Local Control and Accountability Plan and Annual Update Template

Transcription

1 1 Introduction: Kings County Office of Education is located in the Kings County seat of Hanford, Ca. KCOE operates two alternative education schools, Kings Community School (KCS) and JC Montgomery (JCM). KCS serves expelled students, grades 9-12, in accordance with our Countywide Plan to Serve Expelled Youth. JCM serves incarcerated youth at the juvenile detention center or court school. During the school year, an extensive needs analysis was conducted by program staff. This resulted in the formulation of a 5-year Strategic Plan document, Appendix A that further articulates our programs needs, goals, objectives, and actions over the coming years. Input, data, goals, and actions from this endeavor were also incorporated in the KCOE LCAP document, as appropriate and evidenced by the outcomes of our LCAP stakeholder engagement activities. It is important to understand the nature of our county alternative education programs as covered by this LCAP, including the high needs, challenges, prior failures, and transiency of the student populations served. Students come to us after having been unsuccessful within their regular school setting, comprehensive high school or school of residence, due to mandatory expulsions and/or referral by probation. Court school students come to us having been incarcerated due to failure to successfully abide by the law. Both groups of students often come to us challenged with credit deficiency, disengagement from school and/or local community, poverty, drug use, abuse, mental health issues, lack of both social and academic skills, a mindset of academic failure and educational despondence, lack of self-discipline and/or esteem, unemployment, and a disinterest and/or historic failure in education. Consequently students often have a general hopelessness in regard to their futures. Our programs are often students last chance at successfully engaging in education and securing choices for life as a productive citizen in our community. Kings County itself is a rural agricultural community, with some cities spread far apart. There is limited access to centralized services. Further, it is home to 3 state prison institutions, so there is a high population of prisoner families. There are additional struggles with gang violence, as well as some of the highest poverty, unemployment, and teenage pregnancy rates in the region. Our students bring to us all of the commensurate challenges that the aforementioned details and demographics bring, so our students remain at the highest at-risk students within the county. Kings County schools covered by this LCAP were developed with an understanding and appreciation of the unique challenges our students face, as well as the limited and transient nature of their time enrolled in our programs. Our school site administration and school staff have undergone recent turnover. Kings County has had a shortage of teachers, and it was difficult to fill positions. This led to positions remaining vacant during the school year, which we will attempt to fill during the school year. Vision: Our students will become confident, responsible, and respected citizens who achieve personal and academic success, and become productive members of the community. Mission: Our students will acquire structure and discipline, learn the importance of strong ethics and good character, understand the relevancy of education, become more confident, develop problem solving abilities and basic life skills, and set goals and plan for their future. LEA: Kings County Office of Education Contact (Name, Title, , and Phone Number): Carmen Barnhart, Assistant Superintendent, cbarnhart@kingscoe.org, (559) LCAP Year: Local Control and Accountability Plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, , and The LCAP and Annual Update Template must be completed by all LEAs each year.

2 2 For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities. For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs. Charter schools, pursuant to Education Code sections 47605, , and , must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code. The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law ) that are incorporated or referenced as relevant in this document. For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP. State Priorities The state priorities listed in Education Code sections and can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school. A. Conditions of Learning: Basic: degree to which teachers are appropriately assigned pursuant to Education Code section , and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

3 3 Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2) Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7) Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section (Priority 9) Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10) B. Pupil Outcomes: Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4) Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8) C. Engagement: Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3) Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5) School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6) Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), and specify the minimum requirements for school districts; Education Code sections 52066(g), and specify the minimum requirements for county offices of education, and Education Code section specifies the minimum requirements for charter schools. In addition, Education Code section specifies the requirements for translation of documents. Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

