· Page 1 of 128 LCAP Year (select from 2017-18, 2018-19, 2019-20) 2019-20 Local Control...

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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

Tahoe-Truckee Unified School District

Contact Name and Title

Valerie Simpson Executive Director of Educational Services

Email and Phone

[email protected] (530) 582-2500

2017-20 Plan Summary

The Story Describe the students and community and how the LEA serves them.

Our Region and District The Tahoe Truckee Unified School District is in the historic Tahoe Truckee region of the Sierra Nevada Mountains, 100 miles northeast of Sacramento and 35 miles west of Reno, Nevada. This community is caring, active, and dedicated to the vibrant ecosystem. Formerly home to nomadic Native American tribes, the region began to change when it became the crossing-over point in the Sierra's for explorers and settlers headed to mine for gold and silver. In the 1860s, when silver was discovered in nearby Virginia City, a vibrant lumber, and railroad industry emerged. After the first car survived the pass in 1905, famous and not so famous people are seeking the respite of the outdoors increased as did lodges and restaurants. In the winter of 1960, the Olympic Games held at Squaw Valley solidified the winter sports frenzy for the region. The region is best known for beautiful Lake Tahoe, winter sports, music, arts and the pristine environment which provides year-round fun and adventure. A dedicated community helped to establish the first connection with the county school system in 1927. Tahoe Lake School, at the top of Grove Street, was then opened. Since then the school district has grown to approximately 4,000 students in 12 schools and spans three California counties: Nevada, Placer, and El Dorado. The District encompasses more than 720 square miles and its boundaries stretch from Sierra County, eight miles north of Truckee, south to Emerald Bay, and from Yuba Gap, twenty miles to the west, to Floriston, fifteen miles to the east of Truckee.

https://www.caschooldashboard.org/reports/31669440000000/2018

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Tahoe Truckee Unified is a basic aid district that is recognized for its commitment to providing challenging and engaging learning opportunities so that scholars can thrive and be successful in a globally competitive age. Extensive partnerships with community members and agencies allow the district to provide additional programs that enhance the overall education of students. The district boasts some of the lowest district-wide class size ratios in Placer County, and many of the schools have been recognized as Gold Ribbon, California Distinguished, Title I High Achieving and Honor Roll for Academic Achievement schools in the past several years.

Elected Board of Education The TTUSD Board of Education hold students as the focus of all decisions and works in collaboration with students, parents, staff, and the community, to sustain a culture of quality, accountability, responsibility, and respect. The Pathways 2020 document represents collaborative work that was started in the spring of 2012 when the Superintendent Chief Learning Officer, Dr. Robert Leri, conducted a comprehensive Listening and Learning tour of the school district. From this data and district and state assessment data, themes were identified to celebrate learning success and address gaps. This information and more was used by the district’s governance team to develop a new district vision and beliefs that are included below:

District Vision & Beliefs Pathways 2020 – Providing Pathways to Possibilities and Student Success

District Vision All Tahoe Truckee Unified School District scholars will be provided challenging and engaging learning opportunities to thrive and to be successful in a globally competitive age. This goal will be accomplished through collaboration with students, parents, staff, and the community, united in dedication to our children’s future. Highly skilled, motivated and caring principals and teachers will engage scholars with effective and innovative instruction through a rigorous and relevant curriculum that promotes mastery of meaningful content, creativity, critical thinking, teamwork, problem-solving, respect for diversity, the ability to communicate in multiple languages, and the effective use of technology. A culture of quality, accountability, responsibility, and respect shall characterize the school district.

Beliefs 1. Students are the focus of all decisions.

2. A culture of accountability shall drive excellence and promote the district vision of teaching and

learning.

3. Open, honest, respectful, and responsive communication is fundamental to the collaborative process.

4. The physical, social, and emotional well-being of students results from a partnership between families,

the school staff, and the community.

5. Learning is a process that combines nurturing, creativity, imagination, honoring a sense of wonder,

and exploration of individual interests.

6. We believe in embracing the diversity embodied within our community and appreciating the richness it

adds to life.

7. The Lake Tahoe region is precious, and we value our physical environment and integrate this element

into our educational goals.

8. Schools, families, and the community are partners in helping students develop a sense of ownership

for their learning.

9. Teachers are passionate professionals entrusted with the duty of ensuring the highest level of learning

for all students.

10. School principals are passionate professionals who are leaders of leaders and accountable for the

success of the school.

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11. All district staff members contribute to a safe environment conducive to providing challenging and

engaging learning opportunities for students.

12. The Superintendent-Chief Learning Officer has a critical responsibility to communicate a vision of the

future and to initiate and support action toward the vision.

13. The Board of Education is entrusted with the responsibility for setting policies and strategies that are

consistent with these beliefs and assures the district meets its vision.

Our Students

Tahoe Truckee Unified School District serves 3,921 students from Transitional Kindergarten through 12th grade. We also have two preschool programs and a recently added Adult Education program. In 2018-2019 the percentage of socio-economically disadvantaged students is 42%. This includes 17% English Learners, 11% Students with Disabilities, and 1% homeless and foster youth. With the three LCAP goals focusing efforts on academic excellence, support, safety, and adult professional capacity, students in Tahoe Truckee will be provided the skills, knowledge, and resources to graduate college and career ready.

Our Staff The Tahoe Truckee Unified School District is served by a five-member Board of Trustees and led by a Superintendent Chief Learning Officer and Executive Cabinet consisting of an Executive Director of Educational Services, an Executive Director of Business Services, and an Executive Director of Student Services. Each elementary school has a principal, and both Glenshire and Truckee Elementary schools have full-time assistant principals in addition to a principal. Both Alder Creek Middle School and North Tahoe School (fifth-eighth) have a principal and full-time assistant principal as do both comprehensive high schools. One principal successfully serves both Sierra High School and Cold Stream Alternative. The teaching staff in Tahoe Truckee Unified is outstanding and continually strives for effective and innovative instruction through a rigorous and relevant curriculum that promotes mastery of meaningful content, creativity, critical thinking, teamwork, problem-solving, respect for diversity, the ability to communicate in multiple languages, and the effective use of technology. Additional certificated and classified staff that includes counselors, psychologists, academic coaches, secretaries, librarians and library aides, food services personnel, bus drivers, maintenance staff, as well as custodians, LVNs/Health Aides, interpreters, instructional assistants, yard duty, and computer technicians all serve to ensure student success! The Tahoe Truckee Unified School District takes pride in providing Pathways to Possibilities and Student Success!

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LCAP Highlights

2019-2020 TTUSD Goals and Actions Goal 1: TTUSD will ensure that all scholars achieve and make continuous progress in order to thrive and to be successful in a globally competitive age and be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 4) Action 1.1: Provide systematic TK-12 PD integrating newly adopted ELA/ELD materials with key concepts such as close reading, scaffolding, differentiation, academic discourse, and "how to teach reading" instruction. Also, these PD sessions will weave in "programs" that the district has committed to such as Step Up to Writing, Daily 5/CAFE and "Penny Kittle" strategies for 9-12. All ELA/ELD teachers will attend at least three release days in the upcoming school year. Action 1.2: Support early learning through Transitional Kindergarten at TES, GES, KBE, and TLE, and full-day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students (TES). Action 1.3: Using the High-Quality CTE Program Evaluation rubric provided by CDE improve CTE pathways. Action 1.4: Expand use and access to Naviance as a tool to better align student strengths and interests to postsecondary goals, improving student outcomes, and connecting learning to life. Action 1.5: Provide a Career Center Technician at each comprehensive high school to provide information to students on career/post-high school educational opportunities, administer and interpret career assessment tools, plan on-site presentations by colleges and career representatives and manage ongoing CCR programs. Action 1.6: Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students, a credit recovery option for students via APEX and provide SAT, Albert licenses to offer test preparation opportunities for students. Action 1.7: Using improvement science methods address the needs of the three student groups (Hispanic, SED, and SWD) that are two or more levels below the All student group in ELA according to the California Dashboard. Action 1.8: Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. Also, the incoming TK and K programs help these students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students. Action 1.9: Maintain English Learner support by providing additional staff allocations such as, a Coordinator of EL Programs and Accountability, EL Coordinator for each school site and stipends for HS teachers who teach ELD. Action 1.10: Provide Reading Intervention Teachers at all TK-8 schools to better ensure all students read at grade level by the end of the school year.

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Goal 2: TTUSD will ensure all staff members are implementing effective instructional strategies, providing quality learning opportunities, integrating technology, and utilizing data to actively engage each scholar to learn at the highest levels and gain 21st-century skills to be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 2) Action 2.1: Ensure the development, effectiveness, and retention of highly qualified staff by creating and implementing high-quality professional development. The standard "exit ticket" will be administered at each release day/PD session. Data from these exit tickets will be consistently reviewed, and information gleaned will be used to plan follow up release days or to provide 1:1 follow up. Learning topics will be aligned with the TTUSD Instructional Framework for Student Learning. Action 2.2: Continue to expand the capacity of Instructional Coaches, Coordinator of EL Programs and Accountability, and the Accelerated Learner Lead Teacher to fulfill their role with a high level of skill and effectiveness. Monitor the effectiveness of Instructional Coaches in expanding the capacity of others and adjust, as needed. Action 2.3: Ensure effective professional development via increasing teacher-directed collaboration time, providing relevant and supportive professional development resources, and utilizing improvement science methods to monitor and adjust professional development sessions and topics. Action 2.4: Maintain 99% or higher compliance with Highly Qualified Teacher (HQT). Action 2.5: Regularly scheduled PD will be provided at each school. The focus will be on integrating technology skills, including supporting teachers with providing students with opportunities to show their learning via multimedia presentations. As part of this, school administrators will be taught and asked to model technology during meetings and PD. Action 2.6: Continue efforts to attract and retain experienced, high-quality teachers and educators via creating and maintaining competitive compensation. Goal 3: TTUSD will provide systems of support for learning and provide safe schools with positive and caring climates in which all scholars have opportunities to achieve at high levels. (TTUSD Pathways 2020 Goals 3, 6, 7 and 8) Action 3.1: Continue implementation and expansion of positive behavior intervention and supports to schools throughout the district by integrating related topics into meetings with principals, assistant principals, and counselors. Outcomes from these meetings will include actionable items that result in a more positive and safe school climate. Action 3.2: Continue to provide safe and well-maintained facilities. Action 3.3: Implement the 2nd Annual Parent Academy in November and increase outreach to ensure more parents attend this coming school year. Action 3.4: Continue to provide safe and efficient transportation for students. Action 3.5: Continue to provide free, safe, and efficient transportation for targeted students.

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Action 3.6: Continue to provide School-Based Therapy for struggling students at all sites and social skill interventions at elementary sites. Action 3.7: Continue to provide interpretation and translation support for our Spanish speaking families. Community Liaisons are also provided to assist families and students. Action 3.8: In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and staff. Action 3.9: Continue implementation of systematic character education in grades K-8 and purchase curriculum for grades 9-12. Action 3.10: Continue to provide funding for 12.7 counselors to better support sixth-twelfth grade students.

Review of Performance

Greatest Progress

Goal One On the ELA SBAC: Students with Disabilities (SWD) student group, gained 8% points, and Math, SBAC gained 9% points. In both ELA and Math, the Students with Disabilities (SWD) group decreased the number of points away (decrease of 10 points in ELA & 7 points in Math) from "Level 3: At Standard." (i.e., while still below, this group did move up...closer to the benchmark). Tahoe Truckee Unified School District performed in the Green range overall on the following indicators:

• English Language Arts

• College and Career

• Graduation Rate

• Suspension Rate

The White student group performed in the "blue" (highest performance) range on English Language Arts (3-8 & 11) and is in the "green" range on Math (3-8 & 11). Source: CA Dashboard The overall 2018 four-year cohort graduation rate remains in the "green" range at 93% and the White four-year cohort student group performed in the "blue" (highest performance) range on the Graduation Rate indicator (Source: CA Dashboard). Per DataQuest, the 2018 cohort graduation rate was 90% (233/258 students). The overall College/Career indicator rate increased by 5% points, and the following groups of students performed in the "green" range on the College/Career indicator:

• Socioeconomically Disadvantaged (33% to 41%)

• Hispanic (29% to 38%)

• White (64% to 66%-maintained green status

• All (50% to 55%)

(Source: CA Dashboard)

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Although in the "orange" range on the College/Career indicator, the EL student group increased from 0% at the "prepared" to 9% at the "prepared" level. (Source: CA Dashboard) According to DataQuest the four-year cohort student group graduation rates are as follows:

• EL increased from 61% to 74% 2017: 22/36 students 2018: 29/39 students

• SWD increased from 74% to 79% 2017: 29/39 students 2018: 22/28 students

• Hispanic increased from 80% to 85% 2017: 87/109 students 2018: 88/103 students

• SED increased from 82% to 86% 2017: 124/152 students 2018: 120/140 students

• White decreased from 95% to 93% 2017: 163/171 students 2018: 132/142 students

In the area of CTE, the Completion Rate continues to increase from six students in 2016-2017 to 84 completers in 2018-2019, and the percentage of TTUSD (9-12) high school students enrolled in a CTE Pathway class increased from 49% in 2017-2018 to 53% in 2018-2019. "A-G" course pass rate: 2017 compared to 2018 by student group

• All 56% to 63%

• White 68% to 74%

• Hispanic 36% to 43%

• SWD 17% to 32%

• SED 40% to 46%

The percentage of Hispanic students who took at least one 2018 AP exam increased by 5% points. Overall TTUSD saw a 3% point increase of students taking at least one AP exam. The overall AP pass rate increased from 50% in 2017 to 58% in 2018. Pass rates increased for all student groups:

• White 52% to 60%

• Fee Reduction (low income) 44% to 50%

• Hispanic 37% to 52% (source: College Board)

Brightbytes baseline data was established via the annual assessment of technology integration. The following question was identified as a key area of focus: “Teachers ask students to develop or present multimedia presentations." Baseline results for this question indicate that 41% of teachers never ask their students to develop or present multimedia presentations. 2019-2020 Goal: Decrease in this area by 5% points (41% to 36%). TTUSD reclassification rates increased to 17%, which is 4% points above the county average. (source: DataQuest)

Goal Two The following High-Reliability Schools (HRS) surveys: HRS Level 2, HRS Level 3 and the TTUSD Reflective survey were created with Google Forms and provided data to measure the impact of professional development and progress toward becoming more reliable as measured by the HRS indicators for Levels 2 and 3.

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The High-Reliability Schools (HRS) surveys for Level 2 and three were created. Teachers were administered the surveys in the fall only, results were anonymous and provided to each school site for review and action. Administrators took the survey once this past school year. The goal is to have all indicators average at a 4.0 or higher (agree/strongly agree) Administrator Results-Fall 2018 compared to Spring 2019:

Level 2: all but two indicators remained similar • Indicator 2.1 The school leader communicates a clear vision as to how instruction should be

addressed in the school: moved from a 3.4 average to a 4.0 average

• Indicator 2.4 Teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data: moved from a 3.0 to a 2.9

Level 3: all but one indicator remained similar

• Indicator 3.1 The school curriculum and accompanying assessments adhere to state and district standards: moved from a 3.5 to a 4.0

Teacher Results(baseline)-Fall 2019

Level 2: The following two indicators averaged at or above the goal of 4.0 for elementary and sixth-twelfth grade teacher combined:

• Indicator 2.1 The school leader communicates a clear vision as to how instruction should be addressed in the school and

• Indicator 2.2 Support is provided to teachers to continually enhance their pedagogical skills through reflection and professional growth plans

Level 3: The following indicator averaged at or above the goal of 4.0 for elementary and sixth-twelfth grade teacher combined:

• Indicator 3.1 The school curriculum and accompanying assessments adhere to state and district standard

Additionally, elementary teachers rated Indicator 3.5 Data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals at a 4. average

The TTUSD Reflective survey measures improved instruction and aligns with The New Art and Science of Teaching Design Questions and Elements and the TTUSD Instructional Framework for Student Learning, which was finalized this year. The TTUSD Reflective survey was administered twice to teachers. Results were anonymous and provided to each school site for review and action. Fall 2018 compared to Spring 2019 results show a slight gain in two elements: Establishing and Communicating Learning Goals and Tracking Student Progress In support of the TTUSD Instructional Framework: Learning Goals, Relationships, and High Expectations student surveys were created so that a teacher could gather more data to inform their growth and progress toward reaching/exceeding the "applying level" of implementation with framework elements that were identified via yearly professional goals. Surveys were solely for the teacher's growth, therefore, were not administered or collected by the district. Professional development/release days were focused on HRS Levels 1-3 by structuring time so that certificated staff could continue to collaboratively (HRS Level 1) work on creating and refining a

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Guaranteed and Viable Curriculum (HRS Level 3) and improving Effective Teaching in Every Classroom (HRS Level 2). Progress on Levels 2 and 3 was accomplished through the identification of common priority standards and proficiency scales for many content areas. PCOE supported H/SS PD at the middle and high school grades. It was focused on the California H/SS and C3 Frameworks. High school teachers were able to apply this learning as they reviewed H/SS instructional materials for the upcoming pilot process. Teachers were able to select from a variety of topics that aligned with the TTUSD Instructional Framework for Student Learning during one session of PD during the winter semester, and 43 teachers attended these unpaid after school sessions. Furthermore, increased collaboration between the Student Services Division and the Educational Services Division has resulted in more coordinated PD opportunities for special education teachers across the district. In support of monitoring the effectiveness and to inform next steps for professional development/release days, a common "exit ticket" was created. (Actual Outcome 2) 100% of TTUSD teachers continue to be Highly Qualified Teachers (HQT).

