Local Control and Accountability Plan and Annual Update Template

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 2013-14 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 2015-16 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, Email, and Phone Number): Carmen Barnhart, Assistant Superintendent, cbarnhart@kingscoe.org, (559) 589-7089 LCAP Year: 2015-2018 Local Control and Accountability Plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.

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, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code. The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document. For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP. State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school. A. Conditions of Learning: Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

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 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7) Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9) Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10) B. Pupil Outcomes: Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4) Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8) C. Engagement: Parental involvement: efforts to seek parent input in decision making at the district and each 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), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents. Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

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 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities? Involvement Process 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 2015-16 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 2015-16 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 2016-17, 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 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 2018. 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 2015-16. 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 2015-16 plan. We are also working on increasing parental involvement opportunities and support for our educational program.

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 6/2015. 10. 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 2015-16 LCAP plan. 11. Countywide Plan for Serving Expelled Youth review, update, and renewal as it pertains to the service of expelled youth in the 2015-16 plan. 12. Leaders of the Bargaining unit did note the need for purchasing curriculum aligned to state standards. During 2014-15, the district began implementation of an English Language Arts (ELA)/English Language Development (ELD) curriculum, which will be fully in place during 2015-16. Math materials were also purchased. Science training on new standards will be initiated in 2015-16. 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 2014-15, 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 2014-15 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 2014-15 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 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 2014-15 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 14-15 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 2014-15 LCAP goals as reflected in the annual update. 8. Discussed continuing the positive progress made from 2013-2014. 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 2013. 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 2014-15 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

section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment. Charter schools may adjust the table below to align with the term of the charter school s budget that is submitted to the school s authorizer pursuant to Education Code section 47604.33. For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, 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 52052 to which the goal applies, or indicate all for all pupils. Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for 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 Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to ALL. For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052. 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 47606.5. Guiding Questions: 1) What are the LEA s goal(s) to address state priorities related to Conditions of Learning? 2) What are the LEA s goal(s) to address state priorities related to Pupil Outcomes? 3) What are the LEA s goal(s) to address state priorities related to parent and pupil Engagement (e.g., parent involvement, pupil 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 42238.01 and subgroups as defined in section 52052 that are different from the LEA s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual 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 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: 2015-16 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 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. 2015-16 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 (0000-502/504) $1,500 (0332-502) $12,000 (0000-502/504) $1,000 (0000-502/504) $6,000 (0332-502/504) $6,000 (0000-502/504) $5,250 (0332-502/504) 11

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 (0332-502/504) $12,000 (6300-532) 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 (0332-502/504) $1,000 (0332-502/504) $15,000 (0332-502/504) $2,250 (5200-502/504)

13 10. 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 4 13. 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: 2016-17 $37,500 (0332-502/504) $4,600 (0000-014) $14,500 (0332-502) $5,000 (0332-509) 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 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. 2015-16 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 (0000-502/504) $1,800 (0332-502) $13,000 (0000-502/504) $1,000 (0332-502/504) $6,000 (0000-502/504) $5,250 (0332-502/504)

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 (0332-502/504) $15,000 (6300-532) $2,000 (0332-502/504) $1,000 (0332-502/504) $16,000 (000-502/504) 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 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 Action 4 14. 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: 2017-18 $10,000 (0332-502/504) $2,250 (5200-502/504) $37,500 (0332-502/504) $4,800 (0000-014) $14,500 (0332-502) $6,000 (0332-509)

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. 2015-16 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 (0000-502/504) $2,000 (0332-502/504) $14,000 (0000-502/504) $1,000 (0332-502/504) $6,000 (0000-502/504) 17

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 (0332-502/504) $7,500 (0332-502/504) $15,00 (6300-532) $2,000 (0332-502/504) $2,500 (0332-502/504) $16,000 (000-502/504)

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 4 14. 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 (0332-502/504) $2,250 (5200-502/504) $37,500 (0332-502/504) $5,000 (0000-014) $14,500 (0332-502)

20 15. Maintain Student college exploration trips 4 College or Trade school tours Transportation $7,000 (0332-509)

GOAL: Identified Need : Goal Applies to: 2. Provide a positive, safe, secure, and engaging learning environment that supports the social-emotional and mental health issues of our students. Expected Annual Measurable Outcomes: Related State and/or Local Priorities: 1X 2 _ 3_ 4 _ 5X 6X 7_ 8_ COE only: 9 10 Local : Specify Need: Our program needs to provide a safe, secure, and engaging learning environment to students that is sensitive to the needs of the populations served. Metrics:. Priority 1: Basic Teachers are appropriately assigned and fully credentialed Sufficient access to standards-aligned instructional materials School facilities are maintained and in good repair Priority 5: Pupil Engagement School attendance rates Chronic absenteeism rates Middle school dropout rates High school graduation rates Priority 6: School Climate: Suspension rates Expulsion rates Number of students participating in End of Year Re-Admittance Trip Pupils, parents, teachers on the sense of safety and school connectedness Schools: KCS & JCM Applicable Pupil Subgroups: All, Low Income, English Learners, Foster Youth, Hispanic, African American, White, Students with Disabilities LCAP Year 1: 2015-16 Priority 1: Basic Teachers are appropriately assigned and fully credentialed: Teachers will be highly qualified or Interns will be enrolled in an appropriate intern program as measured by CalPads report. Sufficient access to standards-aligned instructional materials: Students will have access to sufficient standards aligned instructional materials as measured by CalPads report. School facilities are maintained and in good repair: Maintain a facilities rating of Good or Exemplary as measured by the Facilities Inspection Tool (FIT). Priority 5: Pupil Engagement School attendance rates: Attendance rates will maintain or increase from the 2014-15 baseline. JCM: 93% and KCS: 80% as measured by CalPads attendance reports. Chronic absenteeism rates: Truancy rate will decrease from 36% for KCS as measured by the CDE Dataquest reports and Student Attendance Review Board (SARB) referrals. This metric does not apply to JCM as it is a court school. Middle school dropout rates: This metric does not apply to JCM as it is a court school and is the only site that serves middle school students. High School dropout rates: California Department of Education (CDE) notes that this is difficult to track due to high amounts of students transitioning to and from our programs. This metric does not apply to us. High school graduation rates: Maintain 80% graduation rate for the cohort as measured by California Department of 21

Education (CDE) Dataquest report. Priority 6: School Climate: Suspension rates: Decrease the number of suspensions from 63 as measured by California Department of Education (CDE) Dataquest report or CalPads. Expulsion rates: This metric does not apply to JCM as it is a court school. Number of students participating in End of Year Re-Admittance Trip: Increase the number of students qualifying for the end of year re-admittance trip as they met the criteria for returning to their home district. 2014-15 number was 12 as measured by administrative list of student counts. Actions/Services 1. Continue to provide a full time Probation Officer Probation Officer Memorandum of Understanding (MOU) Contract 2. Continue to provide a Student Attendance Review Board (SARB) Attendance Officer & Clerical support to reduce truancy and chronic absenteeism SARB/Attendance Officer Clerical Support 3. Continue implementation of Restorative Justice program Restorative Justice Training: Coach, Counselor, Principal Release Time and Planning: Early Wednesdays (no cost) Restorative Justice Coach Restorative Justice Materials and Supplies 4. Implement Welcome Room (Year 1) Welcome Room furniture and supplies (Located within the Counseling Office) Pupils, parents, teachers on the sense of safety and school connectedness: Students, parents, and teachers will be given a survey to complete regarding safety and school connectedness. Scope of Service KCS KCS KCS KCS Pupils to be served within identified scope of service _ALL _X_Other Subgroups:(Specify) Expelled Youth Budgeted $67,000 (0332-502) _ALL _X_Other Subgroups:(Specify) Expelled Youth $70,000 (0000-103/502) $29,000 (0332-502) $8,000 (0332-502) _X_Other Subgroups:(Specify) Expelled Youth $80,000 (0332-502) $2,000 (0332-502) _X_Other Subgroups:(Specify) Expelled Youth $7,000 (0332-502) 22

23 5. Implement character development & incentives program Materials/supplies: Regular recognition of students for character and attendance 6. Continue to provide transportation to school Transportation costs: drivers, fuel, maintenance 7. Continue to implement a system of tiered behavioral interventions and supports Champs- Class-wide Positive Behavior Support (PBS) Professional Development: Instructional Staff Counselor Resource Library 8. Implement a system of tiered behavioral interventions and supports Safe and Civil Schools Professional Development Phase 1 of 2 Materials- Staff for Professional Development and implementation KCS KCS KCS KCS _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth X X $1,000 (0332-502) $100,000 (0332-509) $15,000 (0332-502) $3,500 (0332-502) $10,000 (0332-502) $2,000 (0332-502) 9. Implement a system of tiered academic interventions and supports 1 Instructional Aide to assist teachers in supporting students with special needs 10. Continue to provide behavior support staff at KCS Behavior Intervention Aide Professional Development (e.g. Why Try Behavior Program) KCS KCS _X_Other Subgroups: Students with Disabilities X $40,000 (0332-502) $36,000 (Title I N&D) $1,000 (Title I N&D)

11. Continue to provide credit recovery programs Virtual School Curriculum (e.g. APEX) Combination of instruction and assessment for students needing to gain credits toward high school graduation: Students who have not successfully earned required course credits are provided the opportunity to get back on track for on-time graduation. The same rigorous, standards-based content that engages students earning original credit ensures that all students are mastering the skills and concepts necessary. 12. Continue to provide opportunities for students at risk of drop-out to General Education Development (GED) assessments for interested students General Education Development (GED) fees 12. For Low Income Pupils: Transition Services Transition Specialist 13. For Low Income Pupils: Counseling Services Intake, referral, school/career readiness and support services Counselor 14. For Low Income Pupils: Work with the Blue Ribbon Commission to develop Day Program and Juvenile Re-Entry Task Force to support the Restorative Justice implementation Planning meetings (administration time) Expected Annual Measurable Outcomes: KCS JCM KCS _X_Other Subgroups:(Specify) Expelled Youth _X_Low Income pupils English Learners _X_Low Income pupils English Learners _X_Low Income pupils English Learners LCAP Year 2: 2016-17 $25,000 (0332-502/504) $1,000 (0332-502) $85,000 (Title I N&D) $85,000 (Title I N&D) $1,000 (0000-502) $1,000 (0000-002) Priority 1: Basic Teachers are appropriately assigned and fully credentialed: Teachers will be highly qualified or Interns will be enrolled in an appropriate intern program as measured by CalPads report. Sufficient access to standards-aligned instructional materials: Students will have access to sufficient standards aligned instructional materials as measured by CalPads report. School facilities are maintained and in good repair: Maintain a facilities rating of Good or Exemplary as measured by the Facilities Inspection Tool 24