4 4 Guiding Questions: 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section ; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and , including engagement with representatives of parents and guardians of pupils identified in Education Code section ? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities? Involvement Process Stakeholder Engagement: 1.Students: (Individual) surveys (2/2015) 2. Staff: stakeholder surveys, collaboration, data presentation (2/2015) Impact on LCAP Input & Impact: 1. Students expressed concern for tutoring, credit recovery, positive and engaging learning environment, continued counseling and transition services, and increased use of technology. All of these items are reflected in the new plan. Additional bus stops were also mentioned. There are 7 bus stops in Lemoore and 11 in Hanford which will continue. The need for additional stops will be considered during the school year with collaborative input between curriculum, transportation, and law enforcement. The approval process by the California Highway Patrol (CHP) will be sought, if need be, during the school year. 2. Teachers expressed concern for continued counseling and transition services, consistent discipline/behavior expectations, professional learning and collaboration opportunities, student intervention tutoring, credit recovery, and classroom instructional aides. The new plan will contain continued counseling and transition services, restorative justice training and implementation, professional learning opportunities for staff, student intervention, and credit recovery programs. Several teachers also mentioned the possibility of hiring classroom instructional aides. This action will be considered in , as the new Principal implements and evaluates the instructional program. Kings County s Career Education Services Regional Occupation Program (ROP) program at is working on hiring a 2.5 hour/day person to teach a period of Career Technical Education (CTE), which was another area of need mentioned. The funding will not come out of LCAP, so will not appear as

5 5 3. Foster Care County Liaison & Learning Advisor: surveys, collaboration, data discussion (1/2015) 4. Juvenile Re-entry Task Force Meeting/Blue Ribbon Committee (11/2014, 3/2015) 5. Parents & Guardians: surveys & Parent Forum Meeting (2/2015) 6. School Site Council & English Learner Advisory Committee meetings-parents & Guardians (10/2014, 12/2014, 1/2015, 2/2015) 7. Kings County School Board & Community meeting (6/2015) an action. 3. Foster Care Liaison expressed concern for continued mentoring services for students, positive collaboration with probation, and continued transitional services. This will continue as a goal for the KCOE program. 4. Juvenile Re-entry Task Force expressed concern for parent engagement, need for continued counseling services in collaboration with probation officers, need for option of day program for youth as an alternative to incarceration, wrap around services, continued counseling and transition services, and restorative justice. Parent engagement remains a high priority. Counseling and collaboration with probation officers is also included as action steps in the plan. The committee is in the planning stages and is in the process of applying for a grant. The program may be ready to implement in KCOE will continue to provide wrap around services to meet the academic, social and emotional needs of our students as indicated by goals. Transition services and restorative justice will remain as part of the LCAP actions. 5. Parents were sent a survey by mail and with students. Parents were invited by phone call and note home to the parent meeting. Parent concerns expressed were the need for continued student counseling and transition services, student opportunities for volunteer programs, and increased parent communication to include parent meetings and student progress updates. The new plan will include continued student counseling and transition services. We will explore ways for opportunities for student volunteerism at Kings Community School (KCS). We have begun a student leadership team that will continue into We plan to continue to focus on parent involvement and input. The new Principal will be hosting monthly Parent Coffees to build collaboration and parental education support. 6. School Site Council and English Learner Advisory (ELAC) Committees worked to align the LCAP to the Single Plan for Student Achievement. School Site Council shared the need for a positive learning environment and increased opportunities regarding information on student progress. Kings County will continue to work on creating a positive and engaging learning environment through staff professional development, student behavior supports and increased parental involvement opportunities as identified under Goal 2. For example, we will be continuing the implementation of Restorative Justice, set up a Welcome Room for parents, expand character development and incentives program, offer Class- Positive Behavior and Support training for Staff (CHAMPS), and Safe and Civil School professional development. 7. School Board discussed the need for increased student behavior supports and parental involvement. Counseling and behavior support services are included in the plan. We are also working on increasing parental involvement opportunities and support for our educational program.

