LCFF Budget Overview for Parents
Local Educational Agency (LEA) Name: Ceres Unified School District CDS Code: 50-71043-0000000 Local Control and Accountability Plan (LCAP) Year: 2019-20 LEA contact information: Amy Peterman, Ed.D., Assistant 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 Ceres Unified School District expects to receive in the coming year from all sources.
The total revenue projected for Ceres Unified School District is $177,437,358, of which $154,266,984 is Local Control Funding Formula (LCFF), $5,763,930 is other state funds, $9,471,173 is local funds, and $7,935,271 is federal funds. Of the $154,266,984 in LCFF Funds, $37,464,359 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).
Page 1 of 233 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 Ceres Unified 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.
Ceres Unified School District plans to spend $180,723,225 for the 2019-20 school year. Of that amount, $130,504,071 is tied to actions/services in the LCAP and $50,219,154 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:
The Board of Trustees prioritizes decisions based on the needs of students, families, and staff, strategically allocating fiscal and personnel resources to achieve the vision and mission of the district. The majority of district expenditures (80%) are used to hire teachers and staff who deliver services to students. General Fund Budget Expenditures not included in the LCAP are allocated to costs such as overhead, operations and maintenance, transportation, and special education.
Increased or Improved Services for High Needs Students in 2019-20
In 2019-20, Ceres Unified School District is projecting it will receive $37,464,359 based on the enrollment of foster youth, English learner, and low-income students. Ceres Unified 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, Ceres Unified School District plans to spend $46,817,229 on actions to meet this requirement.
Page 2 of 233 LCFF Budget Overview for Parents
Update on Increased or Improved Services for High Needs Students in 2018-19
This chart compares what Ceres Unified 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 Ceres Unified 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, Ceres Unified School District's LCAP budgeted $43,747,557 for planned actions to increase or improve services for high needs students. Ceres Unified School District estimates that it will actually spend $45,662,301 for actions to increase or improve services for high needs students in 2018-19.
The difference between the budgeted and actual expenditures of $1,914,744 had the following impact on Ceres Unified School District's ability to increase or improve services for high needs students: Because of the high percentage of unduplicated students in Ceres Unified (85.8%), all actions and services in the LCAP impact high needs students.
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LCAP Year (select from 2017-18, 2018-19, 2019-20)
2019-20
Local Control Accountability Plan and Annual Update (LCAP) Template
Local Control 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 Ceres Unified School District Amy Peterman, Ed.D. [email protected] Assistant Superintendent 209-556-1520
2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them. Ceres Unified School district is bounded by agricultural holdings. The area is known for growing fruit, grapes and almonds as well as being a large dairy production area. Within the district is a federally operated Migrant Camp provided for families who work in the related agricultural crops and industries grown and harvested in the area. The socioeconomic makeup of the community is impacted by a significant number of individuals who live close to the poverty level. In 2018-2019, 81.8% of the students are eligible for the federally funded Free and Reduced Lunch Program, a poverty indicator determined by the California Department of Education. 31.8% of students are classified as English learners, and the Local Control Funding Formula Unduplicated Count of students is 85.8%.
As a result of data analysis detailing the demographics, goals, outcomes, metrics, and results, and consultation and engagement with stakeholder groups, the 2018-2019 Ceres Unified Local Control Accountability Plan has been evaluated and the goals, actions, and services have been updated for the 2019-2020 school years.
Providing high levels of academic and wrap around services on a districtwide basis will raise the level of education for all students in Ceres. As Dr. Anthony Muhammad emphasizes in his book Overcoming the Achievement Gap Trap, in high achieving schools, internal and external obstacles are viewed as “challenges and opportunities for growth and to do what is perceived as impossible...they recognize that students are not at risk but...school dependent. They believe that with the right guidance, resources, and enough time, ALL students can become academically and socially successful”. This is a belief at the core of the goals, actions, and services of the Ceres Unified Local Control Accountability Plan.
Page 4 of 233 With an 85.8% unduplicated count of students, the goals, actions, and services of this LCAP have been developed with the needs of school-dependent children in mind. Knowing this, actions and services in this Local Control Accountability Plan are provided on a districtwide basis, with the supplemental and concentration grant dollars principally directed toward meeting the needs of school-dependent students.
LCAP Highlights Identify and briefly summarize the key features of this year’s LCAP. Developed in consultation with stakeholders representing students, families, the community, and staff, the Ceres Unified Local Control Accountability Plan provides transparency regarding the goals, actions, services, and budget to fulfill the priorities, vision, and mission of the Board of Trustees:
• Priorities: The Board of Trustees prioritizes decisions based on the needs of students, families, and staff, strategically allocating fiscal and personnel resources to achieve the vision and mission of the district.
Vision: All students academically prepared to achieve their full potential, supported by and contributing to the community.
Mission: Provide quality instruction and support programs resulting in equitable achievement and college and career readiness for every student.
To achieve the priorities, mission, and vision of the Board, the Local Control Accountability Plan and the Ceres Unified Strategic Plan have been combined with a focus on three main goals:
Goal A: Provide excellent and equitable Conditions of Learning for each student through effective instruction within learning environments in good repair.
Goal B: Ensure Pupil Outcomes reflect access, equity, and achievement in research-based instruction and support programs leading to college and career readiness.
Goal C: Provide active family and student Engagement programs which increase participation and results for all students.
These goals drive the focus on actions and services with a focus on increasing and improving services for the students in Ceres schools.
Utilizing the ongoing process of stakeholder involvement, Ceres Unified will continue to implement, evaluate, and revise the goals, actions, and services within the LCAP, using specific outcomes, metrics, and results to inform actions and services in 2019-2020 and beyond. The voices and experiences of Ceres students, families, community members, and staff are critical in the ongoing cycle of reflection, planning, and evaluation needed as we work toward closing expectation and achievement gaps and achieving the Ceres mission to provide quality instruction and support programs resulting in equitable achievement and college and career readiness for every student.
Page 5 of 233 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 Dashboard Indicator data released in December 2018 reflect LEA performance levels are in the green, yellow, and orange ranges. Analysis of the level of change reflect the following growth:
English Language Arts (yellow): 25.4 points below standard (increased 6.3 points); all student groups maintained or increased. Mathematics (yellow): 67.5 points below standard (increased 4.4); 8/12 student groups maintained or increased. College/Career Readiness (green): 53.5% prepared (increased 17.5%); all student groups maintained or increased. Suspension Rate (yellow): 7.4% (declined 3.3%); 12/13 student groups declined.
Evaluation of the Ceres Unified Strategic Plan/LCAP state and local metrics indicates the following areas of celebration and progress related to the LCFF state priorities for each of the LCAP goals:
Goal A: Conditions of Learning Progress has been made in maintaining the percentage of highly qualified staff, implementing new instructional materials adoptions and technology, monitoring effectiveness of instructional norms and standards-based instruction, and providing access to a broad course of study that includes art, music, and career technical education.
Goal B: Pupil Outcomes Ceres students demonstrated growth in both English Language Arts and Mathematics on the Spring 2018 CAASPP. Students continue to have access to UC/CSU a-g coursework, and additional learning directors are providing increased and improved support for students and families as they plan for college and careers. Increased enrollment in Advanced Placement courses continues to be a celebration in Ceres.
Students and families continue to access the mental and physical health services provided by Ceres Unified. Mentoring, social skills, counseling, and clinician services continue to be accessible to students in all grade spans, and feedback about the impact of these services is overwhelmingly positive. Meeting the social and emotional needs of the students and providing referrals to community services for families continues to improve student capacity to learn.
Goal C: Family and Student Engagement Maintaining a high number of volunteers in Ceres schools is evidence of the importance families place on education and services provided for their children. Each school site continues to engage families, setting specific goals and actively soliciting engagement of those who may not already feel connected and welcome on campus.
The 3.3% decrease in the Suspension Rate Indicator is a result of maintaining a strong focus on positive school climate and culture and finding alternatives to suspension for students.
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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 Dashboard Indicator data released in December 2018 reflect the Chronic Absenteeism Indicator as orange:
Chronic Absenteeism Rate (2017-2018) (orange): Overall: 9% (increased 0.6%) 1/13 subgroups red (Homeless 21%, maintained with a slight increase of 0.3%) 10/13 subgroups orange (increases ranged from no change to 2.8% for the various student groups)
When examining specific student groups, the following areas of need are apparent:
Students with Disabilities: English Language Arts (2017-2018) (orange): Very low at 113.9 points below standard, increased 4.3 points Mathematics (2017-2018) (red): Very low at 145.8 points below standard, maintained 0.4 points Graduation Rate (2017-2018) (red): Very low at 63.4%, declined significantly by 12.9%
Evaluation of the Ceres Unified Strategic Plan/LCAP state and local metrics indicates the following areas of growth related to the LCFF state priorities for each of the LCAP goals:
Goal A: Conditions of Learning Providing support for teachers new to the profession through student teaching, peer coaching, and induction as well as job-embedded professional learning for teachers with California Clear credentials is a continued area of focus. In addition, increased professional learning is needed to assist teachers in both content knowledge and use of instructional materials, including digital adoptions and educational technology. Increasing rigor is a continued area of focus.
Goal B: Pupil Outcomes There is a need to increase achievement in both English language arts and mathematics for all student groups, particularly Students with Disabilities. Working in collaborative teams, teachers are creating common formative assessments, sharing best practices, and providing both intervention and enrichment for students. In addition, learning directors, assistant principals, and principals are closely monitoring student data and systematically planning for intervention and enrichment for students based on common formative and summative data.
Goal C: Family and Student Engagement Continue to implement programs that focus on increasing family engagement, communication and educational programs so families are prepared to support student learning. Continue working with students and families to increase attendance and student connectedness to school. Focus on strategies and programs to increase graduation rates, particularly for Students with Disabilities. To support these goals, continued professional learning on actively and cognitively engaging students as well as shaping behaviors will remain an area of attention.
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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?
Performance Gaps Dashboard Indicator data released in December 2018 reflect the following student groups two or more performance levels below the “all student” performance:
Suspension Rate: All Students: Yellow - 7.4% Foster Youth: Red - 26.7%
Graduation Rate: All Students: Yellow - 85.6% Students with Disabilities: Red - 63.4%
Mathematics: All Students: Yellow - 67.5 points below standard African-American students: Red - 97.7 points below standard Students with Disabilities: Red - 145.8 points below standard
To address these needs, staff will continue to improve Positive Behavior Interventions and Supports (PBIS) provided for students, focusing on equitable disciplinary strategies and enlisting the support of the Foster Youth liaison. A Students with Disabilities task force has been formed to allow staff to come together to identify root causes and develop strategies, with a focus on academic supports in English Language Arts and mathematics as well as improving graduation rates. Finally, staff will maintain a continued focus on mathematics, closely monitoring learning "by student, by standard" to determine ways to increase outcomes for African-American students.
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. Don Pedro Elementary School, Cesar Chavez Junior High School, and Endeavor High School.
Page 8 of 233 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. District staff worked closely with site leaders of the three schools who are implementing comprehensive support and improvement activities. District staff provided guidance and technical assistance to site leaders by providing necessary data for them to analyze as they revised school plans. Needs assessments focused on the analysis of California School Dashboard indicator data as well as locally-collected data pertaining to the indicators (examples of such data include teacher credentialing data, school climate survey results, and mental health program usage). Sites identified evidence-based interventions to target the identified need as a result of data analysis. Site leaders solicited input from school site council members when revising the school plan for 2019-2020.
Resource inequities identified during the school plan revision process included: the use of modified curriculum that mild/moderate special education students receive, which means students are not always receiving access to grade level standards; master schedule and instructional minutes limitations within the school day, particularly for Endeavor students who only attend on site for a half- day independent study program; and the district music and PE schedules that limit the elementary daily schedules to provide first-time instruction, intervention and extension at flexible times during the school day.
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. District staff will work closely and meet regularly with site leaders of CSI schools as they monitor the metrics identified in their School Plans as well as the 2019 California School Dashboard indicator data in order to evaluate the effectiveness of their plans. Staff will regularly monitor progress using multiple measures during the school year. District will provide support to sites to help with the collection, organization, and monitoring of data as well as supporting site staff with utilizing the district's data management system.
Page 9 of 233 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 A Provide excellent and equitable Conditions of Learning for each student through effective instruction within learning environments in good repair.
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 7: Course Access (Conditions of Learning) Local Priorities: Ceres Unified Strategic Plan, Local Educational Agency Plan, Ceres Unified Technology Plan
Annual Measurable Outcomes Expected Actual
Metric/Indicator A1|A2. Highly qualified percentage; degree to which teachers are assigned, A1|A2. Highly qualified percentage; degree to which teachers are assigned, degree to which teachers are fully credentialed, Ceres Certification of Direct degree to which teachers are fully credentialed, Ceres Certification of Direct Instruction certification rates Instruction certification rates 18-19 Results: 18-19 Highly Qualified Staff: Highly Qualified Staff: 95% or higher 100%
Degree to Which Teachers are Appropriately Assigned: Degree to Which Teachers are Appropriately Assigned: 95% or higher 99%
Degree to Which Teachers are Fully Credentialed for Subject: Degree to Which Teachers are Fully Credentialed for Subject: 95% or higher 94%
CCDI Certification: CCDI Certification: 40% or higher 28%
Page 10 of 233 Expected Actual
Baseline Highly Qualified Staff: 2016-2017: 96.0% 2017-2018: 99.0%
Degree to Which Teachers are Appropriately Assigned: 2016-2017: 97.0% 2017-2018: 99.0%
Degree to Which Teachers are Fully Credentialed for Subject: 2016-2017: 95.0% 2017-2018: 95.0%
CCDI Certification: 2016-2017: 37% 2017-2018: 34%
Metric/Indicator A3|A4. Instructional materials inventory; Employee Technology Satisfaction A3|A4. Instructional materials inventory; Employee Technology Satisfaction Survey Survey 18-19 Results: 18-19 Implement Mathematics, ELA/ELD, History/Social Studies adoptions and K-12 staff implemented new instructional materials for History/Social Studies. 1:World devices. Staff continued the implementation of K-12 English Language Arts/English Language Development, mathematics, and 1:World devices. Pilot and adopt for NGSS Staff piloted and adopted instructional materials for K-8 science. The Maintain satisfaction at 4.0 or higher decision was made to pilot and adopt 9-12 science in 2019-20.
Baseline Technology Satisfaction Survey: Staff implemented the adoption of K-12 mathematics, 1:World devices and 4.39 out of 5.0 also piloted and adopted K-12 English Language Arts and English Language Development instructional materials. 2017-2018: New implementation of K-12 ELA/ELD, continued implementation of math and 1:World devices. Adopted and purchased new History/Social Studies materials.
Technology Satisfaction Survey: 2016-2017: 4.3 out of 5.0 2017-2018: 4.35 out of 5.0
Metric/Indicator A5|A6. Facility Site Visit Protocol; Facility Satisfaction Survey
Page 11 of 233 Expected Actual
A5|A6. Facility Site Visit Protocol; Facility Satisfaction Survey 18-19 Results:
18-19 Facility Site Visit Protocol: Maintain ratings of 9 or 10 at all schools 19 of 20 schools scored a 9 or 10.
Maintain satisfaction at 4.0 or higher Facility Satisfaction Survey: 4.28 out of 5.0
Baseline 2016-2017 Facility Site Visit Protocol: 19 of the 20 Ceres Unified school campuses received Great (9) or Exemplary (10) on the CUSD facility rating. 2017-2018: 19 of 20 schools scored a 9 or 10
Facility Satisfaction Survey: 2016-2017: 4.28 out of 5.0 2017-2018: 4.36 out of 5.0
Metric/Indicator A7|A8. Instructional Norms Visits; Classroom Walk Throughs A7|A8. Instructional Norms Visits; Classroom Walk Throughs 18-19 Results: 18-19 Deeper and more effective implementation of the standards and Standards implementation was monitored through classroom walkthroughs instructional practices as observed through formal and informal classroom and site visits using the CUSD instructional design and delivery norms. observations Monitoring indicated that teachers and teacher teams continue to grow in Baseline their effective implementation of the standards. Deeper and more effective implementation of the standards and instructional practices as observed through formal and informal classroom observations 2017-2018: Standards implementation was monitored through classroom walkthroughs and site visits using the CUSD instructional design and delivery norms. Monitoring indicated that teachers are making continued growth in implementing the standards effectively.
Metric/Indicator A9|A10. Master Schedule of Courses and Enrollment; UC/CSU a-g A9|A10. Master Schedule of Courses and Enrollment; UC/CSU a-g completion rate; Arts and Music schedule completion rate; Arts and Music schedule 18-19 Results: 18-19 Maintain zero periods, art and music lessons at current levels. Expansion of course offerings: 12 "zero" period courses Increase AP and CTE enrollment in line with percentage increases in overall school enrollment K-6 Art lessons: 1,465
Page 12 of 233 Expected Actual K-6 Music lessons: 1,604 Increase UC/CSU a-g completion by 5%
AP Enrollment: 925 students; 1,482 tests Baseline Expansion of course offerings: CTE Enrollment: 41.4% 2016-2017: 10 2017-2018: 9 "zero" periods 2017-2018 UC/CSU A-G Completion: 45.1%
K-6 Art Lessons: 2016-2017: 1,782 2017-2018: 1,470
K-6 Music Lessons: 2016-2017: 1,737 2017-2018: 1,900
AP Enrollment: 2016-2017: 1,459 students 2017-2018: 1,488
CTE Enrollment: 2016-2017: 34.0% 2017-2018: 39.0%
UC/CSU a-g Completion: 2015-2016: 39.9% 2016-2017: 41.6%
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 A1 Fully credentialed, highly A1a. The percentage of highly 0000 Teacher Salaries and 0000 Teacher Salaries and qualified teachers and instructional qualified teachers and degree to Benefits 1000-1999: Certificated Benefits 1000-1999: Certificated staff which teachers are appropriately Personnel Salaries Base Personnel Salaries Base assigned remained constant and $38,335,196 $39,198,263 above the goal of 95% or greater.
Page 13 of 233 A1a. Hire highly qualified, fully The degree to which teachers are 1400 Teacher Salaries and 1400 Teacher Salaries and credentialed teachers and fully credentialed fell to 94%. Benefits 1000-1999: Certificated Benefits 1000-1999: Certificated instructional staff. Attend Personnel Salaries Education Personnel Salaries Education recruitment fairs and conduct A1b. Careful consideration was Protection Account $17,481,446 Protection Account $18,014,179 widespread advertising to attract given to the placement of staff at highly qualified staff. and within school sites, taking 6500 Teacher Salaries and 6500 Teacher Salaries and experience and skill level into Benefits 1000-1999: Certificated Benefits 1000-1999: Certificated A1b. Balance placement of staff, consideration. The Deputy Personnel Salaries Special Personnel Salaries Special by experience and skill level, at Superintendent and Director of Education $6,568,063 Education $6,738,470 and within sites to ensure there are Personnel Services met with each no inequities in low-income and site’s principal and reviewed 6105 Teacher Salaries and 6105 Teacher Salaries and minority students being taught by teacher performance in mid-year Benefits 1000-1999: Certificated Benefits 1000-1999: Certificated ineffective, inexperienced, or out- meetings. In addition, they review Personnel Salaries Preschool Personnel Salaries Preschool of-field teachers. Review and audit and provide feedback as needed $693,196 $1,263,993 each site for quality evaluation of on employee evaluations. employees. 9011, 9012, 9071, 9072 Teacher 9011, 9012, 9071, 9072 Teacher A1c. In addition to regular Salaries and Benefits 1000-1999: Salaries and Benefits 1000-1999: A1c. Monitor instruction and monitoring by site administration, Certificated Personnel Salaries Certificated Personnel Salaries ensure ongoing instructional classroom walkthroughs by site Head Start $584,260 Head Start $7,786 effectiveness for all staff. and district administration were utilized to monitor instructional A1d. Continue to collect feedback effectiveness and to provide to identify professional learning feedback for ongoing support and needs and effectiveness. Use data growth. Formal instructional site to evaluate and inform visits were conducted by teams of development of future professional administrators, teachers, and learning. classified staff. Each site was provided feedback on areas of strength and areas for growth.
A1d. Following site and district professional learning experiences, participants provided written feedback on the effectiveness of the experience. Facilitators used this feedback to inform future professional learning experiences.
Action 2
Planned Actual Budgeted Estimated Actual
Page 14 of 233 Actions/Services Actions/Services Expenditures Expenditures A2 Fully credentialed, highly A2a. District maintained one 0000-8201, 8202 Additional 0000-8201, 8202 Additional qualified teachers and instructional additional FTE in both Personnel Teacher Salaries and Benefits Teacher Salaries and Benefits staff and Payroll to support additional 1000-1999: Certificated 1000-1999: Certificated hiring for LCAP related actions and Personnel Salaries Supplemental Personnel Salaries Supplemental A2a. Maintain additional services. and Concentration $1,407,171 and Concentration $1,557,183 Personnel/Payroll staff to support additional hiring for LCAP related A2b. 19 additional teachers were 0000-8310/8410 0000-8310/8410 actions and services. hired to reduce average class size payroll/personnel clerk 2000- payroll/personnel clerk 2000- below the K-12 negotiated rate. 2999: Classified Personnel 2999: Classified Personnel A2b. Maintain reduced class size Salaries Supplemental and Salaries Supplemental and below the lower of the contractually A2c. 92 teachers were supported Concentration $233,327 Concentration $268,211 negotiated class size (4-12) or by 33 mentors in the Induction state required class size for class program, and 47 intern teachers 0000-8519 Induction 0000-8000 0000-8519 Induction 0000-8000 size reduction (K-3). were supported by 30 peer Supplemental and Concentration Supplemental and Concentration coaches. Ceres Adult School $760,000 $773,651 A2c. Support teachers in becoming provides a RICA test-preparation 3010 Instructional Coach Salaries 3010 Instructional Coach Salaries highly qualified and in completing course to support teachers in need and Benefits 1000-1999: and Benefits 1000-1999: the Professional Clear credential of completing subject matter Certificated Personnel Salaries Certificated Personnel Salaries through provision of subject matter examination. Title I $354,830 Title I $479,743 examination; advanced certification; teacher induction A2d. 13 administrators received 4035 Instructional Coach Salaries 4035 Instructional Coach Salaries program. Mentors for teachers in support through the Administrator and Benefits Leadership and Benefits Leadership induction and peer coaches for Induction program. Academy Costs 1000-1999: Academy Costs 1000-1999: teachers in an intern program will Certificated Personnel Salaries Certificated Personnel Salaries be provided. A2e. One NGSS instructional Title II $398,495 Title II $370,058 coach was hired. Coaches A2d. Support administrators in provided additional support for 0000-8538 Instructional Coach 0000-8538 Instructional Coach earning the Clear Administrative instructional staff in implementing Salaries and Benefits 1000-1999: Salaries and Benefits 1000-1999: credential through the new curriculum adoptions, Certificated Personnel Salaries Certificated Personnel Salaries Administrator Induction program. identifying essential standards, Supplemental and Concentration Supplemental and Concentration developing standards maps, and $607,591 $678,092 A2e. Maintain increased number supporting effective instructional and hire one additional practices in the classroom. An 4203 Instructional Coach Salaries 4203 Instructional Coach Salaries instructional coach to support additional area of focus was on and Benefits 1000-1999: and Benefits 1000-1999: research-based professional providing support for dual Certificated Personnel Salaries Certificated Personnel Salaries learning and instructional language immersion teachers. Title III $340,129 Title III $425,262 effectiveness for staff, specifically 0000-8539 Certifications 1000- 0000-8539 Certifications 1000- focusing on the implementation of A2f. 47 teachers are Google Level 1999: Certificated Personnel 1999: Certificated Personnel Next Generation Science 1 certified; 19 teachers are Google Salaries Supplemental and Salaries Supplemental and Standards. Level 2 certified, 68 teachers are Concentration $100,000 Concentration $83,261
Page 15 of 233 CCDI recertified, and 23 teachers A2f. Provide stipends for teachers are CCDI Coach certified. to pursue and maintain advanced certification of professional A2g. 58 classified and certificated learning provided by the district staff participated in professional (CCDI recertification, Google learning through the Leadership certification). Academy.
A2g. Provide professional learning A2h. District staff collaborated through the Leadership Academy with CSU Stanislaus Teacher for classified and certificated staff Education faculty to prioritize the to increase knowledge and necessary skills student teachers capacity for distributed leadership. need for success and to ensure the best possible placement for the A2h. Collaborate with California student teachers. Feedback was State University, Stanislaus collected from student teachers in Teacher Education faculty to the Fall of 2018 in order to improve increase coherence between placement practices of student undergraduate, student teaching teachers with cooperating teachers and induction preparation in the Spring of 2019. programs. A2i. Student teachers were invited A2i. Provide professional learning to attend the Ceres Summer “boot camps” for student teachers Institute in July 2018. A "Boot to introduce them to Ceres Norms Camp" was held in January for and Expectations. student teachers being placed in the Spring. Three CoTeaching Workshops were offered throughout the year, and cooperating teachers were invited to attend with their student teachers.
Action 3
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A3 Standards-aligned instructional A3a. Staff, students, and families 0617 Instructional Materials 4000- 0617 Instructional Materials materials, including educational completed the review and adoption 4999: Books And Supplies 4000-4999: Books And Supplies technology process for K-8 Science, junior Instruction Materials $326,775 Instruction Materials $1,310,000
Page 16 of 233 A3a. Evaluate and adopt or high school Health, and other 6300 Instructional Supplies and 6300 Instructional Supplies and approve instructional materials in secondary courses as needed. Printing 4000-4999: Books And Printing 4000-4999: Books And line with standards-based Supplies Restricted Lottery Supplies Restricted Lottery instruction. A3b. The district provides non- $798,629 $1,047,871 internet dependent curricular A3b. Provide non-Internet materials and provides non- dependent digital access to internet dependent technology. standards-based instructional Students can complete materials through offline access or assignments offline at home and download of instructional materials then submit them when they are onto 1:1 devices. connected to school wifi.
Action 4
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A4 Standards-aligned instructional A4a. Supplemental standards- 0000-8536 Instructional Materials 0000-8536 Instructional Materials materials, including educational aligned instructional materials and 4000-4999: Books And Supplies 4000-4999: Books And Supplies technology technology applications were Supplemental and Concentration Supplemental and Concentration purchased based on assessment $500,000 $1,000,000 A4a. Purchase supplemental of individual sites' needs. standards-aligned instructional 0000-8531, 8532 Increased Site 0000-8531, 8532 Increased Site materials, including technology- A4b. Site budgets were increased Allocation 0000-8000 Allocation 0000-8000 based subscriptions and based on their proportion of Supplemental and Concentration Supplemental and Concentration applications (e.g., Discovery unduplicated students. $5,723,006 $6,212,292 Education). Instructional supplies and materials were provided to enrich 0000-8430 Student Technology 0000-8430 Student Technology A4b. Provide increased site and extend the learning for Devices 4000-4999: Books And Devices 4000-4999: Books And budgets to support instruction students. Staff received Supplies Supplemental and Supplies Supplemental and based on academic standards and professional learning time to plan, Concentration $3,100,000 Concentration $2,687,265 career readiness to: create, and share standards-based 0000-8429 Technology Additional 0000-8429 Technology Additional Purchase of lessons. Staff Salaries and Benefits 2000- Staff Salaries and Benefits 2000- supplemental standards- 2999: Classified Personnel 2999: Classified Personnel aligned instructional A4c. Staff received professional Salaries Supplemental and Salaries Supplemental and materials learning related to standards- Concentration $1,310,909 Concentration $1,369,883 Purchase of instructional based instruction and the use of supplies (copies, educational technology with the 0000 Library Staff Salaries and 0000 Library Staff Salaries and manipulatives, etc.) support of performance contracts, Benefits 1000-1999: Certificated Benefits 1000-1999: Certificated Provide professional release time, and instructional Personnel Salaries Base Personnel Salaries Base learning time to plan, coaching staff as well as Education $956,901 $1,013,609
Page 17 of 233 create and share Technology Specialists from 3010 Library Staff Salaries and 3010 Library Staff Salaries and standards-based CUSD Educational Services. Benefits 2000-2999: Classified Benefits 2000-2999: Classified lessons, including Personnel Salaries Title I $0 Personnel Salaries Title I $0 education technology A4d. All K-12 students were and standards-aligned provided Chromebooks on which 0000-8504 Additional Library 0000-8504 Additional Library instructional materials. they access instructional materials Staff Salaries and Benefits 1000- Staff Salaries and Benefits 1000- and utilize Google Suite for 1999: Certificated Personnel 1999: Certificated Personnel A4c. Provide additional Education tools and Google Salaries Supplemental and Salaries Supplemental and professional learning time through Classroom, as well as Concentration $259,975 Concentration $288,737 release time, performance supplemental technology-based contracts, and support of instructional resources. Educational Services staff to ensure effective implementation of A4e. Technology infrastructure adopted standards-aligned was upgraded and/or expanded to instructional materials and support and improve services of educational technology. Include 1:1 devices. summer school and after school teachers and support staff in A4f. Information regarding low and professional learning. no cost internet services for Ceres was provided to all families. A4d. Provide and support Internet hot spots are provided for instruction through 1:World each school and checked out to technology devices for standards- families as requested. based instruction and instructional materials. A4g. Two full-time librarians serve the needs of all schools in the A4e. Expand and improve district. Library media clerk time, technology infrastructure to above and beyond that provided improve communication systems through base funding, was and 1:World implementation. expanded and additional library Upgrade systems on campus and media clerks continue to serve provide Internet access on buses. students at each school site.
A4f. Provide information on free or low cost Internet options to CUSD students and families. Provide no cost internet access points to students as needed.
A4g. Increase student access to technology, research, and instructional resources outside of Page 18 of 233 the school day through expanded library time and staff. Administrators will work with library staff to create effective school library programs to support student learning, interests, and development.
Action 5
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A5 Learning environments with A5a. A review of the site facilities, 0000 Salaries and Benefits, 0000 Salaries and Benefits, facilities in good repair using the site facility visit protocol, Supplies, Outside Services 5000- Supplies, Outside Services 5000- was completed for each school 5999: Services And Other 5999: Services And Other A5a. Conduct routine repair and site. A written report was provided Operating Expenditures Base Operating Expenditures Base maintenance; conduct site facility to the principal and head $1,163,617 $1,215,485 visits and provide written feedback custodian. to principals and head custodians. 0000-8150 Salaries and Benefits, 0000-8150 Salaries and Benefits, Supplies, Outside Services, Supplies, Outside Services, Capital Outlay 0000-8000 Other Capital Outlay 0000-8000 Other $5,931,614 $5,446,759 Action 6
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A6 Learning environments with A6a. All staff completed a facility 0000-8776 Maintenance 5000- 0000-8776 Maintenance 5000- facilities in good repair satisfaction survey. This 5999: Services And Other 5999: Services And Other information was used to plan Operating Expenditures Operating Expenditures A6a. Conduct repair and improvements in facilities and Supplemental and Concentration Supplemental and Concentration maintenance related to all items on maintenance services. $1,500,000 $1,500,000 the Williams list as well as supplemental instructional materials (whiteboards, technology upgrades) and facility upgrades that improve school climate or student connectedness above base requirements
Page 19 of 233
Action 7
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A7 Research-based instruction of A7a. Implementation of standards 0000 Principal Salaries and 0000 Principal Salaries and English Language Development, was monitored through regular Benefits 1000-1999: Certificated Benefits 1000-1999: Certificated academic content, and academic classroom walkthroughs, using the Personnel Salaries Base Personnel Salaries Base performance standards in every CUSD instructional design and $3,298,934 $3,467,689 classroom delivery norms. Feedback was provided to teachers with a focus A7a. Monitor instruction through on implementation of the formal and informal Instructional standards in a rich learning Norms visits at each school as well environment. In addition, a task as regular classroom visits and force comprised of Educational feedback, using the research- Services staff, site administrators, based CUSD Instructional Design and instructional coaches and Delivery norms. collaborated and developed a new framework for learning focused on collecting evidence of student learning when observing classroom instruction. Action 8
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A8 Research-based instruction of A8a. Staff received professional 0000-8210 Two Additional 0000-8210 Two Additional English Language Development, learning time to collaboratively Teacher Professional Learning Teacher Professional Learning academic content, and academic plan, implement and assess Days: 1000-1999: Certificated Days: 1000-1999: Certificated performance standards in every instruction, infusing educational Personnel Salaries Supplemental Personnel Salaries Supplemental classroom technology. This learning time and Concentration $732,569 and Concentration $737,650 included release time, staff A8a. Provide site-based meetings, and lesson study with professional learning time through the support of instructional release time, lesson study, and coaching staff as well as Education performance contracts for teachers Technology Specialists from to collaboratively plan, implement, CUSD Educational Services. assess, and revise standards- based lessons, including all A8b. ELD teachers, grades 7-12, content area standards, including attended conferences and took ELD Standards through Integrated part in multiple Page 20 of 233 and Designated English Language collaboration/coaching days to Development. improve their instruction to be more strategic and responsive to A8b. Provide professional learning specific student need. New time on standards-aligned materials were purchased for use materials for all teachers providing in an "ELD Summer Bootcamp" English Language Development and students were actively instruction, including summer recruited for these courses. school and after school program Professional development was teachers. provided from out of district sources to examine the A8c. Provide additional district- effectiveness of the overall EL based professional learning time to program districtwide. collaboratively deepen content, standards and pedagogical A8c. Teachers from around the knowledge and to plan standards- district participated in release days based lessons including and professional development educational technology for high opportunities. Science teachers needs students. developed assessment practices Ceres Summer Institute and aligned new high school Additional Instructional NGSS courses to essential and Professional learning standards. ELA teachers Development days took extra time to master their Collaboration time, instructional materials and use the outside of the resources to support students. instructional day, for Math teachers reviewed effective grade and subject level pedagogy and examined rigorous teams to create and math tasks. Social Studies share, standards-based teachers reviewed their essential lessons. standards and focused on how to implement the CA State A8d. Develop, implement, and Framework for History/Social refine K-12 standards maps in the Studies. World Language areas of mathematics, English teachers also had training on new Language Arts/English Language curriculum and chose essential Development, Science and Social standards. In addition to Studies to provide a guaranteed, professional learning time at the viable curriculum for all students. site and district level, two additional professional learning days were added to the school calendar. During these two days, teachers participated in
Page 21 of 233 professional learning related to using educational technology to plan and deliver standards-based lessons, best practices related to instruction, deeper dives in adopted curriculum, further unpacking standards, and developing and analyzing formative assessments.
A8d. Standards maps were reviewed at all grade levels for Math, Science, and World Language on release days with teachers. Math standards were adjusted per teacher input for secondary math. Teachers engaged in data driven discussion about what learning is most essential to students as they move through their education and into college or career. Sites began the process of narrowing their focus to 3-5 essential standards from the ELA and Math maps.
Action 9
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A9 Access to a broad course of A9a. Site administrators 6500-Special Education District 6500-Special Education District study developed master schedules after Office Director and Program Office Director and Program first analyzing needs of individual Specialist Salaries and Benefits Specialist Salaries and Benefits A9a. Develop master schedules to students at grades K-6 and 1000-1999: Certificated 1000-1999: Certificated maximize opportunities for providing guidance regarding Personnel Salaries Special Personnel Salaries Special students to take a broad course of course requirements and college Education $700,281 Education $758,265 study, reducing conflicts which and career readiness at grades 7- might force a student to choose 12. In 7-12, students balloted for Career Technical Materials and Career Technical Materials and between classes. course choices. This student Supplies not included in Targeted Supplies not included in Targeted interest and demand provided the Resources, Resources, foundation for master scheduling, 3550,6382,6385,6386,7010,9382, 3550,6382,6385,6386,7010,9382,
Page 22 of 233 A9b. For students in special during which steps were taken to 9383 4000-4999: Books And 9383 4000-4999: Books And education, maximize opportunities reduce conflicts which might have Supplies Other $253,842 Supplies Other $235,830 to be placed in the Least limited student options for Restrictive Environment within the scheduling. Individualized Education Plan. A9b. Robust discussion takes A9c. Research and develop an place at all IEP meetings in order Inclusion model to increase access to provide students appropriate to general education courses for access to general educacation students. classes and peers. There is conscious decision-making in A9d. Learning Directors will place when scheduling courses for actively gather and monitor student students on individualized data to ensure appropriate course education plans. It is a priority to placement and credit schedule students in the least documentation. restrictive environment to maximize learning time with non- Prioritize Special disabled peers. Education placement and counseling. A9c. District staff continues to engage in research and A9e. During the instructional day, development of an Inclusion model provide strategically planned for students. Actions included intervention and extended learning collapsing an additional opportunities based on unique mild/moderate class at one school student need. site. When appropriate, rather than moving students into A9f. Provide Career Technical mild/moderate classrooms, Education classes through course students remained at their home offerings and instructional school and received inclusion materials, including active support in the general education counseling and balloting. setting. A second Education Specialist Inclusion Support teacher was hired to facilitate students' success and provide support and resources for general education teachers with inclusion students in their classes.
A9d. Learning Directors monitored appropriate course placement and credit accumulation for all
Page 23 of 233 students, prioritizing placement for Special Education students. Courses that prepare students for college and career goals were emphasized. Transcript Evaluation Service data were used to determine students' success in meeting college entrance requirements.
A9e. K-6 schools implemented master schedules that incorporated blocks of time within the school day to provide standards based learning opportunities to meet the unique learning needs of students, including extension/enrichment and intervention. Intervention teachers were hired to provide tier III intervention support. Ed Services admin/coaches provided professional learning regarding tiers of intervention and enrichment/extension resources within the adopted curriculum.
A9f. The additional Career Technical Education manufacturing and robotics courses and instructional materials were maintained in 7-12 schools. Learning Directors at the comprehensive and alternative education sites collaborate regarding the individual needs of students. Introduction to Animal Ag and Ag Leadership were added as additional courses. During academic counseling and the balloting process, students are provided the option of concurrently
Page 24 of 233 enrolling in Career Technical courses at the comprehensive high schools. Transportation is provided for students with such a need.
Action 10
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures A10 Access to a broad course of A10a. Non-verbal testing protocols 0000-8201 Zero period addition to 0000-8201 Zero period addition study were used to assess all third grade the school day Salaries and to the school day Salaries and students for GATE to ensure Benefits 1000-1999: Certificated Benefits 1000-1999: Certificated A10a. Utilize non-verbal testing second language learners were Personnel Salaries Supplemental Personnel Salaries Supplemental protocols for the identification of not at a disadvantage when tested. and Concentration $169,390 and Concentration $191,948 elementary Gifted and Talented Students in grades 4-6 were students. Assess all students in assessed on a referral basis. 0000-8513, 8515 Elementary 0000-8513, 8515 Elementary third grade and students in grades Music Salaries and Benefits, Music Salaries and Benefits, four through six on a referral basis. A10b. Learning Directors actively instruments 1000-1999: instruments 1000-1999: monitored and evaluated the Certificated Personnel Salaries Certificated Personnel Salaries A10b. Provide increased course needs of individual students. When Supplemental and Concentration Supplemental and Concentration access and credit recovery options appropriate, students in need of $615,494 $687,017 through online learning programs credit recovery were provided (e.g. GradPoint, Advanced access to online learning programs 0000-8824 Foster Youth Program 0000-8824 Foster Youth Program Placement). such as GradPoint and courses Services 2000-2999: Classified Services 2000-2999: Classified through Brigham Young University. Personnel Salaries Supplemental Personnel Salaries Supplemental A10c. Increase learning time by Students were able to request a and Concentration $85,000 and Concentration $88,168 providing an additional class wide variety of courses, and period, expanding opportunities for Learning Directors counseled students to broaden their course of students on which courses were study through a “zero” period the best fit for them and their future before the traditional day begins at goals. comprehensive high schools. A10c. Twelve additional courses A10d. Provide visual and were offered for comprehensive performing arts instruction and field high school students during a trips for K-6 students. “zero” period.
