SDCOE Approved 9/19/2019 LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Sweetwater Union High School District CDS Code: 3768411 Local Control and Accountability Plan (LCAP) Year: 2019-20 LEA contact information: Dr. Karen Janney, Superintendent

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

Budget Overview for the 2019-20 LCAP Year

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

The total revenue projected for Sweetwater Union High School District is $475,265,512, of which $395,840,176 is Local Control Funding Formula (LCFF), $30,854,496 is other state funds, $25,451,136 is local funds, and $23,119,704 is federal funds. Of the $395,840,176 in LCFF Funds, $52,037,478 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

Page 1 of 146 LCFF Budget Overview for Parents

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

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

Sweetwater Union High School District plans to spend $460,681,243 for the 2019-20 school year. Of that amount, $304,419,245 is tied to actions/services in the LCAP and $156,261,998 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:

General Fund budgeted expenditures address the other statewide priorities, particularly item #1 for basic services. In addition, the total cost of operating departments located at the District office are not included in the LCAP, for example: Duplicating, Purchasing, Warehouse, Accounts Payable, Payroll, Finance, Student Services, Special Education, Transportation, Maintenance, Human Resources and Benefits departments.

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

In 2019-20, Sweetwater Union High School District is projecting it will receive $52,037,478 based on the enrollment of foster youth, English learner, and low-income students. Sweetwater Union High School District must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Sweetwater Union High School District plans to spend $52,037,478 on actions to meet this requirement.

Page 2 of 146 LCFF Budget Overview for Parents

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

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

In 2018-19, Sweetwater Union High School District's LCAP budgeted $51,899,803 for planned actions to increase or improve services for high needs students. Sweetwater Union High School District estimates that it will actually spend $49,269,296 for actions to increase or improve services for high needs students in 2018-19.

The difference between the budgeted and actual expenditures of $-2,630,507 had the following impact on Sweetwater Union High School District's ability to increase or improve services for high needs students: The overall difference in the budget expenditures and the estimated actual expenditures is related to the decrease in unduplicated students. The actions and services remained the same for the first semester. During semester Semester 2, Site curriculum specialists and Blended Learning Specialists, were eliminated from the LCAP funding. and moved back into teaching positions that had been vacated by certificated staff that retired under the SERP (Early Retirement Program). The services were provided by Site Teachers on Special Assignment. The Coordinators of Integrated Services were reduced at each site by a .2 FTE (Full-Time Teaching Equivalent), but the actions and services were continued through the support of Assistant Principals and other site resource teachers. Even though some funding sources may have changed, the actions and services were implemented as planned.

Page 3 of 146

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Addendum: General instructions & regulatory requirements. Appendix A: Priorities 5 and 6 Rate Calculations Accountability Plan Appendix B: Guiding Questions: Use as prompts (not limits) California School Dashboard: Essential data to support completion of and Annual Update this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template. (LCAP) Template

LEA Name Contact Name and Title Email and Phone Sweetwater Union High School Dr. Karen Janney karen.janney@sweetwaterschools District Superintendent .org (619) 691-5555

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them. Set in southern San Diego County, Sweetwater Union High School district spans from the border with Mexico up the Pacific coast to National City and East to the Otay Mountain foothills. As the largest secondary school district in California, we serve our communities, parents, students, and staffs with excellence in teaching and support for our very diverse population of over 38,000 middle and high school students and over 10,000 adult school attendees. Each Sweetwater student is provided with opportunities to become involved in district-wide activities through various athletics, clubs, after school programs, performing arts, and community events.

Sweetwater is dedicated to putting students first by providing effective initial instruction that leads to engagement and mastery, access to challenging curricula, safe and healthy learning environments focusing on a positive transformational culture, transparent systems of support, and fostering parent and community involvement. Our 2018-19 student enrollment was 39,086. 59% of our students qualify as low income and 19% are identified as English Learners, 63% of our EL students are Long Term English Learners and 615 of our students are Foster Youth or Homeless Youth.

Our Local Control and Accountability Plan is a direct reflection of our efforts to involve all stakeholders in a parallel process of continuous review, report, reach-out, and revise. Our LCAP is truly a living document as we receive constant input from stakeholders and make timely and purposeful changes. Sweetwater board members received monthly updates on progress with goals and action steps. District committees, district office personnel, and sites received the same information and continued the parallel process by providing updates on progress and next steps.

For 2016-17, our parallel process continued to develop our areas of growth and target areas needing improvement. Updates to the board on goals and progress in our action steps continued as did our feedback gathering from parent groups, district departments, school sites, and student

Page 4 of 146 groups. Our first ever Sweetwater State of the District event was held in February 2017 where students acted as facilitators of discussions centered on the LCAP goals with parents, teachers, staff members, community members, and other district personnel. As a result of the constant process of review and feedback, stakeholders remained informed about progress.

In 2017-18, Sweetwater continued to provide 21st Century learning to all students in order to support their choices for college and career. Through our efforts with local universities, SUHSD will welcome three Compact for Success cohort students, now university graduates, as credentialed teachers fulfilling our promise to guarantee former Compact Scholars employment if they go into the field of education. Our ongoing efforts to support our community with quality education for each student is our primary objective. As we work together, we put each student's success at the forefront.

In 2018-2019, we continued to implement our actions and services to support our student to improve their opportunities. We revisited the LCAP by reaching out to our stakeholders through five engagement sessions in our trustee areas. The feedback received in these sessions was critical to the development and implementation of the 2019-2020 LCAP. The majority of our actions and services will remain the same; however, based on stakeholder input, we have added supports to increase student attendance and minimize chronic absenteeism. Additional, community feedback emphasized the need to address career readiness for our students. Actions and services to support College and Career Technical Education and Attendance supports have been added to the 2019- 2020 plan.

LCAP Highlights Identify and briefly summarize the key features of this year’s LCAP. In 2019-2020, the LCAP Goal 1 will continue to focus on effective initial instruction with attention to engagement and mastery through a lens of equity. By focusing targeted professional development on effective first instruction, providing challenging curricula, and integrating support programs within the school day, we are able to expand support programs such as AVID, AVID Excel, Literacy and Math Workshops to ensure that each student receives the necessary support for their success. Effective first instruction with attention to Common Core State Standards, Next Generation Science Standards, and the ELA/ELD Framework further ensured student achievement and college readiness. Expanding our CTE pathways enabled them to further their outreach into career opportunities and beyond.

While Goal 1 focuses on teaching and learning, Goal 2 focuses on each student’s social emotional well-being and ensuring a positive transformational culture. Encouraging students to become lifelong learners and participants in their own educational experience through engagement in extra- curricular opportunities, strategies like restorative practices, and global partners in excellence increase their sense of belonging to their school/district community. Professional development for staff as well as students in restorative practices has lead our schools and district to be more welcoming and provide safe spaces for all students. Additionally, the Trauma Informed Care sessions provide key staff members with additional tools to assist our students.

Finally, the first two goals cannot be accomplished without Fostering Parent and Community Involvement (LCAP Goal 3) and Ensuring Excellence in Operational Systems of Support (Goal 4). Our parents and community members actively contribute throughout the year as partners in our students’ learning through our district level advisory groups as well as at sites. Our district and site

Page 5 of 146 facilities and personnel are maintained and supported in order to achieve optimal student success through open communication and attention to details.

Sweetwater will continue to focus in 2019/2020 on developing equity driven and inclusive school cultures that foster growth and improvement for students and staff. Training on restorative practices, trauma informed care, crisis intervention among will be supported by district Teachers on Special Assignment. This work will provide a rich support system for all students, but particularly our Foster Youth, Homeless Youth, low Income students, and our English Learners. Furthermore each site will continue to collect and analyzes data to identify and address gaps in performance for each student group. Finally, we will continue to conduct quarterly Equity Learning Walks with school and district leaders. These walks consist of site visit to one school to provide input to that school on their progress on their identified actions and services and to learn from one another about promising practices that have had an impact on student performance.

In conjunction, with this work, we will continue the work as we have provided training to Site Leadership Teams (SLTs) so that they can apply the work of Learning Teams in order to implement the Sweetwater Essential Elements of Effective First Instruction. Other professional development will continue to focus on literacy skills and the characteristics of designated and targeted ELD instruction to support the progress of our English Learners. Finally, all of this work continues to be supported by a rich data culture with real time data at the hands of site and district leaders and a Coordinated Integrated Services (CIS) coordinator at each site who collects and organizes this data to identify strengths and needs and evaluate the effectiveness of programs.

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

Greatest Progress In 2017-18 our Advanced Placement (AP) results improved as they have for the past 10 years. We had more AP Tests taken (14,379) and passed (7,575) than ever before and our percent passing exams is at 53% an increase of 3% from 2016-17. Furthermore, we have seen an increase in our A-G completion rate in 2017-18 of 2% to 53%. Our English Learner reclassification rate increased in 2017-18 from 8% to 11% and 62% of our English Learners scored moderately or well developed in the first year of the ELPAC summative exam. Foster Youth showed a slight increase of 2% in grad rate to 66% and a large increase in the College Career Indicator of 17% whereas the previous year 0 Foster Youth met the College and Career Indicator.

Preliminary data at the mid point of 18-19 indicates that both our suspension rate and chronic absentee rate are trending slightly lower. We are continuing to build the success of our students and quality of our programs and supports for students to reduce the achievement gap. Professional development focused on effective first instruction and student engagement through a lens of equity continues to improve our work with the SLTs and Learning Teams (previously known as PLCs). We are also planning on providing additional supports in program evaluation to ensure we capitalize on improvement science to address the needs of our students. Page 6 of 146

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

Greatest Needs SUHSD all students overall performance on the 2018 California Dashboard metrics are at the "yellow" performance level. Our greatest areas of need are to support Foster Youth, Homeless Youth and Students with Disabilities. Through the differentiated assistance process, we analyzed a diverse set of local indicators with a cross section of site and district staff and identified several root causes that have contributed to this need. Those causal factors were determined to be:

1. Student placement is inconsistently applied through the IEP process and course scheduling protocols which means that some students on the margin are not being placed in the least restrictive environment. 2. Furthermore, some students cannot access a rigorous curriculum because not all teachers have the instructional repertoire to provide adequate support. 3. Some students are disconnected from school and staff need more training to understand the capabilities and strengths of students with disabilities, foster youth and homeless youth.

For the first need above, through the collaboration of our Special Education Department and Curriculum and Instruction we are creating communication tools and processes to ensure that IEP teams know and utilize the criteria that has been established for placing students in the Least Restrictive Environment and in courses that are appropriately rigorous.

For the second need above, we have created a multi district and site task force who are planning and coordinating all district professional development to insure an integrated approach to training that is coherent in addressing the needs of student groups who have persistently underperformed (namely Foster Youth, Homeless Youth, and Students with Disabilities)

For the third need above, the Special Education Department is focusing their initial training on building a coherent set of beliefs and expectations around Students with Disabilities. Also, our Culture and Equity Department is working jointly with Curriculum and Instruction to provide training for sites to enhance Adult Social Emotional Learning, create welcoming environments with healthy Adult-Student relationships and piloting a course that combines mathematical thinking with social emotional skills.

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

Page 7 of 146 Performance Gaps Upon review of key data points, we have identified the following state level performance indicator that shows two or more performance levels below "All Students".

1. Chronic Absenteeism is "yellow" for all students: Foster Youth and Homeless Youth have a "red" performance indicator.

Chronic absenteeism, both Foster Youth and Homeless Youth received red indicators with Chronic Absenteeism rates around 30%. We have a team of support personnel at every site that supports improved attendance including an Attendance Coordinator (Title 1 funded), Coordinator of Integrated Services, Community Relations Facilitator, and Assistant Principals. We have also had a districtwide attendance challenge to improve attendance.

2. Suspension rate is "yellow" for all students: Foster Youth has a "red" performance indicator.

Suspension rates will continue to be a focus for 2019-20 as we work with providing alternatives to suspensions and expulsions. Careful attention will be given to the Foster Youth, EL, SWD, and LI student groups as we work with restorative practices. Additional resources have been added in the 2018-19 LCAP for this purpose such as additional resource teachers and district TOSAs. (Goal 2 Action 1 e; Goal 2 Action 2 g; Goal 2 Action 3 a).

Suspension rates for the following student groups are areas of need: Foster Youth (Red), African Americans (Orange), and White (Orange). Restorative Practices pilot programs and alternative means of suspension are being used throughout the Sweetwater district. Some of the actions we have implemented to decrease suspensions include a Restorative Practices Teacher on Special Assignment, and pilots for several schools who are fully implementing Restorative practices (Title 1 funded).

3. Graduation rate is "yellow" for all students: Foster Youth has a "red" performance indicator.

Graduation rates for the following student groups are areas of need: Foster Youth (Red), English Learners (Orange), Homeless Youth (Orange), Students with Disabilities (Orange), and African American (Orange). To support increased graduation rates, we have decreased the case load for counselors and developed an internal data system to provide real time data for all stakeholders to track attendance, course completion and on track status. We have also funded credit recovery and other site based interventions to help students complete the requirements for graduation.

4. College Career Indicator is "yellow" for all students: Students with Disabilities have a "red" performance indicator

College and Career Indicator rates for the following student groups are areas of need: Students with Disabilities (Red), English Learners (Orange), Homeless (Orange), and Socioeconomically Disadvantaged (Orange). To support increased college and career indicator rates, we have decreased the case load for counselors and developed an internal data system to provide real time data for all stakeholders. We have also supported the development of our Career Technical Education program through Teachers on Special Assignment, STEAM specialist, and participation in Robotics activities.

Page 8 of 146 5. English Language Arts is "yellow" for all students: English Learners, Foster Youth, Homeless Youth, and Students with Disabilities have a "red" performance indicator

The English Language Arts indicator for the following student groups are areas of need: English Leaners (Red), Foster Youth (Red), Homeless Youth (Red), Students with Disabilities (Red), Socioeconomically Disadvantaged (Orange), Hispanic (Orange) and African American (Orange). Professional development around the English Language Development standards was revisited this year as well as work with the Reading and Writing project. We also trained our Site Leadership Teams to implement the Learning Team Cycle emphasizing Goal Setting, Data Analysis, adult learning and monitoring.

6. Mathematics is "yellow" for all students: Foster Youth, Homeless Youth and Students with Disabilities have a "red" performance indicator

The Math indicator for the following student groups are areas of need: Foster Youth (Red), Homeless Youth (Red), Students with Disabilities (Red), English Learners (Orange), Socioeconomically Disadvantaged (Orange), Hispanic (Orange), and African Americans (Orange). Besides the SLT training provided above, we hired math tutors at some sites and supported Co- teaching pilots at specific schools to support English Learners and other students with low performance in math. Early evidence supports the benefit of these actions and services.

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

Schools Identified Identify the schools within the LEA that have been identified for CSI. Community Day School Mar Vista Academy Palomar High

Support for Identified Schools Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan. Each school identified for CSI has received a support team from the district office to both plan for and execute a Needs Assessment, Root Cause Analysis, Strategy Selection, and Monitoring Plan to address their areas of weakness. This support team has been jointly led by the Director of Research and Evaluation and Executive Director of Curriculum and Instruction, with the assistance of teachers on special assignment from Student Services and Special Education. Each site received support in planning and executing a needs assessment that was tailored to the specific challenges and contexts of their site. We analyzed academic data including SBAC performance,

Page 9 of 146 Grades, and Performance Tasks. We also looked at survey data and staff perception data related to Professional Development implementation as well as climate and culture survey data.

The need to address both adult and student social-emotional needs has been a common theme across the schools. We will be dedicating time and services of existing personnel to support the strengthening of a healthy professional environment and we have also focused on the need to strengthen the professional learning communities at each school to lay the foundation for more systemic improvements in the delivery of instruction.

The following evidence-based interventions have been selected. We have reached out to WestEd and College Preparatory Math (CPM) as potential partners in our work to develop consistent Professional Learning Protocols and instructional practices. These organizations have a proven track record of working with school systems (WestEd) or are the chosen curriculum of our mathematics department in Sweetwater (CPM).

We reviewed resource inequities at each site by analyzing the expenditures for the 19-20 school year to determine what items were being funded by 80% of our budget, then contemplating whether those expenditures were in line with the needs assessment that we had conducted. We have determined that each of these schools is placing the vast majority of their funds to actions and services that absolutely support the identified needs and root causes.

Monitoring and Evaluating Effectiveness Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement. Each school was provided support to develop a monitoring plan to judge the impact of their solution(s) to address the root cause and identified needs. Those monitoring plans, which are under development, will include metrics directly connected to the actions and services that are deployed and will be reviewed quarterly (minimum) with a team comprised of site and district leaders. Here are the metrics and frequency for analysis that we are tracking for each identified school:

Mar Vista Academy: D/F Rate each grading period, Common Assessments by PLC each quarter, SBAC ELA and Math End of year Palomar High: Chronic Absenteeism quarterly, Suspension Rate quarterly, Credit Completion quarterly Community Day School: Chronic Absenteeism quarterly, Suspension Rate quarterly, Credit Completion quarterly

The evaluation of the effectiveness of these interventions will be based on the progress toward benchmark goals that are outlined in each schools's Site plan. Quarterly meetings with each school will be held for the purpose of tracking those benchmarks and adjusting the plan as needed.

Page 10 of 146 Annual Update

LCAP Year Reviewed: 2018-19

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

Goal 1 Ensure excellence in teaching and learning so each student is prepared to succeed in college and career.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes) Local Priorities:

Annual Measurable Outcomes Expected Actual

Metric/Indicator In 17-18 (data for 18-19 is not available, yet) our ELA SBAC performance ELA SBAC 7-8th grade decreased by 3.2 points to 1.8 points above standard. The gap between our lowest and highest performance was 171 points, which decreased the gap by 18-19 2 points. Reach a status of High. This growth would lead to a performance indicator of Green.The ELA distance from Level 3 will improve by 18 points and the gap between the lowest and the highest performing student groups will decrease by 17 points. Baseline SUHSD scored 8 points below Level 3 which is a status of Low. Our performance level indicator is Yellow. Our change was an increase of 16.7 points. The gap between our lowest and highest performing student groups is 173 points.

Metric/Indicator In 17-18 (data for 18-19 is not available, yet) our Math SBAC performance Math SBAC 7-8th grade decreased by .7 points to 55 points below standard. The gap between our

Page 11 of 146 Expected Actual lowest and highest performance was 219 points, which decreased the gap by 18-19 9 points. Reach a status of High. This growth would lead to a performance indicator of Blue. The Math distance from Level 3 will improve by 20 points and the gap between the lowest and the highest performing student groups will decrease by 23 points. Baseline SUHSD scored 54 points below Level 3 which is a status of Low. Our performance level indicator is Yellow. Our change was an increase of 7.9 points. The gap between our lowest and highest performing student groups is 228 points.

Metric/Indicator In 17-18 (data for 18-19 is not available, yet) our Suspension rate decreased Suspension Rate from the baseline year by 1.1% to 4.4%. The gap between our lowest and highest performing student groups was 11.6%, which increased the gap 18-19 nearly 4.5%. Suspension rate will decrease by 1% and the gap between the lowest and the highest performing student groups will decrease by 1 percentage points. Baseline SUHSD suspension rate is 5.5% and the gap between our lowest and highest performing student groups is 7.1%.

Metric/Indicator In 17-18 (data for 18-19 is not available, yet) our Graduation rate decreased Graduation Rate by .8% to 85.6% . The gap between our lowest and highest performing student groups was 26.3%, which decreased the gap by 5%. 18-19 Graduation rate will improve by 1.5% points and the gap between the lowest and highest performing student groups will decrease by 3 percentage points. Baseline SUHSD graduation rate is 86% and the gap between our lowest and highest performing student groups is 31%.

Metric/Indicator The State did not provide an English Learner Progress Indicator in 2017-18. EL Progress Our English Learner reclassification rate has increased from 8% in 17-18 to 11% in 18-19. Our English Learners improved on the ELA SBAC by 2.4 18-19 points and 62% of our English Learners achieved moderately developed and The English Learner Progress Indicator used is our EL performance of ELA well developed. Also, 46% of our English Learners scored 50% or higher on EOCs. 51% of ELs scored 50% or higher on their ELA EOCs. the Fall 2018 EOCs. Baseline SUHSD English Learners academic progress indicator is Green, 77.8% which is a status of High.

Metric/Indicator Our A-G Rate increased from the baseline year by 2 percent to 53%.

Page 12 of 146 Expected Actual

College and Career Readiness A-G Our A-G rate for student groups in 17-18 is as follows: Socioeconomically Disadvantaged: 48% 18-19 English Learners: 26% Our A-G completion rate will increase for all students by 2%, and the gap Students with Disabilities: 20.4% between the lowest and highest performing student groups will decrease by 4% (unduplicated pupils and individuals with exceptional needs) The gap decreased from 42% to 33%

Baseline SUHSD current A-G completion rate is 51%. The A-G Completion rate for unduplicated pupils and individuals with exceptional needs: Socioeconomically disadvantaged is 47%, for English Learners is 9%; Special Education Students baseline will be set in 2017-18.

Metric/Indicator In 17-18 our ELA EAP performance decreased to 18 points above standard College and Career Readiness EAP (level 3) and our Math EAP performance decreased to 65 points below standard Distance from Standard. 18-19 Our ELA EAP performance will improve by 20 points. Our Math EAP performance will improve by 25 points. Baseline SUHSD ELA EAP performance is 29 points above Level 3. SUHSD Math EAP performance is 56 points below Level 3.

Metric/Indicator In 17-18 Our Seal of Biliteracy completers declined by 54 students to 1109, Seal of Biliteracy therefore it decreased by 5%, however, Sweetwater still has the largest number of Seal of Biliteracy completers in San Diego County by over 300 and 18-19 the state of California. The number of students receiving the Seal of Biliteracy will increase by 5% Baseline SUHSD had 1163 students receive the Seal of Biliteracy.

Metric/Indicator 100% of students have access to standards aligned instructional materials. Materials Sufficiency/ Standards Aligned Instructional Materials 18-19 100% of students have access to standards aligned instructional materials Baseline 100% of students have access to standards aligned instructional materials

Metric/Indicator 100% of classrooms implement academic content and performance Academic Content and State Standards standards insuring access to the California Standards for all students including English Learners as evidenced by Instructional Guides and 18-19 measured by observations and classroom walk-throughs

Page 13 of 146 Expected Actual

100% of classrooms implement academic content and performance standards insuring access to the California Standards for all students including English Learners as evidenced by Instructional Guides and measured by observations and classroom walk-throughs. Baseline 100% of classrooms implement academic content and performance standards insuring access to the California Standards for all students including English Learners as evidenced by Instructional Guides and measured by observations and classroom walk-throughs.

Metric/Indicator In 17-18 62% of our students achieved level 3 and 4 on the Summative CELDT Progress / ELPAC ELPAC assessment. 18-19 English Learners annual progress will increase to maintain indicator progress as measured by ELPAC. Baseline year will be 2018 as data results were not available from the CDE in 2017-18. Baseline Our baseline (2015-16) for CELDT Progress is as follows: AMAO 1 = 65.8%, AMAO 2 less than 5 years is 20.7% and AMAO 2 greater than 5 years is 53%.

Metric/Indicator In 17-18, our reclassification rate declined by 13% to 8.2%. Reclassification In 18-19 our reclassification rate increased by 3 % to 11%

18-19 English Learner reclassification will increase by 2%. Baseline Our English Learner Reclassification Rate is 21.9%

Metric/Indicator In 17-18, our AP Pass rate increased by 2.7% to 52.7%. Our number of AP Rates takers (14379) and passers (7575) is the highest it has been in the history of our school district. 18-19 The percentage of students passing an AP course will increase by 2% Baseline Our Current AP Pass rate is 50%

Metric/Indicator In 17-18 the percentage of seniors who completed the CTE was 9.2%, a drop CTE Enrollment or completers from 11.4% in 16-17 as measured by the College Career Indicator 18-19 The percentage of students completing/enrolled in CTE will increase by 5% Baseline

Page 14 of 146 Expected Actual

Baseline will be established in 2017-18.

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

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 1.1 District base program 1.1 District base program a. objects 1100, 1200,2100,3000 a. objects 1100,3000 continues to ensure: continued to ensure: 0000: Unrestricted Base $166,841,387 0000: Unrestricted LCFF Base a. Highly qualified certificated (in- a. Highly qualified certificated (in- $165,686,831 ratio 30:1) and classified staff ratio 30:1) and classified staff continues to provide effective initial continued to provide effective initial c. objects 1200,3000 0000: c. objects 1200,3000 instruction and support that leads instruction and support that leads Unrestricted Base $12,685,764 to student engagement and to student engagement and 1000-1999: Certificated mastery for each student, including mastery for each student, including Personnel Salaries LCFF Base English Learners (EL), Low Income English Learners (EL), Low $11,971,694 (LI), Foster Youth (FY), Homeless Income (LI), Foster Youth (FY), Youth (HY) and Students With Homeless Youth (HY) and h. objects 1100, 1200, 1300, h.objects 1100, 1200, 1300, Disabilities (SWD). Students With Disabilities (SWD). 2100, 2400, 2900, 3000 0000: 2100, 2400, 2900, 3000 Unrestricted Base $18,668,709 b. Professional development b. Professional development 1000-1999: Certificated continues in California Standards continued in California Standards Personnel Salaries LCFF Base aligned curriculum and district-wide aligned curriculum and district- $16,044,242 initiatives with focus on effective wide initiatives with focus on i. Grant funded until 2018 i. Grant funded until 2018 Objects initial instruction that leads to effective initial instruction that Objects 1100,2 1300,2400,3000 1100,1300,2400,3000 student engagement and mastery. leads to student engagement and 0000: Unrestricted Base mastery. Training was provided to $1,330,000 Title II funded $848,037 and c. Counselors (in-ratio 400:1) administrators and teachers on LCFF Base continue to support each student to California Reading and Writing be on-course to graduate prepared Project and English Language 1000-1999: Certificated for college and career. Development standards Personnel Salaries LCFF Base implementation. $981,037 d. Progress of students toward Annual Measurable Outcomes is c. Counselors (in-ratio 400:1) continuously monitored through a continued to support each student

Page 15 of 146 balanced assessment system, to be on-course to graduate j. objects 1300,3000 Base j. objects 1300,3000 including End-of-Course Exams, prepared for college and career. $8,045,490 district provided performance 1000-1999: Certificated tasks, and common formative d. Progress of students toward Personnel Salaries LCFF Base assessments. Annual Measurable Outcomes is $6,570,054 continuously monitored through a e. Continue to offer courses and balanced assessment system, k. objects 2100, 2200, 2400, k. objects 2100, 2900, 3000 programs that support college and including End-of-Course Exams, 2900, 3000 Base $14,413,286 career readiness (e.g. AP, CTE district provided performance 2000-2999: Classified Personnel Completion, EAP Proficiency, etc) tasks, and common formative Salaries LCFF Base $16,633,152 and increase the number of assessments. seniors receiving the seal of biliteracy. e. Continued to offer courses and programs that support college and f. A comprehensive research- career readiness (e.g. AP, CTE based ELD program aligned to Completion, EAP Proficiency, etc) ELA/ELD framework continues to and increase the number of ensure English Learners can seniors receiving the seal of accelerate their progress toward biliteracy. reclassification. f. A comprehensive research- g. Continue to implement the based ELD program aligned to English Learner master plan to ELA/ELD framework continued to meet the programmatic needs of ensure English Learners each English Learner. accelerated their progress toward reclassification. h. Alternative educational opportunities and programs g. Continued to implement the continue to provide differentiated English Learner master plan learning environments that leads to (ELMP) to meet the programmatic student engagement and mastery. needs of each English Learner (Palomar High(PH), Teen Parent (EL). The ELMP incorporated our Program, Options Secondary district's vision to ensure the School(OSS), Community Day success of our English Learners by School, Independent Study, providing a comprehensive Learning Centers, East Hills program to accelerate language Academy(EHA), Alta Vista acquisition. We supported each Academy(AVA)) SUHSD EL in becoming autonomous, empowered, bi-literal i. The Teacher Induction Program citizens who think and act critically continues develops teacher to contribute to and improve their proficiency in the CA Standards for communities. To that end, SUHSD

Page 16 of 146 the Teaching Profession and the ensured that each EL student had CA Content Standards through 1:1 access to a rigorous academic mentoring, quarterly workshops, program, complete with social and and online coursework. emotional support and guidance. j. Under the direction of the District, h. Alternative educational each site has Assistant Principals opportunities and programs that continue to ensure site continued to provide differentiated programs are monitored, evaluated learning environments that leads to and supported. student engagement and mastery. (Palomar High(PH), Teen Parent k. Classified staff continues to Program, Options Secondary support student engagement and School(OSS), Community Day mastery. School, Independent Study, Learning Centers, East Hills Academy(EHA), Alta Vista Academy(AVA))

i. The Teacher Induction Program continued developing teacher proficiency in the CA Standards for the Teaching Profession and the CA Content Standards through 1:1 mentoring, quarterly workshops, and online coursework.

j. Under the direction of the District, each site has Assistant Principals that continue to ensure site programs are monitored, evaluated and supported.

k. Classified staff continues to support student engagement and mastery.