25 (FIT). Priority 5: Pupil Engagement School attendance rates: Attendance rates will maintain or increase from the 2014-15 baseline. JCM: 93% and KCS: 80% as measured by CalPads attendance reports. Chronic absenteeism rates: Truancy rate will decrease from 36% for KCS as measured by the California Department of Education (CDE) Dataquest reports and SARB referrals. This metric does not apply to JCM as it is a court school. Middle school dropout rates: This metric does not apply to JCM as it is a court school and is the only site that serves middle school students. High School dropout rates: California Department of Education (CDE) notes that this is difficult to track due to high amounts of students transitioning to and from our programs. This metric does not apply to us. High school graduation rates: Maintain 80% graduation rate for the cohort as measured by California Department of Education (CDE) Dataquest report. Priority 6: School Climate: Suspension rates: Decrease the number of suspensions from 63 as measured by CDE Dataquest report or CalPads. Expulsion rates: This metric does not apply to JCM as it is a court school. Number of students participating in End of Year Re-Admittance Trip: Increase the number of students qualifying for the end of year re-admittance trip as they met the criteria for returning to their home district. 2014-15 number was 12 as measured by administrative list of student counts. Pupils, parents, teachers on the sense of safety and school connectedness: Students, parents, and teachers will be given a survey to complete regarding safety and school connectedness. Actions/Services 1. Continue to provide a full time Probation Officer Probation Officer Memorandum of Understanding (MOU) Contract 2. Continue to provide a Student Attendance Review Board (SARB) Attendance Officer & Clerical support to reduce truancy and chronic absenteeism SARB/Attendance Officer Clerical Support 3. Continue implementation of Restorative Justice program Release Time and Planning: Early Wednesdays (no cost) Restorative Justice Coach Restorative Justice Materials and Supplies 4. Continue Welcome Room (Year 1) Welcome supplies (Located within the Counseling Office) Scope of Service KCS KCS KCS KCS Pupils to be served within identified scope of service _ALL _X_Other Subgroups:(Specify) Expelled Youth _ALL _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth Budgeted $69,000 (0332-502) $72,000 (0000-103/502) $30,000 (0332-502) $82,000 (0332-502) $2,000 (0332-502) $2,000 (0332-502)

26 5. Continue character development & incentives program Materials/supplies: Regular recognition of students for character and attendance 6. Continue to provide transportation to school Transportation costs: drivers, fuel, maintenance 7. Continue to implement a system of tiered behavioral interventions and supports Champs- Class-wide Positive Behavior Support (PBS) Year 2 Professional Development: Instructional Staff Counselor Resource Library 8. Continue to implement a system of tiered behavioral interventions and supports Safe and Civil Schools Professional Development Phase 2 of 2 Materials- Staff for Professional Development and implementation 9. Implement a system of tiered academic interventions and supports 1 Instructional Aide to assist teachers in supporting students with special needs 10. Continue to provide behavior support staff at KCS. Behavior Intervention Aide Professional Development (e.g. Why Try Behavior Program) KCS KCS KCS KCS KCS KCS X _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups: Students with Disabilities _X_Other Subgroups:(Specify) Expelled Youth $1,000 (0332-502) $100,000 (0332-509) $10,000 (0332-502) $3,500 (0332-502) $10,000 (0332-502) $2,000 (0332-502) $42,000 (0332-502) $38,000 (Title I N&D) $1,000 (Title I N&D)

11. Continue to provide credit recovery programs Virtual School Curriculum (e.g. APEX) Combination of instruction and assessment for students needing to gain credits toward high school graduation: Students who have not successfully earned required course credits are provided the opportunity to get back on track for on-time graduation. The same rigorous, standards-based content that engages students earning original credit ensures that all students are mastering the skills and concepts necessary. 12. Continue to provide opportunities for students at risk of drop-out to General Education Development (GED) assessments for interested students General Education Development (GED) fees 13. For Low Income Pupils: Transition Services Transition Specialist 14. For Low Income Pupils: Counseling Services Intake, referral, school/career readiness and support services Counselor 15. For Low Income Pupils: Work with the Blue Ribbon Commission to develop Day Program and Juvenile Re-Entry Task Force to support the Restorative Justice implementation Planning meetings (administration time) Expected Annual Measurable Outcomes: KCS JCM KCS _X_Low Income pupils English Learners X _X_Low Income pupils English Learners _X_Low Income pupils English Learners LCAP Year 3: 2017-18 $15,000 (0332-502/504) $1,000 (0332-502) $87,000 (Title I N&D) $87,000 (Title I N&D) $1,000 (0000-502) $1,000 (0000-002) Priority 1: Basic Teachers are appropriately assigned and fully credentialed: Teachers will be highly qualified or Interns will be enrolled in an appropriate intern program as measured by CalPads report. Sufficient access to standards-aligned instructional materials: Students will have access to sufficient standards aligned instructional materials as measured by CalPads report. School facilities are maintained and in good repair: Maintain a facilities rating of Good or Exemplary as measured by the Facilities Inspection Tool 27

28 (FIT). Priority 5: Pupil Engagement School attendance rates: Attendance rates will maintain or increase from the 2014-15 baseline. JCM: 93% and KCS: 80% as measured by CalPads attendance reports. Chronic absenteeism rates: Truancy rate will decrease from 36% for KCS as measured by the California Department of Education (CDE) Dataquest reports and SARB referrals. This metric does not apply to JCM as it is a court school. Middle school dropout rates: This metric does not apply to JCM as it is a court school and is the only site that serves middle school students. High School dropout rates: California Department of Education (CDE) notes that this is difficult to track due to high amounts of students transitioning to and from our programs. This metric does not apply to us. High school graduation rates: Maintain 80% graduation rate for the cohort as measured by California Department of Education (CDE) Dataquest report. Priority 6: School Climate: Suspension rates: Decrease the number of suspensions from 63 as measured by California Department of Education (CDE) Dataquest report or CalPads. Expulsion rates: This metric does not apply to JCM as it is a court school. Number of students participating in End of Year Re-Admittance Trip: Increase the number of students qualifying for the end of year re-admittance trip as they met the criteria for returning to their home district. 2014-15 number was 12 as measured by administrative list of student counts. Pupils, parents, teachers on the sense of safety and school connectedness: Students, parents, and teachers will be given a survey to complete regarding safety and school connectedness. Actions/Services 1. Continue to provide a full time Probation Officer Probation Officer Memorandum of Understanding (MOU) Contract 2. Continue to provide a Student Attendance Review Board (SARB) Attendance Officer & Clerical support to reduce truancy and chronic absenteeism Student Attendance Review Board (SARB) Attendance Officer Clerical Support 3. Continue implementation of Restorative Justice program Release Time and Planning: Early Wednesdays (no cost) Restorative Justice Coach Restorative Justice Materials and Supplies 4. Continue Welcome Room (Year 3) Welcome Room supplies (Located within the Counseling Office) Scope of Service KCS KCS KCS KCS Pupils to be served within identified scope of service _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth Budgeted $71,000 (0332-502) $76,000 (0000-103/502) $31,000 (0332-502) $84,000 (0332-502) $2,000 (0332-502) $2,000 (0332-502)

29 5. Continue character development & incentives program Materials/supplies: Regular recognition of students for character and attendance 6. Continue to provide transportation to school Transportation costs: drivers, fuel, maintenance 7. Continue to implement a system of tiered behavioral interventions and supports Champs- Class-wide Positive Behavior Support (PBS) Professional Development: Instructional Staff Year 3 Counselor Resource Library 8. Continue to implement a system of tiered behavioral interventions and supports Safe and Civil Schools Materials- Staff for continued implementation KCS KCS KCS KCS _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth _X_Other Subgroups:(Specify) Expelled Youth $1,000 (0332-502) $100,000 (0332-509) $10,000 (0332-502) $3,500 (0332-502) $2,000 (0332-502) 9. Implement a system of tiered academic interventions and supports 1 Instructional Aide to assist teachers in supporting students with special needs 10. Continue to provide behavior support staff at KCS. Behavior Intervention Aide Professional Development (e.g. Why Try Behavior Program) KCS KCS _X_Other Subgroups: Students with Disabilities _X_Other Subgroups:(Specify) Expelled Youth $44,000 (0332-502) $39,000 (Title I N&D) $1,000 (Title I N&D)

30 11. Continue to provide credit recovery programs Virtual School Curriculum (e.g. APEX) Combination of instruction and assessment for students needing to gain credits toward high school graduation: Students who have not successfully earned required course credits are provided the opportunity to get back on track for on-time graduation. The same rigorous, standards-based content that engages students earning original credit ensures that all students are mastering the skills and concepts necessary. 12. Continue to provide opportunities for students at risk of drop-out to General Education Development (GED) assessments for interested students General Education Development (GED) fees 13. For Low Income Pupils: Transition Services Transition Specialist 14. For Low Income Pupils: Counseling Services Intake, referral, school/career readiness and support services Counselor 15. For Low Income Pupils: Work with the Blue Ribbon Commission to develop Day Program and Juvenile Re-Entry Task Force to support the Restorative Justice implementation Planning meetings (administration time) KCS JCM KCS _X_Low Income pupils English Learners _X_Low Income pupils English Learners _X_Low Income pupils English Learners _X_Other Subgroups:(Specify) Expelled Youth $15,000 (0332-502/504) $1,000 (0332-502) $89,000 (Title I N&D) $89,000 (Title I N&D) $1,000 (0000-502) $1,000 (0000-002)

