Livermore Valley Charter School

Transcription

1 Livermore Valley Charter School Serving Grades Transitional Kindergarten through Eight CDS: Management Team Bill Batchelor trivalleylearning.org Chief Executive Officer Tara Aderman Principal Mike Waechter Vice Principal SARC Information 3142 Constitution Drive Livermore, CA (925) Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1st of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all Local Educational Agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in a LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at View this SARC online at the school and/or LEA websites. For more information about the LCFF or LCAP, see the CDE LCFF Webpage at For additional information about the school, parents and community members should contact the school principal or the district office. Data Note School Accountability Report Card LVCS educates Kindergarten through Grade Eight students by fostering the development of each child s analytical ability, social skills and creativity. As a State Board of Education (SBE) school, Livermore Valley Charter School s program, resources, and administration are run independently from the Livermore Valley Joint Unified School District. Therefore, only school data is reported. Stephanie Pavlenko Program Specialist John Zukoski Finance Director Julie Lassig Director of Development Tri-Valley Learning Corporation Board of Education Tim Hall President Scott Lessard Vice President School Vision We will maintain a nurturing, yet challenging emotional environment that permits, motivates, and encourages children to reach their full potential in learning, creativity, and citizenship. Dedicated, innovative educators will work together with school families to maintain a community committed to high achievement and to fostering cognitive, analytical, creative and enthusiastic life-long learners. School Philosophy The Livermore Valley Charter School (LVCS) will educate students from Livermore and the greater Tri-Valley area, whose families are seeking a rigorous/ standards-based education in the comprehensive transitional K-8 school environment with numerous enrichment opportunities. We are committed to communicating and encouraging parents as partners in their child s education. School Profile (School Year ) The Livermore Valley Charter is a K-8 public charter school in Livermore, CA. Curriculum is focused on state standards using Integrated Backward Design to achieve this objective. The school supports cultural awareness on a daily basis through its diverse literature selections, character education and community service projects. John Zucoski Treasurer Hana Colbert Dick Corso David Goulart Umashankar Meda Members Livermore Valley Charter School -1- Published January 2016

2 School Enrollment (School Year ) The charts below display school enrollment broken down by grade or student group. Enrollment Trend by Grade Level K Enrollment by Student Group Percentage African American 1.2% American Indian 0% Asian 8.9% Filipino 2.2% Hispanic or Latino 18.8% Pacific Islander 0.3% White 56.3% Two or More 10.6% None Reported 1.8% English Learners 8.1% Socioeconomically Disadvantaged 8.0% Students with Disabilities % State Priority: Basic A. Conditions of Learning The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Highly Qualified Teachers (School Year ) The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly Qualified. Minimum qualifications include: possession of a Bachelor s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 39 percent or less. NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers School 100.0% 0.0% High-Poverty Schools N/A N/A Low-Poverty Schools N/A N/A Livermore Valley Charter School -2- Published January 2016

3 Teacher Assignment The school recruits and employs qualified credentialed teachers who meet all credential requirements in accordance with State of California guidelines. This chart shows information about teacher credentials. Teacher Credential Status Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year. School Fully Credentialed Without Full Credentials Working Outside Subject Misassignments/Vacancies Misassignments of Teachers of English Learners Misassignments of Teachers (other) Total Misassignments of Teachers Vacant Teacher Positions School Facilities (School Year ) Livermore Valley Charter School moved to a brand new state-of-the-art facility in May The school continues to complete the punch list from the summer construction including Phase III: Performing Arts Center and Athletic Facilities. Cleaning Process The principal works daily with the two full-time custodians to ensure that the cleaning of the school is maintained to provide for a clean and safe school. Maintenance and Repair The school s maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure that efficient service and highest priority is given to emergency repairs. While reviewing this report, please note that even minor discrepancies are reported in the facility inspection process. The table displays the most recent facility inspection (data collected in August, 2015). Copies of the facility inspection report are available in the corporate office. School Facility Conditions Date of Last Inspection: June, 2015 Overall Summary of School Facility Conditions: Exemplary Items Inspected Systems (Gas Leaks, Mech/HVAC, Sewer) X Interior X Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X Electrical X Restrooms/Fountains X Safety (Fire Safety, Hazardous Materials) X Structural (Structural Damage, Roofs) X External (Grounds, Windows, Doors, Gates, Fences) X Facility Component System Status Good Fair Poor Deficiency & Remedial Actions Taken or Planned Instructional Materials (School Year ) Livermore Valley Charter School determined that it had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Livermore Valley Charter School -3- Published January 2016