Action 2

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures

Page 17 of 146 1.2 Supplemental staffing a. Class Size Reduction 1000- a. Class Size Reduction continues to ensure effective initial 1.2 Supplemental staffing ensured 1999: Certificated Personnel instruction, engagement and effective initial instruction, Salaries Supplemental and 1000-1999: Certificated mastery for each student. engagement and mastery for each Concentration $10,546,322 Personnel Salaries LCFF student. Supplemental and Concentration a. Continue to maintain lower $10,358,692 student-teacher ratio of 28:1 to a. Continued to maintain lower provide effective initial instruction, student-teacher ratio of 28:1 to b. ELD additional class size b. ELD additional class size engagement and mastery for each provide effective initial instruction, reduction 1000-1999: Certificated reduction student. engagement and mastery for each Personnel Salaries Supplemental student. and Concentration $5,122,800 1000-1999: Certificated b. Continue to maintain lower Personnel Salaries LCFF student-teacher ratio in ELD b. Continued to maintain lower Supplemental and Concentration classes of 25:1 to ensure English student-teacher ratio in ELD $5,117,716 can accelerate their progress classes of 25:1 to ensure English toward reclassification. can accelerate their progress c. Counselor caseload reduction c. Counselor caseload reduction toward reclassification. 1000-1999: Certificated c. Continue to maintain lower Personnel Salaries Supplemental 1000-1999: Certificated student-counselor ratio of 360:1 to c. Continued to maintain lower and Concentration $1,767,995 Personnel Salaries LCFF actively participate with student-counselor ratio of 360:1 to Supplemental and Concentration intervention teams in the actively participate with $1,572,570 monitoring of EL, LI, FY, HY intervention teams in the d. C&I TOSAs and SCS 1000- d. Site Curriculum Specialists students and to provide additional monitoring of EL, LI, FY, HY 1999: Certificated Personnel were implemented in semester 1 time to meet with students and students and to provide additional Salaries Supplemental and only. their parents regarding a 4-6year time to meet with students and Concentration $2,615,202 plan for each students success in their parents regarding a 4-6year college and career readiness. plan for each students success in college and career readiness. 1000-1999: Certificated d. District Curriculum and Personnel Salaries LCFF Instruction TOSAs, Site Curriculum d. District Curriculum and Supplemental and Concentration and Instructional Specialists and Instruction TOSAs (all year), Site $1,313,669 resource teachers continue to Curriculum and Instructional facilitate teacher instructional and Specialists and resource teachers e. Bilingual Testers and College e. Bilingual Testers (College curricular planning that addresses (first semester only) continued to Tutors 2000-2999: Classified Tutors are on item m) Vacancies effective initial instruction that facilitate teacher instructional and Personnel Salaries Supplemental 2000-2999: Classified Personnel leads to student engagement and curricular planning that addresses and Concentration $1,113,384 Salaries LCFF Supplemental and mastery. effective initial instruction that Concentration $990,438 leads to student engagement and e. Paraprofessionals continue to mastery. f. CIS (Includes AVA, PAH and f. CIS (Includes AVA, PAH and support students' individualized EHA, BLS/SCS allocation) 1000- EHA, BLS/SCS allocation) needs and support effective initial e. Paraprofessionals continued to 1999: Certificated Personnel Reduced by .2 per CIS for support students' individualized second semester

Page 18 of 146 instruction that leads to student needs and support effective initial Salaries Supplemental and 1000-1999: Certificated engagement and mastery. instruction that leads to student Concentration $3,250,774 Personnel Salaries LCFF engagement and mastery. Supplemental and Concentration f. Site intervention specialists (CIS) $2,935,792 continue to monitor, coordinate, f. Site intervention specialists (CIS) and implement interventions to continued to monitor, coordinate, g. FY/HY Staff (Counselor, SPF, g. FY/HY Staff (Counselor, SPF, assist EL, LI, FY, HY students with and implement interventions to Mental Health Specialist) 1000- Mental Health Specialist) effective initial instruction that assist EL, LI, FY, HY students with 1999: Certificated Personnel leads to student engagement and effective initial instruction that Salaries Supplemental and 1000-1999: Certificated mastery. leads to student engagement and Concentration $841,075 Personnel Salaries Title I mastery during first semester, then $841,075 g. Family Community Services were reduced by .2 for second Program Coordinator and support semester. h. Blended Learning Specialists h. Blended Learning Specialists staff including a Counselor on 1000-1999: Certificated Special Assignment continue to g. Family Community Services Personnel Salaries Supplemental 1000-1999: Certificated work with Foster Youth/Homeless Program Coordinator and support and Concentration $1,208,375 Personnel Salaries LCFF Youth Site Liaisons and programs. staff including a Counselor on Supplemental and Concentration Special Assignment continued to $604,187 h. Blended Learning work with Foster Youth/Homeless Specialists/Teacher librarians Youth Site Liaisons and programs. i. Extended Library, librarian FTE i. Extended Library, librarian continue to increase digital .4 & Supplies 4000-4999: Books increased to FTE .6 & supplies citizenship and support use of h. Blended Learning And Supplies Supplemental and 1000-1999: Certificated technology integration for all Specialists/Teacher librarians Concentration $1,459,494 Personnel Salaries LCFF students to acquire 21st Century continued to increase digital Supplemental and Concentration Skills. citizenship and support use of $1,971,859 technology integration for all j. AVID 1000-1999: Certificated j. AVID 1000-1999: Certificated i. Library/media centers continue to students to acquire 21st Century Personnel Salaries Supplemental Personnel Salaries LCFF extend hours and resources in Skills during first semester and and Concentration $1,000,000 Supplemental and Concentration order for teacher librarians to were eliminated second semester. $703,928 support all students, during, before and after school, including evening i. Library/media centers continued K. Counselors Learning Centers k. Counselors Learning Centers hours. to extend hours and resources in and AVA & PAH 1000-1999: and AVA & PAH 1000-1999: order for teacher librarians to Certificated Personnel Salaries Certificated Personnel Salaries j. District AVID TOSA and site support all students, during, before Supplemental and Concentration LCFF Supplemental and AVID coordinators continue to and after school, including evening $886,311 Concentration $1,076,722 work with site administrators, hours. counselors, and students to l. Additional Assistant Principal (5 l. Additional Assistant Principal implement the AVID program j. District AVID TOSA and site and .2 at each site) 1000-1999: 1000-1999: Certificated including recruiting college tutors AVID coordinators continued to Certificated Personnel Salaries Personnel Salaries LCFF from local colleges and work with site administrators, Supplemental and Concentration Supplemental and Concentration universities. counselors, and students to $2,463,428 $4,386,981 implement the AVID program

Page 19 of 146 k. Counselors continue to support including recruiting college tutors m. Math tutors 2000-2999: m. Math tutors 2000-2999: students in all Learning Centers, from local colleges and Classified Personnel Salaries Classified Personnel Salaries Palomar High School, and Alta universities. Supplemental and Concentration LCFF Supplemental and Vista Academy. $500,000 Concentration $499,778 k. Counselors continued to support l. Additional Assistant Principals at students in all Learning Centers, n. COSA for College and Career n. COSA for College and Career 5 Middle schools and funding Palomar High School, and Alta 1000-1999: Certificated 1000-1999: Certificated provided for current Assistant Vista Academy. Although the sites Personnel Salaries Supplemental Personnel Salaries Title VI Principals continue to provide are smaller in size, the supports and Concentration $206,489 $206,489 instructional leadership for all offered by a full-time counselor at students with a focus on each of the sites was invaluable. monitoring, evaluating, and With the academic and social- accountability principally targeted emotional needs of the students in toward EL, LI, FY and HY mind, counselors provided students. individual counseling, group counseling, intervention services, m. Additional tutoring staff to and other supports to ensure support an increase in student success. performance level in math and to ensure effective initial instruction l. Additional Assistant Principals at that leads to student engagement five of our smallest Middle schools and mastery. and funding provided for current Assistant Principals continued to n. District COSA facilitates college provide instructional leadership for readiness planning and all students with a focus on coordination including compact for monitoring, evaluating, and success, college fairs and other accountability principally targeted events that foster access to toward EL, LI, FY and HY college. students.

m. Additional tutoring staff were partially implemented to support an increase in performance level in math and to ensure effective initial instruction that leads to student engagement and mastery. Each middle school and high school were allocated funds for tutoring in Integrated I, II, III, and other courses.

Page 20 of 146 n. District COSA facilitated college readiness planning and coordination including compact for success, college fairs and other events that foster access to college. Each middle school and high school, supported by the COSA, held "College Making It Happen" events for each grade level. A district-wide college and career fair was coordinated by the COSA. Over 50 colleges and universities were represented at the fair and more than 2000 students and parents attended.

Action 3

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 1.3 Continue to provide 1.3 Continued to provide a. Supplemental Materials a. Supplemental Materials Targeted/Supplemental Targeted/Supplemental (Software District Wide, PSAT, (Achieve 3000 LPSBG funded interventions and support for interventions and support for Advanced Placement test $153,000 of the $306,00) (Title IV teaching and learning to teaching and learning to subsidy) 4000-4999: Books And funded: PSAT, Gizmos and part unduplicated student groups(LI, unduplicated student groups(LI, Supplies Supplemental and of the AP subsidy: $409,663) EL, FY, HY, SWD): EL, FY, HY, SWD): Concentration $1,434,400 $588,050 LCFF S/C 4000-4999: Books And Supplies LCFF a. Continue to assist students in a. Continued to assist students in Supplemental and Concentration achieving standards by purchasing achieving standards by purchasing $588,050 supplemental instructional supplemental instructional materials and ensuring access to materials and ensuring access to b. Credit recovery and b. Credit recovery and college readiness assessments. college readiness assessments. Intervention 1000-1999: Intervention (reduced in second Certificated Personnel Salaries semester and balance on b. Continue to ensure additional b. Continued to ensure additional Supplemental and Concentration $300,000 was co-funded with academic support to students academic support to students $1,000,000 LPBG) $299,603 S/C; Title I through site level integrated and through site level integrated and 1000-1999: Certificated extended day/week/year extended day/week/year Personnel Salaries LCFF interventions. interventions. These interventions Supplemental and Concentration also included targeted support to $599,603 c. Continue to ensure additional our three lowest performing academic support to students by middles schools in the area of

Page 21 of 146 providing summer school Mathematics. Specially designed c. Summer School 1000-1999: c. Summer School (co-funded opportunities. Mathematics supports were Certificated Personnel Salaries with LPSBG $600,000) 1000- implemented at Castle Park Middle Supplemental and Concentration 1999: Certificated Personnel d. Professional development is School, Mar Vista Academy, and $1,753,000 Salaries LCFF Supplemental and continually provided in California Southwest Middle School. Concentration $1,321,011 Standards aligned curriculum and in district-wide initiatives with a c. Continued to ensure additional d. 3 days $3M; 2 days for core d. Professional Development focus on literacy skills, quality first academic support to students by per site$500K; Teaching and 1000-1999: Certificated instruction, mastery, social- providing targeted summer school Learning Division$75K; Science, Personnel Salaries LCFF emotional needs, and technology opportunities for our most needy Math and ELD pullouts. 1000- Supplemental and Concentration enhanced instruction. students. Summer school was 1999: Certificated Personnel $1,154,071 offered to over 5000 students in Salaries Supplemental and e. Increase R&E staffing and grades 10-12. All content areas Concentration $3,500,000 continue to provide summary data were incorporated into summer to staff on multiple measures of school. e. CORE Collaborative, R&E e. CORE Collaborative, R&E performance by school, paired with staffing 5800: staffing 5000-5999: Services And professional development d. Professional development was Professional/Consulting Services Other Operating Expenditures opportunities to share best provided in California Standards And Operating Expenditures LCFF Supplemental and practices, participate in co-learning aligned curriculum and in district- Supplemental and Concentration Concentration $340,193 activities, and deepen our wide initiatives with a focus on $345,193 knowledge of effective teaching literacy skills, quality first and learning. instruction, mastery, social- f. College and Career Readiness f. College and Career Readiness emotional needs, and technology 1000-1999: Certificated 1000-1999: Certificated f. College and Career Readiness enhanced instruction. Instructional Personnel Salaries Supplemental Personnel Salaries LCFF activities, workshops and meetings guides were created for all the and Concentration $64,000 Supplemental and Concentration continue to provide support for core content areas and $56,300 students to explore and build skills professional development was g. State & Federal Staff 1000- g. State & Federal Staff (added a for post-secondary educational and provided to ensure each teacher 1999: Certificated Personnel POSA) 1000-1999: Certificated career opportunities. understood and implemented Salaries Supplemental and Personnel Salaries LCFF effective instructional strategies Concentration $825,436 Supplemental and Concentration g. Office of State and Federal and embedded scaffolds and $920,056 Programs continues to provide supports for students. district wide technical assistance, professional development support, e. Increased R&E staffing and and guidance toward meeting Title continued to provide summary I, Title III, and LCAP goals and data to staff on multiple measures initiatives. of performance by school, paired with professional development opportunities to share best practices, participate in co-learning activities, and deepen our

Page 22 of 146 knowledge of effective teaching and learning. f. College and Career Readiness activities, workshops and meetings continued to provide support for students to explore and build skills for post-secondary educational and career opportunities. College field trips, career development workshops, college and career fairs, STEAM days, Math Field Day, and other activities for students to engage in relevant and real -world application of content standards were implemented across the district. g. Office of State and Federal Programs continued to provide district wide technical assistance, additional translation services, professional development support, and guidance toward meeting Title I, Title III, and LCAP goals and initiatives. Our translation unit was funded partially by supplemental LCAP monies to increase supports for students and parent engagement. Teacher created units of study were translated. Interpretation was provided for all district meetings and many site meetings.

Page 23 of 146 Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal. The majority of the actions in this goal were implemented and most were found to be effective in ensuring excellence in teaching and learning so each student is prepared to succeed in college and career. Class Size reduction, counselor caseload reduction, and ELD Class size reduction were fully implemented in order to provide more targeted support to our students of greatest need. Class size reduction supported teachers to personalize instruction and support students in the academic core areas. Counselor caseload reduction was specifically implemented to provide targeted focus on our ELs, FY, LI, and SWD. Our ELD class provided explicit language instruction with smaller class sizes to maximize teacher and student interactions. We continued to address our budget challenges and analyze data to best meet the needs of our students with the maximization of our resources. Professional development around NGSS, ELD Standards, and Professional Learning Communities (now called Learning Teams) was provided to focus on effective first instruction that leads to mastery. We reduced our professional development days to assist in the budget reductions and incorporated ongoing professional development through our School Leadership Teams model of PD funded through Title II. Our district curriculum specialists and TOSAs continued to provide supports at schools with the creation of instructional guides and literacy embedded strategies to support our neediest student and address the ELD frameworks and standards. The difficulty in losing site curriculum specialist at the semester was not immediately seen in student outcomes; however, qualitative data from school principals and teachers, denoted that these supports, particularly in ELA and mathematics were greatly needed. Our paraprofessionals, which included academic tutors in Mathematics and an AVID, made deep impact on our students. Surveys given to students throughout the district indicated that adding tutors in the Math classes decreased student anxiety for mathematics and provided the 1:1 supports not often given in these settings. Our Coordinators of Integrated Services provided monitoring and interventions for our neediest students. They connected students with the resources needed to improve achievement. The .2 FTE reduction per school site at the semester did translate in administrators picking up some of the service and actions to ensure that student services were maintained. Our Family Community Services Program Coordinator , Counselor on Special Assignment, and Foster/Homeless Youth Liaisons ensured that our students received the additional supports and services needed to ensure their success. These services included: additional tutoring (group and individual tutoring), clothing and food supports, transportation, hygiene products, housing supports, and individual and group counseling along with all the academic supports provided at the school sites. Our Blended Learning Specialist ensured that teachers and students had the skills and dispositions to integrate applicable technology in their curricular pathways. Working together with our Library / Media teachers, the blended learning specialist and librarians provided extended day learning opportunities and resources for our students. Library hours and after school tutoring were offered so students would have a safe and accessible location for academic enrichment and supports. Our district AVID TOSA coordinated professional development for our teachers, trained the AVID tutors to ensure these tutors had strategies to assist student in the core content areas. The AVID TOSA position was eliminated for the second semester due to her retirement. the impact was minimal because tutors and teams had been trained in the first semester. Along with the reduction in caseload, full time counselors were funded to support our Learning Centers, Alta Vista Academy, and High School (our continuation high school). These caseloads were reduced because of the intense educational gaps students in these three programs faced. The counselors, not only provided

Page 24 of 146 academic counseling, but also service the social emotional needs of the students. The support of the additional assistant principals and a partial funding of all assistant principals continued to provide targeted monitoring of our neediest students.

Our Induction program served over 250 teachers who were within the first three years of teaching services. Initially funding for the Induction program was allocated from the LCAP, but a majority of the funding was transitioned to Title II.

Our targeted and supplemental actions and services focused on supplemental software and other resources to support our targeted students. The PSAT was offered to all 10th and 11th grade students in order to afford the m with the opportunity to take a condensed version of the SAT. This allowed students to be come familiar/exposed to the types of questions and the level of rigor of questions on the SAT. The exam results were shared and evaluated with each students and the AP Potential data from these exams assisted students, families, and counselors in identifying students to take higher level and advanced placement courses. the district purchased district-wide licenses for several educational software platforms that focused on increasing literacy, math literacy, reading fluency, test prep, research engines, and others. Achieve 3000 data demonstrated that our students 194 point average lexile growth for students completing at least two activities per week.

Overall, we have invested significant human capital and funds to decrease the achievement for our neediest students. A continued focus on literacy, mathematics, science, CTE, and high school college and career readiness continues to guide our efforts. We do not have 100% of our students achieving at the desired levels. We will continue to provide research and evidenced-based supports to improve student achievement and decrease the achievement gap for our each of our students.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. We continue to see positive trends in data related to college readiness. Specifically, we have more students passing Advanced Placement exams and the percent of student passing has risen steadily. Even though we have increased the number of student taking advanced placement courses and have offered open access, our percentage of students passing AP Exams has increased from 53% to 54% with over 14,000 ems offered in the district. Furthermore our A-G rates and Graduation rates both climbed with the Class of 2018. An overall increase in students accessing AP classes through enrollment data and passing AP exams has steadily increased over the past year. In 17-18 Our Seal of Biliteracy completers declined by 54 students to 1109, therefore it decreased by 5%, however, Sweetwater Union High School District still has the largest number of Seal of Biliteracy completers in San Diego County by over 300 and the state of California.

Academically, our performance on the Smarter Balanced English Language Arts and Math has dropped (as of 17-18) and requires greater focus on our professional development and instructional plan. Data for 18-19 is not yet fully available. Our work on Differentiated Assistance has led us focus on the actions and services that support foster youth, homeless youth, and students with disabilities. Integrated district and site teams are designing professional development to support these students and improving the communication and implementation from IEP teams to classroom teachers. The current available data is as follows:

Page 25 of 146 SBAC ELA DATA In 17-18 (data for 18-19 is not available, yet) our ELA SBAC performance decreased by 3.2 points to 1.8 points above standard. The gap between our lowest and highest performance was 171 points, which decreased the gap by 2 points.

SBAC Math DATA In 17-18 (data for 18-19 is not available, yet) our Math SBAC performance decreased by .7 points to 55 points below standard. The gap between our lowest and highest performance was 219 points, which decreased the gap by 9 points.

Actions focused on College and Career readiness options for our students, resulted in additional CTE teachers and supports for the 2019-2020 school year. We saw an increase in the FY College and Career indicator although significant focus on this area is still needed. College and Career Readiness Indicator detailed that our A-G Rate increased from the baseline year by 2 percent to 53%. Our A-G rate for student groups in 17-18 is as follows:Socioeconomically Disadvantaged: 48%; English Learners: 26%; Students with Disabilities: 20.4%. Our 18-19 data is not yet available. The gap decreased from 42% to 33%. Our Graduation Rate in 17-18 (data for 18-19 is not available, yet) o decreased by .8% to 85.6% . The gap between our lowest and highest performing student groups was 26.3%, which decreased the gap by 5%. The decreased caseload for counselors and class size reduction may two of the factors that supported an increase in the A-G completion rate for our students which in turn provided access and opportunities to pursue higher education and career options.

Our English Learner reclassification and progress improved; however, this is an area that still requires continued growth. EL intervention courses, such a s AVID Excel, are supporting our long-term ELs and continue to demonstrate a targeted need. The State did not provide an English Learner Progress Indicator in 2017-18. Our English Learner reclassification rate has increased from 8% in 17-18 to 11% in 18-19. Our English Learners improved on the ELA SBAC by 2.4 points and 62% of our English Learners achieved moderately developed and well developed. Also, 46% of our English Learners scored 50% or higher on the Fall 2018 EOCs.

Teachers reported that professional development focus on the English Language Frameworks and supports for our neediest students impacted their instructional strategies and opportunities to build their own capacity,

Page 26 of 146 Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. The LCAP supplemental concentration budgeted expenditures and estimated expenditures.estimates due to an LCFF recalculation based upon declined enrollment and reduction of percentage of unduplicated students. This reduction led to some material differences. Additionally, the SERP created some of the material differences as did changes within our budget.

Due to the reduction of staff based on an early retirement program (SERP) several resource positions were reduced and/or eliminated second semester. Action 1.1 c= Reduction in amount spent due to SERP. Actions and services remained the same. Action 1.1.h = Reduction in amount spent due to SERP. Actions and services remained the same. Action 1.1 i= Most of the Induction program funding was moved from LCAP to Title II funds. Actions and services remained the same. Action 1.2 a= Reduction in amount spent from LCAP. These were costs were moved tot Title IV and the actions and services remained the same. Action 1.2 c = Reduction in amount spent due to SERP. Actions and services remained the same. Action 1.2 d = Second semester reduction in allocation from the LCAP Supplemental Concentration for Site Curriculum Specialists - eliminated second semester. These were not replaced. AVID TOSA retired. District TOSAs supported sites. Action 1.2 e = Vacancies not filled during school year. Action 1.2 f = Second semester reduction from the LCAP Supplemental Concentration in Coordinators of Integrated Services - reduced each site by .2 FTE. These resource teachers took over classes for SERP teachers. Action 1.2 h = Second semester reduction in allocation from the LCAP Supplemental Concentration for Blended Learning Specialists - eliminated second semester. Action 1.2 i = Increased teacher/librarian allocation out of LCAP. Action 1.2 j = Decreased because of tutor vacancies and decreased spending on supplies . AVID TOSA retired at semester. Action 1.2 l= Increased allocation of APs funded out of LCAP. Action 1.2 k = Increased costs. Actual cost underestimated. Action 1.3 a = Reduction. Software funding moved to Title IV. Actions and services remained the same. Action 1.3b = Reduction in cost out of LCAP, but was supplemented by other site funds. Action 1.3 c = All Summer school costs have yet to be incurred. Actions and service remained the same. Action 1.3 d = District wide professional development pull out days were decreased from 3 to 1 days as negotiated with our collective bargaining partners. Reduction from $3,500,000 to $1,154,071. Action 1.3 f = Reduction in personnel costs. Action 1.3 g = S& F department added a Principal on Special Assignment to oversee the Before and After School programs and Parent Engagement initiatives based on feedback from stakeholders (50% of the funding was from S/C).

Page 27 of 146

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. Overall, most of our actions and services from the 2018-2019 school year will remain in place in the 2019-2020 school LCAP. However, we have identified some notable changes. 2019-2020 LCAP eliminates the following: Action 1.1i = Teacher Induction will be funded by Title II Action 1.2d = We have reduced the Site Curriculum Specialists to only two content areas: Mathematics and English to focus our supports in these areas. District TOSAs have been reduced to .6 FTE each, except for ELA, Math, Equity TOSAs that remain at 1.2 FTE each. Action 1.2g = Family Community Service Program Coordinator position will be eliminated for 2019-2020. Service will be incorporated into the duties of our Program manager in the Equity and Student Service Department. Action1.2h = Blended Learning Specialist FTEs at each site. One district level Blended Learning Specialist will assists sites. We will increase to CTE funded positions for 2019-20 and this is is reflected in Goal 1 1.2h. Action 1.2j = District AVID TOSA reduced to .6 FTE instead of 1.2 FTE. Action 1.2l = Assistant principals will play a greater roll in supporting our neediest students. to support academics, safety, and social emotional needs. Action 1.3c =Summer school will only be offered to high school students. Action1.3d =District wide professional development pull out days were decreased from 3 to 1 days in 2018-2019. This has not been negotiated with all our labor partners for 2019-2020.

Page 28 of 146 Annual Update

LCAP Year Reviewed: 2018-19

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

Goal 2 Create a safe and healthy learning environment for each student by building a culture of equity and a positive climate that promotes excellence throughout the district.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) Local Priorities:

Annual Measurable Outcomes Expected Actual

Metric/Indicator In 17-18, our attendance rate was 96.15%, a slight decrease from 16-17. Attendance Rate Data for 18-19 is not available at this time for our AMOs. Disaggregated attendance data is not currently calculated nor readily available. 18-19 District-wide attendance rate will increase by .5%. Data will be disaggregated to analyze equity gaps. Baseline SUHSD Attendance data 96.71%.

Metric/Indicator In 17-18 our chronic absenteeism rate maintained at 6.9% (Grades 7 & 8 Chronic Absenteeism only)

18-19 African American 7.2% Chronic absenteeism will decrease by 1%. Data will be disaggregated to Hispanic 7.8% analyze equity gaps. English Learners 8.7% Baseline Students with Disabilities 13% Data will be provided in a Fall 2017 to establish a district baseline. Homeless Youth 30.7% *Internal data is measured at the site level on an ongoing basis. Currently Foster Youth 31.9% we have identified over 600 chronically absent students. Socioeconomically Disadvantaged 8.3%

Page 29 of 146 Expected Actual

Metric/Indicator In 17-18 our suspension rate increased by .1% to 4.4%. Suspension & Expulsion Rate African American 7.25% 18-19 Hispanic 4.6% Decrease suspension rate by 1% and decrease the total number of English Learners 5.7% expulsions by 20%. Data will be disaggregated to analyze equity gaps. Students with Disabilities 7.7% Baseline Homeless Youth 6.4% SUHSD 2015-16 Suspension rate was 5.5% scoring in the Yellow Foster Youth 13% Performance level. Baseline: There were 33 Expulsions in 2016-17. Socioeconomically Disadvantaged 5.2%

Metric/Indicator In 17-18 our drop out rate decreased to 4.7% Dropout Rate The Middle School Drop out rate from 16-17 is less than 1% (10 of 11,121)

18-19 African American 5.1% Decrease both the middle and the high school dropout rate by 1%.Data will Hispanic 5.0% be disaggregated to analyze equity gaps. English Learners 7.5% Baseline Students with Disabilities 7.3% SUHSD Drop out rate for 2015-16 was 6.3% Homeless Youth 14.3% Foster Youth 14.3% Socioeconomically Disadvantaged 5.5%

Metric/Indicator In 17-18 our Graduation rate decreased by .8% to 85.6%. Graduation Rate African American 81.6% 18-19 Hispanic 84.4% Increase high school graduation rate by 2%. Data will be disaggregated to English Learners 68.4% analyze equity gaps. Students with Disabilities 68.4% Baseline Homeless Youth 68.8% SUHSD 2015-16 Graduation rate was 86.5% scoring in the Green Foster Youth 65.9% Performance level an increase of 1.3% from 2014-15. Socioeconomically Disadvantaged 83.6%

Metric/Indicator In 18-19 we administered the CORE SEL Survey. 60% of students indicated Climate/Culture they were happy at school and 50% feel safe at school. 18-19 Each student will feel safe and connected at school as measured by an increase of 5% of those reporting to feel “Happy and Safe at School’ on local climate measures including surveys such as the California Health Kids Survey (CHKS)**measured in 2018-19

Student Campus Engagement will be measured by student participation in sports, clubs and other organized school activities. A baseline will be set in 2018-19. Data will be disaggregated to analyze equity gaps.

Page 30 of 146 Expected Actual

Baseline 2016-17 California Healthy Kids Survey (CHKS) reports indicate 52% of students feel connected and 62% feel safe at school.