31 GOAL: Identified Need : Goal Applies to: 3. Improve parent engagement in the learning, rehabilitation, and success of their students. Expected Annual Measurable Outcomes: Related State and/or Local Priorities: 1_ 2 _ 3 X 4 _ 5_ 6 7_ 8_ COE only: 9 10 Local : Specify Need: Our program needs to increase parent participation due to past minimal participation, which has led to a lack of connection to school and student learning, limited access/opportunities for engagement at the Juvenile Detention Facility. Metrics: Priority 3 Efforts to seek parent input in decision making at the district and each school site, including how the school district will promote parental participation in programs for unduplicated pupils and individuals with special needs. Schools: KCS & JCM Applicable Pupil Subgroups: All, Low Income, English Learners, Foster Youth, Hispanic, African American, White, Students with Disabilities LCAP Year 1: 2015-16 Priority 3: Increase parent involvement in activities that relate to their student s success in schools and programs. Efforts to seek parent input: Planned parent input committee meetings will be held as measured by agendas and sign-in sheets. (School Site Council, English Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), Parent Coffee Hour, Parent survey Actions/Services 1. Conduct regular parent outreach Translation services: Student Study Team (SST) Meetings, Individual Learning Plan (ILP) Meetings, documents, newsletters, phone calls and other communication Bilingual Secretary: Timesheet for additional time 2. Provide Parent Education programs (e.g. Parent Institute for Quality Education-PIQE) 3. Parent Education nights California State Standards information, Free Application for Federal Student Aid (FAFSA) assistance Materials and refreshments Scope of Service Pupils to be served within identified scope of service X_ALL Budgeted $10,000 (0332-502/504) $6,000 (0332-502/504) $2,000 (0332-502/504)

32 4. Provide opportunities for parents to be engaged in school decision-making and programs, including meaningful feedback on student progress School Site Council (SSC), English Learner Advisory Committee (ELAC) meetings; Parent-teacher conferences; support staff contacts; Individual Learning Plan (ILP) Plan meetings, Parent Coffee Hour Materials and refreshments 5. Provide General Education Development (GED) classes for interested parents and students 1 Teacher once a week for 3 hours, all year Time-sheet Expected Annual Measurable Outcomes: Actions/Services 1. Continue to conduct regular parent outreach Translation services: Student Study Team (SST) Meetings, Individual Learning Plan (ILP) Meetings, documents, newsletters, phone calls and other communication Bilingual Secretary: Timesheet for additional time 2. Provide Parent Education programs (e.g. Parent Institute for Quality Education- PIQE Year 2) 3. Continue Parent Education nights California State Standards information, Free Application for Federal Student Aid (FAFSA) Materials and refreshments LCAP Year 2: 2016-17 $500 (0332-502/504) $9,600 (0332-502/504) Priority 3: Increase parent involvement in activities that relate to their student s success in schools and programs. Efforts to seek parent input: Planned parent input committee meetings will be held as measured by agendas and sign-in sheets. (School Site Council, English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Coffee Hour, Parent survey Scope of Service Pupils to be served within identified scope of service Budgeted $11,000 (0332-502/504) $6,000 (0332-502/504) $2,000 (0332-502/504)

33 4. Continue to provide opportunities for parents to be engaged in school decision-making and programs, including meaningful feedback on student progress School Site Council (SSC), English Learner Advisory Committee (ELAC) meetings; Parent-teacher conferences; support staff contacts; Individual Learning Plan (ILP) Plan meetings, Parent Coffee Hour Materials and refreshments 5. Continue to provide General Education Development (GED) classes for interested parents and students 1 Teacher once a week for 3 hours, all year Time-sheet Expected Annual Measurable Outcomes: Actions/Services 1. Continue to conduct regular parent outreach Translation services: Student Study Team (SST) Meetings, Individual Learning Plan (ILP) Meetings, documents, newsletters, phone calls and other communication Bilingual Secretary: Timesheet for additional time 2. Continue to provide Parent Education programs (e.g. Parent Institute for Quality Education-PIQE Year 3) 3. Continue Parent Education nights California State Standards information, Free Application for Federal Student Aid (FAFSA) Materials and refreshments LCAP Year 3: 2017-18 $500 (0332-502/504) $9,900 (0332-502/504) Priority 3: Increase parent involvement in activities that relate to their student s success in schools and programs. Efforts to seek parent input: Planned parent input committee meetings will be held as measured by agendas and sign-in sheets. (School Site Council, English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Coffee Hour, Parent survey Scope of Service Pupils to be served within identified scope of service Budgeted $12,000 (0332-502/504) $6,000 (0332-502/504) $2,000 (0332-502-504)

34 4. Continue to provide opportunities for parents to be engaged in school decision-making and programs, including meaningful feedback on student progress School Site Council (SSC), English Learner Advisory Committee (ELAC) meetings; Parent-teacher conferences; support staff contacts; Individual Learning Plan (ILP) Plan meetings, Parent Coffee Hour Materials and refreshments 5. Continue to provide General Education Development (GED) classes for interested parents and students 1 Teacher once a week for 3 hours, all year Time-sheet $500 (0332-502-504) $10,200 (0332-502/504)

GOAL: Identified Need : Goal Applies to: 4. Provide high quality educational programs and services to expelled youth. Expected Annual Measurable Outcomes: Related State and/or Local Priorities: 1_ 2 _ 3_ 4 _ 5_ 6_ 7_ 8_ COE only: 9X 10 Local : Specify Need: Kings County needs to provide services to Expelled Pupils in the county, as provisionally required. Metrics: Priority 9: Countywide Plan to Serve Expelled Youth, Number of students participating in end of year re-admittance trip Schools: Countywide & KCS Applicable Pupil Subgroups: All, Low Income, English Learners, Foster Youth, Hispanic, African American, White, Students with Disabilities LCAP Year 1: 2015-16 Priority 9: Collaborate with districts to coordinate and implement the Countywide Expulsion Plan Number of students participating in End of Year Re-Admittance Trip: Increase the number of students qualifying for the end of year re-admittance trip as they met the criteria for returning to their home district, as compared to the 12 as measured by administrative list of student counts during 2014-15. Actions/Services 1. Meet and collaborate with districts to update and implement the Countywide Plan to Serve Expelled Youth Administrative costs 2. Continue to operate the Kings Community School program for students in grades 9-12 Administrative costs 3. Continue to operate the Kings Community School program for students in grades 9-12 Operations costs: Certificated Instructional Staff Expected Annual Measurable Outcomes: Scope of Service County- KCS KCS Pupils to be served within identified scope of service _ALL _X_Other Subgroups:(Specify) Expelled Youth _ALL _X_Other Subgroups:(Specify) Expelled Youth _ALL X Other Subgroups:(Specify) Expelled Youth LCAP Year 2: 2016-17 Budgeted $6,000 (0000-502) $206,000 (0000-502) $800,000 (0000-502) Priority 9: Collaborate with districts to coordinate and implement the Countywide Expulsion Plan Number of students participating in End of Year Re-Admittance Trip: Increase the number of students qualifying for the end of year re-admittance trip as they met the criteria for returning to their home district, as compared to 2015-16. 35

36 Actions/Services 1. Meet and collaborate with districts to update and implement the Countywide Plan to Serve Expelled Youth Administrative costs 2. Continue to operate the Kings Community School program for students in grades 9-12 Administrative costs 3. Continue to operate the Kings Community School program for students in grades 9-12 Operations costs: Certificated Instructional Staff Expected Annual Measurable Outcomes: Scope of Service County- KCS KCS Pupils to be served within identified scope of service X Other Subgroups:(Specify) Expelled Youth X Other Subgroups:(Specify) Expelled Youth X Other Subgroups:(Specify) Expelled Youth LCAP Year 3: 2017-18 Budgeted $7,000 (0000-502) $212,000 (0000-502) $815,000 (0000-502) Priority 9: Collaborate with districts to coordinate and implement the Countywide Expulsion Plan Number of students participating in End of Year Re-Admittance Trip: Increase the number of students qualifying for the end of year re-admittance trip as they met the criteria for returning to their home district, as compared to 2016-17. Actions/Services 1. Meet and collaborate with districts to update and implement the Countywide Plan to Serve Expelled Youth Administrative costs 2. Continue to operate the Kings Community School program for students in grades 9-12 Administrative costs Scope of Service County- KCS Pupils to be served within identified scope of service X Other Subgroups:(Specify) Expelled Youth X Other Subgroups:(Specify) Expelled Youth Budgeted $7,000 (0000-502) $218,000 (0000-502)

37 3. Continue to operate the Kings Community School program for students in grades 9-12 Operations costs: Certificated Instructional Staff KCS X Other Subgroups:(Specify) Expelled Youth $830,000 (0000-502)

GOAL: Identified Need : Goal Applies to: 5. Collaborate with districts, Foster Youth Liaisons, and Local Government Agencies to improve services to Foster Youth in the county. Related State and/or Local Priorities: 1_ 2 _ 3_ 4 _ 5_ 6 7_ 8_ COE only: 9 10X Local : Specify Need: Kings County needs to facilitate timely and effective educational services to Foster Youth in the county. Metrics: Foster Youth enrollment data Schools: Expected Annual Measurable Outcomes: KCS & JCM Applicable Pupil Subgroups: Actions/Services 1. Foster Youth Liaison to assist in countywide transfer of relevant information between schools and agencies. Collaborate with districts, Foster Youth Liaisons, and local government agencies to provide services to Foster Youth in the county. The Clerical cost is included in Action 2. Foster Youth Coordinator/Liaison Clerical Support 2. Support for students in attaining educational goals. Coordinate records transfer as needed for KCOE Foster Youth. Educational Learning Advisor Clerical support Expected Annual Measurable Outcomes: Actions/Services 1. Foster Youth Liaison to assist in countywide transfer of relevant information between schools and agencies. Collaborate with districts, Foster Youth Liaisons, and local government agencies to provide services to Foster Youth in the county. The Clerical cost is included in Action 2. Foster Youth Coordinator/Liaison Clerical Support All, Low Income, English Learners, Foster Youth, Hispanic, African American, White, Students with Disabilities LCAP Year 1: 2015-16 Foster Youth enrollment data: Foster Youth Coordinator will report on number of foster students enrolled in county and district programs Scope of Service County- Pupils to be served within identified scope of service _ALL _X_Foster Youth _Redesignated fluent English proficient _ Other Subgroups:(Specify) Expelled Youth _ALL _X_Foster Youth _Redesignated fluent English proficient _ Other Subgroups:(Specify) Expelled Youth LCAP Year 2: 2016-17 Budgeted $70,000 (Foster Youth Grant, Title I N&D, Homeless Education) 38 $42,000 (TUPE, Foster Youth Grant, Title I N&D, Homeless Education) $13,000 (Ed. Services, Testing, Foster Youth, Homeless Education) Priority 10: Foster Youth enrollment data: Foster Youth Coordinator will report on number of foster students enrolled in county and district programs Scope of Service County- Pupils to be served within identified scope of service X_Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify) Expelled Youth Budgeted $72,000 (Foster Youth Grant, Title I N&D, Homeless Education)

