.

• If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”.

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

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

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

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

New/Modified/Unchanged:

• Enter “New Action” if the action/service is being added in any of the three years ofthe LCAP to meet the articulated goal.

• Enter “Modified Action” if the action/service was included to meet an articulated goaland has been changed or modified in any way from the prior year description.

• Enter “Unchanged Action” if the action/service was included to meet an articulatedgoal and has not been changed or modified in any way from the prior yeardescription.

o If a planned action/service is anticipated to remain unchanged for theduration of the plan, an LEA may enter “Unchanged Action” and leave thesubsequent year columns blank rather than having to copy/paste theaction/service into the subsequent year columns. Budgeted expendituresmay be treated in the same way as applicable.

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

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

Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

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

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

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

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

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis: • For school districts with an unduplicated pupil percentage of 55% or more, and for charter

schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

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

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

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

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

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State Priorities Priority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for thepupils they are teaching;

B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; andC. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all

students, which are:a. English Language Arts – Common Core State Standards (CCSS) for English Language Artsb. Mathematics – CCSS for Mathematicsc. English Language Development (ELD)d. Career Technical Educatione. Health Education Content Standardsf. History-Social Scienceg. Model School Library Standardsh. Physical Education Model Content Standardsi. Next Generation Science Standardsj. Visual and Performing Artsk. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELDstandards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and

each individual school site;B. How the school district will promote parental participation in programs for unduplicated pupils; andC. How the school district will promote parental participation in programs for individuals with exceptional

needs.Priority 4: Pupil Achievement as measured by all of the following, as applicable:

A. Statewide assessments;B. The Academic Performance Index;C. The percentage of pupils who have successfully completed courses that satisfy University of California

(UC) or California State University (CSU) entrance requirements, or programs of study that align withstate board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measuredby the California English Language Development Test (CELDT);

E. The English learner reclassification rate;F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or

higher; andG. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the

Early Assessment Program, or any subsequent assessment of college preparedness.Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates;B. Chronic absenteeism rates;C. Middle school dropout rates;D. High school dropout rates; andE. High school graduation rates;

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Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates;B. Pupil expulsion rates; andC. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and

school connectedness.Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), asapplicable;

B. Programs and services developed and provided to unduplicated pupils; andC. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils. Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placementB. Providing education-related information to the county child welfare agency to assist in the delivery of

services to foster children, including educational status and progress information that is required to beincluded in court reports;

C. Responding to requests from the juvenile court for information and working with the juvenile court toensure the delivery and coordination of necessary educational services; and

D. Establishing a mechanism for the efficient expeditious transfer of health and education records and thehealth and education passport.

Local Priorities address: A. Local priority goals; andB. Methods for measuring progress toward local goals.

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APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of K-8 students who were absent 10 percent or more of the school days

excluding students who were: (A) enrolled less than 31 days (B) enrolled at least 31 days but did not attend at least one day (C) flagged as exempt in the district attendance submission. K-8 students are considered to be exempt if they: (i) are enrolled in a Non-Public School (ii) receive instruction through a home or hospital instructional setting (iii) are attending a community college full-time.

(2) The number of students who meet the enrollment requirements. (3) Divide (1) by (2).

(b) “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).

(c) “High school graduation rate” shall be calculated as follows: (1) For a 4-Year Cohort Graduation Rate:

(A) The number of students in the cohort who earned a regular high school diploma by the end of year 4 in the cohort.

(B) The total number of students in the cohort. (C) Divide (1) by (2).

(2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate: (A) The number of students who either graduated as grade 11 students or who earned any

of the following: (i) a regular high school diploma (ii) a High School Equivalency Certificate (iii) an adult education diploma (iv) a Certificate of Completion and was eligible for the California Alternative

Assessment if under the age of 20. (B) The number of students in the DASS graduation cohort. (C) Divide (1) by (2).

(d) “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).

(e) “Expulsion rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

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

the academic year (July 1 – June 30).

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

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

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 276,695,657.00 318,593,466.00 254,261,794.00 276,695,657.00 267,835,430.00 798,792,881.00 0.00 0.00 0.00 0.00 0.00 0.00 Base 207,172,935.00 233,649,061.00 198,229,891.00 207,172,935.00 198,138,105.00 603,540,931.00 Other 31,285,583.00 41,144,336.00 31,589,609.00 31,285,583.00 32,215,695.00 95,090,887.00 Supplemental and Concentration 38,237,139.00 43,800,069.00 24,442,294.00 38,237,139.00 37,481,630.00 100,161,063.00

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type

Object Type 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 276,695,657.00 318,593,466.00 254,261,794.00 276,695,657.00 267,835,430.00 798,792,881.00