Goal Three A High-Reliability Schools (HRS) Level 1 survey for parents, teachers, administrators, and students was created with Google Forms. Surveys were administered once for teachers and administrators and once in the spring for parents. Survey results provide a way to monitor progress toward HRS Level 1: Safe, Supportive, and Collaborative Environment. Results were anonymous, collected, and provided to each school for analysis and action. District results were also compiled and provided information to inform progress and possible next steps. Either through construction or general maintenance, all school areas in need of repair have been addressed or will be completed via the facilities construction process. Level 1 Parent surveys were administered this spring with ten common districtwide questions. Over 800 parents responded to this survey. Since this is the first year of this revised survey, it's a baseline year. Overall parents responded in 9 of the ten areas with high percentages of Strongly Agree/Agree (above 80%). At the elementary level, all ten areas were ranked high: seven areas at or above 90% of parents responding with Strongly Agree/Agree, and the other three areas, 87%+ of parents responding with Strongly Agree/Agree. Level 1 Administrator Results-Fall 2018 compared to Spring 2019

Six indicators moved to at or above the 4.0 goal; two remained the same • Indicator 1.1 The faculty and staff perceive the school environment as safe and orderly

remained the same

• Indicator 1.2 Students, parents, and the community perceive the school environment as safe and orderly moved from 3.8 to 4.3

• Indicator 1.3 Teachers have formal roles in the decision-making process regarding school initiatives moved from 3.8 to 4.3

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• Indicator 1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students moved from 3.5 to 4.3

• Indicator 1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school moved from 3.8 to 4.1

• Indicator 1.6 Students, parents, and the community have formal ways to provide input regarding the optimal functioning of the school moved from 3.8 to 4.3

• Indicator 1.7 The success of the whole school, as well as individuals within the school, is appropriately acknowledged remained the same

• Indicator 1.8 The fiscal, operational, and technological resources of the school are managed in a way that directly supports teachers moved from 3.7 to 4.6

Level 1 Teacher Results(baseline)-Fall 2019 TK-12 grade teacher averages for the three indicators below were at or above the 4.0 average:

• Indicator 1.1 The faculty and staff perceive the school environment as safe and orderly

• Indicator 1.2 Students, parents, and the community perceive the school environment as safe and orderly

• Indicator 1.7 The success of the whole school, as well as individuals within the school, is appropriately acknowledged

TK-fifth grade teacher averages for the three indicators below were at or above the 4.0 average:

• Indicator 1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students

• Indicator 1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school

• Indicator 1.6 Students, parents, and the community have formal ways to provide input regarding the optimal functioning of the school

Sixth-twelfth grade teacher averages for the one indicator below was at or above the 4.0 average:


Overall Level One: Safe, Supportive, and Collaborative Culture is a strength when compared to the other two levels.

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Greatest Needs

CA Dashboard Overview

• Chronic Absenteeism is in the "orange" range with an overall 1% increase

• Mathematics is in the "yellow" range with an overall decline of 4 points ELA: Three student groups (Hispanic, Socioeconomically Disadvantaged, and Students with Disabilities) are in the "orange" range with no significant gains for the Hispanic, Socioeconomically Disadvantaged groups this past school year. SWD students must continue to make gains as they did this past school year (+10 points). English Learners increased by four points yet remain in the "yellow" range. Math: Three student groups (Hispanic, Socioeconomically Disadvantaged, and EL) are in the "orange" range. These groups declined this past year from four to six points. Although SWD students increased slightly, this group remains in the "yellow range." The White student group declined 4 points. College and Career: Although, the EL group, remains in the "orange" range, this group increased by 9%. The 2018 EL group consisted of 35 students, so any increase or decrease impacts the overall percentage significantly. Chronic Absenteeism: This is an area that requires coordinated attention since all student groups are either in the "yellow" or "orange" range. Suspension Rate: Although the rate declined from 2017-2018, the SWD group remains in the "yellow." Steps planned to address these areas in 2019-2020:

• Provide systematic TK-12 PD integrating newly adopted ELA/ELD materials with key concepts such as close reading, scaffolding, differentiation, academic discourse, and "how to teach reading" instruction. Also, these PD sessions will weave in "programs" that the district had committed to such as Step Up to Writing, Daily 5/CAFE and "Penny Kittle" strategies for 9-12. All ELA teachers will attend at least three release days in the upcoming school year.

• While juggling the demands of implementing new ELA/ELD materials, explore and implement ways to begin to spread Teacher's Development Group training to TK-5 while also relaunching training of EveryDay Math. For grades 6-12, continue to support TDG math learning in the area of Math Habits of Mind and increasing student talk.

• Continue coordinated efforts between the Educational Services and Student Services Divisions to ensure that a strategic plan of action is established and implemented to address chronic absenteeism and suspensions.

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Performance Gaps

In the area of ELA, the following student groups are two or more performance levels below the "all student" level:

• Hispanic

• SED

• SWD The EL student group is two or more performance levels below the All student group level in the area of the College and Career Indicator Steps planned to address performance gaps in 2019-2020:

• Provide systematic TK-12 PD integrating newly adopted ELA/ELD materials with key concepts such as close reading, scaffolding, differentiation, academic discourse, and "how to teach reading" instruction. Also, these PD sessions will weave in "programs" that the district had committed to such as Step Up to Writing, Daily 5/CAFE and "Penny Kittle" strategies for 9-12. All ELA teachers will attend at least three release days in the upcoming school year.

• Continue to build a data management platform that allows easier access to student results so that teachers increase the time spent on developing and implementing strategies to increase student learning.

• For the CCI, stay the course...EL's increased by 15%!

Comprehensive Support and Improvement

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

Not applicable

Support for Identified Schools

Not applicable

Monitoring and Evaluating Effectiveness

Not applicable

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Annual Update

LCAP Year Reviewed: 2018-19

Goal 1

Goal 1: TTUSD will ensure that all scholars achieve and make continuous progress to thrive and to be successful in a globally competitive age and be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 4)

State and 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 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: TTUSD Pathways 2020 Goals 1 and 4

Annual Measurable Outcomes

Expected Actual

Metric/Indicator 1. Implementation of Academic Standards Increase the percentage of students meeting and exceeding ELA and Math standards on CAASPP Summative Assessment for each group and cohort groups based on previous year data by 5%. 2. English Language Arts (3-8) and Mathematics Stide(3-8) Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and decreasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All Students" level by 7 or more points.

1. Implementation of Academic Standards: Increase by 5% points the number of students meeting and exceeding English Language Arts (ELA) and Math standards on CAASPP Summative Assessment for each student group and cohort groups based on previous year’s data. Goal Partially Met: ELA - All student groups except for Students with Disabilities (SWD) maintained. The SWD student group gained 8% points. Math - All student groups, except Students with Disabilities (SWD) declined by 1-5% points. The SWD student group gained 9% points. Source: CA Dashboard 2. English Language Arts (grades 3 - 8, 11) and Mathematics (grades 3 - 8, 11): Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for all student groups above the standard. For student groups below the standard, show growth by decreasing points away from the standard by 7 or more points.

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Expected Actual

3. Graduation Rate Indicator Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates Increase the number of students who complete a CTE Pathway (completers). 5. A-G Requirements Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better. 6. AP Course Access For each group with a % lower than “All Students,” increase the percentage of students taking an AP test by 2%. 7. English Learner Indicator Increase the ELPI by 2%. 8. Basics Indicator Instructional Materials Maintain 100% access to standards-aligned instructional materials. 9. Technology Using Brightbytes, establish baseline data, and create a plan to increase the integration of technology into student learning.

Goal Partially Met: ELA - 10 point increase (moved closer to the standard) for Students with Disabilities (SWD), other student groups maintained or grew by a few points. Math - All student groups except Students with Disabilities (SWD) declined* by 4-6 points. The SWD student group gained (moved closer to the standard) 3 points. *White: above standard, declined by 4 points; EL, Hispanic and Socioeconomically Disadvantaged: below standard, declined by 4,4,6 points, respectively Source: CA Dashboard 3. Graduation Rate Indicator: Increase graduation rate for the All student group and continue to accelerate the number of students for groups below the All student group Students" level. Goal Met: 22%-point increase for English Learners in all student groups increased (all White, Hispanic, Socioeconomic Disadvantage, and Students with Disabilities, English Learner). Source: CA Dashboard 4. Career Technical Education (CTE) Completion Rates: Increase the number of students who complete a CTE Pathway (completers). Goal Met: In the area of CTE, the Completion Rate continues to increase from six students in 2016-2017 to 84 completers in 2018-2019, and the percentage of TTUSD (9-12) high school students enrolled in a CTE Pathway class increased from 49% in 2017-2018 to 53% in 2018-2019. 5. A-G UC/CSU Readiness: Increase by 5% points the percentage of students passing "A-G" courses with a 2.0 GPA or better (UC/CSU Ready). Goal Met: All student groups increased at least 6% points. The Students With Disabilities (SWD) group gained 15% points. Source: Dataquest 6. Advanced Placement (2017-2018 results): a. For each group (Hispanic and Fee Reduction (low income) with a % lower than “All Students,” increase the percentage of students taking an AP test by 2% points: Goal Partially Met: Of the Hispanic students who took at least one AP exam, the percentage increased by 5% points. The fee reduction (low income) student group decreased by 7% points. Overall TTUSD saw a 3% point increase of students taking at least one AP exam.

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Expected Actual

10. EL Reclassification: Increase reclassification rates to at or above the county average.

18-19 1. Implementation of Academic Standards: Increase the percentage of students meeting and exceeding ELA and Math standards on CAASPP Summative Assessment for each student group and cohort groups based on previous year data by 5% points. 2. English Language Arts (3-8) and Mathematics (3-8): Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and decreasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All Students" level by 7 or more points. 3. Graduation Rate Indicator: Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates: Increase the number of students who complete a CTE Pathway (completers) by 5%. 5. A-G UC/CSU Requirements: Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better(UC/CSU Ready) by 5%. 6. AP Exam Access: For each student group with a % lower than “All Students,” increase the percentage of students taking an AP test by 2%. AP Exam Pass Rate: Increase by 5% points the pass rate of “All Students,” in student's scores in AP English annually (3 points or higher): 7. English Learner Indicator: Increase the ELPI by 2%. 8. Basics Indicator Instructional Materials: Maintain 100% access to standards-aligned instructional materials. 9. Technology: Using Brightbytes, establish baseline data, and an action plan to increase the integration of technology into student learning. 10. EL Reclassification: Increase reclassification rates to at or above the county average.

b. Increase the percentage of students passing by 2%. Goal Met: White, Hispanic, and Fee Reduction (low income) all gained at least 6% points. The most impressive gain was an increase of 15% points for the Hispanic student group. Source: College Board 7. English Learner Indicator: Increase the English Learner Proficiency Indicator by 2%. This was a baseline year. The English Learner Proficiency Indicator (ELPI) shows 60% of our English Learners at Level 3 or 4 (moderately/well developed). Source: CA Dashboard 8. Basics Indicator Instructional Materials: Maintain 100% access to standards-aligned instructional materials. Goal Met 9. Technology: Establish baseline data and a plan to increase the use of technology for student learning in all grades. Goal Met: As noted in the Brightbytes annual survey assessment of technology integration, decrease “never” by 5% districtwide on the question, “Teachers ask students to develop or present multimedia presentations." Baseline data on this question: 41% of TTUSD teachers never ask students to develop or present multimedia presentations 10. EL Reclassification: Increase reclassification rates to at or above the county average. Goal Met: 17% of our EL students were reclassified as RFEP. This is 4% points above the county average. Source: DataQuest

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Baseline 1. Implementation of Academic Standards Percentage of students meeting and exceeding ELA standards in 2016: All Students: 57% EL 13% SED 36% SWD 16% Hispanic 33% White 72% Percentage of students meeting and exceeding Math standards in 2016: All Students: 51% EL 12% SED 30% SWD 12% Hispanic 26% White 66% 2. English Language Arts (3-8) and Mathematics (3-8) 2017 ELA Status: ELA Change All students: +4 points SED: +3 points SWD: -5 points Hispanic: +2 points White: +4 points 2017 Math Status: Math Change All students: +10 points SED +6 points SWD: +5 points Hispanic: +4 points White: +13 points 3. Graduation Rate Indicator 2016 graduation rate All students: 96% SED: 93%

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Expected Actual

SWD: 83% Hispanic: 94% White: 97% 4. CTE Completion Rates 2016 CTE Completers: 5 students 5. A-G UC/CSU Requirements 2016 percentage of students passing "A-G" courses with a 2.0 GPA or better: 55% 6. AP Course Access The number of students taking a 2016 AP test: All students: 222 SED: not available SWD: not available Hispanic: 51 White: 155 7. English Learner Indicator Fall 2017 California School Dashboard ELPI performance level is medium or “orange" at 71% with a -4% decline. 8. Basics Indicator Instructional Materials 100% of students were assigned a textbook in Reading/Language Arts, Mathematics, Science, History/Social Science, and Foreign Language. 9. Technology Using Brightbytes, establish baseline data, and create a plan to increase the integration of technology into student learning. 10. EL Reclassification: 2016 reclassification rate was 10%.

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Actions / Services startcolapse

Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Improve implementation of ELA California State Standards by submitting an ELA (TK - 12) instructional materials recommendation to the school board by January 2019. Purchase and receive approved ELA (TK - 12) instructional materials by June 2019, if not sooner.

Implemented as planned 4000-4999: Books And Supplies Lottery $850,000

4000-4999: Books And Supplies Lottery $795,046

ELA Instructional Material Professional Development, Substitutes for teacher release 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Lottery $50,000

1000-1999: Certificated Personnel Salaries Lottery $50,000

Action 2





Support early learning through Transitional Kindergarten at all sites and full-day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students.

Implemented as planned TK Teacher Salaries 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $531,982

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $571,217

Action 3

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Continue providing CTE pathways connected to industry sectors.

Implemented as planned and with the use of the CTEIG High-Quality Evaluation Tool, we will be able to refine actions that support sustaining and improving all pathways.

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $171,558

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $184,192

CTE Teachers 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $844,704

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $505,568

4000-4999: Books And Supplies Carl D. Perkins Career and Technical Education $16,667

4000-4999: Books And Supplies Carl D. Perkins Career and Technical Education $16,992

Action 4





Expand use and access to Naviance as a tool to better align student strengths and interests to postsecondary goals, improving student outcomes, and connecting learning to life.

Implemented as planned 5800: Professional/Consulting Services And Operating Expenditures Measure A $15,000

5000-5999: Services And Other Operating Expenditures Basic Funding $17,759

Action 5





Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and career and support other specific college/career-related outcomes for these students.

Implemented as planned- Although the correct title of the position is Career Center Technician

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Supplemental $60,589


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Action 6





Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students. Provide a credit recovery option for students via APEX. Provide SAT, Albert licenses to provide test preparation opportunities for students.

Implemented as planned PSAT: $13,000 Albert: $3300 SAT boot camp: $4000 APEX licenses: $7000 5800: Professional/Consulting Services And Operating Expenditures Supplemental $27,300

5800: Professional/Consulting Services And Operating Expenditures Supplemental $33,260

Action 7





Use improvement science methods to address the needs of students in targeted student groups that are two or more levels below “all students” for the ELA and Math indicator according to the California Dashboard.

Implemented as planned 5800: Professional/Consulting Services And Operating Expenditures Grant $5,000

5800: Professional/Consulting Services And Operating Expenditures Grant $5,000

District Literacy Team Substitute support for monthly meetings 1000-1999: Certificated Personnel Salaries Title II $7,000

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title II $6,628

to support team learning 4000-4999: Books And Supplies Title II $1,000

4000-4999: Books And Supplies Title II $909

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Action 8





Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. Also, the incoming TK and K programs help students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students.

Implemented as planned 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $118,049




4000-4999: Books And Supplies Supplemental $11,000


transportation for Summer School program students and AIM high students 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Supplemental $13,839


Action 9





Maintain lower class sizes

Implemented as planned Teacher Salaries 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $1,063,362

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $1,063,362

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Action 10





Maintain English Learner support by providing additional staff allocation.

Implemented as planned Certificated Salaries for EL Coordinators 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $253,313


Bilingual Aides, EP's 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Supplemental $236,958


Coordinator of English Learner Programs and Accountability 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $81,066




EL Materials 4000-4999: Books And Supplies Supplemental $7,209


EL Professional Development 5000-5999: Services And Other Operating Expenditures Supplemental $11,306

5000-5999: Services And Other Operating Expenditures Supplemental $5,815

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Action 11





Provide Reading Intervention Teachers at all TK-8 schools.