A10e. Provide transportation as A10d. The elementary music needed for alternative education program serves all 4th, 5th, and students so they can participate in 6th grade students. Additional Career Technical Education “push-in” art and music instruction
Page 25 of 233 classes at the comprehensive was provided in the primary sites. classrooms. Teachers participated in the lessons and then infused A10f. With support from the similar activities into subsequent English Learner Testing Assistant, instruction. Homeless Liaison, and Foster Youth Liaison, and Learning A10e. During academic counseling Directors will actively gather and and balloting process, students monitor student data to ensure were provided the option of appropriate course placement and concurrently enrolling in Career credit documentation, prioritizing Technical courses at the placement and counseling for comprehensive high schools. English Learners, Redesignated Transportation was provided for Fluent English Proficient, Migrant students with such a need. and Homeless Youth. A10f. The Learning Directors A10g. Coordinate and provide actively gathered and monitored services to meet the unique needs data related to the needs and of Foster Youth through provision performance of English learners, of a Foster Youth Community Redesignated Fluent English Liaison who focuses on case Proficient students, Migrant, and management services. The Foster Homeless Youth. Class and Youth Community Liaison will course assignments were made collaborate with site and district based on the unique learning staff as well as with County- needs of these students with a assigned student caseworkers to particular focus on the needs of coordinate district services with Long Term English learners. those provided by other agencies. Coordination of interventions will A10g. CUSD Student Support increase and improve services in Services Division staff focused on: support of student educational Through on-going goals and outcomes. The Foster collaboration and Youth Community Liaison will coordination with multiple collaborate with County-based agencies through the stakeholder groups on making Project Graduation improvements to agency Committee, including processes and procedures to several LEA's, the streamline inter-agency county office of communication and efficiency of education, CASA, and information sharing. Child Welfare, we have significantly improved the process of
Page 26 of 233 A10h. Provide Foster Youth the communication and Independent Living Skills Program information- sharing (ISLP) on Ceres 9-12 campuses; pertaining to foster explore offering the course during youth. The Foster Focus Academic Extended Day to afford system is currently being students access to the content and utilized regularly by the the opportunity to earn elective FY Liaison to identify key credits toward graduation members of the foster requirements. youth's support team (i.e., educational rights A10i. Expand learning holders, social workers, opportunities for students to foster parents), and broaden their course of study by important documentation offering Portuguese as an about the youth (JV- additional Modern Language 535's), upcoming court course. dates, and alerts us when a foster youth enrolls in another school district The Student Services Department monitors foster youth student's individual data, such as grades, GPA, chronic absenteeism, and discipline. This data is used to identify the most at-risk students by need and then provide academic and emotional supports to our Tier 2 and Tier 3 students. FY Liaison disaggregated student outcome data and identified areas of success and areas of need. This information was used to set specific targets for students and the foster program in the 19-20 school year and beyond.
Page 27 of 233 The Student Services Department continued working closely with the county office of education, local LEAs, and Child Welfare to develop policies and procedures to support foster youth and remove barriers and challenges in their educational placement and achievement. One such challenge is when foster youth placements are changed, which often results in the student being moved from their school of origin into another school district's boundaries. The FY Liaison worked directly with all parties involved, following our inter- agency agreement when a foster youth is moved out of their school or origin to ensure best interest determination of school placement as well as transportation agreements.
FY Liaison worked directly with social workers to identify current support services being provided to foster youth through their agency, and facilitated referrals to school-based support services to Page 28 of 233 supplement and compliment the student's existing treatment program. To date, there were 72 foster youth enrolled at one point during the school year. Current enrollment as of 3/29/19 by grade span:
High School: 13
Junior High: 14
Elementary: 26 FY Liaison worked directly with K-6 principals and 7-12 Learning Directors to actively gather and monitor data related to the needs and performance of Foster Youth. Class and course assignments were made based on the unique learning needs of these students, including alternative means for meeting promotion and graduation requirements based on the unique needs of the students. The FY Liaison actively collaborated with committees and community groups regarding the needs of Foster Youth. These groups included, but were not limited to, Page 29 of 233 county social workers, advocates, education mentors, Aspira Net, California Youth Connection, and the Foster Judge who oversees foster youth hearings at the judicial level. FY Liaison again took Foster Youth to the Foster Youth Summit in Sacramento this March.
A10h. The Foster Youth Independent Living Skills Program (ISLP) was provided but not on Ceres campuses due to transportation issues for other county Foster youth.
A10i. Portuguese was offered as an additional Modern Language course for high school students.
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 actions and services in support of goal A Conditions of Learning implemented in 2018-2019 included: increasing the percentage of highly qualified staff; adopting and implementing instructional materials in the area of English language arts/English Language Development, History/Social Studies, Science, and educational technology; provision of learning environments with facilities in good repair; implementation of all California standards through research-based instruction; and access to a broad course of study.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Growth was evident in the majority of metrics for Goal A. The percentages of highly qualified staff and degree to which teachers are appropriate assigned remain above 95%; areas of focus are degree to which teachers are fully credentialed and the percentage of
Page 30 of 233 teachers completing Ceres Certification of Direct Instruction (CCDI). Fully credentialed teacher rates dropped slightly from 95% to 94% while the percentage of CCDI certified teachers has fallen each of the last few years (from 34% to 28% this year). The adoption of new instructional materials and employee satisfaction with technology and facilities remain strong (well above 4.0 out of 5.0 on the rating scale according to survey results). Professional learning relative to implementation of the standards continues as new instructional materials were implemented for History/Social Studies and new instructional materials were selected and purchased for K-8 Science. An area of strength continues in the area of access to a broad course of study, with continued student participation in arts and music as well as strong enrollment numbers in Advanced Placement and Career Technical Education.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Under Action A3, the budgeted amount for instructional materials was $326,775 and the estimated actual amount expended is $1,310,000. During the school year, the decision was made to purchase K-8 science materials out of the 2018-2019 budget (rather than out of the 2019-2020 budget) so that the materials could be received by the end of the fiscal year. This will allow the district to inventory and distribute materials in a more timely fashion so that teachers can begin planning for the 2019-2020 school year.
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 goal, actions and services for Goal A will continue. Based on analysis of data from 2018-2019, the following Expected Annual Measurable Outcomes/Metrics has been modified for 2019- 20: Metrics A3/A4 for 2019-2020 were revised to reflect that the district will "implement K-8 NGSS” and “adopt 9-12 NGSS” as the district decided to wait until 2019-2020 to adopt grades 9-12 NGSS due the limited availability of 9-12 instructional materials during the 2018- 2019 adoption process. For action A2e, the language was changed from "Maintain increased number and hire one additional instructional coach to support research-based professional learning and instructional effectiveness for staff, specifically focusing on the implementation of Next Generation Science Standards" to “Hire one additional instructional coach to support research-based professional learning and instructional effectiveness for staff, specifically focusing on K-6 literacy.” This additional action is a result of data analysis and reflection as well as stakeholder feedback. For action A4a, removed language specific to Discovery Education, as the district regularly evaluates and adjusts which software programs are purchased to best meet the needs of the students. For action A10b, removed language specific to Advanced Placement and Grad Point, as the district regularly evaluates and adjust which programs are purchased to best meet the needs of the students.
Page 31 of 233 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 B Ensure Pupil Outcomes reflect access, equity, and achievement in research-based instruction and support programs leading to college and career readiness.
State and/or Local Priorities addressed by this goal:
State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes) Local Priorities: Ceres Unified Strategic Plan, Local Educational Agency Plan, Ceres Unified Technology Plan
Annual Measurable Outcomes Expected Actual
Metric/Indicator B1|B2. Increased achievement in all subgroups; decreased achievement gap B1|B2. Increased achievement in all subgroups; decreased achievement gap 18-19 Results:
18-19 CAASPP English Language Arts/Literacy 2017-2018 By 5%, increase achievement for all students and decrease the All Students: 42.3% achievement gap between subgroups and performance of all students. English Learner: 18.2% Foster Youth: 26.5% Increase the performance of all students by decreasing the average Gifted and Talented: 92.8% distance from met below level 3 on CAASPP ELA and Math tests. Homeless Youth: 29.0% Low Income: 39.0% Baseline Migrant: 34.5% CAASPP English Language Arts/Literacy 2015-2016 Reclassified Fluent English Proficient: 57.3% All Students 39.0% Special Education: 8.2% English Learner 9.0% Female: 47.4% Foster Youth *23.3% Male: 37.2% Gifted and Talented 92.1% Asian: 55.1% Homeless Youth 21.4% Black/African American: 36.8% Low Income 36.0% Hispanic/Latino: 39.8% Migrant 29.0% White: 50.1% Reclassified Fluent English Proficient 53.0%
Page 32 of 233 Expected Actual Fall 2018: ELA Distance from Met (based on 2017-2018 CAASPP scores): Special Education 9.0% 25.4 points below level 3 (+9.7 points from 16-17) Female 44.0%
Male 34.0% CAASPP Mathematics 2017-2018 Asian 55.0% All Students: 24.3% Black/African American 36.0% English Learner: 13.7% Hispanic/Latino 36.0% Foster Youth: 11.8% White 49.0% Gifted and Talented: 84.6%
Homeless Youth: 16.5% 2016-2017 Low Income: 22.1% All Students 38.0% Migrant: 22.5% English Learner 8.0% Reclassified Fluent English Proficient: 29.7% Foster Youth *17.0% Special Education: 5.9% Gifted and Talented 92.4% Female: 24.1% Homeless Youth 5.26% Male: 24.6% Low Income 35.0% Asian: 40.6% Migrant 27.0% Black/African American: 16.6% Reclassified Fluent English Proficient 52.0% Hispanic/Latino: 22.3% Special Education 8.0% White: 29.2% Female 43.0%
Male 33.0% Fall 2018: Math Distance from Met (based on 2017-2018 CAASPP scores): Asian 56.0% 67.5 points below level 3 (+1 point from 16-17) Black/African American 31.0%
Hispanic/Latino 35.0% White 46.0%
2016-2017 ELA Distance from Met: 30 points below level 3 Fall 2017: ELA Distance from Met (based on 2016-2017 CAASPP scores): 34.7 points below level 3
CAASPP Mathematics 2015-2016 All Students 20.0% English Learner 8.0% Foster Youth 3.3% Gifted and Talented 79.3% Homeless Youth 0.0% Low Income 18.0% Migrant 16.0% Reclassified Fluent English Proficient 26.0% Special Education 5.0% Female 20.0% Male 21.0% Asian 38.0% Black/African American 17.0%
Page 33 of 233 Expected Actual
Hispanic/Latino 17.0% White 27.0%
2016-2017 All Students 21.0% English Learner 8.0% Foster Youth 0% Gifted and Talented 80.7% Homeless Youth 0.0% Low Income 19.0% Migrant 13.0% Reclassified Fluent English Proficient 27.0% Special Education 6.0% Female 21.0% Male 20.0% Asian 43.0% Black/African American 11.0% Hispanic/Latino 19.0% White 24.0%
2016-2017 Math Distance from Met: 64.9 points below level 3 Actual: Fall 2017: Math Distance from Met (based on 2016-2017 CAASPP scores): 68.5 points below level 3
*Science scores to be added when available at the state level
Metric/Indicator B3|B4. Increased percentage of students ready for college and career B3|B4. Increased percentage of students ready for college and career 18-19 Results: 18-19 Increase by 5% the percentage of students college and career ready as Early Assessment Program (2017-2018): measured by each metric. Maintain the number of students taking the PSAT. Ready: Baseline ELA: 17.76% Results: Math: 6.46%
Early Assessment Program (2015-2016): Conditionally Ready: ELA: 36.31% Ready Math: 18.69% ELA: 11% UC/CSU a-g Completion:
Page 34 of 233 Expected Actual
Math: 3% 2017-2018: 45.1%
Conditionally Ready: PSAT Testing (# tested) ELA: 35% Math: 15% 2018-2019: 2,876 (includes 1,058 8th graders)
Early Assessment Program (2016-2017): SAT/ACT Testing (# tested):
Ready: 2017-2018: 434/62 students tested ELA: 10% Math: 5% CTE Completion:
2017-2018: 22% Conditionally Ready:
ELA: 28% Math: 16%
UC/CSU a-g Completion:
2015-2016: 39.9%
2016-2017: 41.6%
PSAT Testing (# tested):
2016-2017: 1,328
2017-2018: 1,445
SAT/ACT Testing (# tested):
2015-2016: 579/102 students tested
2016-2017: 641/118 students tested
CTE Completion:
2015-2016: 30.7%
2016-2017: 23.0%
Metric/Indicator B5. Increased English Learner proficiency B5. Increased English Learner proficiency
Page 35 of 233 Expected Actual 18-19 Results: 18-19
Using ELPAC, establish the baseline percentage of students in each English Language Proficiency Assessments for California (ELPAC) Baseline reported performance level. Results Baseline Well-Developed: 26% English Learner Progress: Moderately Developed: 38.1%
California School Dashboard, Spring 2017 English Learner Progress
Color: Orange
Status: 68.8% (2013-14 and 2014-15 data)
Change: -3.9% (2013-14 and 2012-13 data)
California School Dashboard, Fall 2017 English Learner Progress Color: Yellow Status: 71.5% (2016-17) Change: +1.1% (2015-16 and 2016-17)
% of ELs who make progress toward proficiency, measured by the CELDT
CELDT 2015-2016: Advanced: 6% Early Advanced: 30% Intermediate: 41% Early Intermediate: 15% Beginning: 8%
CELDT 2016-2017: Advanced: 6% Early Advanced: 29% Intermediate: 42% Early Intermediate: 15% Beginning: 8%
Metric/Indicator B6. Increased English learner reclassification B6. Increased English learner reclassification 18-19 Results: 18-19
Page 36 of 233 Expected Actual Reclassification Rates: Increase by 5% 2018-2019: 3.3% (Significant decline due to change from CELDT to ELPAC)
Baseline Reclassification Rates: 2016-2017: 16.3% 2017-2018: 15.6%
Metric/Indicator B7|B8. Increased enrollment and pass rate in Advanced Placement B7|B8. Increased enrollment and pass rate in Advanced Placement 18-19 Results: 18-19 Maintain AP enrollment and GATE identification rates commensurate with AP Enrollment: 1,482 student population size; increase AP test pass rate by 5% Baseline AP Test Pass Rate (3 or higher): AP Enrollment: 2017-2018: 33.8% 2016-2017: 1,459 students (837 tested; 1,434 exams) 2017-2018: 1,488 students Gifted and Talented: AP Test Pass Rate (3 or higher): 435 students 2015-2016: 34.1% (679 tested; 1,294 exams) 2016-2017: 34.8% (780 tested; 1,417 exams)
Gifted and Talented 2016-2017: 475 students 2017-2018: 461 students
Metric/Indicator B9. Increased access to mental health services B9. Increased access to mental health services 18-19 Results: 18-19 Maintain rates and provision of services Social skills services: Baseline (K-6 = 302/7-12 = 102) Social skills services: Counseling services: 2016-2017: 574 (K-6 = 478/7-12 = 630) (K-6 = 481/7-12 = 93) Mental health services (clinicians): 2017-2018: 685 (K-6 = 92/7-12 = 82) (K-6 = 571/7-12 = 114) Mentoring services: (K-6 = 35/7-12 = 184)
Page 37 of 233 Expected Actual
Counseling Services: 2016-2017: 1,264 (K-6 = 713; 7-12 = 551) 2017-2018: 1,349 (K-6 = 758; 7-12 = 591)
Mental health services (Clinicians): 2016-2017: 226 (K-6 = 130; 7-12 = 96) 2017-2018: 240 (K-6 = 125; 7-12 = 115)
Mentoring services: 2016-2017: 222 (K-6 = 30; 7-12 = 192) 2017-2018: 250 (K-6 = 49; 7-12 = 201)
Metric/Indicator B10|B11. Increased access to physical health services B10|B11. Increased access to physical health services 18-19 Results: 18-19 Maintain provision of services Child Nutrition participation rate on Census day (October): Baseline 81.8% Child Nutrition participation rate on Census day (October): (11,320/13,832 students)
2016-2017: 84.1% Health Screenings: (11,330/13,480 students) Vision: 6,737; Hearing: 7,690 2017-2018: 82.9% (11,817/14,256 students) Health and Nutrition Referrals: 1,499
Health Screenings: Community Flu Clinics: 96 immunizations 2016-2017: Vision: 7,551 Hearing: 8,149 2017-2018: Vision: 7,204 Hearing: 8,310 Health Clinics: 7 clinics
Health and Nutrition Referrals: Referrals connecting families to community services: 2016-2017: 1,359 2017-2018: 1,660
Community Flu Clinics: 2016-2017: 146 immunizations 2017-2018: 76 immunizations
Page 38 of 233 Expected Actual
Health Clinics: 2016-2017: 8 clinics 2017-2018: 8 clinics
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 B1 Student achievement B1a. The student:Learning 0000 Learning Director Salaries 0000 Learning Director Salaries Director ratio is low enough to and Benefits 1000-1999: and Benefits 1000-1999: B1a. Learning Directors provide allow for individualized academic Certificated Personnel Salaries Certificated Personnel Salaries individual academic planning and planning and counseling focused Base $1,197,564 Base $1,120,661 counseling focused on student on student achievement results. achievement results. All students have regular access to 0000 Assistant Principal Salaries 0000 Assistant Principal Salaries Learning Directors and can and Benefits 1000-1999: and Benefits 1000-1999: B1b. Conduct regular reviews of request support from a Learning Certificated Personnel Salaries Certificated Personnel Salaries student data, plan and implement Director as needed. Base $1,036,747 Base $1,331,269 services in a timely manner. B1b. Academic intervention B1c. Analyze data for students teams, including site and district receiving special education learning specialists, met regularly services to ensure proportionate to review student performance and and equitable access and behavioral data, planning achievement for each student appropriate interventions and subgroup. working with families to coordinate support for students. B1d. Provide professional learning through staff meeting time. B1c. In coordination with Student Study teams, the special education B1e. Conduct research and program director, program provide professional learning to specialists, and school increase the amount of time psychologists actively monitored students with disabilities are data and provided intervention included in general education services. They worked closely
Page 39 of 233 classrooms. In addition, general with teachers and site education teachers will participate administrators to ensure all in professional learning regarding possible supports were in place so accommodations and supports for students were learning in the least students to access grade level restrictive environment. standards. B1d. Professional learning B1f. Provide additional research- focused on collaborative based academic intervention development of lessons based on materials as well as professional formative and summative learning specifically for Special achievement data was provided Education teachers to utilize during during staff meetings, with support Specialized Academic Instruction. from instructional coaches, during release and performance contract time and during lesson studies.
B1e. In order to successfully introduce an Inclusion model for students, site staff received professional development on providing academic and behavior supports for students with disabilities in the least restrictive environment. Students received inclusion support in the general education setting through an Ed Specialist Inclusion Support teacher.
B1f. All elementary mild/moderate and resource teachers received additional Benchmark Advance training in the area of phonics to support special education students. These teachers also received Go Math intervention materials and training. Our secondary mild/moderate ELA implemented a new ELA curriculum for English Essentials classes. Multiple other professional development opportunities were
Page 40 of 233 available to teachers throughout the school year.
Action 2
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B2 Student achievement B2a. The district continued use of 0000-8201, 8203 Additional 0000-8201, 8203 Additional the student information database, Assistant Principal and Assistant Principal and B2a. Utilize data systems to iO Education, to house student Administrative Assistant Salaries Administrative Assistant Salaries increase access to and use of data, including formative and Benefits 1000-1999: and Benefits 1000-1999: formative assessment data; assessments developed and Certificated Personnel Salaries Certificated Personnel Salaries support and monitor achievement administered by teachers. Supplemental and Concentration Supplemental and Concentration throughout and across school $1,639,761 $1,757,419 years. B2b. Learning Directors provided individual academic planning and 3010 Paraprofessional Salaries 3010 Paraprofessional Salaries B2b. Maintain increased number counseling focused on student and Benefits 2000-2999: and Benefits 2000-2999: of junior high Learning Directors to achievement results. Classified Personnel Salaries Classified Personnel Salaries provide individual academic Title I $961,015 Title I $1,054,120 planning and counseling focused B2c. Additional Assistant on student achievement results. Principals continued to facilitate 0000-8201 Additional Learning 0000-8201 Additional Learning increased professional learning, Director Salaries and Benefits Director Salaries and Benefits B2c. Maintain number of collaboration and support for 1000-1999: Certificated 1000-1999: Certificated supplemental Assistant Principals students and families, and Personnel Salaries Supplemental Personnel Salaries Supplemental to facilitate increased support for coordination of student support and Concentration $873,383 and Concentration $945,685 professional learning and services. 0000-8110 Additional 0000-8110 Additional instructional effectiveness, data Paraprofessional Salaries and Paraprofessional Salaries and collection, achievement testing, B2d. Common assessments were Benefits 2000-2999: Classified Benefits 2000-2999: Classified recognition programs, and administered for K-6 reading, K-12 Personnel Salaries Supplemental Personnel Salaries Supplemental administrative duties, increasing ELA and K-12 math. Results were and Concentration $0 and Concentration $0 time working with teachers, analyzed by site and district staff families, and students. after each administration. 3010 GATE Summer School 3010 GATE Summer School Salaries and Benefits 1000-1999: Salaries and Benefits 1000-1999: B2d. Implement and utilize district- B2e. Learning Directors, Assistant Certificated Personnel Salaries Certificated Personnel Salaries level K-12 common summative Principals, and/or Administrative Title I $20,879 Title I $20,703 assessments to monitor student Assistants regularly gathered and progress toward mastery of the analyzed student data, monitoring 0000-8535 Visual and Performing 0000-8535 Visual and Performing essential standards; analyze students' academic progress and Arts 4000-4999: Books And Arts 4000-4999: Books And results by student group. identifying additional academic Supplies Supplemental and Supplies Supplemental and needs. Concentration $125,000 Concentration $125,000
Page 41 of 233 B2e. Learning Directors, Assistant B2f. Administrative Assistants 0000-8578 Outdoor Education 0000-8578 Outdoor Education Principals, and/or Administrative positions were continued to reduce 5000-5999: Services And Other 5000-5999: Services And Other Assistants will actively gather and the administrator to student ratio. Operating Expenditures Operating Expenditures monitor student data to ensure These staff provide important Supplemental and Concentration Supplemental and Concentration appropriate academic supports are services in meeting the needs of $275,000 $275,000 in place for high needs students. students and families. They All student group data will be support the principal in 0000 Educational Services 0000 Educational Services analyzed. implementing school plans to Salaries and Benefits, Salaries and Benefits, improve achievement, collaborate Supplies/Materials, Outside Supplies/Materials, Outside B2f. Provide Administrative with staff on the unique needs of Services 0000-8000 Base Services 0000-8000 Base Assistants to facilitate data students and families, and support $482,310 $484,921 collection, achievement testing, a positive school culture through recognition programs, and recognition events for students. 0049 Educational Services 0049 Educational Services administrative duties to allow for Salaries and Benefits, Salaries and Benefits, principals and assistant principals B2g. Additional paraprofessionals Supplies/Materials, Outside Supplies/Materials, Outside to monitor instruction. were hired to provide increased Services 0000-8000 Other Services 0000-8000 Other academic support for at-risk $43,393 $33,508 B2g. Provide paraprofessional students. Paraprofessionals support for classrooms with high- collaborated with the classroom 3010 Educational Services 3010 Educational Services needs students as determined by teachers to identify and provide Salaries and Benefits, Salaries and Benefits, site data analysis. appropriate supports to intervene Supplies/Materials, Outside Supplies/Materials, Outside and to accelerate learning based Services 0000-8000 Title I Services 0000-8000 Title I B2h. Academic intervention teams on individual needs of students. $1,097,667 $963,291 use the CUSD Pyramid of 4035 Educational Services 4035 Educational Services Interventions and Student Study B2h. Academic intervention teams Salaries and Benefits, Books and Salaries and Benefits, Books and Team process to provide individual continued using the CUSD Supplies, Outside Supplies, Outside academic planning and counseling Pyramid of Interventions and Services/Operating 0000-8000 Services/Operating 0000-8000 for high-need students. Student Study Team process to Title II $486,371 Title II $416,313 provide individual academic B2i. Foster Youth Liaison planning and counseling for high- 4201 Educational Services 4201 Educational Services communicates and promotes need students. Math tutors from Salaries and Benefits, Salaries and Benefits, availability of school-based tutoring California State University Books/Supplies, Outside Books/Supplies, Outside and homework centers as well as Stanislaus were hired to work with Services/Operating 0000-8000 Services/Operating 0000-8000 county-based tutoring programs high-need students in grades 3-6. Title III $24,924 Title III $43,581 available to Foster Youth. District provided training and curriculum for the math tutors to 0000-8532 Educational Services 0000-8532 Educational Services B2j. Provide students with utilize. Salaries and Benefits 0000-8000 Salaries and Benefits 0000-8000 classroom supplies to ensure full Supplemental and Concentration Supplemental and Concentration access for demonstration of B2i. The FY Liaison continued to $701,672 $756,479 learning (e.g., paper, pencils, art collaborate with site administrators supplies, manipulatives, etc.) to provide academic support 0000-8533 Professional 0000-8533 Professional information to foster youth. FY Development and Centralized Development and Centralized
Page 42 of 233 B2k. Identify and provide Liaison participated in SSTs, IEPs, Services 0000-8000 Services 0000-8000 intervention, including summer 504s, and academic counseling Supplemental and Concentration Supplemental and Concentration school and after school programs, sessions with secondary Learning $900,000 $1,275,000 to fill specific gaps in learning due Directors. She worked directly to school mobility for homeless, with foster youth on accessing site 3010 Educational Options Hourly 3010 Educational Options Hourly migrant, and foster youth. and county-based tutoring services Programs and Salaries 1000- Programs and Salaries 1000- to support their academics. FY 1999: Certificated Personnel 1999: Certificated Personnel B2l. Provide professional learning Liaison closely monitored youth Salaries Supplemental $649,409 Salaries Supplemental $477,976 through instructional coach attendance in tutoring sessions support, release time, lesson study and worked with social workers to 0000-8801-8805, 8865, 8888 0000-8801-8805, 8865, 8888 and performance contracts to identify community resources Educational Options Hourly Educational Options Hourly focus on collaborative when appropriate. Programs and Salaries 0000- Programs and Salaries 0000- development of lessons based on 8000 Supplemental and 8000 Supplemental and formative and summative B2j. Through increased site Concentration $3,000,000 Concentration $3,000,000 achievement data. budget allocations, students were provided classroom supplies 8205 Site Intervention Staff 1000- 8205 Site Intervention Staff 1000- B2m. Provide extended learning above and beyond those required 1999: Certificated Personnel 1999: Certificated Personnel opportunities for Gifted and for base learning. Supplies Salaries Supplemental and Salaries Supplemental and Talented students in grades 3-6 included manipulatives, art Concentration $2,841,573 Concentration $3,161,517 through a summer academy materials, and supplies for 4127 Educational Services designed to meet the unique enriched learning experiences. Salaries and Benefits, educational needs of Gifted and Books/Supplies, Outside Talented students. B2k. Learning Directors and Services/Operating 0000-8000 Administrative assistants actively Other $237,345 B2n. Monitor academic monitored performance data for performance of elementary and migrant, foster, and homeless junior high students, providing students. Particular attention was intervention and academic devoted to ensuring gaps in counseling for high needs students attendance due to mobility did not to prepare for the transition to hinder a student’s access to junior high school and to high academic learning and support. school. Credit recovery programs were provided. Working with the Foster B2o. Coordinate services and Youth Community Liaison, communication between preschool Learning Directors and and kindergarten programs to Administrative assistants actively ensure smooth transitions between monitored performance data for academic and social and emotional Foster Youth. Additional work development programs and included coordination of services. counseling services as needed by individual students. Migrant students were also offered
Page 43 of 233 B2p. Provide co-curricular Saturday classes at Hanline that enrichment learning opportunities focus on STEM activities. connected to instruction of Identified students were also academic standards to include: provided with the opportunity to Outdoor Education, Gallo Theater, attend AIP if there were specific and other on-location and virtual gaps in learning. field trips. B2l. Professional learning focused B2q. Educational Services on collaborative development of Division staff coordinate, lessons based on formative and implement and evaluate research summative achievement data was based educational services, provided during staff meetings, instructional programs and with support from instructional professional learning focused on coaches, during release and student achievement. Identify performance contract time and gaps in learning; plan and during lesson studies. implement professional learning, interventions, and instructional B2m. In addition to providing support actions and services to extended learning opportunities support learning and student during the school year, Gifted and achievement. Hire additional Talented students participated in teaching staff to provide the GATE summer academy. intervention and extended learning During this four week program, opportunities for students identified students build upon their unique through analysis of formative and talents and abilities through summative assessment data. learning experiences based in the sciences, arts, performance, and B2r. Educational Options Division writing. staff coordinate, implement and evaluate research based B2n. Assistant Principals at the instructional programs and elementary level and Learning professional learning focused on Directors at the junior high level student achievement. Identify provided guidance counseling for gaps in learning; plan and all students with a particular focus implement intervention and support on struggling students. They services to close gaps; recognize coordinated intervention services and celebrate exemplary and ensured student schedules attendance and progress in the met their unique learning needs. after school intervention program through incentives, speakers, B2o. Services and communication assemblies, recognition events and between preschool and field trips. kindergarten programs were
Page 44 of 233 coordinated to ensure smooth B2s. Expand intervention and transitions between academic and enrichment opportunities in social and emotional development summer school and after school programs and services. Updates programs, including enrichment, were made to extend school site- credit recovery, college readiness, based interventions to Preschool kindergarten readiness, and a students and systems were bridge program for students improved to assist with gathering entering first grade. Increase KSEP data for preschool students access and course offerings in that can be used to support them summer school and after school in Kindergarten. programs. B2p. Academic learning was Note: Additional Administrative enriched and extended through Assistants are included in A4 experiential learning. Field trips Increased Site Allocations): included Outdoor Education and a trip to UC Merced for every 6th Note: Additional Paraprofessionals grader, an art experience at are included in A4 Increased Site Carnegie Arts Center for every 3rd Allocations" grader, a trip to the Gallo Theater for every 4th grader, and a music Note: Additional Learning Director performance by Eric Genius for Salary and Benefits are included in every 5th grader. In addition, sites A4 Increased Site Allocations utilized site funding to support additional field trips at all grade levels.
B2q. The Educational Services’ Division staff researched, coordinated, implemented, and evaluated instructional programs. Funds supported coordination of all LCAP actions and services including, but not limited to, instructional coaches, English learner testing assistants, professional learning, testing, and instructional services.
B2r. The Educational Options department coordinated and evaluated academic intervention
Page 45 of 233 and enrichment programs for students. These programs include the Academic Intervention Program (AIP) at K-6 and the Academic Extended Day Program (AED) at 7-12. Administration also gathered feedback on specific academic needs and pacing guides to support the learning that occurs in the classroom. Secondary programs utilized the district's adopted Math and ELA curriculum and K-6 programs utilized a direct instruction program called Educeri, which is created by Dataworks. Pre and post tests were given to students in AIP and this data was shared with site administration and the student's regular day teacher. Attendance incentives were also provided to AIP classrooms throughout the course of the year. ASES also worked closely with outside agencies to provide additional opportunities for students.
B2s. Expanded summer school has continued to provide both remediation and acceleration through experiential learning. Ceres also partnered with Stan State for tutoring services during the after school program and during summer school. Students learned academic content through lessons based in real-life activities (cooking, art, building projects etc). All students in grades K-8 had an opportunity to participate in enrichment and elective classes during summer school. ASES also
Page 46 of 233 provided students with enrichment activities throughout the course of the week. ASES staff also worked with outside agencies for enrichment activities such as Garden Club with Cultiva La Salud, 4H, Girl Scouts, Soroptimist, City of Ceres, and additional outside agencies.
Action 3
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B3 College and career readiness B3a. Learning Directors work with Base $0 Base $0 students and families each year to B3a. Learning Directors provide review progress toward meeting academic counseling and guidance promotion/graduation regarding graduation requirements requirements. and college readiness specific to the unique educational needs of B3b. Learning Directors each Ceres subpopulation. collaborated with students and families to provide academic B3b. As appropriate for individual planning to support students students and subpopulations, meeting UC/CSU A-G academic and/or transition plans requirements. Each student will be developed to ensure completes a "4-year plan" in 9th students and families engage in grade and then revisits and adjusts planning to meet graduation that plan each year. requirements and postsecondary goals, including career readiness B3c. Ceres Unified has partnered options for those not going to a 4- with California College Guidance year college. Initiative to provide education and support for students to plan for B3c. Learning Directors provide college, starting in 7th grade college counseling, facilitating the district-wide. Seniors completed college and financial aid the FAFSA and CSU applications application processes for students through CCGI's and families. CaliforniaColleges.edu website. In addition, Learning Directors monitored the progress toward
Page 47 of 233 Note: Learning Director Salaries graduation and college and career and Benefits are represented in B1 readiness goals for students. This includes first generation college students and working with families who are unfamiliar with the systems and steps toward achieving those goals.
Action 4
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B4 College and career readiness B4a. Hiring additional Learning 0000-8820 College Readiness 0000-8820 College Readiness Directors enabled the district to 0000-8000 Supplemental and 0000-8000 Supplemental and B4a. Maintain additional high maintain a Student:Learning Concentration $275,000 Concentration $275,000 school Learning Director positions Director ratio of 282:1 for more to continue reduced staff to student individualized academic planning 0000-8818, 8819 Career 0000-8818, 8819 Career ratio; maintain an additional and counseling focused on student Readiness Salaries and Benefits, Readiness Salaries and Benefits, Learning Director to increase achievement results, including a Supplies and Equipment 0000- Supplies and Equipment 0000- services for students at Argus and focus on postsecondary 8000 Supplemental and 8000 Supplemental and Endeavor. transitions. Concentration $580,000 Concentration $597,317
B4b. Maintain two College B4b. The College Transition Resource 7338- Learning Resource 7338- Learning Transition Learning Directors and Learning Directors and two Directors College Readiness, Directors College Readiness, two counseling technicians to counseling technicians supported 0000 Counseling Techs Salaries 0000 Counseling Techs Salaries support Learning Directors in students who graduated in 2018 by and Benefits,0000-8204 0000- and Benefits,0000-8204 0000- preparing students for college as providing support in such areas as 8000 Supplemental and 8000 Supplemental and well as to facilitate the transition financial aid, housing, and course Concentration $657,326 Concentration $391,724 between graduation and selection during their freshman enrollment in a post-secondary year in college. They also educational program. provided support to seniors in the class of 2019 by providing field B4c. Subscribe to the Transcript trips, financial aid and scholarship Evaluation Service to investigate advising, and securing college patterns and trends regarding admission. student progress toward completion of UC/CSU a-g B4c. Staff provided professional requirements. development for the use of and analyzed data from the Transcript B4d. The K-12 Ceres is Serious Evaluation Service in order to about College program supports identify patterns and trends toward
Page 48 of 233 college and career readiness UC/CSU a-g requirement activities, including field trips to completion. colleges, college testing preparation (PSAT, SAT, ACT, B4d. All schools in Ceres promote AP), financial aid, career education a college and career readiness and planning activities, and focus for students. Beginning in educational resources to promote elementary school, students college and career readiness to participate in activities like college students and parents. and career fairs, guest speakers who share their college B4e. Provide SAT and ACT test preparation strategies and fee vouchers for all students taking experiences and field trips to one or both exams in the junior college campuses (at least once in and senior years. elementary, once in junior high and once in high school). A B4f. Provide integrated instruction college/career readiness in the California Standards for committee met regularly during the Career Ready Practice to prepare year to identify strategies and students for 21st Century success, areas of focus in order to support including a focus on financial students in college/career literacy (money management, readiness K-12. Partnerships with credit, budgeting). Provide Transcript Evaluation Services, professional learning for effective National Student Clearinghouse, integration into instruction; include Cal Pass+, and California College at all grade levels and as a Guidance Initiative helped guide particular area of focus in 12th this work. grade economics class. B4e. All students in 8th, 10th, and B4g. Increase career readiness 11th grade took the PSAT/NMSQT activities (e.g., guest speakers, during the school day. This education programs, mock provided exposure and practice for interviews, resume writing, online students, and gave students job applications, job shadowing, feedback on their current strengths internship opportunities). and areas for growth as they prepare for college. Learning B4h. Provide a total of three Directors explained scores to release periods for designated high students. 11th graders school staff to develop and participated in special SAT coordinate career readiness preparation workshops held on activities with community agencies, Saturdays during the Winter and service clubs, and local business Spring. SAT and ACT vouchers partners; increase experiential were provided.
Page 49 of 233 learning opportunities and job skills attainment important to in-demand B4f. A partnership with AbleWorks industries and occupations. was piloted in four Government/Economics classes, B4i. Maintain the junior high two at Ceres High School and two career readiness courses aligned at Central Valley High School. with the Manufacturing Academy at This organization offers weekly Ceres High School and lessons to seniors regarding Engineering Program at Central financial management, budgeting, Valley High School. etc. Students reported tremendous learning from the B4j. Plan and implement systemic program, and we are working to use of career readiness technology make it part of the education of all to support student success. seniors moving forward. Provide access to college and career readiness educational B4g. School sites provided career technology services (e.g. Career readiness activities through career Cruising, California Career Zone, fairs and assemblies featuring Google Apps for Education, Khan local business partners and guest Academy). speakers from the community. CTE programs also offered a mentor program in which industry representatives offer monthly career/job readiness activities to students, including resume preperation, mock interviews, team building, workplace etiquette, etc. Ceres Rotary also provided a “mock interview” experience in which high school students completed application documents and in-person interviews, with students receiving feedback on interviewing skills. Career readiness is an embedded feature in the Manufacturing Program at Ceres High and the Ag Program at both Ceres High and Central Valley High, in which industry partners guide students, through internships and field experiences, as they prepare for future careers.
Page 50 of 233
B4h. Three additional release periods were provided for high school staff who coordinated additional career readiness activities for students.
B4i. Three junior high career readiness courses were offered to students. These courses are aligned with the Manufacturing Academy at Ceres High School and Engineering Program at Central Valley High School. Ag classes are also offered at the junior highs and are aligned with those classes offered at the high schools.
B4j. School sites were able to centralize most of their systematic college and career readiness efforts into the offerings from California College Guidance Initiative. CCGI encourages students to complete interest surveys, research careers (including education required and potential salary), set goals, learn about college offerings and financial aid, etc.