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

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 2.1 District base program 2.1 District base program a. objects 2200, 2900, 3000 a. objects 2200, 2900, 3000 continues to ensure a safe and continues to ensure a safe and Base $16,559,895 LCFF Base $15,574,007 healthy learning environment for all healthy learning environment for all students: students: b. objects 2900, 3000 Base b. objects 2900, 3000 LCFF $2,500,057 Base $2,477,434 a. Continue to maintain clean and a. Continued to maintain clean and safe school campuses by providing safe school campuses by providing c. Object 1200, 3000 Base b. Transportation 5700-5799: appropriate staffing (custodians, appropriate staffing (custodians, $5,614,987 Transfers Of Direct Costs LCFF gardeners). gardeners). Base $4,667,589 b.Transportation 5700-5799: c. objects 1200, 3000 LCFF b. Continue to support a safe and b. Continued to support a safe and Transfers Of Direct Costs Base Base $5,920,857 secure campus by providing secure campus by providing $3,831,239 appropriate security staffing appropriate security staffing including assistant principals, including assistant principals, d. Student Connectedness campus assistants, and School campus assistants, and School Resource Officers and necessary Resource Officers and necessary e. District websites technology. Transportation for technology. Transportation for students is provided to ensure a students is provided to ensure a safe route to school. safe route to school. c. Continue to ensure that all c. Continued to ensure that all students have access to trained students have access to trained staff to support their social, staff to support their social, emotional and health needs, emotional and health needs, including LI, EL, FY, HY, SWD. including LI, EL, FY, HY, SWD.

Page 31 of 146 d. Increase opportunities for d. Increased opportunities for students to improve students to improve connectedness to school through connectedness to school through exploration, participation in school exploration, participation in school clubs, groups, organizations, etc. clubs, groups, organizations, etc. to build climate/culture, including to build climate/culture, including LI, EL, HY, FY, SWD. LI, EL, HY, FY, SWD. e. Continue to provide e. Continued to provide administrative training and administrative training and professional development to professional development to reduce suspension/expulsion rates reduce suspension/expulsion rates and increase attendance and and increase attendance and graduation rates. graduation rates. f. Continue to maintain district and f. Continued to maintain district site websites and phone call and site websites and phone call system to publicize community system to publicize community events to increase student and events to increase student and parent involvement as parent involvement as stakeholders (i.e. VAPA, Open stakeholders (i.e. VAPA, Open House, Sports events, AVID night, House, Sports events, AVID night, College Fair, etc) College Fair, etc)

Action 2

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 2.2 Supplemental staff and 2.2 Supplemental staff and a. ASP Coordinators 1000-1999: a. ASP coordinators (BASP services continue to ensure a safe services continue to ensure a safe Certificated Personnel Salaries grants and LCFF Supplemental and healthy learning environment and healthy learning environment Supplemental and Concentration $501,801) 1000-1999: for all students: for all students: $894,888 Certificated Personnel Salaries LCFF Supplemental and a. TOSA continues to coordinate a. TOSA continued to coordinate Concentration $894,888 and provide staff development for and provide staff development for after school programs to support after school programs to support b. ASP transportation $7,500 Ed b. ASP transportation $7,500 Ed all students, including EL, LI, FY, all students, including EL, LI, FY, Exp; Bridge programs and Exp; Bridge programs and HY. HY. TOSA focused professional additional after school programs additional after school programs development on student at designated sites $50K. at designated sites $50K.

Page 32 of 146 b. Designated staff continues to engagement strategies, safety Transportation subsidy $760,778 Transportation subsidy $760,778 organize extracurricular activities training, and Social Emotional 5000-5999: Services And Other 5000-5999: Services And Other that foster student engagement Learning. Operating Expenditures Operating Expenditures LCFF and support including EL, LI, FY, Supplemental and Concentration Supplemental and Concentration HY. Subsidized transportation for b. Designated staff continued to $818,278 $760,778 students is provided to ensure a organize extracurricular activities safe route to school. that foster student engagement c. Custodial Services 2000-2999: c. Custodial Services 2000-2999: and support including EL, LI, FY, Classified Personnel Salaries Classified Personnel Salaries c. Continue to provide custodial HY. Subsidized transportation for Supplemental and Concentration LCFF Supplemental and staff to support after school students is provided to ensure a $25,000 Concentration $25,000 programs and activities. safe route to school. d. Contracts with Medical d. Contracts with Medical d. Mental Health Staff continues to c. Continued to provide custodial Collaborative (and PAH Collaborative (and PAH provide social and emotional staff to support after school Mindfulness) 5800: Mindfulness) 5800: support to all students with a focus programs and activities. These Professional/Consulting Services Professional/Consulting Services on El, FY, HY, LI services were needed to support And Operating Expenditures And Operating Expenditures facility use and clean up services Supplemental and Concentration LCFF Supplemental and e. Administrators, teachers, in the after school programs. $410,000 Concentration $410,000 counselors, and classified staff continue to receive professional d. Mental Health Staff continued to f. Nurses and Psychologists .2 f. Nurses increase to .8 and growth opportunities in the provide social and emotional 1000-1999: Certificated Psychologists .6 1000-1999: appropriate skills in order to support to all students with a focus Personnel Salaries Supplemental Certificated Personnel Salaries provide an optimal learning on El, FY, HY, LI. The Medical and Concentration $1,449,774 LCFF Supplemental and environment for students and staff. Collaborative provided mental Concentration $4,967,296 (Trauma Informed Care Series and health outpatient services for our g. 3 Restorative TOSAs, PE and g1. Three (3) Restorative TOSA other trainings) students. Health TOSAs. 1000-1999: (were Title I / Title IV funded), PE Certificated Personnel Salaries .4 and Health .2 TOSAs. f. District nurses and psychologists e. Administrators, teachers, Supplemental and Concentration Increased continue to provide physical and counselors, and classified staff $450,000 mental health, support social- continued to receive professional 1000-1999: Certificated emotional wellbeing of all students, growth opportunities in the Personnel Salaries LCFF and provide a targeted focus for appropriate skills in order to Supplemental and Concentration EL, LI. FY and HY students. provide an optimal learning $750,000 environment for students and staff. g. TOSAs continue to support (Trauma Informed Care Series and g.TOSA to support equity plan g2. Curriculum TOSAs from equity plan, health and wellness. other trainings) 1000-1999: Certificated 1.2.d2 (50% funded from LPSBG) Personnel Salaries Supplemental & athletic TOSA 1.2 1000-1999: f. District nurses and psychologists and Concentration $999,352 Certificated Personnel Salaries continued to provide physical and LCFF Supplemental and mental health, support social- Concentration $99,352 emotional well-being of all students, and provide a targeted

Page 33 of 146 focus for EL, LI. FY and HY e. Trauma Informed Care and students. Other Training

g. TOSAs continued to support equity plan, health and wellness.

Action 3

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 2.3 Systematic support services for 2.3 Systematic support services for c. professional development c. professional development all students continues to build a all students continued to build a consultants 5800: consultants 5800: culture of equity: culture of equity: Professional/Consulting Services Professional/Consulting Services And Operating Expenditures And Operating Expenditures a. Refine the district wide plan for a. Refined the district wide plan for Supplemental and Concentration LCFF Supplemental and alternative behavior management alternative behavior management $120,000 Concentration $151,498 systems such as Restorative systems such as Restorative Practices, including refocusing the Practices, including refocusing the c. training materials, supplies and c. training materials, supplies and "O" Room at each middle school "O" Room at each middle school books 4000-4999: Books And books 4000-4999: Books And campus to focus on Restorative campus to focus on Restorative Supplies Supplemental and Supplies LCFF Supplemental and Practices. Practices. The "O" Rooms were Concentration $52,000 Concentration $0 utilized to reduce suspensions, b. Continue to provide training for support students in crisis, support c.Substitute teachers (PD) and c.Substitute teachers (PD) and site personnel to appropriately students needing deescalation and extra duty 1000-1999: Certificated extra duty 1000-1999: respond to students in crisis, social behavioral supports. Personnel Salaries Supplemental Certificated Personnel Salaries emotional needs, conflict resolution and Concentration $47,000 LCFF Supplemental and referrals, victims of bullying, social b. Continued to provide training for Concentration $0 media, etc. site personnel to appropriately c. ASB and Athletics Directors at c. ASB .6 and Athletics Directors respond to students in crisis, social .4 1000-1999: Certificated at .2 (Athletic directors were only c. Office of Equity, Culture, and emotional needs, conflict Personnel Salaries Supplemental funded from LCAP for semester 1 Student Services implements year resolution referrals, victims of and Concentration $2,366,956 at .2) 1000-1999: Certificated 3 of the Equity Plan and facilitates bullying, social media, etc. Personnel Salaries LCFF ongoing Equity surveys and site Supplemental and Concentration visits. Key staff such as ASB c. Office of Equity, Culture, and $2,221,241 certificated staff, campus Student Services implemented assistants, Athletic Directors will be year 3 of the Equity Plan and c. Campus Assistants at .2 2000- c. Campus Assistants at .4 partially funded in support of this facilitated ongoing Equity surveys 2999: Classified Personnel (increase) 2000-2999: Classified work. and site visits. Key staff such as Salaries Supplemental and Personnel Salaries LCFF ASB certificated staff, campus Concentration $685,291

Page 34 of 146 d. Teacher librarians continue to assistants, Athletic Directors were Supplemental and Concentration provide safe and engaging partially funded in support of this $1,385,839 physical spaces for students that work. support diversity and a sense of a. "O" room teachers .6 FTE at all a. "O" room teachers .6 FTE at all belonging, facilitate activities that d. Teacher librarians continued to Middle schools 1000-1999: Middle schools 1000-1999: support technology and literacy, provide safe and engaging Certificated Personnel Salaries Certificated Personnel Salaries and provide safe "virtual spaces" physical spaces for students that Supplemental and Concentration LCFF Supplemental and through grade-appropriate online supported diversity and a sense of $801,435 Concentration $801,435 resources. (Funded in Goal 1) belonging, facilitated activities that supported technology and literacy, and provided safe "virtual spaces" through grade-appropriate online resources. (Funded in Goal 1)

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal. Restorative practices has been implemented at pilot schools and throughout the district in stages. Decreases in student suspension, chronic absenteeism, and increased attendance are notable data points. School libraries are kept open before and after school as a safe haven for students to receive academic tutoring and to have a safe place to study. The middle school O rooms have decreased middle school suspension s across the district and provide support to students in learning conflict resolution, communication skills, and problem-solving skills.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Equity driven change is at the heart of the work of the Sweetwater district. Supports for our neediest students are having an impact as we have seen a decrease in suspensions, dropout rates, and chronic absenteeism. Restorative practices pilots are thriving at several schools with lesson learned being consolidated and refined. Training around the social emotional needs of both staff and students are occurring at several levels of the organization in response to needs assessments and root cause analyses. Integrated delivery of support by district departments is strengthening the impact of the work of the department of equity, culture, and support services.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. The LCAP supplemental concentration estimates were decreased by $3,144,231 from $51,899,803 to $48,755,572 due to an LCFF recalculation based upon declined enrollment and reduction of percentage of unduplicated students. This reduction led to some

Page 35 of 146 material differences. Additionally, due to the reduction of staff based on an early retirement program (SERP), several resource positions were reduced and/or eliminated second semester.

Action 2.2. b = Slight decrease since transportation for After School Programs was provided and services/actions occurred through ASES/ASSETS programs; Action 2.2. f = Nurses and psychologists were increased to .8 FTE out of S/C. Action 2.3. c = Substitutes were not paid with LCAP funds; however, the training was conducted. Action 2.3. c = Athletic Directors were reduced by .2 FTE at each of the comprehensive high school sites to ensure coverage of SERP vacancies. Action 2.3. c = Site Campus Assistants were increased from .2 FTE to .4 FTE. Action 2.3 c = Consultant costs increased.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. 2019-2020 LCAP changes: Action 2.1b - Transportation for San Ysidro HS was subsidized in the 18-19 school year because the access road had not been completed. Through supplemental funding, transportation costs were subsidized for our neediest students until the safe access was available. In May of 2019, the City of San Diego completed the access road to the school and this transportation subsidy will be removed.Transportation will be offered to SYHS students under the guidance of our district's transportation policy of 3.5 miles. Transportation will not be subsidized with LCAP funds. Action 2.1g and 2.2g = We will fund a .4 attendance resource teacher at each High School to supplement the base funded attendance clerks.

The metrics and outcomes remain the same for each goal.

Page 36 of 146 Annual Update

LCAP Year Reviewed: 2018-19

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

Goal 3 Foster and honor parent/guardian and community engagement to support excellence in each student's success.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 3: Parental Involvement (Engagement) Local Priorities:

Annual Measurable Outcomes Expected Actual

Metric/Indicator Metric/Indicator Meeting Sign Ins Meeting Sign Ins for 18-19 was:

18-19 The district and the school sites planed and promoted outreach activities and The district and the school sites will plan and promote outreach activities educational programs to address parent needs as evidenced by an increase and educational programs to address parent needs as evidenced by an in participation of 5% in district and site organized outreach and educational increase in participation of 5% in district and site organized outreach and programs such as: Open House, parent/teacher or parent/counselor educational programs such as: Open House, parent/teacher or conferences, curriculum nights, district college fair, FAFSA meetings, and parent/counselor conferences, curriculum nights, district college fair, FAFSA Compact for Success meetings as compared to 2016 baseline data. Data meetings, and Compact for Success meetings as compared to 2016 was analyzed at both the LEA and school site level. baseline data. Data will be analyzed at both the LEA and school site level. Baseline SUHSD 2015-16 had 6566 parents attend site activities, an increase of 19.62% of parents attending site events in 2014-15.

Metric/Indicator Hanover was not administered in 2018-19. CORE SEL survey was Hanover Survey Results administered instead. 18-19 Increase positive parent/community feedback on the Parent and Community Involvement section (agree and strongly agree) on the Hanover Survey as compared to the baseline data administered in 2016-17 by 5%. Data will be analyzed at both the LEA and school site level. In 2017-18 8 areas on the

Page 37 of 146 Expected Actual

Hanover were responded to by parents and community, of these 3 resulted in responses of "positive", 4 resulted in responses of "neutral" and 1 resulted in response of "development". Baseline Hanover data regarding involvement: 2015-16: 41% 2016-2017: 52%

Metric/Indicator Metric/Indicator Event data Event data 18-19 18-19 Number of events and opportunities where parents/community have input Number of events and opportunities where parents/community have input into into site and district decision making will maintain or increase from the 2017- site and district decision making increase from the 2017-18 baseline data. 18 baseline data. District events = 18 parent advisory meetings, 1 State of District events = 18 parent advisory meetings, 5 LCAP Community Meetings the District event. Sites held 397 events where input was gathered. at each trustee area. Sites held 397 events where input was gathered. Baseline Baseline will be established in 2017-18

Metric/Indicator This metric was not implemented. Walk Through Observations 18-19 Increase the perception of welcoming and inviting campuses that foster learning and build a sense of community. Our 17-18 baseline data was not gathered as planned. In 2018-19 data from walk-throughs, will be measured through quick links with satisfaction surveys. Baseline Baseline will be established in 2017-18

Metric/Indicator Metric/Indicator Promote Parent Participation Promote Parent Participation 18-19 18-19 The district will promote parent participation for all students including The district will promote parent participation for all students including parents parents of students with exceptional needs and parents of unduplicated of students with exceptional needs and parents of unduplicated students by students by using multiple means of communication. SUHSD had 6,800 using multiple means of communication. SUHSD had over 8700 social media social media followers in 2017-18. followers in 2017-18. Baseline The district will promote parent participation for all students including parents with exceptional needs by using multiple means of communication.

Page 38 of 146 Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 3.1 District base programs 3.1 District base programs Funded in 1.1 and 2.1 Funded in 1.1 and 2.1 continue to foster parent and continue to foster parent and community engagement: community engagement: a. Maintain and improve a. Maintained and improved designated Parent Centers at designated Parent Centers at district and assist sites that do not district and assist sites that do not have one. have one. District Principal on Special Assignment (POSA) b. Continue to improve first conducted visits to parent centers impressions and a welcoming to provide support. environment by ensuring quality customer service, a positive visual b. Continue to improve first atmosphere, and bilingual support impressions and a welcoming at sites to support primary environment by ensuring quality language needs, district office, and customer service, a positive visual community events. atmosphere, and bilingual support at sites to support primary c. Continue to update and maintain language needs, district office, and district and site websites with community events. current and relevant information in various languages regarding c. Continue to update and maintain staffing, calendar of events and district and site websites with programs offered. current and relevant information in various languages regarding d. Continue to include families and staffing, calendar of events and community in revisiting LCAP programs offered. through a parallel process and continuous cycle of improvement. d. Continue to include families and Summaries of input are provided to community in revisiting LCAP the Board on monthly basis. through a parallel process and continuous cycle of improvement.

Page 39 of 146 e. Continue to ensure all Summaries of input are provided to governance and advisory groups the Board on monthly basis. are in place at the district and site levels and working to support all e. Continue to ensure all students' success.(DPAC, governance and advisory groups DELAC, SSC, ELAC, C&I, Title I) are in place at the district and site levels and working to support all f. Continue to provide clear and students' success.(DPAC, DELAC, open communication through use SSC, ELAC, C&I, Title I) of current programs and software to support student success. f. Continue to provide clear and open communication through use of current programs and software to support student success.

Action 2

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 3.2 Supplemental staff and 3.2 Supplemental staff and b. CRFs at selected sites/ 2000- b. CRFs at selected sites. (Did services support parent and services support parent and 2999: Classified Personnel not increase to 18, maintained community involvement: community involvement: Salaries Supplemental and 14) WAS 370208 2000-2999: Concentration $535,000 Classified Personnel Salaries a. TOSAs/CIS/Counselors will a. TOSAs/CIS/Counselors will LCFF Supplemental and continue to work with parent continue to work with parent Concentration $370, 208 groups to provide needed groups to provide needed information regarding services and information regarding services and c. District wide parent events c. District wide parent events. $ programs for EL, LI, FY, HY, SWD. programs for EL, LI, FY, HY, SWD. 5000-5999: Services And Other 5000 Funded through donations. (Funded in Goal 1) (Funded in Goal 1) Operating Expenditures 5000-5999: Services And Other Supplemental and Concentration Operating Expenditures Other b. Community Relations b. Community Relations $40,000 $35,482 Facilitators at sites continue to Facilitators at sites continue to support student success and to support student success and to c.Site allocations to support c.Site allocations to support enhance parent capacity for EL, LI, enhance parent capacity for EL, LI, parent engagement cc403. 4000- parent engagement cc 403. FY, HY, SWD. Funding at all sites FY, HY, SWD. Funding at all sites 4999: Books And Supplies (Reduced initiative) 4000-4999: to support parent engagement. to support parent engagement. Supplemental and Concentration Books And Supplies LCFF 140,000 Supplemental and Concentration c. Continue to implement and c. Continued to implement and $70,406 support parent participation in support parent participation in training and institutes to support training and institutes to support parent needs for EL, LI, FY, HY,

Page 40 of 146 parent needs for EL, LI, FY, HY, SWD. 50% of a POSA position SWD. was funded from Title I to support parent engagement and professional development to enhance best practices in parent participation at the site and LEA. Ensured translation, interpretation,

Action 3

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 3.3 Opportunities for parents and 3.3 Opportunities were provided d. Magazine ads (Our Town) d. Magazine ads (Our Town) community members to provide for parents and community 5800: Professional/Consulting 5800: Professional/Consulting input on relevant issues that members to provide input on Services And Operating Services And Operating support all students' success. relevant issues that support all Expenditures Supplemental and Expenditures Other $25,482 students' success. Concentration $25,482 a. Continue annual surveys to gather comments and feedback on a. Continue annual surveys to Grants and Communication staff Grants and Communication staff services, programs, and parent gather comments and feedback on 60% funded. 2000-2999: 60% funded. 2000-2999: and student needs including EL, LI, services, programs, and parent Classified Personnel Salaries Classified Personnel Salaries FY, HY, SWD and student needs including EL, Supplemental and Concentration LCFF Supplemental and LI, FY, HY, SWD, this was done $135,669 Concentration $134,739 b. Funding for grants and through regular LCAP input communication staff to continue to surveys. support and investigate and begin implementation of alternative b. Funded grants and times, locations, and media communication staff to continue to (including video streaming) for support and investigate and begin community meetings to allow for implementation of alternative maximum involvement and times, locations, and media feedback. (including video streaming) for community meetings to allow for c. Continue to solicit input from maximum involvement and parent and community in other feedback. This year all our board ways besides surveys. meetings were lived streamed through a YouTube channel to d. Site leadership will continue to increase access for parents and create more opportunities for community members. Additionally, parent and community input and instead of holding our board meetings only at the district office,

Page 41 of 146 keep them informed about district we held five board meetings initiatives and site events. throughout our schools (one in each trustee area). All of our DPAC and DELAC meetings were also audio-recorded for parents and community to access information even when they were not able to attend.

c. Continued to solicit input from parent and community in other ways besides surveys. The district held 5 Trustee Area Community Area meetings to gather LCAP feedback. Throughout these trustee area meetings, parents and community members provided feedback on each of our LCPA goals and progress. Data were shared with these stakeholders so informed input could be provided. This promoted increased awareness in terms of the actions and services provided for their students and resources available for the parents.

d. Site leadership continued to create more opportunities for parent and community input and keep them informed about district initiatives and site events. Many sites utilized a school phone app that supports keeping parents informed. Communication tools to provide parents and community members informed about these district initiatives and the opportunities provided to parents to engage in deep and productive conversations with staff about the supports needed for their students,

Page 42 of 146 continued to foment stronger community partnerships and collaboration.

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal. The site Community Relations Facilitators (CRFs) provided services to 14 of the 16 school sites. Based on parent and staff feedback, the CRFs were crucial assets in the creation, development, and maintenance of school-home connections. The CRFs provided training, support, and outreach to parents. Parent centers are open on each of our campus to support parent engagement, understanding of the state academic standards, graduation and promotion requirements, and supports for social emotional and academic needs of our students through training and workshops for our parents.

In 2018-19, the Sweetwater Union High School District maintained a strong presence on social media via Facebook, Twitter, Instagram and YouTube with over 8,700 followers across all platforms. SUHSD began to live broadcast its Board of Trustees meetings and has had over 15,000 views during this school year.

The SUHSD website has continued its process of being fully compliant with all Americans with Disabilities Act (ADA) regulations. We have created several online forums for parents and community members to provide input into important issues such as budget development and LCAP with feedback forms linked directly on the district website. SUHSD has worked with a variety of media partners to advertise and engage the community. This includes working with Our Hometown Magazine that has a reach of over 300,000 residents in the southern portion of San Diego County.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Positive trends in parent participation at both site and district committees is evident. Community Relations Facilitators have been hired at 14 sites, (though two left for personal reasons and were not replaced) who have helped strengthen the relationship between sites and their communities. We renewed the Area LCAP meetings this spring, which provided a rich source of feedback form staff, students, parents, and community members. Over 1000 comments were recorded and considered in the updates we have included in our 19-20 LCAP. Five community forums were held in the five trustee areas. Parents, students, community members, and staff attended and provided feedback. Additionally, LCAP Goals were reported monthly at board meetings. In a parallel process, these presentations were provided to school sites and our DELAC and DPAC to consistently receive stakeholder feedback on our LCAP progress.

Page 43 of 146 The district and the school sites planed and promoted outreach activities and educational programs to address parent needs as evidenced by an increase in participation of 5% in district and site organized outreach and educational programs such as: Open House, parent/teacher or parent/counselor conferences, curriculum nights, district college fair, FAFSA meetings, and Compact for Success meetings as compared to 2016 baseline data. Data was analyzed at both the LEA and school site level. We had an increase in the number of District events = 18 parent advisory meetings, 5 LCAP Community Meetings at each trustee area. Sites held 397 events where input was gathered that impacted changes in our LCAP for this year. School sites averaged at least 16 parent specific events per site in 2018-2019.

Continued work of the Community Facilitators at school sites and at district level: Parent engagement across the district demonstrated an increase as noted by participation at sites in different types of classes and events designed specifically for parents.

Parent Engagement data collection/Parent classes: Over 1217 parents participated in the events below

PIQE/Mano a Mano

CABE Events

ESL Classes for Parents

We increased our digital presence

:Digital Engagement • YouTube Live BOT Meetings • Started in Nov. 2017 • Over 3,100 views • All SWCC graduations on YouTube Live • Equity Symposium • Social Media Engagement • Twitter chats • Twitter feeds of events • Mobile Up Application used by to connect parents and families to school activitiesMVA, MVH, BVM, BVH

YouTube Impressions – 790,537  Facebook/Instagram Impressions: 737,046  Display Ad Impressions: 1,881,872  Blog posts: 12  Pandora Impressions: 896,169

Page 44 of 146  Cable Commercials: 1,148

Additional Results  Inbound phone calls: 311  Inbound form leads: 124  Site visitors: 4,822

We created a Community Engagement around the Budget:

Budget Update page created on district website

Public input open on district website

Social Media postings after each communication

Meeting with ASB Presidents

Parent Meetings

We did not conduct the walkthrough data as was initially intended.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. 3.2.b - Allocation for Community Relation Facilitators budgeted from the Supplemental Concentration LCAP funds was decreased from 18 (at $25,000 for each .4) to 16 positions, 2 became vacant during 2018-19 and were not filled. 14 CRFs were fully funded (@.4) in 2018-19. 3.2.c - District wide events originally budgeted from the Supplemental Concentration LCAP funds were funded by donations. 3.2.c -Site allocations for parent engagement budgeted from the Supplemental Concentration LCAP funds were reduced by 50%.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. No changes to this goal for 2019-2020.

Page 45 of 146 Annual Update

LCAP Year Reviewed: 2018-19

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

Goal 4 Develop coherent and transparent systems for operational excellence to support each student's success.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) Local Priorities:

Annual Measurable Outcomes Expected Actual

Metric/Indicator in 17-18 100% of teachers are appropriately credentialed and assigned Teacher credentials 18-19 100% of teachers will be appropriately credentialed and assigned before the start of the school year. Baseline 100% of teachers are appropriately credentialed and assigned before the start of the school year.

Metric/Indicator 93% of schools earned a "Fair" or Better rating on our 18-19 FIT reports. Facilities Inspection Tool (FIT) Report. 18-19 As evidenced by the Facilities Inspection Tool (FIT) report, 100% of school facilities will receive score of "good" or "better". Baseline 100% of school facilities will receive score of "good" or "better".

Metric/Indicator The FPM audit conducted in February of 2019 coordinated by the SUHSD FPM and Williams State and Federal department was clear of any findings related to the use of federal funds or instructional programs for Title I and Title III target students. 18-19

Page 46 of 146 Expected Actual All Williams issues have been addressed in a timely manner and reported as 100% of internal, state, and federal audit items will be addressed in a required to the SDCOE. remediation plan

Baseline 100% of internal, state, and federal audit items where addressed in a remediation plan.

Metric/Indicator The FCMAT report, as well as our own internal audits, uncovered several Fiscal Crisis and Management Assistance Team (FCMAT) Report. areas of need in our fiscal health which are currently being addressed through our budget solutions. 18-19 Ensure Fiscal Health as measured by positive financial certifications and alignment with Fiscal Crisis and Management Assistance Team (FCMAT) best practices. Baseline Anticipated to have positive reviews regarding Fiscal Health as measured by positive financial certifications and alignment with Fiscal Crisis and Management Assistance Team (FCMAT) best practices.

Metric/Indicator Business process reviews 18-19 Increase alignment with recommendations from external business process reviews (planning and construction, maintenance) Baseline Alignment with recommendations from external business process reviews (planning and construction, maintenance)

Metric/Indicator Hanover Staff Survey was not completed in 2018-19. Survey data 18-19 Increase positive feedback (agree and strongly agree) from site certificated and classified staff on district departments support and services as measured on a baseline 2015-16 survey. Baseline Baseline will be set in 2017-18

Metric/Indicator Overall, we have opened 16,245 tickets, for this school year. We have Cost benefit analysis and ticketing analytics. closed 15,556. We have 689 open tickets across all IT departments. Mobile Devices (Students/Staff) Average weekly connections: 30,837 18-19 Enhance business processes and systems to continually improve operational outcomes as evidenced by multiple measures, such as cost benefit analysis and ticketing analytics.

Page 47 of 146 Expected Actual

Baseline Baseline will be set in 2017-18

Metric/Indicator Induction program enrollment rosters with dates of enrollment and retention; 100% of eligible teachers with preliminary contracts (new to the SUHSD) collaboration between Induction and HR enrolled – and participated in – SUHSD Teacher Induction.