4 Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. Charter schools have flexibility regarding textbook adoption. LVCS uses a combination of California state-adopted textbooks and the best subject area instructional materials available to maximize student learning. The table displays information collected in August, 2015 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Grade Levels Subject District-Adopted Textbooks Publisher Adoption Year Sufficient % Lacking 6th-8th Algebra I Prentice Hall 2008 Yes 0.0% K-5 6th-8th K-5 6th-8th English/ Language Arts English/ Language Arts History/Social Studies History/Social Studies K-5 McGraw-Hill 2007 Yes 0.0% Sopris West 2007 Yes 0.0% Harcourt Brace Teacher s Curriculum Institute Houghton Mifflin 2007 Yes 0.0% 2007 Yes 0.0% 2007 Yes 0.0% K-5 Science McGraw-Hill 2009 Yes 0.0% 6th-8th Science Prentice Hall 2008 Yes 0.0% State Priority: Pupil Achievement B. Pupil Outcomes The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its predecessor the Standardized Testing and Reporting Program); The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress California EC Section authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment program, referred to as the CAASPP. All students in grades three through eight and eleven were assessed using computer-based tests in English/Language Arts and ; students in grades five, eight, and ten were also tested in Science. Science assessments were paper-based and included California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Students receive an overall score for each subject, ranging from 2,000 to 3,000. Overall scores are reported within one of four levels: Performance Level 1: Standard not met - Needs substantial improvement for success in future coursework. Performance Level 2: Standard nearly met - May require further development for success in future coursework. Performance Level 3: Standard met - Demonstrates progress toward mastery. Performance Level 4: Standard exceeded - Demonstrates advanced progress toward mastery. ELA results include information about the students performance in the areas of reading, writing, listening, and research. Reports of mathematics results include information about students performance in problem solving, using concepts and procedures, and communicating mathematical reasoning. The table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English Language Arts/Literacy (grades 3-8) and math (grades 3-8). California Assessment of Student Performance and Progress Subject School State English Language Arts/Literacy (grades 3-8 & 11) 72.0% 44.0% (grades 3-8 & 11) 60.0% 33.0% Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the student s parents was a high school graduate. The following tables display information on student achievement at each performance level in English/Language Arts and for the school by student groups for grades three through eight. Livermore Valley Charter School -4- Published January 2016

5 Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 3 Number Percent English-Language Arts Percent Achievement Level Number Percent Percent Achievement Level One Two Three Four One Two Three Four All Students Male Female Black or African American Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 4 Number Percent English-Language Arts Percent Achievement Level Number Percent Percent Achievement Level One Two Three Four One Two Three Four All Students Male Female Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Livermore Valley Charter School -5- Published January 2016

6 Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 5 Number Percent English-Language Arts Percent Achievement Level Number Percent Percent Achievement Level One Two Three Four One Two Three Four All Students Male Female Black or African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 6 Number Percent English-Language Arts Percent Achievement Level Number Percent Percent Achievement Level One Two Three Four One Two Three Four All Students Male Female Black or African American Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Livermore Valley Charter School -6- Published January 2016

7 Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 7 Number Percent English-Language Arts Percent Achievement Level Number Percent Percent Achievement Level One Two Three Four One Two Three Four All Students Male Female Black or African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 8 Number Percent English-Language Arts Percent Achievement Level Number Percent Percent Achievement Level One Two Three Four One Two Three Four All Students Male Female Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Livermore Valley Charter School -7- Published January 2016

8 California Standards Test - Science The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in science for the most recent testing period. California Standards Test (CST) Subject School State Science (grades 5, 8 & 10) *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. The second table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards), for the most recent three-year period. California Standards Test (CST) Subgroups Subject Science School 89.0% Males 92.0% Females 85.0% Asian 96.0% Hispanic or Latino 80.0% White 88.0% Two or More Races 94.0% Students with Disabilities 61.0% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at State Priority: Other Pupil Achievement The SARC provides the following information relevant to the Other Pupil Outcomes State Priority: Pupil outcomes in the subject areas of English, mathematics, and physical education. Physical Fitness (School Year ) In the spring of each year, Livermore Valley Charter is required by the state to administer a physical fitness test to all students in grades five and seven. The physical fitness test measures each student s ability to perform fitness tasks in six major areas: Aerobic Capacity, Body Composition, Trunk Extension Strength, Abdominal Strength, Upper Body Strength, and Flexibility. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the Healthy Fitness Zone (HFZ). The table shows the percent of students who met the fitness standards. Percentage of Students in Healthy Fitness Zone Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 23.6% 43.1% % 25.2% 52.1% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Livermore Valley Charter School -8- Published January 2016