Action 5
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B5 English learners attaining B5a. Sites provided Integrated 0000-8534 English Learner 0000-8534 English Learner proficiency in English acquisition (SDAIE) English Language Assistant Salaries and Benefits Assistant Salaries and Benefits and academics Development instruction and 2000-2999: Classified Personnel 2000-2999: Classified Personnel support in every classroom Salaries Supplemental and Salaries Supplemental and through research-based Concentration $575,118 Concentration $612,920
Page 51 of 233 B5a. Provide Integrated (SDAIE) instructional strategies designed to 4203 Instructional Coach Salaries 4203 Instructional Coach Salaries English Language Development support academic achievement for and Benefits 1000-1999: and Benefits 1000-1999: instruction and support in every English learners. Certificated Personnel Salaries Certificated Personnel Salaries classroom through research-based Title III $340,129 Title III $0 instructional strategies designed to B5b. With support from English support academic achievement for Learner Testing Assistants, English learners. Learning Directors closely monitored progress of English B5b. With the support of English learners, adjusting services as Learner Testing Assistants, appropriate to increase Assistant Principals and Learning achievement access and Directors will closely monitor opportunities for English learners. progress of English learners, including data by student group, B5c. Educational Services staff providing support to accelerate who specialize in the needs of academic achievement. English learners worked closely with site administration and special B5c. Analyze performance data education case managers to for English learners to ensure ensure language needs were proportionate placement and evaluated when planning progress for students in each interventions and scheduling for Ceres student group. Conduct English learners. data analysis at regular intervals and provide interventions in a B5d. School sites teams timely manner, particularly for long- conducted regular data reviews term English learners; and observations of English disaggregate all data by student learners to identify students who group. met criteria for reclassification. Once reclassified, students are B5d. Monitor English learners’ monitored for 48 months to ensure academic achievement; plan full access and ongoing interventions and supports and to achievement in core curriculum. review and report progress toward meeting high school graduation B5e. Through the District English requirements. Learner Advisory Committee and each school's English Learner B5e. Present program Advisory Committee, staff implementation data, seek parent presented information about input on needs for improved program data, English learner implementation of the instructional progress, and sought input from programs, provide information on the committees to identify student progress and identify other additional program needs.
Page 52 of 233 needs of the school through the District English Learner Advisory B5f. Instructional coaches Committee as well as the English continue to communicate with all Learner Advisory Committee at teachers the importance of both each school. designated and integrated ELD instruction, and support them in B5f. Provide professional learning implementing such instruction. and collaboration time on ELD ELD teachers in grades 7-12 standards, academic content and attended a conference for teaching effective instruction using English Learners together, along Integrated and Designated ELD. with coaches and administrators. Instructional coaches provide The English Learner program is specific coaching and lesson being supported in the Summer of design support to increase 2019 with an "ELD Summer instructional effectiveness for Bootcamp" program aimed at long- English learners. term English Learners.
B5g. Provide professional learning B5g. Instructional coaches and collaboration time for supported staff members on how academic content and effective to deliver effective instruction and instruction for meeting the support access to the academic academic needs of English content for English learners. On learners. two Fall release days, ELD teachers of grades 7-12 B5h. Provide professional learning collaborated to develop lessons that includes research-based and supports for their students strategies and best practices for based on grade level standards, addressing the needs of Long language needs, and integration of Term English Learners and At-Risk instructional resources. Long Term English Learners. B5h. Ed Services partnered with B5i. Provide professional learning administration and teachers to that includes research-based research best practices and strategies and best practices for strategies for addressing the addressing the needs of needs of Long Term English newcomers and immigrant Learners and At-Risk Long Term students who are English learners. English Learners. This partnership resulted in the Summer 2019 ELD B5j. Provide translation, Bootcamp and targeted support for counseling, and academic LTELs in both designated ELD supports to immigrant students courses and in integrated English during their first three years of only core classes.
Page 53 of 233 enrollment in United States Schools. B5i. Ed services staff collaborated with classroom teachers, coaches, B5k. Provide extended English and administrators to strategically Language Development and meet the needs of newcomers. academic support opportunities and immigrant English Learners. through the after school program, Going into 19/20, secondary summer school, and academies schools have created an throughout the year. opportunity for a brand new, focused course for these students. B5l. Provide English Learner Testing Assistants to actively B5j. Translation, counseling, and gather and monitor English learner paraprofessional support was and Redesignated Fluent English provided for immigrant students as Proficient student achievement needed. data. Communicate with Learning Directors, Assistant Principals, and B5k. Through the Educational Administrative Assistants to ensure Options department, after school appropriate academic supports are and summer school English in place for all English learners, language development courses including newcomers, Long Term provided additional ELD learning. English learners and At-Risk Long In addition, individual schools Term English learners. provided additional “language academies” in the summer and B5m. Coordinate English learner after school to meet the individual services between Foster Youth needs of students. Additionally, 25 Community Liaison, Homeless Rosetta Stone licenses were Community Liaison, Special purchased for each elementary Education Case Manager, English site and students utilize the Learner Testing Assistant, program during the after school Learning Director, and Assistant program and during summer Principal for English learners in school. each Ceres student group. B5l. Each school received B5n. Use research-based additional support through the assessment protocols to be used English Learner Testing when assessing English learners Assistants. These staff actively for possible placement in special monitored and gathered English education and/or speech and learner data and communicated language development programs. with site administrators to ensure areas of intervention were
Page 54 of 233 B5o. Additional ELD staff will be identified and supports were put hired at all secondary schools to into place. facilitate increased access to core curriculum standards to improve B5m. The unique educational graduation rates for English needs of Foster Youth, homeless, learners. and special education students who are also English Learners was Note: Some B5 actions and an area of focus during reviews of services are represented in A2 student progress throughout the Teacher Salaries and Benefits, A4 year. The Learning Directors Increased Site Allocation, A10 provided feedback to instructors Foster Youth Services, C4 regarding unique needs and Community Liaison, B2 services for these students. Educational Services, B2 Educational Options B5n. Educational Services coordinated training and support for school sites regarding the needs and assessment data for English Learners. English Learner Testing Assistants worked closely with Learning Directors and Administrative Assistants to monitor the progress of English learners.
B5o. Secondary schools increased their support of ELD students through additional staff. Most secondary schools provided extra paraprofessional support to students in English language core classes. High schools used ELD teachers for in-class support, especially for English classes. By doing so, students had access to language support at key times throughout the day.
Action 6
Planned Actual Budgeted Estimated Actual
Page 55 of 233 Actions/Services Actions/Services Expenditures Expenditures B6 English learner reclassification B6a. Sites provided Integrated 1000-1999: Certificated 1000-1999: Certificated and ongoing achievement (SDAIE) English Language Personnel Salaries $261,074 Personnel Salaries $301,157 Development instruction and B6a. Provide Integrated (SDAIE) support in every classroom English Language Development through research-based instruction and support in every instructional strategies designed to classroom through research-based support academic achievement for instructional strategies designed to English learners. support academic achievement for English learners. B6b. The progress of English learners was closely monitored to B6b. With the support of English ensure appropriate supports were Learner Testing Assistants, in place to accelerate academic Assistant Principals and Learning achievement. Directors will closely monitor progress of English learners, B6c. This action was discontinued including data by student group, because of redundancy. providing support to accelerate academic achievement. B6d. For students not making adequate progress in academic B6c. This action was discontinued achievement, support staff met to because of redundancy. identify and implement interventions and supports. B6d. Monitor Redesignated Fluent English Proficient students’ B6e. English Learner Testing academic achievement; plan Assistants gathered data to interventions and supports and determine if a students met review and report progress. redesignation criteria and will monitor their progress for four B6e. Redesignate English years following reclassification to learners upon achieving district ensure continued proficiency in redesignation criteria and then academic English. monitor students’ academic progress for at least 48 months; B6f. Continued to provide plan interventions and supports professional learning on the ELD and review and report progress, as standards and ways to increase needed. academic discourse in all classes with the particular linguistic needs B6f. Provide professional learning of students in mind. to increase access to academic
Page 56 of 233 discourse of core content in support of language acquisition.
Note: B6 actions and services are represented in A2 Teacher Salaries and Benefits, A2 Instructional Coaches, A4 Increased Site Allocation, B1 Assistant Principals, Learning Directors, Administrative Assistants, Educational Services, and Educational Options, as well as B5 English Learner Assistants and Instructional coaches
Action 7
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B7 Advanced Placement B7a. K-6 schools implemented $0 $0 participation and proficiency master schedules that incorporated blocks of time within B7a. Provide GATE and the school day to provide accelerated students access to standards based learning enrichment opportunities at K-6 opportunities to meet the unique and pre-AP and AP learning needs of students, courses/honors courses 7-12. including extension/enrichment. Students in grades 7-12 had open B7b. Learning Directors will access to pre-AP/honors and AP analyze achievement data to courses. Enrollment in these identify and guide students into courses continues to increase Advanced Placement courses; all annually. data will be disaggregated by student group. B7b. Learning Directors monitored grades and solicited input from B7c. Review course enrollment to teachers to identify potential ensure students from each CUSD Advanced Placement students student group have access to and when balloting for future classes. are recruited into Advanced Placement courses.
Page 57 of 233 B7c. Educational Services staff B7d. Analyze Advanced analyzed course enrollment and Placement test participation and test scores to ensure access and scores to determine additional opportunity are available for all student and staff supports needed students. Staff worked with site to increase proficiency. administration to ensure systems for balloting and scheduling Note: B7 actions and services are students does not limit access to represented in A2 Teacher these rigorous college preparation Salaries and Benefits, A7 Principal, courses. In addition, Ed Services B1 Assistant Principals, Learning created an AP Task Force to Directors create tangible ways to increase access and achievement in AP classes. Task Force was composed of site teachers and administrators from junior highs and high school.
B7d. Educational Services staff analyzed Advanced Placement test participation and score data to identify areas of professional learning and support needed at the site level. Ed Services engaged in conversations and strategized about the data with high school staff and AP Task Force. District and school staff presented to the Board of Education about test participation and score data as well as strategies being employed to continue increasing access to advanced coursework.
Action 8
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B8 Advanced Placement B8a. Pre-AP and Advanced 0000-8000 $0 0000-8000 $0 participation and proficiency Placement teachers participated in professional learning during the AP
Page 58 of 233 B8a. Advanced Placement Summer Institute. In addition, teachers will participate in teachers participated in online professional learning through the communities of AP teachers, Advanced Placement Institute. sharing resources and strategies Data from analysis of AP test for meeting the needs of Advanced scores will inform additional Placement students. Junior high district-provided professional and high school Honors teachers learning opportunities for teachers. participated in a vertical articulation professional learning B8b. Provide AP test fee payment training opportunity in the effort to for all students taking the exam. align the experience for all students. Note: B8 actions and services are represented in A4 Increased Site B8b. The costs for all Advanced Allocation, B2 additional Learning Placement tests was paid through Directors, Administrative Supplemental and Concentration Assistants, Educational Services, grant funding. Doing this helped and B4 College Readiness students who, in the past, may have taken fewer exams due to the cost.
Action 9
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B9 Evidence of mental health B9a. The mental health program 0000-8822, 8823 Salaries and 0000-8822, 8823 Salaries and continues to grow and expand to Benefits, Contracted Services, Benefits, Contracted Services, B9a. Provide coordinator and include more prevention and early Supplies and Materials: 0000- Supplies and Materials: 0000- support staff to develop, intervention initiatives across the 8000 Supplemental and 8000 Supplemental and implement, and evaluate mental entire district. Mental health Concentration $3,138,052 Concentration $3,637,482 health programs to support high- screening data and progress need students and families. monitoring data is being collected and analyzed to identify areas of B9b. Develop, implement, and need and assess program evaluate mental health counseling effectiveness. and social skills support services and professional learning to B9b. Using screening, formative, support staff in meeting the needs and summative assessment tools, of all students and families. district and school staff are able to identify areas of need for students and staff alike and also assess
Page 59 of 233 B9c. Provide mentoring services how specific services are to support the personal and impacting students. Information academic success of identified gained is used to target high-need students. Coordinate professional development for staff, services with community agencies workshops for families, and social and businesses. and emotional learning competencies to focus on. B9d. Provide general education school psychologists to coordinate B9c. In addition to connections and case manage intervention and made between staff and students support systems for general in the learning environment, education students. mentoring services were provided through partnerships with CSU B9e. Behavior Specialists provide Stanislaus, local service clubs, increased intervention services for business partnerships, and Next high needs general education Step Mentoring through Youth for students and professional learning Christ. and support for the teachers who serve them. B9d. School psychologists were utilized to address the needs of B9f. Provide professional learning general education students, for school psychologists and other including intervention and case mental health staff to deepen management of mental health and knowledge and practices regarding social skills services. behavior intervention strategies and systems. B9e. Behavior Specialists were utilized to provide increased B9g. Provide Social Skills intervention services for high Facilitators at each school site to needs general education students. support students in development of interpersonal skills. B9f. Professional learning was provided for psychologists and B9h. Provide Student Support mental health staff to build Specialists/Mental Health capacity for identifying and Clinicians to support students providing appropriate behavior needing more intensive counseling intervention strategies and services. Hire additional Student systems for students. Support Specialist for each of the comprehensive high schools to B9g. Each school site was accommodate the large provided a Social Skills Facilitator enrollment. to support students in developing interpersonal skills.
Page 60 of 233 B9i. Provide prevention services through social-emotional learning B9h. Mental health counseling and lessons designed to help children social skills training have been a acquire and effectively apply the significant addition to the services knowledge, attitudes, and skills for students and families. Systems necessary to understand and have been created for the referral manage emotions, set and achieve of students to these programs. positive goals, feel and show Students have received support in empathy for others, establish and the areas of behavior, aggression, maintain positive relationships, and social skills, stress and anxiety, make responsible decisions. anger and depression, poor academic performance, family Note: B9 actions and services are issues, self-injurious behavior, and also represented in A4 Increase grief and trauma. Site Allocation B9i. Social-emotional learning is being implemented at all CUSD schools, including elementary, junior high, and high school campuses. Through classroom lessons, school wide promotion, and curriculum integration, schools incorporated social and emotional learning as a foundation for prevention and early intervention programs and activities.
Action 10
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B10 Evidence of physical health B10a. K-6 students received 1100 Nurse and Health Clerk 1100 Nurse and Health Clerk regular physical education Salaries and Benefits 2000-2999: Salaries and Benefits 2000-2999: B10a. Provide K-6 physical instruction. Classified Personnel Salaries Classified Personnel Salaries education teachers and equipment Lottery $713,125 Lottery $802,533 and supplies for core physical B10b. School health staff made education instruction. and coordinated referrals for 6500 Nurse and Health Clerk 6500 Nurse and Health Clerk further health needs and Salaries and Benefits 2000-2999: Salaries and Benefits 2000-2999: B10b. Provide health screenings communicated directly with Classified Personnel Salaries Classified Personnel Salaries and assessments (i.e. vision, families about accessing Special Education $237,012 Special Education $253,939 hearing, dental, scoliosis, appointments.
Page 61 of 233 nutritional or other medical 6105 Nurse and Health Clerk 6105 Nurse and Health Clerk conditions), health services and B10c. Providing nutritious meals is Salaries and Benefits 1000-1999: Salaries and Benefits 1000-1999: coordinate medical referrals for critical to the health and learning Certificated Personnel Salaries Certificated Personnel Salaries necessary medical or health needs of our students. In addition Preschool $16,104 Preschool $12,758 services. to lunch, Ceres provides a Breakfast for All program, ensuring B10c. Provide access to nutritious students have both breakfast and meals through the Breakfast for All lunch to fuel their day. Students and the National School Lunch who participated in the after school Program. program also received healthy snacks in the afternoon. Supper Note: Elementary PE teacher programs exist at 14 school sites. salaries are included in goal A1 Students are able to eat a full meal during the after school programs at these sites.
Action 11
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures B11 Evidence of physical health B11a. The Student Support 0000-8822, 8823 Nurse and 0000-8822, 8823 Nurse and Division maintained its focus on Health Clerk Salaries and Health Clerk Salaries and B11a. Develop, implement, and the district Wellness Policy by Benefits 2000-2999: Classified Benefits 2000-2999: Classified evaluate wellness programs with a conducting multiple Wellness Personnel Salaries Supplemental Personnel Salaries Supplemental focus on nutrition and physical Committee meetings. Committee and Concentration $770,000 and Concentration $770,000 health; coordinate services with representation consists of district community agencies and and school staff, parents, businesses. community and wellness advocate groups, non-profit organizations, B11b. Provide equipment and and more. The Wellness Policy supplies above and beyond those was analyzed and goals were provided for core physical established to focus on three main education instruction to increase priorities: active play and physical fitness for students during recess, lunch, Drugs/tobacco prevention before and after school. -Obesity Stigma/Bullying Prevention -Staff training B11c. Develop and provide and Wellness expository curriculum resources and professional learning Throughout the course of this opportunities with a focus on school year, the Student Support
Page 62 of 233 nutrition and physical health; Division created new initiatives provide expository curriculum with each sub-department (Mental resources and learning Health, Nursing, Elementary PE, opportunities K-6. Community Liaisons/Foster Youth) that are specifically tied to the B11d. Provide additional nursing goals established through the and/or health clerk staff. To attract Wellness Committee. Taking a and retain skilled nursing staff, systems wide approach to address provide financial incentives above wellness concerns in our school beyond the normal base salary community is an example of CUSD placement. implementing a Multi-Tiered System of Support (MTSS). B11e. Increase or maintain participation in Child Nutrition B11b. Additional equipment Services; fresh fruit and vegetable funding was provided to vendors at school sites. Elementary PE teachers to further enhance their instructional B11f. Increase student and family program. Funds were also knowledge of the connection allocated for the extended day PE between health and exercise program to purchase games and through after school Dance supplies to improve student Therapy courses. engagement.
Note: B11 actions and services are B11c. Using supplemental also represented in A4 Increased curriculum resources, teachers Site Allocation, B2 Educational continued to incorporate nutrition Options and physical health into instruction of the reading and literacy standards. While students developed reading proficiency, they were also learning about how to have a healthy lifestyle.
B11d. Through continued active recruitment campaigns, financial incentives, and a commitment to full-time health clerk staff, the District was able to hire four (4) new school nurses this year. The district added additional health clerk staff to support the district's preschool program.
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B11e. 81.8% of students in Ceres participate in the National School Lunch program. A partnership was established with Second Harvest Food Bank to provide free groceries to various school sites throughout the school year. Groceries were made available to any community member. Because not all families live in proximity to grocery stores, to support family access to fresh fruits and vegetables, farm stands were also provided at schools throughout the district.
B11f. Dance Therapy courses continued this year and have taken place at ten sites.
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 actions and services in support of goal B, Pupil Outcomes implemented in 2018-2019 included: increasing the achievement for all student groups and a decrease in the achievement gap; increased percentage of students ready for college and career; increased English learner proficiency and reclassification; increased enrollment and pass rate in Advanced Placement; increased access to mental health and physical health services.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Students demonstrated growth on the SBAC in both English language arts and mathematics, evidenced by the overall increases in the percentage of students meeting and exceeding standards as well as the decrease in distance from level 3. Continuing to increase achievement in both subject areas for all student groups is an ongoing priority for the district. College and career readiness continues to be a primary focus of the district. UC/CSU a-g completion rates increased while students taking the SAT and ACT decreased. However, the number of students taking the PSAT increased greatly as it was given to 8th graders in addition to high school students this year. EAP scores increased significantly in both English language arts and math, and
Page 64 of 233 more students continue to enroll in Advanced Placement courses, demonstrating increased access. A focus on ensuring students are successful on the Advanced Placement Exam continues to be an area of need, as there was a slight decrease this year. Career Technical Education completion decreased slightly. Baseline ELPAC data was collected this year, and 64% of English learners performed at the moderately-developed or well-developed levels. Reclassification rates declined significantly, mostly due to the transition from CELDT to ELPAC. Increased and improved services are needed for English learners to ensure they are moving toward reclassification and improved academic achievement. A particular focus is needed on improving the graduation rates of English Learners. Although the data collected for mentoring, social skills, counseling, and mental health clinician services indicates a reduction in the number of students served this year, all K-6 students received tier one services in social-emotional learning, which is not reflected in the data. A continued focus on providing tier one services for grades 7-12 will be maintained next year.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. There were no material differences between budgeted expenditures and estimated actual expenditures.
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 goal, actions and services for Goal B will continue. For action B10c, the following language was added to account for changes in the National School Lunch Program for next year: “All students will receive free breakfast and lunch beginning with the 2019-2020 school year.”
Page 65 of 233 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 C Provide active family and student Engagement programs which increase participation and results for all students.
State and/or Local Priorities addressed by this goal:
State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) Local Priorities: Ceres Unified Strategic Plan, Local Educational Agency Plan, Ceres Unified Technology Plan
Annual Measurable Outcomes Expected Actual
Metric/Indicator C1. Increased family engagement C1. Increased family engagement 18-19 Results: Metric: Safe and Civil Schools Family Survey Data; Volunteer Assistance Program Safe and Civil School surveys of families: “Parents/Families who visit the school are welcomed, treated with respect, and encouraged to come back.” K-6: 91.3% 7-12: 95.8% 18-19 Maintain 95% or higher Number of parent surveys collected: K-6: Increase number of Safe & Civil Schools Surveys collected from families 2017-2018: 2,736 2018-2019: 850 Increase number of family volunteers 9-12: 2017-2018: 856 2018-2019: 522
Number of family volunteers: 4,287
Page 66 of 233 Expected Actual
Baseline Safe and Civil School surveys of families: “Parents/Families who visit the school are welcomed, treated with respect, and encouraged to come back.” K-6 7-12 2016-2017: 97.4% 95.5% 2017-2018: 97.8% 91.6%
Volunteer Assistance Program: Number of Family Volunteers: 2016-2017: 4,562 2017-2018: 4,254
Metric/Indicator C2|C3. Increased input from families regarding school decision-making C2|C3. Increased input from families regarding school decision-making 18-19 Results: Metric: Governance Meeting Participation All schools actively track participation of the members of their School Site Council and English Learner Advisory Committees. In addition, the district tracks participation in the District Advisory Committee and District English 18-19 Learner Advisory Committee. Finally, all sites invite stakeholders to Maintain active participation on school governance teams participate in the district LCAP Stakeholder meetings throughout the year. Baseline All schools have active School Site Council and English Learner Advisory Committees. In addition, there is a Parent Advisory Committee, District Advisory Committee and a District English Learner Advisory Committee.
2017-2018: All schools actively track participation of the members of their School Site Council and English Learner Advisory Committees. In addition, the district tracks participation in the District Advisory Committee and District English Learner Advisory Committee.
Metric/Indicator C4. Increased program offerings C4. Increased program offerings 18-19 Results: Metric: Program Offerings for Families 440 programs
18-19 Increase the number of program offerings Baseline
Page 67 of 233 Expected Actual
2016-2017: 433 2017-2018: 434
Metric/Indicator C5. Increased attendance and achievement C5. Increased attendance and achievement 18-19 Results: Metric: Attendance Rates; Chronic Absenteeism Rates; Truancy Rates; Student Attendance Review Board Attendance rate: 95.37%
Chronic absenteeism: 9.3%
18-19 Truancy rate: 35% Maintain 95% or higher attendance rate Total # of truants: 4,784 Reduce Chronic Absenteeism to below 5% Truancy letter 1: 4,784 Reduce Truancy Rate by 5% Truancy letter 2: 2,243
Reduce the number of total truants and those students receiving Truancy Truancy letter 3: 864 Letters by 5% Pre-SARB hearings: 116
SARB hearings: 16
Maintain pre-SARB intervention and reduce SARB hearing rate by 5%
Baseline Attendance Rates: 2016-2017: 95.28% 2017-2018: 95.40%
Page 68 of 233 Expected Actual
Chronic Absenteeism: 2016-2017: 9.1% 2017-2018: 11.9%
Truancy Rate 2016-2017: 31.4% 2017-2018: 39%
Total # Truants 2016-2017: 4,427 2017-2018: 6,091
Truancy Letter 1: 3 unexcused absences or extended tardies 2016-2017: 10,009 2017-2018: 6,091
Truancy Letter 2: 4 unexcused absences or extended tardies 2016-2017: 6,646 2017-2018: 3,136
Truancy Letter 3: 7 unexcused absences or extended tardies 2016-2017: 3,492 2017-2018: 1,370
Pre-SARB Hearings: 2016-2017: 172 2017-2018: 257
SARB Hearings: 2016-2017: 47 2017-2018: 56
Metric/Indicator C6|C7. Increased program offerings; decreased dropout and increased C6|C7. Increased program offerings; decreased dropout and increased graduation rates graduation rates 18-19 Results: Metric: Retention Data; Special Education Identification; Middle School Dropout; High School Dropout; High School Graduation Retentions: 13 (decreased by 40%)
Special education initial identification rate (# of students): 74 18-19
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Decrease retentions by 5% Middle school dropout rate:
2017-2018: 0.3% (6 students) Decrease special education initial identification by 5%
High school dropout rate: Decrease Middle School Dropout Rate below 1% 2017-2018: Not available as of May 2019
Maintain High school Dropout rate to below 5% Graduation rate:
2016-2017: 85.9% Increase High School Graduation Rate to above 95% 2017-2018: 84.7%
Baseline Retentions: 2016-2017: 58 2017-2018: 22
Special Education Initial Identification Rate: 2016-2017: 100 2017-2018: 93
Middle School Dropout Rate: 2015-2016: 0.2% 2016-2017: 0.0%
High School Dropout Rate: 2015-2016: 2.1% 2016-2017: 1.9%
Graduation Rate: 2015-2016: 87.7% 2016-2017: Not available until June 2018
Metric/Indicator C8. Increased participation and percentage of positive survey ratings C8. Increased participation and percentage of positive survey ratings 18-19 Results: Metric: Valued and Connected Data; Digital Citizenship Data; California Healthy Kids Data; Safe and Civil School Survey Data Club participation: 4,370 students
California Healthy Kids Survey – Secondary 2018-2019 Student rating of School Environment: 18-19 Caring Adults: High 28% Moderate 56% Low 16% Increase percentage of students participating in clubs by 5% Adult Expectations: High 33% Moderate 53% Low 14%
Page 70 of 233 Expected Actual School Connectedness: High 42% Moderate 46% Low 12%
Safe & Civil School Survey – Elementary 2018-2019 Increase California Healthy Kids Survey student rating of school Adults are helpful to students: 76% environment so the total of high and moderate levels is above 90% Adults treat students fairly: 81%
Adults treat students respectfully: 85% Increase Safe & Civil School Survey student rating by 5% Adults encourage students to do their best: 91%
If students have a problem, they know they can go to a staff member for help:
76% Baseline I am proud to be part of this school: 77% Valued and Connected (club participation) 2016-2017: 4,152 students Safe & Civil School Survey – Secondary 2018-2019 2017-2018: 3,712 students Adults are helpful to students: 72% Adults treat students fairly: 74% Adults treat students respectfully: 73% California Healthy Kids Survey – Elementary 2012-2013 Adults encourage students to do their best: 81% Student rating of School Environment: If students have a problem, they know they can go to a staff member for help: 70% Caring Adults: High 50%; Moderate 45%; Low 5% I am proud to be part of this school: 69%
Adult Expectations: High 57%; Moderate 39%; Low 3%
School Connectedness: High 56%; Moderate 41%; Low 3%
No new results for 2017-2018
California Healthy Kids Survey – Secondary 2016-2017 Student rating of School Environment:
Caring Adults: High 28% Moderate 56% Low 16%
Adult Expectations: High 36% Moderate 51% Low 13%
School Connectedness: High 47.5% Moderate 42% Low 19%
No new results for 2017-2018
Safe & Civil School Survey – Elementary 2016-2017 Adults are helpful to students: 95.0% Adults treat students fairly: 86.0% Adults treat students respectfully: 93.0% Adults encourage students to do their best: 95.0%%
Page 71 of 233 Expected Actual
If students have a problem, they know they can go to a staff member for help: 93.0% I am proud to be part of this school: 93.0%
Safe & Civil School Survey – Elementary 2017-2018 Adults are helpful to students: 90.4% Adults treat students fairly: 82.8% Adults treat students respectfully: 90.6% Adults encourage students to do their best: 93.9%% If students have a problem, they know they can go to a staff member for help: 91.2% I am proud to be part of this school: 90.8%
Safe & Civil School Survey – Secondary 2016-2017 Adults are helpful to students: 82.0% Adults treat students fairly: 71.5% Adults treat students respectfully: 83.5% Adults encourage students to do their best: 81.0% If students have a problem, they know they can go to a staff member for help: 79.5% I am proud to be part of this school: 83.5%
Safe & Civil School Survey – Secondary 2017-2018 Adults are helpful to students: 81.2% Adults treat students fairly: 71.4% Adults treat students respectfully: 83.2% Adults encourage students to do their best: 85.9%
Page 72 of 233 Expected Actual
If students have a problem, they know they can go to a staff member for help: 77.6% I am proud to be part of this school: 80.8%
Metric/Indicator C9. Decreased suspensions and expulsions C9. Decreased suspensions and expulsions 18-19 Results: Metric: Suspension Rates; Expulsion Rates Suspension rate: 2017-2018: 7.0%
18-19 Expulsion rate: Decrease suspension rate by 5% 2017-2018: 0.3%
Maintain expulsion rate below 1%
Baseline Suspension Rate: 2014-2015: 8.6% 2015-2016: 7.7% 2016-2017: 10.1%
Expulsion Rate: 2014-2015: 0.1% 2015-2016: 0.17% 2016-2017: 0.29%
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 C1 Research based family C1a. Communication with families 8826 Salary and benefits and 8826 Salary and benefits and engagement practices is a priority at all Ceres schools. software 3000-3999: Employee software 3000-3999: Employee
Page 73 of 233 The district has now transitioned to Benefits Supplemental and Benefits Supplemental and C1a. Increase communication to one uniform communication tool Concentration $148,000 Concentration $158,520 families through multiple means called ParentSquare, which also regarding family engagement has an app for families to use. opportunities, school events, and ParentSquare provides one-way student educational progress. and two-way communication Communication may include text options for schools and families. messaging services, email, written Sites also use email, surveys, communication, social media and comment cards on newsletters, use of web-based programs to and other means to engage in two- provide information for families way communication. In addition to who cannot attend campus events. traditional communication systems, site administrators have begun C1b. Utilize the Family utilizing social media (Twitter, Engagement team at each school Facebook, Google) to increase site to establish and monitor communication with families. The progress toward annual team district hired a communications goals. Increase participation in specialist to increase the district's Safe and Civil Schools surveys. social media use and increase communication with families and C1c. Provide structure which the community. supports and increases family volunteers through the CUSD C1b. Each Ceres school has a Volunteer Assistance Program. Family Engagement team made up Schools will reach out to of families representing significant volunteers from previous years to student groups, staff, and the encourage them to participate in principal. Each team develops volunteer opportunities. goals related to creating a school environment in which input from C1d. Encourage family families is actively gathered and involvement by recognizing and used to inform site decision valuing the family as an asset in making. In an effort to increase the supporting students’ educational number collected, Safe & Civil success. Plan family engagement Schools surveys were activities in which families share administered exclusively digitally cultural and educational resources. this year; however, the results were poor. The number of C1e. Provide access to computers Elementary surveys collected was and Internet at schools during 850, compared with 2,736 in 2017- school hours and through the 18, and the number of Secondary ASES program so families can surveys collected was 522, access educational resources compared to 856 in 2017-18. A
Page 74 of 233 (Parent Portal, school websites, mixture of digital and hard copy college preparation resources, surveys will be administered next etc.). Provide computer stations year to boost the response rate. with Internet access; training and staff to support family access. C1c. Family participation in the learning environment is C1f. Support a family-friendly encouraged and supported environment through translation through our Volunteer Assistance and childcare. Provide customer Program. The number of service training to school and volunteers increased from 4,254 in district employees. 2017-2018 to 4,287 in 2018-2019.
Note: C1 actions and services are C1d. Ceres Unified encourages represented in A4 Increased Site family involvement by: Allocation, B2 Educational providing opportunities at Services school sites for FACTOR (Families Acting Toward Results) classes to equip parents with knowledge about the educational system as well as specific skills needed to help their child succeed in school. utilizing family engagement teams at each school site to welcome parents and families to school and involve them in the educational experience. With input from the family engagement team, sites implement activities such as literacy nights, math nights, technology nights, job search skills, and newsletters/phone calls so parents have the information needed to assist children with schoolwork.
Page 75 of 233 providing families with communication in a language they understand and in a timely manner. utilizing the Parent Square app to increase communication with families.
C1e. Each school provided access to computer stations with Internet access in the main office and through the after school program services. Families utilize these stations to monitor student progress via the Infinite Campus Parent Portal system. They also use the resources to access information available on school and district websites as well as other educational resources.
C1f. To support engagement of families in the school environment, all schools provided translation and childcare services during meetings and events. Translation of all IEPs for families whose first language is not English was also offered.
Action 2
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C2 Family input in school decision C2a. Site and district staff ensured $0 $0 making site and district advisory groups included representation from C2a. Actively recruit participation families knowledgeable in the of families in school advisory unique educational needs of each
Page 76 of 233 teams and ensure site and district Ceres student group. Ceres advisory groups include Unified annually reviews its parent representation from families involvement policy with the District knowledgeable in the unique Advisory Committee/District educational needs of each Ceres English Learner Advisory student group. Participate in Committee and provides annual annual training for advisory groups; training for all school site council actively monitor to ensure input members to assist them in carrying from all stakeholders is solicited out their legal responsibilities. Parent Advisory Committee participation is District Advisory monitored to ensure District English Learner representatives from student Advisory groups are invited and included in School Site Council school governance. English Learner Advisory
Note: C2 actions and services are represented in A7 Principal Salaries
Action 3
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C3 Family input in school decision C3a. Administration take steps to $0 $0 making ensure school governance groups include representation from family C3a. Ensure site and district and community agencies familiar advisory groups include with the unique educational needs representation from families and/or and challenges of Migrant and county staff knowledgeable in the Foster youth. In addition, the unique educational needs and district staff consult with Merced challenges of Low Income, English County Migrant services staff Learner, Migrant, Foster, regarding the needs of Migrant Homeless, and Special Education Youth and Stanislaus County youth. Foster Youth Educational Liaison regarding the needs of Foster C3b. Foster Youth Parents and Youth. FY Liaison provides partners participate in the information to foster parents upon Superintendent’s Parent Advisory enrollment the opportunitieis to
Page 77 of 233 as well as the Community particpate in school governance Stakeholder groups, which also teams. serve as LCAP Stakeholder groups. In addition, the Foster C3b. Site administration, district Liaison promotes parent staff and the FY Community participation on School Site Liaison worked to ensure Council at the students’ specific participation in district governance school sites. groups to provide a voice regarding the unique educational Note: C3 actions and services are needs of students. represented in A4 Increased Site Allocation, B2 Educational Options
Action 4
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C4 Educational programs, C4a. Ongoing trainings for 3905 Salaries and Benefits, 3905 Salaries and Benefits, designed for families, to empower families was provided to support Books and Supplies 0000-8000 Books and Supplies 0000-8000 them in supporting student the home to school connection Adult Education $107,501 Adult Education $85,170 achievement and success. regarding children’s use of digital resources. 3913 Salaries and Benefits, 3913 Salaries and Benefits, C4a. Provide educational Books and Supplies 0000-8000 Books and Supplies 0000-8000 programs for families related to C4b. Parent workshops called Adult Education $84,950 Adult Education $109,395 digital citizenship and digital F.A.C.T.O.R (Families Acting literacy and using educational Towards Results) focused on the 3926 Salaries and Benefits, 3926 Salaries and Benefits, technology to support student California standards, college and Books and Supplies, Services Books and Supplies, Services achievement. career readiness, social/emotional 0000-8000 Adult Education WIA 0000-8000 Adult Education WIA components, State testing, and $0 $0 C4b. Provide educational additional ways to be involved. 6391 Salaries and Benefits, 6391 Salaries and Benefits, programs for families related to Since the beginning of the Books and Supplies, Services Books and Supplies, Services standards, curriculum, college and program, there have been over 0000-8000 Adult Education Block 0000-8000 Adult Education Block career readiness, and supporting 220 graduates. In addition, sites Grant $765,069 Grant $964,846 academic achievement (e.g., provided curriculum and supplies Parent visits to classrooms, to support the home to school 0000-8871 Salaries and Benefits, 0000-8871 Salaries and Benefits, California Standards nights, family connection. Books and Supplies, Services Books and Supplies, Services literacy, PIQE, etc.) 0000-8000 Supplemental and 0000-8000 Supplemental and C4c. Multiple parent workshops Concentration $200,000 Concentration $200,000 C4c. Extend application of were provided for families, learning and student achievement including 12-Tools for Parents and
Page 78 of 233 through provision of curriculum and Making Parenting Make Sense. supplies for home use. District events averaged 175 parents. Sites also provided a C4d. Provide adult education variety of parent workshops on programs to increase educational topics to support students' resources for families (e.g., academic achievement and General Educational Development success. test, English as a Second Language, Spanish as a Second C4d. Adult education programs Language, Digital Literacy, job were offered to the Ceres skills). community. These included GED preparation and exams, ESL, C4e. Work with community-based Quickbooks, Pharmacy Technicial, agencies to develop and provide CMA, Medical Billing and Coding, family-based educational programs RICA prep, CUSD workshops, to empower and strengthen Elecrtician, Diploma, Microsoft, families (e.g. resources related to and other courses related to job financial literacy, poverty, skills. A job fair was hosted at the substance abuse, supporting Hanline Elementary School's academic achievement). campus and over 40 employers from the community participated as C4f. Provide information and well as over 600 job seekers. guidance regarding services for Transitional Age Foster Youth (i.e., C4e. The district provided the age 18-24 years) related to FACTOR program at 4 school sites independent living this year. The program focused on programs/transitional housing, the social, emotional and physical work-ready programs (e.g. development in children, 21st AspiraNet). Century Skills, useful academic information, and ways for parents Note: C4 actions and services are to get involved in their child’s also represented in A4 Increased education. Parents also Site Allocation, B2 Educational participated in parent classes Services, B2 Educational Options, during the after school program B4 College Readiness and the program focused on the 12 tools.
C4f. FY Liaison worked with various service providers as students transitioned out of high school, including: county social worker to ensure foster youth are
Page 79 of 233 connected with an AB12 social worker, who helped them with their transition once they completed high school; AspiraNet, who helped students with basic life skills (laundry, money management etc.); Project Yes, who helped students with obtaining work experience; Bridge program coordinator at Modesto Junior College to assist with post secondary transition; Stanislaus County Office of Education, who provided information to students and their families about workshops pertaining to college grants and financial aid, so that they are better prepared and able to navigate the higher education system.
Action 5
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C5 Active family and student C5a. Student attendance was 9215 Community Liaison Salaries 9215 Community Liaison Salaries support and intervention to monitored closely at the site and and Benefits 2000-2999: and Benefits 2000-2999: increase school attendance. district level. Parents of students Classified Personnel Salaries Classified Personnel Salaries who accrued a minimum of three Other $17,236 Other $0 C5a. Develop and implement unexcused absences and/or systems for monitoring and extended tardies were contacted 0000-8822 Community Liaison 0000-8822 Community Liaison improving student attendance by the school site personnel. Salaries and Benefits 2000-2999: Salaries and Benefits 2000-2999: reducing chronic absenteeism, and Students with continued absences Classified Personnel Salaries Classified Personnel Salaries decreasing truancy for students in who were in danger of referral to Supplemental and Concentration Supplemental and Concentration every student group. the School Attendance Review $77,000 $111,086 Board participated in informal C5b. Subscribe to an electronic meetings at the sites with 5000-5999: Services And Other 5000-5999: Services And Other attendance monitoring system to administrators, parents, and the Operating Expenditures Operating Expenditures improve communication with CUSD Administrative Assistant. Supplemental and Concentration Supplemental and Concentration families. Resources were provided to assist $70,000 $70,000 the families in overcoming barriers to attendance. Parents were
Page 80 of 233 C5c. Conduct home visits and advised of laws pertaining to work with families regarding regular school attendance and the individual needs of chronically SARB process should poor absent students; coordinate attendance continue. support services with CUSD also partnered with the transportation, student wellness Stanislaus County District department services, bus passes, Attorney’s Office and Superior and behavior supports to increase Court. The goal of all partners is attendance. to ensure students attend school regularly and to reduce C5d. Learning Directors. absenteeism and truancy. Community Liaisons, Assistant Principals, and Administrative C5b. District purchased a Assistants will actively monitor subscription to Attention 2 attendance, working with family, Attendance (A2A) electronic District and County staff to develop attendance monitoring system. and implement interventions and A2A is an attendance tracking and support. monitoring system that sends out automatically truancy notifications C5e. Provide site and district and excessive absence letters. Community Liaisons to facilitate the home to school to community C5c. Community Liaisons as well connections to increase access to as site and district administrators family resources. systemically monitored attendance and provided support services for C5f. Ensure Foster Youth, Foster students who were in danger of parents, and Learning Directors missing 10% or more of the school are aware of AB167 pertaining to year for any reason. high school graduation requirements and a 5th year option C5d. District and school staff for Foster Youth to satisfy UC/CSU closely monitored attendance of a-g Requirements. students, met regularly with truant students and their families, Note: C5 actions and services are provided attendance incentives for also represented in A4 Increased students, and developed Site Allocation software for Chronic interventions when attendance Absenteeism (0000-8825) was problematic.