Implemented as planned Reading Intervention teachers 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $408,226


Analysis

Goal 1: Ensure that all scholars achieve and make continuous progress to thrive and to be successful in a globally competitive age and be prepared for college, career, and life

Action 1. Improve implementation of ELA California State Standards by submitting an ELA (TK - 12) instructional materials recommendation to the school board by January 2019; Purchase and receive approved ELA (TK - 12) instructional materials by June 2019, if not sooner. This process was completed, and materials were ordered in May. Because TTUSD was later than other districts with piloting and adopting ELA/ELD materials, the process included inviting teachers to Q&A sessions on the final two publishers at each level. In some cases, the sessions were taped, and teachers who were unable to attend were able to view the sessions at a more convenient time. Many teachers did attend and asked questions of the district staff that was kind enough to share their knowledge and time. Questions were collected from teachers who were unable to attend, asked of the districts, and responses for all sessions captured on a shared document. Several surveys were used to determine each teacher's publisher preference. In the case of elementary and high school, the results were clear. In middle school, an additional step in the form of an MS ELA/ELD instructional materials committee was implemented. This committee followed a fair and respectful protocol that resulted in a decision via consensus. The following document served as a guide throughout the process: California State Board of Education Policy; SUBJECT: Guidelines for Piloting Textbooks and Instructional Materials; REFERENCES: California Constitution, Article IX, Section 7.5. Education Code Sections 60060-60062, 60200-60206, 60210, 60400-60411. HISTORICAL NOTES: Adopted, June 1989. Revised, June 1995 and September 2001

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Action 2. Support early learning through Transitional Kindergarten at all sites and full-day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students. All elementary schools except Donner Trail offer a TK program. Truckee Elementary is supported by full-day Kindergarten and Transitional Kindergarten. Action 3. Continue providing CTE pathways connected to industry sectors. TTUSD continues to offer and improve upon current CTE pathways. With the addition of the: High-Quality CTE Program Evaluation rubric, TTUSD staff were able to assess the current state and identify specific actions to improve and more effectively coordinate CTE and college and career programs. TTUSD applied for and received CTEIG 2 and SWP grant funding to continue efforts in these areas. Of importance to note: TTUSD received over $1.2 million via the SWP grant. With the inclusion of the High-Quality CTE Program Evaluation rubric, the effectiveness of district efforts has increased because the rubric provides a way to assess and improve upon CTE offerings. The rubric also provides a clear method to communicate elements of effective CTE programs. Action 4. Expand use and access to Naviance as a tool to better align student strengths and interests to postsecondary goals, improving student outcomes, and connecting learning to life. TTUSD hosted a webinar with Naviance staff to review their College and Career curriculum. Counselors and key teachers reviewed the online materials, and a pilot of these materials is planned for 19/20. This curriculum will help expand the use of Naviance because it is online, and the curriculum helps the high school reach consensus on grade level topics that all high school students will participate in before they graduate from TTUSD. Action 5. Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and career and support other specific college/career-related outcomes for these students. This past year the position, correctly titled as Career Center Technician, was relocated back to the two main high schools with the goal of assisting counselors with tasks such as, assessing students' interests and abilities for the purpose of assisting them in college and career exploration, compose documents for counselors and conducting in class and after school presentations. Action 6. Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students; Provide a credit recovery option for students via APEX; Provide SAT, Albert licenses to provide test preparation opportunities for students. Implemented as planned at each high school. APEX is coordinated to support all high school students. Action 7. Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. Also, the incoming TK and K programs help students adjust to the school environment as well as address social and academic needs; For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in

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Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students. Action 9. Maintain lower class sizes Implemented as planned Action 10. Maintain English Learner support by providing additional staff allocation such as Coordinator of EL Programs and Accountability, EL Coordinators, Bilingual Aides, and stipends at high school for ELD teachers. Implemented as planned. EL coordinators meet monthly with the Coordinator of EL Programs and Accountability to review tasks related to compliance and to improve skills in the area of supporting EL students. Bilingual paraprofessionals contribute specialized skills in an English Learner program and work and plan closely with the full instructional team. When the teacher does not hold the BCLAD, the bilingual paraprofessional works in concert with the CLAD teacher to provide primary language support to motivate, clarify, direct, support, and explain facts and concepts to the English Learner during core content instruction in language arts, math, social studies, and science. TTUSD staffs each school with an EL Coordinator to work closely with district and site staff to facilitate the implementation of English Learner programs and services at their site. At the secondary levels, the EL Coordinator position is funded through a stipend for work done above and beyond the teacher’s contract day. At the elementary level, EL Coordinators are hired to complete the coordinator duties, as well as provide ELD instruction during ELD deployment during the school day. The Coordinator of ELD and Accountability leads the site EL Coordinators and Principals in PLC work and professional development throughout the year to ensure understanding and implementation of all elements, roles, responsibilities, and procedures of the Master Plan for English Learners including site responsibilities, EL data, current research and best practices for English Learners. Action 11. Provide Reading Intervention Teachers at all TK-8 schools. Implemented as planned. These teachers meet monthly to refine skills and create a coordinated district system of intervention. These teacher leaders are also being provided time to learn or develop coaching skills so that they can support teachers at their schools.

Overall Effectiveness of the Actions/Services Achieved

Goal 1: Ensure that all scholars achieve and make continuous progress to thrive and to be successful in a globally competitive age and be prepared for college, career, and life

Action 1. Completing the ELA/ELD instructional materials selection process: This process was completed, and materials were ordered in May. Because TTUSD was later than other districts with piloting and adopting ELA/ELD materials, the process included inviting teachers to Q&A sessions on the final two publishers at each level. In some cases, the sessions were taped and teachers who were unable to attend were able to view the sessions at a more convenient time. Many teachers did attend and asked questions of the district staff that was kind enough to share their knowledge and time. Questions were collected from teachers who were unable to attend, asked of the districts, and responses for all sessions captured on a shared document. Several surveys were used to determine each teacher's publisher preference. In the case of elementary and high school, the results were clear. In middle school, an additional step was implemented in the form of an MS ELA/ELD instructional materials committee. This committee followed a fair and respectful protocol that resulted in a decision via consensus. The following document served as a guide throughout the process:

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California State Board of Education Policy; SUBJECT: Guidelines for Piloting Textbooks and Instructional Materials; REFERENCES: California Constitution, Article IX, Section 7.5. Education Code Sections 60060-60062, 60200-60206, 60210, 60400-60411. HISTORICAL NOTES: Adopted, June 1989. Revised, June 1995 and September 2001 It was an effective process because consensus was reached, materials were ordered, and initial training occurred in May and June and the third opportunity in August 2019 Action 2. Providing TK at all school sites, except Donner Trail Elementary School: TK continues to provide essential support for all students particularly in their abilities to focus and attend to learning and cooperative play particularly as they articulate to kindergarten. This past year district staff and a community member toured three of the four TK classes in the fall. Observations from these visits indicate that a more coordinated scope and sequence has the potential to yield increased access to a more rigorous academic and social program. Action 3. Sustaining and enhancing CTE pathways at all three high schools: TTUSD continued to offer and improve existing pathways. Of note, THS added the first course in the Manufacturing and Design Pathway using the Gone Boarding curriculum. THS is the first west coast high school to offer this program that provides for “class work in groups. They design, construct and learn to ride all types of boards including surfboards, snowboards, skateboards/longboards, stand up paddle boards, wake surfboards, and wakeboards. Students also take part in service projects involving younger students through mentoring relationships built around action sports, and partner with the community to make an impact, both locally and globally." With the addition of the: High-Quality CTE Program Evaluation rubric, TTUSD staff were able to assess the current state and identify specific actions to improve and more effectively coordinate CTE and college and career programs. TTUSD applied for and received CTEIG 2 and SWP grant funding to continue efforts in these areas. Of importance to note: TTUSD received over $1.2 million via the SWP grant. With the inclusion of the High-Quality CTE Program Evaluation rubric, the effectiveness of district efforts has increased because the rubric provides a way to assess and improve upon CTE offerings. The rubric also provides a clear method to communicate elements of effective CTE programs. Action 4. Expansion of the use and alignment of Naviance across the district: TTUSD hosted a webinar with Naviance staff to review their College and Career curriculum. Counselors and key teachers reviewed the online materials, and a pilot of these materials is planned for 19/20. This curriculum will help expand the use of Naviance because it is online, and the curriculum will help the high school reach consensus on grade level topics that all high school students will participate in before they graduate from TTUSD. The addition of the curriculum provides an entry point for high school staff across the district to come to an agreement on key topics and pacing of College and Career curriculum for TTUSD students. Action 5. Providing a College and Career Technician to increase successful transitioning for targeted students from high school to college and career and support other specific college/career-related outcomes

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This past year the position, correctly titled as Career Center Technician, was relocated back to the two main high schools with the goal of assisting counselors with tasks including but not limited to, assessing students' interests and abilities for the purpose of assisting them in college and career exploration, compose documents for counselors and conducting in class and after school presentations. The transition was effective; however, integrating this positions role and responsibilities into current workings of the counseling offices at THS and NTHS needs more time and attention. Action 6. Providing (PSAT) for all 10th and 11th-grade students, APEX credit recovery, SAT prep, and Albert licenses to support all students. Effective in that it provides opportunities for students that they most likely would not be able to have without this support. Action 7. Creating a Literacy Innovation Team (LIT) to implement improvement science methods to improve the system of literacy for SED students. This team has been created and includes district staff and community members. This past year the team went to the Carnegie Summit on School Improvement to learn more about improvement science methods, hear what other districts are doing and debrief team learnings, and plan for next steps. TNTP was chosen to partner with this team to help support the process. At this point, the team is at the "study" phase. That is collecting and analyzing data to deeply understand why SED students in our community are not performing at the levels of the All student group. Action 8. Providing summer programs such as TK/K Camp and Summer Scholars and supporting Aim High. It was determined based on an analysis by WestEd that our summer programs have been effective. Increased effectiveness was noted for TK, K, and 1. This past summer program appears to be the most effective program of the past three years that we have implemented and collected data. A main purpose of the summer program is to offset summer learning loss for identified students. For the TK/K Camp, the main goal of this program is to increase school readiness. "In 2000, Cooper and colleagues published a comprehensive meta-analysis of classroom-based summer programs finding positive effects on average.[8] However, they also concluded that middle-income students benefited more from summer programming than did lower-income students. They speculated that this could be because programs serving more advantaged students were of higher quality, or because of an interactive effect between programming and the home resources available to students. The result raised the concern that attempts to stem summer learning loss may exacerbate summer gap-growth if they are not well-targeted." -brookings.edu As a result of the WestEd analysis and mixed results from the research, a significant improvement to the summer program is planned for 2019 with the addition of Bellxcel. This program supports the creation of an "evidence-based, measurable summer learning program that empower your ecosystem of students, parents and educators." Action 9. The maintenance of lower-class sizes. Teachers indicate that this is effective. Action 10. Support to English Learners and RFEP students via additional staff allocations such as Bilingual Aides, English Learner Coordinators, and a Coordinator of English Learner Programs and Accountability

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Action 11. Continue to provide Reading Intervention Teachers at each elementary and middle school. This action has been extremely helpful in supporting students who are reading below grade level. Although not yet visible on CAASPP third grade scores, local assessment data shows growth.

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Material Differences: Budgeted Expenditures and Estimated Actual Expenditures

Goal 1 Action 1: may need additional purchases in 2019-2020 Goal 1 Action 2: additional costs related to Salary increases Goal 1 Action 3: CTE teachers for $844,704 was over-budgeted. Included portions of salaries, not CTE related Goal 1 Action 10: EL coordinator budget included teachers from Accelerated learning, moved to another Goal Added additional bilingual aides and EPs for 2018-19 due to class sizes and need, larger portion of Coordinator of EL programs was funded from supplemental due to reductions in Title III

Changes as a Result of Analysis

None

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Annual Update


Goal 2

TTUSD will ensure all staff members are implementing effective instructional strategies, providing quality learning opportunities, integrating technology, and utilizing data to actively engage each scholar to learn at the highest levels and gain 21st-century skills in order to be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 2)


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)



Expected Actual

Metric/Indicator 1. High-Reliability Schools Level 2 measures: Expand the capacity of effective teaching in every classroom as measured by HRS Level 2 surveys, interviews, and observations. 2. Quality Professional Development: Create, implement, and use data from professional development sessions to improve the quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers Maintain 99% or higher Highly Qualified Teachers.

1. High-Reliability Schools (HRS) Level 2 measures: Create, implement, and use data from TTUSD teacher and administrator surveys to inform progress toward achieving LCAP Goal 2 and to monitor the effective implementation of professional development related to the TTUSD Instructional Framework for Student Learning. Both overall and disaggregated by group, increase survey results so that 50% lagging indicators average at a 4.0 or higher. Goal Partially Met: The following has been accomplished: HRS Level 2 & 3 surveys were created and administered to teachers and administrators in the fall and spring. This was the first year of implementing the surveys. Therefore, the following results are the baseline. Fall 2018 TK-12 teachers HRS Survey Results (Levels 2 & 3) indicate strengths (average score of 4.0+/Agree or Strongly Agree) in the following areas:

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Expected Actual

18-19 1. High-Reliability Schools Level 2 measures: Implement and use data from TTUSD surveys that collect information from teachers and administrators to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other data for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms. Goal: Both overall and disaggregated by group, increase survey results so that 50% lagging indicators average at a 4.0 or higher. 2. Quality Professional Development: Create tool, establish a baseline, and use data from professional development session surveys to improve the quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers: Maintain 99% or higher Highly Qualified Teachers.

The school leader communicates a clear vision as to how instruction should be addressed in the school - Level 2 Support is provided to teachers to continually enhance their pedagogical skills through reflection and professional growth plans. - Level 2 The school curriculum and accompanying assessments adhere to state and district standards - Level 3 For elementary teachers, an additional area was a strength (average score of 4.0+/Agree or Strongly Agree):

• Data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals.

Directly related to HRS Level 2: Effective Teaching in Every Classroom, a Reflective Survey, focused on learning goals, high expectations, and relationships were administered to teachers in Fall 2018 and Spring 2019. In Fall 2018, survey results from teachers (TK-12) indicated a relative strength in the area of Relationships. 2. Quality Professional Development: Create, implement, and use data from professional development sessions to improve the quality of learning opportunities available for teachers and staff. Goal Partially Met: The tool to measure the effectiveness of professional development sessions has been created. Consistent administration of the survey for each PD session and release day will be implemented in the 2019-2020 school year. Professional development/release days were focused on HRS Levels 1-3 by structuring time so that certificated staff could continue to collaboratively (HRS Level 1) work on creating and refining a Guaranteed and Viable Curriculum (HRS Level 3) and improving Effective Teaching in Every Classroom (HRS Level 2). Progress on Levels 2 and three were accomplished through the identification of common priority standards and proficiency scales for many content areas. PCOE supported H/SS PD at the middle and high school grades. It was focused on the California H/SS and C3 Frameworks. High school teachers were able to apply this learning as reviewed H/SS instructional materials for the upcoming pilot process.

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Expected Actual

Baseline Since this goal and the metrics are new, baseline data is: 1. High-Reliability Schools Level 2 measures: Create, implement and use data from a TTUSD survey that collects information from teachers, administrators, parents and students to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other information for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms: Currently, only a survey has been created and implemented for teachers and administrators. Survey results indicate: Administrators - 1/20 indicators average score a 4.0 or above Elementary Teachers - 5/20 indicators average score of 4.0 or above Secondary Teachers* - 7/20 indicators the average score of 4.0 or above *high school representation low 2. Quality Professional Development: Create, implement, and use data from professional development sessions to improve the quality of learning opportunities available for teachers and staff: Currently, there is not a districtwide instrument to measure this element. 3. Basics Indicator- Teachers Maintain 99% or higher Highly Qualified Teachers: The district currently employs 100% at the level of HQT.

Teachers were able to select from a variety of topics that aligned with the TTUSD Instructional Framework for Student Learning during one session of PD during the winter semester. Furthermore, increased collaboration between the Student Services Division and the Educational Services Division has resulted in more coordinated PD opportunities for SPED teachers across the district. 3. Basics Indicator-Teachers: Maintain 99% or higher Highly Qualified Teachers. Goal Met: 100% of teachers are Highly Qualified Teachers

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Actions / Services startcollapse

Action 1





Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing, and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff. Learning topics will be aligned with the TTUSD Instructional Framework for Student Learning.

Implemented as planned Substitute teachers for release days 1000-1999: Certificated Personnel Salaries Title II $62,500

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title II $35,669

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title I $9450

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title I $10,076

Coaching Training- Global 5800: Professional/Consulting Services And Operating Expenditures Basic Funding $30,000

5800: Professional/Consulting Services And Operating Expenditures Basic Funding $40,722



Action 2





Publish a district/county PD document that is a result of learning from Action 1 (above) and aligns with the TTUSD Instructional Framework for Student Learning.

Not yet implemented. 5800: Professional/Consulting Services And Operating Expenditures Basic Funding $1,000

5800: Professional/Consulting Services And Operating Expenditures Basic Funding $0

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Action 3





Increase coach availability to expand the capacity of teachers, administrators, and staff. Expand the capacity of coaches to fulfill their role with a high level of skill. Develop a manner of monitoring the effectiveness of coaches.

Implementation of an Instructional Coach model was not achieved.

Coach Salaries 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $761,151


4000-4999: Books And Supplies Basic Funding $1000

4000-4999: Books And Supplies Basic Funding $1,000

ALS TOSA 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $114,985

Action 4





Utilize improvement science methods to monitor and adjust to ensure effective professional development.

Implemented as planned. Improvement Science Consultant 5000-5999: Services And Other Operating Expenditures Grant $5000

5800: Professional/Consulting Services And Operating Expenditures Grant $5,000

Action 5





Maintain 99% or higher compliance with Highly Qualified Teacher (HQT).

Implemented as planned. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $25,869,782

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $22,924,635

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Analysis

Goal 2: Ensure all TTUSD staff members are implementing effective instructional strategies, providing quality learning opportunities, integrating technology, and utilizing data to actively engage each scholar to learn at the highest levels and

gain 21st-century skills to be prepared for college, career, and life Action 1. Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff; Learning topics will be aligned to the TTUSD Instructional Framework for Student Learning. Professional development/release days were focused on HRS Levels 1-3 by structuring time so that certificated staff could continue to collaboratively (HRS Level 1) work on creating and refining a Guaranteed and Viable Curriculum (HRS Level 2) and Effective Teaching in Every Classroom (HRS Level 2) through the identification of common priority standards and proficiency scales for all content areas. Learning topics were aligned to the TTUSD Instructional Framework for Student Learning particularly at the elementary and middle school levels in ELA and Math as districtwide teams identified priority standards and continued work on developing proficiency scales aligned to these standards. The high school English team successfully determined 9-12 grade priority standards. In the area of H/SS 6-12, teachers were led by Tracy Wilson. The focus of this PD was on learning/re-learning the California and C3 H/SS frameworks and how to effectively teach with the new shifts in mind. A common "exit ticket" to measure the effectiveness of professional development sessions has been created. Consistent administration of the PD exit ticket has not yet been implemented. Teachers were able to select from a variety of topics that aligned with the TTUSD Instructional Framework for Student Learning during one session of after-school PD during the winter semester. Furthermore, increased collaboration and coordination between the Student Services Division and the Educational Services Division has increased alignment of professional development opportunities for teachers. Action 2. Publish a district/county PD document that is a result of learning from Action 1 (above) and aligns with the TTUSD Instructional Framework for Student Learning. A PD document has not yet been created; however, one session of PD was offered during the winter semester. Teachers were able to select from a variety of topics that aligned with the TTUSD Instructional Framework for Student Learning. Action 3. Increase coach availability to expand the capacity of teachers, administrators, and staff; Expand the capacity of coaches to fulfill their role with a high level of skill; Develop a manner of monitoring the effectiveness of coaches. Due to unforeseen circumstances, full implementation of the Instructional Coach model was not possible. Therefore, critical support for teachers as they developed further with their professional goals was not widely available nor easily accessible.