9 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each school site. Contact Information Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Livermore Valley Charter School at (925) Parent Involvement (School Year ) LVCS believes, and research demonstrates, a child s success in school dramatically increases when parents or family members are involved at school in the education of their child. LVCS seeks to create a school environment that invites family participation and involvement. At LVCS we work as a community united in a common purpose. In order to create a strong school community where every child can reach his or her full potential, each family must be involved at the school. Just as we view each child as a unique individual, so we, at LVCS, see each family as a unique partner in their child s education. Just as each child has his or her strengths and challenges, so does each family. With this belief, LVCS has several ways for families to be involved. LVCS Support Organizations & Fundraising To support programs and student events, the LVCS Parent Teacher Organization (PTO) and the Choice for Children Educational Foundation (CCEF) raise the majority of their funding through donations and fundraising activities. As members of the LVCS community, you are not required to fundraise or make donations in order for your child to attend LVCS. Volunteering at the school is an excellent way to be involved in the education of your child. Please partner with LVCS to make this the best school that it can be for your child. Volunteers can do a range of work from helping in the classroom, tutoring small groups, teaching a specialty class, or joining a volunteer committee. LVCS would not exist without the work of parent volunteers. In order for LVCS to succeed we need this strong partnership to continue. Ideally, each family will invest 60 hours per year (or approx. 2 hours per week) to help the school achieve its mission and vision. We recognize that each family will contribute in different ways. We welcome the participation of all parents. We have many jobs that can be undertaken during non-school hours. At LVCS we do not want our families to view involvement as a burden, but rather as an opportunity and privilege. Your support is important to LVCS and we truly depend on family participation to accomplish our goals. Parent Teacher Organization The Parent Teacher Organization (PTO) at LVCS is a nonprofit parent-teacher organization whose membership includes all parents or legal guardians and staff at LVCS. The PTO is actively involved in providing extracurricular activities, family events, and volunteer opportunities to create and promote a strong community environment at the school. The PTO mission is to establish a close relationship between home and school by advancing opportunities for all parents to become involved in the LVCS community. The PTO provides financial assistance to the LVCS classroom teachers by raising funds for supplemental educational materials. The PTO also provides a non-biased forum for sharing information on issues that impact our children. The LVCS PTO believes that the team effort of a parent-teacher organization offers the best possible learning environment for our children. Choice for Children Education Foundation The Choice for Children Education Foundation (CCEF) is a non-profit, public benefit corporation created to be a supporting foundation to LVCS. CCEF is its own independent entity and is not governed by the LVCS Board of Directors. As a supporting foundation to the school, the main mission of CCEF is to be the fundraising arm of LVCS. CCEF will develop and maintain substantial financial resources and community support to assure that the schools of LVCS fulfill their mission of excellence in education through competitive choice. CCEF will develop active corporate, business, community, and educational partnerships to assure strong interest and investment in the success of the LVCS schools. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension and expulsion rates; and Other local measures on the sense of safety. Safe School Plan (School Year ) Safety of students and staff is a primary concern of Livermore Valley Charter. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan was last reviewed and updated in January, 2014 by the School Safety Committee. All revisions were communicated to both the classified and certificated staff. The plan includes the following policies and procedures: background checks, role of staff as mandated child abuse reporters, TB testing, immunization, CPR/First Aide Training, medication in School, vision/hearing/scoliosis, emergency preparedness, drug/alcohol/smoke free environment, and blood borne pathogens. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. Lock-down drills are held as needed. Students are supervised before and after school by classified staff, and noon-aides supervise students during lunch. There is a designated area for student drop off and pick up. Visitors must sign in at the front office and wear a badge while on campus. Livermore Valley Charter School -9- Published January 2016