2. Support for students in attaining educational goals. Coordinate records transfer as needed for KCOE Foster Youth. Educational Learning Advisor Clerical support Expected Annual Measurable Outcomes: Actions/Services 1. Foster Youth Liaison to assist in countywide transfer of relevant information between schools and agencies. Collaborate with districts, Foster Youth Liaisons, and local government agencies to provide services to Foster Youth in the county. The Clerical Cost is included in Action 2. Foster Youth Coordinator/Liaison Clerical Support 2. Support for students in attaining educational goals. Coordinate records transfer as needed for KCOE Foster Youth. Educational Learning Advisor Clerical support County- X_Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify) Expelled Youth LCAP Year 3: 2017-18 39 $44,000 (TUPE, Foster Youth Grant, Title I N&D, Homeless Education) $14,000 (Ed. Services, Testing, Foster Youth, Homeless Education) Priority 10: Foster Youth enrollment data: Foster Youth Coordinator will report on number of foster students enrolled in county and district programs Scope of Service County- County- Pupils to be served within identified scope of service X_Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify) Expelled Youth X_Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify) Expelled Youth Budgeted $74,000 (Foster Youth Grant, Title I N&D, Homeless Education) $46,000 (TUPE, Foster Youth Grant, Title I N&D, Homeless Education) $15,000 (Ed. Services, Testing, Foster Youth, Homeless Education)

40 Complete a copy of this table for each of the LEA s goals. Duplicate and expand the fields as necessary. Annual Update Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP. Guiding Questions: 1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences? Complete a copy of this table for each of the LEA s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 1a) Focus on students and maintain high expectations for learning. Metrics: Course of study; professional development participation/logs; textbook & instructional materials inventories; state assessment data (as available); local assessment data; Williams reports; handbooks & policies, classroom observations Schools: All Applicable Pupil Subgroups: All Students will have access to a broad, rigorous, & relevant course of study that is aligned to the newly adopted state standards (Math). Actual Annual Measurable Outcomes: Related State and/or Local Priorities: 1X 2X 3 4X 5 6 7X 8X COE only: 9 10 41 Local : Specify Students had access to a broad, rigorous, & relevant course of study that was aligned to the newly adopted state Math standards. A KCOE curriculum consultant provided professional development and coached teachers on instructional math strategies. 1. Course of Study: Students are enrolled is a course of study that was aligned to newly adopted state standards. 2. Professional Development Participation/logs: Professional development was provided to all instructional staff for common core Math, English Language Arts (ELA), English Language Development (ELD) 3. Textbook and Instructional materials inventories: Instructional materials are sufficient according to inventories and School Accountability Report Card (SARC) report. 4. State Assessment Data (as available): State California High School Exit Examination (CAHSEE) shows that 45% of JCM and 32% of KCS students passed the English Language Arts (ELA) test. And 29% of JCM and 26% of KCS students passed the Math test. (For the month with the most tests taken.) Smarter Balanced Assessment Consortium (SBAC) data to be evaluated for 11 th grade during spring 2015. 5. Local assessment data: The end of the year assessment data will be available June 2015. 6. Williams Reports: Williams reports were unavailable. KCOE does not receive visits. 7. Handbooks and Policies: Review of handbooks & policies was done by site administration during fall 2014 8. Classroom Observations: Site administration and curriculum & instruction team performed classroom observations daily and provided feedback and assistance accordingly.

Planned Actions/Services LCAP Year: 2014-15 Budgeted Align systems and infrastructure to focus on students; Revise course of study accordingly. Reorganization of programs, staff, and services for Alt Ed programs. Begin to update policies, course study, and handbooks. Materials & translation Administrative costs $2,000 $10,000 Resource 9050 Actual Actions/Services Systems and infrastructure alignment began and did focus on students. LCAP staffing and programs were reviewed. Positions were aligned to programs and services. This did assist in intake procedures and protocol. Student handbook was rewritten. The course of study and policies will be updated as a part of our Western Association of Schools and Colleges (WASC) accreditation process in 2015-16. Print copier costs for student handbooks at KCS ($1,585) Bilingual Secretary translation (): There was not a cost for translation as this task was completed by a person funded through a work program. This will be a cost in 15-16, as the program was for one year only. Administrative Costs: () There was not a cost for administration as it fell within the scope/hours of their regular work. Scope of service: Scope of service: 42 Estimated Actual Annual $1,585 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Goals 1a-1d were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 1a-1d were combined to form one comprehensive goal. The new 2015-16 Goal 1 will be: Focus on students and maintain high expectations for learning Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of the goal 1. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically: Action for Goal 1a: Materials and translation costs will be split and expenditures adjusted. Materials: $1,600, Translation: $1,700. Administrative costs: $12,000. Action for Goal 1b: There will be an increased expenditure, as compared to actual costs in 14-15, as implementation will begin. An additional action of a Consultant will be added for $6,000 to assist the new leadership. The cost for accreditation and sub release time will be split.

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 1b) Implement new state adopted content standards (& frameworks, as available). Metrics: Course of study; professional development participation/logs; textbook & instructional materials inventories; state assessment data (as available); local assessment data; Williams reports; handbooks & policies, classroom observations Schools: All Applicable Pupil Subgroups: All Begin WASC Accreditation process. Actual Annual Measurable Outcomes: Related State and/or Local Priorities: 1X 2X 3 4X 5 6 7X 8X COE only: 9 10 43 Local : Specify Began the Accreditation process. Site administration attended training and meeting with Western Association of Schools and Colleges (WASC) consultant. Spring 2016 visit dates planned. Leadership team to be chosen during Fall 2016. 1. Course of study: Students are enrolled is a course of study that was aligned to newly adopted state standards. 2. Professional development/participation/logs: Professional development was provided to all instructional staff for common core Math, English Language Arts (ELA), English Language Development (ELD) 3. State assessment data (as available): State California High School Exit Exam (CAHSEE) shows that 45% of JCM and 32% of KCS students passed the English Language Arts (ELA) test. And 29% of JCM and 26% of KCS students passed the Math test. (For the month with the most tests taken.) SBAC data to be evaluated for 11 th grade during spring 2015 4. Textbook & instructional materials inventories: Instructional materials are sufficient according to inventories and School Accountability Report Card (SARC) report. 5. Local assessment data: The end of the year assessment data will be available June 2015. 6. Williams reports: Williams reports were unavailable. KCOE does not receive visits. 7. Local assessment data: The end of the year assessment data will be available June 2015. 8. Handbooks & policies: Review of handbooks & policies was done by site administration during fall 2014 9. Classroom observations : Site administration and curriculum & instruction team performed classroom observations daily and provided feedback and assistance accordingly.

44 Planned Actions/Services Pursue and maintain WASC Accreditation. WASC Accreditation fees & sub release time LCAP Year: 2014-15 Budgeted $7,500 Resource 0000 Actual Actions/Services Western Association of Schools and Colleges (WASC) Accreditation process begun. Spring 2016 visits scheduled. Site leadership team to be chosen Fall 2016. Registration was paid for the WASC process. No release time was needed for teacher planning. This will be a cost in 2015-16 as a leadership team will need to meet and plan for upcoming visits and accreditation. Estimated Actual Annual Scope of service: KCS Scope of service: KCS 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. $160 What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Goals 1a-1d were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 1a-1d were combined to form one comprehensive goal. The new 2015-16 Goal 1 will be: Focus on students and maintain high expectations for learning Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of the goal 1. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically: Action for Goal 1b: There will be an increased expenditure, as compared to actual costs in 14-15, as implementation will begin. An additional action of a Consultant will be added for $6,000 to assist the new leadership. The cost for accreditation ($1,000) and sub release time ($6,000) will be split.

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 1c). Implement new state adopted ELD standards & frameworks. Metrics: Course of study; professional development participation/logs; textbook & instructional materials inventories; state assessment data (as available); local assessment data; Williams reports; handbooks & policies, classroom observations Schools: All Applicable Pupil Subgroups: English Learners ELs will have access to standards-aligned EL materials & instructional support in ELD. Actual Annual Measurable Outcomes: 45 Related State and/or Local Priorities: 1X 2X 3 4X 5 6 7X 8X COE only: 9 10 Local : Specify We adopted an English Language Arts (ELA) and Math instructional program, Character Based Literature, in which the English Language Development (ELD) program highlighted academic vocabulary. We also adopted the English Language Development (ELD) portion of the Character Based Literature (CBL) program to begin 2015-16. One class of Highpoint was offered to students which focused on acceleration of language. 1. Course of study: Students are enrolled is a course of study that was aligned to newly adopted state standards. 2. Professional development participation logs: Professional development was provided to all instructional staff for common core Math, English Language Arts (ELA), English Language Development (ELD) 3. Textbook and instructional materials inventories: Instructional materials are sufficient according to inventories and School Accountability Report Card (SARC) report. 4. State assessment data (as available): State California High School Exit Exam (CAHSEE) shows that 45% of JCM and 32% of KCS students passed the English Language Arts (ELA) test. And 29% of JCM and 26% of KCS students passed the Math test. (For the month with the most tests taken.) Smarter Balanced Assessment Consortium (SBAC) data to be evaluated for 11 th grade during spring 2015. 5. Local assessment data: The end of the year assessment data will be available June 2015. 6. Williams reports: Williams reports were unavailable. KCOE does not receive visits. 7. Handbooks & policies: Review of handbooks & policies was done by site administration during fall 2014 8. Classroom observations: Site administration and curriculum & instruction team performed classroom observations daily and provided feedback and assistance accordingly.