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Action 4. Utilize improvement science methods to monitor and adjust to ensure effective professional development. Via the Literacy Innovation Team (LIT) which is supported by SH Cowell funding, improvement science methods are being implemented to understand further the needs of TTUSD youth and families who are socioeconomically disadvantaged to improve the district and community "system of literacy." With this deeper understanding change, ideas related to the professional development of TTUSD teachers will be identified and implemented in the 2019-2020 school year. Action 5. Maintain 99% or higher compliance with Highly Qualified Teacher (HQT). Implemented as planned. Overall, the implementation of the actions/services were partially realized.


Goal 2: Ensure all TTUSD staff members are implementing effective instructional strategies, providing quality learning opportunities, integrating technology, and utilizing data to actively engage each scholar to learn at the highest levels and

gain 21st-century skills to be prepared for college, career, and life

Action 1. High-Reliability Schools (HRS) Level 2 & 3 survey results. This past school year, teacher and administrator surveys were developed to monitor progress toward achieving an average score of 4.0+ on all HRS Level 2 & 3 survey questions. Surveys were administered in the fall and spring. An analysis of the results follows: Action 2. The effectiveness of professional development via a common exit ticket administered at each release day or district PD day. A common "exit ticket" to measure the effectiveness of professional development sessions in meeting the needs of teachers and maintaining alignment to the TTUSD Instructional Framework has been created. Consistent administration of the PD exit ticket has not yet been implemented. Although not common, exit tickets administered this year consistently indicate that release days are valued by teachers. Data from these exit tickets were consistently reviewed, and information gleaned was used to plan follow up release days or to provide 1:1 follow up by the Academic or Literacy Coaches. Professional development/release days were focused on HRS Levels 1-3 by structuring time so that certificated staff could continue to collaboratively (HRS Level 1) work on creating and refining a Guaranteed and Viable Curriculum (HRS Level 3) and improving Effective Teaching in Every Classroom (HRS Level 2). Progress on Levels 2 and 3 were accomplished through the identification of common priority standards and proficiency scales for many content areas. PCOE supported H/SS PD at the middle and high school grades. It was focused on the California H/SS and C3 Frameworks. High school teachers were able to apply this learning as reviewed H/SS instructional materials for the upcoming pilot process. CTE teachers participated in one release day to review the College and Career Readiness Standards and to begin to align these standards across CTE courses. Middle school Science teachers, led by TTUSD coaches, focused their release day on priority standards, proficiency scales, and reviewing new science textbooks in preparation to implement a pilot process. In the area of high school science, THS participated in a site focused release day to review

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NGSS, re-learn how to identify priority standards and create proficiency scales, and to begin to review some of the new science textbooks in preparation to implement a pilot process. Action 3. Number of teachers who attended the Winter after school PD sessions: 43 teachers were selected from a variety of topics that aligned with the TTUSD Instructional Framework for Student Learning during one session of PD during the winter semester. In addition to the above, increased collaboration between the Student Services Division and the Educational Services Division resulted in more coordinated PD opportunities for SPED teachers across the district. Action 4. Basics Indicator-Teachers: Maintain 99% or higher Highly Qualified Teachers. Applications are screened before an interview. TTUSD continues only to hire HQT.


Goal 2 Action 1: Did not use all allocated funding for release days Goal 2 Action 5: in the budget included some supplemental staffing (duplicative) Goal 2 Action 3: moved AL Lead Teacher from EL Coordinator to coaches


This past year Brightbytes baseline data was established for a key area of focused related to the integration of technology into teaching and learning. Based on this data, the following new action was added in Goals/Actions/Expenditures: 2017-20 Goal 2: Regularly scheduled PD will be provided at each school. The focus will be on integrating technology skills, including supporting teachers with providing students with opportunities to show their learning via multimedia presentations. As part of this, school administrators will be taught and asked to model technology during meetings and PD.

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Annual Update


Goal 3

TTUSD will provide systems of support for learning and provide safe schools with positive and caring climates in which all scholars have opportunities to achieve at high levels. (TTUSD Pathways 2020 Goals 3, 6, 7 and 8)


State Priorities: X Priority 1: Basic (Conditions of Learning) 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) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: TTUSD Pathways 2020 Goals 3, 6, 7 and 8

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Expected Actual

Metric/Indicator 1. Suspension Rate Indicator: Suspension rate will remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain overall chronic absenteeism to 5% or below. 4. High School Dropout Rate: Maintain the Cohort Dropouts Rate below 3% and continue to decrease it 5. Create, implement, and use data from TTUSD Annual Parent, Staff, and Student Surveys that collect information to inform progress toward LCAP goals and provides detailed information for identified lagging indicators related to Goal 3. Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For students, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For staff, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For teachers, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For administrators, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). 6. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the Facilities Inspection Tool. 7. Use data from the California Healthy Kids biennial survey to improve actions and services in support of Goal 3. 8. Maintain middle school drop out rate at 0%.

1. Suspension Rate Indicator: For the All student group, decrease the suspension rate to and maintain below 1.5%. Goal Not Yet Met: The suspension rate declined by 1% point. The district rate is 2.4% of students that have been suspended at least once during the school year. Source: CA Dashboard 2. Expulsion Rate Indicator: For the All student group, expulsions will remain below 0.5%. Goal Met: The expulsion rate for 2017-2018 was .02%. Source: DataQuest 3. Chronic Absenteeism: For the All student group, decrease chronic absenteeism to and maintain below 5%. Goal Not Yet Met: The chronic absenteeism rate is 9.8%. This past year it increased by .8%. Source: CA Dashboard 4. High School Dropout Rate: For the All student group, decrease the Cohort Dropout Rate to and maintain below 3%. This rate is not yet available from the CDE. 5. Create, implement and use data from TTUSD Annual Parent, Staff and Student Surveys that collect information to inform progress toward LCAP goals and provides detailed information for identified lagging indicators related to Goal 3. Overall Goal Partially Met, see below. A High-Reliability Schools (HRS) Level 1 survey for parents, teachers, administrators and students was created with Google Forms. Surveys were administered once for teachers, administrators and once in the spring for parents. Survey results provide a way to monitor progress toward HRS Level 1: Safe, Supportive and Collaborative Environment. Results were anonymous, collected and provided to each school for analysis and action. District results were also compiled and provided information to inform progress and possible next steps.

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Expected Actual

18-19 1. Suspension Rate Indicator: Suspension rate will decrease and remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain chronic absenteeism to 5% or below. 4. High School Dropout Rate: Maintain the Cohort Dropout Rate below 3% and continue to decrease it 5. Local Climate Surveys/HRS Level 1: Create tool and establish a baseline. 6. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the Facilities Inspection Tool. 7. California Healthy Kids Surveys: Increase to and maintain above 80% agree and strongly agree in student connectedness, motivation, and safety 8. Maintain middle school drop out rate at 0%.

Local Climate Surveys/HRS Level 1: Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly agree on HRS Level 1 survey questions. Goal Met: TTUSD Parent surveys were administered this spring with ten common districtwide questions. Over 800 parents responded to this survey. Since this is the first year of this revised survey, it's a baseline year. Because using percentages was more user-friendly than a 4 point scale, results were calculated in that manner. Overall parents responded in 9 of the 10 areas with high percentages of Strongly Agree/Agree (above 80%). At the elementary level, all ten areas were ranked high: seven areas at or above 90% of parents responding with Strongly Agree/Agree and the other three areas, 87%+ of parents responding with Strongly Agree/Agree. Administer the HRS Level 1 survey to students. Collect, analyze and implement actions based on the results to increase and maintain an average of 4.0 or above agree/strongly agree on HRS Level 1 survey questions. Goal Not Yet Met: Once a year survey administration will begin in 2019-2020. Administer the HRS Level 1 survey to teachers and administrators two times a year. Collect, analyze and implement actions based on the results to increase and maintain an average of 4.0 or above agree/strongly agree on HRS Level 1 survey questions. Goal Partially Met: Level 1 Administrator Results-Fall 2018 compared to Spring 2019 Six indicators moved to at or above the 4.0 goal; two remained the same

• Indicator 1.1 The faculty and staff perceive the school environment as safe and orderly remained the same

• Indicator 1.2 Students, parents, and the community perceive the school environment as safe and orderly moved from 3.8 to 4.3


• Indicator 1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students moved from 3.5 to 4.3

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Expected Actual

Baseline 1. Suspension Rate Indicator 2016: 2.6% 2017: 3.3% 2. Expulsion Rate: 2016: .03% 2017: .02% 3. Chronic Absenteeism Rate: 2016: NA via CDE data 2017: 11% 4. Cohort High School Dropout Rate: 2016: 3% 2017: NA 5. Local Climate Surveys/HRS Level 1 (parents, staff, teachers, administration, and students): Baseline data for the revised survey will be collected during the Winter of 2018. 6. Basics Indicator-Facilities 2017: 9/10 facilities are in good condition 7. CHKS 2016 Baseline 5th 7th 9th 11th connectedness: 59% 66% 49% 49% motivation: 43% 41% 29% 25% safety: 82% 74% 74% 71%

• Indicator 1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school moved from 3.8 to 4.1

• Indicator 1.6 Students, parents, and the community have formal ways to provide input regarding the optimal functioning of the school moved from 3.8 to 4.3

• Indicator 1.7 The success of the whole school, as well as individuals within the school, is appropriately acknowledged remained the same

• Indicator 1.8 The fiscal, operational, and technological resources of the school are managed in a way that directly supports teachers moved from 3.7 to 4.6

Level 1 Teacher Results(baseline)-Fall 2019 TK-12 grade teacher averages for the three indicators below were at or above the 4.0 average:

• Indicator 1.1 The faculty and staff perceive the school environment as safe and orderly

• Indicator 1.2 Students, parents, and the community perceive the school environment as safe and orderly

• Indicator 1.7 The success of the whole school, as well as individuals within the school, is appropriately acknowledged

TK-fifth grade teacher averages for the three indicators below were at or above the 4.0 average:

• Indicator 1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students

• Indicator 1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school

• Indicator 1.6 Students, parents, and the community have formal ways to provide input regarding the optimal functioning of the school

Sixth-twelfth grade teacher averages for the one indicator below was at or above the 4.0 average:


Overall Level One: Safe, Supportive, and Collaborative Culture is a strength when compared to the other two levels.

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Expected Actual

6. Basics Indicator-Facilities: Facilities Inspection Tool will be the instrument used to measure the condition of the schools. Goal Met: All items on the FIT have been addressed either through facilities construction or general repairs. 7. California Healthy Kids Surveys: Increase to and maintain above 80% agree and strongly agree in student connectedness, motivation, and safety. This past school year was not a CHKS administration year. 8. Maintain middle school drop out rate at 0%. Goal Met: This rate is 0%.

Actions / Services tcollapse

Action 1





Continue implementation and expansion of positive behavior intervention & supports to schools throughout the district by integrating related topics into meetings with principals, assistant principals, and counselors. Outcomes from these meetings will include actionable items that result in a more positive and safe school climate.

Implemented as planned 4000-4999: Books And Supplies Med Cal Admin Account $5000

4000-4999: Books And Supplies Med Cal Admin Account $5,000

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Action 2





Continue providing safe and well-maintained facilities.

Implemented as planned Maintenance and custodial staff 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $3,101,943

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $3,124,254

Maintenance and custodial supplies 4000-4999: Books And Supplies Basic Funding $364,557


Repairs and services for maintenance and custodial 5000-5999: Services And Other Operating Expenditures Basic Funding $1,048,061

5800: Professional/Consulting Services And Operating Expenditures Basic Funding $1,336,166

Action 3





Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents, pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October.

TTUSD was not able to offer PIQE however the first Parent Academy was held as planned

. 5800: Professional/Consulting Services And Operating Expenditures Adult Education Block Grant 10,000

5800: Professional/Consulting Services And Operating Expenditures Adult Education Block Grant $11,582

4000-4999: Books And Supplies Title I $500

4000-4999: Books And Supplies Title I $500

5800: Professional/Consulting Services And Operating Expenditures Supplemental $10,000

5800: Professional/Consulting Services And Operating Expenditures Supplemental $0

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Action 4





Provide safe and efficient transportation for students.

Implemented as planned Transportation Salaries 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $1,169,419


Transportation Materials and Supplies 4000-4999: Books And Supplies Basic Funding $176,666


Transportation services and repairs 5000-5999: Services And Other Operating Expenditures Basic Funding $34,443


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Action 5





Continue providing free, safe, and efficient transportation for targeted students.

Implemented as planned Transportation Salaries 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $1,662,078


Transportation materials and supplies 4000-4999: Books And Supplies Basic Funding $251,097


Transportation services and repairs 5000-5999: Services And Other Operating Expenditures Basic Funding $48,953


Action 6





Provide School-Based Therapy for struggling students at all sites and social skill interventions at elementary sites.

Implemented as planned 5800: Professional/Consulting Services And Operating Expenditures Grant $50,000


Action 7





Continue to provide interpretation and translation support for our Spanish speaking families. Community Liaisons are also provided to assist families and students.

Implemented as planned Translations and Interpretation Department Community Liaisons, Interpreters, Translators, and the Coordinator 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Supplemental $440,069


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Translations and Interpretation Department Community Liaisons, Interpreters, Translators, and the Coordinator 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Grant $166,740

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Grant 124,786

Action 8





In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and district staff.

Implemented as planned 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding 60,000

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $60,000

$0

Action 9





Continue systematic character education in grades K-8 and continue to pursue curriculum in grades 9-12.

Implemented as planned 4000-4999: Books And Supplies Grant $18,000

4000-4999: Books And Supplies Grant $18,000

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Med Cal Admin Account $10,000

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Med Cal Admin Account $10,000

Action 10





Provide ongoing funding for 12.7 counselors.

Implemented as planned 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $799,460


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1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Measure A $548,695

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Measure A $559,295

Analysis

Goal 3: TTUSD will provide systems of support for learning and provide safe schools with positive and caring climates in which all scholars have opportunities to achieve at high levels

Action 1: Continue implementation and expansion of positive behavior intervention & supports to schools throughout the district by integrating related topics into meetings with principals, assistant principals, and counselors. Outcomes from these meetings will include actionable items that result in a more positive and safe school climate. Alternatives to suspension were added at each school site and discussed at counselor and assistant principal PLC’s. School teams participated in a two-day Restorative Practice training that focused on building a positive school culture through caring communication. Mindfulness training was also provided to school sites, and mindful practices are embedded in most of our elementary schools. Action 2: Continue providing safe and well-maintained facilities. Facility upgrades and new construction have been underway at four of our eight campuses this past year. Any outstanding repairs have been completed via the construction process or via ongoing maintenance. Safety upgrades such as fencing and an intercom system have been installed at all campuses. Action 3: Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents, pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October. Due to circumstances beyond the district's control, TTUSD was not able to offer PIQE this past school year. The first annual Parent Academy was held in October in collaboration with other TTUSD departments. This event was a session-type conference where parents were able to self-select topics of interest. Since the first years of school are critical, topics revolved around literacy for grades TK-2. Action 4: Provide safe and efficient transportation for students. Implemented as planned. Action 5: Continue providing free, safe, and efficient transportation for targeted students. Implemented as planned with adjustments (route changes, etc.) made throughout the school year as needed to better meet student needs. Action 6: Continue School-Based Therapy for struggling students at all sites and social skill interventions at elementary sites.

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TTUSD continues partners with Nevada and Placer County Behavioral Health continued this year, and we had 1.5 Marriage and Family Therapists providing direct individual and group counseling to students on campus. Counselors at the elementary level also added positive social skills groups as a proactive strategy to promote school safety. Action 7: Continue to provide interpretation and translation support for our Spanish speaking families. Community Liaisons are also provided to assist families and students. Implemented as planned and with any adjustments to better serve students, families and the schools. Action 8: In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and district staff. The Tahoe Forest Hospital Wellness staff collaborated with our TTUSD Wellness Committee to promote activities for students and staff. Harvest of the Month and Be-Fit continued this year in all elementary schools. Staff lunch and after school talks were also added to promote staff wellness. Our insurance provider also offered wellness activities and information that was shared with all employees. Action 9: Continue systematic character education in grades K-8 and continue to pursue curriculum in grades 9-12. Second Step continues to be the adopted social skills curriculum for Preschool through 8th grade. We have a dedicated .1 FTE School Counselor who monitors the program and provides ongoing training to new teachers and instructional assistants. Life skill and resiliency curriculum were added to the advisory periods at both high schools to promote ongoing character education and resiliency training at the high school level. Action 10: Continue ongoing funding for 12.7 counselors. Implemented as planned.