18-19 During the 18-19 school year, 196 new teachers participated in SUHSD 100% of prior year 1 candidates will complete and be certified in their year 2 Teacher Induction. All began meeting with a mentor within 30 days of signing enrollment. All first year teachers will enroll as year 1 participants. a contract with the SUHSD. By the end of May, 2019, 69 had completed the Baseline 24-month program; 127 will continue into 19-20. Of these continuing 270 candidates were enrolled and completed year 1 or year 2 of induction. Candidates, 38 were interns for at least part of their 24-month experience in the program. Of these 38 interns, 26 (68%) began completing program requirements in collaboration with their mentor, effectively accelerating their progress through CTC-required Induction and moving toward recommendation for clear credentials earlier than would have been possible had they not done so.

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

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 4.1 Systems continue to be in 4.1 Systems continued to be in a. objects 2200, 3000 Base a. objects 2200, 3000 LCFF place that support student place that support student $6,172,846 Base $6,176,817 engagement and success: engagement and success: a. Facilities, maintenance, and a. Facilities, maintenance, and improvement planning continue to improvement planning continued to ensure optimal safe, clean, and ensure optimal safe, clean, and well supplied facilities (physical well supplied facilities (physical plant, classrooms, common areas). plant, classrooms, common areas). b. All audit, external process b. All audit, external process reviews, and compliance reviews, and compliance recommendations and best recommendations and best practices continue to be identified, practices continued to be

Page 48 of 146 prioritized, budgeted for, and identified, prioritized, budgeted for, monitored to ensure safe and and monitored to ensure safe and secure learning environments for secure learning environments for each student. each student. c.. Continue to ensure students c.. Continued to ensure students have access to quality nutrition have access to quality nutrition where food is properly prepared, where food is properly prepared, appealing, well balanced, and appealing, well balanced, and provided in a variety of options. provided in a variety of options. d. Continue to nurture, value, and d. Continued to nurture, value, and build relationships between and build relationships between and among all employees through among all employees through purposeful collaboration including purposeful collaboration including improved communication, on- improved communication, on- boarding, in-boarding, mentoring, boarding, in-boarding, mentoring, and coaching. and coaching.

Action 2

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 4.2 Continue to improve, 4.2 Continued to improve, Funded in 4.1 and 4.3 Funded in 4.1 and 4.3 Legal streamline, and maintain business streamline, and maintain business Services Title IX 5000-5999: processes and services within and processes and services within and Services And Other Operating between departments to ensure all between departments to ensure all Expenditures LCFF Supplemental stakeholders have access to stakeholders had access to and Concentration $15,000 support, resources, timely support, resources, timely customer service, and user- customer service, and user- friendly, time-saving technology friendly, time-saving technology applications. applications. a. Assess, align, and streamline all a. Assessed, aligned, and business inter and intra streamlined all business inter and department processes. The intra-department processes. The Facilities and Maintenance Facilities and Maintenance Department will continue the Department continued the process

Page 49 of 146 process of rolling out a new work of rolling out a new work order order system, School Dudes. system, School Dudes. b. Continue to ensure fiscal b. Continued to ensure fiscal solvency and efficiency to solvency and efficiency to coordinate all district resources. coordinate all district resources. c. District systems are continually c. District systems were continually communicated, documented, communicated, documented, updated, and accessible to all staff updated, and accessible to all staff in order to provide quality customer in order to provide quality service and support. customer service and support. Legal services provided training to d. Organizational charts with up-to- all Assistant Principals, Principals, date points of contact and areas of and Athletic Directors. responsibility are continually revised and provided to d. Organizational charts with up-to- stakeholders in print and on the date points of contact and areas of district website. responsibility were continually revised and provided to e. Digital portals continue to be stakeholders in print and on the monitored and maintained to district website. support stakeholders with frequently asked questions and e. Digital portals continued to be automated tasks. monitored and maintained to support stakeholders with frequently asked questions and automated tasks.

Action 3

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 4.3 Systems continue to ensure 4.3 Systems continued to ensure a. objects 2200, 2300 ,3000 a. objects 2220, 2300, 3000 highly qualified personnel are highly qualified personnel were Base $2,033,323 LCFF Base 2,033,323 recruited and hired in a timely recruited and hired in a timely manner to support student manner to support student c. objects 2200, 2400, 3000 c. object 2200, 2400, 3000 LCFF success. success. Base $6,585,363 Base 6,585,363 a. Certificated and classified a. Certificated and classified personnel continue to be personnel continued to be

Page 50 of 146 competent to cover all curricular competent to cover all curricular and extracurricular activities at and extracurricular activities at schools. schools. b. Continue providing ongoing b. Continued providing ongoing professional development for professional development for classified personnel to ensure job- classified personnel to ensure job- skills are up to date and in skills were up to date and in compliance with all federal, state, compliance with all federal, state, local, and LEA regulations. local, and LEA regulations. c. Technology staff continues to be c. Technology staff continued to be capable and trained to ensure capable and trained to ensure mobile, classroom, office, and mobile, classroom, office, and library technologies support library technologies supported instructional programs. instructional programs. d. Professional development is d. Professional development was continually provided to ensure continually provided to ensure support staff are equipped to support staff were equipped to maintain technologies such as maintain technologies such as Smart Boards, LCD projectors, Smart Boards, LCD projectors, Document Cameras and other Document Cameras and other classroom/instructional classroom/instructional peripherals. peripherals. e. Continue to support Return, e. Continued to support Return, Inspire & become a Sweetwater Inspire & become a Sweetwater Educator (RISE) program with Educator (RISE) program with SDSU to guarantee certificated SDSU to guarantee certificated employment for Compact Scholars employment for Compact Scholars who meet program requirements. who met program requirements. f. Continue to investigate and f. Continued to investigate and participate in educational participate in educational recruitment fairs and collaborate recruitment fairs and collaborate with local university teacher with local university teacher credentialing programs in order to credentialing programs in order to infuse current employment pools. infuse current employment pools. g. All new teachers will be enrolled g. All new teachers were enrolled in the New Teacher Induction in the New Teacher Induction

Page 51 of 146 Program and assigned a mentor Program and assigned a mentor within 30 days of hire. Interns will within 30 days of hire. Interns will be provided a mentor with the be provided a mentor with the opportunity to begin the online opportunity to begin the online Teacher Induction Program prior to Teacher Induction Program prior to their receipt of a preliminary their receipt of a preliminary credential. All counselors will be credential. All counselors will be provided mentoring support in their provided mentoring support in their first year in a new position. first year in a new position.

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal. The focus in Goal 4 continues to be on systems development: As a note, LCAP Supplemental and Concentration funding does not support Goal 4 outside of the Title IX training.

Human Resources (HR) is mid implementation of the Global HR Infor upgrade. Finance has established with HR a Position Control Committee and has created a Budget Position Control Analyst position. Finance, with HR support have implemented Site/Department 1:1 Budget/Allocation training. Maintenance has implemented the School Dude Work order system. Information Technology (IT) has implemented a Remedy Force Self-service portal for tech support. Induction Continues to mentor and support all qualifying new teachers and counselors. Professional development was provided for Classified Personal and is continuing. Network infrastructure enhancements continue in the areas of security, performance, and system availability. Additional wireless access points continue to be installed (2311 access points installed, district-wide)

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. HR continued RISE Recruitment of teachers on 11/1/2018. 456 Classified staff trained on10/9/18. HR logged 210 hours of Infor Staff training on Global HR implementation. HR attended multiple Job fairs to recruit staff with more than 300 applicant contacts made. Hanover Survey indicates 84% of employees surveyed are “Very Satisfied” as a SUHSD Employee.

Page 52 of 146 78% Believe District headed in right direction. 100% School Sites and Departments participate in Finance and HR budget/allocation 1:1 meetings School Dude program fully functional including analytics. Remedy Force help ticket system fully implemented with analytics.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Title IX additional training offered - $15,000. No other S/C funds were used for Goal 4.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. The only change to goal 4.2b is the integration of Infor with Finance during the 19-20 school year, which will provide one less legacy system and greater integration of our system services moving forward. Induction will be moved to Goal 1.

Page 53 of 146 Stakeholder Engagement

LCAP Year: 2019-20

Involvement Process for LCAP and Annual Update

How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis? In 2018-19, SUHSD continued an LCAP Parallel Process with the purpose to review, report, reach-out and revise. LCAP goal update presentations began in August 2018 with data gathering at both the district level as well as at sites. Each month, the school board received an update on a specific LCAP goal. These same presentations occurred at School Site Council Meetings, Faculty Advisory Committee meetings, Classified Advisory Committee meetings, Faculty/Staff meetings, District Parent Advisory Committee/District English Learner Advisory Committee meetings. These feedback meetings included certificated, classified, administrators, site principals, parents and students. Feedback was requested and then synthesized and used to inform the revision of the LCAP for 2019-2020 school year. In addition, the LCAP goals were presented for input in each trustee area for community input.

Board Updates:

 Beginning in August of 2018, the SUHSD school board was presented with updates of progress one goal at a time. Each presentation included information and progress in meeting the expectations set in the action steps within the goal.

Goal #1: September 24, 2018 & January 28, 2019; Goal #2: October 22, 2018 & February 25, 2019; Goal #3: August 27, 2018 & April 22, 2019; Goal #4: November 13, 2018

Site Updates include all classified and certificated staff at sites and departments:

 Administrators at sites were given 2-3 weeks following the Board updates to present the information to stakeholder groups SSC, FAC, Staff meetings which include certificated and classified staff) and gather input/feedback which was then reported to the office of State and Federal Programs. Feedback was gathered from stakeholder groups at each site: a. site administrators including principals, b.students, c.parents and d. staff. After gathering the sites' feedback, the office of State and Federal programs then synthesized the information and forwarded it to the designated lead for the goal.

Parent input:

 Administrators at sites were given 2-3 weeks following the Board updates to present the information to stakeholder parent groups SSC, ELAC, at coffee with the principal meetings, site Title I meetings which included Parents of Students with

Page 54 of 146 Disabilities to gather input/feedback which was then reported to the office of State and Federal Programs. After gathering the sites' feedback, the office of State and Federal programs then synthesized the information and forwarded it to the designated lead for the goal.

Community Engagement:

 DELAC (District English Learner Advisory Council) was presented with the same information at their meetings immediately following the board updates. They reflected on the guiding questions and provided input which was also provided to the designated lead for the corresponding goal. Each LCAP Goal was presented with metric updates to the advisory committees. The committee provided feedback which was then summarized and provided to Cabinet. LCAP feedback from unduplicated student group parents was provided during these meetings.

 The DPAC( also known as the District Parent Advisory Committee) was provided with the same information about the goal updates throughout the year as was DELAC. The committee members provided feedback and input in regards to the LCAP. This committee met on a monthly basis and reviewed the LCAP goals throughout the school year.

 DPAC: LCAP Goals Review- Goal 1- December 12, 2018; Goal 2- November 14, 2018 ; Goal- 3 September 19, 2018 ; Goal 4- March 20, 2019 ; Review of Annual Update- May 15, 2019 ; Review and feedback of 2018-19 LCAP-.DPAC: May 15, 2019

 DELAC: LCAP Goals Review- Goal 1- December 13, 2018; Goal 2- November 29, 2018 ; Goal- 3 September 20, 2018 ; Goal 4- March 1, 2019 ; Review of Annual Update- May 23, 2019 ; Review and feedback of 2018-19 LCAP-.DELAC: May 23, 2019  ------

Feedback from DELAC and DPAC provided the following thematic areas:

LCAP Goal 1 Ensure excellence in teaching and learning so each student is prepared to succeed in college and career (What have you noticed in our district site regarding classroom activities, school experiences, teacher professional development and school supports related to these areas?)

Professional Development  Assure all subs/long term subs/new teachers know how to plan for their lessons to prevent any loss of instructional minutes when a teacher is absent or a teacher is new to the position. (DELAC) (DPAC)  Provide training for teachers in developing targeted instruction to demonstrate a better understanding of students’ learning abilities using real-life/relevant courses like VAPA/Robotics/CTE to prepare them to be career and college ready. (DELAC) (DPAC)

Page 55 of 146  Train teachers to use creativity to engage students in learning, using technology, and understand how their physical classroom environment, along with relevant lessons that are appropriate for 12-17 year olds, can encourage student motivation to learn. (DELAC) (DPAC)  Replicate strategies that have been effective at some sites, like having two math teachers in one classroom, to help students succeed. (DPAC)

Academic Interventions & Supports  Math and English tutors need to continue helping in the classrooms and during Saturday school, allowing community volunteers to academically assists students. (DELAC)  Reward exemplary attendance and provide support to those students who have attendance problems. (DELAC)  Offer bilingual AP courses at all schools for ELD students who are academically ready for college courses, but are still learning English. (DELAC)  Provide summer credit recovery for all students in need. (DPAC)  Increase opportunities for students to access educational and cultural field trips. (DPAC)  Reduce counselor student ratio or increase counselors. They only pay attention to students when students are academically failing. (DPAC)

LCAP Goal 2 Create a safe and healthy learning environment for each student by building a culture of equity and a positive climate that promotes excellence throughout the district (Provide recommendations that increase student attendance, decrease suspension and expulsion rates, observations about the way your school attempts to improve student connectedness and build a culture of positive student engagement).

Teacher and Student Mental Health Support  Continue Restorative Practice, anti-bias, cultural competency and crisis intervention training to all teachers, administrators and school staff in order to model a more positive environment that promotes the values of student’s culture, language, background knowledge, and authentic efforts to be successful citizens in their community. (DELAC) (DPAC)  Provide conflict resolution, anti-bullying, peer mentoring, self-advocacy, life skills and success training to students and staff to improve student learning outcomes. (DELAC) (DPAC)  Assure teachers get training on how to communicate with parents and how to understand the social emotional needs of students. (DELAC)  Address culture of disrespect in SUHSD. Lack of respect is a major issue in this district (student to student, student to teacher, teacher to teacher, teacher to student, student to staff, staff to student and parents, staff to other staff), which will lead to more issues. (DPAC)

Equity, Inclusion and Relationships  Collaborate with leaders and outside organizations that support a culture of humanistic values, inclusivity, and acceptance of all that is different. (DELAC)

Page 56 of 146  Allow ELLs students to participate in all graduations/ceremonies that other students participate in and acknowledge their growth and achievements. (DELAC)  Provide training to improve the emotional well-being of teachers with workshops on equity, inclusion, and micro aggressions so they can create classroom environments that are comfortable and safe for students. (DELAC) (DPAC)  Provide PD for teachers on LGBTQ student rights and have staff be more open to change and acceptance. (DPAC)  Speak to students and assist them without judgement when student reaches out to teachers for academic help or mentoring. (DPAC)  provide supports for attendance and reward students for attendance and academic growth inside the classroom, in school and districtwide during every grading period. (DPAC)

LCAP Goal 3 Foster and honor parent/guardian and community engagement to support excellence in each student’s success. What suggestions might you have for the district and your school site to improve communication or relationship building?

Site/District Communication Needs  Increase digital detailed communication with parents and advertise the positive work that happens in all district office departments. (DELAC)  Provide continued training to CRF’s along with having one at all the sites that do not have one so they can provide the parent engagement support that is needed at every site. (DELAC) (DPAC)  Collaborate with parents and community to help make donations to recognize staff for their excellence in teaching (gift cards, lunches, awards). (DELAC)  Teachers and school site need to community with parents more often about assignment completion, progress, attendance and not wait until the grading period or the end of the semester to let us know of a failing grade or of absences. (DPAC)  Make school and district parent education presentations available online, live streaming or record so if we cannot attend the meeting, we can view the presentation later. (DPAC)  Increase human interaction between parents, teachers and admin. Using electronic forms and technology only creates distance. (DPAC)

Parent Participation and Education  Assure that the site principal, teachers and staff are aware of the importance and positive academic effectiveness of creating a welcoming school environment and opportunities for parent engagement. (DELAC)  Develop parent leadership and increase parenting workshops (especially for Title I or low socio-economic area schools) on equity, managing adolescent behavior, how to communicate effectively with schools and their child to improve student learning. (DELAC) (DPAC)  Parent centers should be open at a convenient time for parents so they can engage with the school community and used to provide adult education classes that would help parents close the digital and language gap between parents and students. (DELAC)

Page 57 of 146  Assure that teachers include parent participation in the classrooms to build community and to help those who are burning out. (DPAC)

LCAP Goal 4 Develop coherent and transparent systems for operational excellence to support each student’s success. Professional development and efficient services: Instructional assistants, cafeteria efficient services, maintenance, office, transportation, fiscal systems, facilities, technology and transportation.

School Infrastructure/Technology  Make urgent changes to cafeteria cleanliness, food quality, nutritional content, food waste, after school snacks and provide more food at school sites. (DELAC) (DPAC)  Improve services and funding to transportation, providing services to students and athletes representing the district in different events. (DELAC) (DPAC)  Beautify our schools; improvements to our school campuses will increase school-student connectedness. (DELAC)  Improve device functionality during testing, student device inspection and your IT monitoring and support systems.  Establish a fair and accessible system for device fines. Parents are charged for regular wear and tear and feel this is an unjust practice. (DPAC)

Budget  Laptops are not cost effective: they are not functional, too large/heavy, distract students and make it difficult for teachers to keep students on task. (DELAC) (DPAC)  Allocate funds to provide more support staff in IT, tutors, special ed., and alternative ed. programs at every school. (DELAC) (DPAC)  Increase transparency and accountability when communicating budget conditions especially when it comes to budget cuts that effect academic interventions and student supports. (DELAC)  Provide evaluations to stakeholders to check effectiveness of the budget, district, and recommendations. (DPAC)  Increase funding to schools so students and staff are negatively impacted. (DPAC)

 ------

Differentiated Assistance:

The Differentiated Assistance team includes collaborators from the San Diego County Office of Education and South County SELPA who worked alongside Sweetwater staff representing curriculum and instruction, student services, special services, research and evaluation, school psychologists, principals and teachers. This group did a thorough needs assessment of the performance of Foster Youth, Homeless Youth, and Students with Disabilities to recommend changes and improvements to the actions and services supporting these student groups. Changes are being pursued in the areas of beliefs and expectations, appropriate student placement, and instructional support for special education and general education teachers.

Page 58 of 146

ASB Presidents

The Superintendent, Assistant Superintendent of Equity, Climate & Culture, and Director of Grants and Communications met with ASB Presidents to get their input on actions and services to be included in LCAP.

Special Services provided Community Input meetings on the following dates for our students with disabilities and their families: April 9, 2019 ( 3 sessions for parent, community, and staff input) and May 2, 2019. Additional consultation with SELPA agent through Differentiated Assistance occurred on April 19, 2019 and May 8, 2019.

Foster Youth: Family Community Services Program Coordinator and Counselor on Special Assignment for the Foster & Homeless Youth Education Services Program, attended the LCAP Stakeholder Meeting coordinated by SDCOE this year (March 2019). Foster and Homeless Youth Education Services Program continued to foster relationships with caregivers, group home providers, and community agencies/organizations through community outreach.

Student Updates:

 During the course of the school year, several school sites involved students in the update process through Student Senates, Student Advisory Groups, ASB, Principals Round-table, and School Site Council Meetings. Additionally, the ASB presidents met with the superintendent, assistant superintendent, and communications director during to ASB presidents' meetings to discuss the LCAP and actions/services for students.

District Level Update and Engagement:

Trustee Area meetings: Meetings were broadly advertised and participants included students, parents, teachers and administrative staff. A presentation was done by the Superintendent, Dr. Janney and then groups guided by a cabinet member worked by goal to give input. Meetings were held from 6 - 8 pm. Feedback and input were collected and reviewed by cabinet. Increased CTE supports were added to the LCAP based on the feedback provided at these sessions. Additionally, the feedback collected assisted in the implementation of attendance coordinators at the high school sites (.4 FTE at each site).  Trustee Area 1: Wednesday, April 24, 2019; Sweetwater High School - New Gymnasium 2900 Highland Avenue, National City, CA 91950  Trustee Area 2: Tuesday, April 30, 2019; Hilltop High School - Gymnasium 555 Claire Avenue, Chula Vista, CA 91910  Trustee Area 3: Thursday, May 8, 2019; Olympian High School - Gymnasium 1925 Magdalena Avenue, Chula Vista, CA 91913  Trustee Area 4: Thursday, April 25, 2019; Castle Park High School - Gymnasium 1395 Hilltop Drive, Chula Vista, CA 91911  Trustee Area 5: Wednesday, May 1, 2019; Southwest High School—Gymnasium 1685 Hollister Street, San Diego, CA 92154

Page 59 of 146 Bargaining Unions:  Each SSC has representation from both classified and certificated staff. Since each LCAP goal was presented to site SSC as well as at site and department level staff meetings, union members were able to provide input throughout the school year.  SUHSD met with bargaining union leadership on 10/17/18 and 1/19/19 to gather input. Additionally, district senior leadership meets with union leadership twice a month to discuss all board items including the LCAP monthly updates.

Public Hearing

 June 17, 2019 during the SUHSD school board meeting a public hearing will be conducted.

Board Adoption

 June 24, 2019 during the SUHSD school board meeting.

Impact on LCAP and Annual Update

How did these consultations impact the LCAP for the upcoming year? As a result of the numerous opportunities for all stakeholder groups to provide feedback, some necessary revisions were made to the LCAP for 2019-2020 school year. Goal 1: Teaching and Learning *SUHSD will ensure district level support of sites by continuing to provide funding for site and district level curriculum specialists, the focus will be for Math and ELA. Goal 1.2 d *SUHSD will continue to provide college tutors to increase student success Goal 1.2 m *SUHSD will provide LCAP funds towards the CTE FTEs to ensure our middle and high school students are supported in CTE pathways. Goal 1.2 h

Goal 2: Equity and Culture - feedback from our stakeholder groups emphasized the continuation of the Equity Plan to ensure access, opportunity,and inclusion for all students. Additionally, parents shared the need to ensure the emotional and physical safety of students. *SUHSD will continue to implement the Equity Plan with continued visits to sites and Equity survey analysis. *SUHSD will continue to provide training and professional development necessary to ensure students' social and emotional needs are being met.This training includes restorative practices, trauma informed care, the Art of Communication, Social Emotional Learning, and other supports for students. G2.2e

Page 60 of 146 *SUHSD will increase opportunities for unduplicated students to participate in school activities. This provides custodial support for after school activities . Goal 2.3.c *SUHSD will provide a .4 FTE for each High School for Attendance Resource Teachers. Stakeholder input strongly supported the addition of the Attendance Resource Teachers at each high school to increase attendance and provide.G2.2 g

Goal 3: Parent Involvement *SUHSD will continue to make parent and community input a priority through input opportunities both district and site level parent group meetings. G3.1.c, G3.1.d, G3.1.e, G3.1.f. G3.2.a *SUHSD will continue to support the funding of site Community Relations Facilitators to support parent involvement. G3.2.b *SUHSD will provide parents and community members opportunities to attend local training and workshops related to helping students succeed. G3.2.c

Goal 4: Systems for Operational Excellence *SUHSD will continue to gather input regarding systems of support effectiveness through surveys and site visits. G4.1.b, G4.2.c, G4.2.d, *SUHSD will support student engagement and success by providing safe and secure learning environments. G4.1.a, *SUHSD will provide clear communication through district website and other digital portals. G4.2.e

As a result of our new Parallel Process, revisions have been made to the LCAP. Some specific changes have been made to continue to ensure stakeholders that their comments and feedback matter. Specifically, the budgeting expenditures for base LCFF and supplemental concentration funds will be allocated with more precision.

Page 61 of 146 Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

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

Goal 1 Ensure excellence in teaching and learning so each student is prepared to succeed in college and career.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes) Local Priorities:

Identified Need: Based on the review of our Dashboard data, our greatest needs regarding Goal 1 metrics are in the areas of Mathematics and suspension rate. Initiatives to address the suspension are addressed in Goals 1 and 2.

Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 ELA SBAC 7-8th grade SUHSD scored 8 points Reach a status of Reach a status of High. Maintain a status of below Level 3 which is a Medium. This growth This growth would lead High. This growth would status of Low. Our would lead to a to a performance lead to a performance performance level performance indicator of indicator of Green.The indicator of Green.To indicator is Yellow. Our Green. The ELA ELA distance from Level reach a Performance change was an increase distance from Level 3 3 will improve by 18 level of Green. The ELA of 16.7 points. The gap will improve by 20 points points and the gap distance from Level 3 between our lowest and and the gap between between the lowest and will improve by at least

Page 62 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 highest performing the lowest and the the highest performing 14 points and the gap student groups is 173 highest performing student groups will between the lowest and points. student groups will decrease by 17 points. the highest performing decrease by 17 points. student groups will decrease by 17 points. Math SBAC 7-8th grade SUHSD scored 54 Reach a status of Reach a status of High. Maintain a status of points below Level 3 Medium. This growth This growth would lead High. This growth would which is a status of Low. would lead to a to a performance lead to a performance Our performance level performance indicator of indicator of Blue. The indicator of Blue. The indicator is Yellow. Our Green.The Math Math distance from Math distance from change was an increase distance from Level 3 Level 3 will improve by Level 3 will improve by of 7.9 points. The gap will improve by 25 points 20 points and the gap 15 points and the gap between our lowest and and the gap between between the lowest and between the lowest and highest performing the lowest and the the highest performing the highest performing student groups is 228 highest performing student groups will student groups will points. student groups will decrease by 23 points. decrease by 23 points. decrease by 23 points. Suspension Rate SUHSD suspension rate Suspension rate will Suspension rate will Suspension rate will is 5.5% and the gap decrease by 1% and the decrease by 1% and the decrease by 1% and the between our lowest and gap between the lowest gap between the lowest gap between the lowest highest performing and the highest and the highest and the highest student groups is 7.1%. performing student performing student performing student groups will decrease by groups will decrease by groups will decrease by 1 percentage points. 1 percentage points. 1 percentage points. Graduation Rate SUHSD graduation rate Graduation rate will Graduation rate will Graduation rate will is 86% and the gap improve by 1.5% points improve by 1.5% points improve by 1.5% points between our lowest and and the gap between and the gap between and the gap between highest performing the lowest and highest the lowest and highest the lowest and highest student groups is 31%. performing student performing student performing student groups will decrease by groups will decrease by groups will decrease by 3 percentage points. 3 percentage points. 3 percentage points. EL Progress SUHSD English The English Learner The English Learner The English Learner Learners academic Progress Indicator will Progress Indicator used Progress Indicator used progress indicator is increase by 1.5 % is our EL performance of is our EL performance of ELA EOCs. 51% of ELs ELA EOCs. we will

Page 63 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Green, 77.8% which is a scored 50% or higher on increase ELs scoring status of High. their ELA EOCs. 50% or higher on their ELA EOCs by 5% College and Career SUHSD current A-G Our A-G completion rate Our A-G completion rate Our A-G completion rate Readiness A-G completion rate is 51%. will increase for all will increase for all will increase for all The A-G Completion students by 2%, and the students by 2%, and the students by 2%, and the rate for unduplicated gap between the lowest gap between the lowest gap between the lowest pupils and individuals and highest performing and highest performing and highest performing with exceptional needs: student groups will student groups will student groups will Socioeconomically decrease by 4%. decrease by 4% decrease by 4% disadvantaged is 47%, (unduplicated pupils and (unduplicated pupils and for English Learners is individuals with individuals with 9%; Special Education exceptional needs) exceptional needs) Students baseline will be set in 2017-18.

College and Career SUHSD ELA EAP Our ELA EAP Our ELA EAP Our ELA EAP Readiness EAP performance is 29 points performance will performance will performance will above Level 3. improve by 20 points. improve by 20 points. improve by 20 points. SUHSD Math EAP Our Math EAP Our Math EAP Our Math EAP performance is 56 points performance will performance will performance will below Level 3. improve by 25 points. improve by 25 points. improve by 25 points.