46 Planned Actions/Services For English Learners Purchase supplemental ELD materials and resources Materials & supplies LCAP Year: 2014-15 Budgeted $3,000 Resource 9050 Actual Actions/Services This school year, we were able to adopt an English Language Arts (ELA) and Math program for all students. We investigated the accompanying English Language Development (ELD) materials and will be purchasing them with the LightSail subscription. This will facilitate sharing of materials between students as they come into and out of the program. This will begin in 2015-16. We also entered into a contract with Tulare County Office Education to provide visual media resources to all teachers. They received professional development on the use of the system as well as access. Scope of service: Scope of service: Low Income pupils _X_English Learners Low Income pupils _X_English Learners Provide professional development on new ELD standards and instructional strategies. Professional development $5,000 Resource 9050 Professional development on new English Language Development (ELD) standards and instructional strategies was provided by KCOE English Language Development (ELD) Consultant for 2 half days. Coaching Services: Instructional coaching provided by KCOE Curriculum Coach in the area of academic language for English Learner (EL), integrated into English Language Arts (ELA) and Math. 3 half days of professional development. Scope of service: Scope of service: Low Income pupils _X_English Learners Low Income pupils _X_English Learners Provide targeted ELD instruction (SDAIE), EL interventions, and tutoring services. Coaching services Tutoring $5,000 Resource 0000 One period of Highpoint was offered to students which focused on acceleration of language by one teacher for one period per day, within the regular school day. Cost is a portion of the teacher s regular salary. It was originally planned to be an additional offering, time-sheeted. Scope of service: Scope of service: KCS Low Income pupils _X_English Learners For Redesignated fluent English proficient pupils: Monitor RFEP students progress in ELA & Math as part of PLC. Low Income pupils X_English Learners Re-designated Fluent English Proficient (RFEP) student progress was monitored in English Language Arts (ELA) and Math by Estimated Actual Annual $1,624.00 $1,000 $1,500 $15,369

47 Provide interventions and supports as data indicates needed, including EL interventions. Data tracking and analysis Interventions $2,500 Resource 0000 $2,000 Resource 0000 teachers independently as they were learning to use the new data systems. The counselor also met with English Learner (EL) and Re-Designated Fluent English Proficient (RFEP) students who were struggling to provide feedback and academic counseling. There was no cost incurred for this action since teachers used their planning periods and the counselor is included in another action. Interventions occurred within the regular classroom, and had no additional cost. Scope of service: Scope of service: Foster Youth _X_Redesignated fluent English proficient Foster Youth _X_Redesignated fluent English proficient 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. Goals 1a-1d were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 1a-1d were combined to form one comprehensive goal. The new 2015-16 Goal 1 will be: Focus on students and maintain high expectations for learning What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of the goal 1. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically: Action for Goal 1c: Purchase Supplemental English Language Development (ELD) materials and resources: There will be a decrease in the planned expenditure from $3,000 to $2,000 due to the inclusion of English Language Development (ELD) books in LightSail. The $2,000 will stay in place for the remainder English Language Development (ELD) materials. Provide professional development on new English Language Development (ELD) standards and instructional strategies: The planned expenditure will decrease from $5,000 to $1,000 based on the 15-16 contract for professional development in English Language Development (ELD). Action: Provide targeted English Language Development (ELD) instruction- Specially Designed Academic Instruction in English (SDAIE), English Learner (EL) interventions, and tutoring services (Coaching) will not be an action for 2015-16 as we need time to implement English Language Development (ELD) standards. Classroom instructional coaching will become an action during 2016-17 and 2017-18.

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 1d) Recruit, retain and promote highly qualified, highly effective educators. Metrics: Course of study; professional development participation/logs; textbook & instructional materials inventories; state assessment data (as available); local assessment data; Williams reports; handbooks & policies, classroom observations Schools: All Applicable Pupil Subgroups: All Students will be taught by highly qualified, effective and engaging teachers. Similarly, the site administrators will be effective and responsive leaders who guide, nurture, and support the instructional program and school learning environment. Actual Annual Measurable Outcomes: LCAP Year: 2014-15 Related State and/or Local Priorities: 1X 2X 3 4X 5 6 7X 8X COE only: 9 10 48 Local : Specify JCM had 100% of teachers highly qualified and KCS had 89.4%. Those teachers not highly qualified made progress towards becoming Highly Qualified Teachers (HQT), by enrolling in VPSS courses. Teachers have been working on Wednesday afternoons to improve instructional strategies and delivery methods to engage students. Administrators have been working on supporting the school learning environment. 1. Course of study: Students are enrolled is a course of study that was aligned to newly adopted state standards. 2. Professional Development/participation logs: Professional development was provided to all instructional staff for common core Math, English Language Arts (ELA), English Language Development (ELD) 3. Textbook & instructional materials inventories: Instructional materials are sufficient according to inventories and School Accountability Report (SARC) report. 4. State assessment data (as available): State California High School Exit Exam (CAHSEE) shows that 45% of JCM and 32% of KCS students passed the English Language Arts (ELA) test. And 29% of JCM and 26% of KCS students passed the Math test. (For the month with the most tests taken.) Smarter Balanced Assessment Consortium (SBAC) data to be evaluated for 11 th grade during spring 2015. 5. Local assessment data: The end of the year assessment data will be available June 2015. 6. Williams reports: Williams reports were unavailable. KCOE does not receive visits. 7. Handbooks & policies: Review of handbooks & policies was done by site administration during fall 2014 8. Classroom observations: Site administration and curriculum & instruction team performed classroom observations daily and provided feedback and assistance accordingly.

49 Planned Actions/Services Implement PLCs (transform planning and collaboration around student needs driven by data) PLC sub/release time Professional development Budgeted $5,000 $10,000 Resource 0000 Actual Actions/Services Collaborative planning did occur throughout the school year and was facilitated by KCOE Curriculum Consultants. Professional Learning Community (PLC) Sub/release time: There was no cost for this because we utilized our early release Wednesdays for collaboration time. Professional Development: KCOE Memorandum of Understanding (MOU) contract for 13 and ½ days to provide professional development and support during planning and collaboration. Recruit and retain highly qualified staff: KCOE negotiated a salary increase of $3,000 per teacher assigned to Kings Community School. This was important due to the difficulty of recruiting teachers, which led to long-term vacancies. Scope of service: Scope of service: X_ALL X_ALL Other Subgroups:(Specify) Implement easily accessible data systems and local assessments Illuminate Local Assessment Management System & Training $8,000 Resource 9050 Data system Illuminate implemented. Local assessments, Standardized Test for the Assessment of Reading (STAR- Accelerated Reader) reading and math, were given to students as a pre and post-tests. Illuminate contract ($6,042.50) Training: $750 Scope of service: Scope of service: X_ALL X_ALL Other Subgroups:(Specify) Adopt and purchase materials aligned to newly adopted state standards. CCSS instructional materials $7,000 Resource 7405/9050 Character Based Literature (CBL) was adopted and purchased. Staff began standards alignment. Carnegie Math I-III was also purchased for students at both sites. This is a three course series that weaves together numeric, algebraic, geometric, and statistical curricula to help students tackle challenging problems using a variety of approaches. It can be implemented with students at a variety of ability and grade levels, and is most typically used in grades 9-12. Scope of service: Scope of service: X_ALL X_ALL Other Subgroups:(Specify) Estimated Actual Annual $10,125 $18,000 $6,792.50 $4,375

50 Purchase and upgrade technology and 21 st Century Learning resources Technology, Project Based Learning (PBL), other supplemental materials/resources $15,000 Resource 9050 Chromebooks and laptops were purchased with Title I funds to supplement our technology program. There were no purchases of Project Based Learning (PBL) materials this school year. Scope of service: Scope of service: X_ALL X_ALL Other Subgroups:(Specify) Other Subgroups:(Specify) Provide professional development in newly adopted CCSS and 21 st Century Learning and Technology Professional development $10,000 Resource 9050 Professional development was provided by KCOE Curriculum Consultants for the implementation of technology, which included classroom coaching. These were completed in 8.5 half days. Scope of service: Scope of service: Provide opportunities for simultaneous enrollment in college level coursework. Enrollment fees $5,000 Resource 9050 Students were counseled regarding the opportunity of college enrollment. No students enrolled in the program this year. We did also take students on a field trip to tour the campus and get information about the program offerings in order to promote college interest. There was minimal cost, which included the mileage for our internal transportation. The half day trip was to a nearby community college, and students returned to campus for lunch. We plan to do more of these in the future. Scope of service: Scope of service: KCS Provide CAHSEE tutoring Tutoring/timesheets $5,000 Resource 9050 Teachers provided California High School Exit Exam (CAHSEE) tutoring during the school day to students needing additional assistance as identified via data and local formative assessments. There was no additional cost as the preparation occurred during the normal school day. Scope of service: Scope of service: Implement pre/post assessments to monitor growth within programs STAR assessments $6,000 Resource 9019 Pre and post assessments were given to monitor student growth in English Language Arts (ELA) and Math via Accelerated Reader/Renaissance Learning. The cost of the contract was less than budgeted. Scope of service: Scope of service: X_ALL $21,537.76 (Title I) $4,250 $17 $1,759