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Goal 3: TTUSD will provide systems of support for learning and provide safe schools with positive and caring climates in which all scholars have opportunities to achieve at high levels

Of the eight measures, six of them were viable this past school year (see notes above in the Actual column), three were met, two were not yet met, and one was partially met. The effectiveness of the systems of support for learning and safe and clean schools with positive and caring climates has positively impacted the continued reduction of the suspension rate, maintenance of the low expulsion rate, a 0% middle school dropout rate and high levels of parent satisfaction as measured by the parent survey. Action 1: Continue implementation and expansion of positive behavior intervention & supports to schools throughout the district by integrating related topics into meetings with principals, assistant principals, and counselors. Outcomes from these meetings will include actionable items that result in a more positive and safe school climate. As schools continue to implement and refine PBIS strategies, the district provides ongoing professional development such as Nurtured Heart, Restorative Circles, and crisis intervention type training. These learning opportunities continue to enhance school staff's ability to de-escalate student behaviors, prevent behaviors, and design school and classroom cultures that support all learners. Continuing to focus on effective PBIS systems at each school is supported by research that shows, "Foundations(PBIS) schoolwide discipline programs improved student academic achievement in elementary, middle, and high schools when compared to their expected pre-intervention trajectories..." -Kathleen Madigan, Richard W. Cross, Keith Smolkowski & Lisa A. Strycker (2016). This past school year, integration of these topics were less focused and have not yet generated actionable items to improve implementation. For this coming school year, Student Services, who coordinates behavior supports, will play a more significant role in planning agenda topics for Assistant Principal and Principal meetings. Action 2: Continue providing safe and well-maintained facilities. In addition to facility improvements and new construction and all schools, all repairs have been completed, and all district facilities are clean and safe. Providing healthy environments for staff and students is achieved via a ticket system to address needed repairs, full-time custodial staff at all schools but the very smallest (SHS), responsive Facilities and M&O staff and support from our community with the passing of facility bonds. Action 3: Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents, pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October. Due to circumstances beyond the district's control, TTUSD was unable to offer PIQE this past school year. However, the first annual parent workshop/conference held in October was a success. Although parent attendance for this annual academy was 35 parents, every parent and parent survey indicated that the topics were valuable, presenters were effective and that parents would return next year. In reviewing actions implemented, TTUSD staff felt that the organization, delivery, and outreach was good. However, parent attendance was low. Staff believes that scheduling the academy on a Saturday that is less impacted by sports and personal invitations to parents who attended last year are two viable improvement ideas. In addition to the personal invite to parents, staff will provide an incentive for parents to "bring a friend." TTUSD is dedicated to expanding opportunities for parents, with a particular focus on engaging SED parents. Parents play a critical role in their child's learning and development, therefore, engaging them before their

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child enters PK and through their TK-12 career is imperative because "parent involvement remains a strong predictor of academic achievement even for high school students." -Evanthia N. Patrikakou, DePaul University Action 4: Provide safe and efficient transportation for students. Due to the geographical expanse, the weather in the district's region and school choice options, transportation is essential to our families and students. TTUSD's transportation department is highly responsive to student, staff, and parent needs because safety and satisfaction is a high priority for the director, drivers, and maintenance staff. Transportation staff interacts daily with parents, and Spanish speaking staff is available when needed. School bus drivers implement PBIS type strategies to ensure safe and caring transportation to and from school. School choice provides an additional opportunity for positive relationships between parents, district staff and students in that, parents who select a school of choice can bring their child to a bus stop closer to their home, and the district will transport them. For example, students who live in Truckee and attend Kings Beach can take a school bus from a bus stop located at the district office. Action 5: Continue providing free, safe, and efficient transportation for targeted students. This transportation related primarily to students with special needs and was implemented as planned and adjusted as need based on student needs. If a student, with an IEP or without, needs additional support to ensure safe transportation to and from school, transportation staff is involved with parents and school staff to design and implement these types of supports. Action 6: Provide School-Based Therapy for struggling students at all sites and social skill interventions at elementary sites.TTUSD continues to partner with Nevada and Placer County Behavioral Health this year, and we had 1.5 Marriage and Family Therapists providing direct individual and group counseling to students on campus. Counselors at the elementary level also added positive social skills groups as a proactive strategy to promote school safety. It provides therapeutic opportunities for many youth struggling with mental health challenges and provided a resource for these students that they may not have been able to access outside the school. District and community staff continue to seek additional local resources for students and families since the need for counseling and therapy exceeds local capacity. Action 7: Continue to provide interpretation and translation support for our Spanish speaking families. Community Liaisons are also provided to assist families and students provides essential support to ensure effective home/school communication and positive relationships between school staff, parents, and the community. This resource has grown since its inception to over 3,000 translation and interpretation requests this past year. Action 8: In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and district staff. The Tahoe Forest Hospital Wellness staff collaborated with our TTUSD Wellness Committee to promote activities for students and staff. Harvest of the Month and Be-Fit continued this year in all elementary schools. Staff lunch and after school talks were also added to promote staff wellness. Our insurance provider also offered wellness activities and information that was shared with all employees. Action 9: Continue systematic character education in grades PK-8 and continue to pursue a curriculum in grades 9-12. Second Step continues to be the adopted social skills curriculum for Preschool through 8th grade. We have a dedicated .1 FTE School Counselor

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who monitors the program and provides ongoing training to new teachers and instructional assistants. Time to implement Second Step continues to be a challenge, yet schools and teachers have creatively integrated themes and the language into school and classroom culture. In addition to Second Step at middle school, both schools have implemented additional programs such as WEB and Safe Schools Ambassadors. Both programs provide additional opportunities for student leadership and connections. At the high schools, life skills classes such as Adulting, have been added. Also, both high schools now implement LinkCrew, which provides student leadership skill development and opportunity as well as creating positive connections between upper and lower classmen. Action 10: Provide ongoing funding for 12.7 counselors. With increased FTE, counselors can more effectively create and sustain restorative relationships and implement preventative strategies. All preventive strategies help to build positive relationships and increases the likelihood that students will make respectful and safe choices in the future. As a result of this analysis, it was determined that additional actions were needed to support two key goals related to climate surveys and chronic absenteeism. These actions are outlined in the last section of this goal


Goal 3 Action 1: Increased salary costs due to negotiated salary increases and overtime, services increased due to large maintenance repairs and snow removal, Goal 3 Action 7: position for community liaison vacant


As a result of analysis, the following actions are being added to Goals/Actions/Expenditures: 2017-20 Goal 3

1. Student Services, Curriculum, Instruction and Assessment, and Principals and Assistant Principals will collaborate to identify and implement actions to decrease chronic absenteeism rates.

2. HRS Level One Surveys will be administered two times a year to TK-12 teachers and principals. Students will be administered the survey once in the

year. Results will be analyzed at a district, and school level and actions to sustain/improve school and district culture will be implemented, as appropriate.

3. The Annual Parent Survey will be administered in the winter. Results will be analyzed at a district and school level. Actions to sustain/improve in

identified areas will be implemented, as appropriate. As a result of survey comments received from parents this past year, survey results and any accompanying actions will now be shared with stakeholders.

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Stakeholder Engagement

LCAP Year: 2019-20

Involvement Process for LCAP and Annual Update

To increase dialogue to find out what issues matter most to our stakeholders, the following groups were consulted, and the methods by which stakeholders provided input included an LCAP overview, discussion, exit tickets, and surveys. Tahoe Truckee Educators Association was provided copies of the draft of the LCAP to provide feedback. Also, the two association presidents participated in the district's Teaching and Learning Committee (TLC.) This committee was provided an overview of goals, actions, and outcomes, and feedback was received. The feedback from both the association and the committee contributed to adjustments and additions to the plan. The two meetings in which the LCAP was part of the agenda were on: February 11, 2019, and May 13, 2019. TLC (Teacher and Staff LCAP Advisory Committee) consultation dates: February 11, 2019, and May 13, 2019 - Both meetings consisted of discussion to increase understanding of the format, purpose, goals, and actions of the LCAP. TTEA (certificated) were provided two weeks during May 2019 to review, ask questions, and provide feedback on the LCAP. Feedback was received and incorporated into the plan. CSEA (classified) was consulted as part of the planning process as both association presidents were provided two weeks during May 2019, to review, ask questions, and provide feedback on the LCAP. No feedback was received. DELAC was consulted as part of the planning process on March 21, 2019. DELAC feedback has centered around ensuring positive school climates. This is addressed in Goal 3. The Parent Superintendent Advisory Committee (LCAP Parent Advisory Committee) was consulted, and the feedback received contributed to adjustments and additions to the plan: January 17, 2019, March 21, 2019, and June 10, 2019. TTUSD student voice was gathered as part of our annual Student Voice Board Study Session held this past year on April 17, 2019. Regular conversations to gather input occurs between the Superintendent/Chief Learning Officer, School Board, and Leadership groups at all three high schools. Suggestions and solutions from the students are shared out at board meetings and cabinet meetings. Students continue to express a strong interest in ensuring they have access to courses that will not only prepare them for college and career but also life.

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TTUSD Parent/Guardians were surveyed via the annual method in May 2019. Results are included in this document and review for implementation of next steps. The LCAP will be presented for Public Hearing at the regularly scheduled Board meeting on June 19, 2019. Executive Director of Educational Services will respond to public comments and questions in writing before the LCAP is presented for Board approval on June 21, 2019. Input was received from PCOE, revisions were completed, and the LCAP was re-submitted to the Board for approval of the revisions on August 7, 2019.

Impact on LCAP and Annual Update

These consultations impacted the LCAP in the following ways:

1. The language for Goal 2 Actions 4 and 6 was enhanced to address input from TTEA

2. Parent survey results indicated a need to publish survey results. This was address in Goal 3 as a new action.

3. Parent survey results also indicate a high level of satisfaction, and this validates that the actions and goals we are accomplishing are in

line with the vision of parents and the community.

4. Input from students and DELAC have validated actions such as providing school counselors, access to A-G courses, and increased

access to CTE courses.

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Goals, Actions, & Services

X Unchanged Goal

Goal 1

Goal 1: TTUSD will ensure that all scholars achieve and make continuous progress to thrive and to be successful in a globally competitive age and be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 4)


State Priorities: X Priority 1: Basic (Conditions of Learning) 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) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Identified Need:

Based on the CA Dashboard, TTUSD has identified the following needs: In the area of ELA, the following student groups are two or more performance levels below the "all student" level: Hispanic, SED and SWD The EL student group is two or more performance levels below the "all student" level in the area of the College and Career Indicator

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

1. Implementation of Academic Standards

1. Implementation of Academic Standards

1. Implementation of Academic Standards: Increase the percentage of students meeting and

1. Implementation of Academic Standards: Increase the percentage of students meeting and

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

Increase the percentage of students meeting and exceeding ELA and Math standards on CAASPP Summative Assessment for each group and cohort groups based on previous year data by 5%. 2. English Language Arts (3-8) and Mathematics (3-8) Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and decreasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All Students" level by 7 or more points.

Percentage of students meeting and exceeding ELA standards in 2016: All Students: 57% EL 13% SED 36% SWD 16% Hispanic 33% White 72% Percentage of students meeting and exceeding Math standards in 2016: All Students: 51% EL 12% SED 30% SWD 12% Hispanic 26% White 66% 2. English Language Arts (3-8) and Mathematics (3-8) 2017 ELA Status: ELA Change All students: +4 points SED: +3 points SWD: -5 points Hispanic: +2 points White: +4 points 2017 Math Status: Math Change All students: +10 points

exceeding ELA and Math standards on CAASPP Summative Assessment for each student group and cohort groups based on previous year data by 5% points. 2. English Language Arts (3-8) and Mathematics (3-8): Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All Students" level by 7 or more points.

exceeding ELA and Math standards on CAASPP Summative Assessment for each student group and cohort groups based on previous year data by 5% points. 2. English Language Arts (3-8,11) Maintain the All student group above "Level 3: At Standard" for For Hispanic, SED, and SWD student groups show growth by decreasing the number of points away (by 7 points) from "Level 3: At Standard" (since these groups are below the standard, "decreasing the number of points away" moves them up and closer to the standard)

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3. Graduation Rate Indicator Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates Increase the number of students who complete a CTE Pathway (completers). 5. A-G Requirements Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better. 6. AP Course Access For each group with a % lower than “All Students,” increase the percentage of students taking an AP test by 2%.

SED +6 points SWD: +5 points Hispanic: +4 points White: +13 points 3. Graduation Rate Indicator 2016 graduation rate All students: 96% SED: 93% SWD: 83% Hispanic: 94% White: 97% 4. CTE Completion Rates 2016 CTE Completers: 5 students 5. A-G UC/CSU Requirements 2016 percentage of students passing "A-G" courses with a 2.0 GPA or better: 55% 6. AP Course Access

3. Graduation Rate Indicator: Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates: Increase the number of students who complete a CTE Pathway (completers) by 5%.

Mathematics (3-8,11): For Hispanic, EL, SED and SWD and the All student groups, show growth by decreasing the number of points away (by 7 points) from "Level 3: At Standard" (since these groups are below the standard, "decreasing the number of points away" moves them up and closer to the standard) Maintain the White student group above "Level 3: At Standard." 3. Graduation Rate Indicator: Maintain graduation rate for the All student group and continue to increase rates for groups below the All student group level. 4. CTE Completion Rates: Continue to increase, by 5% points, the number of students who become a CTE Pathway Completer. 5. Using the College and Career Indicator

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7. English Learner Indicator Increase the ELPI by 2%. 8. Basics Indicator Instructional Materials Maintain 100% access to standards-aligned instructional materials. 9. Technology Using Brightbytes, establish baseline data and create a plan to increase the integration of technology into student learning. 10. EL Reclassification: Increase reclassification rates to at or above the county average.

The number of students taking a 2016 AP test: All students: 222 SED: not available SWD: not available Hispanic: 51 White: 155 7. English Learner Indicator Fall 2017 California School Dashboard ELPI performance level is medium or “orange" at 71% with a -4% decline. 8. Basics Indicator Instructional Materials 100% of students were assigned a textbook in Reading/Language Arts, Mathematics, Science, History/Social Science, and Foreign Language. 9. Technology Using Brightbytes, establish baseline data, and create a plan to increase the integration of technology into student learning. 10. EL Reclassification:

5. A-G UC/CSU Requirements: Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better(UC/CSU Ready) by 5%. 6. AP Exam Access: For each student group with a % lower than “All Students,” increase the percentage of students taking an AP test by 2%. 7. AP Exam Pass Rate: Increase by 5% points the pass rate of “All Students,” in student's scores in AP English annually (3 points or higher): 8. English Learner Indicator: Increase the ELPI by 2%. 9. Basics Indicator Instructional Materials:

increase by 5% points the percentage of students who are "Prepared." 6. A-G UC/CSU Readiness: Increase by 5% points, the percentage of students passing "A-G" courses with a 2.0 GPA or better. 7. AP Exam Access: For each group with a % lower than the All student group increase the percentage of students taking an AP test by 2% points. 8. AP Exam Pass Rate: For each group with a % lower than the, All student group increase the pass rate by 2% Increase by 5% points the pass rate of the All student group. 9. English Learner Indicator: Increase the ELPI by 2% points. 10. Basics Indicator Instructional Materials:

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2016 reclassification rate was 10%.

Maintain 100% access to standards-aligned instructional materials. 10. Technology: Using Brightbytes, establish baseline data, and an action plan to increase the integration of technology into student learning. 10. EL Reclassification: Increase reclassification rates to at or above the county average.

Maintain 100% access to standards-aligned instructional materials. 11. Ed Tech: Achieve 5% points (41% to 36%) decrease in the "Never" category on the BrightBytes survey question: “Teachers ask students to develop or present multimedia presentations.". 12. EL Reclassification: Maintain reclassification rates above county average.

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Planned Actions / Services startollapse

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)

X All

X All Schools

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))


[Add Students to be Served selection here]

[Add Scope of Services selection here]

[Add Location(s) selection here]

Actions/Services

Select from New, Modified, or Unchanged for 2017-18



X Modified Action

X Modified Action

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

Old Action: 2B.ii Review and pilot State Board of Education (SBE) adopted instructional materials in English Language Arts/ELD and recommend for adoption in spring 2018. Go through the adoption process.

Improve implementation of ELA California State Standards by submitting an ELA (TK - 12) instructional materials recommendation to the school board by January 2019. Purchase and receive approved ELA (TK - 12) instructional materials by June 2019, if not sooner.

Provide systematic TK-12 PD integrating newly adopted ELA/ELD materials with key concepts such as close reading, scaffolding, differentiation, academic discourse, and "how to teach reading" instruction. Also, these PD sessions will weave in "programs" that the district has committed to such as Step Up to Writing, Daily 5/CAFE and "Penny Kittle" strategies for 9-12. All ELA/ELD teachers will attend at least three release days in the upcoming school year.

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Year 2017-18 2018-19 2019-20

Amount 0 $795,046 $2500

0 $795,046 $2500 Source Lottery Lottery Lottery

0 $795,046 $2500 Budget Reference

4000-4999: Books And Supplies


4000-4999: Books And Supplies meeting supplies and materials

Amount $50,000 $63,000

$50,000 $63,000 Source Lottery Lottery

$50,000 $63,000 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits ELA Instructional Material Professional Development, Substitutes for teacher release

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Substitutes for teacher release (approx. 140 teachers x 3 substitute days x $150/day/sub)

Action 2






OR





X English Learners

X Foster Youth

X Low Income

X Schoolwide

Specific Schools: TES, GES, KBE, and TLE

Specific Grade Spans: TK - K

Actions/Services




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X New Action

X Modified Action


Support early learning through Transitional Kindergarten at all sites and full-day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students.

Support early learning through Transitional Kindergarten at TES, GES, KBE, and TLE, and full-day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students (TES).


Year 2017-18 2018-19 2019-20

Amount $571,217 $488,792

$571,217 $488,792 Source Supplemental Supplemental


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits TK Teacher Salaries

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits TK Teacher Salaries

Budget Reference

Action 3




X All

Specific Schools: NTHS, THS, SHS Specific Grade Spans: 9-12

OR





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Actions/Services




X Modified Action

X Modified Action


Old Action: 4.i Continue to expand Career Technical Education (CTE) Pathways. Develop Work-Based Learning (WBL) and internships through Programs Manager and additional support staff. Increase CTE completion rates.

Continue providing CTE pathways connected to industry sectors.

Use the High-Quality CTE Program Evaluation rubric provided by CDE to improve CTE pathways.