C5e. In addition to other school staff, Community Liaisons at the district and site level provided valuable access to resources
Page 81 of 233 within the education system and within the community for families. A significant number of Ceres Unified students are in living situations defined as “Homeless” because they are “doubled up” with other families. The Homeless Youth Community Liaison worked actively with school personnel and community agencies as well as directly with families to identify and reduce or eliminate barriers to access to school programs.
C5f. Learning Directors and attendance staff monitored student attendance and coordinated support services for students who were missing school, particularly migrant and foster youth. These support services include referrals to mental and social skills services as well as resources available in the community to support students and their families in improving attendance. Some students required a 5th year to complete graduation and a-g requirements. Students and families were guided through the services and decision making to ensure mobility was not a barrier to graduation. Learning directors monitored Foster Youth data throughout the year, evaluating transcripts for issuance of credits as well as short term independent study options as well as credit recovery options due to mobility. Access to online courses was also provided as needed. Students and their case managers were guided through the
Page 82 of 233 services and decision making to ensure mobility was not a barrier to graduation.
Action 6
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C6 Identification of at-risk C6a. Student support teams at the $0 $0 students, intervening to reduce site level actively monitored dropout and increase graduation student performance data to rates. identify students in need of additional intervention and support. C6a. Conduct ongoing cycles of Teachers utilized the CUSD assessment of student Pyramid of Interventions and performance as a means of Student Study Team referral strengthening effective instruction process to develop individual plans and identification of students for of intervention and support. additional interventions and In addition, the Educational support. Services Division actively monitored retention, special C6b. Provide professional learning education identification rates, drop time to analyze data and out and graduation data by student instructional effectiveness. group to identify areas of strength and areas of growth as a district Note: C6 actions and services are and within individual schools. represented in A7 Principal Salaries C6b. Professional learning related to formative assessment and effective, research-based interventions was an area of focus at all Ceres schools.
Action 7
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C7 Identification of at-risk C7a. Site intervention teams 0000-8830 Teacher Salaries and 0000-8830 Teacher Salaries and students, intervening to reduce attended a 2-day Response to Benefits and Supplies/Materials Benefits and Supplies/Materials Intervention workshop to develop a for Infant/Young Child Care for Infant/Young Child Care
Page 83 of 233 dropout and increase graduation process for providing certain Program 0000-8000 Program 0000-8000 rates. access to all students for tiered Supplemental and Concentration Supplemental and Concentration intervention. Intervention teams, $475,000 $536,854 C7a. Provide professional learning including site and district learning time through planning time, release specialists, met regularly to review time, and performance contracts to student performance and analyze data and instructional behavioral data, planning effectiveness and plan appropriate interventions and interventions to meet identified working with families to coordinate needs. support for students. K-6 intervention teachers met monthly C7b. Foster Youth Liaison will for professional learning aimed to participate in professional learning improve multi-tiered systems of opportunities to increase support. knowledge and skills to advocate, guide, and counsel Foster Youth C7b. FY Liaison continued (i.e. Reaching Kids who are receiving training and professional Hardest to Reach and Trauma- development in the areas of informed Strategies trainings). trauma and social and emotional supports, foster youth trainings C7c. Foster Youth Liaison shall provided by SCOE, special conduct at least once annually, an education training by CASA. The informal luncheon with high school FY Liaison is preparing to start the aged-Foster Youth in order to process for becoming trained as a solicit their feedback pertaining to certified Court Appointed Special our district’s support for children in Advocate (CASA). This training foster care to determine best will allow a deeper perspective on practices and identify the unique needs of foster youth improvements to be made. and continue to build her capacity for providing direct support C7d. Provide professional learning services. through conferences, workshops, staff meetings, release time, and C7c. FY Liaison conducted performance contract regarding the informal luncheons with high role of relationship-building and school aged-Foster Youth in order academic relevance for students at to solicit their feedback pertaining risk of dropping out of school (e.g. to our district’s support for children Nurtured Heart). in foster care to determine best practices and identify C7e. Determine needs of students improvements to be made. in alternative education programs, including high school independent
Page 84 of 233 study programs, to increase C7d. Staff attended conferences graduation rates. and trainings on trauma-informed practices, social emotional learning C7f. Provide an Infant/Toddler programs, adverse childhood Program for Ceres students who experiences, human trafficking, are parents to non-school age and foster youth needs. Trainings children. focus on relationship-building, school culture, understanding C7g. Provide emergency clothing student backgrounds/trauma, cards, fuel vouchers, bus passes, resiliency, and more to support backpacks and school supplies, students in foster care. Foster graduation and/or promotion Youth Liaison also worked directly regalia for homeless students. with Learning Directors, including the College Transition Learning Note: C7 actions and services are Directors at both comprehensive also represented in A4 Increased high schools to ensure foster youth Site Allocation, B2Educational are on track for graduation (often Services, B2 Educational Options times through AB167). FY Liaison also collaborated frequently with CASA (Court Appointed Special Advocates) to support educational needs, including SPED.
C7e. Stakeholder meeting was held with students from Argus/Endeavor to solicit feedback and identify additional needs of students in alternative education programs. Because Endeavor High School is a Comprehensive Support and Improvement (CSI) school, a plan for school improvement was developed, with the primary goal being to improve the graduation rate.
C7f. The Infant/Toddler Program was implemented on the Argus/Endeavor campus. Students enrolled in Ceres schools who are parents of young children accessed these services while
Page 85 of 233 maintaining enrollment in the regular education program at the schools.
C7g. The Student Support Division staff provided resources as appropriate for families living in transition or emergency situations.
Action 8
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C8 Safe and civil school C8a. School staff actively 0000-8301 Sports Physicals 0000-8301 Sports Physicals environments in which students recruited students to participate in 5000-5999: Services And Other 5000-5999: Services And Other are safe, involved, valued, and clubs and extra-curricular Operating Expenditures Operating Expenditures respected. activities. New clubs were added Supplemental and Concentration Supplemental and Concentration based on student interest and $30,000 $30,000 C8a. Design and implement requests. strategies to recruit and support 0000 Campus Supervision 0000 Campus Supervision students in extra-curricular C8b. Student Support Division Salaries and Benefits 2000-2999: Salaries and Benefits 2000-2999: activities. (e.g. sports physicals, staff provided ongoing professional Classified Personnel Salaries Classified Personnel Salaries intramurals, additional coaches, learning and support for staff to Base $511,771 Base $611,764 etc) meet the needs of special education students in the ASES 1100 Campus Supervision 1100 Campus Supervision C8b. Provide professional learning after school program. This Salaries and Benefits 2000-2999: Salaries and Benefits 2000-2999: and support for staff to meet the included administrative and Classified Personnel Salaries Classified Personnel Salaries unique educational needs of paraprofessional support to Lottery $665,802 Lottery $701,908 special education students in the increase inclusion services for all 1100 School Resource Officer 1100 School Resource Officer ASES program. students. ASES staff worked 2000-2999: Classified Personnel 2000-2999: Classified Personnel closely with SPED staff to make Salaries Lottery $123,000 Salaries Lottery $101,000 C8c. Provide annual and ongoing accommodations and support instruction in cyber safety, digital special education students with 0000-8821 School Resource 0000-8821 School Resource citizenship, and anti-bullying their specific needs. Officer 5000-5999: Services And Officer 5000-5999: Services And behaviors to increase student Other Operating Expenditures Other Operating Expenditures safety. C8c. Teachers provided anti- Supplemental and Concentration Supplemental and Concentration bullying, cyber safety, and digital $400,000 $460,000 C8d. Provide opportunities for citizenship lessons for students K- CUSD Foster Youth to engage with 12. 6010 ASES Salaries and 6010 ASES Salaries and other Foster Youth in the county Benefits, Books and Supplies, Benefits, Books and Supplies, for support, relationship-building, Services/Operating 0000-8000 Services/Operating 0000-8000
Page 86 of 233 networking, and to increase their C8d. FY Liaison continued to After School Education and After School Education and knowledge of navigating the encourage youth to get involved in Safety (ASES) $1,710,711 Safety (ASES) $1,710,311 educational system as it pertains to area events for foster youth. She Foster Youth (i.e., California Youth attended the 2nd Annual Foster 0000-8827 MTSS/PBIS 2000- Connection (CYC), Foster Youth Youth Educational Summit in June 2999: Classified Personnel Education Summit). and took several students from Salaries Supplemental and Ceres Unified. Concentration $50,000 C8e. Continue to support Foster Youth interested in attending co- C8e. Site administration and the curricular activities. Engage foster Foster Youth Community Liaison Youth in extra and co-curricular actively seek out Foster Youth to activities to develop and nurture ensure there are no barriers to relationships with others, increase their participation in extra- college awareness and career curricular and co-curricular exploration, and create a positive activities. outlook into their future (i.e., field trips, extension learning programs C8f. On-going professional at CSU Stanislaus). learning was provided to district staff on understanding trauma and C8f. Provide professional learning strategies to support students from for staff to develop empathy and trauma, including foster youth understanding of foster youth specifically. Trainings were unique background and conducted during district experiences to better serve Foster professional days and the Ceres Youth. Summer Institute.
C8g. Provide additional campus C8g. Based on individual site supervision to lower staff to needs assessments, additional student ratio, increasing positive campus supervision was provided connections and nurturing at the junior high campus, relationships between adults and supported through increased site students. allocations. These staff were utilized to supervise and engage C8h. Professional learning for staff students in intramural sports, in supporting the unique needs of clubs, and games during lunch. students through positive behavior and youth development programs C8h. Professional learning was and strategies (e.g. Positive provided for staff on positive Behavior Intervention System, behavior strategies and working Nurtured Heart). with students through the Nurtured Heart and Positive Behavior and Intervention Strategies approach.
Page 87 of 233 C8i. Professional learning for staff The focus of these approaches are in relationship development and on recognizing and developing modeling of respectful behavior for strengths in students and students. Include an emphasis on decreasing behaviors which seeing situations through the interfere with learning. students’ and families’ perspectives. C8i. Site administration and Student Support Services staff C8j. Provide activities which have provided professional increase student connectedness to learning for staff in developing school and facilitate transitions positive relationships with between academic programs. students, taking the students’ Provide field trips, speakers, unique learning needs and assemblies, incentives, recognition perspectives into consideration events, and programs (e.g. Red when planning and delivering Ribbon week, Anti-Bully week, lessons and also when interacting Point Break, Every Monday with students outside of instruction. Matters, I Choose Civility). C8j. The Student Support C8k. Provide positive relationships Services division facilitated and mentoring to support personal transition activities between grade and academic success through levels and academic programs. service learning opportunities for These transition activities included students and families; coordinate the opportunity for students to visit services with community agencies classrooms and campuses they and businesses will attend in the next school year. Students also participated in C8l. Provide additional school activities and programs designed resource officers and other safety to support student self-image and measures to increase safety, understanding of others. coordination of services with local law enforcement, and positive role C8k. Students had opportunities models for students. within extra-curricular clubs to participate in community service C8m. Increase or maintain the K-8 activities. After School Education and Safety program to allow participation in C8l. A total of four (4) school enrichment activities in a safe resource officers were contracted learning environment. Provide to CUSD schools to provide training for ASES staff in ways to services for school sites. address LCAP goals for increasing Resource officers are based at the school connectedness. high schools and junior high
Page 88 of 233 schools, but also provided service C8n. Provide enrichment activities to all K-12 schools. in the After School Education and Safety (ASES) program, including C8m. Professional learning was intramural sports, outdoor games, provided for ASES staff on homework assistance, educational meeting the LCAP goals for field trips, and presentations and increasing school connectedness. events from community based ASES staff participated in a 3 day programs. training before school started and the focus was on site logistics, emergency procedures, 12 Tools, Nurtured Heart, and classroom management procedures. All new ASES staff members were put through an orientation to ensure their awareness of procedures and policies. There were also 3 additional trainings for all ASES rec leaders throughout the course of the year. Supervisors attended monthly meetings with the ASES AA's and the program Coordinator. Site visits were also conducted by the ASES AA's and site administration and specific site professional learning was provided based on the feedback from the visit.
C8n. Additional ASES recreational leaders and administrative assistants were hired to increase services for students, including the development of intramural sports teams at all elementary schools and junior highs. ASES sites provided all students with at least 45 minutes of instruction time and enrichment time each day. Additionally, ASES staff collaborated with community agencies to provide additional
Page 89 of 233 enrichment activities with students over the course of the year.
Action 9
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures C9 Evidence of healthy decision C9a. Learning Directors, Assistant 5000-5999: Services And Other 5000-5999: Services And Other making and citizenship. Principals, and Administrative Operating Expenditures $0 Operating Expenditures $0 Assistants actively gathered and C9a. Learning Directors, Assistant monitored student performance Principals, and Administrative data, providing recognitions and Assistants will actively gather, additional supports as needed. All analyze, and monitor student data was disaggregated by student recognition and discipline data for group. students in every student group; ensure proportionate recognition C9b. Staff received professional and discipline for student groups. learning regarding the unique educational needs and challenges C9b. Provide professional learning faced by high needs students. for staff working with youth Additional supports were available regarding the unique educational for staff in this area through the needs and challenges of high mental health and counseling needs students. services.
C9c. Continue to develop and C9c. Parent and student implement systems of support and workshops were offered to instruction regarding healthy increase awareness and teach decision making and the negative healthy decision making to consequences related to fighting, students and families. alcohol and drug use.
Note: C9 actions and services are also represented in A4 Increased Site Allocation, B2 Assistant Principals, Learning Directors, Administrative Assistants, Educational Services, and Educational Options, and B9 Mental Health Services
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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 actions and services in support of goal C, Family and Student Engagement implemented in 2018-2019 included: increased family engagement; increased input from families regarding school decision-making; increased educational programs, designed for families, to support student achievement; increased attendance; decreased dropout and increased graduation rates; increased school participation and percentage of positive survey ratings; and decreased suspensions and expulsions
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Metrics indicate that family satisfaction with K-6 schools dropped to 91.3%, but satisfaction with 7-12 schools increased. Ensuring increased numbers of families complete satisfaction surveys continues to be a priority as this year’s data may not be reliable given the smaller number of surveys collected. In an effort to increase the number collected, Safe & Civil Schools surveys were administered exclusively digitally this year; however, the results were poor. The number of Elementary surveys collected was 850, compared with 2,736 in 2017-18, and the number of Secondary surveys collected was 522, compared to 856 in 2017-18. A mixture of digital and hard copy surveys will be administered next year to boost the response rate. Participation in school governance programs remains strong and the number of programs designed for families to support achievement remains high and steady. Attendance remains strong at above 95%, and truancy rates declined from last year, as did Pre-SARB and SARB numbers. Schools are focusing on chronic absenteeism and working with families to decrease absences even further. Retention and initial identification of students for special education continue to decline significantly, an indication that the district’s focus on providing timely and strategic intervention appears to be making a positive impact. District graduation rates decreased slightly, although the rates at the comprehensive school sites maintained according to California School Dashboard data. Student participation rates in clubs and activities increased significantly this year. The district administered a different school climate survey than in previous years, but the rates from students again reflect a decrease in satisfaction; this indicates that there is a strong need to focus on ensuring students feel connections to adults on campus and that they feel supported. Suspension rates decreased from 2016-17 to 2017-18, although the data is somewhat antiquated. Year to date data indicates another suspension rate decrease is coming at the end of 2018-19. A continued focus on Positive Behavior Interventions and Supports needs to be maintained.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. There were no material differences between budgeted expenditures and estimated actual expenditures.
Page 91 of 233 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 have been made to the goal, outcomes, metrics, actions or services.
Page 92 of 233 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? Members of LCAP stakeholder groups were actively involved and consulted in the evaluation of the 2018-2019 LCAP and in the development of the 2019-2020 Ceres Unified Local Control Accountability Plan. These groups included representatives from all numerically significant district subpopulations.
Specific CUSD LCAP Stakeholder groups include: Student representatives from high schools and junior highs (Argus/Endeavor: 3/12/19; Central Valley HS: 1/18/19; Ceres HS: 1/16/19; Blaker-Kinser: 1/17/19; Cesar Chavez: 3/8/19; Mae Hensley: 1/30/19) Parent Advisory (11/7/18, 1/10/19, 3/7/19) District Advisory/District English Learner Advisory Committee (10/24/18, 1/31/19, 3/20/19) Community, including representatives from local business, service clubs, foster youth and English learner advocates, and city leaders (11/6/18, 1/9/19, 3/13/19) Classified Staff, including staff from each school who work with students and families (11/8/18, 1/17/19, 3/19/19) Certificated Staff, including staff from each school (10/30/18, 1/10/19, 3/26/19) Ceres Unified Teachers’ Association (3/20/19) Ceres Classified School Employees Association (Association representatives chose to forego a consult regarding the LCAP because they felt they had input via Classified Staff stakeholder group referenced above) Executive Council, including district leaders and principals from each school. (2/12/19)
Meeting 1: Held in October and November with each of the Stakeholder groups. Review of LCFF and LCAP regulations and the importance of stakeholder feedback. Presentation of the major areas of implementation for the 2018-2019 Local Control Accountability Plan, including budgeted funds and expenditures. Meeting 2: Held in January and February with each of the Stakeholder groups. Presentation of data relative to each of the goals' outcomes, metrics, and results for the 2018-2019 LCAP to date, including Fall 2018 Dashboard indicator results. Stakeholders provided verbal and written feedback regarding areas of strength, what should be continued, and what should be increased or improved.
Page 93 of 233 Meeting 3: Held in March and April with each of the Stakeholder groups. Presentation of the proposed changes to the 2019-2020 Local Control Accountability Plan was completed with each stakeholder group in March and April. Online forms were provided for additional feedback and suggestions.
Impact on LCAP and Annual Update
How did these consultations impact the LCAP for the upcoming year? Participants in stakeholder groups included individuals who participated in the 2018-2019 LCAP development process as well as individuals new to the process. Each meeting included a recap of the purpose of LCFF funding and the role the Local Control Accountability Plan plays in guiding decision making relative to actions and services designed to meet the eight state priorities and ways to increase and improve services for students.
The Local Control Accountability Plan input from each of the stakeholder groups was positive. Participants provided feedback regarding areas of strength and actions and services which should be continued for each of the plan goals as well as areas for growth and recommendations for additional actions and services. A summary of the specific feedback was provided via a letter from the superintendent to all stakeholder groups.
As a result of stakeholder input and analysis of district and school data, current LCAP actions and services will be continued.
Analysis of data for student groups and feedback from stakeholders indicates an increased need for support of all students, ensuring that a focus on the whole-child is maintained. The district will continue to build a Multi-Tiered System of Support (MTSS) that targets the academic, behavioral, and social-emotional needs of all students. Analysis of data for student groups and feedback from stakeholders indicates a need to focus on improving outcomes for students with disabilities, foster, and homeless youth and for a districtwide focus on chronic absenteeism.
There is also an increased need for continued support of English learners. Next year’s focus areas will include additional English Language Development (ELD) curriculum training at elementary schools as well as strategic restructuring of ELD courses for junior high and high school students, with an emphasis on supporting long-term English learners. A summer bridge program is being developed for English learners transitioning to junior high and high school.
The district will focus on increasing graduation rates and improving college and career readiness by providing additional opportunities for credit recovery at the high school level, implementing the California College Guidance Initiative (CCGI) in grades 6-12, and providing financial literacy education for 12th graders.
Improving academic outcomes in English language arts and mathematics will remain a focus of the district. Funding for academic intervention staff will continue. An instructional coach will be added to work on building early literacy for elementary school students.
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Page 95 of 233 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 A Provide excellent and equitable Conditions of Learning for each student through effective instruction within learning environments in good repair.
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 7: Course Access (Conditions of Learning) Local Priorities: Ceres Unified Strategic Plan, Local Educational Agency Plan, Ceres Unified Technology Plan
Identified Need: 1. Highly Qualified Instructional Staff 2. Adoptions aligned with California standards 3. Maintain facility conditions with aging campuses 4. K-12 implementation of California standards, including English Language Development (ELD) Standards 5. Expansion of school day 9-12; Advanced Placement enrollment 9-12; Career Technical Education enrollment 7-12; arts and music K-6
Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 A1|A2. Highly qualified Highly Qualified Staff: Highly Qualified Staff: Highly Qualified Staff: Highly Qualified Staff: percentage; degree to 2016-2017: 96.0% 95% or higher 95% or higher 95% or higher which teachers are 2017-2018: 99.0% assigned, degree to 2018-2019: 100% which teachers are fully
Page 96 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 credentialed, Ceres Degree to Which Degree to Which Degree to Which Degree to Which Certification of Direct Teachers are Teachers are Teachers are Teachers are Instruction certification Appropriately Assigned: Appropriately Assigned: Appropriately Assigned: Appropriately Assigned: rates 2016-2017: 97.0% 95% or higher 95% or higher 95% or higher 2017-2018: 99.0% 2018-2019: 99.0% Degree to Which Degree to Which Degree to Which Teachers are Fully Teachers are Fully Teachers are Fully Degree to Which Credentialed for Credentialed for Credentialed for Teachers are Fully Subject: Subject: Subject: Credentialed for 95% or higher 95% or higher 95% or higher Subject: 2016-2017: 95.0% CCDI Certification: CCDI Certification: CCDI Certification: 2017-2018: 95.0% 40% or higher 40% or higher 40% or higher 2018-2019: 94.0%
CCDI Certification: 2016-2017: 37% 2017-2018: 34% 2018-2019: 28%
A3|A4. Instructional Staff implemented the Implement Mathematics, Implement Mathematics, Implement Mathematics, materials inventory; adoption of K-12 ELA/ELD Adoptions, ELA/ELD, History/Social ELA/ELD, History/Social Employee Technology mathematics, 1:World and 1:World devices. Studies adoptions and Studies and K-8 Science Satisfaction Survey devices and also piloted 1:World devices. Adoptions, and 1:World and adopted K-12 Prepare for devices. English Language Arts History/social Studies Pilot and adopt for and English Language Adoption NGSS Pilot and adopt for 9-12 Development NGSS instructional materials. Maintain satisfaction at Maintain satisfaction at 2017-2018: New 4.0 or higher 4.0 or higher Maintain satisfaction at implementation of K-12 4.0 or higher ELA/ELD, continued implementation of math and 1:World devices. Adopted and purchased new History/Social Studies materials. Page 97 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 2018-2019: K-12 staff implemented new instructional materials for History/Social Studies. Staff continued the implementation of K- 12 English Language Arts/English Language Development, mathematics, and 1:World devices. Staff piloted and adopted instructional materials for K-8 science. The decision was made to pilot and adopt 9-12 science in 2019-20.
Technology Satisfaction Survey: 2016-2017: 4.3 out of 5.0 2017-2018: 4.35 out of 5.0 2018-2019: 4.39 out of 5.0
A5|A6. Facility Site Visit 2016-2017 Facility Site Maintain ratings of 9 or Maintain ratings of 9 or Maintain ratings of 9 or Protocol; Facility Visit Protocol: 10 at all schools 10 at all schools 10 at all schools Satisfaction Survey 19 of the 20 Ceres Unified school Maintain satisfaction at Maintain satisfaction at Maintain satisfaction at campuses received 4.0 or higher 4.0 or higher 4.0 or higher Great (9) or Exemplary (10) on the CUSD facility rating. 2017-2018: 19 of 20 schools scored a 9 or 10 Page 98 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 2018-2019: 19 of 20 schools scored a 9 or 10
Facility Satisfaction Survey: 2016-2017: 4.28 out of 5.0 2017-2018: 4.36 out of 5.0 2018-2019: 4.28 out of 5.0
A7|A8. Instructional Deeper and more Deeper and more Deeper and more Deeper and more Norms Visits; Classroom effective implementation effective implementation effective implementation effective implementation Walk Throughs of the standards and of the standards and of the standards and of the standards and instructional practices as instructional practices as instructional practices as instructional practices as observed through formal observed through formal observed through formal observed through formal and informal classroom and informal classroom and informal classroom and informal classroom observations observations observations observations 2017-2018: Standards implementation was monitored through classroom walkthroughs and site visits using the CUSD instructional design and delivery norms. Monitoring indicated that teachers are making continued growth in implementing the standards effectively. 2018-2019: Standards implementation was monitored through classroom walkthroughs and site visits using the Page 99 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 CUSD instructional design and delivery norms. Monitoring indicated that teachers and teacher teams continue to grow in their effective implementation of the standards.
A9|A10. Master Expansion of course Maintain zero periods, Maintain zero periods, Maintain zero periods, Schedule of Courses offerings: art and music lessons at art and music lessons at art and music lessons at and Enrollment; 2016-2017: 10 current levels current levels. current levels UC/CSU a-g completion 2017-2018: 9 "zero" rate; Arts and Music periods Increase AP and CTE Increase AP and CTE Increase AP and CTE schedule 2018-2019: 12 "zero" enrollment in line with enrollment in line with enrollment in line with periods percentage increases in percentage increases in percentage increases in overall school overall school overall school K-6 Art Lessons: enrollment enrollment enrollment 2016-2017: 1,782 2017-2018: 1,470 Increase UC/CSU a-g Increase UC/CSU a-g Increase UC/CSU a-g 2018-2019: 1,465 completion by 5% completion by 5% completion by 5%
K-6 Music Lessons: 2016-2017: 1,737 2017-2018: 1,900 2018-2019: 1,604
AP Enrollment: 2016-2017: 1,459 2017-2018: 1,488 2018-2019: 1,482
CTE Enrollment: 2016-2017: 34.0% 2017-2018: 39.0% 2018-2019: 41.4%
Page 100 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 UC/CSU a-g Completion: 2015-2016: 39.9% 2016-2017: 41.6% 2017-2018: 45.1%
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
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 A1 Fully credentialed, highly qualified A1 Fully credentialed, highly qualified A1 Fully credentialed, highly qualified teachers and instructional staff teachers and instructional staff teachers and instructional staff
Page 101 of 233 A1a. Hire highly qualified, fully A1a. Hire highly qualified, fully A1a. Hire highly qualified, fully credentialed teachers and instructional credentialed teachers and instructional credentialed teachers and instructional staff. Attend recruitment fairs and conduct staff. Attend recruitment fairs and conduct staff. Attend recruitment fairs and conduct widespread advertising to attract highly widespread advertising to attract highly widespread advertising to attract highly qualified staff. qualified staff. qualified staff.
A1b. Balance placement of staff, by A1b. Balance placement of staff, by A1b. Balance placement of staff, by experience and skill level, at and within experience and skill level, at and within experience and skill level, at and within sites to ensure there are no inequities in sites to ensure there are no inequities in sites to ensure there are no inequities in low-income and minority students being low-income and minority students being low-income and minority students being taught by ineffective, inexperienced, or taught by ineffective, inexperienced, or taught by ineffective, inexperienced, or out-of-field teachers. Review and audit out-of-field teachers. Review and audit out-of-field teachers. Review and audit each site for quality evaluation of each site for quality evaluation of each site for quality evaluation of employees. employees. employees.
A1c. Monitor instruction and ensure A1c. Monitor instruction and ensure A1c. Monitor instruction and ensure ongoing instructional effectiveness for all ongoing instructional effectiveness for all ongoing instructional effectiveness for all staff. staff. staff.
A1d. Implement a survey of professional A1d. Continue to collect feedback to A1d. Continue to collect feedback to learning needs and effectiveness. Use identify professional learning needs and identify professional learning needs and data to evaluate effectiveness and to effectiveness. Use data to evaluate and effectiveness. Use data to evaluate and inform development of future professional inform development of future professional inform development of future professional learning. learning. learning.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $34,622,416 $38,335,196 $39,067,793 Source Base$34,622,416 Base$38,335,196 Base$39,067,793 Budget 1000-1999:$34,622,416 Certificated Personnel 1000-1999:$38,335,196 Certificated Personnel 1000-1999:$39,067,793 Certificated Personnel Reference Salaries Salaries Salaries 0000 Teacher Salaries and Benefits 0000 Teacher Salaries and Benefits 0000 Teacher Salaries and Benefits
Page 102 of 233 Amount $17,323,888 $17,481,446 $17,940,334 Source Education$17,323,888 Protection Account Education$17,481,446 Protection Account Education$17,940,334 Protection Account Budget 1000-1999:$17,323,888 Certificated Personnel 1000-1999:$17,481,446 Certificated Personnel 1000-1999:$17,940,334 Certificated Personnel Reference Salaries Salaries Salaries 1400 Teacher Salaries and Benefits 1400 Teacher Salaries and Benefits 1400 Teacher Salaries and Benefits Amount $6,855,387 $6,568,063 $6,713,987 Source Special$6,855,387 Education Special$6,568,063 Education Special$6,713,987 Education Budget 1000-1999:$6,855,387 Certificated Personnel 1000-1999:$6,568,063 Certificated Personnel 1000-1999:$6,713,987 Certificated Personnel Reference Salaries Salaries Salaries 6500 Teacher Salaries and Benefits 6500 Teacher Salaries and Benefits 6500 Teacher Salaries and Benefits Amount $678,173 $693,196 $1,260,046 Source Preschool$678,173 Preschool$693,196 Preschool$1,260,046 Budget 1000-1999:$678,173 Certificated Personnel 1000-1999:$693,196 Certificated Personnel 1000-1999:$1,260,046 Certificated Personnel Reference Salaries Salaries Salaries 6105 Teacher Salaries and Benefits 6105 Teacher Salaries and Benefits 6105 Teacher Salaries and Benefits Amount $604,566 $584,260 $7,806 Source Head$604,566 Start Head$584,260 Start Head$7,806 Start Budget 1000-1999:$604,566 Certificated Personnel 1000-1999:$584,260 Certificated Personnel 1000-1999:$7,806 Certificated Personnel Reference Salaries Salaries Salaries 9011, 9012, 9071, 9072 Teacher 9011, 9012, 9071, 9072 Teacher 9011, 9012, 9071, 9072 Teacher Salaries and Benefits Salaries and Benefits Salaries and Benefits 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:
Page 103 of 233 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 XModified Action XModified Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A2 Fully credentialed, highly qualified A2 Fully credentialed, highly qualified A2 Fully credentialed, highly qualified teachers and instructional staff teachers and instructional staff teachers and instructional staff
A2a. Maintain additional Personnel/Payroll A2a. Maintain additional Personnel/Payroll A2a. Maintain additional Personnel/Payroll staff to support additional hiring for LCAP staff to support additional hiring for LCAP staff to support additional hiring for LCAP related actions and services. related actions and services. related actions and services.
A2b. Maintain reduced class size below A2b. Maintain reduced class size below A2b. Maintain reduced class size below the lower of the contractually negotiated the lower of the contractually negotiated the lower of the contractually negotiated class size (4-12) or state required class class size (4-12) or state required class class size (4-12) or state required class size for class size reduction (K-3). size for class size reduction (K-3). size for class size reduction (K-3).
A2c. Support teachers in becoming highly A2c. Support teachers in becoming highly A2c. Support teachers in becoming highly qualified and in completing the qualified and in completing the qualified and in completing the Professional Clear credential through Professional Clear credential through Professional Clear credential through provision of subject matter examination; provision of subject matter examination; provision of subject matter examination; advanced certification; teacher induction advanced certification; teacher induction advanced certification; teacher induction program. Provide Mentors for teachers in program. Mentors for teachers in program. Mentors for teachers in induction and peer coaches for teachers in induction and peer coaches for teachers in induction and peer coaches for teachers in an intern program will be provided. an intern program will be provided. an intern program will be provided.
Page 104 of 233 A2d. Support administrators in earning the A2d. Support administrators in earning the A2d. Support administrators in earning the Clear Administrative credential through the Clear Administrative credential through the Clear Administrative credential through the Administrator Induction program. Administrator Induction program. Administrator Induction program.
A2e. Maintain increased number and hire A2e. Maintain increased number and hire A2e. Hire one additional instructional two additional instructional coaches to one additional instructional coach to coach to support research-based provide and support research-based support research-based professional professional learning and instructional professional learning and to support learning and instructional effectiveness for effectiveness for staff, specifically focusing instructional effectiveness for staff. staff, specifically focusing on the on K-6 literacy. implementation of Next Generation A2f. Provide stipends for teachers to Science Standards. A2f. Provide stipends for teachers to pursue and maintain advanced pursue and maintain advanced certification of professional learning A2f. Provide stipends for teachers to certification of professional learning provided by the district (CCDI pursue and maintain advanced provided by the district (CCDI recertification, Google certification). certification of professional learning recertification, Google certification). provided by the district (CCDI A2g. Provide professional learning through recertification, Google certification). A2g. Provide professional learning through the Leadership Academy for classified and the Leadership Academy for classified and certificated staff to increase knowledge A2g. Provide professional learning through certificated staff to increase knowledge and capacity for distributed leadership. the Leadership Academy for classified and and capacity for distributed leadership. certificated staff to increase knowledge A2h. Collaborate with California State and capacity for distributed leadership. A2h. Collaborate with California State University, Stanislaus Teacher Education University, Stanislaus Teacher Education faculty to increase coherence between A2h. Collaborate with California State faculty to increase coherence between undergraduate, student teaching and University, Stanislaus Teacher Education undergraduate, student teaching and induction preparation programs. faculty to increase coherence between induction preparation programs. undergraduate, student teaching and A2i. Provide professional learning “boot induction preparation programs. A2i. Provide professional learning “boot camps” for student teachers to introduce camps” for student teachers to introduce them to Ceres Norms and Expectations. A2i. Provide professional learning “boot them to Ceres Norms and Expectations. camps” for student teachers to introduce them to Ceres Norms and Expectations.
Budgeted Expenditures
Page 105 of 233 Year 2017-18 2018-19 2019-20 Amount $1,839,608 $1,407,171 $1,413,477 Source Supplemental$1,839,608 and Concentration Supplemental$1,407,171 and Concentration Supplemental$1,413,477 and Concentration Budget 1000-1999:$1,839,608 Certificated Personnel 1000-1999:$1,407,171 Certificated Personnel 1000-1999:$1,413,477 Certificated Personnel Reference Salaries Salaries Salaries 0000-8201, 8202 Additional Teacher 0000-8201, 8202 Additional Teacher 0000-8201, 8202 Additional Teacher Salaries and Benefits Salaries and Benefits Salaries and Benefits Amount $218,697 $233,327 $279,314 Source Supplemental$218,697 and Concentration Supplemental$233,327 and Concentration Supplemental$279,314 and Concentration Budget 2000-2999:$218,697 Classified Personnel 2000-2999:$233,327 Classified Personnel 2000-2999:$279,314 Classified Personnel Reference Salaries Salaries Salaries 0000-8310/8410 payroll/personnel 0000-8310/8410 payroll/personnel 0000-8310/8410 payroll/personnel clerk clerk clerk Amount $800,000 $760,000 $773,651 Source Supplemental$800,000 and Concentration Supplemental$760,000 and Concentration Supplemental$773,651 and Concentration Budget 0000-8000$800,000 0000-8000$760,000 0000-8000$773,651 Reference 0000-8519 Induction 0000-8519 Induction 0000-8519 Induction Amount $372,932 $354,830 $478,006 Source Title$372,932 I Title$354,830 I Title$478,006 I Budget 1000-1999:$372,932 Certificated Personnel 1000-1999:$354,830 Certificated Personnel 1000-1999:$478,006 Certificated Personnel Reference Salaries Salaries Salaries 3010 Instructional Coach Salaries 3010 Instructional Coach Salaries 3010 Instructional Coach Salaries and Benefits and Benefits and Benefits Amount $85,467 $398,495 $368,744 Source Title$85,467 II Title$398,495 II Title$368,744 II Budget 1000-1999:$85,467 Certificated Personnel 1000-1999:$398,495 Certificated Personnel 1000-1999:$368,744 Certificated Personnel Reference Salaries Salaries Salaries 4035 Instructional Coach Salaries 4035 Instructional Coach Salaries 4035 Instructional Coach Salaries and Benefits Leadership Academy and Benefits Leadership Academy and Benefits Leadership Academy Costs Costs Costs
Page 106 of 233 Amount $796,389 $607,591 $730,143 Source Supplemental$796,389 and Concentration Supplemental$607,591 and Concentration Supplemental$730,143 and Concentration Budget 1000-1999:$796,389 Certificated Personnel 1000-1999:$607,591 Certificated Personnel 1000-1999:$730,143 Certificated Personnel Reference Salaries Salaries Salaries 0000-8538 Instructional Coach 0000-8538 Instructional Coach 0000-8538 Instructional Coach Salaries and Benefits Salaries and Benefits Salaries and Benefits Amount $407,248 $340,129 $423,741 Source Title$407,248 III Title$340,129 III Title$423,741 III Budget 1000-1999:$407,248 Certificated Personnel 1000-1999:$340,129 Certificated Personnel 1000-1999:$423,741 Certificated Personnel Reference Salaries Salaries Salaries 4203 Instructional Coach Salaries 4203 Instructional Coach Salaries 4203 Instructional Coach Salaries and Benefits and Benefits and Benefits Amount $100,000 $100,000 $90,000 Source Supplemental$100,000 and Concentration Supplemental$100,000 and Concentration Supplemental$90,000 and Concentration Budget 1000-1999:$100,000 Certificated Personnel 1000-1999:$100,000 Certificated Personnel 1000-1999:$90,000 Certificated Personnel Reference Salaries Salaries Salaries 0000-8539 Certifications 0000-8539 Certifications 0000-8539 Certifications 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: 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
Page 107 of 233 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 A3 Standards-aligned instructional A3 Standards-aligned instructional A3 Standards-aligned instructional materials, including educational materials, including educational materials, including educational technology technology technology
A3a. Evaluate and adopt or approve A3a. Evaluate and adopt or approve A3a. Evaluate and adopt or approve instructional materials in line with instructional materials in line with instructional materials in line with standards-based instruction. standards-based instruction. standards-based instruction.
A3b. Provide non-Internet dependent A3b. Provide non-Internet dependent A3b. Provide non-Internet dependent digital access to standards-based digital access to standards-based digital access to standards-based instructional materials through offline instructional materials through offline instructional materials through offline access or download of instructional access or download of instructional access or download of instructional materials onto 1:1 devices. materials onto 1:1 devices. materials onto 1:1 devices.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,250,000 $326,775 $1,310,000 Source Instruction$1,250,000 Materials Instruction$326,775 Materials Instruction$1,310,000 Materials Budget 4000-4999:$1,250,000 Books And Supplies 4000-4999:$326,775 Books And Supplies 4000-4999:$1,310,000 Books And Supplies Reference 0617 Instructional Materials 0617 Instructional Materials 0617 Instructional Materials Amount $921,262 $798,629 $1,047,871 Source Restricted$921,262 Lottery Restricted$798,629 Lottery Restricted$1,047,871 Lottery Budget 4000-4999:$921,262 Books And Supplies 4000-4999:$798,629 Books And Supplies 4000-4999:$1,047,871 Books And Supplies Reference 6300 Instructional Supplies and 6300 Instructional Supplies and 6300 Instructional Supplies and Printing Printing Printing Action 4 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Page 108 of 233 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 XModified Action XModified Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A4 Standards-aligned instructional A4 Standards-aligned instructional A4 Standards-aligned instructional materials, including educational materials, including educational materials, including educational technology technology technology
A4a. Purchase supplemental standards- A4a. Purchase supplemental standards- A4a. Purchase supplemental standards- aligned instructional materials, including aligned instructional materials, including aligned instructional materials, including technology-based subscriptions and technology-based subscriptions and technology-based subscriptions and applications (e.g., Discovery Education). applications (e.g., Discovery Education). applications.