51 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. Goals 1a-1d were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 1a-1d were combined to form one comprehensive goal. The new 2015-16 Goal 1 will be: Focus on students and maintain high expectations for learning What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of goal 1. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically actions for Goal 1d: Implement Professional Learning Communities (PLCs): sub release time planned expenditure will be as this will occur during early release Wednesdays. The planned expenditure for professional development will increase to $5,900 based on the contract for professional development. Implement easily accessible data systems: Slight decrease in expenditure of $500, planned for $7,500, due to actual contract cost in 14-15. Adopt and purchase materials aligned to newly adopted state standards: planned expenditure will have increase $5,000 as the LightSail program will include some science and social studies books. Purchase and upgrade technology and 21 st century learning resources: expenditure will include IPads for $15,000, which is different than the chromebooks purchased with Title I last year. This expenditure will be paid for out of supplemental/concentration. There will also be an additional professional development to support technology at a cost of $2,250 to support classroom instructional implementation. Provide professional development in newly adopted Common Core State Standards (CCSS) and 21 st century: Will now include the language California State Standards. The planned expenditure will increase to $37,500 based on the professional development contract to support content area and 21 st century standards instruction and implementation. Provide opportunities for simultaneous enrollment in college level coursework: will change from including enrollment fees to including college or trade school tours in order to increase student interest in these programs at a planned cost of $4,600. Implement pre-post assessments to monitor growth within programs (Standardized Test for the Assessment of Reading -STAR assessments): Planned action will now include Illuminate assessments- Key Data Systems Inspect for reading and math and Let s Go Learn Assessments for intervention at a cost of as the assessments are included in the purchase of 2015-16 Illuminate cost of $7,500. The STAR assessments will not be included in this action 2015-16. California High School Exit Examination (CAHSEE) tutoring action will not be included as a cost. Teachers will continue to provide student assistance and preparation for the assessment as it remains a requirement. Actions to be added for 2015-16: Student Information System (SIS- Aeries or Eagle Software will be added for $4,600

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 2) Provide a strong system of support services to meet the socialemotional and mental health issues of our students. Metrics: Attendance rates, graduation rates, drop-out rates, parent participation rates, ILPs, recidivism rates, referral rates, restorative justice program participation rates, suspension rates. Schools: All Applicable Pupil Subgroups: All Counseling and transition services available; individualized learning plans (ILPs) for each student; tiered interventions for both academic and behavioral needs; improve social skills and character development; improved engagement and attendance at school; improved and more effective transitions to/from school of residence; reduced recidivism amongst incarcerated youth; tiered academic and behavioral interventions; behavioral supports Actual Annual Measurable Outcomes: Related State and/or Local Priorities: 1 2 3X 4X 5X 6X 7 8 COE only: 9 10 52 Local : Specify A counselor and transition specialist were hired for the school year. The counselor position was filled all school year. The transition specialist worked from July-December 2015. The transition specialist accepted another position. This position will attempt to be filled for the 2015-16 school year. The Transition Specialist assists students with transitions to and from their home school. Tiered interventions for both academic and behavioral needs began to be implemented. Students have had the option of taking an intervention course or enrolling in an online credit recovery program. Behavioral supports and interventions were increased as we implemented the position of Behavior Intervention Aide. This position has provided a much needed service to students and we received many positive comments regarding the support from parents, staff, and students. Sites are working on improving social skills and character development via a new English Language Arts (ELA) program which focuses on character development and contains high interest topics and materials. The sites continues to work on improving engagement in school, as measured by attendance. This is sometimes difficult due to the fact that our court school may have a probation mandated lock down- which negatively impacts our attendance. KCS continues to work on attendance with the support of our Student Attendance Review Board (SARB) truancy officer and parent communications. Reduced recidivism rates proved difficult to measure and track. We will not be using this metric in 2015-16. Attendance rates: JCM: 93% KCS: 80% as of Spring 2015. Graduation rates: Dataquest Graduation rates for 15-16 are not yet available. Our county cohort had a rate of 80% in 13-14. KCOE had 17 students graduate in 2013-14. Drop-out rates: 23% per Dataquest for 2013-14. Parent participation rates: increased for school meetings, such as school site council, English Learner Advisory Committee (ELAC), Free Application for Federal Student Aid

53 Planned Actions/Services Implement a system of tiered academic and behavioral interventions and supports. RTI & PBIS Training (Yr 1) LCAP Year: 2014-15 Budgeted $15,000 Resource (FAFSA) Night, and return to school meetings Individual Learning Plans (ILPs): had 100% parent participation Recidivism rates: became a difficult measure as there are other contributing factors and will be replaced with another metric Restorative Justice rates: As measured by referral rates. We had 1,108 referrals to the Behavior Aide Suspension rates: 37% suspension rates, with 8% of students making up 95% of the suspensions. This only applies to KCS as JCM students are not suspended at the court school Actual Actions/Services Response to Intervention (RTI) & Positive Behavior Intervention Support (PBIS) Training was researched and a plan developed. It will be implemented as a beginning stage in 2015-16. There was no cost for developing the plan. The Counselor and Transition Specialist attended a two day Why Try training, which was paid for out of Title I. Scope of service: Scope of service: Provide behavior support staff at KCS. Behavior Intervention Aide $32,000 Medi-Cal Behavior aide supported staff at KCS and showed a decrease in student referrals/suspensions. Positive student, parent and staff feedback per surveys about this service. Scope of service: KCS Scope of service: KCS Implement credit recovery programs APEX $5,000 Resource 5640 Virtual School Curriculum (APEX) program implemented during the fall of 2014. The cost was higher than expected due to more students using the system. Scope of service: Scope of servi ce: Estimated Actual Annual $2,575.70 (Title I) $35,985 (5640 Medi-Cal) $15,330

54 Provide opportunities for students at risk of drop out to GED assessments GED fees & transportation $2,000 Resource 9050 Students were offered General Education Development (GED) assessment preparation counseling and began sessions. Students needed additional time for preparation and chose not to take the assessment. Since no students took the assessment, there was no charge for the tests or transportation. Scope of service: X_ALL Scope of service: X_ALL For low income pupils: Transition Services Transition Specialist $85,000 (Title I) Transition services were available for half of the school year. The person in this position accepted another position. We were unable to fill it for half of the school year. We will seek to hire another Transition Specialist for 15-16. Scope of service: _ALL JCM Scope of service: _ALL JCM _X_Low Income pupils English Learners _X_Low Income pupils English Learners For low income pupils: Counseling Services Counselor $85,000 (Title I) A Counselor was employed from October 2014 June 2015. We were unable to fill the position at the start of the school year, which is why the expenditure is less than the estimated budgeted amount. Scope of service: Scope of service: _ALL _ALL _X_Low Income pupils English Learners _X_Low Income pupils English Learners For low income pupils: Intake, referral, school/career readiness & support services TOSA-SUCCESS Teacher $65,000 A Teacher on Special Assignment (TOSA-SUCCESS) Teacher position was not able to be filled for the 2014-15 school year. Scope of service: KCS Scope of service: KCS _ALL _ALL _X_Low Income pupils English Learners _X_Low Income pupils English Learners For low income pupils: Work with the Blue Ribbon Commission to develop a Day Program Planning meetings (admin time/travel) $1,000 The Blue Ribbon Commission met and continues to work on a grant for a day program. There will be continued work on this project for 15-16, with costs attributed. The planning did not require any additional costs as it was during the regular hours. Travel costs were minimal, and were included within the regular scope of work. Scope of service: Scope of service: _X_Low Income pupils English Learners _X_Low Income pupils English Learners Other Subgroups:(Specify) $48,720 (Title I) $62,973 (Title I)

55 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. Goals 2-3 were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 2-3 were combined to form one comprehensive goal. The new 2015-16 Goal 2 and will be: Provide a positive, safe, secure, and engaging learning environment that supports the social-emotional and mental health issues of our students. What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of goal 2. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically actions for Goal 2: Response to Intervention (RTI) and Positive Behavior Intervention Support (PBIS) will remain as a year 1 action. Planning only occurred in 14-15 and implementation will need to begin 2015-16. The planned cost will be $14,500 for the Let s Go Learn intervention/assessment program, and will appear in Goal 1 for student achievement. Action for Teacher on Special Assignment (TOSA-SUCCESS) Teacher will become part of the Counselor s duties, and will not appear as a separate action in 2015-16. The descriptors for intake/referral and school/career readiness will be added to the Counselor s action box. The Behavior Intervention Aide was paid for out of Medi-Cal funds during 2014-15. These funds will not be available during 2015-16, so this position will be paid for out of Title I funds. Credit recovery virtual online schooling (APEX) action planned expenditure will be $25,000, adjusted based on the expected actual cost during 2014-15. The General Education Development (GED) assessment and transportation action will continue, and a new action for preparation classes offered to parents and students will be included in the new parent involvement goal. The action: Implement a system of tiered academic and behavioral interventions and supports will be split, academic and behavior, with specific actions and expenditures to support each. Additional language will be added to the action: Work with Blue Ribbon Commission to develop Day program: Juvenile Re-entry Task Force to support the implementation of Restorative Justice. Actions to be added for 2015-16: 1 instructional aide to work with Resource Specialist Program (RSP) teachers in supporting learning for students with disabilities at a cost of $40.000.