10 Discipline & Climate for Learning Students at Livermore Valley Charter School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy and acceptance of others. The goal of LVCS s progressive discipline model is to foster an environment focused on learning. Parents and students are informed of school rules and discipline policies through the Parent/Student handbook, which is sent home at the beginning of the school year. The table displays the suspensions and expulsions rates for the school and state. Expulsions occur only when required by law or when all other alternatives have been exhausted. Suspensions & Expulsions School State Suspension Rate 1.1% 0.9% 0.8% 5.1% 4.1% 3.8% Expulsion Rate 0.0% 0.0% 0.0% 0.1% 0.1% 0.1% Extracurricular activities offered include various sports and the school dances. Also available to students: Home Economics Club, Baking Club, Boy Scouts, Art Club, Yoga Club, Science Club, Math Counts, and Lego Robotics. The school recognizes and celebrates the achievements and successes of students and staff on a regular basis. Students are recognized for their achievements during awards assemblies. Honor Roll is designated for students with high academic achievement. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress (School Year ) No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for and English/Language Arts by Schools must demonstrate Adequate Yearly Progress (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: Participation rate on the state s standards-based assessments in English/Language Arts (ELA) and. Percent proficient on the state s standards-based assessments in ELA and. API as an additional indicator. Graduation rate (for secondary schools). There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school performance are displayed in the chart. Adequate Yearly Progress (AYP) School State Made AYP Overall Yes Yes Met AYP Criteria English - Language Arts English - Language Arts Participation Rate Yes Yes Yes Yes Percent Proficient N/A N/A N/A N/A Met Attendance Rate N/A Yes Met Graduation Rate N/A Yes Federal Intervention Program (School Year ) Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) or on the same indicator (graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: Federal Intervention Programs Program Improvement (PI) Status School Not in PI First Year in PI - Year in PI ( ) - # of Schools Currently in PI - % of Schools Identified for PI - Livermore Valley Charter School -10- Published January 2016

11 Class Size The table indicates the average class size by grade level or subject area, as well as the number of classrooms that fall into each size category. Average Class Size Class Size Distribution 1-20 Students Classrooms Containing: Students 33+ Students By Grade Level K By Subject Area English Math Science Social Science Counseling & Support Staff (School Year ) It is the goal of Livermore Valley Charter School to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The academic counselor-to-pupil ratio is 1:1,113 The table lists the support service personnel available at Livermore Valley Charter School. Note: One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Counseling & Support Services Staff Number of Staff Full Time Equivalent Academic Counselor 1 1 Adaptive PE Specialist Math Specialist Occupational Therapist Paraprofessionals Psychologist 1 1 Reading Specialist Resource Specialist 2 2 Speech/Language Specialist Staff Development Teachers have the opportunity to participate in in-house training and to attend seminars, conferences, workshops, and webinars. Monthly, one early student release day is provided to allow for continued education. The school affords preliminary teachers the opportunity to clear their credential through a state approved program. LVCS dedicated 8 days to staff development in the school year. LVCS dedicated 6 days to staff development during the school year. The days were reduced in the school year to allow teachers time to pack for our facility move. LVCS dedicated 10 days to staff development during the school year. Staff development topics include: Common Core Implementation, New English Language Standards Implementation, Next generation Science Standards Implementation, Literacy, Blended Learning, Special Education trainings. Livermore Valley Charter School -11- Published January 2016

12 Teacher & Administrative Salaries (Fiscal Year ) This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site. Average Salary Information Teachers - Principal - Superintendent District State Beginning Teachers $37,587 $43,062 Mid-Range Teachers $69,235 $67,927 Highest Teachers $84,493 $87,811 Elementary School Principals $111,209 $110,136 Middle School Principals $113,037 $115,946 High School Principals $118,525 $124,865 Superintendent $247,673 $211,869 Salaries as a Percentage of Total Budget Teacher Salaries 40.0% 39.0% Administrative Salaries 6.0% 5.0% School Site Teacher Salaries (Fiscal Year ) The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary in the state. Average Teacher Salaries School & State School $58,555 All Unified School Districts $69,360 Percentage of Variation -15.6% School Expenditures (Fiscal Year ) The Expenditures Per Pupil table provides a comparison of a school s per pupil funding from unrestricted sources with other schools in the district and throughout the state. Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, is not controlled by law or donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: Expenditures per Pupil School Total Expenditures Per Pupil $9,164 From Supplemental/Restricted Sources $927 From Basic/Unrestricted Sources $8,237 State From Basic/Unrestricted Sources $5,348 Percentage of Variation between School & State 54.0% School Services Funded (Fiscal Year ) In addition to general state funding, Livermore Valley Charter School received state and federal funding for categorical, special education, and support programs. Livermore Valley Charter School -12- Published January 2016