A4b. Provide increased site budgets to A4b. Provide increased site budgets to A4b. Provide increased site budgets to support instruction based on academic support instruction based on academic support instruction based on academic standards and career readiness to include standards and career readiness to: standards and career readiness to: site-based: Purchase of supplemental Purchase of supplemental Purchase of supplemental standards-aligned instructional standards-aligned instructional standards-aligned instructional materials materials materials
Page 109 of 233 Purchase of instructional supplies Purchase of instructional supplies Purchase of instructional supplies (copies, manipulatives, etc.) (copies, manipulatives, etc.) (copies, manipulatives, etc.) Site-based professional learning Provide professional learning time Provide professional learning time time to plan, create and share to plan, create and share to plan, create and share standards-based lessons, standards-based lessons, standards-based lessons, including education technology including education technology including education technology and standards-aligned and standards-aligned and standards-aligned instructional materials. instructional materials. instructional materials.
A4c. Provide additional professional A4c. Provide additional professional A4c. Provide additional professional learning time through release time, learning time through release time, learning time through release time, performance contracts, and support of performance contracts, and support of performance contracts, and support of Educational Services staff to ensure Educational Services staff to ensure Educational Services staff to ensure effective implementation of adopted effective implementation of adopted effective implementation of adopted standards-aligned instructional materials standards-aligned instructional materials standards-aligned instructional materials and educational technology. Include and educational technology. Include and educational technology. Include summer school and after school teachers summer school and after school teachers summer school and after school teachers and support staff in professional learning and support staff in professional learning. and support staff in professional learning. provided to all staff. A4d. Provide and support instruction A4d. Provide and support instruction A4d. Provide and support instruction through 1:World technology devices for through 1:World technology devices for through 1:World technology devices for standards-based instruction and standards-based instruction and standards-based instruction and instructional materials. instructional materials. instructional materials. A4e. Expand and improve technology A4e. Expand and improve technology A4e. Expand and improve technology infrastructure to improve communication infrastructure to improve communication infrastructure to improve communication systems and 1:World implementation. systems and 1:World implementation. systems and 1:World implementation. Upgrade systems on campus and provide Upgrade systems on campus and provide Upgrade systems on campus and provide Internet access on buses. Internet access on buses. Internet access on buses. A4f. Provide information on free or low A4f. Provide information on free or low A4f. Provide information on free or low cost Internet options to CUSD students cost Internet options to CUSD students cost Internet options to CUSD students and families. Provide no cost internet and families. Provide no cost internet and families. Provide no cost internet access points to students as needed. access points to students as needed. access points to students as needed. A4g. Increase student access to A4g. Increase student access to A4g. Increase student access to technology, research, and instructional technology, research, and instructional technology, research, and instructional resources outside of the school day resources outside of the school day Page 110 of 233 resources outside of the school day through expanded library time and staff. through expanded library time and staff. through expanded library time and staff. Administrators will work with library staff to Administrators will work with library staff to Administrators will work with library staff to create effective school library programs to create effective school library programs to create effective school library programs to support student learning, interests, and support student learning, interests, and support student learning, interests, and development. development. development.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,425,000 $500,000 $500,000 Source Supplemental$1,425,000 and Concentration Supplemental$500,000 and Concentration Supplemental$500,000 and Concentration Budget 4000-4999:$1,425,000 Books And Supplies 4000-4999:$500,000 Books And Supplies 4000-4999:$500,000 Books And Supplies Reference 0000-8536 Instructional Materials 0000-8536 Instructional Materials 0000-8536 Instructional Materials Amount $5,539,171 $5,723,006 $6,155,324 Source Supplemental$5,539,171 and Concentration Supplemental$5,723,006 and Concentration Supplemental$6,155,324 and Concentration Budget 0000-8000$5,539,171 0000-8000$5,723,006 0000-8000$6,155,324 Reference 0000-8531, 8532 Increased Site 0000-8531, 8532 Increased Site 0000-8531, 8532 Increased Site Allocation Allocation Allocation Amount $2,914,966 $3,100,000 $3,099,690 Source Supplemental$2,914,966 and Concentration Supplemental$3,100,000 and Concentration Supplemental$3,099,690 and Concentration Budget 4000-4999:$2,914,966 Books And Supplies 4000-4999:$3,100,000 Books And Supplies 4000-4999:$3,099,690 Books And Supplies Reference 0000-8430 Student Technology 0000-8430 Student Technology 0000-8430 Student Technology Devices Devices Devices Amount $1,185,034 $1,310,909 $1,447,481 Source Supplemental$1,185,034 and Concentration Supplemental$1,310,909 and Concentration Supplemental$1,447,481 and Concentration Budget 2000-2999:$1,185,034 Classified Personnel 2000-2999:$1,310,909 Classified Personnel 2000-2999:$1,447,481 Classified Personnel Reference Salaries Salaries Salaries 0000-8429 Technology Additional 0000-8429 Technology Additional 0000-8429 Technology Additional Staff Salaries and Benefits Staff Salaries and Benefits Staff Salaries and Benefits
Page 111 of 233 Amount $934,844 $956,901 $1,011,873 Source Base$934,844 Base$956,901 Base$1,011,873 Budget 1000-1999:$934,844 Certificated Personnel 1000-1999:$956,901 Certificated Personnel 1000-1999:$1,011,873 Certificated Personnel Reference Salaries Salaries Salaries 0000 Library Staff Salaries and 0000 Library Staff Salaries and 0000 Library Staff Salaries and Benefits Benefits Benefits Amount $0 $0 $0 Source Title$0 I Title$0 I Title$0 I Budget 2000-2999:$0 Classified Personnel 2000-2999:$0 Classified Personnel 2000-2999:$0 Classified Personnel Reference Salaries Salaries Salaries 3010 Library Staff Salaries and 3010 Library Staff Salaries and 3010 Library Staff Salaries and Benefits Benefits Benefits Amount $255,977 $259,975 $287,244 Source Supplemental$255,977 and Concentration Supplemental$259,975 and Concentration Supplemental$287,244 and Concentration Budget 1000-1999:$255,977 Certificated Personnel 1000-1999:$259,975 Certificated Personnel 1000-1999:$287,244 Certificated Personnel Reference Salaries Salaries Salaries 0000-8504 Additional Library Staff 0000-8504 Additional Library Staff 0000-8504 Additional Library Staff Salaries and Benefits Salaries and Benefits Salaries and Benefits Action 5 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: 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]
Page 112 of 233 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 XUnchanged Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A5 Learning environments with facilities in A5 Learning environments with facilities in A5 Learning environments with facilities in good repair good repair good repair
A5a. Conduct routine repair and A5a. Conduct routine repair and A5a. Conduct routine repair and maintenance; conduct site facility visits maintenance; conduct site facility visits maintenance; conduct site facility visits and provide written feedback to principals and provide written feedback to principals and provide written feedback to principals and head custodians. and head custodians. and head custodians.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,104,168 $1,163,617 $1,216,942 Source Base$1,104,168 Base$1,163,617 Base$1,216,942 Budget 5000-5999:$1,104,168 Services And Other 5000-5999:$1,163,617 Services And Other 5000-5999:$1,216,942 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures 0000 Salaries and Benefits, 0000 Salaries and Benefits, 0000 Salaries and Benefits, Supplies, Outside Services Supplies, Outside Services Supplies, Outside Services Amount $5,253,516 $5,931,614 $5,442,099 Source Other$5,253,516 Other$5,931,614 Other$5,442,099 Budget 0000-8000$5,253,516 0000-8000$5,931,614 0000-8000$5,442,099 Reference 0000-8150 Salaries and Benefits, 0000-8150 Salaries and Benefits, 0000-8150 Salaries and Benefits, Supplies, Outside Services, Capital Supplies, Outside Services, Capital Supplies, Outside Services, Capital Outlay Outlay Outlay Action 6 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Page 113 of 233 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 XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A6 Learning environments with facilities in A6 Learning environments with facilities in A6 Learning environments with facilities in good repair good repair good repair
A6a. Conduct repair and maintenance A6a. Conduct repair and maintenance A6a. Conduct repair and maintenance related to all items on the Williams list as related to all items on the Williams list as related to all items on the Williams list as well as supplemental instructional well as supplemental instructional well as supplemental instructional materials (whiteboards, technology materials (whiteboards, technology materials (whiteboards, technology upgrades) and facility upgrades that upgrades) and facility upgrades that upgrades) and facility upgrades that improve school climate or student improve school climate or student improve school climate or student connectedness above base requirements connectedness above base requirements connectedness above base requirements
Budgeted Expenditures
Page 114 of 233 Year 2017-18 2018-19 2019-20 Amount $2,225,000 $1,500,000 $1,500,000 Source Supplemental$2,225,000 and Concentration Supplemental$1,500,000 and Concentration Supplemental$1,500,000 and Concentration Budget 5000-5999:$2,225,000 Services And Other 5000-5999:$1,500,000 Services And Other 5000-5999:$1,500,000 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures 0000-8776 Maintenance 0000-8776 Maintenance 0000-8776 Maintenance Action 7 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: 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
XUnchanged Action XUnchanged Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A7 Research-based instruction of English A7 Research-based instruction of English A7 Research-based instruction of English Language Development, academic Language Development, academic Language Development, academic content, and academic performance content, and academic performance content, and academic performance standards in every classroom standards in every classroom standards in every classroom
A7a. Monitor instruction through formal A7a. Monitor instruction through formal A7a. Monitor instruction through formal and informal Instructional Norms visits at and informal Instructional Norms visits at and informal Instructional Norms visits at each school as well as regular classroom each school as well as regular classroom each school as well as regular classroom
Page 115 of 233 visits and feedback, using the research- visits and feedback, using the research- visits and feedback, using the research- based CUSD Instructional Design and based CUSD Instructional Design and based CUSD Instructional Design and Delivery norms. Delivery norms. Delivery norms.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $3,362,936 $3,298,934 $3,457,016 Source Base$3,362,936 Base$3,298,934 Base$3,457,016 Budget 1000-1999:$3,362,936 Certificated Personnel 1000-1999:$3,298,934 Certificated Personnel 1000-1999:$3,457,016 Certificated Personnel Reference Salaries Salaries Salaries 0000 Principal Salaries and Benefits 0000 Principal Salaries and Benefits 0000 Principal Salaries and Benefits Action 8 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 XUnchanged Action
Page 116 of 233 2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A8 Research-based instruction of English A8 Research-based instruction of English A8 Research-based instruction of English Language Development, academic Language Development, academic Language Development, academic content, and academic performance content, and academic performance content, and academic performance standards in every classroom standards in every classroom standards in every classroom
A8a. Provide site-based professional A8a. Provide site-based professional A8a. Provide site-based professional learning time through release time, lesson learning time through release time, lesson learning time through release time, lesson study, and performance contracts for study, and performance contracts for study, and performance contracts for teachers to collaboratively plan, teachers to collaboratively plan, teachers to collaboratively plan, implement, assess, and revise standards- implement, assess, and revise standards- implement, assess, and revise standards- based lessons, including all content area based lessons, including all content area based lessons, including all content area standards, including ELD Standards standards, including ELD Standards standards, including ELD Standards through Integrated and Designated through Integrated and Designated through Integrated and Designated English Language Development. English Language Development. English Language Development.
A8b. Provide professional learning time on A8b. Provide professional learning time on A8b. Provide professional learning time on standards-aligned materials for all standards-aligned materials for all standards-aligned materials for all teachers providing English Language teachers providing English Language teachers providing English Language Development instruction, including Development instruction, including Development instruction, including summer school and after school program summer school and after school program summer school and after school program teachers. teachers. teachers.
A8c. Provide additional district-based A8c. Provide additional district-based A8c. Provide additional district-based professional learning time to professional learning time to professional learning time to collaboratively deepen content, standards collaboratively deepen content, standards collaboratively deepen content, standards and pedagogical knowledge and to plan and pedagogical knowledge and to plan and pedagogical knowledge and to plan standards-based lessons including standards-based lessons including standards-based lessons including educational technology for high needs educational technology for high needs educational technology for high needs students. students. students. Ceres Summer Institute Ceres Summer Institute Ceres Summer Institute Additional Instructional and Additional Instructional and Additional Instructional and Professional Development days Professional Development days Professional Development days Collaboration time, outside of the Collaboration time, outside of the Collaboration time, outside of the instructional day, for grade and instructional day, for grade and instructional day, for grade and
Page 117 of 233 subject level teams to create and subject level teams to create and subject level teams to create and share, standards-based lessons. share, standards-based lessons. share, standards-based lessons.
A8d. Develop, implement, and refine K-12 A8d. Develop, implement, and refine K-12 A8d. Develop, implement, and refine K-12 standards maps in the areas of standards maps in the areas of standards maps in the areas of mathematics, English Language mathematics, English Language mathematics, English Language Arts/English Language Development, Arts/English Language Development, Arts/English Language Development, Science and Social Studies to provide a Science and Social Studies to provide a Science and Social Studies to provide a guaranteed, viable curriculum for all guaranteed, viable curriculum for all guaranteed, viable curriculum for all students. students. students.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $670,750 $732,569 $918,186 Source Supplemental$670,750 and Concentration Supplemental$732,569 and Concentration Supplemental$918,186 and Concentration Budget 1000-1999:$670,750 Certificated Personnel 1000-1999:$732,569 Certificated Personnel 1000-1999:$918,186 Certificated Personnel Reference Salaries Salaries Salaries 0000-8210 Two Additional Teacher 0000-8210 Two Additional Teacher 0000-8210 Two Additional Teacher Professional Learning Days: Professional Learning Days: Professional Learning Days: Action 9 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: 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
Page 118 of 233 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 XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A9 Access to a broad course of study A9 Access to a broad course of study A9 Access to a broad course of study
A9a. Develop master schedules to A9a. Develop master schedules to A9a. Develop master schedules to maximize opportunities for students to maximize opportunities for students to maximize opportunities for students to take a broad course of study, reducing take a broad course of study, reducing take a broad course of study, reducing conflicts which might force a student to conflicts which might force a student to conflicts which might force a student to choose between classes. choose between classes. choose between classes.
A9b. For students in special education, A9b. For students in special education, A9b. For students in special education, maximize opportunities to be placed in the maximize opportunities to be placed in the maximize opportunities to be placed in the Least Restrictive Environment within the Least Restrictive Environment within the Least Restrictive Environment within the Individualized Education Plan. Individualized Education Plan. Individualized Education Plan.
A9c. Research and develop an Inclusion A9c. Research and develop an Inclusion A9c. Research and develop an Inclusion model to increase access to general model to increase access to general model to increase access to general education courses for students. education courses for students. education courses for students.
A9d. Learning Directors will actively gather A9d. Learning Directors will actively gather A9d. Learning Directors will actively gather and monitor student data to ensure and monitor student data to ensure and monitor student data to ensure appropriate course placement and credit appropriate course placement and credit appropriate course placement and credit documentation. documentation. documentation.
Prioritize Special Education Prioritize Special Education Prioritize Special Education placement and counseling. placement and counseling. placement and counseling.
A9e. Provide K-6 specifically planned A9e. During the instructional day, provide A9e. During the instructional day, provide instruction during designated strategically planned intervention and strategically planned intervention and Differentiated Instruction Time based on extended learning opportunities based on extended learning opportunities based on unique student need (GATE/challenge, unique student need. unique student need. Intervention, Designated ELD, etc) to extend learning and/or to provide A9f. Provide Career Technical Education A9f. Provide Career Technical Education classes through course offerings and classes through course offerings and
Page 119 of 233 intervention based on identified student instructional materials, including active instructional materials, including active need. counseling and balloting. counseling and balloting.
A9f. Provide Career Technical Education classes through course offerings and instructional materials, including active counseling and balloting.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $676,947 $700,281 $755,481 Source Special$676,947 Education Special$700,281 Education Special$755,481 Education Budget 1000-1999:$676,947 Certificated Personnel 1000-1999:$700,281 Certificated Personnel 1000-1999:$755,481 Certificated Personnel Reference Salaries Salaries Salaries 6500-Special Education District 6500-Special Education District 6500-Special Education District Office Director and Program Office Director and Program Office Director and Program Specialist Salaries and Benefits Specialist Salaries and Benefits Specialist Salaries and Benefits Amount $476,299 $253,842 $235,830 Source Other$476,299 Other$253,842 Other$235,830 Budget 4000-4999:$476,299 Books And Supplies 4000-4999:$253,842 Books And Supplies 4000-4999:$235,830 Books And Supplies Reference Career Technical Materials and Career Technical Materials and Career Technical Materials and Supplies not included in Targeted Supplies not included in Targeted Supplies not included in Targeted Resources, Resources, Resources, 3550,6382,6385,6386,7010,9382,93 3550,6382,6385,6386,7010,9382,93 3550,6382,6385,6386,7010,9382,93 83 83 83 Action 10 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 120 of 233 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 XModified Action XModified Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services A10 Access to a broad course of study A10 Access to a broad course of study A10 Access to a broad course of study
A10a. Utilize non-verbal testing protocols A10a. Utilize non-verbal testing protocols A10a. Utilize non-verbal testing protocols for the identification of elementary Gifted for the identification of elementary Gifted for the identification of elementary Gifted and Talented students. Assess all and Talented students. Assess all and Talented students. Assess all students in third grade and students in students in third grade and students in students in third grade and students in grades four through six on a referral basis. grades four through six on a referral basis. grades four through six on a referral basis.
A10b. Provide increased course access A10b. Provide increased course access A10b. Provide increased course access and credit recovery options through online and credit recovery options through online and credit recovery options through online learning programs (e.g. GradPoint, learning programs (e.g. GradPoint, learning programs. Advanced Placement). Advanced Placement). A10c. Increase learning time by providing A10c. Increase learning time by providing A10c. Increase learning time by providing an additional class period, expanding an additional class period, expanding an additional class period, expanding opportunities for students to broaden their opportunities for students to broaden their opportunities for students to broaden their course of study through a “zero” period course of study through a “zero” period course of study through a “zero” period before the traditional day begins at before the traditional day begins at before the traditional day begins at comprehensive high schools. comprehensive high schools. comprehensive high schools. A10d. Provide visual and performing arts A10d. At K-6, provide visual and A10d. Provide visual and performing arts instruction and field trips for K-6 students. performing arts instruction. Provide instruction and field trips for K-6 students.
Page 121 of 233 elementary music program in grades 4-6; A10e. Provide transportation as needed provide push-in art and music instruction A10e. Provide transportation as needed for alternative education students so they K-3. for alternative education students so they can participate in Career Technical can participate in Career Technical Education classes at the comprehensive A10e. Provide transportation as needed Education classes at the comprehensive sites. for alternative education students so they sites. can participate in Career Technical A10f. With support from the English Education classes at the comprehensive A10f. With support from the English Learner Testing Assistant, Homeless sites. Learner Testing Assistant, Homeless Liaison, and Foster Youth Liaison, and Liaison, and Foster Youth Liaison, and Learning Directors will actively gather and A10f. With support from the English Learning Directors will actively gather and monitor student data to ensure appropriate Learner Assistant, Homeless Liaison, and monitor student data to ensure appropriate course placement and credit Foster Youth Liaison, Learning Directors course placement and credit documentation, prioritizing placement and will actively gather and monitor student documentation, prioritizing placement and counseling for English Learners, data to ensure appropriate course counseling for English Learners, Redesignated Fluent English Proficient, placement and credit documentation, Redesignated Fluent English Proficient, Migrant and Homeless Youth. prioritizing placement and counseling for Migrant and Homeless Youth. English Learners, Redesignated Fluent A10g. Coordinate and provide services to English Proficient, Migrant and Homeless A10g. Coordinate and provide services to meet the unique needs of Foster Youth Youth. meet the unique needs of Foster Youth through provision of a Foster Youth through provision of a Foster Youth Community Liaison who focuses on case A10g. Coordinate and provide services to Community Liaison who focuses on case management services. The Foster Youth meet the unique needs of Foster Youth management services. The Foster Youth Community Liaison will collaborate with through provision of a Foster Youth Community Liaison will collaborate with site and district staff as well as with Community Liaison who focuses on case site and district staff as well as with County-assigned student caseworkers to management services. The Foster Youth County-assigned student caseworkers to coordinate district services with those Community Liaison will collaborate with coordinate district services with those provided by other agencies. Coordination site and district staff as well as with provided by other agencies. Coordination of interventions will increase and improve County-assigned student caseworkers to of interventions will increase and improve services in support of student educational coordinate district services with those services in support of student educational goals and outcomes. The Foster Youth provided by other agencies. Coordination goals and outcomes. The Foster Youth Community Liaison will collaborate with of interventions will increase and improve Community Liaison will collaborate with County-based stakeholder groups on services in support of student educational County-based stakeholder groups on making improvements to agency goals and outcomes. The Foster Youth making improvements to agency processes and procedures to streamline Community Liaison will collaborate with processes and procedures to streamline inter-agency communication and efficiency County-based stakeholder groups on inter-agency communication and efficiency of information sharing. making improvements to agency of information sharing. processes and procedures to streamline Page 122 of 233 inter-agency communication and efficiency A10h. Provide Foster Youth the A10h. Provide Foster Youth the of information sharing. Independent Living Skills Program (ISLP) Independent Living Skills Program (ISLP) on Ceres 9-12 campuses; explore offering on Ceres 9-12 campuses; explore offering A10h. Provide Foster Youth the the course during Academic Extended Day the course during Academic Extended Day Independent Living Skills Program (ISLP) to afford students access to the content to afford students access to the content on Ceres 9-12 campuses; explore offering and the opportunity to earn elective credits and the opportunity to earn elective credits the course during Academic Extended Day toward graduation requirements. toward graduation requirements. to afford students access to the content and the opportunity to earn elective credits A10i. Expand learning opportunities for A10i. Expand learning opportunities for toward graduation requirements. students to broaden their course of study students to broaden their course of study by offering Portuguese as an additional by offering Portuguese as an additional Modern Language course. Modern Language course.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $158,025 $169,390 $231,185 Source Supplemental$158,025 and Concentration Supplemental$169,390 and Concentration Supplemental$231,185 and Concentration Budget 1000-1999:$158,025 Certificated Personnel 1000-1999:$169,390 Certificated Personnel 1000-1999:$231,185 Certificated Personnel Reference Salaries Salaries Salaries 0000-8201 Zero period addition to 0000-8201 Zero period addition to 0000-8201 Zero period addition to the school day Salaries and Benefits the school day Salaries and Benefits the school day Salaries and Benefits Amount $735,000 $615,494 $812,875 Source Supplemental$735,000 and Concentration Supplemental$615,494 and Concentration Supplemental$812,875 and Concentration Budget 1000-1999:$735,000 Certificated Personnel 1000-1999:$615,494 Certificated Personnel 1000-1999:$812,875 Certificated Personnel Reference Salaries Salaries Salaries 0000-8513, 8515 Elementary Music 0000-8513, 8515 Elementary Music 0000-8513, 8515 Elementary Music Salaries and Benefits, instruments Salaries and Benefits, instruments Salaries and Benefits, instruments
Page 123 of 233 Amount $85,000 $85,000 $88,777 Source Supplemental$85,000 and Concentration Supplemental$85,000 and Concentration Supplemental$88,777 and Concentration Budget 2000-2999:$85,000 Classified Personnel 2000-2999:$85,000 Classified Personnel 2000-2999:$88,777 Classified Personnel Reference Salaries Salaries Salaries 0000-8824 Foster Youth Program 0000-8824 Foster Youth Program 0000-8824 Foster Youth Program Services Services Services
Page 124 of 233 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 B Ensure Pupil Outcomes reflect access, equity, and achievement in research-based instruction and support programs leading to college and career readiness.
State and/or Local Priorities addressed by this goal:
State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes) Local Priorities: Ceres Unified Strategic Plan, Local Educational Agency Plan, Ceres Unified Technology Plan
Identified Need: 1. Increased achievement for all; decreased achievement gap 2. Increased a-g completion; decreased completion gap 3. Increased progress and proficiency of English learners 4. Increased English learner reclassification rate 5. Increased Advanced Placement enrollment and test pass rate 6. Increased access to mental health services 7. Increased access to physical health services
Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 B1|B2. Increased CAASPP English By 5%, increase By 5%, increase By 5%, increase achievement in all Language Arts/Literacy achievement for all achievement for all achievement for all subgroups; decreased 2015-2016 students and decrease students and decrease students and decrease achievement gap All Students 39.0% the achievement gap the achievement gap the achievement gap English Learner 9.0% between subgroups and between subgroups and between subgroups and Foster Youth *23.3%
Page 125 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Gifted and Talented performance of all performance of all performance of all 92.1% students. students. students. Homeless Youth 21.4% Low Income 36.0% Increase the Increase the Increase the Migrant 29.0% performance of all performance of all performance of all Reclassified Fluent students by decreasing students by decreasing students by decreasing English Proficient 53.0% the average distance the average distance the average distance Special Education 9.0% from met below level 3 from met below level 3 from met below level 3 Female 44.0% on CAASPP ELA and on CAASPP ELA and on CAASPP ELA and Male 34.0% Math tests. Math tests. Math tests. Asian 55.0% Black/African American 36.0% Hispanic/Latino 36.0% White 49.0%
2016-2017 All Students 38.0% English Learner 8.0% Foster Youth *17.0% Gifted and Talented 92.4% Homeless Youth 5.26% Low Income 35.0% Migrant 27.0% Reclassified Fluent English Proficient 52.0% Special Education 8.0% Female 43.0% Male 33.0% Asian 56.0% Black/African American 31.0% Hispanic/Latino 35.0% White 46.0%
2017-2018
Page 126 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 All Students: 42.3% English Learner: 18.2% Foster Youth: 26.5% Gifted and Talented: 92.8% Homeless Youth: 29.0% Low Income: 39.0% Migrant: 34.5% Reclassified Fluent English Proficient: 57.3% Special Education: 8.2% Female: 47.4% Male: 37.2% Asian: 55.1% Black/African American: 36.8% Hispanic/Latino: 39.8% White: 50.1%
2016-2017 ELA Distance from Met: 30 points below level 3 Fall 2017: ELA Distance from Met (based on 2016-2017 CAASPP scores): 34.7 points below level 3 Fall 2018: ELA Distance from Met (based on 2017-2018 CAASPP scores): 25.4 points below level 3
CAASPP Mathematics
Page 127 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 2015-2016 All Students 20.0% English Learner 8.0% Foster Youth 3.3% Gifted and Talented 79.3% Homeless Youth 0.0% Low Income 18.0% Migrant 16.0% Reclassified Fluent English Proficient 26.0% Special Education 5.0% Female 20.0% Male 21.0% Asian 38.0% Black/African American 17.0% Hispanic/Latino 17.0% White 27.0%
2016-2017 All Students 21.0% English Learner 8.0% Foster Youth 0% Gifted and Talented 80.7% Homeless Youth 0.0% Low Income 19.0% Migrant 13.0% Reclassified Fluent English Proficient 27.0% Special Education 6.0% Female 21.0% Male 20.0% Asian 43.0% Black/African American 11.0%
Page 128 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Hispanic/Latino 19.0% White 24.0%
2017-2018 All Students: 24.3% English Learner: 13.7% Foster Youth: 11.8% Gifted and Talented: 84.6% Homeless Youth: 16.5% Low Income: 22.1% Migrant: 22.5% Reclassified Fluent English Proficient: 29.7% Special Education: 5.9% Female: 24.1% Male: 24.6% Asian: 40.6% Black/African American: 16.6% Hispanic/Latino: 22.3% White: 29.2%
2016-2017 Math Distance from Met: 64.9 points below level 3 Actual: Fall 2017: Math Distance from Met (based on 2016-2017 CAASPP scores): 68.5 points below level 3 Fall 2018: Math Distance from Met
Page 129 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 (based on 2017-2018 CAASPP scores): 67.5 points below level 3
*Science scores to be added when available at the state level
B3|B4. Increased Results: Increase by 5% the Increase by 5% the Increase by 5% the percentage of students percentage of students percentage of students percentage of students ready for college and Early Assessment college and career college and career college and career career Program (2015-2016): ready as measured by ready as measured by ready as measured by each metric. Maintain each metric. Maintain each metric. Maintain Ready the number of students the number of students the number of students ELA: 11% taking the PSAT. taking the PSAT. taking the PSAT. Math: 3%
Conditionally Ready: ELA: 35% Math: 15%
Early Assessment Program (2016-2017):
Ready: ELA: 10% Math: 5%
Conditionally Ready: ELA: 28% Math: 16%
Early Assessment Program (2017-2018):
Ready: Page 130 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 ELA: 17.76% Math: 6.46%
Conditionally Ready: ELA: 36.31% Math: 18.69%
UC/CSU a-g Completion:
2015-2016: 39.9%
2016-2017: 41.6%
2017-2018: not available as of May 2019
PSAT Testing (# tested):
2016-2017: 1,328
2017-2018: 1,445
2018-2019: 2,876 (includes 1,058 8th graders)
SAT/ACT Testing (# tested):
2015-2016: 579/102 students tested
2016-2017: 641/118 students tested
Page 131 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 2017-2018: 434/62 students tested
CTE Completion:
2015-2016: 30.7%
2016-2017: 23.0%
2017-2018: 22.0%
B5. Increased English English Learner As measured by Using ELPAC, establish As measured by Learner proficiency Progress: CELDT, Increase the baseline percentage ELPAC, increase percentage of students of students in each percentage of students California School in Advanced and Early reported performance in top two performance Dashboard, Spring 2017 Advanced and decrease level. levels by 5% English Learner percentage of students Progress in Intermediate and Early Intermediate by Color: Orange 5%
Status: 68.8% (2013-14 and 2014-15 data)
Change: -3.9% (2013-14 and 2012-13 data)
California School Dashboard, Fall 2017 English Learner Progress Color: Yellow Status: 71.5% (2016-17) Change: +1.1% Page 132 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 (2015-16 and 2016-17)
% of ELs who make progress toward proficiency, measured by the CELDT
CELDT 2015-2016: Advanced: 6% Early Advanced: 30% Intermediate: 41% Early Intermediate: 15% Beginning: 8%
CELDT 2016-2017: Advanced: 6% Early Advanced: 29% Intermediate: 42% Early Intermediate: 15% Beginning: 8%
18-19 Results: English Language Proficiency Assessments for California (ELPAC) Baseline Results Well-Developed: 26% Moderately Developed: 38.1%
B6. Increased English Reclassification Rates: Increase by 5% Increase by 5% Increase by 5% learner reclassification 2016-2017: 16.3% 2017-2018: 15.6% 2018-2019: 3.3%
Page 133 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 B7|B8. Increased AP Enrollment: Maintain AP enrollment Maintain AP enrollment Maintain AP enrollment enrollment and pass 2016-2017: 1,459 and GATE identification and GATE identification and GATE identification rate in Advanced students rates commensurate rates commensurate rates commensurate Placement 2017-2018: 1,488 with student population with student population with student population students size; increase AP test size; increase AP test size; increase AP test 2018-2019: 1,482 pass rate by 5% pass rate by 5% pass rate by 5%
AP Test Pass Rate (3 or higher): 2015-2016: 34.1% (679 tested; 1,294 exams) 2016-2017: 34.8% (780 tested; 1,417 exams) 2017-2018: 33.8% (837 tested; 1,434 exams)
Gifted and Talented 2016-2017: 475 students 2017-2018: 461 students 2018-2019: 435 students
B9. Increased access to Social skills services: Maintain rates and Maintain rates and Maintain rates and mental health services 2016-2017: 574 provision of services provision of services provision of services (K-6 = 481/7-12 = 93) 2017-2018: 685 (K-6 = 571/7-12 = 114) 2018-2019: 404 (K-6 = 302/7-12 = 102)
Counseling Services: Page 134 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 2016-2017: 1,264 (K-6 = 713; 7-12 = 551) 2017-2018: 1,349 (K-6 = 758; 7-12 = 591) 2018-2019: 1,108 (K-6 = 478/7-12 = 630)
Mental health services (Clinicians): 2016-2017: 226 (K-6 = 130; 7-12 = 96) 2017-2018: 240 (K-6 = 125; 7-12 = 115) 2018-2019: 174 (K-6 = 92/7-12 = 82)
Mentoring services: 2016-2017: 222 (K-6 = 30; 7-12 = 192) 2017-2018: 250 (K-6 = 49; 7-12 = 201) 2018-2019: 219 (K-6 = 35/7-12 = 184)
B10|B11. Increased Child Nutrition Maintain provision of Maintain provision of Maintain provision of access to physical participation rate on services services services health services Census day (October):
2016-2017: 84.1% (11,330/13,480 students) 2017-2018: 82.9% (11,817/14,256 students) 2018-2019: 81.8% (11,320/13,832 students) Page 135 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20
Health Screenings: 2016-2017: Vision: 7,551 Hearing: 8,149 2017-2018: Vision: 7,204 Hearing: 8,310 2018-2019: Vision: 6,737; Hearing: 7,690
Health and Nutrition Referrals: Referrals connecting families to community services: 2016-2017: 1,359 2017-2018: 1,660 2018-2019: 1,499
Community Flu Clinics: 2016-2017: 146 immunizations 2017-2018: 76 immunizations 2018-2019: 96 immunizations
Health Clinics: 2016-2017: 8 clinics 2017-2018: 8 clinics 2018-2019: 7 clinics
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 Page 136 of 233 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: 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 B1 Student achievement B1 Student achievement B1 Student achievement
B1a. Learning Directors provide individual B1a. Learning Directors provide individual B1a. Learning Directors provide individual academic planning and counseling academic planning and counseling academic planning and counseling focused on student achievement results. focused on student achievement results. focused on student achievement results.
B1b. Conduct regular reviews of student B1b. Conduct regular reviews of student B1b. Conduct regular reviews of student data, plan and implement services in a data, plan and implement services in a data, plan and implement services in a timely manner. timely manner. timely manner.
B1c. Analyze data for students receiving B1c. Analyze data for students receiving B1c. Analyze data for students receiving special education services to ensure special education services to ensure special education services to ensure proportionate and equitable access and proportionate and equitable access and proportionate and equitable access and achievement for each student subgroup. achievement for each student subgroup. achievement for each student subgroup.
B1d. Provide professional learning B1d. Provide professional learning B1d. Provide professional learning through staff meeting time. through staff meeting time. through staff meeting time.
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B1e. Conduct research and provide B1e. Conduct research and provide B1e. Conduct research and provide professional learning to increase the professional learning to increase the professional learning to increase the amount of time students with disabilities amount of time students with disabilities amount of time students with disabilities are included in general education are included in general education are included in general education classrooms. In addition, general classrooms. In addition, general classrooms. In addition, general education teachers will participate in education teachers will participate in education teachers will participate in professional learning regarding professional learning regarding professional learning regarding accommodations and supports for accommodations and supports for accommodations and supports for students to access grade level students to access grade level students to access grade level standards. standards. standards.
B1f. Provide additional research-based B1f. Provide additional research-based B1f. Provide additional research-based academic intervention materials as well as academic intervention materials as well as academic intervention materials as well as professional learning specifically for professional learning specifically for professional learning specifically for Special Education teachers to utilize Special Education teachers to utilize Special Education teachers to utilize during Specialized Academic Instruction. during Specialized Academic Instruction. during Specialized Academic Instruction.
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,138,231 $1,197,564 $1,116,467 Source Base$1,138,231 Base$1,197,564 Base$1,116,467 Budget 1000-1999:$1,138,231 Certificated Personnel 1000-1999:$1,197,564 Certificated Personnel 1000-1999:$1,116,467 Certificated Personnel Reference Salaries Salaries Salaries 0000 Learning Director Salaries and 0000 Learning Director Salaries and 0000 Learning Director Salaries and Benefits Benefits Benefits Amount $1,003,239 $1,036,747 $1,327,836 Source Base$1,003,239 Base$1,036,747 Base$1,327,836 Budget 1000-1999:$1,003,239 Certificated Personnel 1000-1999:$1,036,747 Certificated Personnel 1000-1999:$1,327,836 Certificated Personnel Reference Salaries Salaries Salaries 0000 Assistant Principal Salaries 0000 Assistant Principal Salaries 0000 Assistant Principal Salaries and Benefits and Benefits and Benefits
Page 138 of 233 Amount $509,537 Source Other$509,537 Budget 0000-8000$509,537 Reference Comprehensive Support & Improvement (CSI) 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 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 XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B2 Student achievement B2 Student achievement B2 Student achievement
B2a. Utilize data systems to increase B2a. Utilize data systems to increase B2a. Utilize data systems to increase access to and use of formative access to and use of formative access to and use of formative assessment data; support and monitor assessment data; support and monitor assessment data; support and monitor achievement throughout and across achievement throughout and across achievement throughout and across school years. school years. school years.
Page 139 of 233
B2b. Maintain increased number of junior B2b. Maintain increased number of junior B2b. Maintain increased number of junior high Learning Directors to provide high Learning Directors to provide high Learning Directors to provide individual academic planning and individual academic planning and individual academic planning and counseling focused on student counseling focused on student counseling focused on student achievement results. achievement results. achievement results.
B2c. Maintain number of supplemental B2c. Maintain number of supplemental B2c. Maintain number of supplemental Assistant Principals to facilitate increased Assistant Principals to facilitate increased Assistant Principals to facilitate increased support for professional learning and support for professional learning and support for professional learning and instructional effectiveness, data collection, instructional effectiveness, data collection, instructional effectiveness, data collection, achievement testing, recognition achievement testing, recognition achievement testing, recognition programs, and administrative duties, programs, and administrative duties, programs, and administrative duties, increasing time working with teachers, increasing time working with teachers, increasing time working with teachers, families, and students. families, and students. families, and students.