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: Provide a full time Probation Officer Probation Officer MOU 3) Provide a positive, safe, secure, engaging learning environment. Metrics: Provision of a safe, secure, engaging learning environment to students that is sensitive to the needs of the populations served. Schools: All Applicable Pupil Subgroups: All Fewer discipline referrals Lower suspension rates Increased student engagement Increase attendance rates Increased parental & community agency involvement Increased empathy and personal responsibility amongst students Planned Actions/Services Actual Annual Measurable Outcomes: LCAP Year: 2014-15 Budgeted $65,000 Resource 0332 Related State and/or Local Priorities: 1 2 3X 4 5X 6 X 7 8 56 COE only: 9 10 Local : Specify Fewer discipline referrals: The Assistant Principal noted a trend of decrease in behavior referrals. The Behavior Aide had 1,188 referrals for various reasons and the counselor had 15. Lower suspension rates: Suspension rates: 37% suspension rates, with 8% of students making up 95% of the suspensions. This only applies to KCS as JCM students are not suspended at the court school Increased student engagement: Student engagement and attendance: JCM 93% and KCS 80% Increased parental & community agency involvement: Parents and community agency involvement increase for committees such as school site council. There was minimal parent participation in Open House. Individual Learning Program (ILP) participation was at 100% Increased empathy and personal responsibility amongst students: Empathy and personal responsibility amongst students became difficult to measure. Positive Behavior Intervention Support (PBIS) and the new character based literacy did open student discussions about the topic. The counselor did provide bullying prevention training presentations to all students. Actual Actions/Services Probation Officer was a full time position, all year. The Memorandum of Understanding/contract was slightly less than anticipated. Scope of service: KCS Scope of service: KCS Other Subgroups:(Specify) Expelled Youth X_Other Subgroups:(Specify) Expelled Youth Estimated Actual Annual $60,000

57 Provide a SARB/Attendance Officer and Clerical support to reduce truancy and chronic absenteeism. SARB/Attendance Officer Clerical Support $60,000 Resource 0332 A Student Attendance Review Board (SARB) Attendance Officer and Clerical support were provided all year. There was a truancy rate decrease of 14% between the school years of 2012-13 and 2014-15. The 2015 numbers have yet to be released. $69,545 $27,000 Resource 0000 There was no cost for the Clerical Student Attendance Review Board (SARB) support as this position was paid for out a work experience/intern program. In 2015-16 the district will have to pay for a salaried person as this program will not be available. Scope of service: KCS Scope of service: KCS _X_Other Subgroups:(Specify)_Expelled Youth Implement Restorative Justice program Restorative Justice Training (KCS Yr 1) $8,000 Resource 3025 Title 1 N&D Site leadership team attended a restorative justice training and began to plan implementation to begin fully in 2015-16. The training that staff attended in 14-15 was paid for during the 13-14 fiscal year. Restorative Justice Coach $47,000 Resource 0000 Restorative Justice Coach not filled as the implementation plan needed additional time for development. The counselor attended a training for Restorative Justice in order to begin implementation plan. During 2015-16, the district will attempt to fill this position and there will be a cost. The training that staff attended in 14-15 was paid for during the 13-14 fiscal year. Materials and supplies were not needed for the Restorative Materials and supplies Justice program as this was a planning year. This action will be $2,000 moved to 2015-16 Resource 0000 Scope of service: Scope of service: Implement Welcome Room Welcome Room materials/supplies $5,000 Resource 9050 Welcome Room not implemented as this was a plan by a previous administrator. We are working on creating a plan to facilitate parent intake with the assistance of our new counselor. Scope of service: KCS Scope of service: KCS _X_Other Subgroups:(Specify) _Expelled Youth_

Implement character development and incentives program Professional Development Materials and supplies $5,000 Resource 0000 $2,000 Resource 9050 Professional Development: The Counselor and Transition Specialist attended 2 day Why Try training. This was paid for from Title I funds, and is a repeat of expenditure. The expenditure was less than anticipated. Materials and supplies: There were no additional materials and supplies purchased. Scope of service: Scope of service: Other Subgroups:(Specify) Subgroups:(Specify) Provide transportation to school Transportation costs (drivers, fuel, maintenance) $100,000 Resource 0332 Other Transportation provided with 20 bus stops in the local area. Scope of service: KCS Scope of service: KCS 58 $2,575.70 (Title I) 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. $97,000 Goals 2-3 were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 2-3 were combined to form one comprehensive goal. The new 2015-16 Goal 2 and will be: Provide a positive, safe, secure, and engaging learning environment that supports the social-emotional and mental health issues of our students. What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of goal 3. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically actions for Goal 3: Probation Officer planned budget will increase to $67,000 based on contract. The Student Attendance Review Board (SARB) Attendance Officer will include a planned cost of $70,000 based on expected actual cost 14-15. There will also be a cost for the clerical support that we did not incur for 2014-15, because we had a person filling the position paid out of a work grant program. This was only for one year and will need to be a paid position of $29,000 for 15-16. Restorative Justice Coach position planned expenditure will be $80,000 as it is planned to be a full time opening. The training and materials will be planned for 15-16 only. Character development and incentives program will become an action for the implementation of a student store at $1,000. Professional development will not be needed as it will be an added action of Class- Positive Behavior Support (CHAMPS). Actions added: Continue to implement a system of tiered behavioral interventions and supports, including class-wide positive behavior support (CHAMPS) professional development for $15,000, and library resources for the counselor to use with parents ($3,500). Safe and Civil professional development for behavior Response to Intervention (RTI) supports will be added for $10,000.

59 Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: Conduct regular parent outreach Translation services 4) Improve parent engagement in the learning, rehabilitation, and success of their students. Metrics: Surveys, parent sign in sheets, ILP meeting participation rates, SARB meeting attendance rates, IEP attendance rates Schools: All Applicable Pupil Subgroups: All, SWD Increased parent communication and participation. Access to translators for Spanish speaking parents. Planned Actions/Services Actual Annual Measurable Outcomes: LCAP Year: 2014-15 Budgeted $10,000 Resource 0000 Related State and/or Local Priorities: 1 2 3X 4 5 6X 7 8 COE only: 9X 10X Local : Specify Although parent involvement at activities, meetings and committees did increase, this remains an area of focus. Parents are attending mandatory functions, such as Individual Learning Plan (ILP) and Individual Education Plan (IEP) meetings/committees, but levels at voluntary functions are low. For example, turn out at Back to School Nights were low. Access to translators for Spanish speaking parents via clerical support/bilingual Aide. Surveys: were given to all parents via mail and sent home with students. The surveys that were returned provided great input. Less than 10% were returned to school. Parent sign in sheets: demonstrate that parents attended the meetings: School Site Council, English Learner Advisory Committee (ELAC) Individual Learning Plan (ILP) Meetings participation rates: 100% participation rates Student Attendance Review Board (SARB) meeting attendance rates: 100% Individual Education Plan (IEP) attendance rates: 100% Actual Actions/Services Translation services were funded by a work experience/intern program and had no cost. This position provided translations for all communications such as documents, newsletters, meetings, phone calls, and all call messages. There will be a cost in 2015-16 as this program will be unavailable. Estimated Actual Annual Scope of service: Scope of service: Other Other

60 Subgroups:(Specify) Subgroups:(Specify) Provide parent education programs PIQE Parent Institute for Quality Education (PIQE) was not provided this year as we had low parent participation levels, which made it CCSS Parent Ed nights $6,000 Resource 9050 $5,000 Resource 9050 difficult to plan. Free Application for Federal Student Aid (FAFSA) training for all senior students was held. 67% of parents attended. One student did not need the funding available and one student did not attend. Other Parent Education nights were not held due to low participation at events such as back to school night. No cost as the class was facilitated by the Counselor and Administration. Scope of service: Scope of service: Other Other Subgroups:(Specify) Subgroups:(Specify) Provide opportunities for parents to be engaged in school decision-making and programs, including meaningful feedback on student progress SSC/ELAC meetings; Parent-Teacher conferences; support staff contacts; ILP plan meetings- materials and supplies $500 Resource 9050 Parent meetings such as School Site Council (SSC) and English Learner Advisory Committee (ELAC) were held and attended by committee elected officers. Parent teacher conferences were held by the counselor and teacher as needed based on student performance. Individual Learning Plan (ILP) meetings were held for each student by the counselor. The school nurse made health contacts as needed. Students, parents, and administrators attended meetings as students returned to school after serving suspensions. No cost because meetings were facilitated by staff and administration. Scope of service: Scope of service: Other Subgroups:(Specify) Other Subgroups:(Specify) What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. Goals 4 will now become Goal 3: Improve parent engagement in the learning, rehabilitation, and success of their students. Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of goal 3. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically actions for Goal 4: Translation services will be a cost during 15-16. This service was completed by a one year work program participant. The cost will be additional time as documented. Common Core State Standards (CCSS) Parent Education Nights: will now be California State Standards and Free Application for Federal Student Aid (FAFSA) at a cost of $6,000. Actions added: General Education Development (GED) preparation classes for interested parents and students will be provided by one teacher, once a week, for 3 hours all year long. There will be a cost for teacher time at $9,600. Coffee Hour will also be added as an opportunity for parents to provide input, facilitated by the new Principal.

61 Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 5a) Collaborate with local districts to coordinate and implement the Countywide Expulsion Plan. Metrics: Countywide plan to Serve Expelled Youth, expulsion data, Kings Community School (KCS) enrollment and attendance data, other MOUs/agreements to serve expelled youth not served by KCS, HS drop-out rates, HS graduation rates Schools: County- Kings Community School KCS Applicable Pupil Subgroups: All Educational options for expelled youth will be improved by identifying gaps in and improvements to services in the existing countywide (tri-annual) plan to serve expelled youth; plan will be updated accordingly. Pupils will be provided interventions and supports to improve their engagement in their school/learning environment, and reduce expulsion and drop-out rates. Planned Actions/Services Meet and collaborate with districts to update and implement the Countywide Plan to Serve Expelled Youth Administrative Costs Actual Annual Measurable Outcomes: LCAP Year: 2014-15 Budgeted $5,000 Resource 0000 Related State and/or Local Priorities: 1 2 3 4 5X 6X 7 8 COE only: 9X 10 Local : Specify Countywide plan to Serve Expelled Youth: (Tri-annual plan) gaps identified and improvements to services included in the updated 12/2014. Intervention and supports to improve engagement as measured by attendance: KCS enrollment and attendance data: KCS 80% JCM 93% There were no other Memorandum of Understandings (MOU) agreements this school year. All districts participated in the plan update. High School drop-out rates: Drop-out rates are difficult to track as students transfer in and out of the program frequently. Information is not available on California Department of Education (CDE) Dataquest for this reason. High School Graduation rates: Graduation rates for 15-16 are not yet available. Our county cohort had a rate of 80% in 13-14. KCOE had 17 students graduate in 2013-14. Expulsion rates: Kings County does not expel students as these are the students we serve. Review of district data was completed, but since students are still working on meeting requirements, numbers were difficult to utilize. Actual Actions/Services KCOE and districts met in 12/2014 to update and implement the Countywide Plan to Serve Expelled Youth. This plan will continue to be utilized. There was no cost as the work was completed during regular work hours. Scope of service: County- Scope of service: County- Estimated Actual Annual

62 _X_Other Subgroups:(Specify) Expelled Youth 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Goals 5a and 5b were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 5a and 5b were combined to form one comprehensive goal. The new 2015-16 Goal 4 and will be: Provide high quality educational programs and services to expelled youth. Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of goal 4. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically actions for Goal 4: There will be a cost of $6,000 for administration to meet and collaborate with districts. It was difficult to track the reduction of expulsion rates as we do not expel students and was dependent upon district data. We will begin to track students that are meeting requirements to return to their school of residence.