Year 2017-18 2018-19 2019-20

Amount $184,192 $150,675

$184,192 $150,675 Source CTEIG Funding CTEIG Funding Grant


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTE Teachers

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Manager of CC/AE, CC/AE Admin Sec.

Amount $505,568 $663,617

$505,568 $663,617 Source Basic Funds Basic Funding Grant




1000-1999;3000-3999 Certificated Personnel Salaries and Benefits substitutes for release days (8 teachers: 16 total release days x $150/day/substitute)

Amount $16,667 $16,667 $16,667

$16,667 $16,667 $16,667

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Source Carl D. Perkins Career and Technical Education

Carl D. Perkins Career and Technical Education


$16,667 $16,667 $16,667 Budget Reference



4000-4999: Books And Supplies instructional supplies, materials, curriculum

Amount $70,000

$70,000 Source Grant

$70,000 Budget Reference

4000-4999: Books And Supplies per pathway allocation approximately $10,000 for materials, software, curriculum, field trips, equipment based

Amount $25,000

$25,000 Source Grant


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Extra duty for pathway teachers to develop job shadows, internships, participate in externships and other activities related to improving pathways

Action 4




X All

Specific Schools: NTHS, THS, SHS, CSA Specific Grade Spans: 6 -12

OR


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Actions/Services




X Modified Action

X Unchanged Action


Old Action: 4.iv Maintain Naviance college tool for grades 8-12.




Year 2017-18 2018-19 2019-20

Amount $15,000 $17,759 $20,000

$15,000 $17,759 $20,000 Source Measure A Measure A Grant


5800: Professional/Consulting Services And Operating Expenditures


5800: Professional/Consulting Services And Operating Expenditures Naviance software and CCR curriculum

Action 5






OR

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X English Learners

X Foster Youth

X Low Income

X Limited to Unduplicated Student Group(s)

Specific Schools: THS and NTHS

Specific Grade Spans: 9-12

Actions/Services




X Modified Action

X Modified Action


Old Action: 4.i Continue to expand Career Technical Education (CTE) Pathways. Develop Work-Based Learning (WBL) and internships through Programs Manager and additional support staff. Increase CTE completion rates.

Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and career and support other specific college/career-related outcomes for these students.

Provide a Career Center Technician at each comprehensive high school to provide information to students on career/post-high school educational opportunities, administer and interpret career assessment tools, plan on-site presentations by colleges and career representatives and manage ongoing CCR programs.


Year 2017-18 2018-19 2019-20

Amount $57,680 $62,573 $67,158

$57,680 $62,573 $67,158 Source Supplemental Supplemental Supplemental


2000-2999: Classified Personnel Salaries

2000-2999;3000-3999 Classified Personnel Salaries and Benefits


Action 6


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OR





X English Learners

X Foster Youth

X Low Income

X Schoolwide

Specific Schools: NTHS, THS, SHS


Actions/Services




X New Action

X Unchanged Action


Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students. Provide a credit recovery option for students via APEX. Provide SAT, Albert licenses to provide test preparation opportunities for students.

Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students, a credit recovery option for students via APEX and provide SAT, Albert licenses to offer test preparation opportunities for students.


Year 2017-18 2018-19 2019-20

Amount $34,000 $33,260 $27,300

$34,000 $33,260 $27,300 Source College and Careers Grant Supplemental Supplemental

$34,000 $33,260 $27,300

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Budget Reference


5800: Professional/Consulting Services And Operating Expenditures PSAT: $112,423 Albert: $5,353 SAT boot camp: $8,287 APEX licenses: $7200

5800: Professional/Consulting Services And Operating Expenditures PSAT: $13,000 Albert: $3300 SAT boot camp: $4000 APEX licenses: $7000

Amount $3,500

$3,500 Source Supplemental


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Stipend for the APEX teacher

Action 7




X All

X All Schools

OR








Actions/Services




X New Action

X Modified Action


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Use improvement science methods to address the needs of students in targeted student groups that are two or more levels below “all students” for the ELA and/or Math indicator according to the California Dashboard.

Use improvement science methods to address needs of the three student groups (Hispanic, SED, and SWD) that are two or more levels below the All student group in ELA according to the California Dashboard.


Year 2017-18 2018-19 2019-20

Amount $5,000 $10,000

$5,000 $10,000 Source Grant Grant



5800: Professional/Consulting Services And Operating Expenditures TNTP consultant to assist with Literacy Innovation Team's work to improve the literacy system in the district and community for SED students and families

Amount $7,000 $5,000

$7,000 $5,000 Source Title II Title I


1000-1999: Certificated Personnel Salaries District Literacy Team Substitute support for monthly meetings

4000-4999: Books And Supplies Books for SED students in conjunction with the Literacy Innovation Team's efforts to improve literacy and increase access to books in the homes.

Amount $1,000 $1,000

$1,000 $1,000 Source Title II Title II


4000-4999: Books And Supplies to support team learning

4000-4999: Books And Supplies supplies and materials Literacy Innovation Team meetings

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Action 8






OR





X English Learners

X Foster Youth

X Low Income

X LEA-wide

X All Schools

Specific Grade Spans: incoming TK - 5 and incoming 6-8 (AIM High)

Actions/Services




X Modified Action

X Unchanged Action


2B.vi Continue to address grade-level reading and summer slide through Summer Scholars & KCAMP

Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. Also, the incoming TK and K programs help students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment

Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. In addition, the incoming TK and K programs help these students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment

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program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students.

program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students.


Year 2017-18 2018-19 2019-20

Amount $203,000 $112,261 $114,433

$203,000 $112,261 $114,433 Source Basic Funding Supplemental Supplemental





Amount $17,742 $18,986





Amount $10,000 $10,000





Amount $14,572 $19,643



2000-2999;3000-3999 Classified Personnel Salaries and Benefits transportation for Summer School program students and AIM high students

2000-2999;3000-3999 Classified Personnel Salaries and Benefits transportation for Summer School program students and AIM high students

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Action 9






OR





X English Learners

X Foster Youth

X Low Income

X LEA-wide

X All Schools

Actions/Services




X Unchanged Action

X Unchanged Action

X Unchanged Action


Maintain low class sizes Maintain low class sizes Maintain lower class sizes


Year 2017-18 2018-19 2019-20

Amount $1,120,420 $1,063,362 $1,082,170

$1,120,420 $1,063,362 $1,082,170 Source Supplemental Supplemental Supplemental

$1,120,420 $1,063,362 $1,082,170 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Teacher Salaries



Action 10


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OR





X English Learners

X Limited to Unduplicated Student Group(s)

X All Schools

Actions/Services




X Modified Action

X Modified Action


OLD ACTION 2B.v Provide enhancement paraprofessionals, instructional aides, and bilingual instructional aides to support small group intensive instruction to Special Ed, low income, and ELs at all sites in order to support student performance.

Maintain English Learner support by providing additional staff allocation.

Maintain English Learner support by providing additional staff allocations such as, a Coordinator of EL Programs and Accountability, EL Coordinator for each school site and stipends for HS teachers who teach ELD.


Year 2017-18 2018-19 2019-20

Amount $336,719 $198,312 $251,790



1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Certificated Salaries for EL Coordinators



Amount 206,730 $315,760 $278,394

206,730 $315,760 $278,394

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Source Supplemental Supplemental Supplemental

206,730 $315,760 $278,394 Budget Reference

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Bilingual Aides, EP's



Amount $70,940 $106,757 $107,870

$70,940 $106,757 $107,870 Source Basic Funding Supplemental Supplemental


2000-2999;3000-3999 Classified Personnel Salaries and Benefits EPS

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coordinator of English Learner Programs and Accountability

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coordinator of English Learner Programs and Accountability

Amount $0 $96,691 $114,538

$0 $96,691 $114,538 Source Supplemental Supplemental

$0 $96,691 $114,538 Budget Reference


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Stipend for HS ELD teachers

Amount $6,231 $5,897



4000-4999: Books And Supplies EL Materials

Amount $9,631 $7,836



5000-5999: Services And Other Operating Expenditures EL Professional Development

5800: Professional/Consulting Services And Operating Expenditures EL Professional Development

Action 11

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OR





X English Learners

X Foster Youth

X Low Income

X LEA-wide

Specific Grade Spans: TK-8

Actions/Services




X Modified Action

X Unchanged Action


OLD ACTION: 2B.iv Continue to fund intervention....




Year 2017-18 2018-19 2019-20

Amount $434,308 $379,431 $376,521



1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Reading Intervention teachers



Amount $6,000

$6,000 Source Title II

$6,000

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Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Substitutes for Reading Intervention Teachers to participate in monthly meetings to improve the intervention system at each TK-8 school and to further develop reading instruction strategy implementation.

Amount $37,890

$37,890 Source Lottery


4000-4999: Books and Supplies Instructional materials to support reading intervention at each TK-8 grade school

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X Unchanged Goal

Goal 2

TTUSD will ensure all staff members are implementing effective instructional strategies, providing quality learning opportunities, integrating technology, and utilizing data to actively engage each scholar to learn at the highest levels and gain 21st-century skills in order to be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 2)

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Identified Need:

Based on the CA Dashboard, TTUSD has identified the following needs: In the area of ELA, the following student groups are two or more performance levels below the All student group: Hispanic, SED and SWD The EL student group is two or more performance levels below the All student group in the area of the College and Career Indicator


1. High-Reliability Schools Level 2 measures: Expand the capacity of effective teaching in

Since this goal and the metrics are new, baseline data is:

1. Since this goal and the metric is new, we will continue to develop this metric before implementation in the 2018-19 school year.

1. High-Reliability Schools Level 2 measures: Implement and use data from TTUSD surveys that collect information from

1. High Reliability Schools Level 2 & 3 measures: Implement and use data from TTUSD surveys that collect information from

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every classroom as measured by HRS Level 2 surveys, interviews, and observations. 2. Quality Professional Development: Create, implement, and use data from professional development sessions to improve the quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers

1. High-Reliability Schools Level 2 measures: Create, implement and use data from a TTUSD survey that collects information from teachers, administrators, parents and students to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other information for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms: Currently, only a survey has been created and implemented for teachers and administrators. Survey results indicate: Administrators - 1/20 indicators average score a 4.0 or above Elementary Teachers - 5/20 indicators average score of 4.0 or above Secondary Teachers* - 7/20 indicators

The following results, collected in 2017-18, are: Survey results indicate: Administrators - 1/20 indicators average score a 4.0 or above Elementary Teachers - 5/20 indicators average score of 4.0 or above Secondary Teachers* - 7/20 indicators average score of 4.0 or above *high school representation low 2. Since this goal and the metric is new, we will develop this metric for implementation in the 2018-19 school year. 3. Basics Indicator- Teachers Maintain 99% or higher Highly Qualified Teachers:

teachers and administrators to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other information for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms. Goal: Both overall and disaggregated by group, increase survey results so that 50% lagging indicators average at a 4.0 or higher. 2. Quality Professional Development: Create tool, establish a baseline, and use data

teachers and administrators to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other information for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms and ensure a districtwide guaranteed and viable curriculum. Administer, collect, and analyze data from the teacher's TTUSD Reflective Survey. Goal: Both overall and disaggregated by group, increase lagging indicator survey results at or above a 4.0 average by 10% over the prior year's results on Level 2, Level 3, and the TTUSD Reflective surveys. 2. Quality Professional Development: Implement PD evaluation "exit ticket."

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Maintain 99% or higher Highly Qualified Teachers.

average score of 4.0 or above *high school representation low 2. Quality Professional Development: Create, implement, and use data from professional development sessions to improve the quality of learning opportunities available for teachers and staff: Currently, there is not a districtwide instrument to measure this element. 3. Basics Indicator- Teachers Maintain 99% or higher Highly Qualified Teachers: The district currently employs 100% at the level of HQT.

The district currently employs 100% at the level of HQT.

from professional development session surveys to improve the quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers: Maintain 99% or higher Highly Qualified Teachers.

Analyze and adjust PD based on results from the "exit tickets." 3. Basics Indicator- Teachers: Maintain 99% or higher Highly Qualified Teachers. 4. Baseline data was established via the Brightbytes annual assessment of technology integration. The following question was identified as a key area of focus: “Teachers ask students to develop or present multimedia presentations." Baseline results for this question indicate that 41% of teachers never ask their students to develop or present multimedia presentations. 2019-2020 Goal: Decrease in this area by 5% points (41% to 36%).

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Planned Actions / Services

startcollapse

Action 1




X All

X All Schools

OR








Actions/Services




X Modified Action

X Modified Action


Old action: 1.i 100% compliance with Highly Qualified Teacher (HQT); implementation of standards-aligned instruction and curriculum in every classroom; monitor and use Destiny software for textbook management and accounting.

Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing, and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff. Learning topics will be aligned with the TTUSD Instructional Framework for Student Learning.

Ensure the development, effectiveness, and retention of highly qualified staff by creating and implementing high-quality professional development. The common "exit ticket" will be administered at each release day/PD session. Data from these exit tickets will be consistently reviewed, and information gleaned will be used to plan follow up release days or to provide 1:1 follow up.

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Learning topics will be aligned with the TTUSD Instructional Framework for Student Learning.


Year 2017-18 2018-19 2019-20

Amount $35,669 $21,300

$35,669 $21,300 Source Title II Title II


SEE ACTION FIVE BELOW

1000-1999: Certificated Personnel Salaries Substitute teachers for release days

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Substitute teachers for two release days for H/SS, Science, and Math (approx. 142 release days x $150/day/sub.)

Amount $10,076 $9,450

$10,076 $9,450 Source Title I Title II



4000-4999: Books And Supplies meeting supplies (approx $25/meeting)

Amount $40,722 $5000

$40,722 $5000 Source Basic Funding Title II

$40,722 $5000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Coaching Training- Global

5800: Professional/Consulting Services And Operating Expenditures PCOE facilitators for H/SS, Science and Math

Amount $27,000

$27,000 Source Basic Funding



Action 2

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X All

X All Schools

OR








Actions/Services




X New Action

X Modified Action


Publish a district/county PD document that is a result of learning from Action 1 (above) and aligns with the TTUSD Instructional Framework for Student Learning.

Create a district/county PD document that is a result of learning from Action 1 (above) and aligns with the TTUSD Instructional Framework for Student Learning.


Year 2017-18 2018-19 2019-20

Amount $0 $1,000

$0 $1,000 Source Basic Funding Basic Funding

$0 $1,000 Budget Reference

5800: Professional/Consulting Services and Operating Expenditures

5800: Professional/Consulting Services and Operating Expenditures printing cost, possible graphic support

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Action 3






OR





X English Learners

X Foster Youth

X Low Income

X LEA-wide

X All Schools

Actions/Services




X New Action

X Modified Action


Increase coach availability to expand the capacity of teachers, administrators, and staff. Expand the capacity of coaches to fulfill their role with a high level of skill. Develop a manner of monitoring the effectiveness of coaches.

Continue to expand the capacity of Instructional Coaches, Coordinator of EL Programs and Accountability, and the Accelerated Learner Lead Teacher to fulfill their role with a high level of skill and effectiveness. Monitor the effectiveness of Instructional Coaches in expanding the capacity of others and adjust, as needed.

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Year 2017-18 2018-19 2019-20

Amount $719,342 $743,241 $791,423



1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coach salaries

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coach Salaries

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Instructional Coaches (7.0 FTE)

Amount $56,064 $1000 $1000

$56,064 $1000 $1000 Source Title II Basic Funding Title II

$56,064 $1000 $1000 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coaches Salaries


4000-4999: Books And Supplies literature for book studies, meeting supplies

Amount $114,985 $117,008

$114,985 $117,008 Source Supplemental


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Accelerated Learning TOSA position moved from Intervention

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Accelerated Learner Lead Teacher

Action 4




OR





Actions/Services




of 128

X New Action

X Modified Action


Utilize improvement science methods to monitor and adjust to ensure effective professional development.

Ensure effective professional development via increasing teacher-directed collaboration time, providing relevant and supportive professional development resources, and utilizing improvement science methods to monitor and adjust professional development sessions and topics.


Year 2017-18 2018-19 2019-20

Amount $5000 $15,000

$5000 $15,000 Source Grant Basic Funding


5000-5999: Services And Other Operating Expenditures Improvement Science Consultant

5800: Professional/Consulting Services And Operating Expenditures Improvement Science Consultant

Action 5




X All

X All Schools

OR








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Actions/Services




X Modified Action

X Unchanged Action


1.i 100% compliance with Highly Qualified Teacher (HQT); implementation of standards-aligned instruction and curriculum in every classroom; monitor and use Destiny software for textbook management and accounting.




Year 2017-18 2018-19 2019-20

Amount $22,556,373 $22,924,638 $23,410,283

$22,556,373 $22,924,638 $23,410,283 Source Basic Funding Basic Funding Basic Funding





Amount $838,603

$838,603 Source CTEIG



Action 6




X All

X All Schools

OR

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Actions/Services




X New Action


Regularly scheduled PD will be provided at each school. The focus will be on integrating technology skills, including supporting teachers with providing students with opportunities to show their learning via multimedia presentations. As part of this, school administrators will be taught and asked to model technology during meetings and PD.


Year 2017-18 2018-19 2019-20

Amount $5,000.00

$5,000.00 Source Basic Funds

$5,000.00 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits LITE release days

Action 7




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X All

X All Schools

OR








Actions/Services




X New Action


Continue efforts to attract and retain experienced, high-quality teachers and educators via creating and maintaining competitive compensation.