B2d. Develop, implement, and refine B2d. Implement and utilize district-level K- B2d. Implement and utilize district-level K- district-level K-12 mathematics and 12 common summative assessments to 12 common summative assessments to English language Arts/English Language monitor student progress toward mastery monitor student progress toward mastery Development common summative of the essential standards; analyze results of the essential standards; analyze results assessments to monitor student progress by student group. by student group. toward mastery of the essential standards; analyze results by subpopulation. B2e. Learning Directors, Assistant B2e. Learning Directors, Assistant Principals, and/or Administrative Principals, and/or Administrative B2e. Learning Directors, Assistant Assistants will actively gather and monitor Assistants will actively gather and monitor Principals, and/or Administrative student data to ensure appropriate student data to ensure appropriate Assistants will actively gather and monitor academic supports are in place for high academic supports are in place for high student data to ensure appropriate needs students. All student group data needs students. All student group data academic supports are in place for high will be analyzed. will be analyzed. needs students. All data will be analyzed by subpopulation. B2f. Provide Administrative Assistants to B2f. Provide Administrative Assistants to facilitate data collection, achievement facilitate data collection, achievement B2f. Provide Administrative Assistants to testing, recognition programs, and testing, recognition programs, and facilitate data collection, achievement administrative duties to allow for principals administrative duties to allow for principals testing, recognition programs, and and assistant principals to monitor and assistant principals to monitor administrative duties, increasing principal instruction. instruction. and assistant principal instructional time
Page 140 of 233 working with teachers, families, and B2g. Provide paraprofessional support for B2g. Provide paraprofessional support for students. classrooms with high-needs students as classrooms with high-needs students as determined by site data analysis. determined by site data analysis. B2g. Provide paraprofessional support for classrooms with high-needs students as B2h. Academic intervention teams use B2h. Academic intervention teams use determined by site data analysis. the CUSD Pyramid of Interventions and the CUSD Pyramid of Interventions and Student Study Team process to provide Student Study Team process to provide B2h. Academic intervention teams use individual academic planning and individual academic planning and the CUSD Pyramid of Interventions and counseling for high-need students. counseling for high-need students. Student Study Team process to provide individual academic planning and B2i. Foster Youth Liaison communicates B2i. Foster Youth Liaison communicates counseling for high-need students. and promotes availability of school-based and promotes availability of school-based tutoring and homework centers as well as tutoring and homework centers as well as B2i. Foster Youth Liaison communicates county-based tutoring programs available county-based tutoring programs available and promotes availability of school-based to Foster Youth. to Foster Youth. tutoring and homework centers as well as county-based tutoring programs available B2j. Provide students with classroom B2j. Provide students with classroom to Foster Youth. supplies to ensure full access for supplies to ensure full access for demonstration of learning (e.g., paper, demonstration of learning (e.g., paper, B2j. Provide students with classroom pencils, art supplies, manipulatives, etc.) pencils, art supplies, manipulatives, etc.) supplies to ensure full access for demonstration of learning (e.g., paper, B2k. Identify and provide intervention, B2k. Identify and provide intervention, pencils, art supplies, manipulatives, etc.) including summer school and after school including summer school and after school programs, to fill specific gaps in learning programs, to fill specific gaps in learning B2k. Identify and provide intervention, due to school mobility for homeless, due to school mobility for homeless, including summer school and after school migrant, and foster youth. migrant, and foster youth. programs, to fill specific gaps in learning due to school mobility for homeless, B2l. Provide professional learning through B2l. Provide professional learning through migrant, and foster youth. instructional coach support, release time, instructional coach support, release time, lesson study and performance contracts to lesson study and performance contracts to B2l. Provide professional learning through focus on collaborative development of focus on collaborative development of instructional coach support, release time, lessons based on formative and lessons based on formative and lesson study and performance contract to summative achievement data. summative achievement data. focus on collaborative development of lessons based on formative and B2m. Provide extended learning B2m. Provide extended learning summative achievement data. opportunities for Gifted and Talented opportunities for Gifted and Talented students in grades 3-6 through a summer students in grades 3-6 through a summer academy designed to meet the unique academy designed to meet the unique Page 141 of 233 B2m. Provide extended learning educational needs of Gifted and Talented educational needs of Gifted and Talented opportunities for Gifted and Talented students. students. students in grades five and six through a summer academy designed to meet the B2n. Monitor academic performance of B2n. Monitor academic performance of unique educational needs of Gifted and elementary and junior high students, elementary and junior high students, Talented students. providing intervention and academic providing intervention and academic counseling for high needs students to counseling for high needs students to B2n. Monitor academic performance of prepare for the transition to junior high prepare for the transition to junior high elementary and junior high students, school and to high school. school and to high school. providing intervention and academic counseling for high needs students to B2o. Coordinate services and B2o. Coordinate services and prepare for the transition to junior high communication between preschool and communication between preschool and school and to high school. kindergarten programs to ensure smooth kindergarten programs to ensure smooth transitions between academic and social transitions between academic and social B2o. Coordinate services and and emotional development programs and and emotional development programs and communication between preschool and services. services. kindergarten programs to ensure smooth transitions between academic and social B2p. Provide co-curricular enrichment B2p. Provide co-curricular enrichment and emotional development programs and learning opportunities connected to learning opportunities connected to services. instruction of academic standards to instruction of academic standards to include: Outdoor Education, Gallo Theater, include: Outdoor Education, Gallo Theater, B2p. Provide co-curricular enrichment and other on-location and virtual field trips. and other on-location and virtual field trips. learning opportunities connected to instruction of academic standards to B2q. Educational Services Division staff B2q. Educational Services Division staff include: Outdoor Education; Gallo Theater; coordinate, implement and evaluate coordinate, implement and evaluate Carnegie Arts Center; on location and research based educational services, research based educational services, virtual field trips. instructional programs and professional instructional programs and professional learning focused on student achievement. learning focused on student achievement. B2q. Educational Services Division staff Identify gaps in learning; plan and Identify gaps in learning; plan and coordinate, implement and evaluate implement professional learning, implement professional learning, research based educational services, interventions, and instructional support interventions, and instructional support instructional programs and professional actions and services to support learning actions and services to support learning learning focused on student achievement. and student achievement. Hire additional and student achievement. Hire additional Identify gaps in learning; plan and teaching staff to provide intervention and teaching staff to provide intervention and implement professional learning, extended learning opportunities for extended learning opportunities for interventions, and instructional support students identified through analysis of students identified through analysis of actions and services to support learning formative and summative assessment formative and summative assessment and student achievement. data. data. Page 142 of 233
B2r. Educational Options Division staff B2r. Educational Options Division staff B2r. Educational Options Division staff coordinate, implement and evaluate coordinate, implement and evaluate coordinate, implement and evaluate research based instructional programs and research based instructional programs and research based instructional programs and professional learning focused on student professional learning focused on student professional learning focused on student achievement. Identify gaps in learning; achievement. Identify gaps in learning; achievement. Identify gaps in learning; plan and implement intervention and plan and implement intervention and plan and implement intervention and support services to close gaps; recognize support services to close gaps; recognize support services to close gaps; recognize and celebrate exemplary attendance and and celebrate exemplary attendance and and celebrate exemplary attendance and progress in the after school intervention progress in the after school intervention progress in the after school intervention program through incentives, speakers, program through incentives, speakers, program through incentives, speakers, assemblies, recognition events and field assemblies, recognition events and field assemblies, recognition events and field trips. trips. trips.
B2s. Expand intervention and enrichment B2s. Expand intervention and enrichment B2s. Expand intervention and enrichment opportunities in summer school and after opportunities in summer school and after opportunities in summer school and after school programs, including enrichment, school programs, including enrichment, school programs, including enrichment, credit recovery, college readiness, credit recovery, college readiness, credit recovery, college readiness, kindergarten readiness, and a bridge kindergarten readiness, and a bridge kindergarten readiness, and a bridge program for students entering first grade. program for students entering first grade. program for students entering first grade. Increase access and course offerings in Increase access and course offerings in Increase access and course offerings in summer school and after school programs. summer school and after school programs. summer school and after school programs.
Note: Additional Administrative Assistants Note: Additional Administrative Assistants Note: Additional Administrative Assistants are included in A4 Increased Site are included in A4 Increased Site are included in A4 Increased Site Allocations): Allocations): Allocations):
Note: Additional Paraprofessionals are Note: Additional Paraprofessionals are Note: Additional Paraprofessionals are included in A4 Increased Site Allocations" included in A4 Increased Site Allocations" included in A4 Increased Site Allocations"
Note: Additional Learning Director Salary Note: Additional Learning Director Salary Note: Additional Learning Director Salary and Benefits are included in A4 Increased and Benefits are included in A4 Increased and Benefits are included in A4 Increased Site Allocations Site Allocations Site Allocations
Budgeted Expenditures
Page 143 of 233 Year 2017-18 2018-19 2019-20 Amount $1,603,637 $1,639,761 $1,735,752 Source Supplemental$1,603,637 and Concentration Supplemental$1,639,761 and Concentration Supplemental$1,735,752 and Concentration Budget 1000-1999:$1,603,637 Certificated Personnel 1000-1999:$1,639,761 Certificated Personnel 1000-1999:$1,735,752 Certificated Personnel Reference Salaries Salaries Salaries 0000-8201, 8203 Additional 0000-8201, 8203 Additional 0000-8201, 8203 Additional Assistant Principal and Assistant Principal and Assistant Principal and Administrative Assistant Salaries Administrative Assistant Salaries and Administrative Assistant Salaries and and Benefits Benefits Benefits Amount $913,056 $961,015 $1,074,457 Source Title$913,056 I Title$961,015 I Title$1,074,457 I Budget 2000-2999:$913,056 Classified Personnel 2000-2999:$961,015 Classified Personnel 2000-2999:$1,074,457 Classified Personnel Reference Salaries Salaries Salaries 3010 Paraprofessional Salaries and 3010 Paraprofessional Salaries and 3010 Paraprofessional Salaries and Benefits Benefits Benefits Amount $849,302 $873,383 $941,813 Source Supplemental$849,302 and Concentration Supplemental$873,383 and Concentration Supplemental$941,813 and Concentration Budget 1000-1999:$849,302 Certificated Personnel 1000-1999:$873,383 Certificated Personnel 1000-1999:$941,813 Certificated Personnel Reference Salaries Salaries Salaries 0000-8201 Additional Learning 0000-8201 Additional Learning 0000-8201 Additional Learning Director Salaries and Benefits Director Salaries and Benefits Director Salaries and Benefits Amount $0 $0 $0 Source Supplemental$0 and Concentration Supplemental$0 and Concentration Supplemental$0 and Concentration Budget 2000-2999:$0 Classified Personnel 2000-2999:$0 Classified Personnel 2000-2999:$0 Classified Personnel Reference Salaries Salaries Salaries 0000-8110 Additional 0000-8110 Additional 0000-8110 Additional Paraprofessional Salaries and Paraprofessional Salaries and Paraprofessional Salaries and Benefits Benefits Benefits
Page 144 of 233 Amount $15,712 $20,879 $21,095 Source Title$15,712 I Title$20,879 I Title$21,095 I Budget 1000-1999:$15,712 Certificated Personnel 1000-1999:$20,879 Certificated Personnel 1000-1999:$21,095 Certificated Personnel Reference Salaries Salaries Salaries 3010 GATE Summer School 3010 GATE Summer School 3010 GATE Summer School Salaries and Benefits Salaries and Benefits Salaries and Benefits Amount $125,000 $125,000 $125,000 Source Supplemental$125,000 and Concentration Supplemental$125,000 and Concentration Supplemental$125,000 and Concentration Budget 4000-4999:$125,000 Books And Supplies 4000-4999:$125,000 Books And Supplies 4000-4999:$125,000 Books And Supplies Reference 0000-8535 Visual and Performing 0000-8535 Visual and Performing 0000-8535 Visual and Performing Arts Arts Arts Amount $275,000 $275,000 $275,000 Source Supplemental$275,000 and Concentration Supplemental$275,000 and Concentration Supplemental$275,000 and Concentration Budget 5000-5999:$275,000 Services And Other 5000-5999:$275,000 Services And Other 5000-5999:$275,000 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures 0000-8578 Outdoor Education 0000-8578 Outdoor Education 0000-8578 Outdoor Education Amount $567,291 $482,310 $497,204 Source Base$567,291 Base$482,310 Base$497,204 Budget 0000-8000$567,291 0000-8000$482,310 0000-8000$497,204 Reference 0000 Educational Services Salaries 0000 Educational Services Salaries 0000 Educational Services Salaries and Benefits, Supplies/Materials, and Benefits, Supplies/Materials, and Benefits, Supplies/Materials, Outside Services Outside Services Outside Services Amount $27,327 $43,393 $34,137 Source Other$27,327 Other$43,393 Other$34,137 Budget 0000-8000$27,327 0000-8000$43,393 0000-8000$34,137 Reference 0049 Educational Services Salaries 0049 Educational Services Salaries 0049 Educational Services Salaries and Benefits, Supplies/Materials, and Benefits, Supplies/Materials, and Benefits, Supplies/Materials, Outside Services Outside Services Outside Services
Page 145 of 233 Amount $801,447 $1,097,667 $960,737 Source Title$801,447 I Title$1,097,667 I Title$960,737 I Budget 0000-8000$801,447 0000-8000$1,097,667 0000-8000$960,737 Reference 3010 Educational Services Salaries 3010 Educational Services Salaries 3010 Educational Services Salaries and Benefits, Supplies/Materials, and Benefits, Supplies/Materials, and Benefits, Supplies/Materials, Outside Services Outside Services Outside Services Amount $193,691 $486,371 $423,487 Source Title$193,691 II Title$486,371 II Title$423,487 II Budget 0000-8000$193,691 0000-8000$486,371 0000-8000$423,487 Reference 4035 Educational Services Salaries 4035 Educational Services Salaries 4035 Educational Services Salaries and Benefits, Books and Supplies, and Benefits, Books and Supplies, and Benefits, Books and Supplies, Outside Services/Operating Outside Services/Operating Outside Services/Operating Amount $26,614 $24,924 $44,191 Source Title$26,614 III Title$24,924 III Title$44,191 III Budget 0000-8000$26,614 0000-8000$24,924 0000-8000$44,191 Reference 4201 Educational Services Salaries 4201 Educational Services Salaries 4201 Educational Services Salaries and Benefits, Books/Supplies, and Benefits, Books/Supplies, and Benefits, Books/Supplies, Outside Services/Operating Outside Services/Operating Outside Services/Operating Amount $617,445 $701,672 $756,289 Source Supplemental$617,445 and Concentration Supplemental$701,672 and Concentration Supplemental$756,289 and Concentration Budget 0000-8000$617,445 0000-8000$701,672 0000-8000$756,289 Reference 0000-8532 Educational Services 0000-8532 Educational Services 0000-8532 Educational Services Salaries and Benefits Salaries and Benefits Salaries and Benefits Amount $600,000 $900,000 $1,275,000 Source Supplemental$600,000 and Concentration Supplemental$900,000 and Concentration Supplemental$1,275,000 and Concentration Budget 0000-8000$600,000 0000-8000$900,000 0000-8000$1,275,000 Reference 0000-8533 Professional 0000-8533 Professional 0000-8533 Professional Development and Centralized Development and Centralized Development and Centralized Services Services Services
Page 146 of 233 Amount $582,137 $649,409 $486,586 Source Supplemental$582,137 Supplemental$649,409 Supplemental$486,586 Budget 1000-1999:$582,137 Certificated Personnel 1000-1999:$649,409 Certificated Personnel 1000-1999:$486,586 Certificated Personnel Reference Salaries Salaries Salaries 3010 Educational Options Hourly 3010 Educational Options Hourly 3010 Educational Options Hourly Programs and Salaries Programs and Salaries Programs and Salaries Amount $2,750,000 $3,000,000 $2,777,959 Source Supplemental$2,750,000 and Concentration Supplemental$3,000,000 and Concentration Supplemental$2,777,959 and Concentration Budget 0000-8000$2,750,000 0000-8000$3,000,000 1000-1999:$2,777,959 Certificated Personnel Reference 0000-8801-8805, 8865, 8888 0000-8801-8805, 8865, 8888 Salaries Educational Options Hourly Educational Options Hourly 8205 Site Intervention Staff Programs and Salaries Programs and Salaries Amount $2,841,573 $3,100,000 Source Supplemental$2,841,573 and Concentration Supplemental$3,100,000 and Concentration Budget 1000-1999:$2,841,573 Certificated Personnel 0000-8000$3,100,000 Reference Salaries 0000-8801-8805, 8865, 8888 8205 Site Intervention Staff Educational Options Hourly Programs and Salaries Amount $237,345 Source Other$237,345 Budget 0000-8000$237,345 Reference 4127 Educational Services Salaries and Benefits, Books/Supplies, Outside Services/Operating 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
Page 147 of 233 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
XUnchanged Action XUnchanged Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B3 College and career readiness B3 College and career readiness B3 College and career readiness
B3a. Learning Directors provide academic B3a. Learning Directors provide academic B3a. Learning Directors provide academic counseling and guidance regarding counseling and guidance regarding counseling and guidance regarding graduation requirements and college graduation requirements and college graduation requirements and college readiness specific to the unique readiness specific to the unique readiness specific to the unique educational needs of each Ceres educational needs of each Ceres educational needs of each Ceres subpopulation. subpopulation. subpopulation.
B3b. As appropriate for individual B3b. As appropriate for individual B3b. As appropriate for individual students and subpopulations, academic students and subpopulations, academic students and subpopulations, academic and/or transition plans will be developed to and/or transition plans will be developed to and/or transition plans will be developed to ensure students and families engage in ensure students and families engage in ensure students and families engage in planning to meet graduation requirements planning to meet graduation requirements planning to meet graduation requirements and postsecondary goals, including career and postsecondary goals, including career and postsecondary goals, including career readiness options for those not going to a readiness options for those not going to a readiness options for those not going to a 4-year college. 4-year college. 4-year college.
B3c. Learning Directors provide college B3c. Learning Directors provide college B3c. Learning Directors provide college counseling, facilitating the college and counseling, facilitating the college and counseling, facilitating the college and financial aid application processes for financial aid application processes for financial aid application processes for students and families. students and families. students and families.
Page 148 of 233 Note: Learning Director Salaries and Note: Learning Director Salaries and Note: Learning Director Salaries and Benefits are represented in B1 Benefits are represented in B1 Benefits are represented in B1
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $0 $0 $0 Source Base$0 Base$0 Base$0 $0 $0 $0 Action 4 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 XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B4 College and career readiness B4 College and career readiness B4 College and career readiness
Page 149 of 233 B4a. Maintain additional high school B4a. Maintain additional high school B4a. Maintain additional high school Learning Director positions to continue Learning Director positions to continue Learning Director positions to continue reduced staff to student ratio; hire an reduced staff to student ratio; maintain an reduced staff to student ratio; maintain an additional Learning Director to increase additional Learning Director to increase additional Learning Director to increase services for students at Argus and services for students at Argus and services for students at Argus and Endeavor. Endeavor. Endeavor.
B4b. Hire two College Transition Learning B4b. Maintain two College Transition B4b. Maintain two College Transition Directors and two counseling technicians Learning Directors and two counseling Learning Directors and two counseling to support Learning Directors in preparing technicians to support Learning Directors technicians to support Learning Directors students for college as well as to facilitate in preparing students for college as well as in preparing students for college as well as the transition between graduation and to facilitate the transition between to facilitate the transition between enrollment in a post-secondary graduation and enrollment in a post- graduation and enrollment in a post- educational program. secondary educational program. secondary educational program.
B4c. Subscribe to the Transcript B4c. Subscribe to the Transcript B4c. Subscribe to the Transcript Evaluation Service to investigate patterns Evaluation Service to investigate patterns Evaluation Service to investigate patterns and trends regarding student progress and trends regarding student progress and trends regarding student progress toward completion of UC/CSU a-g toward completion of UC/CSU a-g toward completion of UC/CSU a-g requirements. requirements. requirements.
B4d. The K-12 Ceres is Serious about B4d. The K-12 Ceres is Serious about B4d. The K-12 Ceres is Serious about College program supports college and College program supports college and College program supports college and career readiness activities, including field career readiness activities, including field career readiness activities, including field trips to colleges, college testing trips to colleges, college testing trips to colleges, college testing preparation (PSAT, SAT, ACT, AP), preparation (PSAT, SAT, ACT, AP), preparation (PSAT, SAT, ACT, AP), financial aid, career education and financial aid, career education and financial aid, career education and planning activities, and educational planning activities, and educational planning activities, and educational resources to promote college and career resources to promote college and career resources to promote college and career readiness to students and parents. readiness to students and parents. readiness to students and parents.
B4e. Provide SAT and ACT test fee B4e. Provide SAT and ACT test fee B4e. Provide SAT and ACT test fee vouchers for all students taking one or vouchers for all students taking one or vouchers for all students taking one or both exams in the junior and senior years. both exams in the junior and senior years. both exams in the junior and senior years.
B4f. Provide integrated instruction in the B4f. Provide integrated instruction in the B4f. Provide integrated instruction in the California Standards for Career Ready California Standards for Career Ready California Standards for Career Ready Practice to prepare students for 21st Practice to prepare students for 21st Practice to prepare students for 21st Page 150 of 233 Century success, including a focus on Century success, including a focus on Century success, including a focus on financial literacy (money management, financial literacy (money management, financial literacy (money management, credit, budgeting). Provide professional credit, budgeting). Provide professional credit, budgeting). Provide professional learning for effective integration into learning for effective integration into learning for effective integration into instruction; include at all grade levels and instruction; include at all grade levels and instruction; include at all grade levels and as a particular area of focus in 12th grade as a particular area of focus in 12th grade as a particular area of focus in 12th grade economics class. economics class. economics class.
B4g. Increase career readiness activities B4g. Increase career readiness activities B4g. Increase career readiness activities (e.g., guest speakers, education (e.g., guest speakers, education (e.g., guest speakers, education programs, mock interviews, resume programs, mock interviews, resume programs, mock interviews, resume writing, online job applications, job writing, online job applications, job writing, online job applications, job shadowing, internship opportunities). shadowing, internship opportunities). shadowing, internship opportunities).
B4h. Provide a total of three release B4h. Provide a total of three release B4h. Provide a total of three release periods for designated high school staff to periods for designated high school staff to periods for designated high school staff to develop and coordinate career readiness develop and coordinate career readiness develop and coordinate career readiness activities with community agencies, activities with community agencies, activities with community agencies, service clubs, and local business partners; service clubs, and local business partners; service clubs, and local business partners; increase experiential learning increase experiential learning increase experiential learning opportunities and job skills attainment opportunities and job skills attainment opportunities and job skills attainment important to in-demand industries and important to in-demand industries and important to in-demand industries and occupations. occupations. occupations.
B4i. Increase the junior high career B4i. Maintain the junior high career B4i. Maintain the junior high career readiness courses from two to three, readiness courses aligned with the readiness courses aligned with the aligned with the Manufacturing Academy Manufacturing Academy at Ceres High Manufacturing Academy at Ceres High at Ceres High School and Engineering School and Engineering Program at School and Engineering Program at Program at Central Valley High School. Central Valley High School. Central Valley High School.
B4j. Plan and implement systemic use of B4j. Plan and implement systemic use of B4k. Plan and implement systemic use of career readiness technology to support career readiness technology to support career readiness technology to support student success. Provide access to student success. Provide access to student success. Provide access to college and career readiness educational college and career readiness educational college and career readiness educational technology services (e.g. Career Cruising, technology services (e.g. Career Cruising, technology services (e.g. Career Cruising, California Career Zone, Google Apps for California Career Zone, Google Apps for California Career Zone, Google Apps for Education, Khan Academy). Education, Khan Academy). Education, Khan Academy).
Page 151 of 233
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $200,000 $275,000 $200,000 Source Supplemental$200,000 and Concentration Supplemental$275,000 and Concentration Supplemental$200,000 and Concentration Budget 0000-8000$200,000 0000-8000$275,000 0000-8000$200,000 Reference 0000-8820 College Readiness 0000-8820 College Readiness 0000-8820 College Readiness Amount $560,000 $580,000 $575,000 Source Supplemental$560,000 and Concentration Supplemental$580,000 and Concentration Supplemental$575,000 and Concentration Budget 0000-8000$560,000 0000-8000$580,000 0000-8000$575,000 Reference 0000-8818, 8819 Career Readiness 0000-8818, 8819 Career Readiness 0000-8818, 8819 Career Readiness Salaries and Benefits, Supplies and Salaries and Benefits, Supplies and Salaries and Benefits, Supplies and Equipment Equipment Equipment Amount $100,964 $657,326 $412,237 Source Supplemental$100,964 and Concentration Supplemental$657,326 and Concentration Supplemental$412,237 and Concentration Budget 0000-8000$100,964 0000-8000$657,326 0000-8000$412,237 Reference Resource 7338- Learning Directors Resource 7338- Learning Directors Resource 7338- Learning Directors College Readiness, 0000 College Readiness, 0000 College Readiness, 0000 Counseling Techs Salaries and Counseling Techs Salaries and Counseling Techs Salaries and Benefits,0000-8204 Benefits,0000-8204 Benefits,0000-8204 Action 5 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:
Page 152 of 233 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 XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B5 English learners attaining proficiency B5 English learners attaining proficiency B5 English learners attaining proficiency in English acquisition and academics in English acquisition and academics in English acquisition and academics
B5a. Provide Integrated (SDAIE) English B5a. Provide Integrated (SDAIE) English B5a. Provide Integrated (SDAIE) English Language Development instruction and Language Development instruction and Language Development instruction and support in every classroom through support in every classroom through support in every classroom through research-based instructional strategies research-based instructional strategies research-based instructional strategies designed to support academic designed to support academic designed to support academic achievement for English learners. achievement for English learners. achievement for English learners.
B5b. With the support of English Learner B5b. With the support of English Learner B5b. With the support of English Learner Assistants, Assistant Principals and Testing Assistants, Assistant Principals Assistants, Assistant Principals and Learning Directors will closely monitor and Learning Directors will closely monitor Learning Directors will closely monitor progress of English learners, including progress of English learners, including progress of English learners, including data by subgroup, providing support to data by student group, providing support data by subgroup, providing support to accelerate academic achievement. to accelerate academic achievement. accelerate academic achievement.
B5c. Analyze performance data for B5c. Analyze performance data for B5c. Analyze performance data for English learners to ensure proportionate English learners to ensure proportionate English learners to ensure proportionate placement and progress for students in placement and progress for students in placement and progress for students in each Ceres subpopulation. Conduct data each Ceres student group. Conduct data each Ceres student group. Conduct data analysis at regular intervals and provide analysis at regular intervals and provide analysis at regular intervals and provide interventions in a timely manner, interventions in a timely manner, interventions in a timely manner,
Page 153 of 233 particularly for long-term English learners; particularly for long-term English learners; particularly for long-term English learners; disaggregate all data by subpopulation. disaggregate all data by student group. disaggregate all data by student group.
B5d. Monitor English learners’ academic B5d. Monitor English learners’ academic B5d. Monitor English learners’ academic achievement; conduct Language achievement; plan interventions and achievement; plan interventions and Assessment Team meetings to plan supports and to review and report supports and to review and report interventions and supports and to review progress toward meeting high school progress toward meeting high school and report progress. graduation requirements. graduation requirements.
B5e. Present program implementation B5e. Present program implementation B5e. Present program implementation data, seek parent input on needs for data, seek parent input on needs for data, seek parent input on needs for improved implementation of the improved implementation of the improved implementation of the instructional programs, provide information instructional programs, provide information instructional programs, provide information on student progress and identify other on student progress and identify other on student progress and identify other needs of the school through the District needs of the school through the District needs of the school through the District English Learner Advisory Committee as English Learner Advisory Committee as English Learner Advisory Committee as well as the English Learner Advisory well as the English Learner Advisory well as the English Learner Advisory Committee at each school. Committee at each school. Committee at each school.
B5f. Increase professional learning and B5f. Provide professional learning and B5f. Provide professional learning and collaboration time on ELD standards and collaboration time on ELD standards, collaboration time on ELD standards, effective instruction through Integrated and academic content and effective instruction academic content and effective instruction Designated ELD. Instructional coaches using Integrated and Designated ELD. using Integrated and Designated ELD. provide specific coaching and lesson Instructional coaches provide specific Instructional coaches provide specific design support to increase instructional coaching and lesson design support to coaching and lesson design support to effectiveness for English learners. increase instructional effectiveness for increase instructional effectiveness for English learners. English learners. B5g. Increase professional learning and collaboration time for academic content B5g. Provide professional learning and B5g. Provide professional learning and and effective instruction for meeting the collaboration time for academic content collaboration time for academic content academic needs of English learners. and effective instruction for meeting the and effective instruction for meeting the academic needs of English learners. academic needs of English learners. B5h. Increase professional learning that includes research-based strategies and B5h. Provide professional learning that B5h. Provide professional learning that best practices for addressing the needs of includes research-based strategies and includes research-based strategies and Long Term English Learners and At-Risk best practices for addressing the needs of best practices for addressing the needs of Long Term English Learners. Long Term English Learners and At-Risk Long Term English Learners and At-Risk Long Term English Learners. Long Term English Learners. Page 154 of 233 B5i. Increase professional learning that includes research-based strategies and B5i. Provide professional learning that B5i. Provide professional learning that best practices for addressing the needs of includes research-based strategies and includes research-based strategies and newcomers and immigrant students who best practices for addressing the needs of best practices for addressing the needs of are English learners. newcomers and immigrant students who newcomers and immigrant students who are English learners. are English learners. B5j. Translation, counseling, and academic supports will be provided to B5j. Provide translation, counseling, and B5j. Provide translation, counseling, and support the language and acculturation academic supports to immigrant students academic supports to immigrant students needs of immigrant students during their during their first three years of enrollment during their first three years of enrollment first three years of enrollment in United in United States Schools. in United States Schools. States Schools B5k. Provide extended English Language B5k. Provide extended English Language B5k. Provide extended English Language Development and academic support Development and academic support Development and academic support opportunities through the after school opportunities through the after school opportunities through the after school program, summer school, and academies program, summer school, and academies program, summer school, and academies throughout the year. throughout the year. throughout the year. B5l. Provide English Learner Testing B5l. Provide English Learner Testing B5l. Provide English Learner Assistants to Assistants to actively gather and monitor Assistants to actively gather and monitor actively gather and monitor English learner English learner and Redesignated Fluent English learner and Redesignated Fluent and Redesignated Fluent English English Proficient student achievement English Proficient student achievement Proficient student achievement data. data. Communicate with Learning data. Communicate with Learning Communicate with Learning Directors, Directors, Assistant Principals, and Directors, Assistant Principals, and Assistant Principals, and Administrative Administrative Assistants to ensure Administrative Assistants to ensure Assistants to ensure appropriate academic appropriate academic supports are in appropriate academic supports are in supports are in place for all English place for all English learners, including place for all English learners, including learners, including newcomers, Long Term newcomers, Long Term English learners newcomers, Long Term English learners English Learners and At-Risk Long Term and At-Risk Long Term English learners. and At-Risk Long Term English learners. English Learners. B5m. Coordinate English learner services B5m. Coordinate English learner services B5m. Coordinate English learner services between Foster Youth Community Liaison, between Foster Youth Community Liaison, between Foster Youth Community Liaison, Homeless Community Liaison, Special Homeless Community Liaison, Special Homeless Community Liaison, Special Education Case Manager, English Learner Education Case Manager, English Learner Education Case Manager, English Learner Testing Assistant, Learning Director, and Testing Assistant, Learning Director, and Assistant, Learning Director, and Assistant Assistant Principal for English learners in Assistant Principal for English learners in Principal for English learners in each each Ceres student group. each Ceres student group. Ceres subpopulation. Page 155 of 233 B5n. Use research-based assessment B5n. Use research-based assessment B5n. Investigate research-based protocols to be used when assessing protocols to be used when assessing assessment protocols to be used when English learners for possible placement in English learners for possible placement in assessing English learners for possible special education and/or speech and special education and/or speech and placement in special education and/or language development programs. language development programs. speech and language development programs. B5o. Additional ELD staff will be hired at B5o. Additional ELD staff will be hired at all secondary schools to facilitate all secondary schools to facilitate B5o. Collaborate with University of the increased access to core curriculum increased access to core curriculum Pacific and/or California State University, standards to improve graduation rates for standards to improve graduation rates for Stanislaus professors to research, English learners. English learners. develop, implement, and evaluate professional learning for all staff on Note: Some B5 actions and services are Note: Some B5 actions and services are language development needs of all represented in A2 Teacher Salaries and represented in A2 Teacher Salaries and students and language acquisition needs Benefits, A4 Increased Site Allocation, Benefits, A4 Increased Site Allocation, of English learners in particular. A10 Foster Youth Services, C4 A10 Foster Youth Services, C4 Community Liaison, B2 Educational Community Liaison, B2 Educational Note: Some B5 actions and services are Services, B2 Educational Options Services, B2 Educational Options represented in A2 Teacher Salaries and Benefits, A4 Increased Site Allocation, A10 Foster Youth Services, C4 Community Liaison, B2 Educational Services, B2 Educational Options
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $557,543 $575,118 $625,536 Source Supplemental$557,543 and Concentration Supplemental$575,118 and Concentration Supplemental$625,536 and Concentration Budget 2000-2999:$557,543 Classified Personnel 2000-2999:$575,118 Classified Personnel 2000-2999:$625,536 Classified Personnel Reference Salaries Salaries Salaries 0000-8534 English Learner Assistant 0000-8534 English Learner Assistant 0000-8534 English Learner Assistant Salaries and Benefits Salaries and Benefits Salaries and Benefits
Page 156 of 233 Amount $415,767 $340,129 $0 Source Title$415,767 III Title$340,129 III Title$0 III Budget 1000-1999:$415,767 Certificated Personnel 1000-1999:$340,129 Certificated Personnel 1000-1999:$0 Certificated Personnel Reference Salaries Salaries Salaries 4203 Instructional Coach Salaries 4203 Instructional Coach Salaries 4203 Instructional Coach Salaries and Benefits and Benefits and Benefits Action 6 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 XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B6 English learner reclassification and B6 English learner reclassification and B6 English learner reclassification and ongoing achievement ongoing achievement ongoing achievement
B6a. Provide Integrated (SDAIE) English B6a. Provide Integrated (SDAIE) English B6a. Provide Integrated (SDAIE) English Language Development instruction and Language Development instruction and Language Development instruction and support in every classroom through support in every classroom through support in every classroom through
Page 157 of 233 research-based instructional strategies research-based instructional strategies research-based instructional strategies designed to support academic designed to support academic designed to support academic achievement for English learners. achievement for English learners. achievement for English learners.
B6b. With the support of English Learner B6b. With the support of English Learner B6b. With the support of English Learner Assistants, Assistant Principals and Testing Assistants, Assistant Principals Testing Assistants, Assistant Principals Learning Directors will closely monitor and Learning Directors will closely monitor and Learning Directors will closely monitor progress of English learners, including progress of English learners, including progress of English learners, including data by subgroup, providing support to data by student group, providing support data by student group, providing support accelerate academic achievement. to accelerate academic achievement. to accelerate academic achievement.
B6c. Conduct data analysis at regular B6c. This action was discontinued B6c. This action was discontinued intervals and provide interventions in a because of redundancy. because of redundancy. timely manner, particularly for long-term English learners; disaggregate all data by B6d. Monitor Redesignated Fluent B6d. Monitor Redesignated Fluent subpopulation. English Proficient students’ academic English Proficient students’ academic achievement; plan interventions and achievement; plan interventions and B6d. Monitor English learners’ academic supports and review and report progress. supports and review and report progress. achievement; conduct Language Assessment Team meetings to plan B6e. Redesignate English learners upon B6e. Redesignate English learners upon interventions and supports and to review achieving district redesignation criteria and achieving district redesignation criteria and and report progress. then monitor students’ academic progress then monitor students’ academic progress for at least 48 months; plan interventions for at least 48 months; plan interventions B6e. Redesignate English learners upon and supports and review and report and supports and review and report achieving district redesignation criteria and progress, as needed. progress, as needed. then monitor students’ academic progress for at least 24 months; conduct Language B6f. Provide professional learning to B6f. Provide professional learning to Assessment Team meetings to plan increase access to academic discourse of increase access to academic discourse of interventions and supports and to review core content in support of language core content in support of language and report progress, as needed. acquisition. acquisition.
B6f. Provide professional learning to Note: B6 actions and services are Note: B6 actions and services are increase access to academic discourse of represented in A2 Teacher Salaries and represented in A2 Teacher Salaries and core content in support of language Benefits, A2 Instructional Coaches, A4 Benefits, A2 Instructional Coaches, A4 acquisition. Increased Site Allocation, B1 Assistant Increased Site Allocation, B1 Assistant Principals, Learning Directors, Principals, Learning Directors, Note: B6 actions and services are Administrative Assistants, Educational Administrative Assistants, Educational represented in A2 Teacher Salaries and Services, and Educational Options, as well Services, and Educational Options, as well Page 158 of 233 Benefits, A2 Instructional Coaches, A4 as B5 English Learner Assistants and as B5 English Learner Assistants and Increased Site Allocation, B1 Assistant Instructional coaches Instructional coaches Principals, Learning Directors, Administrative Assistants, Educational Services, and Educational Options, as well as B5 English Learner Assistants and Instructional coaches
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $0 $261,074 $224,064 $0 $261,074 $224,064 Budget 1000-1999:$0 Certificated Personnel 1000-1999:$261,074 Certificated Personnel 1000-1999:$224,064 Certificated Personnel Reference Salaries Salaries Salaries
Action 7 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: 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
XUnchanged Action XModified Action XUnchanged Action
Page 159 of 233 2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B7 Advanced Placement participation and B7 Advanced Placement participation and B7 Advanced Placement participation and proficiency proficiency proficiency
B7a. Provide GATE and accelerated B7a. Provide GATE and accelerated B7a. Provide GATE and accelerated students access to extension and students access to enrichment students access to enrichment enrichment through Differentiated opportunities at K-6 and pre-AP and AP opportunities at K-6 and pre-AP and AP Instruction at K-6 and pre-AP courses/honors courses 7-12. courses/honors courses 7-12. courses/honors courses 7-12. B7b. Learning Directors will analyze B7b. Learning Directors will analyze B7b. Learning Directors will analyze achievement data to identify and guide achievement data to identify and guide achievement data to identify and guide students into Advanced Placement students into Advanced Placement students into Advanced Placement courses; all data will be disaggregated by courses; all data will be disaggregated by courses; all data will be disaggregated by student group. student group. subpopulation. B7c. Review course enrollment to ensure B7c. Review course enrollment to ensure B7c. Conduct equity audits of course students from each CUSD student group students from each CUSD student group enrollment to ensure students from each have access to and are recruited into have access to and are recruited into CUSD subgroup have access to and are Advanced Placement courses. Advanced Placement courses. recruited into Advanced Placement courses. B7d. Analyze Advanced Placement test B7d. Analyze Advanced Placement test participation and scores to determine participation and scores to determine B7d. Analyze Advanced Placement test additional student and staff supports additional student and staff supports participation and scores to determine needed to increase proficiency. needed to increase proficiency. additional student and staff supports needed to increase proficiency. Note: B7 actions and services are Note: B7 actions and services are represented in A2 Teacher Salaries and represented in A2 Teacher Salaries and Note: B7 actions and services are Benefits, A7 Principal, B1 Assistant Benefits, A7 Principal, B1 Assistant represented in A2 Teacher Salaries and Principals, Learning Directors Principals, Learning Directors Benefits, A7 Principal, B1 Assistant Principals, Learning Directors
Budgeted Expenditures
Page 160 of 233 Year 2017-18 2018-19 2019-20 Amount $0 $0 $0 $0 $0 $0 Action 8 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
XUnchanged Action XUnchanged Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B8 Advanced Placement participation and B8 Advanced Placement participation and B8 Advanced Placement participation and proficiency proficiency proficiency
B8a. Advanced Placement teachers will B8a. Advanced Placement teachers will B8a. Advanced Placement teachers will participate in professional learning through participate in professional learning through participate in professional learning through the Advanced Placement Institute. Data the Advanced Placement Institute. Data the Advanced Placement Institute. Data from analysis of AP test scores will inform from analysis of AP test scores will inform from analysis of AP test scores will inform additional district-provided professional additional district-provided professional additional district-provided professional learning opportunities for teachers. learning opportunities for teachers. learning opportunities for teachers.
Page 161 of 233 B8b. Provide AP test fee payment for all B8b. Provide AP test fee payment for all B8b. Provide AP test fee payment for all students taking the exam. students taking the exam. students taking the exam.
Note: B8 actions and services are Note: B8 actions and services are Note: B8 actions and services are represented in A4 Increased Site represented in A4 Increased Site represented in A4 Increased Site Allocation, B2 additional Learning Allocation, B2 additional Learning Allocation, B2 additional Learning Directors, Administrative Assistants, Directors, Administrative Assistants, Directors, Administrative Assistants, Educational Services, and B4 College Educational Services, and B4 College Educational Services, and B4 College Readiness Readiness Readiness
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $0 $0 $0 $0 $0 $0 Budget 0000-8000$0 0000-8000$0 0000-8000$0 Reference Action 9 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
Page 162 of 233 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 B9 Evidence of mental health B9 Evidence of mental health B9 Evidence of mental health
B9a. Provide coordinator and support staff B9a. Provide coordinator and support staff B9a. Provide coordinator and support staff to develop, implement, and evaluate to develop, implement, and evaluate to develop, implement, and evaluate mental health programs to support high- mental health programs to support high- mental health programs to support high- need students and families. need students and families. need students and families.