Seal of Biliteracy SUHSD had 1163 The number of students The number of students The number of students students receive the receiving the Seal of receiving the Seal of receiving the Seal of Seal of Biliteracy. Biliteracy will increase Biliteracy will increase Biliteracy will increase by 5% by 5% by 5% Materials Sufficiency/ 100% of students have 100% of students have 100% of students have 100% of students have Standards Aligned access to standards access to standards access to standards access to standards Instructional Materials aligned instructional aligned instructional aligned instructional aligned instructional materials materials materials materials Academic Content and 100% of classrooms 100% of classrooms 100% of classrooms 100% of classrooms State Standards implement academic implement academic implement academic implement academic content and content and content and content and

Page 64 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 performance standards performance standards performance standards performance standards insuring access to the insuring access to the insuring access to the insuring access to the California Standards for California Standards for California Standards for California Standards for all students including all students including all students including all students including English Learners as English Learners as English Learners as English Learners as evidenced by evidenced by evidenced by evidenced by Instructional Guides and Instructional Guides and Instructional Guides and Instructional Guides and measured by measured by measured by measured by observations and observations and observations and observations and classroom walk- classroom walk- classroom walk- classroom walk- throughs. throughs. throughs. throughs. CELDT Progress / Our baseline (2015-16) English Learners annual English Learners annual English Learners annual ELPAC for CELDT Progress is progress will increase to progress will increase to progress will increase to as follows: AMAO 1 = maintain indicator maintain indicator next highest indicator 65.8%, AMAO 2 less progress level green as progress as measured progress level as than 5 years is 20.7% measured by ELPAC. by ELPAC. Baseline measured by ELPAC. and AMAO 2 greater (baseline year) year will be 2018 as than 5 years is 53%. data results were not available from the CDE in 2017-18. Reclassification Our English Learner English Learner English Learner English Learner Reclassification Rate is reclassification will reclassification will reclassification will 21.9% increase by 2%. increase by 2%. increase by 2%. AP Rates Our Current AP Pass The percentage of The percentage of The percentage of rate is 50% students passing an AP students passing an AP students passing an AP course will increase by course will increase by course will increase by 2% 2% 2% CTE Enrollment or Baseline will be The percentage of The percentage of The percentage of completers established in 2017-18. students students students completing/enrolled in completing/enrolled in completing/enrolled in CTE will increase by 5% CTE will increase by 5% CTE will increase by 5%

Page 65 of 146 Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed. startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) X All X All Schools X Students with Disabilities

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) [Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XUnchanged Action XUnchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.1 District base program ensures: 1.1 District base program continues to 1.1 District base program continues to ensure: ensure: a. Highly qualified certificated teacher ration is 30:1, and classified staff provide a. Highly qualified certificated teacher a. Highly qualified certificated teacher effective initial instruction and support that ration is 30:1, and classified staff ration is 30:1, and classified staff leads to student engagement and mastery continues to provide effective initial continues to provide effective initial for each student, including English instruction and support that leads to instruction and support that leads to Learners (EL), Low Income (LI), Foster student engagement and mastery for each student engagement and mastery for each Youth (FY), Homeless Youth (HY) and student, including English Learners (EL), student, including English Learners (EL), Students With Disabilities (SWD). Low Income (LI), Foster Youth (FY), Low Income (LI), Foster Youth (FY),

Page 66 of 146 b. Professional development in California Homeless Youth (HY) and Students With Homeless Youth (HY) and Students With Standards aligned curriculum and district- Disabilities (SWD). Disabilities (SWD). wide initiatives with focus on effective initial instruction that leads to student b. Professional development continues in b. Professional development continues in engagement and mastery. California Standards aligned curriculum California Standards aligned curriculum and district-wide initiatives with focus on and district-wide initiatives with focus on c. Counselors (in-ratio 400:1) support each effective initial instruction that leads to effective initial instruction that leads to student to be on-course to graduate student engagement and mastery. student engagement and mastery. (No prepared for college and career. additional cost for this subaction) c. Counselors (in-ratio 400:1) continue to d. Progress of students toward Annual support each student to be on-course to c. Counselors (in-ratio 400:1) continue to Measurable Outcomes is monitored graduate prepared for college and career. support each student to be on-course to through a balanced assessment system, graduate prepared for college and career. including End-of-Course Exams, district d. Progress of students toward Annual provided performance tasks, and common Measurable Outcomes is continuously d. Progress of students toward Annual formative assessments. monitored through a balanced assessment Measurable Outcomes is continuously system, including End-of-Course Exams, monitored through a balanced assessment e. Offer courses and programs that district provided performance tasks, and system, including End-of-Course Exams, support college and career readiness (e.g. common formative assessments. district provided performance tasks, and AP, CTE Completion, EAP Proficiency, common formative assessments. (No etc) and increase the number of seniors e. Continue to offer courses and programs additional cost for this subaction) receiving the seal of biliteracy. that support college and career readiness (e.g. AP, CTE Completion, EAP e. Continue to offer courses and programs f. A comprehensive research-based ELD Proficiency, etc) and increase the number that support college and career readiness program aligned to ELA/ELD framework of seniors receiving the seal of biliteracy. (e.g. AP, CTE Completion, EAP ensures English Learners can accelerate Proficiency, etc) and increase the number their progress toward reclassification. f. A comprehensive research-based ELD of seniors receiving the seal of biliteracy. program aligned to ELA/ELD framework g. Implement the English Learner master continues to ensure English Learners can f. A comprehensive research-based ELD plan to meet the programmatic needs of accelerate their progress toward program aligned to ELA/ELD framework each English Learner. reclassification. continues to ensure English Learners can accelerate their progress toward h. Alternative educational opportunities g. Continue to implement the English reclassification. (No additional cost for this and programs provide differentiated Learner master plan to meet the subaction) learning environments that leads to programmatic needs of each English student engagement and mastery. Learner. g. Continue to implement the English (Palomar High(PH), Teen Parent Program, Learner master plan to meet the Options Secondary School(OSS), programmatic needs of each English Page 67 of 146 Community Day School, Independent h. Alternative educational opportunities Learner. (No additional cost for this Study, Learning Centers, East Hills and programs continue to provide subaction) Academy(EHA), Alta Vista differentiated learning environments that Academy(AVA)) leads to student engagement and mastery. h. Alternative educational opportunities (Palomar High(PH), Teen Parent Program, and programs continue to provide i. The Teacher Induction Program Options Secondary School(OSS), differentiated learning environments that develops teacher proficiency in the CA Community Day School, Independent leads to student engagement and mastery. Standards for the Teaching Profession Study, Learning Centers, East Hills (Palomar High(PH), Teen Parent Program, and the CA Content Standards through 1:1 Academy(EHA), Alta Vista Options Secondary School(OSS), mentoring, quarterly workshops, and Academy(AVA)) Community Day School, Independent online coursework. Study, Learning Centers, East Hills i. The Teacher Induction Program Academy(EHA), Alta Vista j. Under the direction of the District, each continues develops teacher proficiency in Academy(AVA)) site has Assistant Principals that ensure the CA Standards for the Teaching site programs are monitored, evaluated Profession and the CA Content Standards i. The Teacher Induction Program and supported. through 1:1 mentoring, quarterly continues develops teacher proficiency in workshops, and online coursework. the CA Standards for the Teaching k. Classified staff supports student Profession and the CA Content Standards engagement and mastery. j. Under the direction of the District, each through 1:1 mentoring, quarterly site has Assistant Principals that continue workshops, and online coursework. to ensure site programs are monitored, evaluated and supported. j. Under the direction of the District, each site has Assistant Principals that continue k. Classified staff continues to support to ensure site programs are monitored, student engagement and mastery. evaluated and supported.

k. Classified staff continues to support student engagement and mastery.

Budgeted Expenditures

Page 68 of 146 Year 2017-18 2018-19 2019-20 Amount $159,841,833 $166,841,387 $157,668,571.42 Source Base$159,841,833 Base$166,841,387 Base$157,668,571.42 Budget $159,841,833 0000:$166,841,387 Unrestricted 0000:$157,668,571.42 Unrestricted Reference a. objects 1100, 1200,2100,3000 a. objects 1100, 1200,2100,3000 a. objects 1100, 1200,2100,3000 Amount $11,464,618 $12,685,764 $12,329,268.01 Source Base$11,464,618 Base$12,685,764 Base$12,329,268.01 Budget $11,464,618 0000:$12,685,764 Unrestricted 0000:$12,329,268.01 Unrestricted Reference c. objects 1200,3000 c. objects 1200,3000 c. objects 1200,3000 Amount $16,659,480 $18,668,709 $18,017,791 Source Base$16,659,480 Base$18,668,709 Base$18,017,791 Budget $16,659,480 0000:$18,668,709 Unrestricted 0000:$18,017,791 Unrestricted Reference h. objects 1100, 1200, 1300, 2100, h. objects 1100, 1200, 1300, 2100, h. objects 1100, 1200, 1300, 2100, 2400, 2900, 3000 2400, 2900, 3000 2400, 2900, 3000 Amount $1,330,000 $127,670.89 Source Base$1,330,000 Base$127,670.89 Budget 0000:$1,330,000 Unrestricted 0000:$127,670.89 Unrestricted Reference i. Grant funded until 2018 i. Grant funded until 2018 Objects i. Grant funded until 2018 Objects 1100,2 1300,2400,3000 1100,2 1300,2400,3000 Amount $6,844,260 $8,045,490 $6,756,760.26 Source Base$6,844,260 Base$8,045,490 Base$6,756,760.26 Budget $6,844,260 $8,045,490 0000:$6,756,760.26 Unrestricted Reference j. objects 1300,3000 j. objects 1300,3000 j. objects 1300,3000 Assistant Principals Amount $12,086,565 $14,413,286 $15,668,450.67 Source Base$12,086,565 Base$14,413,286 Base$15,668,450.67 Budget $12,086,565 $14,413,286 0000:$15,668,450.67 Unrestricted Reference k. objects 2100, 2200, 2400, 2900, k. objects 2100, 2200, 2400, 2900, k. objects 2100, 2900, 3000 3000 3000

Page 69 of 146 Amount $2,375,077.24 Source LCFF$2,375,077.24 Base Budget 0000:$2,375,077.24 Unrestricted Reference e. CTE base funded staff Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) XEnglish Learners XLEA-wide XAll Schools XFoster Youth Specific Grade Spans: 1.2 g Homeless XLow Income students are served as well via this goal.

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XModified Action XModified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.2 Supplemental staffing ensures 1.2 Supplemental staffing continues to 1.2 Supplemental staffing continues to effective initial instruction, engagement ensure effective initial instruction, ensure effective initial instruction, and mastery for each student. engagement and mastery for each engagement and mastery for each student. student. a. Maintain lower student-teacher ratio of 28:1 to provide effective initial instruction, a. Continue to maintain lower student- a. Continue to maintain lower student- engagement and mastery for each teacher ratio of 28:1 to provide effective teacher ratio of 28:1 to provide effective student.

Page 70 of 146 initial instruction, engagement and initial instruction, engagement and b. Maintain lower student-teacher ratio in mastery for each student. mastery for each student. ELD classes of 25:1 to ensure English can accelerate their progress toward b. Continue to maintain lower student- b. Continue to maintain lower student- reclassification. teacher ratio in ELD classes of 25:1 to teacher ratio in ELD classes of 25:1 to ensure English can accelerate their ensure English can accelerate their c. Maintain lower student-counselor ratio progress toward reclassification. progress toward reclassification. of 360:1 to actively participate with intervention teams in the monitoring of c. Continue to maintain lower student- c. Continue to maintain lower student- EL, LI, FY, HY students and to provide counselor ratio of 360:1 to actively counselor ratio of 360:1 to actively additional time to meet with students and participate with intervention teams in the participate with intervention teams in the their parents regarding a 4-6year plan for monitoring of EL, LI, FY, HY students and monitoring of EL, LI, FY, HY students and each students success in college and to provide additional time to meet with to provide additional time to meet with career readiness. students and their parents regarding a 4- students and their parents regarding a 4-6 6year plan for each students success in year plan for each students success in d. District TOSAs, Site Curriculum and college and career readiness. college and career readiness. Instructional Specialists and resource teachers facilitate teacher instructional and d. District Curriculum and Instruction d. District TOSAs, Site Curriculum and curricular planning that addresses TOSAs, Site Curriculum and Instructional Instructional Specialists in Math and ELA, effective initial instruction that leads to Specialists and resource teachers and resource teachers continue to student engagement and mastery. continue to facilitate teacher instructional facilitate teacher instructional and and curricular planning that addresses curricular planning that addresses e. Paraprofessionals support students' effective initial instruction that leads to effective initial instruction that leads to individualized needs and support effective student engagement and mastery. student engagement and mastery. initial instruction that leads to student engagement and mastery. e. Paraprofessionals continue to support e. Paraprofessionals, college tutors and students' individualized needs and support bilingual testers, continue to support f. Site intervention specialists (CIS) effective initial instruction that leads to students' individualized needs and support monitor, coordinate, and implement student engagement and mastery. effective initial instruction that leads to interventions to assist EL, LI, FY, HY student engagement and mastery. College students with effective initial instruction f. Site intervention specialists (CIS) tutors support EL, LI, FY, and HY in the that leads to student engagement and continue to monitor, coordinate, and areas of Mathematics. The Bilingual mastery. implement interventions to assist EL, LI, Testers support primarily our EL who may FY, HY students with effective initial also be dual identified as LI, FY, and HY. g. Family Community Services Program instruction that leads to student Coordinator and support staff including a engagement and mastery. f. Site intervention specialists (CIS) Counselor on Special Assignment work continue to monitor, coordinate, and implement interventions to assist EL, LI, Page 71 of 146 with Foster Youth/Homeless Youth Site g. Family Community Services Program FY, HY students with effective initial Liaisons and programs. Coordinator and support staff including a instruction that leads to student Counselor on Special Assignment engagement and mastery. h. Blended Learning Specialists/Teacher continue to work with Foster librarians increase digital citizenship and Youth/Homeless Youth Site Liaisons and g. Support staff including a Counselor on support use of technology integration for programs. Special Assignment, and 2-3 student all students to acquire 21st Century Skills. program facilitators continue to work with h. Blended Learning Specialists/Teacher Foster Youth/Homeless Youth Site i. Library/media centers extend hours and librarians continue to increase digital Liaisons and programs. resources in order for teacher librarians to citizenship and support use of technology support all students before and after integration for all students to acquire 21st h. CTE teaching staff will support the school, including evening hours. Century Skills. implementation of college and career pathways for middle and high school j. District AVID TOSA(s) and site AVID i. Library/media centers continue to extend students. This will supplement the base coordinators work with site administrators, hours and resources in order for teacher CTE program and will principally support counselors, and students to implement the librarians to support all students, during, our EL, LI, FY, and HY students. AVID program including recruiting college before and after school, including evening tutors from local colleges and universities. hours. i. Library/media centers continue to extend hours and resources in order for teacher k. Counselors support students in all j. District AVID TOSA and site AVID librarians to support all students,during Learning Centers, Palomar High School, coordinators continue to work with site before and after school, including evening and Alta Vista Academy. administrators, counselors, and students hours.Teacher librarians continue to to implement the AVID program including increase digital citizenship and support l. Supplemental time for Assistant recruiting college tutors from local colleges use of technology integration for all Principals to work with unduplicated and universities. students to acquire 21st Century Skills. students and provide instructional leadership for all students with a focus on k. Counselors continue to support students j. District AVID TOSA and site AVID monitoring, evaluating, and accountability in all Learning Centers, Palomar High coordinators continue to work with site principally targeted toward EL, LI, FY and School, and Alta Vista Academy. administrators, counselors, and students HY students. to implement the AVID program including l. Additional Assistant Principals at 5 recruiting college tutors from local colleges m. Additional staffing/resources for Middle schools and funding provided for and universities. schools that are at "red" performance level current Assistant Principals continue to in math and other schools as determined provide instructional leadership for all k. Counselors continue to support students by need to ensure effective initial students with a focus on monitoring, in all Learning Centers, Palomar High instruction that leads to student evaluating, and accountability principally School, and Alta Vista Academy. (No engagement and mastery. targeted toward EL, LI, FY and HY additional cost for this subaction - this students. budget is included 1.2c) Page 72 of 146 n. District COSA facilitates college readiness planning and coordination m. Additional tutoring staff to support an l. Additional Assistant Principals at 5 including compact for success, college increase in performance level in math and Middle schools and funding provided for fairs and other events that foster access to to ensure effective initial instruction that current Assistant Principals continue to college. leads to student engagement and mastery. provide instructional leadership for all students with a focus on monitoring, n. District COSA facilitates college evaluating, and accountability principally readiness planning and coordination targeted toward EL, LI, FY and HY including compact for success, college students. The small sites would normally fairs and other events that foster access to only have one Assistant Principal college. assigned. This additional support ensures our neediest students will receive the supplemental resources as needed.

m. Additional tutoring staff to support an increase in performance level in math and to ensure effective initial instruction that leads to student engagement and mastery.

n. District COSA facilitates college readiness planning and coordination including compact for success, college fairs and other events that foster access to college.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $12,430,681 $10,546,322 $10,517,607 Source Supplemental$12,430,681 and Concentration Supplemental$10,546,322 and Concentration Supplemental$10,517,607 and Concentration Budget 1000-1999:$12,430,681 Certificated Personnel 1000-1999:$10,546,322 Certificated Personnel 1000-1999:$10,517,607 Certificated Personnel Reference Salaries Salaries Salaries a. Class Size Reduction a. Class Size Reduction a. Class Size Reduction

Page 73 of 146 Amount $4,350,000 $5,122,800 $3,191,171 Source Supplemental$4,350,000 and Concentration Supplemental$5,122,800 and Concentration Supplemental$3,191,171 and Concentration Budget 1000-1999:$4,350,000 Certificated Personnel 1000-1999:$5,122,800 Certificated Personnel 1000-1999:$3,191,171 Certificated Personnel Reference Salaries Salaries Salaries b. ELD additional class size b. ELD additional class size b. ELD additional class size reduction reduction reduction Amount $1,497,203 $1,767,995 $2,647,157.76 Source Supplemental$1,497,203 and Concentration Supplemental$1,767,995 and Concentration Supplemental$2,647,157.76 and Concentration Budget 1000-1999:$1,497,203 Certificated Personnel 1000-1999:$1,767,995 Certificated Personnel 1000-1999:$2,647,157.76 Certificated Personnel Reference Salaries Salaries Salaries c. Counselor caseload reduction c. Counselor caseload reduction c. Counselor caseload reduction Amount $2,302,000 $2,615,202 $1,541,626 Source Supplemental$2,302,000 and Concentration Supplemental$2,615,202 and Concentration Supplemental$1,541,626 and Concentration Budget 1000-1999:$2,302,000 Certificated Personnel 1000-1999:$2,615,202 Certificated Personnel 1000-1999:$1,541,626 Certificated Personnel Reference Salaries Salaries Salaries d. SEI TOSA 1/6th and SCS d. C&I TOSAs and SCS d. C&I TOSAs and SCS Amount $1,240,000 $1,113,384 $965,389.79 Source Supplemental$1,240,000 and Concentration Supplemental$1,113,384 and Concentration Supplemental$965,389.79 and Concentration Budget 2000-2999:$1,240,000 Classified Personnel 2000-2999:$1,113,384 Classified Personnel 2000-2999:$965,389.79 Classified Personnel Reference Salaries Salaries Salaries e. Bilingual Testers and College e. Bilingual Testers and College e. Bilingual Testers and College Tutors Tutors Tutors Amount $2,985,268 $3,250,774 $2,910,539 Source Supplemental$2,985,268 and Concentration Supplemental$3,250,774 and Concentration Supplemental$2,910,539 and Concentration Budget 1000-1999:$2,985,268 Certificated Personnel 1000-1999:$3,250,774 Certificated Personnel 1000-1999:$2,910,539 Certificated Personnel Reference Salaries Salaries Salaries f. CIS (Includes AVA, PAH and EHA, f. CIS (Includes AVA, PAH and EHA, f. CIS (Includes AVA, PAH and EHA, BLS/SCS allocation) BLS/SCS allocation) BLS/SCS allocation)

Page 74 of 146 Amount $879,658 $841,075 $2,870,349 Source Supplemental$879,658 and Concentration Supplemental$841,075 and Concentration Supplemental$2,870,349 and Concentration Budget 1000-1999:$879,658 Certificated Personnel 1000-1999:$841,075 Certificated Personnel 1000-1999:$2,870,349 Certificated Personnel Reference Salaries Salaries Salaries g. FY/HY Staff (Coordinator, g. FY/HY Staff (Counselor, SPF, l. Assistant Principals 0.2 FTE each Counselor, SPF, Mental Health Mental Health Specialist) + 5 FTE (CPM,MOM,MVA,NCM & Specialist) SOM) Amount $1,175,248 $1,208,375 $1,117,188 Source Supplemental$1,175,248 and Concentration Supplemental$1,208,375 and Concentration Supplemental$1,117,188 and Concentration Budget 1000-1999:$1,175,248 Certificated Personnel 1000-1999:$1,208,375 Certificated Personnel 1000-1999:$1,117,188 Certificated Personnel Reference Salaries Salaries Salaries h. BLS h. Blended Learning Specialists h. CTE FTEs 12.2 Amount $250,000 $1,459,494 $3,072,195 Source Supplemental$250,000 and Concentration Supplemental$1,459,494 and Concentration Supplemental$3,072,195 and Concentration Budget 4000-4999:$250,000 Books And Supplies 4000-4999:$1,459,494 Books And Supplies 4000-4999:$3,072,195 Books And Supplies Reference i. Extended Library & Supplies i. Extended Library, librarian FTE .4 i. Extended Library, librarian FTE .4 & Supplies & Supplies Amount $1,000,000 $1,000,000 $600,000 Source Supplemental$1,000,000 and Concentration Supplemental$1,000,000 and Concentration Supplemental$600,000 and Concentration Budget 1000-1999:$1,000,000 Certificated Personnel 1000-1999:$1,000,000 Certificated Personnel 1000-1999:$600,000 Certificated Personnel Reference Salaries Salaries Salaries j. AVID j. AVID j. AVID Amount $997,184 $886,311 $886,311 Source Supplemental$997,184 and Concentration Supplemental$886,311 and Concentration Supplemental$886,311 and Concentration Budget 1000-1999:$997,184 Certificated Personnel 1000-1999:$886,311 Certificated Personnel 1000-1999:$886,311 Certificated Personnel Reference Salaries Salaries Salaries K. Counselors Learning Centers and K. Counselors Learning Centers and K. Counselors Learning Centers and AVA & PAH AVA & PAH AVA & PAH

Page 75 of 146 Amount $2,774,112 $2,463,428 $2,463,428 Source Supplemental$2,774,112 and Concentration Supplemental$2,463,428 and Concentration Supplemental$2,463,428 and Concentration Budget 1000-1999:$2,774,112 Certificated Personnel 1000-1999:$2,463,428 Certificated Personnel 1000-1999:$2,463,428 Certificated Personnel Reference Salaries Salaries Salaries l. Additional Assistant Principal (5 l. Additional Assistant Principal (5 l. Additional Assistant Principal (5 and .2 at each site) and .2 at each site) and .2 at each site) Amount $225,000 $500,000 $500,000 Source Supplemental$225,000 and Concentration Supplemental$500,000 and Concentration Supplemental$500,000 and Concentration Budget $225,000 2000-2999:$500,000 Classified Personnel 2000-2999:$500,000 Classified Personnel Reference m. Additional FTE's/resources at: Salaries Salaries MVA ,CPM , SOM m. Math tutors m. Math tutors Amount $180,000 $206,489 $206,489 Source Supplemental$180,000 and Concentration Supplemental$206,489 and Concentration Supplemental$206,489 and Concentration Budget 1000-1999:$180,000 Certificated Personnel 1000-1999:$206,489 Certificated Personnel 1000-1999:$206,489 Certificated Personnel Reference Salaries Salaries Salaries n. COSA for College and Career n. COSA for College and Career n. COSA for College and Career Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) XEnglish Learners XLEA-wide XAll Schools XFoster Youth XLow Income

Page 76 of 146 Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XModified Action XModified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.3 Provide Targeted/Supplemental 1.3 Continue to provide 1.3 Continue to provide interventions and support for teaching and Targeted/Supplemental interventions and Targeted/Supplemental interventions and learning to unduplicated student groups(LI, support for teaching and learning to support for teaching and learning to EL, FY, HY, SWD): unduplicated student groups(LI, EL, FY, unduplicated student groups(LI, EL, FY, HY, SWD): HY, SWD): a. Assist students in achieving standards by purchasing supplemental instructional a. Continue to assist students in achieving a. Continue to assist students in achieving materials. standards by purchasing supplemental standards by purchasing supplemental instructional materials and ensuring instructional materials and ensuring b. Ensure additional academic support to access to college readiness assessments. access to college readiness assessments.. students through site level integrated and extended day/week/year interventions. b. Continue to ensure additional academic b. Continue to ensure additional academic support to students through site level support to students through site level c.Ensure additional academic support to integrated and extended day/week/year integrated and extended day/week/year students by providing summer school interventions. interventions. Additionally, provide opportunities. intensified supports for 3 middle schools to c. Continue to ensure additional academic target neediest students in the area of d. Professional development is provided to support to students by providing summer mathematics achievement. provide staff with additional ways of school opportunities. supporting unduplicated students via c. Continue to ensure additional academic district-wide initiatives with a focus on d. Professional development is continually support to students by providing summer literacy skills, quality first instruction, provided in California Standards aligned school opportunities. mastery, social-emotional needs, and curriculum and in district-wide initiatives technology enhanced instruction. with a focus on literacy skills, quality first d. Professional development is continually instruction, mastery, social-emotional provided in California Standards aligned e. Provide summary data to staff on needs, and technology enhanced curriculum and in district-wide initiatives multiple measures of performance by instruction. with a focus on literacy skills, quality first school, paired with professional instruction, mastery, social-emotional development opportunities to share best e. Increase R&E staffing and continue to needs, and technology enhanced practices, participate in co-learning provide summary data to staff on multiple instruction.

Page 77 of 146 activities, and deepen our knowledge of measures of performance by school, effective teaching and learning. paired with professional development e. Maintain R&E staffing and continue to opportunities to share best practices, provide summary data to staff on multiple f. Expanded College and Career participate in co-learning activities, and measures of performance by school, Readiness activities, workshops and deepen our knowledge of effective paired with professional development meetings provide support for students who teaching and learning. opportunities to share best practices, may need additional support to explore participate in co-learning activities, and and build skills for post-secondary f. College and Career Readiness activities, deepen our knowledge of effective educational and career opportunities. workshops and meetings continue to teaching and learning. provide support for students to explore g. Office of State and Federal Programs and build skills for post-secondary f. College and Career Readiness activities, provides district wide technical assistance, educational and career opportunities. workshops and meetings continue to professional development support, and provide support for students to explore guidance toward meeting Title I, Title III, g. Office of State and Federal Programs and build skills for post-secondary and LCAP goals and initiatives. continues to provide district wide technical educational and career opportunities. assistance, professional development support, and guidance toward meeting g. Office of State and Federal Programs Title I, Title III, and LCAP goals and continues to provide district wide technical initiatives. assistance, professional development support, and guidance towards meeting Title I, Title III, and LCAP goals and initiatives. The Office of State and Federal programs is funded by Title I, General Fund, and Supplemental and concentration funds.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,291,397 $1,434,400 $841,800 Source Supplemental$1,291,397 and Concentration Supplemental$1,434,400 and Concentration Supplemental$841,800 and Concentration Budget 4000-4999:$1,291,397 Books And Supplies 4000-4999:$1,434,400 Books And Supplies 4000-4999:$841,800 Books And Supplies Reference a. Supplemental Materials (Software a. Supplemental Materials (Software a. Supplemental Materials (Software District Wide) District Wide, PSAT, Advanced District Wide, PSAT, Advanced Placement test subsidy) Placement test subsidy)

Page 78 of 146 Amount $1,000,000 $1,000,000 $723,854 Source Supplemental$1,000,000 and Concentration Supplemental$1,000,000 and Concentration Supplemental$723,854 and Concentration Budget 1000-1999:$1,000,000 Certificated Personnel 1000-1999:$1,000,000 Certificated Personnel 1000-1999:$723,854 Certificated Personnel Reference Salaries Salaries Salaries b. Credit recovery and Intervention b. Credit recovery and Intervention b. Credit recovery and Intervention Amount $1,100,000 $1,753,000 $600,000 Source Supplemental$1,100,000 and Concentration Supplemental$1,753,000 and Concentration Supplemental$600,000 and Concentration Budget 1000-1999:$1,100,000 Certificated Personnel 1000-1999:$1,753,000 Certificated Personnel 1000-1999:$600,000 Certificated Personnel Reference Salaries Salaries Salaries c. Summer School c. Summer School c. Summer School Amount $3,475,000 $3,500,000 $1,330,000 Source Supplemental$3,475,000 and Concentration Supplemental$3,500,000 and Concentration Supplemental$1,330,000 and Concentration Budget 1000-1999:$3,475,000 Certificated Personnel 1000-1999:$3,500,000 Certificated Personnel 1000-1999:$1,330,000 Certificated Personnel Reference Salaries Salaries Salaries d. 3 days $3M; 2 days for core per d. 3 days $3M; 2 days for core per d. 1 day $1M; 1 days for core per site$400K; Teaching and Learning site$500K; Teaching and Learning site$200k; 1 Release PD day 50k, Division$75K Division$75K; Science, Math and Teaching and Learning 80k ELD pullouts. Amount $50,000 $345,193 $301,351 Source Supplemental$50,000 and Concentration Supplemental$345,193 and Concentration Supplemental$301,351 and Concentration Budget 5800:$50,000 Professional/Consulting 5800:$345,193 Professional/Consulting 5800:$301,351 Professional/Consulting Reference Services And Operating Services And Operating Services And Operating Expenditures Expenditures Expenditures e. CORE Collaborative e. CORE Collaborative, R&E staffing e. CORE Collaborative, R&E staffing& Data Mgt Amount $65,000 $64,000 $242,000 Source Supplemental$65,000 and Concentration Supplemental$64,000 and Concentration Supplemental$242,000 and Concentration Budget 1000-1999:$65,000 Certificated Personnel 1000-1999:$64,000 Certificated Personnel 1000-1999:$242,000 Certificated Personnel Reference Salaries Salaries Salaries f. College and Career Readiness f. College and Career Readiness f. College and Career Readiness 64k & COSA

Page 79 of 146 Amount $770,233 $825,436 $890,519 Source Supplemental$770,233 and Concentration Supplemental$825,436 and Concentration Supplemental$890,519 and Concentration Budget 1000-1999:$770,233 Certificated Personnel 1000-1999:$825,436 Certificated Personnel 1000-1999:$890,519 Certificated Personnel Reference Salaries Salaries Salaries g. Staff g. State & Federal Staff g. State & Federal Staff - funded by Title I, General Fund, and Supplemental and concentration funds Budget Reference

Page 80 of 146 Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

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

Goal 2 Create a safe and healthy learning environment for each student by building a culture of equity and a positive climate that promotes excellence throughout the district.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) Local Priorities:

Identified Need: Based on the review of our Dashboard data, our greatest needs regarding Goal 2 metrics is in the area of suspension rate currently at 5.5%. Based on internal data we have identified chronic absenteeism as an area of need (currently over 600 students). Initiatives to address the suspension rate and chronic absenteeism are addressed in Goals 1 and 2. Based on a review of 2016-17 CHKS data, we need to increase school contentedness (currently at 52%)and students feeling safe (currently at 62%). Initiatives to address school climate, culture, contentedness and feeling safe are addressed throughout Goal 2.

Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Attendance Rate SUHSD Attendance District-wide attendance District-wide attendance District-wide attendance data 96.71%. rate will increase by rate will increase by rate will increase by .5%. Data will be .5%. Data will be .5%. Data will be disaggregated to disaggregated to disaggregated to analyze equity gaps. analyze equity gaps. analyze equity gaps. Chronic Absenteeism Data will be provided in Chronic absenteeism Chronic absenteeism Chronic absenteeism a Fall 2017 to establish will decrease by 1%. will decrease by 1%. will decrease by 1%. a district baseline. Data will be Data will be Data will be

Page 81 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 *Internal data is disaggregated to disaggregated to disaggregated to measured at the site analyze equity gaps. analyze equity gaps. analyze equity gaps. level on an ongoing basis. Currently we have identified over 600 chronically absent students.

Suspension & Expulsion SUHSD 2015-16 Decrease suspension Decrease suspension Decrease suspension Rate Suspension rate was rate by 1% and rate by 1% and rate by 1% and 5.5% scoring in the decrease the total decrease the total decrease the total Yellow Performance number of expulsions by number of expulsions by number of expulsions by level. Baseline: There 20%. Data will be 20%. Data will be 20%. Data will be were 33 Expulsions in disaggregated to disaggregated to disaggregated to 2016-17. analyze equity gaps. analyze equity gaps. analyze equity gaps. Dropout Rate SUHSD Drop out rate Decrease both the Decrease both the Decrease both the for 2015-16 was 6.3% middle and the high middle and the high middle and the high school dropout rate by school dropout rate by school dropout rate by 1%. Data will be 1%.Data will be 1%. Data will be disaggregated to disaggregated to disaggregated to analyze equity gaps. analyze equity gaps. analyze equity gaps. Graduation Rate SUHSD 2015-16 Increase high school Increase high school Increase high school Graduation rate was graduation rate by 2%. graduation rate by 2%. graduation rate by 2%. 86.5% scoring in the Data will be Data will be Data will be Green Performance disaggregated to disaggregated to disaggregated to level an increase of analyze equity gaps. analyze equity gaps. analyze equity gaps. 1.3% from 2014-15. Climate/Culture 2016-17 California Each student will feel Each student will feel Each student will feel Healthy Kids Survey safe and connected at safe and connected at safe and connected at (CHKS) reports indicate school as measured by school as measured by school as measured by 52% of students feel an increase of 5% of an increase of 5% of an increase of 5% of connected and 62% feel those reporting to feel those reporting to feel those reporting to feel safe at school. “Happy and Safe at “Happy and Safe at “Happy and Safe at School” on local climate School’ on local climate School’ on local climate measures including measures including measures including

Page 82 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 surveys such as the surveys such as the surveys such as the California Health Kids California Health Kids California Health Kids Survey Survey Survey (CHKS)**measured (CHKS)**measured in (CHKS)**measured in every other year. 2018-19 2018-19

Student Campus Student Campus Engagement will be Engagement will be measured by student measured by student participation in sports, participation in sports, clubs and other clubs and other organized school organized school activities. A baseline will activities with a 5% be set in 2018-19. Data increase from the will be disaggregated to baseline. Data will be analyze equity gaps. disaggregated to analyze equity gaps.

Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed. startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) X All X All Schools X Students with Disabilities

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)

Page 83 of 146 [Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XUnchanged Action XModified Action XModified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.1 District base program ensures a safe 2.1 District base program continues to 2.1 District base program continues to and healthy learning environment for all ensure a safe and healthy learning ensure a safe and healthy learning students: environment for all students: environment for all students: a. Maintain clean and safe school a. Continue to maintain clean and safe a. Continue to maintain clean and safe campuses by providing appropriate school campuses by providing appropriate school campuses by providing appropriate staffing (custodians, gardeners). staffing (custodians, gardeners). staffing (custodians, gardeners). b. Support a safe and secure campus by b. Continue to support a safe and secure b. Continue to support a safe and secure providing appropriate security staffing campus by providing appropriate security campus by providing appropriate security including assistant principals, campus staffing including assistant principals, staffing including assistant principals, assistants, and School Resource Officers campus assistants, and School Resource campus assistants, and School Resource and necessary technology. Officers and necessary technology. Officers and necessary technology. Transportation for students is provided to Transportation for students is provided to c. Ensure that all students have access to ensure a safe route to school. ensure a safe route to school. trained staff to support their social, emotional and health needs, including LI, c. Continue to ensure that all students c. Continue to ensure that all students EL, FY, HY, SWD. have access to trained staff to support have access to trained staff to support their social, emotional and health needs, their social, emotional and health needs, d. Create opportunities for students to including LI, EL, FY, HY, SWD. including LI, EL, FY, HY, SWD. increase connectedness to school through exploration, participation in school clubs, d. Increase opportunities for students to d.Continue to increase opportunities for groups, organizations, etc. to build improve connectedness to school through students to improve connectedness to climate/culture. exploration, participation in school clubs, school through exploration, participation in groups, organizations, etc. to build school clubs, groups, organizations, etc. to e. Provide administrative training and climate/culture, including LI, EL, HY, FY, build climate/culture, including LI, EL, HY, professional development to reduce SWD. FY, SWD.

Page 84 of 146 suspension/expulsion rates and increase e. Continue to provide administrative e. Continue to provide administrative attendance and graduation rates. training and professional development to training and professional development to reduce suspension/expulsion rates and reduce suspension/expulsion rates and f. Maintain district and site websites and increase attendance and graduation rates. increase attendance and graduation rates. phone call system to publicize community events to increase student and parent f. Continue to maintain district and site f. Continue to maintain district and site involvement as stakeholders (i.e. VAPA, websites and phone call system to websites and phone call system to Open House, Sports events, AVID night, publicize community events to increase publicize community events to increase College Fair, etc) student and parent involvement as student and parent involvement as stakeholders (i.e. VAPA, Open House, stakeholders (i.e. VAPA, Open House, Sports events, AVID night, College Fair, Sports events, AVID night, College Fair, etc) etc)

g. Staff supports attendance follow up, monitoring and record keeping.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $15,126,043 $16,559,895 $14,314,075.04 Source Base$15,126,043 Base$16,559,895 Base$14,314,075.04 Budget $15,126,043 $16,559,895 $14,314,075.04 Reference a. objects 2200, 2900, 3000 a. objects 2200, 2900, 3000 a. objects 2200, 2900, 3000 Amount $3,596,631 $2,500,057 $3,432,470.53 Source Base$3,596,631 Base$2,500,057 Base$3,432,470.53 Budget $3,596,631 $2,500,057 $3,432,470.53 Reference b. objects 2900, 3000 b. objects 2900, 3000 b. objects 2900, 3000 Amount $4,625,053 $5,614,987 $2,020,050.85 Source Base$4,625,053 Base$5,614,987 Base$2,020,050.85 Budget $4,625,053 $5,614,987 $2,020,050.85 Reference c. Object 1200, 3000 c. Object 1200, 3000 c. Object 1221,1291-3000

Page 85 of 146 Amount $3,831,239 $3,034,362.50 Source Base$3,831,239 Base$3,034,362.50 Budget 5700-5799:$3,831,239 Transfers Of Direct 5700-5799:$3,034,362.50 Transfers Of Direct Reference Costs Costs b.Transportation d. Transportation Amount $1,750,241.52 Source LCFF$1,750,241.52 Base Budget 2000-2999:$1,750,241.52 Classified Personnel Reference Salaries g. Attendance clerks Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) XEnglish Learners XLEA-wide XAll Schools XFoster Youth Specific Schools: 2.2a -Except BVH, ELM, XLow Income ELH, ORH, and RDR.; all other goals - all sites Specific Grade Spans: Homeless and SWD students are served as well via this goal.

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XModified Action XModified Action

Page 86 of 146 2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.2 Supplemental staff and services 2.2 Supplemental staff and services 2.2 Supplemental staff and services ensure a safe and healthy learning continue to ensure a safe and healthy continue to ensure a safe and healthy environment for all students: learning environment for all students: learning environment for all students: a. TOSA coordinates and provide staff a. TOSA continues to coordinate and a. Afterschool Programs TOSA continues development for after school programs to provide staff development for after school to coordinate and provide staff support all students, including EL, LI, FY, programs to support all students, including development and suupports for after HY. EL, LI, FY, HY. school programs to support all students, including EL, LI, FY, HY. This position b. Designated staff organize extended b. Designated staff continues to organize supports all BVH, ELM, ELH, ORH, and day and extended year activities and extracurricular activities that foster student RDR. transportation that foster student engagement and support including EL, LI, engagement and support including EL, LI, FY, HY. Subsidized transportation for b. Designated staff continues to organize FY, HY. students is provided to ensure a safe route extracurricular activities that foster student to school. engagement and support including EL, LI, c. Provide extra duty for classified staff to FY, HY. support after school programs and c. Continue to provide custodial staff to activities that provide additional academic support after school programs and c. Continue to provide custodial staff to and social emotional support for activities. support after school programs and unduplicated students. activities. d. Mental Health Staff continues to provide d. Mental Health Staff provides social and social and emotional support to all d. Mental Health Staff continues to provide emotional support to all students with a students with a focus on El, FY, HY, LI social and emotional support to all focus on El, FY, HY, LI students with a focus on El, FY, HY, LI e. Administrators, teachers, counselors, e. Administrators, teachers, counselors, and classified staff continue to receive e. Administrators, teachers, counselors, and classified staff receive professional professional growth opportunities in the and classified staff continue to receive growth opportunities in the appropriate appropriate skills in order to provide an professional growth opportunities in the skills in order to provide an optimal optimal learning environment for students appropriate skills in order to provide an learning environment for students and and staff. (Trauma Informed Care Series optimal learning environment for students staff. (Trauma Informed Care Series and and other trainings) and staff. (Trauma Informed Care Series other trainings) (Funded in 2.3 c) and other trainings) f. District nurses and psychologists f. District nurses and psychologists provide continue to provide physical and mental f. District nurses and psychologists physical and mental health, support social- health, support social-emotional wellbeing continue to provide physical and mental emotional wellbeing of all students, and health, support social-emotional well-being

Page 87 of 146 provide a targeted focus for EL, LI. FY and of all students, and provide a targeted of all students, and provide a targeted HY students. focus for EL, LI. FY and HY students. focus for EL, LI. FY and HY students. g. TOSAs and Site resource teachers to g. TOSAs continue to support equity plan, g. Equity department TOSAs and Site support equity plan, health and wellness. health and wellness. resource teachers (.4 at 3 sites) continue to support equity plan, health and wellness. Attendance Coordinators will support students.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $839,862 $894,888 $621,413 Source Supplemental$839,862 and Concentration Supplemental$894,888 and Concentration Supplemental$621,413 and Concentration Budget 1000-1999:$839,862 Certificated Personnel 1000-1999:$894,888 Certificated Personnel 1000-1999:$621,413 Certificated Personnel Reference Salaries Salaries Salaries a. BASP Coordinators a. ASP Coordinators a. ASP Coordinators Amount $65,000 $818,278 $0 Source Supplemental$65,000 and Concentration Supplemental$818,278 and Concentration Supplemental$0 and Concentration Budget 5000-5999:$65,000 Services And Other 5000-5999:$818,278 Services And Other 5000-5999:$0 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures b. ASP transportation $15K; Bridge b. ASP transportation $7,500 Ed b. No funding attributed programs and additional after school Exp; Bridge programs and additional programs at designated sites $50K after school programs at designated sites $50K. Transportation subsidy $760,778 Amount $25,000 $25,000 $25,000 Source Supplemental$25,000 and Concentration Supplemental$25,000 and Concentration Supplemental$25,000 and Concentration Budget 2000-2999:$25,000 Classified Personnel 2000-2999:$25,000 Classified Personnel 2000-2999:$25,000 Classified Personnel Reference Salaries Salaries Salaries c. Custodial Extra Duty c. Custodial Services C. Custodial Services

Page 88 of 146 Amount $325,000 $410,000 $352,586 Source Supplemental$325,000 and Concentration Supplemental$410,000 and Concentration Supplemental$352,586 and Concentration Budget 5800:$325,000 Professional/Consulting 5800:$410,000 Professional/Consulting 5800:$352,586 Professional/Consulting Reference Services And Operating Services And Operating Services And Operating Expenditures Expenditures Expenditures d. Contracts with Medical d. Contracts with Medical d. Contracts with Medical Collaborative (and PAH Mindfulness) Collaborative (and PAH Mindfulness) Collaborative (and PAH Mindfulness) Amount $1,420,944 $1,449,774 $4,410,861 Source Supplemental$1,420,944 and Concentration Supplemental$1,449,774 and Concentration Supplemental$4,410,861 and Concentration Budget 1000-1999:$1,420,944 Certificated Personnel 1000-1999:$1,449,774 Certificated Personnel 1000-1999:$4,410,861 Certificated Personnel Reference Salaries Salaries Salaries f. Nurses and Psychologists .2 f. Nurses and Psychologists .2 f. Nurses and Psychologists Amount $475,000 $450,000 $1,308,863 Source Supplemental$475,000 and Concentration Supplemental$450,000 and Concentration Supplemental$1,308,863 and Concentration Budget 1000-1999:$475,000 Certificated Personnel 1000-1999:$450,000 Certificated Personnel 1000-1999:$1,308,863 Certificated Personnel Reference Salaries Salaries Salaries g. Restorative TOSAs and Resource g. 3 Restorative TOSAs, PE and g. 3 Restorative TOSAs , .4 resource teachers, PE and Health TOSAs. Health TOSAs. equity teachers at 3 sites; PE .2 and Health .4 TOSAs. Amount $999,352 Source Supplemental$999,352 and Concentration Budget 1000-1999:$999,352 Certificated Personnel Reference Salaries g.TOSA to support equity plan Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add Students to be Served selection here] [Add Location(s) selection here]

OR

Page 89 of 146 For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) XEnglish Learners XLEA-wide XAll Schools XFoster Youth Specific Grade Spans: 2.3a "O" room at XLow Income Middle Schools grades 7-8; 2.3b - all schools; 2.3 c all high schools; 2.3 d all schools;

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XModified Action XUnchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.3 Systematic support services for all 2.3 Systematic support services for all 2.3 Systematic support services for all students to build a culture of equity: students continues to build a culture of students continues to build a culture of equity: equity: a. Implement a district wide plan for alternative behavior management systems a. Refine the district wide plan for a. Continue to refine the district wide plan such as Restorative Practices. (Funded in alternative behavior management systems for alternative behavior management 2.3 c) such as Restorative Practices, including systems such as Restorative Practices, refocusing the "O" Room at each middle including refocusing the "O" Room at each b. Continue to provide training for site school campus to focus on Restorative middle school campus to focus on personnel to appropriately respond to Practices. Restorative Practices. unduplicated students in crisis, social emotional needs, conflict resolution b. Continue to provide training for site b. Continue to provide training for site referrals, victims of bullying, social media, personnel to appropriately respond to personnel to appropriately respond to etc. (Funded in 2.3 c) students in crisis, social emotional needs, students in crisis, social emotional needs, conflict resolution referrals, victims of conflict resolution referrals, victims of c. To promote positive school culture and bullying, social media, etc. bullying, social media, etc. contentedness to accelerate the success of unduplicated students, the Office of c. Office of Equity, Culture, and Student c. Office of Equity, Culture, and Student Equity, Culture, and Student Services will Services implements year 3 of the Equity Services implements year 4 of the Equity provide professional development, Plan and facilitates ongoing Equity Plan and facilitates ongoing Equity

Page 90 of 146 resources and needed supplies (2.3 a and surveys and site visits. Key staff such as surveys and site visits. Key staff such as b.) and facilitates ongoing Equity surveys ASB certificated staff, campus assistants, ASB certificated staff, campus assistants, and site visits. Athletic Directors will be partially funded in Athletic Directors, and Attendance support of this work. Coordinators will be partially funded in d. Teacher librarians continue to provide support of this work. safe and engaging physical spaces for d. Teacher librarians continue to provide students that support diversity and a safe and engaging physical spaces for d. Teacher librarians continue to provide sense of belonging, facilitate activities that students that support diversity and a safe and engaging physical spaces for support technology and literacy, and sense of belonging, facilitate activities that students that support diversity and a provide safe "virtual spaces" through support technology and literacy, and sense of belonging, facilitate activities that grade-appropriate online resources. provide safe "virtual spaces" through support technology and literacy, and (Funded in Goal 1) grade-appropriate online resources. provide safe "virtual spaces" through (Funded in Goal 1) grade-appropriate online resources. (Funded in Goal 1)

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 120,000 $120,000 $186,056 Source Supplemental120,000 and Concentration Supplemental$120,000 and Concentration Supplemental$186,056 and Concentration Budget 5800:120,000 Professional/Consulting 5800:$120,000 Professional/Consulting 5800:$186,056 Professional/Consulting Reference Services And Operating Services And Operating Services And Operating Expenditures Expenditures Expenditures c. professional development c. professional development c. professional development consultants consultants consultants Amount 10,000 $52,000 $0 Source Supplemental10,000 and Concentration Supplemental$52,000 and Concentration Supplemental$0 and Concentration Budget 4000-4999:10,000 Books And Supplies 4000-4999:$52,000 Books And Supplies 4000-4999:$0 Books And Supplies Reference c. training materials, supplies and c. training materials, supplies and c. training materials, supplies and books books books

Page 91 of 146 Amount 47,000 $47,000 $0 Source Supplemental47,000 and Concentration Supplemental$47,000 and Concentration Supplemental$0 and Concentration Budget 1000-1999:47,000 Certificated Personnel 1000-1999:$47,000 Certificated Personnel 1000-1999:$0 Certificated Personnel Reference Salaries Salaries Salaries c.Substitute teachers (PD) and extra c.Substitute teachers (PD) and extra c.Substitute teachers (PD) and extra duty duty duty Amount $2,366,956 $3,135,810 Source Supplemental$2,366,956 and Concentration Supplemental$3,135,810 and Concentration Budget 1000-1999:$2,366,956 Certificated Personnel 1000-1999:$3,135,810 Certificated Personnel Reference Salaries Salaries c. ASB and Athletics Directors at .4 c. ASB's, AthletiC TOSA& Athletic Directors Amount $685,291 $2,038,778.57 Source Supplemental$685,291 and Concentration Supplemental$2,038,778.57 and Concentration Budget 2000-2999:$685,291 Classified Personnel 2000-2999:$2,038,778.57 Classified Personnel Reference Salaries Salaries c. Campus Assistants at .2 c. Campus Assistants Amount $801,435 $820,772 Source Supplemental$801,435 and Concentration Supplemental$820,772 and Concentration Budget 1000-1999:$801,435 Certificated Personnel 1000-1999:$820,772 Certificated Personnel Reference Salaries Salaries a. "O" room teachers .6 FTE at all a. "O" room teachers .6 FTE at all Middle schools Middle schools

Page 92 of 146 Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

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

Goal 3 Foster and honor parent/guardian and community engagement to support excellence in each student's success.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 3: Parental Involvement (Engagement) Local Priorities:

Identified Need: To reach the metrics in Goals 1 and 2, improved services and information for parents and the community are needed to ensure our students are college and career ready. Through site and district level feedback/input opportunities, parents of ELs via ELAC, and DELAC; parents of LI students via DPAC and Site Title I committees and through LCAP parent feedback parents of SWD have indicated the following needs: offer trainings on how to empower parents, use social media as outreach, invite college students and other college personnel to present at parent meetings, provide alternative times/locations for parents to be able to attend events/meetings, increase number of parent volunteers, keep communication open between site/district/parent.

Hanover survey data gathered in 2017-18 indicate we have a need to increase parent and community involvement as this area findings from the survey indicated "neutral", the overall perception and overall satisfaction results was also "neutral". Our identified need is to increase these area ratings from "neutral" to "positive". Familiarity with the LCAP was rated as in "development", we need to improve this area to a response of "neutral" or better.

Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Meeting Sign Ins SUHSD 2015-16 had The district and the The district and the The district and the 6566 parents attend site school sites will plan school sites will plan school sites will plan activities, an increase of and promote outreach and promote outreach and promote outreach

Page 93 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 19.62% of parents activities and activities and activities and attending site events in educational programs to educational programs to educational programs to 2014-15. address parent needs address parent needs address parent needs as evidenced by an as evidenced by an as evidenced by an increase in participation increase in participation increase in participation of 5% in district and site of 5% in district and site of 5% in district and site organized outreach and organized outreach and organized outreach and educational programs educational programs educational programs such as: Open House, such as: Open House, such as: Open House, parent/teacher or parent/teacher or parent/teacher or parent/counselor parent/counselor parent/counselor conferences, curriculum conferences, curriculum conferences, curriculum nights, district college nights, district college nights, district college fair, FAFSA meetings, fair, FAFSA meetings, fair, FAFSA meetings, and Compact for and Compact for and Compact for Success meetings as Success meetings as Success meetings as compared to 2015-16 compared to 2016 compared to 2016 baseline data. Data will baseline data. Data will baseline data. Data will be analyzed at both the be analyzed at both the be analyzed at both the LEA and school site LEA and school site LEA and school site level. level. level. Hanover Survey Results Hanover data regarding Increase positive Increase positive Increase positive involvement: parent/community parent/community parent/community 2015-16: 41% feedback on the Parent feedback on the Parent feedback on the Parent 2016-2017: 52% and Community and Community and Community Involvement section Involvement section Involvement section (agree and strongly (agree and strongly (agree and strongly agree) on the Hanover agree) on the Hanover agree) on the Hanover Survey as compared to Survey as compared to Survey as compared to the baseline data the baseline data the 2017-18 results by administered in 2016-17 administered in 2016-17 having the "neutral" by 5%. Data will be by 5%. Data will be areas improve to analyzed at both the analyzed at both the "positive" and the area LEA and school site LEA and school site resulting in level. level. In 2017-18 8 "development" to areas on the Hanover improve to "neutral" or were responded to by better. Data will be Page 94 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 parents and community, analyzed at both the of these 3 resulted in LEA and school site responses of "positive", level. 4 resulted in responses of "neutral" and 1 resulted in response of "development". Event data Baseline will be Increase the number of Number of events and Increase by 5% or established in 2017-18 events and opportunities opportunities where maintain the number of where parents/community have events and opportunities parents/community have input into site and where input into site and district decision making parents/community have district decision making will maintain or increase input into site and as compared to 2016-17 from the 2017-18 district decision making baseline data. Data will baseline data. District as compared to baseline be analyzed at both the events = 18 parent data. Data will be LEA and school site advisory meetings, 1 analyzed at both the level. State of the District LEA and school site event. Sites held 397 level. events where input was gathered. Walk Through Baseline will be Increase the perception Increase the perception Increase the perception Observations established in 2017-18 of welcoming and of welcoming and of welcoming and inviting campuses that inviting campuses that inviting campuses that foster learning and build foster learning and build foster learning and build a sense of community. a sense of community. a sense of community. 17-18 will be a baseline Our 17-18 baseline data Build from the 18-19 year. was not gathered as baseline data. Data from planned. In 2018-19 walk-throughs, quick data from walk- links with satisfaction throughs, will be surveys. measured through quick links with satisfaction surveys. Promote Parent The district will promote The district will promote The district will promote The district will promote Participation parent participation for parent participation for parent participation for parent participation for

Page 95 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 all students including all students including all students including all students including parents with exceptional parents of students with parents of students with parents of students with needs by using multiple exceptional needs and exceptional needs and exceptional needs and means of parents of unduplicated parents of unduplicated parents of unduplicated communication. students by using students by using students by using multiple means of multiple means of multiple means of communication. communication. SUHSD communication. had 6,800 social media Increase social media followers in 2017-18. followers by 5%.

Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed. startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) X All X All Schools X Students with Disabilities

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) [Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XModified Action XUnchanged Action

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

Page 96 of 146 3.1 District base programs foster parent 3.1 District base programs continue to 3.1 District base programs continue to and community engagement: foster parent and community engagement: foster parent and community engagement: a. Maintain and improve designated a. Maintain and improve designated a. Maintain and improve designated Parent Centers at district and assist sites Parent Centers at district and assist sites Parent Centers at district and assist sites that do not have one. that do not have one. that do not have one. b. Improve first impressions and a b. Continue to improve first impressions b. Continue to improve first impressions welcoming environment by ensuring and a welcoming environment by ensuring and a welcoming environment by ensuring quality customer service, a positive visual quality customer service, a positive visual quality customer service, a positive visual atmosphere, and bilingual support at sites atmosphere, and bilingual support at sites atmosphere, and bilingual support at sites to support primary language needs, district to support primary language needs, district to support primary language needs, district office, and community events. office, and community events. office, and community events. c. Update and maintain district and site c. Continue to update and maintain district c. Continue to update and maintain district websites with current and relevant and site websites with current and relevant and site websites with current and relevant information in various languages regarding information in various languages regarding information in various languages regarding staffing, calendar of events and programs staffing, calendar of events and programs staffing, calendar of events and programs offered. offered. offered. d. Include families and community in d. Continue to include families and d. Continue to include families and revisiting LCAP through a parallel process community in revisiting LCAP through a community in revisiting LCAP through a and continuous cycle of improvement. parallel process and continuous cycle of parallel process and continuous cycle of Summaries of input are provided to the improvement. Summaries of input are improvement. Summaries of input are Board on monthly basis. provided to the Board on monthly basis. provided to the Board on monthly basis. e. Ensure all governance and advisory e. Continue to ensure all governance and e. Continue to ensure all governance and groups are in place at the district and site advisory groups are in place at the district advisory groups are in place at the district levels and working to support all students' and site levels and working to support all and site levels and working to support all success.(DPAC, DELAC, SSC, ELAC, students' success.(DPAC, DELAC, SSC, students' success.(DPAC, DELAC, SSC, C&I, Title I) ELAC, C&I, Title I) ELAC, C&I, Title I) f. Provide clear and open communication f. Continue to provide clear and open f. Continue to provide clear and open through use of current programs and communication through use of current communication through use of current software to support student success. programs and software to support student programs and software to support student success. success.

Page 97 of 146

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Budget Reference Funded in 1.1 and 2.1 Funded in 1.1 and 2.1 Funded in 1.1 and 2.1 Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) XEnglish Learners XLEA-wide XAll Schools XFoster Youth Specific Schools: 3.2a- all schools; 3.2b. at XLow Income CPH, HTH, MVH, ORH, SYH, SOH, SUHI, BVM, CVM, MOM, NCM, CVH, MVA, OSS, RDR, BVH, PAH, MOH ; 3.2c- all schools.