6 6 8. School Attendance Officer & County SARB Coordinator Meeting (5/2015) 9. Letter to Classified and Certificated Bargaining Units sent informing them of LCAP process (12/2014); conferences/discussions with Unit Leads and Assistant Superintendent of HR (11/2014); negotiations (e.g. effects) scheduled to be initiated in 6/ District Curriculum Collaborative (2/2015) 11. County Office & District Leadership (12/2014) 12. Local Bargaining Units: Leadership survey (3/2014) Annual Update: Stakeholder Engagement: 1.Students: (Individual) surveys (2/2015) 2. Staff: stakeholder surveys, collaboration, data presentation (2/2015) 3. Foster Care County Liaison and Learning Advisor surveys, collaboration, data discussion (1/2015) 8. The School Attendance Officer and County School Attendance Review Board (SARB) Members discussed the focus of decreasing truancy for our internal schools as well as for our county-wide districts in their efforts to decrease truancy referrals and chronic absenteeism rates. 9. Input from LCAP related Bargaining Unit Members was collected via staff interviews and staff meeting. A letter was sent explaining plans to collect input from stakeholder groups and sharing of plans with bargaining units. 10. Resource (Attendance Works) presented and discussion for increasing student attendance and addressing chronic absenteeism and truancy as this remains a part of the LCAP plan. 11. Countywide Plan for Serving Expelled Youth review, update, and renewal as it pertains to the service of expelled youth in the plan. 12. Leaders of the Bargaining unit did note the need for purchasing curriculum aligned to state standards. During , the district began implementation of an English Language Arts (ELA)/English Language Development (ELD) curriculum, which will be fully in place during Math materials were also purchased. Science training on new standards will be initiated in Another item of note was district and safety procedures of special education satellite sites, which are being reviewed by the new Principal of these sites. This will not be seen as an action under the LCAP, since the documents refers to our alternative education sites, JC Montgomery and Kings Community School. Annual Update: Input & Impact: 1. Students gave positive feedback for actions added in , such as the behavior intervention aide. They also noted that the transition specialist, while it was filled for a portion of the year, was helpful. These actions remained in our LCAP for the year. 2. Teachers felt that the transition specialist and counseling position made a positive impact on students. These actions remained in our LCAP for the school year. 3. Foster Care Liaison and Learning Advisors were consulted regarding foster youth data and indicated that the support for these students in collaborative meetings have led to increased information sharing with positive results. The data was shared with Foster and district staff, and will comprise our baseline for future data comparisons.

7 7 4. Juvenile Re-entry Task Force Meeting /Blue Ribbon Committee (11/2014, 3/2015) 5. Parents surveys, forum meeting, data presentation (2/2015) 6. School Site Council & ELAC meetings-parents (10/2014, 12/2014, 1/2015, 2/2015) 7. Kings County School Board & Community meeting (6/2015) 8. School Attendance Officer & County SARB Coordinator Meeting (5/2015) 9. District Curriculum Collaborative data discussion (2/2015) 10. County Office & District Leadership (12/2014) 4. Juvenile Re-entry Task Force Meeting discussed the increased support of students in the area of counseling and behavior intervention for as an improvement to wrap around services for students served by the program. Data on the wrap-around services was included in the annual update. 5. Surveys included questions aligned to the goals and actions included in the plan. Parents indicated that these actions have been an important part of the program. Data for each goal was related to parents at the forum meeting. Discussion surrounded the increased services, such as counseling and behavior support, as well as smaller class sizes being a large part of student progress towards meeting graduation requirements. 6. LCAP goal data as well as Single Plan for Student Achievement (SPSA) data, as included in the Annual Update. Progress towards increasing parental involvement at meetings was discussed and will remain a focus goal. 7. Shared all survey data related to progress in LCAP goals as reflected in the annual update. 8. Discussed continuing the positive progress made from Kings County decreased the drop-out rate from 16.2% to 14.6% and also increased graduation rates by almost 4%. 9. Resources were discussed for increasing attendance and decreasing truancy. This is important as Kings County had a very slight increase of 0.21% truancy rate. Work with individual districts will continue. 10. It was discussed that the review, update, and renewal of the Countywide Plan for Serving Expelled Youth is important as there were 41 less expulsions in 2014 as compared to However, students are still working on meeting the requirements for returning to their district sites. The Kings County program is taking students on a celebratory trip for meeting these requirements and will continue to look for ways to promote the successful transition. Details for successful transition were included in the annual update as a result and continue to be included. 11. Local Bargaining Units: Leadership survey (3/2014) 11. There was a very positive response to the emotional and social supports students receive in our program, which were actions in annual update. This is extremely important for our student population. Section 2: Goals, Actions,, and Progress Indicators Instructions: All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update

8 section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment. Charter schools may adjust the table below to align with the term of the charter school s budget that is submitted to the school s authorizer pursuant to Education Code section For school districts, Education Code sections and 52061, for county offices of education, Education Code sections and 52067, and for charter schools, Education Code section require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal. Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA s goals. Duplicate and expand the fields as necessary. Goal: Describe the goal: When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite. Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities. Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s). Schools: Identify the schoolsites to which the goal applies. LEAs may indicate all for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section to which the goal applies, or indicate all for all pupils. Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level. The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d). Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal. Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate all for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide. 8