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X Unchanged Goal

Goal 3

TTUSD will provide systems of support for learning and provide safe schools with positive and caring climates in which all scholars have opportunities to achieve at high levels. (TTUSD Pathways 2020 Goals 3, 6, 7 and 8)

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 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: TTUSD Pathways 2020 Goals 3, 6, 7 and 8

Identified Need:

ELA needs: Three student groups (Hispanic, Socioeconomically Disadvantaged, and Students with Disabilities) are in the "orange" range with no significant gains for the Hispanic, Socioeconomically Disadvantaged groups this past school year. Math needs: Three student groups (Hispanic, Socioeconomically Disadvantaged, and EL) are in the "orange" range. These groups declined this past year from four to six points. Although SWD students increased slightly, this group remains in the "yellow range." Chronic Absenteeism: This is an area that requires coordinated attention since all student groups are either in the "yellow" or "orange" range. Suspension Rate: Although the rate declined from 2017-2018, the SWD group remains in the "yellow."

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1. Suspension Rate Indicator: Suspension rate will remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain overall chronic absenteeism to 5% or below. 4. High School Dropout Rate: Maintain the Cohort Dropouts Rate below 3% and continue to decrease it 5. Create, implement, and use data from TTUSD Annual Parent, Staff, and Student Surveys that collect information to inform progress toward LCAP goals and provides detailed information for

1. Suspension Rate Indicator 2016: 2.6% 2017: 3.3% 2. Expulsion Rate: 2016: .03% 2017: .02% 3. Chronic Absenteeism Rate: 2016: NA via CDE data 2017: 11% 4. Cohort High School Dropout Rate: 2016: 3% 2017: NA 5. Local Climate Surveys/HRS Level 1 (parents, staff, teachers, administration, and students): Baseline data for the revised survey will be collected during the Winter of 2018. 6. Basics Indicator-Facilities 2017: 9/10 facilities are in good condition

1. Suspension Rate Indicator: Suspension rate will decrease and remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain chronic absenteeism to 5% or below. 4. High School Dropout Rate: Maintain the Cohort Dropout Rate below 3% and continue to decrease it 5. Local Climate Surveys/HRS Level 1: Create tool and establish a baseline.

1. Suspension Rate Indicator: Suspension rate will decrease and remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain chronic absenteeism to 5% or below. 4. High School Dropout Rate: Maintain the Cohort Dropout Rate below 3% and continue to decrease it 5. Local Climate Surveys/HRS Level 1: Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly agree on HRS Level 1 survey questions. Administer the HRS Level 1 survey to students. Collect, analyze, and implement actions based on the results

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identified lagging indicators related to Goal 3. Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For students, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For staff, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For teachers, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For administrators, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD).

7. CHKS 2016 Baseline 5th 7th 9th 11th connectedness: 59% 66% 49% 49% motivation: 43% 41% 29% 25% safety: 82% 74% 74% 71% 8. Maintain middle school drop out rate at 0%.

6. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the Facilities Inspection Tool. 7. California Healthy Kids Surveys: Increase to and maintain above 80% agree and strongly agree in student connectedness, motivation, and safety 8. Maintain middle school dropout rate at 0%.

to increase and maintain an average of 4.0 or above agree/strongly agree on HRS Level 1 survey questions. Administer the HRS Level 1 survey to teachers and administrators two times a year. Collect, analyze, and implement actions based on the results to increase and maintain an average of 4.0 or above agree/strongly agree on HRS Level 1 survey questions.

6. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the Facilities Inspection Tool. 7. California Healthy Kids Surveys: Increase to and maintain above 80% agree and strongly agree in student connectedness, motivation, and safety 8. Maintain middle school dropout rate at 0%.

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6. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the Facilities Inspection Tool. 7. Use data from the California Healthy Kids biennial survey to improve actions and services in support of Goal 3. 8. Maintain middle school drop out rate at 0%.

Planned Actions / Services ollapse

Action 1




X All

X All Schools

OR


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Actions/Services




X Modified Action

X Unchanged Action


OLD ACTION: 3.ii Support strategic student and parent education on topics of behavioral and social-emotional supports. Continue systematic character education in grades K-8 and continue to pilot life plan curriculum in grades 9-12. Include PBIS (Positive Behavioral Intervention and Supports) and Second Step training along with behavioral intervention and supports (Tier II at the elementary level), a discipline matrix and alternatives to suspension.




Year 2017-18 2018-19 2019-20

Amount $5000 $5000 $5000

$5000 $5000 $5000 Source Med Cal Admin Account Med Cal Admin Account Med Cal Admin Account

$5000 $5000 $5000 Budget Reference

0001-0999: Unrestricted: Locally Defined



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Action 2




X All

X All Schools

OR








Actions/Services




X Modified Action

X Unchanged Action


OLD ACTION: 1.ii Ensure students have access to clean, safe, and maintained facilities; access to appropriate technology: monitor the 1:1 technology program by including students in grades 4-5 by the end of the 2017-18 school year. Continue to formalize the teacher PD for technology and technology validation Level 1 or 2 (10%).

Continue providing safe and well-maintained facilities.

Continue to provide safe and well-maintained facilities.

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Year 2017-18 2018-19 2019-20

Amount $3,026,709 $3,124,254 $3,319,572

$3,026,709 $3,124,254 $3,319,572 Source Basic Funding Basic Funding Basic Funding


2000-2999;3000-3999 Classified Personnel Salaries and Benefits Maintenance and custodial staff



Amount $344,061 $392,088 $324,674

$344,061 $392,088 $324,674 Source Basic Funding Basic Funding Basic Funding


4000-4999: Books And Supplies Maintenance and custodial supplies



Amount $783,401 $1,336,166 $976,807

$783,401 $1,336,166 $976,807 Source Basic Funding Basic Funding Basic Funding

$783,401 $1,336,166 $976,807 Budget Reference

5000-5999: Services And Other Operating Expenditures Repairs and services for maintenance and custodial



Amount 135,626

135,626 Source Basic Funding

135,626 Budget Reference

4000-4999: Books And Supplies Computers and Chromebooks for 1:1

Amount $0

$0 Source Title I

$0 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Technology PD

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Action 3






OR





X English Learners

X Foster Youth

X Low Income

X LEA-wide

X All Schools

Actions/Services




X New Action X Modified Action

X Modified Action


Implemented an Elementary Parent Academy Conference in October. Parents at all schools (TK-12) were invited.

Implement the 2nd Annual Parent Academy in November and increase outreach to ensure more parents attend this coming school year.

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Year 2017-18 2018-19 2019-20

Amount $500 $1,000

$500 $1,000 Source Title I Title I



4000-4999: Books And Supplies Materials and supplies for the Parent Academy;

Amount $2,000

$2,000 Source Title I


2000-2999;3000-3999 Classified Personnel Salaries and Benefits Extra duty for staff to increase parent outreach via personal phone calls or home visits (approx. 50 additional hours)

Action 4




X All

X All Schools

OR








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Actions/Services




X New Action

X Unchanged Action





Year 2017-18 2018-19 2019-20

Amount $1,171,546 $1,295,846

$1,171,546 $1,295,846 Source Basic Funding Basic Funding

$1,171,546 $1,295,846 Budget Reference

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Transportation Salaries


Amount $187,900 $179,640

$187,900 $179,640 Source Basic Funding Basic Funding


4000-4999: Books And Supplies Transportation Materials and Supplies

4000-4999: Books And Supplies Transportation Materials and Supplies

Amount $22,735 $27,897



5000-5999: Services And Other Operating Expenditures Transportation services and repairs


Action 5




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X All

X All Schools Specific Grade Spans: TK-5

OR








Actions/Services




X New Action

X Unchanged Action


Continue providing free, safe, and efficient transportation for targeted students.

Continue to provide free, safe, and efficient transportation for targeted students.


Year 2017-18 2018-19 2019-20

Amount $1,665,126 $1,841,795

$1,665,126 $1,841,795 Source Basic Funding Basic Funding

$1,665,126 $1,841,795 Budget Reference



Amount $267,063 $255,322


$267,063 $255,322

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Budget Reference

4000-4999: Books And Supplies Transportation materials and supplies

4000-4999: Books And Supplies Transportation materials and supplies

Amount $32,314 $39,651





Action 6




X All

X All Schools

OR








Actions/Services




X New Action

X Unchanged Action


Provide School-Based Therapy for struggling students at all sites and social skill interventions at elementary sites.

Continue to provide School-Based Therapy for struggling students at all sites and social skill interventions at elementary sites.

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Year 2017-18 2018-19 2019-20

Amount $50,000 $50,000

$50,000 $50,000 Source Grant Grant




Action 7






OR





X English Learners

X LEA-wide

X All Schools

Actions/Services




X Modified Action

X Unchanged Action


OLD ACTION: 5.i Provide translation and Bilingual Communication services staff (two translators and two community liaisons) to support parent access and involvement across the district.



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Year 2017-18 2018-19 2019-20

Amount $338,361 $406,517 $492,660



2000-2999;3000-3999 Classified Personnel Salaries and Benefits Translations and Interpretation Department Community Liaisons, Interpreters, Translators, and the Coordinator



Amount $126,742 $124,786 $176,871

$126,742 $124,786 $176,871 Source Grant Grant Grant





Action 8




X All

X All Schools

OR








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Actions/Services




X Modified Action

X Unchanged Action


OLD ACTION: 3.i Identify new and support ongoing partnerships between students, staff, parents, and community members to develop a school culture built on mutual respect, responsibility, and safety for all. Support collaborative relationships with on-site mental health providers and outside agencies. Provide training and workshops as needed to grow this area of service.

In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and district staff.

In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and staff.


Year 2017-18 2018-19 2019-20

Amount $11,110 60,000 60,000

$11,110 60,000 60,000 Source Basic Funding Basic Funding Basic Funding

$11,110 60,000 60,000 Budget Reference

1000-1999: Certificated Personnel Salaries



Amount $3,000


$3,000

Amount $5,555



5000-5999: Services And Other Operating Expenditures

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Action 9




X All

X All Schools

OR








Actions/Services




X Modified Action

X Unchanged Action


OLD ACTION: 3.ii Support strategic student and parent education on topics of behavioral and social-emotional supports. Continue systematic character education in grades K-8 and continue to pilot life plan curriculum in grades 9-12. Include PBIS (Positive Behavioral Intervention and Supports) and Second Step training along with behavioral intervention and supports (Tier II at the elementary level), a discipline matrix and alternatives to suspension.

Continue systematic character education in grades K-8 and continue to pursue curriculum in grades 9-12.

Continue systematic character education in grades K-8 and purchase curriculum in grades 9-12.

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Year 2017-18 2018-19 2019-20

Amount $12,726 $18,000 $18,000

$12,726 $18,000 $18,000 Source Basic Funding Grant Basic Funding





Amount $5,000 $10,000 $10,000

$5,000 $10,000 $10,000 Source Basic Funding Med Cal Admin Account Basic Funding




1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Training for staff

Action 10






OR





X English Learners

X Foster Youth

X Low Income

X Schoolwide

Specific Schools: ACMS, NTS, THS, SHS, THS


Actions/Services




X Modified Action

X Unchanged Action

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Provide ongoing funding for counselors and provide additional funding for 1.6 counselors.




Year 2017-18 2018-19 2019-20

Amount $657,097 $749,427 $846,637






Amount $573,094 $559,295 $594,778

$573,094 $559,295 $594,778 Source Measure A Measure A Measure A





Action 11




X All

X All Schools

OR








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Actions/Services




X New Action


Student Services, Curriculum, Instruction and Assessment, Principals, and Assistant Principals will collaborate to identify and implement actions to decrease chronic absenteeism rates.


Year 2017-18 2018-19 2019-20

Action 12




X All

X All Schools

OR








Actions/Services




X New Action


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HRS Level One Surveys will be administered two times a year to TK-12 teachers and principals. Students will be administered the survey once in the year. Results will be analyzed at a district, and school level and actions to sustain/improve school and district culture will be implemented, as appropriate.


Year 2017-18 2018-19 2019-20

Action 13




X All

X All Schools

OR








Actions/Services




X New Action


The Annual Parent Survey will be administered in the winter. Results will be analyzed at a district and school level.

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Actions to sustain/improve in identified areas will be implemented, as appropriate. As a result of survey comments received from parents this past year, survey results and any accompanying actions will now be shared with stakeholders.

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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

$2,605,643 8.14%

These specific actions and services quantitatively and qualitatively exceed the minimum proportionality rate to improve the educational program for following student groups: socio-economically disadvantaged, English Learners, homeless and foster youth.

TTUSD has created a system to support academic and social-emotional excellence in a variety of ways, including but not limited to the increased or improved services provided for unduplicated pupils:

Goal 1 Action 2: Support early learning through Transitional Kindergarten at TES, GES, KBE and TLE and full-day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students (TES). School-wide: TES, GES, KBE, and TLE

TTUSD is committed to providing strong early education programs that support literacy and social development of the youngest learners (Tully, 2015). We maintain transitional kindergarten at all schools and full-day transitional kindergarten and kindergarten programs at the Title I site with the highest percentage of SED students. Both programs serve to close achievement gaps between young children low-income families and their peers and by providing a solid foundation of learning to children from all backgrounds to increase all students' academic, social, and emotional success (Gabel, First Five, 2009).

Goal 1 Action 5: Provide a Career Center Technician at each comprehensive high school to provide information to students on career/post-high school educational opportunities, administer and interpret career assessment tools, plan on-site presentations by colleges and career representatives and manage ongoing CCR programs. Limited to Unduplicated Student Group (NTHS &THS) The role of this staff member is to provide information, resources, and support to high school students as they prepare for college and/or career options and to be another "messenger" in framing high school as a pathway to future goals (Fazekas & Warren). This technician focuses on meeting with targeted students about scholarship opportunities, community service hours, a successful transition from high school to college and career and college-going activities (Fazekas & Warren).

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Goal 1 Action 6: Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students, a credit recovery option for students via APEX and provide SAT, Albert licenses to provide test preparation opportunities for students. Schoolwide (NTHS, THS, and SHS) By providing these options students have increased access to experience a practice college entrance exam which helps them prepare for other college exams, connect them to scholarship opportunities and can alert students to their college potential (Hall, 2015). APEX provides a different opportunity for students to recover credits to ensure "on-time" graduation.

Goal 1 Action 8: Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. Also, the incoming TK and K programs help these students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students. Providing extended learning time for targeted student groups has shown to impact learning positively. TTUSD has seen such impact, particularly with the TK/K Camp and AIM High programs. Research evidence indicates that many students lose skills and knowledge during the summer months and that summer learning loss disproportionally affects low-income students (Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996). Moreover, recent findings point to the potentially lasting consequences of the summer learning gap and its significance as a mechanism for the perpetuation of family advantage and disadvantage across generations (Alexander, Entwisle, & Olson, 2007). Participation in high-quality summer learning programs can mitigate learning loss and even produce achievement gains (McCombs et al., 2011).

Goal 1 Action 9: Maintain lower class sizes. LEA-wide-All Schools TTUSD is committed to maintaining low-class sizes across all grade levels. This allows teachers to better meet individual needs and provide support. According to the NEPC, the "payoff from class-size reduction is greater for low-income and minority children (Mathis, 2016).

Goal 1 Action 10: Maintain English Learner support by providing additional staff allocations such as, a Coordinator of EL Programs and Accountability, EL Coordinator for each school site and stipends for HS teachers who teach ELD. LEA-wide-All Schools TTUSD continues to provide additional support staff to support EL students to better ensure access to content in the mainstream classroom and to provide additional instruction focused on the development of general English language skills related to grammar, vocabulary, and communication (Garcia, 2009, p. 11). This support also includes, but is not limited to, support for Newcomers to develop basic English language skills, fill in content area gaps and become familiar with American schools and culture (Garcia, 2009, p. 12). Lastly, this additional support ensures communication of and compliance with state and federal mandates.

Goal 1 Action 11: Provide Reading Intervention Teachers at all TK-8 schools. LEA-wide-All Schools This position serves as a student advocate as well as helping them " grow into well-rounded readers capable of tackling the complex texts that they will inevitably encounter in school and beyond. (Frankel & Pearson, 2014).

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Goal 2 Action 3: Continue to expand the capacity of Instructional Coaches, Coordinator of EL Programs and Accountability, and the Accelerated Learner TOSA to fulfill their role with a high level of skill and effectiveness. Monitor the effectiveness of Instructional Coaches in expanding the capacity of others and adjust, as needed. LEA-wide-All Schools TTUSD's instructional delivery system is built on quality classrooms and powerful teaching and learning for each student. The district’s priority of providing high-quality professional learning and coaching helps to ensure our teachers fully and effectively implement state and district initiatives and continue to transform their practice (King, 2004). Our system of professional development, coaching support, and learning is being improved to focus on TTUSD's Instructional Framework for Student Learning. This framework is based on the work of Dr. Marzano and will serve to ensure better focused and supported learning for the adults in the district. It will also serve to support the development of a growth mindset culture that continually improves (Marzano, 2013).

Goal 3 Action 3: Implement the 2nd Annual Parent Academy in November and increase outreach to ensure more parents attend this coming school year. LEA-wide-All Schools "No matter where or when services are delivered, parents should learn new information, new ideas, and new skills; receive encouragement and support, and learn to advocate for themselves and their families." (Center for Applied Linguistics)

Goal 3 Action 7: Continue to provide interpretation and translation support for our Spanish speaking families. Community Liaisons are also provided to assist families and students. LEA-wide-All Schools TTUSD is intentionally designing both district and school level engagement structures and practices, to be inclusive of parent, student, and staff voice and sensitive to the diverse backgrounds and experiences of our community. TTUSD makes it a priority to include parents, students, and staff on advisory committees and to provide them with multiple opportunities to be involved with their school and district community. This past year the department that coordinates translations and interpretation services exceeded over 3,000 requests; each year, the total number of requests has increased! In addition to this success, the increased availability of bilingual staff has positively impacted the presence of Spanish speaking parents on school campuses. The research is detailed: "No matter where or when services are delivered, parents should learn new information, new ideas, and new skills; receive encouragement and support, and learn to advocate for themselves and their families." (Center for Applied Linguistics)

Goal 3 Action 10: Provide ongoing funding for 12.7 counselors. LEA-wide-All Schools TTUSD is supported through a parcel tax that helps support counselors at all schools. Also, the district supports 58% of additional counselor time across the district. Counselors not only support the socio-emotional needs of students, facilitate groups, impact the entire school community with their actions but at the high school level, they also provide students with academic, career and college counseling (McGannon, 2005).