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XModified Action XUnchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.2 Supplemental staff and services 3.2 Supplemental staff and services 3.2 Supplemental staff and services support parent and community support parent and community support parent and community involvement: involvement: involvement: a. TOSAs/CIS/Counselors will continue to a. TOSAs/CIS/Counselors will continue to a. TOSAs/CIS/Counselors will continue to work with parent groups to provide needed work with parent groups to provide needed work with parent groups to provide needed

Page 98 of 146 information regarding services and information regarding services and information regarding services and programs for EL, LI, FY, HY, SWD. programs for EL, LI, FY, HY, SWD. programs for EL, LI, FY, HY, SWD. (Funded in Goal 1) (Funded in Goal 1) (Funded in Goal 1)(No additional cost for this subaction) b. Community Relations Facilitators at b. Community Relations Facilitators at designated sites continue to support sites continue to support student success b. Community Relations Facilitators at student success and to enhance parent and to enhance parent capacity for EL, LI, sites continue to support student success capacity for EL, LI, FY, HY, SWD. FY, HY, SWD. Funding at all sites to and to enhance parent capacity for EL, LI, support parent engagement. FY, HY, SWD. c. Continue to implement and support Funding at all sites to support parent parent participation in training and c. Continue to implement and support engagement. institutes to support parent needs for EL, parent participation in training and LI, FY, HY, SWD. institutes to support parent needs for EL, c. Continue to implement and support LI, FY, HY, SWD. parent participation in training and institutes to support parent needs for EL, LI, FY, HY, SWD.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $320,000 $535,000 $420,223 Source Supplemental$320,000 and Concentration Supplemental$535,000 and Concentration Supplemental$420,223 and Concentration Budget 2000-2999:$320,000 Classified Personnel 2000-2999:$535,000 Classified Personnel 2000-2999:$420,223 Classified Personnel Reference Salaries Salaries Salaries b. CRFs at selected sites b. CRFs at selected sites/ b. CRFs at selected sites Amount $25,000 $40,000 $35,000 Source Supplemental$25,000 and Concentration Supplemental$40,000 and Concentration Supplemental$35,000 and Concentration Budget 5000-5999:$25,000 Services And Other 5000-5999:$40,000 Services And Other 5000-5999:$35,000 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures c. District wide parent events c. District wide parent events c. District wide parent events

Page 99 of 146 Amount 140,000 $68,000 Source Supplemental140,000 and Concentration Supplemental$68,000 and Concentration Budget 4000-4999:140,000 Books And Supplies 4000-4999:$68,000 Books And Supplies Reference c.Site allocations to support parent c .Site allocations to support parent engagement cc403. engagement cc403. Budget Reference a. No additional funding required Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) [Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) XEnglish Learners XLEA-wide XAll Schools XFoster Youth XLow Income

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XUnchanged Action XModified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 3.3 Opportunities for parents and 3.3 Opportunities for parents and 3.3 Opportunities for parents and community members to provide input on community members to provide input on community members to provide input on relevant issues that support all students' relevant issues that support all students' relevant issues that support all students' success. success. success.

Page 100 of 146 a. Continue annual surveys to gather a. Continue annual surveys to gather a. Continue annual surveys to gather comments and feedback on services, comments and feedback on services, comments and feedback on services, programs, and parent and student needs programs, and parent and student needs programs, and parent and student needs including EL, LI, FY, HY, SWD (Funded in including EL, LI, FY, HY, SWD including EL, LI, FY, HY, SWD (Funded in Goal 1, Goal 2 and 3.2) Goal 1, Goal 2 and 3.2) (No additional cost b. Funding for grants and communication for this subaction) b. Implementation of alternative times, staff to continue to support and investigate locations, and media (including video and begin implementation of alternative b. Implementation of alternative times, streaming) for community meetings to times, locations, and media (including locations, and media (including video allow for maximum involvement and video streaming) for community meetings streaming) for community meetings to feedback in addition to surveys. (Funded to allow for maximum involvement and allow for maximum involvement and in Goal 1, Goal 2 and 3.2) feedback. feedback in addition to surveys. (Funded in Goal 1, Goal 2 and 3.2) (No additional c. Site leadership will increase c. Continue to solicit input from parent and cost for this subaction) opportunities for parent and community community in other ways besides surveys. input and awareness about district c. Site leadership will increase initiatives and site events. (Funded in Goal d. Site leadership will continue to create opportunities for parent and community 1, Goal 2 and 3.2) more opportunities for parent and input and awareness about district community input and keep them informed initiatives and site events. (Funded in Goal d. Continue to build stronger community about district initiatives and site events. 1, Goal 2 and 3.2) partnerships and inform the community about district events and d. Continue to build stronger community accomplishments. partnerships and inform the community about district events and accomplishments. Grants and Communication Office funded 60%.

Budgeted Expenditures

Page 101 of 146 Year 2017-18 2018-19 2019-20 Amount $30,000 $25,482 $42,000 Source Supplemental$30,000 and Concentration Supplemental$25,482 and Concentration Supplemental$42,000 and Concentration Budget 5800:$30,000 Professional/Consulting 5800:$25,482 Professional/Consulting 5800:$42,000 Professional/Consulting Reference Services And Operating Services And Operating Services And Operating Expenditures Expenditures Expenditures d. Magazine ads (Ella and Our d. Magazine ads (Our Town) d. Magazine ads (Our Town) Town) Hanover Amount $135,669 $138,131 Source Supplemental$135,669 and Concentration Supplemental$138,131 and Concentration Budget 2000-2999:$135,669 Classified Personnel 2000-2999:$138,131 Classified Personnel Reference Salaries Salaries Grants and Communication staff d. Grants and Communication staff 60% funded. 60% funded. Amount 0 0 Budget 0 Reference a. No funding allocated Amount 0 0 Budget 0 Reference b. No funding allocated

Page 102 of 146 Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

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

Goal 4 Develop coherent and transparent systems for operational excellence to support each student's success.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) Local Priorities:

Identified Need: Continue to improve our systems, operations and ensuring compliance with all State and Federal regulations through continued surveys, as well as monitoring results achieved through our ticketing systems as we complete planned projects and goals. Increase staff satisfaction as measured by the Hanover survey. For our 2017-18 baseline, we have the following survey results: of the 12 areas responded to by staff, 2 were "very positive", 7 were "positive" and 3 were "neutral". Our need to to increase so that all areas are measured as "positive" or better. Each year we have over 30 teacher retirements and over 120 induction candidates. This identified need for recruitment of teachers and the identified need for support of induction candidates is addressed in actions of this goal. Out IT department responds to over 1,100 requests for IT support. Currently on average 80% are closed and addressed. The industry standard is 87%. We have identified the need to continue to strive towards the industry standard.

Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Teacher credentials 100% of teachers are 100% of teachers will be 100% of teachers will be 100% of teachers will be appropriately appropriately appropriately appropriately credentialed and credentialed and credentialed and credentialed and assigned before the assigned before the assigned before the assigned before the start of the school year. start of the school year. start of the school year. start of the school year.

Page 103 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Facilities Inspection Tool 100% of school facilities As evidenced by the As evidenced by the As evidenced by the (FIT) Report. will receive score of Facilities Inspection Tool Facilities Inspection Tool Facilities Inspection Tool "good" or "better". (FIT) report, 100% of (FIT) report, 100% of (FIT) report, 100% of school facilities will school facilities will school facilities will receive score of "good" receive score of "good" receive score of "good" or "better". or "better". or "better". FPM and Williams 100% of internal, state, 100% of internal, state, 100% of internal, state, 100% of internal, state, and federal audit items and federal audit items and federal audit items and federal audit items where addressed in a will be addressed in a will be addressed in a will be addressed in a remediation plan. remediation plan remediation plan remediation plan Fiscal Crisis and Anticipated to have Ensure Fiscal Health as Ensure Fiscal Health as Ensure Fiscal Health as Management Assistance positive reviews measured by positive measured by positive measured by positive Team (FCMAT) Report. regarding Fiscal Health financial certifications financial certifications financial certifications as measured by positive and alignment with and alignment with and alignment with financial certifications Fiscal Crisis and Fiscal Crisis and Fiscal Crisis and and alignment with Management Assistance Management Assistance Management Assistance Fiscal Crisis and Team (FCMAT) best Team (FCMAT) best Team (FCMAT) best Management Assistance practices. practices. practices. Team (FCMAT) best practices. Business process Alignment with Increase alignment with Increase alignment with Increase alignment with reviews recommendations from recommendations from recommendations from recommendations from external business external business external business external business process reviews process reviews process reviews process reviews (planning and (planning and (planning and (planning and construction, construction, construction, construction, maintenance) maintenance) maintenance) maintenance) Survey data Baseline will be set in Set a baseline for Increase positive Increase positive 2017-18 feedback (agree and feedback (agree and feedback (agree and strongly agree) from site strongly agree) from site strongly agree) from site certificated and certificated and certificated and classified staff on district classified staff on district classified staff on district departments support departments support departments support and services as and services as and services as

Page 104 of 146 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 measured on a baseline measured on a baseline measured on a baseline 2017-18 survey. 2015-16 survey. 2015-16 survey. Cost benefit analysis Baseline will be set in Enhance business Enhance business Enhance business and ticketing analytics. 2017-18 processes and systems processes and systems processes and systems to continually improve to continually improve to continually improve operational outcomes as operational outcomes as operational outcomes as evidenced by multiple evidenced by multiple evidenced by multiple measures, such as cost measures, such as cost measures, such as cost benefit analysis and benefit analysis and benefit analysis and ticketing analytics. ticketing analytics. ticketing analytics. Induction program 270 candidates were 100% of prior year 1 100% of prior year 1 100% of prior year 1 enrollment rosters with enrolled and completed candidates will complete candidates will complete candidates will complete dates of enrollment and year 1 or year 2 of and be certified in their and be certified in their and be certified in their retention; collaboration induction. year 2 enrollment. All year 2 enrollment. All year 2 enrollment. All between Induction and first year teachers will first year teachers will first year teachers will HR enroll as year 1 enroll as year 1 enroll as year 1 participants. participants. participants.

Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed. startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) X All X All Schools [Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)

Page 105 of 146 XEnglish Learners XLEA-wide XAll Schools XFoster Youth [Add Scope of Services selection here] [Add Location(s) selection here] XLow Income [Add Students to be Served selection here]

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XUnchanged Action XUnchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 4.1 Systems are in place that support 4.1 Systems continue to be in place that 4.1 Systems continue to be in place that student engagement and success: support student engagement and success: support student engagement and success: a. Facilities, maintenance, and a. Facilities, maintenance, and a. Facilities, maintenance, and improvement planning ensure optimal improvement planning continue to ensure improvement planning continue to ensure safe, clean, and well supplied facilities optimal safe, clean, and well supplied optimal safe, clean, and well supplied (physical plant, classrooms, common facilities (physical plant, classrooms, facilities (physical plant, classrooms, areas). common areas). common areas). b. All audit, external process reviews, and b. All audit, external process reviews, and b. All audit, external process reviews, and compliance recommendations and best compliance recommendations and best compliance recommendations and best practices are identified, prioritized, practices continue to be identified, practices continue to be identified, budgeted for, and monitored to ensure prioritized, budgeted for, and monitored to prioritized, budgeted for, and monitored to safe and secure learning environments for ensure safe and secure learning ensure safe and secure learning each student. environments for each student. environments for each student. c. Ensure students have access to quality c.. Continue to ensure students have c.. Continue to ensure students have nutrition where food is properly prepared, access to quality nutrition where food is access to quality nutrition where food is appealing, well-balanced, and provided in properly prepared, appealing, well properly prepared, appealing, well a variety of options. balanced, and provided in a variety of balanced, and provided in a variety of options. options. d. Nurture, value, and build relationships between and among all employees d. Continue to nurture, value, and build d. Continue to nurture, value, and build through purposeful collaboration including relationships between and among all relationships between and among all employees through purposeful employees through purposeful

Page 106 of 146 improved communication, on-boarding, in- collaboration including improved collaboration including improved boarding, mentoring, and coaching. communication, on-boarding, in-boarding, communication, on boarding, in-boarding, mentoring, and coaching. mentoring, and coaching.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $6,184,182 $6,172,846 $6,268,291.00 Source Base$6,184,182 Base$6,172,846 Base$6,268,291.00 Budget $6,184,182 $6,172,846 $6,268,291.00 Reference a. objects 2200, 3000 a. objects 2200, 3000 a. objects 2200, 3000 Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) X All X All Schools [Add Students to be Served selection here] [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) XEnglish Learners XLEA-wide [Add Location(s) selection here] XFoster Youth [Add Scope of Services selection here] XLow Income [Add Students to be Served selection here]

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

Page 107 of 146 XModified Action XUnchanged Action XModified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 4.2 Improve, streamline, and maintain 4.2 Continue to improve, streamline, and 4.2 Continue to improve, streamline, and business processes and services within maintain business processes and services maintain business processes and services and between departments to ensure all within and between departments to ensure within and between departments to ensure stakeholders have access to support, all stakeholders have access to support, all stakeholders have access to support, resources, timely customer service, and resources, timely customer service, and resources, timely customer service, and user-friendly, time-saving technology user-friendly, time-saving technology user-friendly, time-saving technology applications. applications. applications. a. Facilities maintenance requests are a. Assess, align, and streamline all a. Assess, align, and streamline all tracked and resolved using online "Heat" business inter and intra department business inter and intra department request system. processes. The Facilities and Maintenance processes. The Facilities and Maintenance Department will continue the process of Department will fully implement the work b. Ensure fiscal solvency and efficiency to rolling out a new work order system, order system, School Dudes. coordinate all district resources . School Dudes. b. Continue to ensure fiscal solvency and c. District systems are communicated, b. Continue to ensure fiscal solvency and efficiency to coordinate all district documented, updated, and accessible to efficiency to coordinate all district resources. The Infor system will be all staff in order to provide quality resources. implemented to integrate Finance and customer service and support. Human Resources in the 2019-2020 c. District systems are continually school year. This will provide one less d. Organizational charts with up-to-date communicated, documented, updated, and legacy system and will increase the points of contact and areas of accessible to all staff in order to provide integration of our systems moving forward. responsibility are revised and provided to quality customer service and support. (No additional cost for this subaction) stakeholders in print and on the district website. d. Organizational charts with up-to-date c. District systems are continually points of contact and areas of communicated, documented, updated, and e. Digital portals are monitored and responsibility are continually revised and accessible to all staff in order to provide maintained to support stakeholders with provided to stakeholders in print and on quality customer service and support. frequently asked questions and automated the district website. Training provided to staff in these areas tasks. and Title IX. (No additional cost for this e. Digital portals continue to be monitored subaction other than Title IX) and maintained to support stakeholders with frequently asked questions and d. Organizational charts with up-to-date automated tasks. points of contact and areas of

Page 108 of 146 responsibility are continually revised and provided to stakeholders in print and on the district website. (No additional cost for this subaction)

e. Digital portals continue to be monitored and maintained to support stakeholders with frequently asked questions and automated tasks.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $15,000 Source LCFF$15,000 Supplemental and Concentration Budget 1000-1999:$15,000 Certificated Personnel Reference Funded in 4.1 and 4.3 Funded in 4.1 and 4.3 Salaries c..Title IX Legal Amount 0 0 Budget 0 Reference b., and d. (No additional cost for these subactions) Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Location(s): (Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans) X All X All Schools

OR

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

Page 109 of 146 Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) [Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20

XModified Action XUnchanged Action XUnchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 4.3 Systems ensure highly qualified 4.3 Systems continue to ensure highly 4.3 Systems continue to ensure highly personnel are recruited and hired in a qualified personnel are recruited and hired qualified personnel are recruited and hired timely manner to support student success. in a timely manner to support student in a timely manner to support student success. success. a. Certificated and classified personnel are competent to cover all curricular and a. Certificated and classified personnel a. Certificated and classified personnel extracurricular activities at schools. continue to be competent to cover all continue to be competent to cover all curricular and extracurricular activities at curricular and extracurricular activities at b. Provide ongoing professional schools. schools. development for classified personnel to ensure job-skills are up to date and in b. Continue providing ongoing professional b. Continue providing ongoing professional compliance with all federal, state, local, development for classified personnel to development for classified personnel to and LEA regulations. ensure job-skills are up to date and in ensure job-skills are up to date and in compliance with all federal, state, local, compliance with all federal, state, local, c. Technology staff continues to be and LEA regulations. and LEA regulations. (No additional cost capable and trained to ensure mobile, for this subaction) classroom, office, and library technologies c. Technology staff continues to be support instructional programs. capable and trained to ensure mobile, c. Technology staff continues to be classroom, office, and library technologies capable and trained to ensure mobile, d. Professional development is continually support instructional programs. classroom, office, and library technologies provided to ensure support staff are support instructional programs. equipped to maintain technologies such as d. Professional development is continually Smart Boards, LCD projectors, Document provided to ensure support staff are d. Professional development is continually Cameras and other equipped to maintain technologies such as provided to ensure support staff are classroom/instructional peripherals. Smart Boards, LCD projectors, Document equipped to maintain technologies such as

Page 110 of 146 Cameras and other Smart Boards, LCD projectors, Document e. Continue to support Return, Inspire & classroom/instructional peripherals. Cameras and other become a Sweetwater Educator (RISE) classroom/instructional peripherals. (No program with SDSU to guarantee e. Continue to support Return, Inspire & additional cost for this subaction) certificated employment for Compact become a Sweetwater Educator (RISE) Scholars who meet program requirements. program with SDSU to guarantee e. Continue to support Return, Inspire & certificated employment for Compact become a Sweetwater Educator (RISE) f. Continue to investigate and participate in Scholars who meet program requirements. program with SDSU to guarantee educational recruitment fairs and certificated employment for Compact collaborate with local university teacher f. Continue to investigate and participate in Scholars who meet program requirements. credentialing programs in order to infuse educational recruitment fairs and (No additional cost for this subaction) current employment pools. collaborate with local university teacher credentialing programs in order to infuse f. Continue to investigate and participate in g. All new teachers will be enrolled in the current employment pools. educational recruitment fairs and New Teacher Induction Program and collaborate with local university teacher assigned a mentor within 30 days of hire. g. All new teachers will be enrolled in the credentialing programs in order to infuse Interns will be provided a mentor with the New Teacher Induction Program and current employment pools. opportunity to begin the online Teacher assigned a mentor within 30 days of hire. Induction Program prior to their receipt of Interns will be provided a mentor with the g. All new teachers will be enrolled in the a preliminary credential. All counselors will opportunity to begin the online Teacher New Teacher Induction Program and be provided mentoring support in their first Induction Program prior to their receipt of assigned a mentor within 30 days of hire. year in a new position. a preliminary credential. All counselors will Interns will be provided a mentor with the be provided mentoring support in their first opportunity to begin the online Teacher year in a new position. Induction Program prior to their receipt of a preliminary credential. All counselors will be provided mentoring support in their first year in a new position.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,809,773 $2,033,323 $2,033,323 Source Base$1,809,773 Base$2,033,323 Base$2,033,323 Budget $1,809,773 $2,033,323 $2,033,323 Reference a. objects 2200, 2300 ,3000 a. objects 2200, 2300 ,3000 a. objects 2200, 2300 ,3000

Page 111 of 146 Amount $7,579,502 $6,585,363 $6,585,363 Source Base$7,579,502 Base$6,585,363 Base$6,585,363 Budget $7,579,502 $6,585,363 $6,585,363 Reference c. objects 2200, 2400, 3000 c. objects 2200, 2400, 3000 c. objects 2200, 2400, 3000

Page 112 of 146 Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year: 2019-20

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services $52,037,478.00 15.39%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

The Sweetwater Union High School District utilizes the allocated supplemental and concentration funds to support actions and services that are principally directed toward our high needs students, including our low income student, English Learners, and foster and homeless youth. The district continues to make progress and growth on many of the state priorities and local indicators. Supplemental and concentration funds will improve and increase services for our targeted sub-groups. Below are descriptions and the justifications for the intended use of these funds:

A. The following are district-wide services for all students but will be principally directed towards unduplicated student groups:

GOAL 1:

*Class Size Reduction - Reducing the number of teacher: student ratios in core classes district-wide will increase the number of individualized student-teacher interactions. Research has shown improvement in student learning and outcomes when class sizes are reduced, especially for economically disadvantaged youth and EL students, to build language acquisition. The benefit of smaller class size improves opportunities for at risk students to get additional and individualized assistance during the school day. (G. 1.2a)

*ELD Class Size Reduction - Reducing the number of teacher: student ratios in English Language Development classes will ensure students can accelerate their progress in English language acquisition and progress toward Reclassification. Research has shown improvement in student learning and outcomes when class sizes are reduced, especially EL students, to build language acquisition. The benefit of smaller class size improves opportunities for English learners to get additional help during the school day. (G. 1.2b)

Page 113 of 146

*Counselor Caseload - The case load of school counselors decrease to 360:1 to assist with the implementation of annual credit checks, A-G course completion, 6-year planning, CTE pathways, and monitor Low-income, Foster/Homeless Youth, RFEP, and EL course completion each semester. (G. 1.2c)

*Site/District Curriculum Specialists - District Certificated Teachers on Special Assignment and Site Curriculum Specialists provide professional development in core content areas focusing on first best lesson and literacy and numeracy skills. The objective is to deliver the optimal teaching methods to classroom teachers to improve upon instruction for English Learners, Foster youth, Homeless Youth, low socio-economic, as well as all students. (G. 1.2d)

*Paraprofessionals: Bilingual Testers - All sites will have Bilingual Testers available to monitor services that assist with proper placement and access to the curriculum to support English Learner student achievement and early intervention services. (Exception is students attending: Palomar High School; Options Secondary; East Hills Academy--monitoring provided by CIS Coordinator with support of the district). *College tutors to support math instructions at all sites. (G. 1.2e)

*Coordinator of Integrated Services (CIS) - Certificated personnel at each site will monitor the RFEP, English learners, and at-risk students. The job duties will include but not be limited to monitor academic performance, coordinate and conduct parent meetings, process targeted interventions to support A-G course completion, and analyze data to assist with proper placement of ELs and other special populations. (G. 1.2f)

*Family Community Services Program Staff - District assigned personnel to provide support services to foster and homeless youth who suffer the traumatic effects of displacement from family and schools and multiple placements in foster care. These services are designed to improve the children's educational performance and personal achievement, directly benefiting them. The Coordinator will promote caregiver involvement in the education process through professional development opportunities. Support staff include Counselor, Student Program Facilitator, and Mental Health Specialist. (G. 1.2g)

*Blended Learning Specialist - District Resource teacher will support sites in the integration of technology in the classroom to support the development of English Learners, Foster/Homeless youth, low income, as well as all students, as digital citizens. (G. 1.2h)

*Library Services - Library software to support college and career readiness will be provided to middle and high schools to support research opportunities for English Learners, Foster/Homeless youth, and low income students as well as all students (i.e. EBSCO, World Book, etc.). Additional hours and support provided to Teacher Librarians in support of extending library hours before and/or after-school and providing targeted support during school hours for student and/or parent use. Funding for enhancing availability of books on diversity and culture related topics within all libraries. (G. 1.2i & 2.3d)

Page 114 of 146 *AVID - Continue implementation of AVID courses at school sites. District AVID Coordinator TOSA in conjunction with the Director of College and Career Readiness will work with site coordinators on enhancing leadership, systems, instruction, and culture of the schools to ensure college and career readiness for all students. The AVID program has demonstrated success with supporting students who come from low income homes where neither parent went to college. This college readiness system is designed to increase the number of pupils who enroll and complete a degree at four-year colleges, focusing on students in A-G courses to achieve their fullest potential. (G. 1.2j)

*Learning Centers & PAH Counselor Additions - A counselor to be provided to each Learning Center and an additional counselor be added to Palomar High School to assist with the implementation of annual credit checks, A-G course completion, 6-year planning, CTE pathways, and also to assist with monitoring Low-income, Foster Youth, RFEP, and EL course completion each semester.(G. 1.2k)

*Additional Assistant Principals at 5 Middle schools and funding provided for current Assistant Principals to provide instructional leadership for all students with a focus on monitoring, evaluating, and accountability principally targeted toward EL, LI, FY and HY students. (G. 1.2l)

* Additional tutoring services (college tutors)provided for our middle and high school students in mathematics to support achievement gains in Integrated I, II, and III (G 1.2m)

*District Counselor on Special Assignment (COSA) facilitates college readiness planning and coordination including compact for success, college fairs and other events that foster access to college. (G. 1.2n)

* Assist students in achieving standards by purchasing supplemental instructional materials and providing access to college readiness assessments. (G1.3.a)

* Continue to ensure additional academic support to students through site level integrated and extended day/week/year interventions. Additionally, provide intensified supports for 3 middle schools to target neediest students in the area of mathematics achievement.(G1.3.b)

* Ensure additional academic support to students by providing summer school opportunities. (G1.3.c)

* Professional development is provided in California Standards aligned curriculum and in district-wide initiatives with a focus on literacy skills, quality first instruction, mastery, social-emotional needs, and technology enhanced instruction. (G1.3.d)

Page 115 of 146 * Specialized staff to provide summary data to staff on multiple measures of performance by school, paired with professional development opportunities to share best practices, participate in co-learning activities, and deepen our knowledge of effective teaching and learning. (G1.3.e)

* College and Career Readiness activities, workshops and meetings provide support for students to explore and build skills for post- secondary educational and career opportunities. (G1.3.f)

* Office of State and Federal Programs provides district wide technical assistance, professional development support, and guidance toward meeting Title I, Title III, and LCAP goals and initiatives. (G1.3.g)

GOAL 2:

*TOSA to coordinate and provide staff development for after school programs to support all students, including EL, LI, FY, HY. (G 2.2a)

*Designated staff organize extended day and extended year activities and transportation that foster student engagement and support including EL, LI, FY, HY. (G 2.2b)

*Provide custodial staff to support free after school programs and activities that foster student engagement and connectedness, especially for EL, LI, FY, HY students. Allowing site to keep restrooms open for free after school programs and stocked with necessary supplies above budgeted base program supplies. (G 2.2c)

*Mental Health Staff provides social and emotional support to all students with a focus on El, FY, HY, LI (G 2.2d)

* Administrators, teachers, counselors, and classified staff receive professional growth opportunities in the appropriate skills in order to provide an optimal learning environment for students and staff. (Trauma Informed Care Series and other trainings) (G 2.2e)

* District nurses and psychologists provide physical and mental health, support social-emotional wellbeing of all students, and provide a targeted focus for EL, LI. FY and HY students. (G 2.2f)

* TOSAs to support equity plan, health and wellness.(G 2.2g)

*Implement a district wide plan for alternative behavior management systems such as Restorative Practices, expand this to the middle school. Data analysis continues to show an equity gap in suspensions. The restructuring of our "O" rooms (formerly used for in-school Page 116 of 146 suspension) to restorative rooms will provided schools with information and student identified needs and supports to increase school contentedness, build relationships and decrease suspensions and expulsions. (G 2.3 a)

*Continue to provide training for site personnel to appropriately respond to students in crisis, social emotional needs, conflict resolution referrals, victims of bullying, social media, etc. (G 2.3 b)

*Office of Equity, Culture, and Student Services implements year 3 of the Equity Plan and facilitates ongoing Equity surveys and site visits. Increase opportunities for students (Low Income, English Learners, Foster and Homeless Youth) to participate in school activities. Provide PD and measure outcomes. Expand to include key staff such as ASB Assistant Principals staff, athletic directors, district athletic resource teacher, Attendance Coordinators, and campus assistants. (G 2.3 c)

*Teacher librarians continue to provide safe and engaging physical spaces for students that support diversity and a sense of belonging, facilitate activities that support technology and literacy, and provide safe "virtual spaces" through grade-appropriate online resources. (G 2.3 d and 1.2i )

*Increase in attendance coordinators to support unduplicated students with chronic absenteeism which is a strong early warning indicator of students at risk of dropping out or not graduating.