9 9 Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to ALL. For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section , pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section Budgeted : For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA s budget. The LEA must reference all fund sources for each proposed expenditure. must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and Guiding Questions: 1) What are the LEA s goal(s) to address state priorities related to Conditions of Learning? 2) What are the LEA s goal(s) to address state priorities related to Pupil Outcomes? 3) What are the LEA s goal(s) to address state priorities related to parent and pupil Engagement (e.g., parent involvement, pupil engagement, and school climate)? 4) What are the LEA s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in Education Code sections and subgroups as defined in section that are different from the LEA s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA s budget? GOAL: Identified Need : 1. Focus on students and maintain high expectations for learning. Related State and/or Local Priorities: 1 2X 3 4X 5 6 7X 8X COE only: 9 10 Local : Specify Need: Our program needs to focus on high learning expectations for students & staff that are relevant & rigorous. Metrics: Priority 2: Implementation of state standards Implementation of academic content standards and English Language Development (ELD)

10 10 Goal Applies to: English Learner English Proficiency Priority 4: Pupil Achievement Statewide assessments Academic Performance Index (API) Percentage of students completing A-G requirements Career Technical Educational programs of study (CTE) English Learner English Proficiency-California English Language Development Test (CELDT) English Learner Reclassification rate Percentage of pupils who have passed Advanced Placement (AP) test Early Assessment Program (EAP) percent of student participation and pass Priority 7: Course Access Grades 7-12 English Social Science Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education Priority 8: Course Outcomes Grade 7-12 English Social Science Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education Schools: KCS & JCM All, Low Income, English Learners, Foster Youth, Hispanic, African American, White, Students with Disabilities Applicable Pupil Subgroups: Expected Annual Measurable Outcomes: LCAP Year 1: Priority 2: Implementation of state standards Implementation of academic content standards and English Language Development (ELD): Students will be administered a state standards aligned assessment as measured by district benchmark assessment English Learner English Proficiency: Students that are continuously enrolled will improve in scale score as measured by the California English Language Development Test (CELDT). Priority 4: Pupil Achievement Statewide assessments: Students will participate in the California Assessment of Student Performance and Progress (CAASPP) assessment as measured by the state assessment report.

11 Academic Performance Index (API): Sites will meet the API requirement as measured by the state API report. Percentage of students completing A-G requirements: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Career Technical Educational programs of study (CTE): Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. English Learner English Proficiency-California English Language Development Test (CELDT): Students that are continuously enrolled will improve in scale score. English Learner Reclassification rate: Increase or maintain reclassified English Learner rate as measured by data. Percentage of pupils who have passed Advanced Placement (AP) test: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Early Assessment Program (EAP) percent of student participation and pass: Students will participate in the Early Assessment Program year will set a baseline outcome for passage rate. Measured by the state report. Priority 7: Course Access Grades 7-12 English, Social Science, Physical Education, Science, Mathematics, Visual and Performing Arts: 100% of students will have access to required courses as measured by course list. Foreign Language, Applied Arts, Career Technical Education: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Priority 8: Course Outcomes Grade 7-12 English, Social Science, Physical Education, Science, Mathematics, Visual and Performing Arts: 100% of students will be administered a state standards/framework aligned assessment as measured by district benchmarks. Foreign Language, Applied Arts, Career Technical Education: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Actions/Services 1. Align systems and infrastructure to focus on students; revise course of study accordingly Update policies, course of study, and handbooks Materials: Copies Translation Services Administrative: Time to update 2. Pursue and maintain Western Association of Schools and Colleges (WASC) Accreditation WASC Accreditation Substitute Teachers: Release time for lead teachers Consultant (WASC Lead Mentor) Fees: Application and Initial Visit 3. Implement Professional Learning Communities (PLCs) to transform planning and collaboration around student needs driven by data Professional development delivered by KCOE consultants 15 Half Days, 2 Wednesdays per month Scope of Service Pupils to be served within identified scope of service Budgeted $1,600 ( /504) $1,500 ( ) $12,000 ( /504) $1,000 ( /504) $6,000 ( /504) $6,000 ( /504) $5,250 ( /504) 11