LCAP Year: 2018-19


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$2,476,582 8.15%

These specific actions and services quantitatively and qualitatively exceed the minimum proportionality rate to improve the educational program for following student groups: socio-economically disadvantaged, English Learners, homeless and foster youth.

TTUSD has created a system to support academic and social-emotional excellence in a variety of ways, including but not limited to the increased or improved services provided for unduplicated pupils:

Goal One, Action 2: Support early learning through Transitional Kindergarten at all sites and full-day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students. TTUSD is committed to providing strong early education programs that support literacy and social development of the youngest learners (Tully, 2015). We maintain transitional kindergarten at all schools and full-day transitional kindergarten and kindergarten programs at the Title I site with the highest percentage of SED students. Both programs serve to close achievement gaps between young children low-income families and their peers and by providing a solid foundation of learning to children from all backgrounds to increase all students' academic, social, and emotional success (Gabel, First Five, 2009).

Goal One, Action 5: Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and career and support other specific college/career-related outcomes for these students. The role of this staff member is to provide information, resources, and support to high school students as they prepare for college and career options and to be another "messenger" in framing high school as a pathway to future goals (Fazekas & Warren). This technician focuses on meeting with targeted students about scholarship opportunities, community service hours, a successful transition from high school to college and career and college-going activities (Fazekas & Warren).

Goal One, Action 6: Provide practice college admissions testing (PSAT) for all 10th-grade students. Provide a credit recovery option for students via APEX. Provide SAT, Albert licenses to provide test preparation opportunities for students. By providing these options students have increased access to experience a practice college entrance exam which helps them prepare for other college exams, connects them to scholarship opportunities and can alert students to their college potential (Hall, 2015). APEX provides a different opportunity for students to recover credits to ensure "on-time" graduation.

Goal One, Action 8: Continue to provide summer programs to offset summer knowledge loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year (Rand, 2011). Also, the incoming TK and K programs help these students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in Northern California. The multi-year program includes academic and enrichment opportunities that

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prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students. (): Providing extended learning time for targeted student groups has shown to impact learning positively. TTUSD has seen such impact, particularly with the TK/K Camp and AIM High programs.

5. Maintain English Learner support by providing additional staff allocation. (Goal One, Action 10): TTUSD continues to provide additional support staff to support EL students to better ensure access to content in the mainstream classroom and to provide additional instruction focused on the development of general English language skills related to grammar, vocabulary, and communication (Garcia, 2009, p. 11). This support also includes, but is not limited to, support for Newcomers to develop basic English language skills, fill in content area gaps and become familiar with American schools and culture (Garcia, 2009, p. 12). Lastly, this additional support ensures communication of and compliance with state and federal mandates.

6. Maintain low-class sizes. (Goal One, Action 9): TTUSD is committed to maintaining low-class sizes across all grade levels. This allows teachers to better meet individual needs and provide support. According to the NEPC, the "payoff from class-size reduction is greater for low-income and minority children (Mathis, 2016).

7. To ensure that parents have the proper information to support their child's academic and social development, are comfortable communicating with school staff and to supporting parent involvement (Sapungana, 2014), TTUSD continues to provide translation and interpretation support for our Spanish speaking families. (Goal Three, Action 7): In addition to providing resources for Spanish speaking families. TTUSD is intentionally designing both district and school level engagement structures and practices, to be inclusive of parent, student, and staff voice and sensitive to the diverse backgrounds and experiences of our community. TTUSD makes it a priority to include parents, students, and staff on advisory committees and to provide them with multiple opportunities to be involved with their school and district community.

8. Increase academic coach availability to expand the capacity of teachers, administrators, and staff, expand the academic coaches' capacity to fulfill their role with a high level of skill and develop a manner of monitoring the effectiveness and impact of the academic coaches. (Goal Two, Action 3): TTUSD's instructional delivery system is built on quality classrooms and powerful teaching and learning for each student. The district’s priority of providing high-quality professional learning and coaching helps to ensure our teachers fully and effectively implement state and district initiatives and continue to transform their practice (King, 2004). Our system of professional development, coaching support, and learning is being improved to focus on TTUSD's Instructional Framework for Student Learning. This framework is based on the work of Dr. Marzano and will serve to ensure better focused and supported learning for the adults in the district. It will also serve to support the development of a growth mindset culture that continually improves (Marzano, 2013).

9. Provide ongoing funding for 12.8 counselors of which a portion is paid by Measure A Funds, and 58% is paid from Supplemental funds. (Goal Three, Action 10): TTUSD is supported through a parcel tax that helps support counselors at all schools. Also, the district supports 58% of additional counselor time across the district. Counselors not only support the socio-emotional needs of students,

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facilitate groups, impact the entire school community with their actions but at the high school level, they also provide students with academic, career and college counseling (McGannon, 2005).

10. Provide Reading Intervention Teachers at all TK-8 schools to address the needs of students reading below grade level. This position serves as a student advocate as well as helping them " grow into well-rounded readers capable of tackling the complex texts that they will inevitably encounter in school and beyond. (Frankel & Pearson, 2014).

11. Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents (Sapungana, 2014) and pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October. PIQE's mission is to provide families with the knowledge and skills to partner with schools and communities to ensure their children achieve their full potential and TTUSD supports this mission by continuing to offer these sessions.

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LCAP Year: 2017-18


$2,397,714 8.27%

These specific actions and services quantitatively and qualitatively exceeded the minimum proportionality rate to improve the educational program for our targeted students.

1. ESL classes for parents through the Adult Education program successfully supported the education of TTUSD parents and the overall community.

2. Maintaining lower class sizes were maintained, which increases each teacher's ability to better meet the needs of their targeted students.

3. 7.8 FTE of additional counseling was provided to better meet the diverse needs of the student population and maintain safe and positive school climates.

4. To ensure effective and clear communication with our community, TTUSD continues to provide translation and interpretation support for our Spanish speaking families.

5. Maintain English Learner support by providing EL Coordinators at all elementary schools. These teachers provide direct instruction to EL students and ensure compliance with state and federal mandates.

6. Academic coaches were available to provide support to teachers with professional development.

7. Classified support staff was provided to increase the adult: student ratio and to better meet the academic needs of targeted students.

8. Maintain English Learner support by providing classified support staff to support Newcomers, and support access to core instruction in English.

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9. Reading intervention teachers were provided at each elementary school, and literacy coaches provided at the secondary schools.

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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 41,631,698.00

38,671,459.00

32,693,328.00

38,665,080.00

38,940,791.00

110,299,199.00

0.00 0.00 0.00 114,985.00

0.00 114,985.00

Adult Education Block Grant 10,000.00 11,582.00 0.00 0.00 0.00 0.00

Basic Funding 34,690,703.00

31,825,876.00

27,157,501.00

31,758,120.00

31,775,487.00

90,691,108.00

Basic Funds 0.00 0.00 0.00 0.00 5,000.00 5,000.00


16,667.00 16,992.00 16,667.00 16,667.00 16,667.00 50,001.00

College and Careers Grant 0.00 0.00 34,000.00 0.00 0.00 34,000.00

CTEIG 0.00 0.00 838,603.00

0.00 0.00 838,603.00

CTEIG Funding 171,558.00

184,192.00

0.00 184,192.00

0.00 184,192.00

Grant 244,740.00

152,786.00

126,742.00

202,786.00

1,166,163.00

1,495,691.00

Locally Defined 0.00 0.00 0.00 0.00 0.00 0.00

Lottery 900,000.00

845,046.00

0.00 845,046.00

103,390.00

948,436.00

Measure A 563,695.00

559,295.00

588,094.00

577,054.00

594,778.00

1,759,926.00

Med Cal Admin Account 15,000.00 15,000.00 5,000.00 15,000.00 5,000.00 25,000.00

Other 0.00 0.00 0.00 0.00 0.00 0.00

Supplemental 4,938,885.00

5,006,908.00

3,870,657.00

4,896,985.00

5,222,556.00

13,990,198.00

Supplemental and Concentration 0.00 0.00 0.00 0.00 0.00 0.00

Title I 9,950.00 10,576.00 0.00 10,576.00 8,000.00 18,576.00

Title II 70,500.00 43,206.00 56,064.00 43,669.00 43,750.00 143,483.00

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type

Object Type


Budgeted


2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

All Expenditure Types 41,631,698.00

38,671,459.00

32,693,328.00

38,665,080.00

38,940,791.00

110,299,199.00

0.00 0.00 3,000.00 0.00 5,897.00 8,897.00


0.00 0.00 10,000.00 0.00 0.00 10,000.00


69,500.00 50,000.00 11,110.00 42,669.00 0.00 53,779.00


31,644,119.00

28,398,747.00

27,495,020.00

28,406,453.00

29,244,335.00

85,145,808.00


0.00 0.00 57,680.00 0.00 0.00 57,680.00


6,919,320.00

6,962,876.00

3,769,482.00

6,962,876.00

7,572,925.00

18,305,283.00

3000-3999: Employee Benefits 0.00 0.00 0.00 0.00 0.00 0.00

4000-4999: Books And Supplies 1,702,696.00

1,699,483.00

496,354.00

1,700,495.00

937,143.00

3,133,992.00


1,147,763.00

23,574.00 801,682.00

1,405,846.00

1,044,355.00

3,251,883.00


148,300.00

1,536,779.00

49,000.00 146,741.00

136,136.00

331,877.00


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Total Expenditures by Object Type and Funding Source

Object Type Funding Source


Budgeted


2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

All Expenditure Types

All Funding Sources

41,631,698.00

38,671,459.00

32,693,328.00

38,665,080.00

38,940,791.00

110,299,199.00

0.00 0.00 0.00 0.00 0.00 0.00

Basic Funding 0.00 0.00 3,000.00 0.00 0.00 3,000.00

Supplemental 0.00 0.00 0.00 0.00 5,897.00 5,897.00


Basic Funding 0.00 0.00 5,000.00 0.00 0.00 5,000.00


Med Cal Admin Account

0.00 0.00 5,000.00 0.00 0.00 5,000.00


Basic Funding 0.00 0.00 11,110.00

0.00 0.00 11,110.00


Lottery 0.00 50,000.00

0.00 0.00 0.00 0.00


Title I 0.00 0.00 0.00 0.00 0.00 0.00


Title II 69,500.00

0.00 0.00 42,669.00

0.00 42,669.00


0.00 0.00 0.00 114,985.00

0.00 114,985.00



23,457,203.00

22,759,373.00

23,457,206.00

23,420,283.00

69,636,862.00


Basic Funds 0.00 0.00 0.00 0.00 5,000.00 5,000.00

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Budgeted


2017-18 2018-19 2019-20

2017-18 through 2019-20

Total


College and Careers Grant

0.00 0.00 0.00 0.00 0.00 0.00


CTEIG 0.00 0.00 838,603.00

0.00 0.00 838,603.00


CTEIG Funding 171,558.00

184,192.00

0.00 184,192.00

0.00 184,192.00


Grant 0.00 0.00 0.00 0.00 839,292.00

839,292.00


Lottery 50,000.00

0.00 0.00 50,000.00

63,000.00

113,000.00


Measure A 548,695.00

559,295.00

573,094.00

559,295.00

594,778.00

1,727,167.00



10,000.00

10,000.00

0.00 10,000.00

0.00 10,000.00



4,135,684.00

3,267,886.00

4,020,699.00

4,294,682.00

11,583,267.00


Supplemental and Concentration

0.00 0.00 0.00 0.00 0.00 0.00

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Budgeted


2017-18 2018-19 2019-20

2017-18 through 2019-20

Total


Title I 9,450.00 10,076.00

0.00 10,076.00

0.00 10,076.00


Title II 0.00 42,297.00

56,064.00

0.00 27,300.00

83,364.00


Basic Funding 0.00 0.00 0.00 0.00 0.00 0.00


Supplemental 0.00 0.00 57,680.00

0.00 0.00 57,680.00



6,020,926.00

3,097,649.00

6,020,926.00

6,517,213.00

15,635,788.00


Grant 166,740.00

124,786.00

126,742.00

124,786.00

176,871.00

428,399.00


Locally Defined 0.00 0.00 0.00 0.00 0.00 0.00


Supplemental 759,140.00

817,164.00

545,091.00

817,164.00

876,841.00

2,239,096.00


Title I 0.00 0.00 0.00 0.00 2,000.00 2,000.00

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Budgeted


2017-18 2018-19 2019-20

2017-18 through 2019-20

Total


Title II 0.00 0.00 0.00 0.00 0.00 0.00

3000-3999: Employee Benefits

CTEIG Funding 0.00 0.00 0.00 0.00 0.00 0.00


Basic Funding 793,320.00

848,051.00

479,687.00

848,051.00

777,636.00

2,105,374.00



16,667.00

16,992.00

16,667.00

16,667.00

16,667.00

50,001.00


Grant 18,000.00

18,000.00

0.00 18,000.00

70,000.00

88,000.00


Lottery 850,000.00

795,046.00

0.00 795,046.00

40,390.00

835,436.00



5,000.00 5,000.00 0.00 5,000.00 5,000.00 10,000.00



14,985.00

0.00 16,231.00

10,000.00

26,231.00


Title I 500.00 500.00 0.00 500.00 6,000.00 6,500.00


Title II 1,000.00 909.00 0.00 1,000.00 11,450.00

12,450.00


Adult Education Block Grant

0.00 0.00 0.00 0.00 0.00 0.00



17,759.00

801,682.00

1,391,215.00

1,044,355.00

3,237,252.00


College and Careers Grant

0.00 0.00 0.00 0.00 0.00 0.00


CTEIG Funding 0.00 0.00 0.00 0.00 0.00 0.00


Grant 5,000.00 0.00 0.00 5,000.00 0.00 5,000.00

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Budgeted


2017-18 2018-19 2019-20

2017-18 through 2019-20

Total


Measure A 0.00 0.00 0.00 0.00 0.00 0.00



0.00 0.00 0.00 0.00 0.00 0.00


Other 0.00 0.00 0.00 0.00 0.00 0.00



5,815.00 0.00 9,631.00 0.00 9,631.00


Title I 0.00 0.00 0.00 0.00 0.00 0.00


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Total Expenditures by Goal

Goal


Budgeted


2017-18 2018-19 2019-20

2017-18 through 2019-20

Total

Goal 1 4,889,134.00 4,574,832.00 2,495,464.00 4,580,032.00 4,046,177.00 11,121,673.0

0

Goal 2 26,766,883.0

0 23,902,328.0

0 24,170,382.0

0 23,902,331.0

0 24,376,464.0

0 72,449,177.0

0

Goal 3 9,975,681.00 10,194,299.0

0 6,027,482.00

10,182,717.00

10,518,150.00

26,728,349.00

Goal 4 0.00 0.00 0.00 0.00 0.00 0.00

Goal 5 0.00 0.00 0.00 0.00 0.00 0.00

Goal 6 0.00 0.00 0.00 0.00 0.00 0.00

Goal 7 0.00 0.00 0.00 0.00 0.00 0.00

Goal 8 0.00 0.00 0.00 0.00 0.00 0.00


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Expenditures Contributing to Increased/Improved Requirement by Funding Source

Funding Source


Budgeted


2017-18 2018-19 2019-20


6,549,117.00

480,103.00 6,542,597.00

6,107,595.00

0.00 0.00 0.00 114,985.00 0.00

Adult Education Block Grant 10,000.00 11,582.00 0.00 0.00 0.00

Basic Funding 1,000.00 1,000.00 0.00 1,000.00 0.00

Basic Funds 0.00 0.00 0.00 0.00 0.00


0.00 0.00 0.00 0.00 0.00

College and Careers Grant 0.00 0.00 0.00 0.00 0.00

CTEIG 0.00 0.00 0.00 0.00 0.00

CTEIG Funding 0.00 0.00 0.00 0.00 0.00

Grant 166,740.00 124,786.00 126,742.00 124,786.00 176,871.00

Lottery 900,000.00 845,046.00 0.00 845,046.00 103,390.00

Measure A 548,695.00 559,295.00 15,000.00 559,295.00 594,778.00

Med Cal Admin Account 0.00 0.00 0.00 0.00 0.00


5,006,908.00

338,361.00 4,896,985.00

5,222,556.00

Title I 500.00 500.00 0.00 500.00 3,000.00

Title II 0.00 0.00 0.00 0.00 7,000.00

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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source

Funding Source


Budgeted


2017-18 2018-19 2019-20


33,346,819.00

5,540,843.00

33,346,960.00

33,307,107.00

0.00 0.00 0.00 0.00 0.00

Adult Education Block Grant 0.00 0.00 0.00 0.00 0.00


31,824,876.00

4,309,462.00

31,757,120.00

31,760,487.00

Basic Funds 0.00 0.00 0.00 0.00 5,000.00


16,667.00 16,992.00 16,667.00 16,667.00 16,667.00

College and Careers Grant 0.00 0.00 0.00 0.00 0.00

CTEIG 0.00 0.00 0.00 0.00 0.00

CTEIG Funding 171,558.00 184,192.00 0.00 184,192.00 0.00

Grant 78,000.00 28,000.00 0.00 78,000.00 989,292.00

Lottery 900,000.00 845,046.00 0.00 845,046.00 103,390.00

Measure A 15,000.00 0.00 0.00 17,759.00 0.00

Med Cal Admin Account 15,000.00 15,000.00 5,000.00 15,000.00 5,000.00

Supplemental 408,226.00 379,431.00 1,153,650.00

379,431.00 376,521.00

Title I 9,450.00 10,076.00 0.00 10,076.00 8,000.00

Title II 70,500.00 43,206.00 56,064.00 43,669.00 42,750.00

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