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 5b) Provide high quality educational programs and services to students served by KCOE Alternative Education schools (Kings Community School and JC Montgomery), per KCOE LCAP and other local plans (Countywide Plan to Serve Expelled Students, SPSA, Strategic Plan) Metrics: Countywide plan to Serve Expelled Youth, expulsion data, Kings Community School (KCS) enrollment and attendance data, other MOUs/agreements to serve expelled youth not served by KCS, HS drop-out rates, HS graduation rates Schools: County- Kings Community School KCS Applicable Pupil Subgroups: All Services and programs for students enrolled in KCOE Alternative Education schools will be improved to include rigorous and relevant academic offerings as well as additional social-emotional and health/well-being supports in accordance with the 5 Year Strategic Plan. (Yr 1) Planned Actions/Services Operate Kings Community School program for students in grade 9-12 Administrative costs Operation costs Actual Annual Measurable Outcomes: LCAP Year: 2014-15 Budgeted $200,000 Resource 0000 $800,000 Resource 0000 Related State and/or Local Priorities: 1 2 3 4 5X 6X 7 8 COE only: 9X 10 63 Local : Specify Services and programs for students enrolled in KCOE Alternative Education school were improved to include rigorous and relevant academic offerings as well as additional social-emotional and health/well-being supports provided in accordance with the 5 Year Strategic Plan. (Year 1) The LCAP and other local plans were used during the 2014-15 school year. The Single Plan for Student Achievement (SPSA) was aligned to the LCAP. The County- plan was updated with districts. The Strategic Plan is still in use. Actual Actions/Services KCOE operated Kings Community School for students in grades 9-12. Administrative and operation costs There was an additional cost for independent study included in the operation cost of $180,394 Scope of service: County- KCS Scope of service: County- KCS What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? Estimated Actual Annual $177,648 $510,466 $180,394 Other Subgroups:(Specify) Expelled Youth 2014-15 was a year of leadership transition. A part-time Principal and full time Assistant Principal began the work indicated. A new Principal was hired for the 2015-16 school year and will continue to work on the systems of achievement for students and staff. Goals 5a and 5b were written to include the same priorities, metrics, and scopes of service for 2014-15, so Goals 5a and 5b were combined to form one comprehensive goal. The new 2015-16 Goal 4 and will be: Provide high quality educational programs and services to expelled youth.

64 Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of goal 4. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically actions for Goal 4: The cost of operating Kings Community School administrative and operation will be split into two actions. It was difficult to track the reduction of expulsion rates as we do not expel students and was dependent upon district data. We will begin to track students that are meeting requirements to return to their school of residence.

Original GOAL from prior year LCAP: Goal Applies to: Expected Annual Measurable Outcomes: 6) Collaborate with districts, Foster Youth Liaisons, and local government agencies to improve services to Foster Youth in the county. Metrics: Foster Youth data, enrollment, attendance rates, graduation rates, drop-out rates, suspension and expulsion rates Schools: County- Applicable Pupil Subgroups: Foster Youth Information will be provided in a more timely manner between and across agencies to assure assure timely and effective enrollment of Foster Youth in school and educational/site programs. Improved enrollment, attendance, and engagement of Foster Youth in school and educational settings. Planned Actions/Services For Foster Youth: Foster Youth Liaison to assist in countywide transfer of relevant information between schools and agencies. Coordinate records transfer as needed. Foster Youth Coordinator/Liaison Ed/Learning Advisor Actual Annual Measurable Outcomes: LCAP Year: 2014-15 Budgeted $68,000 Resource 7366 Foster Youth Services Grant ends 2014-15 $40,000 Resource 7366, 6680, 3025, Foster Youth Services Grant, TUPE, Title I N&D Related State and/or Local Priorities: 1 2 3 4 5X 6 7 8 COE only: 9 10X 65 Local : Specify Information has been provided in a timelier manner between and across agencies to assure timely and effective enrollment of Foster Youth in school and educational/site programs. There has been improved enrollment, attendance, and engagement of Foster Youth in school and educational settings. Foster Youth Enrollment: There are 13 Foster Youth students enrolled. Attendance rates of foster youth students: 83% KCS and 95% at JCM. These rates are slightly higher than that of All students. Graduation rates of foster youth students: 92% of foster youth are on track to graduate. Drop-out rates: This is difficult to track as students often move in and out of the program quickly. Expulsion rates: KCOE serves expelled youth. We do not expel students. Actual Actions/Services Foster Youth Liaison (FYL) conducts daily communication and service to 14 school districts and numerous government and educational agencies. The Foster Youth Liaison (FYL) coordinates the transfer of educational records pertaining to foster youth within Kings County. They transfer includes both receiving and distribution of student records. Kings County Office of Education has 1 Educational Learning Advisor assigned who words directly with the Foster Youth Liaison (FYL). Scope of service: County- Scope of service: County- Estimated Actual Annual $68,238 Resources: 3025, 5630, 7366 $55,119 Resources: 3025, 6680, 7366

66 _X_Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify) Collaborate with districts, Foster Youth Liaisons, and local government agencies to improve services to Foster Youth in the county Clerical support $25,000 Resource 0000 _X_Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify) The Clerical Support position was decreased from 240 days to 220 and began on a lower salary scheduled than predicted. The Foster Youth Liaison (FYL) works very closely with a multidisciplinary collaboration team within Kings County and beyond. The Foster Youth Liaison (FYL) seeks means to improve services through methods that are included in the planning, implementing, operational and support level. These methods include collaborative meetings, idea sharing, information sharing, and planning. The Foster Youth Liaison Foster Youth Liaison (FYL) ensures timely information sharing through the coordination of services through close working relationships with Foster Youth Liaisons assigned to our districts. Both Foster Youth Liaisons (FYL) work closely to ensure accurate records are obtained, managed and provided to educational stakeholders. Scope of service: County- Scope of service: County- _X_Foster Youth Redesignated fluent English proficient _X_Foster Youth Redesignated fluent English proficient Facilitate timely and efficient exchange of information to coordinate services at KCOE school sites. Site Foster Youth Liaison $60,000 Resource 0000 Site Foster Youth Liaisons are district paid employees. This action should have been budgeted at, as they are not employed by the county. Our Coordinator and Learning Advisor work with Site Liaisons in order to coordinate educational services. The action should have read services at sites within Kings County. Scope of service: Scope of service: _X_Foster Youth Redesignated fluent English proficient _X_Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify) What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? $11,072 Goals 6 will now become Goal 5: Collaborate with districts, Foster Youth Liaisons, and local government agencies to improve services to Foster Youth in the county. Priorities were re-aligned for all goals, and the required metrics added. The sub-goals were integrated into the action steps of goal 5. More description was added to actions were deemed appropriate to provide for additional clarity. Actions were also split, so as to make the plan cleaner and facilitate updates and tracking. Specifically actions for Goal 5: Foster Youth Coordinator planned expenditure will increase based on expected actuals 14-15 to be $70,000. Clerical support planned expenditure will decrease based on expected actuals 14-15 to be $13,000. The actions will change to include 1 action for Foster Youth Coordinator and Clerical Support and 1 action to include Educational Learning Advisor with Clerical Support. Action: Facilitate timely and efficient exchange of information to coordinate services at KCOE school sites Site Foster Youth Liaison will not be included in the 2015-16 plan because they are district positions.

67 Complete a copy of this table for each of the LEA s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Section 3: Use of Supplemental and Concentration Grant funds and Proportionality A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.) Total amount of Supplemental and Concentration grant funds calculated: $_$467,628 The Kings County Office of Education (KCOE) proportionality increase is $467,628 The Proportionality is a calculation of supplemental concentration funding as compared to total base, which is calculated on a percentage of students that are classified as low income, English Learner, and Foster Youth. The KCOE Alternative Programs percentage of students that fit the criteria is 100% for J.C. Montgomery (JCM) and 80.22% for Kings Community School (KCS). These monies will be utilized primarily LEA-wide as all students attending KCOE programs are of high risk populations; either expelled, probation referred, or incarcerated youth. Consequently, most students served suffer credit deficiency, disengagement from school/learning environments, learning failure; additionally, all students served by KCOE s Alternative Education programs are at increased risk of mental and/or social health issues, drop out and/or recidivism, which are addressed in the LCAP. In addition to LEA-wide and wide services (Expelled Youth), and county-wide (Foster Youth/Expelled Youth) these monies will be allocated to address the County Office of Education (COE) specific priorities for expelled and foster youth, respectively, in countywide goals, actions and expenditures. Because our populations are so high risk and spread across countywide programs, we believe these to be the most effective use of funds for our pupils. B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils. 8.03 % Due to the entire population served by KCOE Alternative Education programs being high risk upon entry and the high percentage of low income, English Learner, and foster youth (JCM 100%; KCS 80.22%), the most effective use of supplemental concentration funds is to use them for all students. The percentage by which these services must be increase or improved is 8.03%, as determined by the Minimum Proportionality Percentage calculation. The increased and improved services will include additional interventions, targeted instructional support, and resource and referral support.

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply: (a) Chronic absenteeism rate shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 June 30) who are chronically absent where chronic absentee means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays. (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 June 30). (3) Divide (1) by (2). (b) Middle School dropout rate shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1. (c) High school dropout rate shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where cohort is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (d) High school graduation rate shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where cohort is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (e) Suspension rate shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 June 30). (3) Divide (1) by (2). (f) Expulsion rate shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 June 30). (2)The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 June 30). (3) Divide (1) by (2). 01-13-15 [California Department of Education] 68