12 12 4. Maintain easily accessible data systems and local assessments Teacher and administrator created assessments, demographic data, state test data and reports Local Assessments Management System & Training (e.g. Illuminate Assessments) 5. Adopt and purchase materials aligned to newly adopted state standards Science Materials that align to NGSS Supplemental Materials- Social Studies and Science to align to English Language Arts (ELA) Progress monitoring for Reading intervention, leveled texts to align to science, social studies, and literature (e.g. LightSail) $7,500 ( /504) $12,000 ( ) 6. Adopt and purchase materials aligned to newly adopted state English Language Development (ELD) standards Supplemental materials- English Language Development (ELD) 7. Provide professional development for English Language Development (ELD) Standards and Integrated/Designated English Language Development (ELD) 2 ½ days KCOE Consultant 8. For Re-designated Fluent English proficient pupils: Monitor Re-designated Fluent English Proficient (RFEP) students progress in English Language Arts (ELA) and Math as part of Professional Learning Communities (PLC). Provide interventions as data indicates needed, including English Learner (EL) interventions. Cost to be included in Action 4. Data Tracking and Analysis, Interventions 9. Purchase and upgrade technology and 21 st Century Learning resources 25 additional IPads Professional Development to support Technology (Computer Using Educators (CUE) Conference) Low Income pupils _X_English Learners Low Income pupils _X_English Learners Other Subgroups: African Foster Youth XRedesignated fluent English proficient Other Subgroups: African $2,000 ( /504) $1,000 ( /504) $15,000 ( /504) $2,250 ( /504)

13 Provide professional development in newly adopted California State Standards and 21 st century learning and technology KCOE professional development Consultant 50 full days 11. Student Information System (SIS): Aeries Eagle Software 12. Implement assessments to monitor program growth (pre/post) Benchmarks and local formative assessments Reading & Math Illuminate Assessments: Key Data Systems Inspect English Learner (EL) Progress Monitoring Assessments included Price is included in Action Continue to implement a system of tiered academic interventions and supports Initial diagnostic followed by individualized instruction in ELA and Math in grades K-12. Reports will provide teachers with regular growth reports and an exit diagnostic assessment Math & ELA Intervention (e.g. Let s Go Learn) 14. Implement Student college exploration trips 3 College or Trade school tours Transportation Expected Annual Measurable Outcomes: Low Income pupils X English Learners Foster Youth _X_Redesignated fluent English proficient LCAP Year 2: $37,500 ( /504) $4,600 ( ) $14,500 ( ) $5,000 ( ) Priority 2: Implementation of state standards Implementation of academic content standards and English Language Development (ELD): Students will be administered a state standards aligned assessment as measured by district benchmark assessment English Learner English Proficiency: Students that are continuously enrolled will improve in scale score as measured by the California English Language Development Test (CELDT). Priority 4: Pupil Achievement Statewide assessments: Students will participate in the California Assessment of Student Performance and Progress (CAASPP) assessment as

14 14 measured by the state assessment report. Academic Performance Index (API): Sites will meet the Academic Performance Index (API) requirement as measured by the state API report. Percentage of students completing A-G requirements: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Career Technical Educational programs of study (CTE): Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. English Learner English Proficiency-California English Language Development Test (CELDT): Students that are continuously enrolled will improve in scale score. English Learner Reclassification rate: Increase or maintain reclassified English Learner rate as measured by data. Percentage of pupils who have passed AP test: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Early Assessment Program (EAP) percent of student participation and pass: Students will participate in the Early Assessment Program year will set a baseline outcome for passage rate. Measured by the state report. Priority 7: Course Access Grades 7-12 English, Social Science, Physical Education, Science, Mathematics, Visual and Performing Arts: 100% of students will have access to required courses as measured by course list. Foreign Language, Applied Arts, Career Technical Education: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Priority 8: Course Outcomes Grade 7-12 English, Social Science, Physical Education, Science, Mathematics, Visual and Performing Arts: 100% of students will be administered a state standards/framework aligned assessment as measured by district benchmarks. Foreign Language, Applied Arts, Career Technical Education: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Actions/Services 1. Align systems and infrastructure to focus on students; revise course of study accordingly Update policies, course of study, and handbooks. Materials: Copies Translation Services Administrative: Time to update 2. Maintain Western Association of Schools and Colleges (WASC) Accreditation WASC Accreditation Substitute Teachers: Release time for lead teachers Scope of Service 3. Maintain Professional Learning Communities (PLCs) to transform planning and collaboration around student needs driven by data) Professional development delivered by KCOE consultants 15 Half Days, 2 Wednesdays per month Pupils to be served within identified scope of service Budgeted $1,600 ( /504) $1,800 ( ) $13,000 ( /504) $1,000 ( /504) $6,000 ( /504) $5,250 ( /504)