GOAL 3:

* TOSA/CIS/Counselors will continue to work with parent groups to provide needed information regarding services and programs for EL, LI, FY, HY, SWD. (G 3.2 a)

* Community Relations Facilitators at designated sites continue to support student success and to enhance parent capacity for EL, LI, FY, HY, SWD.(G 3.2 b)

* Continue to implement and support parent participation in training and institutes to support parent needs for EL, LI, FY, HY, SWD.(G 3.2 c)

*Continue annual surveys to gather comments and feedback on services, programs, and parent and student needs including EL, LI, FY, HY, SWD (G 3.3 a)

*Grants and communication staff to support the Implementation of alternative times, locations, and media (including video streaming) for community meetings to allow for maximum involvement and feedback in addition to surveys. (G 3.3 b)

Page 117 of 146

*Site leadership will increase opportunities for parent and community input and awareness about district initiatives and site events. (G 3.3 c)

* Continue to build stronger community partnerships and inform the community about district events and accomplishments. (G 3.3 d)

Based on current research on effective first instruction such as:Universal Design for Learning; “A Handbook for Instruction that Works” by Marzano, Norford, Paynter, Pickering, and Gaddy; and the work of NCUST – National Center Urban School Transformation; research on Equity and Access such as: Anthony Muhammad’s “Transforming School Culture;” Pedro Noguera’s Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student; and research on Professional Development such as: The Art of Coaching by Elena Aguilar;The Together Leader: Get Organized for Your Success- and Sanity! by Maia Heyck-Merlin;Becoming a Learning Team by Hirsh and Crow this is the most effective use of funds to ensure equity in reaching our LCAP goals for unduplicated student groups.

B. The following are school-wide services for all students including all targeted sub-groups.

 Sites above 40% unduplicated student count: Based on current research through the Standards for Quality for Family Strengthening and Support as developed by the California Network of Family Strengthening Networks on family engagement and The University of Maryland, school of social work, in order to promote academic success for ELs, LI, HY/FYs, this is the most effective use of funds to ensure parent and community support for unduplicated student groups.

*Community Relations Facilitators (CPH, HTH, MVH, SYH, SOH, SUHI, CVM, MOM, NCM, CVH, MVA, OSS, GJH) (G. 3.2b)

 Sites below the 40% unduplicated student count for supplemental funding: Based on current research through the Standards for Quality for Family Strengthening and Support as developed by the California Network of Family Strengthening Networks on family engagement and The University of Maryland, school of social work in order to promote academic success for ELs, LI, HY/FYs, this is the most effective use of funds to ensure parent and community support for unduplicated student groups.

*Community Relations Facilitators (OHR, RDR) (G.3.2.b)

------

Page 118 of 146 LCAP Year: 2018-19

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services $51,899,803 14.93%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Supplemental and concentration funds will improve and increase services for our targeted sub-groups. Below are descriptions and the justifications for the intended use of these funds:

A. The following are district-wide services for all students but will be principally directed towards unduplicated student groups:

GOAL 1:

*Class Size Reduction - Reducing the number of teacher: student ratios in core classes district-wide will increase the number of individualized student-teacher interactions. Research has shown improvement in student learning and outcomes when class sizes are reduced, especially for economically disadvantaged youth and EL students- to build language acquisition. The benefit of smaller class size improves opportunities for at risk students to get additional help during the school day. (G. 1.2a)

*ELD Class Size Reduction - Reducing the number of teacher: student ratios in English Language Development classes will ensure students can accelerate their progress in English language acquisition and progress toward Reclassification. Research has shown improvement in student learning and outcomes when class sizes are reduced, especially EL students- to build language acquisition. The benefit of smaller class size improves opportunities for English learners to get additional help during the school day. (G. 1.2b)

*Counselor Caseload - The case load of school counselors decrease to 360:1 to assist with the implementation of annual credit checks, A-G course completion, 6-year planning, CTE pathways, and monitor Low-income, Foster/Homeless Youth, RFEP, and EL course completion each semester. (G. 1.2c)

Page 119 of 146 *Site/District Curriculum Specialists - District Certificated Teachers on Special Assignment and Site Curriculum Specialists provide professional development in core content areas focusing on first best lesson and literacy and numeracy skills. The objective is to deliver the optimal teaching methods to classroom teachers to improve upon instruction for English Learners, Foster youth, Homeless Youth, low socio-economic, as well as all students. (G. 1.2d)

*Paraprofessionals: Bilingual Testers - All sites will have Bilingual Testers available to monitor services that assist with proper placement and access to the curriculum to support English Learner student achievement and early intervention services. (Exception is students attending: Palomar High School; Options Secondary; East Hills Academy--monitoring provided by CIS Coordinator with support of the district). *College tutors to support math instructions at all sites. (G. 1.2e)

*Coordinator of Integrated Services (CIS) - Certificated personnel at each site will monitor the RFEP, English learners, and at-risk students. The job duties will include but not be limited to monitor academic performance, coordinate and conduct parent meetings, process targeted interventions to support A-G course completion, and analyze data to assist with proper placement of ELs and other special populations. (G. 1.2f)

*Family Community Services Program Coordinator - District assigned personnel to provide support services to foster and homeless youth who suffer the traumatic effects of displacement from family and schools and multiple placements in foster care. These services are designed to improve the children's educational performance and personal achievement, directly benefiting them. The Coordinator will promote caregiver involvement in the education process through professional development opportunities. Support staff include Counselor, Student Program Facilitator, and Mental Health Specialist. (G. 1.2g)

*Blended Learning Specialist - Resource teachers will support sites in the integration of technology in the classroom to support the development of English Learners, Foster/Homeless youth, low income, as well as all students, as digital citizens. (G. 1.2h)

*Library Services - Library software to support college and career readiness will be provided to middle and high schools to support research opportunities for English Learners, Foster/Homeless youth, and low income students as well as all students (i.e. EBSCO, World Book, etc.). Additional hours and support provided to Teacher Librarians in support of extending library hours before and/or after-school and providing targeted support during school hours for student and/or parent use. Funding for enhancing availability of books on diversity and culture related topics within all libraries. (G. 1.2i & 2.3d)

*AVID - Continue implementation of AVID courses at school sites. District AVID Coordinator TOSA in conjunction with the Director of College and Career Readiness will work with site coordinators on enhancing leadership, systems, instruction, and culture of the schools to ensure college and career readiness for all students. The AVID program has demonstrated success with supporting students who come from low income homes where neither parent went to college. This college readiness system is designed to increase the number of pupils who enroll and complete a degree at four-year colleges, focusing on students in A-G courses to achieve their fullest potential. (G. 1.2j)

Page 120 of 146

*Learning Centers & PAH Counselor Additions - A counselor to be provided to each Learning Center and an additional counselor be added to Palomar High School to assist with the implementation of annual credit checks, A-G course completion, 6-year planning, CTE pathways, and also to assist with monitoring Low-income, Foster Youth, RFEP, and EL course completion each semester.(G. 1.2k)

*Additional Assistant Principals at 5 Middle schools and funding provided for current Assistant Principals to provide instructional leadership for all students with a focus on monitoring, evaluating, and accountability principally targeted toward EL, LI, FY and HY students. (G. 1.2l)

*District Counselor on Special Assignment (COSA) facilitates college readiness planning and coordination including compact for success, college fairs and other events that foster access to college. (G. 1.2n)

* Assist students in achieving standards by purchasing supplemental instructional materials and providing access to college readiness assessments. (G1.3.a)

*Ensure additional academic support to students through site level integrated and extended day/week/year interventions. (G1.3.b)

* Ensure additional academic support to students by providing summer school opportunities. (G1.3.c)

* Professional development is provided in California Standards aligned curriculum and in district-wide initiatives with a focus on literacy skills, quality first instruction, mastery, social-emotional needs, and technology enhanced instruction. (G1.3.d)

* Specialized staff to provide summary data to staff on multiple measures of performance by school, paired with professional development opportunities to share best practices, participate in co-learning activities, and deepen our knowledge of effective teaching and learning. (G1.3.e)

* College and Career Readiness activities, workshops and meetings provide support for students to explore and build skills for post- secondary educational and career opportunities. (G1.3.f)

* Office of State and Federal Programs provides district wide technical assistance, professional development support, and guidance toward meeting Title I, Title III, and LCAP goals and initiatives. (G1.3.g)

GOAL 2:

Page 121 of 146

*TOSA to coordinate and provide staff development for after school programs to support all students, including EL, LI, FY, HY. (G 2.2a)

*Designated staff organize extended day and extended year activities and transportation that foster student engagement and support including EL, LI, FY, HY. (G 2.2b)

*Subsidized transportation for LI students is provided to ensure a safe route to school. Approximately 40% of our bus riders qualify to do so a reduced rate as a result of their LI status. Parent advisory group recommendation to ensure continuance of safe transportation. (G 2.2.b)

*Provide custodial staff to support free after school programs and activities that foster student engagement and connectedness, especially for EL, LI, FY, HY students. Allowing site to keep restrooms open for free after school programs and stocked with necessary supplies above budgeted base program supplies. (G 2.2c)

*Mental Health Staff provides social and emotional support to all students with a focus on El, FY, HY, LI (G 2.2d)

* Administrators, teachers, counselors, and classified staff receive professional growth opportunities in the appropriate skills in order to provide an optimal learning environment for students and staff. (Trauma Informed Care Series and other trainings) (G 2.2e)

* District nurses and psychologists provide physical and mental health, support social-emotional wellbeing of all students, and provide a targeted focus for EL, LI. FY and HY students. (G 2.2f)

* TOSAs to support equity plan, health and wellness.(G 2.2g)

*Implement a district wide plan for alternative behavior management systems such as Restorative Practices, expand this to the middle school. Data analysis continues to show an equity gap in suspensions. The restructuring of our "O" rooms (formerly used for in-school suspension) to restorative rooms will provided schools with information and student identified needs and supports to increase school contentedness, build relationships and decrease suspensions and expulsions. (G 2.3 a)

*Continue to provide training for site personnel to appropriately respond to students in crisis, social emotional needs, conflict resolution referrals, victims of bullying, social media, etc. (G 2.3 b)

Page 122 of 146 *Office of Equity, Culture, and Student Services implements year 2 of the Equity Plan and facilitates ongoing Equity surveys and site visits. Increase opportunities for students (Low Income, English Learners, Foster and Homeless Youth) to participate in school activities. Provide PD and measure outcomes. Expand to include key staff such as ASB Assistant Principals staff, athletic directors, district athletic resource teacher and campus assistants. (G 2.3 c)

*Teacher librarians continue to provide safe and engaging physical spaces for students that support diversity and a sense of belonging, facilitate activities that support technology and literacy, and provide safe "virtual spaces" through grade-appropriate online resources. (G 2.3 d and 1.2i )

GOAL 3:

* TOSA/CIS/Counselors will continue to work with parent groups to provide needed information regarding services and programs for EL, LI, FY, HY, SWD. (G 3.2 a)

* Community Relations Facilitators at designated sites continue to support student success and to enhance parent capacity for EL, LI, FY, HY, SWD.(G 3.2 b)

* Continue to implement and support parent participation in training and institutes to support parent needs for EL, LI, FY, HY, SWD.(G 3.2 c)

*Continue annual surveys to gather comments and feedback on services, programs, and parent and student needs including EL, LI, FY, HY, SWD (G 3.3 a)

*Grants and communication staff to support the Implementation of alternative times, locations, and media (including video streaming) for community meetings to allow for maximum involvement and feedback in addition to surveys. (G 3.3 b)

*Site leadership will increase opportunities for parent and community input and awareness about district initiatives and site events. (G 3.3 c)

* Continue to build stronger community partnerships and inform the community about district events and accomplishments. (G 3.3 d)

Based on current research on quality first instruction such as:Universal Design for Learning; “A Handbook for Instruction that Works” by Marzano, Norford, Paynter, Pickering, and Gaddy; and the work of NCUST – National Center Urban School Transformation; research on Equity and Access such as: Anthony Muhammad’s “Transforming School Culture;” Pedro Noguera’s Excellence Through

Page 123 of 146 Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student; and research on Professional Development such as: The Art of Coaching by Elena Aguilar;The Together Leader: Get Organized for Your Success- and Sanity! by Maia Heyck-Merlin;Becoming a Learning Team by Hirsh and Crow this is the most effective use of funds to ensure equity in reaching our LCAP goals for unduplicated student groups.

B. The following are school-wide services for all students including all targeted sub-groups.

 Sites above 40% unduplicated student count: Based on current research through the Standards for Quality for Family Strengthening and Support as developed by the California Network of Family Strengthening Networks on family engagement and The University of Maryland, school of social work, in order to promote academic success for ELs, LI, HY/FYs, this is the most effective use of funds to ensure parent and community support for unduplicated student groups.

*Community Relations Facilitators (CPH, HTH, MVH, SYH, SOH, SUHI, CVM, MOM, NCM, CVH, MVA, OSS, GJH) (G. 3.2b)

 Sites below the 40% unduplicated student count for supplemental funding: Based on current research through the Standards for Quality for Family Strengthening and Support as developed by the California Network of Family Strengthening Networks on family engagement and The University of Maryland, school of social work in order to promote academic success for ELs, LI, HY/FYs, this is the most effective use of funds to ensure parent and community support for unduplicated student groups.

*Community Relations Facilitators (OHR, RDR) (G.3.2.b)

The actions and services listed above are central to SUHSD's LCAP. These actions and services principally provide supports for our high need students and create the framework in decreasing the achievement gap and meeting both local and state priorities. These actions and service will also assist in meeting the proportionality requirement of 14.93% in 2019 - 2020. Both quantitative and qualitative measures will be collected and analyzed.

Overall, between the expenditures in Section 2 and the systemic changes noted above, SUHSD will meet the proportionality requirement of 14.93% for Fiscal Year 2018-19. The services illustrated in Section 2 are above the normal operations available to all pupils. The District is using quantitative and qualitative measures to increase and improve services for unduplicated pupils by providing additional district personnel; access to supplemental materials; 21st century technological resources; and opportunities to participate in professional development trainings to improve the overall student learning environment for English Learners, Foster/Homeless youth, and low income students. Additionally there is a district-wide approach on focusing on unduplicated students through monitoring effectiveness and providing feedback via walkthroughs, management meetings, administrative PD via twilight sessions, collaboration meetings across the district to share effective strategies, district participation in the EL Evaluation Institute. We have an increased focus on the value and importance of student-voice and have begun to incorporate research based approaches to

Page 124 of 146 increase solicitation of student input and implementation of their suggestions in our systems. This will provide an increase in services for unduplicated students as compared to the services provided to all students in meeting our district LCAP goals.------

LCAP Year: 2017-18

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services $44,055,381 13.72%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Supplemental and concentration funds will improve and increase services for our targeted sub-groups. Below are descriptions and the justifications for the intended use of these funds:

A. The following are district-wide services for all students but will be principally directed towards unduplicated student groups:

GOAL 1:

*Class Size Reduction - Reducing the number of teacher: student ratios in core classes district-wide will increase the number of individualized student-teacher interactions. Research has shown improvement in student learning and outcomes when class sizes are reduced, especially for economically disadvantaged youth and EL students- to build language acquisition. The benefit of smaller class size improves opportunities for at risk students to get additional help during the school day. (G. 1.2a)

Page 125 of 146

*ELD Class Size Reduction - Reducing the number of teacher: student ratios in English Language Development classes will ensure students can accelerate their progress in English language acquisition and progress toward Reclassification. Research has shown improvement in student learning and outcomes when class sizes are reduced, especially EL students- to build language acquisition. The benefit of smaller class size improves opportunities for English learners to get additional help during the school day. (G. 1.2b)

*Counselor Caseload - The case load of school counselors decrease to 360:1 to assist with the implementation of annual credit checks, A-G course completion, 6-year planning, CTE pathways, and monitor Low-income, Foster/Homeless Youth, RFEP, and EL course completion each semester. (G. 1.2c)

*Site/District Curriculum Specialists - Site and District Certificated Teachers on Special Assignment provide professional development in core content areas focusing on first best lesson and literacy and numeracy skills. The objective is to deliver the optimal teaching methods to classroom teachers to improve upon instruction for English Learners, Foster youth, Homeless Youth, low socio-economic, as well as all students. (G. 1.2d)

*Paraprofessionals: Bilingual Testers - All sites will have Bilingual Testers available to monitor services that assist with proper placement and access to the curriculum to support English Learner student achievement and early intervention services. (Exception is students attending: Palomar High School; Options Secondary; East Hills Academy--monitoring provided by CIS Coordinator with support of the district). (G. 1.2e)

*Coordinator of Integrated Services (CIS) - Certificated personnel at each site will monitor the English learners and at-risk pupils. The job duties will include but not be limited to monitor academic performance, coordinate and conduct parent meetings, process targeted interventions to support A-G course completion, and analyze data to assist with proper placement of special populations. (G. 1.2f)

*Family Community Services Program Coordinator - District assigned personnel to provide support services to foster and homeless youth who suffer the traumatic effects of displacement from family and schools and multiple placements in foster care. These services are designed to improve the children's educational performance and personal achievement, directly benefiting them. The Coordinator will promote caregiver involvement in the education process through professional development opportunities. Support staff include Counselor, Student Program Facilitator, and Mental Health Specialist. (G. 1.2g)

*Blended Learning Specialist - Resource teachers will support sites in the integration of technology in the classroom to support the development of English Learners, Foster/Homeless youth, low income, as well as all students, as digital citizens. (G. 1.2h)

*Library Services - Library software to support college and career readiness will be provided to middle and high schools to support research opportunities for English Learners, Foster/Homeless youth, and low income students as well as all students (i.e. EBSCO,

Page 126 of 146 World Book, etc.). Additional hours provided to Teacher Librarians in support of extending library hours before and/or afterschool for student and/or parent use. Support for enhancing diversity and cultural available books within all libraries. (G. 1.2i & 2.3d)

*AVID - Continue implementation of AVID courses at school sites. The District AVID Coordinator TOSA in conjunction with the Director of College and Career Readiness will work with site coordinators on enhancing leadership, systems, instruction, and culture of the schools to ensure college and career readiness for all students. The AVID program has demonstrated success with supporting students who come from low income homes where neither parent went to college. This college readiness system is designed to increase the number of pupils who enroll and complete a degree at four-year colleges, focusing on students in A-G courses to achieve their fullest potential. (G. 1.2j)

*Learning Centers & PAH Counselor Additions - It is recommended that a counselor be provided to each Learning Center and an additional counselor be added to Palomar High School to assist with the implementation of annual credit checks, A-G course completion, 6-year planning, CTE pathways, and also to assist with monitoring Low-income, Foster Youth, RFEP, and EL course completion each semester.(G. 1.2k)

*Additional Assistant Principals at 5 Middle schools and funding provided for current Assistant Principals provide instructional leadership for all students with a focus on monitoring, evaluating, and accountability principally targeted toward EL, LI, FY and HY students. (G. 1.2l)

*District COSA facilitates college readiness planning and coordination including compact for success, college fairs and other events that foster access to college. (G. 1.2n)

* Assist students in achieving standards by purchasing supplemental instructional materials. (G1.3.a)

*Ensure additional academic support to students through site level integrated and extended day/week/year interventions. (G1.3.b)

* Ensure additional academic support to students by providing summer school opportunities. (G1.3.c)

* Professional development is provided in California Standards aligned curriculum and in district-wide initiatives with a focus on literacy skills, quality first instruction, mastery, social-emotional needs, and technology enhanced instruction. (G1.3.d)

* Provide summary data to staff on multiple measures of performance by school, paired with professional development opportunities to share best practices, participate in co-learning activities, and deepen our knowledge of effective teaching and learning. (G1.3.e)

Page 127 of 146 * College and Career Readiness activities, workshops and meetings provide support for students to explore and build skills for post- secondary educational and career opportunities. (G1.3.f)

* Office of State and Federal Programs provides district wide technical assistance, professional development support, and guidance toward meeting Title I, Title III, and LCAP goals and initiatives. (G1.3.g)

GOAL 2:

*TOSAs coordinate and provide staff development for after school programs to support all students, including EL, LI, FY, HY. (G 2.2a)

*Designated staff organize extended day and extended year activities and transportation that foster student engagement and support including EL, LI, FY, HY. (G 2.2b)

*Provide custodial staff to support free after school programs and activities that foster student engagement and connectedness, especially for EL, LI, FY, HY students. Allowing site to keep restrooms open for free after school programs and stocked with necessary supplies above budgeted base program supplies. (G 2.2c)

*Mental Health Staff provides social and emotional support to all students with a focus on El, FY, HY, LI (G 2.2d)

* Administrators, teachers, counselors, and classified staff receive professional growth opportunities in the appropriate skills in order to provide an optimal learning environment for students and staff. (Trauma Informed Care Series and other trainings) (G 2.2e)

* District nurses and psychologists provide physical and mental health, support social-emotional wellbeing of all students, and provide a targeted focus for EL, LI. FY and HY students. (G 2.2f)

* TOSAs and Site resource teachers to support equity plan, health and wellness.(G 2.2g)

*Implement a district wide plan for alternative behavior management systems such as Restorative Practices. (G 2.3 a)

*Continue to provide training for site personnel to appropriately respond to students in crisis, social emotional needs, conflict resolution referrals, victims of bullying, social media, etc. (G 2.3 b)

Page 128 of 146 *Office of Equity, Culture, and Student Services implements year 2 of the Equity Plan and facilitates ongoing Equity surveys and site visits. (G 2.3 c)

*Teacher librarians continue to provide safe and engaging physical spaces for students that support diversity and a sense of belonging, facilitate activities that support technology and literacy, and provide safe "virtual spaces" through grade-appropriate online resources. (G 2.3 d)

GOAL 3:

* TOSAs/CIS/Counselors will continue to work with parent groups to provide needed information regarding services and programs for EL, LI, FY, HY, SWD. (G 3.2 a)

* Community Relations Facilitators at designated sites continue to support student success and to enhance parent capacity for EL, LI, FY, HY, SWD.(G 3.2 b)

* Continue to implement and support parent participation in training and institutes to support parent needs for EL, LI, FY, HY, SWD.(G 3.2 c)

*Continue annual surveys to gather comments and feedback on services, programs, and parent and student needs including EL, LI, FY, HY, SWD (G 3.3 a)

*Implementation of alternative times, locations, and media (including video streaming) for community meetings to allow for maximum involvement and feedback in addition to surveys. (G 3.3 b)

*Site leadership will increase opportunities for parent and community input and awareness about district initiatives and site events. (G 3.3 c)

* Continue to build stronger community partnerships and inform the community about district events and accomplishments. (G 3.3 d)

Based on current research on quality first instruction, equity and access, professional development, this is the most effective use of funds to ensure equity in reaching our LCAP goals for unduplicated student groups.

B. The following are school-wide services for all students including all targeted sub-groups.

Page 129 of 146  Sites above 40% unduplicated student count: (Based on current research on resiliency building and language acquisition, this is the most effective use of funds to ensure mastery of content for unduplicated student groups.)

*Site Restorative Resource Teachers (CVH, CVM, SOH, SOM) (G. 2.2h)

*Community Relations Facilitators (CPH, HTH, MVH, SYH, SOH, SUHI, CVM, MOM, NCM, CVH, MVA, OSS, GJH) (G. 3.2b)

* Additional staffing for schools that are at "red" performance level in math and other schools as determined by need to ensure effective initial instruction that leads to student engagement and mastery.(MVA, CPM, SOM)

(G. 1.2m)

*Summer Bridge/Extended Learning (OSS, and additional Sites) (G. 2.2c)

*Tutors (CVH, HTH, MVH, PH, SOH, SUHI, HTM, MOM, CVM) (G. 1.2e)

 Sites below the 40% unduplicated student count for supplemental funding: (Based on current research on resiliency building and language acquisition, this is the most effective use of funds to ensure mastery of content for unduplicated student groups.)

*Community Relations Facilitators (OHR, RDR, BVH)

*Summer Bridge/Extended Learning (ELM) (G. 2.2c)

The actions and services listed above were central to SUHSD's 2018-2019 LCAP. These actions and services principally provided supports for our high need students and created the framework in decreasing the achievement gap and meeting both local and state priorities. These actions and service also assisted in meeting the proportionality requirement of 13.72% in 2018 - 2019. Both quantitative and qualitative measures were collected and analyzed.

Overall, between the expenditures in Section 2 and the systemic changes noted above, SUHSD will meet the proportionality requirement of 13.72 % for Fiscal Year 2018-2019. The services illustrated in Section 2 are above the normal operations available to all pupils. The District is using quantitative and qualitative measures to increase and improve services for unduplicated pupils by providing additional district personnel; access to supplemental materials; 21st century technological resources; and opportunities to participate in professional development trainings to improve the overall student learning environment for English Learners,

Page 130 of 146 Foster/Homeless youth, and low income students. Additionally there is a district-wide approach on focusing on unduplicated students through monitoring effectiveness and providing feedback via walkthroughs, management meetings, administrative PD via twilight sessions, collaboration meetings across the district to share effective strategies, district participation in the EL Evaluation Institute. We have an increased focus on the value and importance of student-voice and have begun to incorporate research based approaches to increase solicitation of student input and implementation of their suggestions in our systems. This will provide an increase in services for unduplicated students as compared to the services provided to all students in meeting our district LCAP goals.------

Page 131 of 146 Addendum The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities. For county offices of education, the LCAP must describe, for each county office of education- operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs. If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned. Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

Page 132 of 146 For questions related to specific sections of the template, please see instructions below: Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected]. Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the California School Dashboard data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to California School Dashboard means the California School Dashboard adopted by the State Board of Education under EC Section 52064.5.

Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:  Schools Identified: Identify the schools within the LEA that have been identified for CSI.  Support for Identified Schools: Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.  Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement. Page 133 of 146

Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected. * For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP. Annual Measurable Outcomes For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal. Actions/Services Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided. Analysis Using actual annual measurable outcome data, including data from the California School Dashboard, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.  Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.  Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.  Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.  Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the California School Dashboard, as applicable. Identify where those changes can be found in the LCAP. Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires

Page 134 of 146 charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals. Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, enter the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update. School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures. Goals, Actions, and Services LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions. School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such. New, Modified, Unchanged As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Page 135 of 146 Goal State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve? Related State and/or Local Priorities List the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities) Identified Need Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the California School Dashboard, as applicable. Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years. The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services For each action/service, the LEA must complete either the section “For Actions/Services not included as contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action. For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by entering “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate. Page 136 of 146 Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must identify “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate. Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identifying the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP. For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement: Students to be Served For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served. Scope of Service For each action/service contributing to meeting the increased or improved services requirement, identify the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must identify one of the following three options:  If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter "LEA-wide."  If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, enter “schoolwide”.  If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”. For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP. Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Page 137 of 146 Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP. Actions/Services For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged:  Enter “New Action” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.  Enter “Modified Action” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.  Enter “Unchanged Action” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description. o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable. Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year. Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such. Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

Page 138 of 146 If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

Demonstration of Increased or Improved Services for Unduplicated Students This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP. Estimated Supplemental and Concentration Grant Funds Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7). Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:  For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.  For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

Page 139 of 146 For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:  For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.  For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

Page 140 of 146 State Priorities Priority 1: Basic Services addresses the degree to which: A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair. Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency. Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and each individual school site; B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional needs. Priority 4: Pupil Achievement as measured by all of the following, as applicable: A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California (UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework; D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT); E. The English learner reclassification rate; F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement as measured by all of the following, as applicable: A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates;

Page 141 of 146 Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness. Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in: A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable; B. Programs and services developed and provided to unduplicated pupils; and C. Programs and services developed and provided to individuals with exceptional needs. Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils. Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including: A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports; C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport. Local Priorities address: A. Local priority goals; and B. Methods for measuring progress toward local goals.

Page 142 of 146 APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply: (a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of K-8 students who were absent 10 percent or more of the school days excluding students who were: (A) enrolled less than 31 days (B) enrolled at least 31 days but did not attend at least one day (C) flagged as exempt in the district attendance submission. K-8 students are considered to be exempt if they: (i) are enrolled in a Non-Public School (ii) receive instruction through a home or hospital instructional setting (iii) are attending a community college full-time. (2) The number of students who meet the enrollment requirements. (3) Divide (1) by (2). (b) “High school dropout rate” shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (c) “High school graduation rate” shall be calculated as follows: (1) For a 4-Year Cohort Graduation Rate: (A) The number of students in the cohort who earned a regular high school diploma by the end of year 4 in the cohort. (B) The total number of students in the cohort. (C) Divide (1) by (2). (2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate: (A) The number of students who either graduated as grade 11 students or who earned any of the following: (i) a regular high school diploma (ii) a High School Equivalency Certificate (iii) an adult education diploma (iv) a Certificate of Completion and was eligible for the California Alternative Assessment if under the age of 20. (B) The number of students in the DASS graduation cohort. (C) Divide (1) by (2). (d) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (e) “Expulsion rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

Page 143 of 146 (3) Divide (1) by (2).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

Page 144 of 146

APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis 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 EC 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 school sites 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?

Guiding Questions: Stakeholder Engagement 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in EC 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 EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)?

Page 145 of 146 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?

Guiding Questions: Goals, Actions, and Services 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site 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 EC Section 42238.01 and groups as defined in EC 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 school sites? 10) What information was considered/reviewed for subgroups identified in EC Section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to EC Section 52052, to specific school sites, 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?

Prepared by the California Department of Education, January 2019

Page 146 of 146