B9b. Develop, implement, and evaluate B9b. Develop, implement, and evaluate B9b. Develop, implement, and evaluate mental health counseling and social skills mental health counseling and social skills mental health counseling and social skills support services and professional learning support services and professional learning support services and professional learning to support staff in meeting the needs of all to support staff in meeting the needs of all to support staff in meeting the needs of all students and families. students and families. students and families.
B9c. Provide mentoring services to B9c. Provide mentoring services to B9c. Provide mentoring services to support the personal and academic support the personal and academic support the personal and academic success of identified high-need students. success of identified high-need students. success of identified high-need students. Coordinate services with community Coordinate services with community Coordinate services with community agencies and businesses. agencies and businesses. agencies and businesses.
B9d. Provide general education school B9d. Provide general education school B9d. Provide general education school psychologists to coordinate and case psychologists to coordinate and case psychologists to coordinate and case manage intervention and support systems manage intervention and support systems manage intervention and support systems for general education students. for general education students. for general education students.
B9e. Hire additional Behavior Specialists B9e. Behavior Specialists provide B9e. Behavior Specialists provide to provide increased intervention services increased intervention services for high increased intervention services for high for high needs general education students needs general education students and needs general education students and and professional learning and support for professional learning and support for the professional learning and support for the the teachers who serve them. teachers who serve them. teachers who serve them.
B9f. Provide professional learning for B9f. Provide professional learning for B9f. Provide professional learning for school psychologists and other mental school psychologists and other mental school psychologists and other mental
Page 163 of 233 health staff to deepen knowledge and health staff to deepen knowledge and health staff to deepen knowledge and practices regarding behavior intervention practices regarding behavior intervention practices regarding behavior intervention strategies and systems. strategies and systems. strategies and systems.
B9g. Provide Social Skills Facilitators at B9g. Provide Social Skills Facilitators at B9g. Provide Social Skills Facilitators at each school site to support students in each school site to support students in each school site to support students in development of interpersonal skills. development of interpersonal skills. development of interpersonal skills.
B9h. Provide Student Support B9h. Provide Student Support B9h. Provide Student Support Specialists/Mental Health Clinicians to Specialists/Mental Health Clinicians to Specialists/Mental Health Clinicians to support students needing more intensive support students needing more intensive support students needing more intensive counseling services. counseling services. Hire additional counseling services. Hire additional Student Support Specialist for each of the Student Support Specialist for each of the B9i. Provide prevention services through comprehensive high schools to comprehensive high schools to social-emotional learning lessons accommodate the large enrollment. accommodate the large enrollment. designed to help children acquire and effectively apply the knowledge, attitudes, B9i. Provide prevention services through B9i. Provide prevention services through and skills necessary to understand and social-emotional learning lessons social-emotional learning lessons manage emotions, set and achieve designed to help children acquire and designed to help children acquire and positive goals, feel and show empathy for effectively apply the knowledge, attitudes, effectively apply the knowledge, attitudes, others, establish and maintain positive and skills necessary to understand and and skills necessary to understand and relationships, and make responsible manage emotions, set and achieve manage emotions, set and achieve decisions. positive goals, feel and show empathy for positive goals, feel and show empathy for others, establish and maintain positive others, establish and maintain positive Note: B9 actions and services are also relationships, and make responsible relationships, and make responsible represented in A4 Increase Site Allocation decisions. decisions.
Note: B9 actions and services are also Note: B9 actions and services are also represented in A4 Increase Site Allocation represented in A4 Increase Site Allocation
Budgeted Expenditures
Page 164 of 233 Year 2017-18 2018-19 2019-20 Amount $2,841,028 $3,138,052 $3,744,876 Source Supplemental$2,841,028 and Concentration Supplemental$3,138,052 and Concentration Supplemental$3,744,876 and Concentration Budget 0000-8000$2,841,028 0000-8000$3,138,052 0000-8000$3,744,876 Reference 0000-8822, 8823 Salaries and 0000-8822, 8823 Salaries and 0000-8822, 8823 Salaries and Benefits, Contracted Services, Benefits, Contracted Services, Benefits, Contracted Services, Supplies and Materials: Supplies and Materials: Supplies and Materials Action 10 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: 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
XUnchanged Action XUnchanged Action XModified Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B10 Evidence of physical health B10 Evidence of physical health B10 Evidence of physical health
B10a. Provide K-6 physical education B10a. Provide K-6 physical education B10a. Provide K-6 physical education teachers and equipment and supplies for teachers and equipment and supplies for teachers and equipment and supplies for core physical education instruction. core physical education instruction. core physical education instruction.
Page 165 of 233 B10b. Provide health screenings and B10b. Provide health screenings and B10b. Provide health screenings and assessments (i.e. vision, hearing, dental, assessments (i.e. vision, hearing, dental, assessments (i.e. vision, hearing, dental, scoliosis, nutritional or other medical scoliosis, nutritional or other medical scoliosis, nutritional or other medical conditions), health services and coordinate conditions), health services and coordinate conditions), health services and coordinate medical referrals for necessary medical or medical referrals for necessary medical or medical referrals for necessary medical or health services. health services. health services.
B10c. Provide access to nutritious meals B10c. Provide access to nutritious meals B10c. Provide access to nutritious meals through the Breakfast for All and the through the Breakfast for All and the through the Breakfast for All and the National School Lunch Program. National School Lunch Program. National School Lunch Program. All students will receive free breakfast and Note: Elementary PE teacher salaries are Note: Elementary PE teacher salaries are lunch beginning with the 2019-2020 included in goal A1 included in goal A1 school year.
Note: Elementary PE teacher salaries are included in goal A1
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $721,954 $713,125 $818,680 Source Lottery$721,954 Lottery$713,125 Lottery$818,680 Budget 2000-2999:$721,954 Classified Personnel 2000-2999:$713,125 Classified Personnel 2000-2999:$818,680 Classified Personnel Reference Salaries Salaries Salaries 1100 Nurse and Health Clerk 1100 Nurse and Health Clerk 1100 Nurse and Health Clerk Salaries and Benefits Salaries and Benefits Salaries and Benefits Amount $363,703 $237,012 $258,902 Source Special$363,703 Education Special$237,012 Education Special$258,902 Education Budget 2000-2999:$363,703 Classified Personnel 2000-2999:$237,012 Classified Personnel 2000-2999:$258,902 Classified Personnel Reference Salaries Salaries Salaries 6500 Nurse and Health Clerk 6500 Nurse and Health Clerk 6500 Nurse and Health Clerk Salaries and Benefits Salaries and Benefits Salaries and Benefits
Page 166 of 233 Amount $20,928 $16,104 $13,005 Source Preschool$20,928 Preschool$16,104 Preschool$13,005 Budget 1000-1999:$20,928 Certificated Personnel 1000-1999:$16,104 Certificated Personnel 1000-1999:$13,005 Certificated Personnel Reference Salaries Salaries Salaries 6105 Nurse and Health Clerk 6105 Nurse and Health Clerk 6105 Nurse and Health Clerk Salaries and Benefits Salaries and Benefits Salaries and Benefits Action 11 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 XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services B11 Evidence of physical health B11 Evidence of physical health B11 Evidence of physical health
B11a. Develop, implement, and evaluate B11a. Develop, implement, and evaluate B11a. Develop, implement, and evaluate wellness programs with a focus on wellness programs with a focus on wellness programs with a focus on nutrition and physical health; coordinate nutrition and physical health; coordinate nutrition and physical health; coordinate
Page 167 of 233 services with community agencies and services with community agencies and services with community agencies and businesses. businesses. businesses.
B11b. Provide equipment and supplies B11b. Provide equipment and supplies B11b. Provide equipment and supplies above and beyond those provided for core above and beyond those provided for core above and beyond those provided for core physical education instruction to increase physical education instruction to increase physical education instruction to increase active play and physical fitness for active play and physical fitness for active play and physical fitness for students during recess, lunch, before and students during recess, lunch, before and students during recess, lunch, before and after school. after school. after school.
B11c. Develop and provide expository B11c. Develop and provide expository B11c. Develop and provide expository curriculum resources and professional curriculum resources and professional curriculum resources and professional learning opportunities with a focus on learning opportunities with a focus on learning opportunities with a focus on nutrition and physical health; provide nutrition and physical health; provide nutrition and physical health; provide expository curriculum resources and expository curriculum resources and expository curriculum resources and learning opportunities K-6. learning opportunities K-6. learning opportunities K-6.
B11d. Provide additional nursing and/or B11d. Provide additional nursing and/or B11d. Provide additional nursing and/or health clerk staff. To attract and retain health clerk staff. To attract and retain health clerk staff. To attract and retain skilled nursing staff, provide financial skilled nursing staff, provide financial skilled nursing staff, provide financial incentives above beyond the normal base incentives above beyond the normal base incentives above beyond the normal base salary placement. salary placement. salary placement.
B11e. Increase or maintain participation in B11e. Increase or maintain participation in B11e. Increase or maintain participation in Child Nutrition Services; fresh fruit and Child Nutrition Services; fresh fruit and Child Nutrition Services; fresh fruit and vegetable vendors at school sites. vegetable vendors at school sites. vegetable vendors at school sites.
B11f. Increase student and family B11f. Increase student and family B11f. Increase student and family knowledge of the connection between knowledge of the connection between knowledge of the connection between health and exercise through after school health and exercise through after school health and exercise through after school Dance Therapy courses. Dance Therapy courses. Dance Therapy courses.
Note: B11 actions and services are also Note: B11 actions and services are also Note: B11 actions and services are also represented in A4 Increased Site represented in A4 Increased Site represented in A4 Increased Site Allocation, B2 Educational Options Allocation, B2 Educational Options Allocation, B2 Educational Options
Page 168 of 233 Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $700,000 $770,000 $800,000 Source Supplemental$700,000 and Concentration Supplemental$770,000 and Concentration Supplemental$800,000 and Concentration Budget 2000-2999:$700,000 Classified Personnel 2000-2999:$770,000 Classified Personnel 2000-2999:$800,000 Classified Personnel Reference Salaries Salaries Salaries 0000-8822, 8823 Nurse and Health 0000-8822, 8823 Nurse and Health 0000-8822, 8823 Nurse and Health Clerk Salaries and Benefits Clerk Salaries and Benefits Clerk Salaries and Benefits
Page 169 of 233 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 C Provide active family and student Engagement programs which increase participation and results for all students.
State and/or Local Priorities addressed by this goal:
State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) Local Priorities: Ceres Unified Strategic Plan, Local Educational Agency Plan, Ceres Unified Technology Plan
Identified Need: 1. Increased family engagement 2. Increased input from families regarding school decision-making 3. Increased program offerings; increased participation rate 4. Increased program offerings; increased attendance and achievement 5. Increased program offerings; increased graduation; decreased dropout 6. Increased participation and percentage of positive survey ratings 7. Increased positive participation, attendance, and decreased suspension and expulsion rates
Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 C1. Increased family Safe and Civil School Maintain 95% or higher Maintain 95% or higher Maintain 95% or higher engagement surveys of families: “Parents/Families who Increase number of visit the school are family volunteers
Page 170 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Metric: Safe and Civil welcomed, treated with Increase number of Safe Increase number of Safe Schools Family Survey respect, and & Civil Schools Surveys & Civil Schools Surveys Data; Volunteer encouraged to come collected from families collected from families Assistance Program back.” K-6 7-12 Increase number of Increase number of 2016-2017: 97.4% family volunteers family volunteers 95.5% 2017-2018: 97.8% 91.6% 2018-2019: 91.3% 95.8%
Number of parent surveys collected: K-6: 2017-2018: 2,736 2018-2019: 850 9-12: 2017-2018: 856 2018-2019: 522
Volunteer Assistance Program: Number of Family Volunteers: 2016-2017: 4,562 2017-2018: 4,254 2018-2019: 4,287
C2|C3. Increased input All schools have active Maintain active Maintain active Maintain active from families regarding School Site Council and participation on school participation on school participation on school school decision-making English Learner governance teams governance teams governance teams Advisory Committees. In Metric: Governance addition, there is a Meeting Participation Parent Advisory Committee, District Advisory Committee and Page 171 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 a District English Learner Advisory Committee.
2017-2018: All schools actively track participation of the members of their School Site Council and English Learner Advisory Committees. In addition, the district tracks participation in the District Advisory Committee and District English Learner Advisory Committee.
2018-2019: All schools actively track participation of the members of their School Site Council and English Learner Advisory Committees. In addition, the district tracks participation in the District Advisory Committee and District English Learner Advisory Committee. Finally, all sites invite stakeholders to participate in the district LCAP Stakeholder meetings throughout the year.
Page 172 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20
C4. Increased program 2016-2017: 433 Increase the number of Increase the number of Increase the number of offerings 2017-2018: 434 program offerings program offerings program offerings 2018-2019: 440 Metric: Program Offerings for Families
C5. Increased Attendance Rates: Maintain 95% or higher Maintain 95% or higher Maintain 95% or higher attendance and 2016-2017: 95.28% attendance rate attendance rate attendance rate achievement 2017-2018: 95.40% 2018-2019: 95.37% Reduce Chronic Reduce Chronic Reduce Chronic Metric: Attendance Absenteeism to below Absenteeism to below Absenteeism to below Rates; Chronic Chronic Absenteeism: 5% 5% 5% Absenteeism Rates; 2016-2017: 9.1% Truancy Rates; Student 2017-2018: 11.9% Reduce Truancy Rate Reduce Truancy Rate Reduce Truancy Rate Attendance Review 2018-2019: 9.3% by 5% by 5% by 5% Board Truancy Rate Reduce the number of 2016-2017: 31.4% total truants and those Reduce the number of Reduce the number of 2017-2018: 39% students receiving total truants and those total truants and those 2018-2019: 35% Truancy Letters by 5% students receiving students receiving Truancy Letters by 5% Truancy Letters by 5% Total # Truants Maintain pre-SARB 2016-2017: 4,427 intervention and reduce 2017-2018: 6,091 SARB hearing rate by 2018-2019: 4,784 5%
Truancy Letter 1: 3 unexcused absences or extended tardies 2016-2017: 10,009 2017-2018: 6,091 2018-2019: 4,784
Truancy Letter 2:
Page 173 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 4 unexcused absences or extended tardies Maintain pre-SARB Maintain pre-SARB 2016-2017: 6,646 intervention and reduce intervention and reduce 2017-2018: 3,136 SARB hearing rate by SARB hearing rate by 2018-2019: 2,243 5% 5%
Truancy Letter 3: 7 unexcused absences or extended tardies 2016-2017: 3,492 2017-2018: 1,370 2018-2019: 864
Pre-SARB Hearings: 2016-2017: 172 2017-2018: 257 2018-2019: 116
SARB Hearings: 2016-2017: 47 2017-2018: 56 2018-2019: 16
C6|C7. Increased Retentions: Decrease retentions by Decrease retentions by Decrease retentions by program offerings; 2016-2017: 58 5% 5% 5% decreased dropout and 2017-2018: 22 increased graduation 2018-2019: 13 Decrease special Decrease special Decrease special rates education initial education initial education initial Special Education Initial identification by 5% identification by 5% identification by 5% Metric: Retention Data; Identification Rate: Special Education 2016-2017: 100 Maintain Middle School Decrease Middle School Decrease Middle Identification; Middle 2017-2018: 93 Dropout Rate below 1% Dropout Rate below 1% School Dropout Rate School Dropout; High 2018-2019: 74 below 1% School Dropout; High Decrease High school Maintain High school School Graduation Middle School Dropout Dropout rate to below Dropout rate to below Maintain High school Rate: 5% 5% Dropout rate to below 2015-2016: 0.2% 5% Page 174 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 2016-2017: 0.0% Increase High School Increase High School 2017-2018: 0.3% (6 Graduation Rate to Graduation Rate to Increase High School students) above 95% above 95% Graduation Rate to above 95% High School Dropout Rate: 2015-2016: 2.1% 2016-2017: 1.9% 2017-2018: Not available as of May 2019
Graduation Rate: 2015-2016: 87.7% 2016-2017: 85.9% 2017-2018: 84.7%
C8. Increased Valued and Connected Increase percentage of Increase percentage of Increase percentage of participation and (club participation) students participating in students participating in students participating in percentage of positive 2016-2017: 4,152 clubs by 5% clubs by 5% clubs by 5% survey ratings students 2017-2018: 3,712 Increase California Metric: Valued and students Healthy Kids Survey Increase California Increase California Connected Data; Digital 2018-2019: 4,370 student rating of school Healthy Kids Survey Healthy Kids Survey Citizenship Data; students environment so the total student rating of school student rating of school California Healthy Kids of high and moderate environment so the total environment so the total Data; Safe and Civil California Healthy Kids levels is above 90% of high and moderate of high and moderate School Survey Data Survey – Elementary levels is above 90% levels is above 90% 2012-2013 Increase Safe & Civil Student rating of School School Survey student Increase Safe & Civil Increase Safe & Civil Environment: rating by 5% School Survey student School Survey student rating by 5% rating by 5% Caring Adults: High 50%; Moderate 45%; Low 5%
Page 175 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Adult Expectations: High 57%; Moderate 39%; Low 3%
School Connectedness: High 56%; Moderate 41%; Low 3%
No new results for 2017- 2018
California Healthy Kids Survey – Secondary 2016-2017 Student rating of School Environment:
Caring Adults: High 28% Moderate 56% Low 16%
Adult Expectations: High 36% Moderate 51% Low 13%
School Connectedness: High 47.5% Moderate 42% Low 19%
No new results for 2017- 2018
California Healthy Kids Survey – Secondary 2018-2019 Student rating of School Environment:
Page 176 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Caring Adults: High 28% Moderate 56% Low 16% Adult Expectations: High 33% Moderate 53% Low 14% School Connectedness: High 42% Moderate 46% Low 12%
Safe & Civil School Survey – Elementary 2016-2017 Adults are helpful to students: 95.0% Adults treat students fairly: 86.0% Adults treat students respectfully: 93.0% Adults encourage students to do their best: 95.0%% If students have a problem, they know they can go to a staff member for help: 93.0% I am proud to be part of this school: 93.0%
Safe & Civil School Survey – Elementary 2017-2018 Adults are helpful to students: 90.4%
Page 177 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Adults treat students fairly: 82.8% Adults treat students respectfully: 90.6% Adults encourage students to do their best: 93.9%% If students have a problem, they know they can go to a staff member for help: 91.2% I am proud to be part of this school: 90.8%
Safe & Civil School Survey – Elementary 2018-2019 Adults are helpful to students: 76% Adults treat students fairly: 81% Adults treat students respectfully: 85% Adults encourage students to do their best: 91% If students have a problem, they know they can go to a staff member for help: 76% I am proud to be part of this school: 77%
Page 178 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Safe & Civil School Survey – Secondary 2016-2017 Adults are helpful to students: 82.0% Adults treat students fairly: 71.5% Adults treat students respectfully: 83.5% Adults encourage students to do their best: 81.0% If students have a problem, they know they can go to a staff member for help: 79.5% I am proud to be part of this school: 83.5%
Safe & Civil School Survey – Secondary 2017-2018 Adults are helpful to students: 81.2% Adults treat students fairly: 71.4% Adults treat students respectfully: 83.2%
Page 179 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Adults encourage students to do their best: 85.9% If students have a problem, they know they can go to a staff member for help: 77.6% I am proud to be part of this school: 80.8%
Safe & Civil School Survey – Secondary 2018-2019 Adults are helpful to students: 72% Adults treat students fairly: 74% Adults treat students respectfully: 73% Adults encourage students to do their best: 81% If students have a problem, they know they can go to a staff member for help: 70% I am proud to be part of this school: 69%
C9. Decreased Suspension Rate: Decrease suspension Decrease suspension Decrease suspension suspensions and 2014-2015: 8.6% rate by 5% rate by 5% rate by 5% expulsions 2015-2016: 7.7% 2016-2017: 10.1% Maintain expulsion rate Maintain expulsion rate Maintain expulsion rate Metric: Suspension 2017-2018: 7.0% below 1% below 1% below 1% Rates; Expulsion Rates Page 180 of 233 Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Expulsion Rate: 2014-2015: 0.1% 2015-2016: 0.17% 2016-2017: 0.29% 2017-2018: 0.3%
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) [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 XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Page 181 of 233 C1 Research based family engagement C1 Research based family engagement C1 Research based family engagement practices practices practices
C1a. Increase communication to families C1a. Increase communication to families C1a. Increase communication to families through multiple means regarding family through multiple means regarding family through multiple means regarding family engagement opportunities, school events, engagement opportunities, school events, engagement opportunities, school events, and student educational progress. and student educational progress. and student educational progress. Communication may include Connect Ed, Communication may include text Communication may include text text messaging services, email, written messaging services, email, written messaging services, email, written communication, social media and use of communication, social media and use of communication, social media and use of web-based programs to provide web-based programs to provide web-based programs to provide information for families who cannot attend information for families who cannot attend information for families who cannot attend campus events. campus events. campus events.
C1b. Utilize the Family Engagement team C1b. Utilize the Family Engagement team C1b. Utilize the Family Engagement team at each school site to establish and at each school site to establish and at each school site to establish and monitor progress toward annual team monitor progress toward annual team monitor progress toward annual team goals. Increase participation in Safe and goals. Increase participation in Safe and goals. Increase participation in Safe and Civil Schools surveys. Civil Schools surveys. Civil Schools surveys.
C1c. Provide structure which supports C1c. Provide structure which supports C1c. Provide structure which supports and increases family volunteers through and increases family volunteers through and increases family volunteers through the CUSD Volunteer Assistance Program. the CUSD Volunteer Assistance Program. the CUSD Volunteer Assistance Program. Schools will reach out to volunteers from Schools will reach out to volunteers from C1d. Encourage family involvement by previous years to encourage them to previous years to encourage them to recognizing and valuing the family as an participate in volunteer opportunities. participate in volunteer opportunities. asset in supporting students’ educational success. Plan family engagement C1d. Encourage family involvement by C1d. Encourage family involvement by activities in which families share cultural recognizing and valuing the family as an recognizing and valuing the family as an and educational resources. asset in supporting students’ educational asset in supporting students’ educational success. Plan family engagement success. Plan family engagement C1e. Provide access to computers and activities in which families share cultural activities in which families share cultural Internet at schools during school hours and educational resources. and educational resources. and through the ASES program so families can access educational resources (Parent C1e. Provide access to computers and C1e. Provide access to computers and Portal, school websites, college Internet at schools during school hours Internet at schools during school hours preparation resources, etc.). Provide and through the ASES program so families and through the ASES program so families can access educational resources (Parent can access educational resources (Parent Page 182 of 233 computer stations with Internet access; Portal, school websites, college Portal, school websites, college training and staff to support family access. preparation resources, etc.). Provide preparation resources, etc.). Provide computer stations with Internet access; computer stations with Internet access; C1f. Support a family-friendly environment training and staff to support family access. training and staff to support family access. through translation and childcare. C1f. Support a family-friendly environment C1f. Support a family-friendly environment Note: C1 actions and services are through translation and childcare. Provide through translation and childcare. Provide represented in A4 Increased Site customer service training to school and customer service training to school and Allocation, B2 Educational Services district employees. district employees.
Note: C1 actions and services are Note: C1 actions and services are represented in A4 Increased Site represented in A4 Increased Site Allocation, B2 Educational Services Allocation, B2 Educational Services
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $0 $148,000 $165,448 Source $0 Supplemental$148,000 and Concentration Supplemental$165,448 and Concentration Budget $0 3000-3999:$148,000 Employee Benefits 3000-3999:$165,448 Employee Benefits Reference 8826 Salary and benefits and 8826 Salary and benefits and software software 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
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 183 of 233 [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 XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services C2 Family input in school decision making C2 Family input in school decision making C2 Family input in school decision making
C2a. Actively recruit participation of C2a. Actively recruit participation of C2a. Actively recruit participation of families in school advisory teams and families in school advisory teams and families in school advisory teams and ensure site and district advisory groups ensure site and district advisory groups ensure site and district advisory groups include representation from families include representation from families include representation from families knowledgeable in the unique educational knowledgeable in the unique educational knowledgeable in the unique educational needs of each Ceres subpopulation. needs of each Ceres student group. needs of each Ceres student group. Participate in annual training for advisory Participate in annual training for advisory Participate in annual training for advisory groups; actively monitor to ensure input groups; actively monitor to ensure input groups; actively monitor to ensure input from all stakeholders is solicited from all stakeholders is solicited from all stakeholders is solicited Parent Advisory Parent Advisory Parent Advisory District Advisory District Advisory District Advisory District English Learner Advisory District English Learner Advisory District English Learner Advisory School Site Council School Site Council School Site Council English Learner Advisory English Learner Advisory English Learner Advisory Committee Note: C2 actions and services are Note: C2 actions and services are Note: C2 actions and services are represented in A7 Principal Salaries represented in A7 Principal Salaries represented in A7 Principal Salaries
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $0 $0 $0 $0 $0 $0 Action 3
Page 184 of 233 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
XUnchanged Action XUnchanged Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services C3 Family input in school decision making C3 Family input in school decision making C3 Family input in school decision making
C3a. Ensure site and district advisory C3a. Ensure site and district advisory C3a. Ensure site and district advisory groups include representation from groups include representation from groups include representation from families and/or county staff knowledgeable families and/or county staff knowledgeable families and/or county staff knowledgeable in the unique educational needs and in the unique educational needs and in the unique educational needs and challenges of Low Income, English challenges of Low Income, English challenges of Low Income, English Learner, Migrant, Foster, Homeless, and Learner, Migrant, Foster, Homeless, and Learner, Migrant, Foster, Homeless, and Special Education youth. Special Education youth. Special Education youth.
C3b. Foster Youth Parents and partners C3b. Foster Youth Parents and partners C3b. Foster Youth Parents and partners participate in the Superintendent’s Parent participate in the Superintendent’s Parent participate in the Superintendent’s Parent Advisory as well as the Community Advisory as well as the Community Advisory as well as the Community Stakeholder groups, which also serve as Stakeholder groups, which also serve as Stakeholder groups, which also serve as LCAP Stakeholder groups. In addition, the LCAP Stakeholder groups. In addition, the LCAP Stakeholder groups. In addition, the
Page 185 of 233 Foster Liaison promotes parent Foster Liaison promotes parent Foster Liaison promotes parent participation on School Site Council at the participation on School Site Council at the participation on School Site Council at the students’ specific school sites. students’ specific school sites. students’ specific school sites.
Note: C3 actions and services are Note: C3 actions and services are Note: C3 actions and services are represented in A4 Increased Site represented in A4 Increased Site represented in A4 Increased Site Allocation, B2 Educational Options Allocation, B2 Educational Options Allocation, B2 Educational Options
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $0 $0 $0 $0 $0 $0 Action 4 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
XUnchanged Action XUnchanged Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Page 186 of 233 C4 Educational programs, designed for C4 Educational programs, designed for C4 Educational programs, designed for families, to empower them in supporting families, to empower them in supporting families, to empower them in supporting student achievement and success. student achievement and success. student achievement and success.
C4a. Provide educational programs for C4a. Provide educational programs for C4a. Provide educational programs for families related to digital citizenship and families related to digital citizenship and families related to digital citizenship and digital literacy and using educational digital literacy and using educational digital literacy and using educational technology to support student technology to support student technology to support student achievement. achievement. achievement.
C4b. Provide educational programs for C4b. Provide educational programs for C4b. Provide educational programs for families related to standards, curriculum, families related to standards, curriculum, families related to standards, curriculum, college and career readiness, and college and career readiness, and college and career readiness, and supporting academic achievement (e.g., supporting academic achievement (e.g., supporting academic achievement (e.g., Parent visits to classrooms, California Parent visits to classrooms, California Parent visits to classrooms, California Standards nights, family literacy, PIQE, Standards nights, family literacy, PIQE, Standards nights, family literacy, PIQE, etc.) etc.) etc.)
C4c. Extend application of learning and C4c. Extend application of learning and C4c. Extend application of learning and student achievement through provision of student achievement through provision of student achievement through provision of curriculum and supplies for home use. curriculum and supplies for home use. curriculum and supplies for home use.
C4d. Provide adult education programs to C4d. Provide adult education programs to C4d. Provide adult education programs to increase educational resources for families increase educational resources for families increase educational resources for families (e.g., General Educational Development (e.g., General Educational Development (e.g., General Educational Development test, English as a Second Language, test, English as a Second Language, test, English as a Second Language, Spanish as a Second Language, Digital Spanish as a Second Language, Digital Spanish as a Second Language, Digital Literacy, job skills). Literacy, job skills). Literacy, job skills).
C4e. Work with community-based C4e. Work with community-based C4e. Work with community-based agencies to develop and provide family- agencies to develop and provide family- agencies to develop and provide family- based educational programs to empower based educational programs to empower based educational programs to empower and strengthen families (e.g. resources and strengthen families (e.g. resources and strengthen families (e.g. resources related to financial literacy, poverty, related to financial literacy, poverty, related to financial literacy, poverty, substance abuse, supporting academic substance abuse, supporting academic substance abuse, supporting academic achievement). achievement). achievement).
Page 187 of 233 C4f. Provide information and guidance C4f. Provide information and guidance C4f. Provide information and guidance regarding services for Transitional Age regarding services for Transitional Age regarding services for Transitional Age Foster Youth (i.e., age 18-24 years) Foster Youth (i.e., age 18-24 years) Foster Youth (i.e., age 18-24 years) related to independent living related to independent living related to independent living programs/transitional housing, work-ready programs/transitional housing, work-ready programs/transitional housing, work-ready programs (e.g. AspiraNet). programs (e.g. AspiraNet). programs (e.g. AspiraNet).
Note: C4 actions and services are also Note: C4 actions and services are also Note: C4 actions and services are also represented in A4 Increased Site represented in A4 Increased Site represented in A4 Increased Site Allocation, B2 Educational Services, B2 Allocation, B2 Educational Services, B2 Allocation, B2 Educational Services, B2 Educational Options, B4 College Educational Options, B4 College Educational Options, B4 College Readiness Readiness Readiness
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $36,178 $107,501 $86,642 Source Adult$36,178 Education Adult$107,501 Education Adult$86,642 Education Budget 0000-8000$36,178 0000-8000$107,501 0000-8000$86,642 Reference 3905 Salaries and Benefits, Books 3905 Salaries and Benefits, Books 3905 Salaries and Benefits, Books and Supplies and Supplies and Supplies Amount $87,994 $84,950 $111,313 Source Adult$87,994 Education Adult$84,950 Education Adult$111,313 Education Budget 0000-8000$87,994 0000-8000$84,950 0000-8000$111,313 Reference 3913 Salaries and Benefits, Books 3913 Salaries and Benefits, Books 3913 Salaries and Benefits, Books and Supplies and Supplies and Supplies Amount $15,918 $0 $0 Source Adult$15,918 Education WIA Adult$0 Education WIA Adult$0 Education WIA Budget 0000-8000$15,918 0000-8000$0 0000-8000$0 Reference 3926 Salaries and Benefits, Books 3926 Salaries and Benefits, Books 3926 Salaries and Benefits, Books and Supplies, Services and Supplies, Services and Supplies, Services
Page 188 of 233 Amount $539,583 $765,069 $978,275 Source Adult$539,583 Education Block Grant Adult$765,069 Education Block Grant Adult$978,275 Education Block Grant Budget 0000-8000$539,583 0000-8000$765,069 0000-8000$978,275 Reference 6391 Salaries and Benefits, Books 6391 Salaries and Benefits, Books 6391 Salaries and Benefits, Books and Supplies, Services and Supplies, Services and Supplies, Services Amount $200,000 $200,000 $200,000 Source Supplemental$200,000 and Concentration Supplemental$200,000 and Concentration Supplemental$200,000 and Concentration Budget 0000-8000$200,000 0000-8000$200,000 0000-8000$200,000 Reference 0000-8871 Salaries and Benefits, 0000-8871 Salaries and Benefits, 0000-8871 Salaries and Benefits, Books and Supplies, Services Books and Supplies, Services Books and Supplies, Services Action 5 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
XUnchanged Action XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Page 189 of 233 C5 Active family and student support and C5 Active family and student support and C5 Active family and student support and intervention to increase school intervention to increase school intervention to increase school attendance. attendance. attendance.
C5a. Develop and implement systems for C5a. Develop and implement systems for C5a. Develop and implement systems for monitoring and improving student monitoring and improving student monitoring and improving student attendance to increase attendance, reduce attendance reducing chronic absenteeism, attendance reducing chronic absenteeism, chronic absenteeism, and decrease and decreasing truancy for students in and decreasing truancy for students in truancy for students in every every student group. every student group. subpopulation. C5b. Subscribe to an electronic C5b. Subscribe to an electronic C5b. Purchase electronic attendance attendance monitoring system to improve attendance monitoring system to improve monitoring system to improve communication with families. communication with families. communication with families. C5c. Conduct home visits and work with C5c. Conduct home visits and work with C5c. Conduct home visits and work with families regarding individual needs of families regarding individual needs of families regarding individual needs of chronically absent students; coordinate chronically absent students; coordinate chronically absent students; coordinate support services with transportation, support services with transportation, support services with transportation, student wellness department services, bus student wellness department services, bus student wellness department services, bus passes, and behavior supports to increase passes, and behavior supports to increase passes, and behavior supports to increase attendance. attendance. attendance. C5d. Learning Directors. Community C5d. Learning Directors. Community C5d. Learning Directors. Community Liaisons, Assistant Principals, and Liaisons, Assistant Principals, and Liaisons, Assistant Principals, and Administrative Assistants will actively Administrative Assistants will actively Administrative Assistants will actively monitor attendance, working with family, monitor attendance, working with family, monitor attendance, working with family, District and County staff to develop and District and County staff to develop and District and County staff to develop and implement interventions and support. implement interventions and support. implement interventions and support. C5e. Provide site and district Community C5e. Provide site and district Community C5e. Provide site and district Community Liaisons to facilitate the home to school to Liaisons to facilitate the home to school to Liaisons to facilitate the home to school to community connections to increase community connections to increase community connections to increase access to family resources. access to family resources. access to family resources. C5f. Ensure Foster Youth, Foster parents, C5f. Ensure Foster Youth, Foster parents, C5f. Ensure Foster Youth, Foster parents, and Learning Directors are aware of and Learning Directors are aware of and Learning Directors are aware of AB167 pertaining to high school AB167 pertaining to high school AB167 pertaining to high school graduation requirements and a 5th year graduation requirements and a 5th year Page 190 of 233 graduation requirements and a 5th year option for Foster Youth to satisfy UC/CSU option for Foster Youth to satisfy UC/CSU option for Foster Youth to satisfy UC/CSU a-g Requirements. a-g Requirements. a-g Requirements. Note: C5 actions and services are also Note: C5 actions and services are also Note: C5 actions and services are also represented in A4 Increased Site represented in A4 Increased Site represented in A4 Increased Site Allocation software for Chronic Allocation software for Chronic Allocation software for Chronic Absenteeism (0000-8825) Absenteeism (0000-8825) Absenteeism (0000-8825)
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $16,260 $17,236 $0 Source Other$16,260 Other$17,236 Other$0 Budget 2000-2999:$16,260 Classified Personnel 2000-2999:$17,236 Classified Personnel 2000-2999:$0 Classified Personnel Reference Salaries Salaries Salaries 9215 Community Liaison Salaries 9215 Community Liaison Salaries 9215 Community Liaison Salaries and Benefits and Benefits and Benefits Amount $75,000 $77,000 $113,136 Source Supplemental$75,000 and Concentration Supplemental$77,000 and Concentration Supplemental$113,136 and Concentration Budget 2000-2999:$75,000 Classified Personnel 2000-2999:$77,000 Classified Personnel 2000-2999:$113,136 Classified Personnel Reference Salaries Salaries Salaries 0000-8822 Community Liaison 0000-8822 Community Liaison 0000-8822 Community Liaison Salaries and Benefits Salaries and Benefits Salaries and Benefits Amount $70,000 $70,000 $70,000 Source Supplemental$70,000 and Concentration Supplemental$70,000 and Concentration Supplemental$70,000 and Concentration Budget 5000-5999:$70,000 Services And Other 5000-5999:$70,000 Services And Other 5000-5999:$70,000 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures
Action 6 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Page 191 of 233 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: 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
XUnchanged Action XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services C6 Identification of at-risk students, C6 Identification of at-risk students, C6 Identification of at-risk students, intervening to reduce dropout and intervening to reduce dropout and intervening to reduce dropout and increase graduation rates. increase graduation rates. increase graduation rates.
C6a. Conduct ongoing cycles of C6a. Conduct ongoing cycles of C6a. Conduct ongoing cycles of assessment of student performance as a assessment of student performance as a assessment of student performance as a means of strengthening effective means of strengthening effective means of strengthening effective instruction and identification of students for instruction and identification of students for instruction and identification of students for additional interventions and support. additional interventions and support. additional interventions and support.
C6b. Provide professional learning time C6b. Provide professional learning time to C6b. Provide professional learning time to through staff meetings to analyze data and analyze data and instructional analyze data and instructional instructional effectiveness. effectiveness. effectiveness.
Note: C6 actions and services are Note: C6 actions and services are Note: C6 actions and services are represented in A7 Principal Salaries represented in A7 Principal Salaries represented in A7 Principal Salaries
Page 192 of 233 Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $0 $0 $0 $0 $0 $0 Action 7 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 XModified Action XUnchanged Action
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services C7 Identification of at-risk students, C7 Identification of at-risk students, C7 Identification of at-risk students, intervening to reduce dropout and intervening to reduce dropout and intervening to reduce dropout and increase graduation rates. increase graduation rates. increase graduation rates.
C7a. Provide professional learning time C7a. Provide professional learning time C7a. Provide professional learning time through additional planning time, release - through planning time, release time, and through planning time, release time, and time, and performance contracts to performance contracts to analyze data and performance contracts to analyze data and analyze data and instructional instructional effectiveness and plan instructional effectiveness and plan interventions to meet identified needs. interventions to meet identified needs.