15 15 4. Maintain easily accessible data systems and local assessments Teacher and administrator created assessments, demographic data, state test data and reports Local Assessments Management System & Training (e.g. Illuminate Assessments) 5. Adopt and purchase materials aligned to newly adopted state standards Science Materials that align to NGSS Supplemental Materials- Social Studies and Science to align to English Language Arts (ELA) Progress monitoring for Reading intervention, leveled texts to align to science, social studies, and literature (e.g. LightSail) 6.Purchase materials aligned to newly adopted state English Language Development (ELD) standards Supplemental materials- English Language Development (ELD) 7. Continue to support instructional planning English Language Development (ELD) Standards Implementation of Integrated and Designated English Language Development (ELD) 2 ½ days KCOE Consultant 8. Provide targeted ELD instruction: Specialized Designed Academic Instruction in English (SDAIE), English Learner (EL) interventions, and tutoring services Coaching Services Tutoring Low Income pupils _X_English Learners Low Income pupils _X_English Learners Low Income pupils _X_English Learners $7,500 ( /504) $15,000 ( ) $2,000 ( /504) $1,000 ( /504) $16,000 ( /504) 9. For Re-designated fluent English proficient pupils: Monitor Re-designated Fluent English Proficient (RFEP) students progress in English Language Arts (ELA) and Math as part of Professional Learning Community (PLC). Provide interventions as data indicates needed, including English Learner (EL) interventions. Cost to be included in Action 4. Data Tracking and analysis & Interventions Foster Youth XRedesignated fluent English proficient

16 Purchase and upgrade technology and 21 st Century Learning resources IPad Apps, upgrading and replacement of IPads Professional Development to support Technology: Computer Using Educators (CUE) Conference 11. Continue to provide professional development in newly adopted California State Standards and 21 st century learning and technology KCOE professional development Consultant 50 full days 12. Maintain student Information System (SIS): Aeries Eagle Software 13. Maintain assessments to monitor program growth (pre/post) Benchmarks and local formative assessments Reading & Math Illuminate Assessments: Key Data Systems Inspect English Learner (EL) Progress Monitoring Assessments included Price is included in Action Continue to implement a system of tiered academic interventions and supports Initial diagnostic followed by individualized instruction in ELA and Math in grades K-12. Reports will provide teachers with regular growth reports and an exit diagnostic assessment Math & ELA Intervention (e.g. Let s Go Learn) 15. Maintain Student college exploration trips 4 College or Trade school tours Transportation LCAP Year 3: $10,000 ( /504) $2,250 ( /504) $37,500 ( /504) $4,800 ( ) $14,500 ( ) $6,000 ( )