276,695,657.00 0.00 254,261,794.00 276,695,657.00 0.00 530,957,451.00 0000 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries 0.00 125,500,043.00 0.00 0.00 118,702,393.00 118,702,393.00 2000-2999: Classified Personnel Salaries 0.00 42,289,980.00 0.00 0.00 41,315,705.00 41,315,705.00 3000-3999: Employee Benefits 0.00 63,689,304.00 0.00 0.00 66,486,083.00 66,486,083.00 4000-4999: Books And Supplies 0.00 16,815,311.00 0.00 0.00 11,394,361.00 11,394,361.00 5000-5999: Services And Other Operating Expenditures

0.00 25,871,854.00 0.00 0.00 23,405,904.00 23,405,904.00

6000-6999: Capital Outlay 0.00 6,983,492.00 0.00 0.00 534,097.00 534,097.00 7000-7439: Other Outgo 0.00 37,443,482.00 0.00 0.00 5,996,887.00 5,996,887.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

2017-18 2018-19 2019-20 2017-18 through 2019-20

Total All Expenditure Types All Funding Sources 276,695,657.0

0 318,593,466.0

0 254,261,794.0

0 276,695,657.0

0 267,835,430.0

0 798,792,881.0

0 0.00 0.00 0.00 0.00 0.00 0.00

Base 207,172,935.00

0.00 198,229,891.00

207,172,935.00

0.00 405,402,826.00

Other 31,285,583.00 0.00 31,589,609.00 31,285,583.00 0.00 62,875,192.00 Supplemental and Concentration

38,237,139.00 0.00 24,442,294.00 38,237,139.00 0.00 62,679,433.00

0000 0.00 0.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries

Base 0.00 94,851,076.00 0.00 0.00 90,695,774.00 90,695,774.00

1000-1999: Certificated Personnel Salaries

Other 0.00 8,375,140.00 0.00 0.00 7,574,001.00 7,574,001.00

1000-1999: Certificated Personnel Salaries

Supplemental and Concentration

0.00 22,273,827.00 0.00 0.00 20,432,618.00 20,432,618.00

2000-2999: Classified Personnel Salaries

Base 0.00 34,623,245.00 0.00 0.00 33,874,833.00 33,874,833.00


Other 0.00 3,477,461.00 0.00 0.00 3,357,701.00 3,357,701.00



0.00 4,189,274.00 0.00 0.00 4,083,171.00 4,083,171.00

3000-3999: Employee Benefits

Base 0.00 43,740,692.00 0.00 0.00 46,584,368.00 46,584,368.00


Other 0.00 13,818,308.00 0.00 0.00 12,910,494.00 12,910,494.00



0.00 6,130,304.00 0.00 0.00 6,991,221.00 6,991,221.00

4000-4999: Books And Supplies

Base 0.00 6,556,947.00 0.00 0.00 5,239,563.00 5,239,563.00


Other 0.00 3,645,679.00 0.00 0.00 3,967,297.00 3,967,297.00



0.00 6,612,685.00 0.00 0.00 2,187,501.00 2,187,501.00

5000-5999: Services And Other Operating Expenditures

Base 0.00 16,088,059.00 0.00 0.00 15,698,287.00 15,698,287.00 DRAFT

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Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

2017-18 2018-19 2019-20 2017-18 through 2019-20

Total 5000-5999: Services And Other Operating Expenditures

Other 0.00 6,080,443.00 0.00 0.00 3,998,240.00 3,998,240.00

5000-5999: Services And Other Operating Expenditures


0.00 3,703,352.00 0.00 0.00 3,709,377.00 3,709,377.00

6000-6999: Capital Outlay Base 0.00 1,902,920.00 0.00 0.00 465,000.00 465,000.00 6000-6999: Capital Outlay Other 0.00 5,014,945.00 0.00 0.00 6,355.00 6,355.00 6000-6999: Capital Outlay Supplemental and

Concentration 0.00 65,627.00 0.00 0.00 62,742.00 62,742.00

7000-7439: Other Outgo Base 0.00 35,886,122.00 0.00 0.00 5,580,280.00 5,580,280.00 7000-7439: Other Outgo Other 0.00 732,360.00 0.00 0.00 401,607.00 401,607.00 7000-7439: Other Outgo Supplemental and

Concentration 0.00 825,000.00 0.00 0.00 15,000.00 15,000.00


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Total Expenditures by Goal

Goal 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 211,584,572.00 253,637,366.00 203,035,541.00 211,584,572.00 28,703,682.00 443,323,795.00

Goal 2 5,630,785.00 5,679,021.00 7,215,687.00 5,630,785.00 54,207,005.00 67,053,477.00

Goal 3 59,480,300.00 59,277,079.00 44,010,566.00 59,480,300.00 184,924,743.00 288,415,609.00

Goal 4 0.00 0.00 0.00 0.00

Goal 5 0.00 0.00 0.00 0.00

Goal 6 0.00 0.00 0.00 0.00

Goal 7 0.00 0.00 0.00 0.00


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Expenditures Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

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