Page 193 of 233 effectiveness and then to plan interventions to meet identified needs. C7b. Foster Youth Liaison will participate C7b. Foster Youth Liaison will participate in professional learning opportunities to in professional learning opportunities to C7b. Foster Youth Liaison will participate increase knowledge and skills to advocate, increase knowledge and skills to advocate, in professional learning opportunities to guide, and counsel Foster Youth (i.e. guide, and counsel Foster Youth (i.e. increase knowledge and skills to advocate, Reaching Kids who are Hardest to Reach Reaching Kids who are Hardest to Reach guide, and counsel Foster Youth (i.e. and Trauma-informed Strategies and Trauma-informed Strategies Reaching Kids who are Hardest to Reach trainings). trainings). and Trauma-informed Strategies trainings). C7c. Foster Youth Liaison shall conduct C7c. Foster Youth Liaison shall conduct at least once annually, an informal at least once annually, an informal C7c. FY Liaison shall conduct at least luncheon with high school aged-Foster luncheon with high school aged-Foster once annually, an informal luncheon with Youth in order to solicit their feedback Youth in order to solicit their feedback high school aged-Foster Youth in order to pertaining to our district’s support for pertaining to our district’s support for solicit their feedback, input, and ideas children in foster care to determine best children in foster care to determine best pertaining to our district’s support for practices and identify improvements to be practices and identify improvements to be children in foster care to determine best made. made. practices and identify improvements to be made. C7d. Provide professional learning C7d. Provide professional learning through conferences, workshops, staff through conferences, workshops, staff C7d. Provide professional learning meetings, release time, and performance meetings, release time, and performance through conferences, workshops, staff contract regarding the role of relationship- contract regarding the role of relationship- meetings, release time, and performance building and academic relevance for building and academic relevance for contract regarding the role of relationship- students at risk of dropping out of school students at risk of dropping out of school building and academic relevance for (e.g. Nurtured Heart). (e.g. Nurtured Heart). students at risk of dropping out of school (e.g. Nurtured Heart). C7e. Determine needs of students in C7e. Determine needs of students in alternative education programs, including alternative education programs, including C7e. Investigate needs of students in high school independent study programs, high school independent study programs, alternative education programs, including to increase graduation rates. to increase graduation rates. high school independent study programs, to increase graduation rates. C7f. Provide an Infant/Toddler Program C7f. Provide an Infant/Toddler Program for Ceres students who are parents to for Ceres students who are parents to C7f. Provide an Infant/Toddler Program non-school age children. non-school age children. for Ceres students who are parents to non-school age children. C7g. Provide emergency clothing cards, C7g. Provide emergency clothing cards, fuel vouchers, bus passes, backpacks and fuel vouchers, bus passes, backpacks and
Page 194 of 233 C7g. Provide emergency clothing cards, school supplies, graduation and/or school supplies, graduation and/or fuel vouchers, bus passes, backpacks and promotion regalia for homeless students. promotion regalia for homeless students. school supplies, graduation and/or promotion regalia for homeless students. Note: C7 actions and services are also Note: C7 actions and services are also represented in A4 Increased Site represented in A4 Increased Site Note: C7 actions and services are also Allocation, B2Educational Services, B2 Allocation, B2Educational Services, B2 represented in A4 Increased Site Educational Options Educational Options Allocation, B2Educational Services, B2 Educational Options
Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $477,820 $475,000 $493,989 Source Supplemental$477,820 and Concentration Supplemental$475,000 and Concentration Supplemental$493,989 and Concentration Budget 0000-8000$477,820 0000-8000$475,000 0000-8000$493,989 Reference 0000-8830 Teacher Salaries and 0000-8830 Teacher Salaries and 0000-8830 Teacher Salaries and Benefits and Supplies/Materials for Benefits and Supplies/Materials for Benefits and Supplies/Materials for Infant/Young Child Care Program Infant/Young Child Care Program Infant/Young Child Care Program Action 8 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 195 of 233 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 C8 Safe and civil school environments in C8 Safe and civil school environments in C8 Safe and civil school environments in which students are safe, involved, valued, which students are safe, involved, valued, which students are safe, involved, valued, and respected. and respected. and respected.
C8a. Design and implement strategies to C8a. Design and implement strategies to C8a. Design and implement strategies to recruit and support students in extra- recruit and support students in extra- recruit and support students in extra- curricular activities. (e.g. sports physicals, curricular activities. (e.g. sports physicals, curricular activities. (e.g. sports physicals, intramurals, additional coaches, etc) intramurals, additional coaches, etc) intramurals, additional coaches, etc)
C8b. Provide professional learning and C8b. Provide professional learning and C8b. Provide professional learning and support for staff to meet the unique support for staff to meet the unique support for staff to meet the unique educational needs of special education educational needs of special education educational needs of special education students in the ASES program. students in the ASES program. students in the ASES program.
C8c. Provide annual and ongoing C8c. Provide annual and ongoing C8c. Provide annual and ongoing instruction in cyber safety, digital instruction in cyber safety, digital instruction in cyber safety, digital citizenship, and anti-bullying behaviors to citizenship, and anti-bullying behaviors to citizenship, and anti-bullying behaviors to increase student safety. increase student safety. increase student safety.
C8d. Provide opportunities for CUSD C8d. Provide opportunities for CUSD C8d. Provide opportunities for CUSD Foster Youth to engage with other Foster Foster Youth to engage with other Foster Foster Youth to engage with other Foster Youth in the county for support, Youth in the county for support, Youth in the county for support, relationship-building, networking, and to relationship-building, networking, and to relationship-building, networking, and to increase their knowledge of navigating the increase their knowledge of navigating the increase their knowledge of navigating the educational system as it pertains to Foster educational system as it pertains to Foster educational system as it pertains to Foster Youth (i.e., California Youth Connection Youth (i.e., California Youth Connection Youth (i.e., California Youth Connection (CYC), Foster Youth Education Summit). (CYC), Foster Youth Education Summit). (CYC), Foster Youth Education Summit).
C8e. Continue to support Foster Youth C8e. Continue to support Foster Youth C8e. Continue to support Foster Youth interested in attending co-curricular interested in attending co-curricular interested in attending co-curricular
Page 196 of 233 activities. Engage foster Youth in extra activities. Engage foster Youth in extra activities. Engage foster Youth in extra and co-curricular activities to develop and and co-curricular activities to develop and and co-curricular activities to develop and nurture relationships with others, increase nurture relationships with others, increase nurture relationships with others, increase college awareness and career exploration, college awareness and career exploration, college awareness and career exploration, and create a positive outlook into their and create a positive outlook into their and create a positive outlook into their future (i.e., field trips, extension learning future (i.e., field trips, extension learning future (i.e., field trips, extension learning programs at CSU Stanislaus). programs at CSU Stanislaus). programs at CSU Stanislaus).
C8f. Provide professional learning for staff C8f. Provide professional learning for staff C8f. Provide professional learning for staff to develop empathy and understanding of to develop empathy and understanding of to develop empathy and understanding of foster youth unique background and foster youth unique background and foster youth unique background and experiences to better serve Foster Youth. experiences to better serve Foster Youth. experiences to better serve Foster Youth.
C8g. Provide additional campus C8g. Provide additional campus C8g. Provide additional campus supervision to lower staff to student ratio, supervision to lower staff to student ratio, supervision to lower staff to student ratio, increasing positive connections and increasing positive connections and increasing positive connections and nurturing relationships between adults and nurturing relationships between adults and nurturing relationships between adults and students. students. students.
C8h. Professional learning for staff in C8h. Professional learning for staff in C8h. Professional learning for staff in supporting the unique needs of students supporting the unique needs of students supporting the unique needs of students through positive behavior and youth through positive behavior and youth through positive behavior and youth development programs and strategies development programs and strategies development programs and strategies (e.g. Positive Behavior Intervention (e.g. Positive Behavior Intervention (e.g. Positive Behavior Intervention System, Nurtured Heart). System, Nurtured Heart). System, Nurtured Heart).
C8i. Professional learning for staff in C8i. Professional learning for staff in C8i. Professional learning for staff in relationship development and modeling of relationship development and modeling of relationship development and modeling of respectful behavior for students. Include respectful behavior for students. Include respectful behavior for students. Include an emphasis on seeing situations through an emphasis on seeing situations through an emphasis on seeing situations through the students’ and families’ perspectives. the students’ and families’ perspectives. the students’ and families’ perspectives.
C8j. Provide activities which increase C8j. Provide activities which increase C8j. Provide activities which increase student connectedness to school and student connectedness to school and student connectedness to school and facilitate transitions between academic facilitate transitions between academic facilitate transitions between academic programs. Provide field trips, speakers, programs. Provide field trips, speakers, programs. Provide field trips, speakers, assemblies, incentives, recognition events, assemblies, incentives, recognition events, assemblies, incentives, recognition events, programs (e.g. Red Ribbon week, Anti- and programs (e.g. Red Ribbon week, and programs (e.g. Red Ribbon week, Page 197 of 233 Bully week, Point Break, Every Monday Anti-Bully week, Point Break, Every Anti-Bully week, Point Break, Every Matters, I Choose Civility). Monday Matters, I Choose Civility). Monday Matters, I Choose Civility).
C8k. Provide positive relationships and C8k. Provide positive relationships and C8k. Provide positive relationships and mentoring to support personal and mentoring to support personal and mentoring to support personal and academic success through service academic success through service academic success through service learning opportunities for students and learning opportunities for students and learning opportunities for students and families; coordinate services with families; coordinate services with families; coordinate services with community agencies and businesses community agencies and businesses community agencies and businesses
C8l. Provide additional school resource C8l. Provide additional school resource C8l. Provide additional school resource officers to increase safety, coordination of officers and other safety measures to officers and other safety measures to services with local law enforcement, and increase safety, coordination of services increase safety, coordination of services positive role models for students. with local law enforcement, and positive with local law enforcement, and positive role models for students. role models for students. C8m. Increase or maintain the K-8 After School Education and Safety program to C8m. Increase or maintain the K-8 After C8m. Increase or maintain the K-8 After allow participation in enrichment activities School Education and Safety program to School Education and Safety program to in a safe learning environment. Increase allow participation in enrichment activities allow participation in enrichment activities or maintain ASES staff; provide training for in a safe learning environment. Provide in a safe learning environment. Provide ASES staff in ways to address LCAP goals training for ASES staff in ways to address training for ASES staff in ways to address for increasing school connectedness. LCAP goals for increasing school LCAP goals for increasing school connectedness. connectedness. C8n. Provide enrichment activities in the After School Education and Safety (ASES) C8n. Provide enrichment activities in the C8n. Provide enrichment activities in the program, including intramural sports, After School Education and Safety (ASES) After School Education and Safety (ASES) outdoor games, homework assistance, program, including intramural sports, program, including intramural sports, educational field trips, and presentations outdoor games, homework assistance, outdoor games, homework assistance, and events from community based educational field trips, and presentations educational field trips, and presentations programs. and events from community based and events from community based programs. programs.
Budgeted Expenditures
Page 198 of 233 Year 2017-18 2018-19 2019-20 Amount $20,000 $30,000 $30,000 Source Supplemental$20,000 and Concentration Supplemental$30,000 and Concentration Supplemental$30,000 and Concentration Budget 5000-5999:$20,000 Services And Other 5000-5999:$30,000 Services And Other 5000-5999:$30,000 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures 0000-8301 Sports Physicals 0000-8301 Sports Physicals 0000-8301 Sports Physicals Amount $475,292 $511,771 $623,118 Source Base$475,292 Base$511,771 Base$623,118 Budget 2000-2999:$475,292 Classified Personnel 2000-2999:$511,771 Classified Personnel 2000-2999:$623,118 Classified Personnel Reference Salaries Salaries Salaries 0000 Campus Supervision Salaries 0000 Campus Supervision Salaries 0000 Campus Supervision Salaries and Benefits and Benefits and Benefits Amount $605,150 $665,802 $716,457 Source Lottery$605,150 Lottery$665,802 Lottery$716,457 Budget 2000-2999:$605,150 Classified Personnel 2000-2999:$665,802 Classified Personnel 2000-2999:$716,457 Classified Personnel Reference Salaries Salaries Salaries 1100 Campus Supervision Salaries 1100 Campus Supervision Salaries 1100 Campus Supervision Salaries and Benefits and Benefits and Benefits Amount $122,625 $123,000 $101,000 Source Lottery$122,625 Lottery$123,000 Lottery$101,000 Budget 2000-2999:$122,625 Classified Personnel 2000-2999:$123,000 Classified Personnel 2000-2999:$101,000 Classified Personnel Reference Salaries Salaries Salaries 1100 School Resource Officer 1100 School Resource Officer 1100 School Resource Officer Amount $300,000 $400,000 $600,000 Source Supplemental$300,000 and Concentration Supplemental$400,000 and Concentration Supplemental$600,000 and Concentration Budget 5000-5999:$300,000 Services And Other 5000-5999:$400,000 Services And Other 5000-5999:$600,000 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures 0000-8821 School Resource Officer 0000-8821 School Resource Officer 0000-8821 School Resource Officer
Page 199 of 233 Amount $1,566,585 $1,710,711 $1,735,585 Source After$1,566,585 School Education and Safety After$1,710,711 School Education and Safety After$1,735,585 School Education and Safety (ASES) (ASES) (ASES) Budget 0000-8000$1,566,585 0000-8000$1,710,711 0000-8000$1,735,585 Reference 6010 ASES Salaries and Benefits, 6010 ASES Salaries and Benefits, 6010 ASES Salaries and Benefits, Books and Supplies, Books and Supplies, Books and Supplies, Services/Operating Services/Operating Services/Operating Amount $22,000 Source Supplemental$22,000 and Concentration Budget 2000-2999:$22,000 Classified Personnel Reference Salaries 0000-8827 MTSS/PBIS Action 9 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 XModified Action XUnchanged Action
Page 200 of 233 2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services C9 Evidence of healthy decision making C9 Evidence of healthy decision making C9 Evidence of healthy decision making and citizenship. and citizenship. and citizenship.
C9a. Learning Directors, Assistant C9a. Learning Directors, Assistant C9a. Learning Directors, Assistant Principals, and Administrative Assistants Principals, and Administrative Assistants Principals, and Administrative Assistants will actively gather, analyze, and monitor will actively gather, analyze, and monitor will actively gather, analyze, and monitor student recognition and discipline data for student recognition and discipline data for student recognition and discipline data for students in every subgroup; ensure students in every student group; ensure students in every student group; ensure proportionate recognition and discipline for proportionate recognition and discipline for proportionate recognition and discipline for subpopulations. student groups. student groups.
C9b. Provide professional learning for C9b. Provide professional learning for C9b. Provide professional learning for staff working with youth regarding the staff working with youth regarding the staff working with youth regarding the unique educational needs and challenges unique educational needs and challenges unique educational needs and challenges of high needs students. of high needs students. of high needs students.
C9c. Continue to develop and implement C9c. Continue to develop and implement C9c. Continue to develop and implement systems of support and instruction systems of support and instruction systems of support and instruction regarding healthy decision making and the regarding healthy decision making and the regarding healthy decision making and the negative consequences related to fighting, negative consequences related to fighting, negative consequences related to fighting, alcohol and drug use. alcohol and drug use. alcohol and drug use.
Note: C9 actions and services are also Note: C9 actions and services are also Note: C9 actions and services are also represented in A4 Increased Site represented in A4 Increased Site represented in A4 Increased Site Allocation, B2 Assistant Principals, Allocation, B2 Assistant Principals, Allocation, B2 Assistant Principals, Learning Directors, Administrative Learning Directors, Administrative Learning Directors, Administrative Assistants, Educational Services, and Assistants, Educational Services, and Assistants, Educational Services, and Educational Options, and B9 Mental Educational Options, and B9 Mental Educational Options, and B9 Mental Health Services Health Services Health Services
Budgeted Expenditures
Page 201 of 233 Year 2017-18 2018-19 2019-20 Amount $0 $0 $0 $0 $0 $0 Budget 5000-5999:$0 Services And Other 5000-5999:$0 Services And Other 5000-5999:$0 Services And Other Reference Operating Expenditures Operating Expenditures Operating Expenditures
Page 202 of 233 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 $37,464,359 32.84%
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).
With an 85.8% unduplicated count of students, the goals, actions, and services of this LCAP have been developed with the needs of school-dependent children in mind. Knowing this, actions and services in this Local Control Accountability Plan are provided on a districtwide basis, with the supplemental and concentration grant dollars principally directed toward meeting the needs of school- dependent students.
The Ceres Unified Local Control Accountability Plan provides a specific plan to guide spending, increasing and/or improving services by 32.84% to proportionally meet the educational needs of low income, foster youth, and English learners above and beyond services provided for all students. The actions and services within this Local Control Accountability plan are designed to increase and improve services for high needs students, including low income, English learners, and foster youth. Our focus is to grow services in both quality and quantity to serve Ceres students and families in equitable learning environments designed to close barriers and eliminate the soft bigotry that is a consequence of low expectations (Muhammad, 2015).
Feedback from needs analyses and evaluation of 2018-2019 actions and services, including input from LCAP Stakeholder groups, identified several keys areas of service that will provide the most effective use of funds to meet the school’s goals for unduplicated pupils in the state and local priority areas. These services will include academic, social-emotional, physical, and mental health and educational needs of Ceres students and families. Professional learning and specific actions and services for each goal are designed to support educational achievement and college and career readiness for Ceres Unified students.
Goal A: Conditions of Learning
Page 203 of 233 A1|A2 Fully credentialed, highly qualified teachers and instructional staff A3|A4 Standards-aligned instructional materials, including educational technology A5|A6 Learning environments with facilities in good repair A7|A8 Research-based instruction of English Language Development, academic content, and academic performance standards in every classroom A9|A10 Access to a broad course of study
Goal B: Pupil Outcomes Goal B1|B2 Student achievement B3|B4 College and career readiness B5 English learners attaining proficiency in English acquisition and academics B6 English learner reclassification and ongoing achievement B7|B8 Advanced Placement participation and proficiency B9 Evidence of mental health B10|B11 Evidence of physical health
C: Family and Student Engagement C1 Research based family engagement practices C2|C3 Family input in school decision making C4 Educational programs, designed for families, to empower them in supporting student achievement and success. C5 Active family and student support and intervention to increase school attendance. C6|C7 Identification of at-risk students, intervening to reduce dropout and increase graduation rates. C8 Safe and civil school environments in which students are safe, involved, valued, and respected. C9 Evidence of healthy decision making and citizenship.
Providing high levels of academic and wrap around services on a districtwide basis will raise the level of education for all students in Ceres. As Dr. Anthony Muhammad emphasizes in his book Overcoming the Achievement Gap Trap, in high achieving schools, internal and external obstacles are viewed as “challenges and opportunities for growth and to do what is perceived as impossible...they recognize that students are not at risk but...school dependent. They believe that with the right guidance, resources, and enough time, ALL students can become academically and socially successful”. This is a belief at the core of the goals, actions, and services of the Ceres Unified Local Control Accountability Plan.
Page 204 of 233 Educational research and action research within Ceres Unified have demonstrated the proposed use of funds will effectively meet the needs of our students. We know from the extensive work of Dr. Anthony Muhammad and Dr. Pedro Noguera that critical characteristics of high achieving schools include a focus on equity and achievement; a focus on teaching and learning through a coherent instructional system; an equity-focused learning environment with high expectations and intellectual, social, physical, and emotional supports for all students, and a welcoming environment which creates strong parent-community-school ties in support of multiple forms of student success (Boykin & Noguera, 2011; Muhammad, 2015; Noguera & Blankenstein, 2015). We also know from the extensive school reform research upon which the Elementary and Secondary Education Act is based that “by affecting the entire program of instruction, the overall education of children in the most impoverished schools can be improved” (www2.ed.gov).
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LCAP Year: 2018-19
Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services $34,624,431 33.47%
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).
With an 87.2% unduplicated count of students, the goals, actions, and services of this LCAP have been developed with the needs of school-dependent children in mind. Knowing this, actions and services in this Local Control Accountability Plan are provided on a districtwide basis, with the supplemental and concentration grant dollars principally directed toward meeting the needs of school- dependent students.
The Ceres Unified Local Control Accountability Plan provides a specific plan to guide spending, increasing and/or improving services by 33.47% to proportionally meet the educational needs of low income, foster youth, and English learners above and beyond services provided for all students. The actions and services within this Local Control Accountability plan are designed to increase and improve services for high needs students, including low income, English learners, and foster youth. Our focus is to grow services in both
Page 205 of 233 quality and quantity to serve Ceres students and families in equitable learning environments designed to close barriers and eliminate the soft bigotry that is a consequence of low expectations (Muhammad, 2015).
Feedback from needs analyses and evaluation of 2017-2018 actions and services, including input from LCAP Stakeholder groups, identified several keys areas of service that will provide the most effective use of funds to meet the school’s goals for unduplicated pupils in the state and local priority areas. These services will include academic, social-emotional, physical, and mental health and educational needs of Ceres students and families. Professional learning and specific actions and services for each goal are designed to support educational achievement and college and career readiness for Ceres Unified students.
Goal A: Conditions of Learning A1|A2 Fully credentialed, highly qualified teachers and instructional staff A3|A4 Standards-aligned instructional materials, including educational technology A5|A6 Learning environments with facilities in good repair A7|A8 Research-based instruction of English Language Development, academic content, and academic performance standards in every classroom A9|A10 Access to a broad course of study
Goal B: Pupil Outcomes Goal B1|B2 Student achievement B3|B4 College and career readiness B5 English learners attaining proficiency in English acquisition and academics B6 English learner reclassification and ongoing achievement B7|B8 Advanced Placement participation and proficiency B9 Evidence of mental health B10|B11 Evidence of physical health
C: Family and Student Engagement C1 Research based family engagement practices C2|C3 Family input in school decision making C4 Educational programs, designed for families, to empower them in supporting student achievement and success. C5 Active family and student support and intervention to increase school attendance. C6|C7 Identification of at-risk students, intervening to reduce dropout and increase graduation rates. C8 Safe and civil school environments in which students are safe, involved, valued, and respected.
Page 206 of 233 C9 Evidence of healthy decision making and citizenship.
Providing high levels of academic and wrap around services on a districtwide basis will raise the level of education for all students in Ceres. As Dr. Anthony Muhammad emphasizes in his book Overcoming the Achievement Gap Trap, in high achieving schools, internal and external obstacles are viewed as “challenges and opportunities for growth and to do what is perceived as impossible...they recognize that students are not at risk but...school dependent. They believe that with the right guidance, resources, and enough time, ALL students can become academically and socially successful”. This is a belief at the core of the goals, actions, and services of the Ceres Unified Local Control Accountability Plan.
With an 87.2% unduplicated count of students, the goals, actions, and services of this LCAP have been developed with the needs of school-dependent children in mind. Knowing this, actions and services in this Local Control Accountability Plan are provided on a districtwide basis, with the supplemental and concentration grant dollars principally directed toward meeting the needs of school- dependent students.
Educational research and action research within Ceres Unified have demonstrated the proposed use of funds will effectively meet the needs of our students. We know from the extensive work of Dr. Anthony Muhammad and Dr. Pedro Noguera that critical characteristics of high achieving schools include a focus on equity and achievement; a focus on teaching and learning through a coherent instructional system; an equity-focused learning environment with high expectations and intellectual, social, physical, and emotional supports for all students, and a welcoming environment which creates strong parent-community-school ties in support of multiple forms of student success (Boykin & Noguera, 2011; Muhammad, 2015; Noguera & Blankenstein, 2015). We also know from the extensive school reform research upon which the Elementary and Secondary Education Act is based that “by affecting the entire program of instruction, the overall education of children in the most impoverished schools can be improved” (www2.ed.gov).
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LCAP Year: 2017-18
Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services $31,473,461 31.21%
Page 207 of 233 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).
In 2017-2018, Ceres Unified will receive $31,473,461 LCFF Supplemental and Concentration funds, an increase of $2,277,933 over 2016-2017, on the basis of the number and concentration of low income, foster youth and English learner students. With an 87.1% unduplicated count of students, the goals, actions, and services of this LCAP have been developed with the needs of school- dependent children in mind. Knowing this, actions and services in this Local Control Accountability Plan are provided on a districtwide basis, with the supplemental and concentration grant dollars principally directed toward meeting the needs of school-dependent students. The Ceres Unified Local Control Accountability Plan provides a specific plan to guide spending, increasing and/or improving services by 31.21% to proportionally meet the educational needs of low income, foster youth, and English learners above and beyond services provided for all students. The actions and services within this Local Control Accountability plan are designed to increase and improve services for high needs students, including low income, English learners, and foster youth. Our focus is to grow services in both quality and quantity to serve Ceres students and families in equitable learning environments designed to close barriers and eliminate the soft bigotry that is a consequence of low expectations (Muhammad, 2015).
Feedback from needs analyses and evaluation of 2016-2017 actions and services, including input from LCAP Stakeholder groups, identified several keys areas of service that will provide the most effective use of funds to meet the school’s goals for unduplicated pupils in the state and local priority areas. These services will include academic, social-emotional, physical, and mental health and educational needs of Ceres students and families. Professional learning and specific actions and services for each goal are designed to support educational achievement and college and career readiness for Ceres Unified students.
Goal A: Conditions of Learning A1. Fully credentialed, highly qualified teachers and instructional staff A2. Standards-aligned instructional materials, including educational technology A3. Learning environments with facilities in good repair A4. Research-based instruction of English Language Development, academic content, and academic performance standards in every classroom A5. Access to a broad course of study
Goal B: Pupil Outcomes Goal
Page 208 of 233 B1. Student achievement B2. College and career readiness B3. English learners attaining proficiency in English acquisition and academics B4. English learner reclassification and ongoing achievement B5. Advanced Placement participation and proficiency B6. Evidence of mental health B7. Evidence of physical health
C: Family and Student Engagement C1. Research based family engagement practices C2. Family input in school decision making C3. Educational programs, designed for families, to empower them in supporting student achievement and success. C4. Active family and student support and intervention to increase school attendance. C5. Identification of at-risk students, intervening to reduce dropout and increase graduation rates. C6. Safe and civil school environments in which students are safe, involved, valued, and respected. C7. Evidence of healthy decision making and citizenship.
Providing high levels of academic and wrap around services on a districtwide basis will raise the level of education for all students in Ceres. As Dr. Anthony Muhammad emphasizes in his book Overcoming the Achievement Gap Trap, in high achieving schools, internal and external obstacles are viewed as “challenges and opportunities for growth and to do what is perceived as impossible...they recognize that students are not at risk but...school dependent. They believe that with the right guidance, resources, and enough time, ALL students can become academically and socially successful”. This is a belief at the core of the goals, actions, and services of the Ceres Unified Local Control Accountability Plan.
With an 87.1% unduplicated count of students, the goals, actions, and services of this LCAP have been developed with the needs of school-dependent children in mind. Knowing this, actions and services in this Local Control Accountability Plan are provided on a districtwide basis, with the supplemental and concentration grant dollars principally directed toward meeting the needs of school- dependent students.
Educational research and action research within Ceres Unified have demonstrated the proposed use of funds will effectively meet the needs of our students. We know from the extensive work of Dr. Anthony Muhammad and Dr. Pedro Noguera that critical characteristics of high achieving schools include a focus on equity and achievement; a focus on teaching and learning through a coherent instructional system; an equity-focused learning environment with high expectations and intellectual, social, physical, and emotional supports for all students, and a welcoming environment which creates strong parent-community-school ties in support of
Page 209 of 233 multiple forms of student success (Boykin & Noguera, 2011; Muhammad, 2015; Noguera & Blankenstein, 2015). We also know from the extensive school reform research upon which the Elementary and Secondary Education Act is based that “by affecting the entire program of instruction, the overall education of children in the most impoverished schools can be improved” (www2.ed.gov).
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Page 210 of 233 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 211 of 233 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 212 of 233
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 213 of 233 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 214 of 233 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 215 of 233 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 216 of 233 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 217 of 233 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 218 of 233 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 219 of 233 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 220 of 233 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 221 of 233 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 222 of 233 (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.
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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 224 of 233 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
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LCAP Expenditure Summary
Total Expenditures by Funding Source 2017-18 2018-19 2018-19 through Funding Source Annual Update Annual Update 2017-18 2018-19 2019-20 2019-20 Budgeted Actual Total All Funding Sources 124,596,288.00 130,152,092.00 117,058,087.00 124,596,288.00 130,504,071.00 372,158,446.00 261,074.00 301,157.00 0.00 261,074.00 224,064.00 485,138.00 Adult Education 192,451.00 194,565.00 124,172.00 192,451.00 197,955.00 514,578.00 Adult Education Block Grant 765,069.00 964,846.00 539,583.00 765,069.00 978,275.00 2,282,927.00 Adult Education WIA 0.00 0.00 15,918.00 0.00 0.00 15,918.00 After School Education and Safety (ASES) 1,710,711.00 1,710,311.00 1,566,585.00 1,710,711.00 1,735,585.00 5,012,881.00 Base 46,983,040.00 48,443,661.00 43,208,417.00 46,983,040.00 48,318,249.00 138,509,706.00 Education Protection Account 17,481,446.00 18,014,179.00 17,323,888.00 17,481,446.00 17,940,334.00 52,745,668.00 Head Start 584,260.00 7,786.00 604,566.00 584,260.00 7,806.00 1,196,632.00 Instruction Materials 326,775.00 1,310,000.00 1,250,000.00 326,775.00 1,310,000.00 2,886,775.00 Lottery 1,501,927.00 1,605,441.00 1,449,729.00 1,501,927.00 1,636,137.00 4,587,793.00 Other 6,246,085.00 5,953,442.00 5,773,402.00 6,246,085.00 6,458,948.00 18,478,435.00 Preschool 709,300.00 1,276,751.00 699,101.00 709,300.00 1,273,051.00 2,681,452.00 Restricted Lottery 798,629.00 1,047,871.00 921,262.00 798,629.00 1,047,871.00 2,767,762.00 Special Education 7,505,356.00 7,750,674.00 7,896,037.00 7,505,356.00 7,728,370.00 23,129,763.00 Supplemental 649,409.00 477,976.00 582,137.00 649,409.00 486,586.00 1,718,132.00 Supplemental and Concentration 34,856,317.00 37,320,361.00 31,871,356.00 34,856,317.00 37,366,382.00 104,094,055.00 Title I 2,434,391.00 2,517,857.00 2,103,147.00 2,434,391.00 2,534,295.00 7,071,833.00 Title II 884,866.00 786,371.00 279,158.00 884,866.00 792,231.00 1,956,255.00 Title III 705,182.00 468,843.00 849,629.00 705,182.00 467,932.00 2,022,743.00
* Totals based on expenditure amounts in goal and annual update sections.
Page 226 of 233 Total Expenditures by Object Type 2017-18 2018-19 2018-19 through Object Type Annual Update Annual Update 2017-18 2018-19 2019-20 2019-20 Budgeted Actual Total All Expenditure Types 124,596,288.00 130,152,092.00 117,058,087.00 124,596,288.00 130,504,071.00 372,158,446.00 0.00 0.00 0.00 0.00 0.00 0.00 0000-8000 27,144,566.00 28,151,239.00 23,802,572.00 27,144,566.00 28,746,918.00 79,694,056.00 1000-1999: Certificated Personnel Salaries 82,480,544.00 85,090,350.00 76,109,506.00 82,480,544.00 84,612,514.00 243,202,564.00 2000-2999: Classified Personnel Salaries 6,280,315.00 6,795,532.00 6,039,314.00 6,280,315.00 6,968,858.00 19,288,487.00 3000-3999: Employee Benefits 148,000.00 158,520.00 0.00 148,000.00 165,448.00 313,448.00 4000-4999: Books And Supplies 5,104,246.00 6,405,966.00 7,112,527.00 5,104,246.00 6,318,391.00 18,535,164.00 5000-5999: Services And Other Operating 3,438,617.00 3,550,485.00 3,994,168.00 3,438,617.00 3,691,942.00 11,124,727.00 Expenditures
* Totals based on expenditure amounts in goal and annual update sections.
Page 227 of 233 Total Expenditures by Object Type and Funding Source 2018-19 2018-19 2017-18 Annual Annual through Object Type Funding Source 2017-18 2018-19 2019-20 Update Update 2019-20 Budgeted Actual Total All Expenditure Types All Funding Sources 124,596,288.0 130,152,092.0 117,058,087.0 124,596,288.0 130,504,071.0 372,158,446.0 0 0 0 0 0 0 0.00 0.00 0.00 0.00 0.00 0.00 Base 0.00 0.00 0.00 0.00 0.00 0.00 Title I 0.00 0.00 0.00 0.00 0.00 0.00 0000-8000 0.00 0.00 0.00 0.00 0.00 0.00 0000-8000 Adult Education 192,451.00 194,565.00 124,172.00 192,451.00 197,955.00 514,578.00 0000-8000 Adult Education Block Grant 765,069.00 964,846.00 539,583.00 765,069.00 978,275.00 2,282,927.00 0000-8000 Adult Education WIA 0.00 0.00 15,918.00 0.00 0.00 15,918.00 0000-8000 After School Education and 1,710,711.00 1,710,311.00 1,566,585.00 1,710,711.00 1,735,585.00 5,012,881.00 Safety (ASES) 0000-8000 Base 482,310.00 484,921.00 567,291.00 482,310.00 497,204.00 1,546,805.00 0000-8000 Other 5,975,007.00 5,717,612.00 5,280,843.00 5,975,007.00 6,223,118.00 17,478,968.00 0000-8000 Supplemental and 16,410,056.00 17,655,799.00 14,686,428.00 16,410,056.00 17,686,366.00 48,782,850.00 Concentration 0000-8000 Title I 1,097,667.00 963,291.00 801,447.00 1,097,667.00 960,737.00 2,859,851.00 0000-8000 Title II 486,371.00 416,313.00 193,691.00 486,371.00 423,487.00 1,103,549.00 0000-8000 Title III 24,924.00 43,581.00 26,614.00 24,924.00 44,191.00 95,729.00 1000-1999: Certificated 261,074.00 301,157.00 0.00 261,074.00 224,064.00 485,138.00 Personnel Salaries 1000-1999: Certificated Base 44,825,342.00 46,131,491.00 41,061,666.00 44,825,342.00 45,980,985.00 131,867,993.0 Personnel Salaries 0 1000-1999: Certificated Education Protection Account 17,481,446.00 18,014,179.00 17,323,888.00 17,481,446.00 17,940,334.00 52,745,668.00 Personnel Salaries 1000-1999: Certificated Head Start 584,260.00 7,786.00 604,566.00 584,260.00 7,806.00 1,196,632.00 Personnel Salaries 1000-1999: Certificated Preschool 709,300.00 1,276,751.00 699,101.00 709,300.00 1,273,051.00 2,681,452.00 Personnel Salaries 1000-1999: Certificated Special Education 7,268,344.00 7,496,735.00 7,532,334.00 7,268,344.00 7,469,468.00 22,270,146.00 Personnel Salaries 1000-1999: Certificated Supplemental 649,409.00 477,976.00 582,137.00 649,409.00 486,586.00 1,718,132.00 Personnel Salaries 1000-1999: Certificated Supplemental and 9,246,907.00 10,088,509.00 7,008,688.00 9,246,907.00 9,938,634.00 26,194,229.00 Personnel Salaries Concentration
Page 228 of 233 Total Expenditures by Object Type and Funding Source 2018-19 2018-19 2017-18 Annual Annual through Object Type Funding Source 2017-18 2018-19 2019-20 Update Update 2019-20 Budgeted Actual Total 1000-1999: Certificated Title I 375,709.00 500,446.00 388,644.00 375,709.00 499,101.00 1,263,454.00 Personnel Salaries 1000-1999: Certificated Title II 398,495.00 370,058.00 85,467.00 398,495.00 368,744.00 852,706.00 Personnel Salaries 1000-1999: Certificated Title III 680,258.00 425,262.00 823,015.00 680,258.00 423,741.00 1,927,014.00 Personnel Salaries 2000-2999: Classified Base 511,771.00 611,764.00 475,292.00 511,771.00 623,118.00 1,610,181.00 Personnel Salaries 2000-2999: Classified Lottery 1,501,927.00 1,605,441.00 1,449,729.00 1,501,927.00 1,636,137.00 4,587,793.00 Personnel Salaries 2000-2999: Classified Other 17,236.00 0.00 16,260.00 17,236.00 0.00 33,496.00 Personnel Salaries 2000-2999: Classified Special Education 237,012.00 253,939.00 363,703.00 237,012.00 258,902.00 859,617.00 Personnel Salaries 2000-2999: Classified Supplemental and 3,051,354.00 3,270,268.00 2,821,274.00 3,051,354.00 3,376,244.00 9,248,872.00 Personnel Salaries Concentration 2000-2999: Classified Title I 961,015.00 1,054,120.00 913,056.00 961,015.00 1,074,457.00 2,948,528.00 Personnel Salaries 3000-3999: Employee Supplemental and 148,000.00 158,520.00 0.00 148,000.00 165,448.00 313,448.00 Benefits Concentration 4000-4999: Books And Instruction Materials 326,775.00 1,310,000.00 1,250,000.00 326,775.00 1,310,000.00 2,886,775.00 Supplies 4000-4999: Books And Other 253,842.00 235,830.00 476,299.00 253,842.00 235,830.00 965,971.00 Supplies 4000-4999: Books And Restricted Lottery 798,629.00 1,047,871.00 921,262.00 798,629.00 1,047,871.00 2,767,762.00 Supplies 4000-4999: Books And Supplemental and 3,725,000.00 3,812,265.00 4,464,966.00 3,725,000.00 3,724,690.00 11,914,656.00 Supplies Concentration 5000-5999: Services And 0.00 0.00 0.00 0.00 0.00 0.00 Other Operating Expenditures 5000-5999: Services And Base 1,163,617.00 1,215,485.00 1,104,168.00 1,163,617.00 1,216,942.00 3,484,727.00 Other Operating Expenditures 5000-5999: Services And Supplemental and 2,275,000.00 2,335,000.00 2,890,000.00 2,275,000.00 2,475,000.00 7,640,000.00 Other Operating Expenditures Concentration
* Totals based on expenditure amounts in goal and annual update sections.
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Page 230 of 233 Total Expenditures by Goal 2017-18 2018-19 2018-19 through Goal Annual Update Annual Update 2017-18 2018-19 2019-20 2019-20 Budgeted Actual Total Goal 1 95,290,640.00 99,116,620.00 93,878,666.00 95,290,640.00 99,064,916.00 288,234,222.00 Goal 2 23,919,608.00 25,134,618.00 18,571,016.00 23,919,608.00 25,392,192.00 67,882,816.00 Goal 3 5,386,040.00 5,900,854.00 4,608,405.00 5,386,040.00 6,046,963.00 16,041,408.00
* Totals based on expenditure amounts in goal and annual update sections.
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Expenditures Contributing to Increased/Improved Requirement by Funding Source 2018-19 2018-19 Funding Source Annual Update Annual Update 2017-18 2018-19 2019-20 Budgeted Actual All Funding Sources
Adult Education 192,451.00 124,172.00 192,451.00 197,955.00
Adult Education Block Grant 765,069.00 539,583.00 765,069.00 978,275.00
Adult Education WIA 0.00 15,918.00 0.00 0.00
After School Education and Safety (ASES) 1,710,711.00 1,566,585.00 1,710,711.00 1,735,585.00
Base 4,185,293.00 4,118,897.00 4,185,293.00 4,576,498.00
Lottery 788,802.00 1,250,000.00 788,802.00 817,457.00
Other 60,629.00 727,775.00 60,629.00 781,019.00
Supplemental 649,409.00 43,587.00 649,409.00 486,586.00
Supplemental and Concentration 34,856,317.00 921,262.00 34,856,317.00 37,366,382.00
Title I 2,434,391.00 582,137.00 2,434,391.00 2,534,295.00
Title II 884,866.00 31,871,356.00 884,866.00 792,231.00
Title III 705,182.00 2,103,147.00 705,182.00 467,932.00
279,158.00
849,629.00
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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source 2018-19 2018-19 Funding Source Annual Update Annual Update 2017-18 2018-19 2019-20 Budgeted Actual All Funding Sources
45,032,058.00 41,230,990.00 45,032,058.00 0.00
Base 17,481,446.00 17,323,888.00 17,481,446.00 46,186,054.00
Education Protection Account 584,260.00 604,566.00 584,260.00 17,940,334.00
Head Start 326,775.00 1,250,000.00 326,775.00 7,806.00
Instruction Materials 713,125.00 721,954.00 713,125.00 1,310,000.00
Lottery 6,185,456.00 5,729,815.00 6,185,456.00 818,680.00
Other 709,300.00 699,101.00 709,300.00 6,187,466.00
Preschool 798,629.00 921,262.00 798,629.00 1,273,051.00
Restricted Lottery 7,505,356.00 7,896,037.00 7,505,356.00 1,047,871.00
Special Education 770,000.00 700,000.00 770,000.00 7,728,370.00
Supplemental and Concentration 800,000.00
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