17 Expected Annual Measurable Outcomes: Priority 2: Implementation of state standards Implementation of academic content standards and English Language Development (ELD): Students will be administered a state standards aligned assessment as measured by district benchmark assessment English Learner English Proficiency: Students that are continuously enrolled will improve in scale score as measured by the California English Language Development Test (CELDT). Priority 4: Pupil Achievement Statewide assessments: Students will participate in the California Assessment of Student Performance and Progress (CAASPP) assessment as measured by the state assessment report. Academic Performance Index (API): Sites will meet the Academic Performance Index (API) requirement as measured by the state API report. Percentage of students completing A-G requirements: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Career Technical Educational programs of study (CTE): Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. English Learner English Proficiency-California English Language Development Test (CELDT): Students that are continuously enrolled will improve in scale score. English Learner Reclassification rate: Increase or maintain reclassified English Learner rate as measured by data. Percentage of pupils who have passed Advanced Placement (AP) test: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Early Assessment Program (EAP) percent of student participation and pass: Students will participate in the Early Assessment Program year will set a baseline outcome for passage rate. Measured by the state report. Priority 7: Course Access Grades 7-12 English, Social Science, Physical Education, Science, Mathematics, Visual and Performing Arts: 100% of students will have access to required courses as measured by course list. Foreign Language, Applied Arts, Career Technical Education: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Priority 8: Course Outcomes Grade 7-12 English, Social Science, Physical Education, Science, Mathematics, Visual and Performing Arts: 100% of students will be administered a state standards/framework aligned assessment as measured by district benchmarks. Foreign Language, Applied Arts, Career Technical Education: Court community schools serve incarcerated and expelled youth, which are highly transient. This metric does not apply to us. Actions/Services 1. Align systems and infrastructure to focus on students; revise course of study accordingly Update policies, course of study, and handbooks. Materials: Copies Translation Services Administrative: Time to update 2. Maintain Western Association of Schools and Colleges (WASC) Accreditation WASC Accreditation Substitute Teachers: Release time for lead teachers Scope of Service Pupils to be served within identified scope of service Budgeted $1,600 ( /504) $2,000 ( /504) $14,000 ( /504) $1,000 ( /504) $6,000 ( /504) 17

18 18 3. Maintain Professional Learning Communities (PLCs) to transform planning and collaboration around student needs driven by data Professional development delivered by KCOE consultants 15 Half days, 2 Wednesdays per month 4. Maintain easily accessible data systems and local Assessments Teacher and administrator created assessments, demographic data, state test data and reports Local Assessments Management System & Training (e.g. Illuminate Assessments) 5. Adopt and purchase materials aligned to newly adopted state standards Science Materials that align to NGSS Supplemental Materials- Social Studies and Science to align to English Language Arts (ELA) Progress monitoring for Reading intervention, leveled texts to align to science, social studies, and literature (e.g. LightSail) 6. Purchase materials aligned to newly adopted state English Language Development (ELD) standards Supplemental materials- English Language Development (ELD) 7. Continue to support English Language Development (ELD) Standards Implementation of Integrated and Designated English Language Development (ELD) with classroom coaching 5 days KCOE Consultant 8. Provide targeted English Language Development (ELD) Instruction- Specially Designed Academic Instruction in English (SDAIE), English Learners (EL) interventions, and tutoring services Coaching Services Tutoring Low Income pupils _X_English Learners Low Income pupils _X_English Learners Low Income pupils _X_English Learners $5,250 ( /504) $7,500 ( /504) $15,00 ( ) $2,000 ( /504) $2,500 ( /504) $16,000 ( /504)

19 19 9. For Re-designated fluent English proficient pupils (RFEP): Monitor Re-designated Fluent English Proficient (RFEP) students progress in English Language Arts (ELA) and Math as part of Professional Learning Community (PLC). Provide interventions as data indicates needed, including English Learner (EL) interventions. Cost to be included in Action 4. Data Tracking and analysis & Interventions 10. Purchase and upgrade technology and 21 st Century Learning resources IPad Apps, upgrading and replacement of IPads Professional Development to support Technology- Computer Using Educators (CUE) Conference 11. Continue to provide professional development in newly adopted California State Standards and 21 st century learning and technology KCOE professional development Consultant 50 full days 12. Maintain Student Information System (SIS): Aeries Eagle Software 13. Maintain assessments to monitor program growth (pre/post) Benchmarks and local formative assessments Reading & Math Illuminate Assessments: Key Data Systems Inspect English Learner (EL) Progress Monitoring Assessments included Price is included in Illuminate system action Continue to implement a system of tiered academic interventions and supports Initial diagnostic followed by individualized instruction in ELA and Math in grades K-12. Reports will provide teachers with regular growth reports and an exit diagnostic assessment Math & ELA Intervention (e.g. Let s Go Learn) Foster Youth XRedesignated fluent English proficient X_ALL $10,000 ( /504) $2,250 ( /504) $37,500 ( /504) $5,000 ( ) $14,500 ( )

20 Maintain Student college exploration trips 4 College or Trade school tours Transportation $7,000 ( )