Untitled - Sequoia Union High School District

Transcription

AGENDA ITEM: 8 c
DATE: 6/25/14
SEQUOIA UNION HIGH SCHOOL DISTRICT
Redwood City, California 94062
TO:
Board of Trustees
DATE:
June 25, 2014
FROM:
James Lianides,
Superintendent
SUBJECT:
Personnel Recommendations
for June 25, 2014
Board Meeting
Employment – Certificated
Aho
Rodney
W
Bratton
Jenny
W
Burns
Krystal
M
Chan
Raymond
C
Dolan
Jascha
W
Ready
Stephen
S
Spiridon
Loredana
M
Tannous
Kathleen
D
Whitnah
Gregg
M
School Psychologist
Teacher – Journalism
Teacher – English
Teacher - Science
Teacher – English
Instructional Vice Principal
Teacher – Mathematics
Teacher – Education Specialist M/S
Teacher – Mathematics
Notice of Termination-Certificated
Byron
Christina
S Teacher - Mathematics
1.0 fte
.2 fte
1.0 fte
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.4 fte
Resignation
08/01/14
08/14/14
08/14/14
08/14/14
08/14/14
08/14/14
08/14/14
08/14/14
08/14/14
1.0 fte
Probationary 1
E.C. 44920
E.C. 44909
Probationary 1
Probationary 1
Tenured
E.C.44909
Probationary 1
E.C. 24114
06/16/14
Employment – Sequoia Adult Certificated
NONE
Notice of Terminations – Sequoia Adult Certificated
NONE
Certificated Staff hired for Summer School 2014
Name
Site
Name
Alvarez Iglesas Belen
S
Cheteni
Freedom
CervantesBalagot
Jonathan
S
Maria
Falk
Bernard
George
M
Fantazia
Joseph
Calles
Julio
S
Fiser
Joan
Cardona
Edmund
D
Kirk
Scott
Site
W
Name
Olivera-DeWood
Irene
Site
C
D
Sandora
Lara
M
W
S
M
Slater
Spence
Yezerski
Jane
Timothy
Joshua
S
W
S
Request for Leave of Absence for the 2013-14 School Year
NONE
________________________________________________
David Reilly, Assistant Superintendent
AGENDA ITEM: 8 c
DATE: 6/25/14
Redwood City, California 94062
TO:
Board of Trustees
DATE:
June 25, 2014
FROM:
James Lianides,
Superintendent
SUBJECT:
Personnel Recommendations
for June 25, 2014
Board Meeting
Employment – Classified
Aguilar
Claudia
Ahumada Quirarte Angelica
Alvarado
David
Arimoto
Glen
Avalos
Carolina
Bissell
Stacy
Breen
Caitlin
Buls
Emma
Burna
Reanita
Carbajal
Rafael
Cardona
Cynthia
Cardona
Cynthia
Chan
Ada
Chavez
Carla
Cheadle
Marquisha
Crowder
Willie
Del Rio
Jazmin
Denny
Deborah
Diaz
Alberto
Donovan
Elisa
Espinoza
Mayra
Fakahau
Jacinta
Fogel
Nick
Galicia
Mackenna
Garcia
Jessica
Garnica
Melissa
Godinez
Jessica
Gomez
Lorenzo
Gonzalez
Sergio
Hinestroza
Cynthia
Hobbs
Raymond
Horton
Diamante
Iniguez
Maria
Kelly
Livija
Lamm
Naomi
Lee
Kendall
Lozano-Pelayo
Alicia
Martinez-Rico
Kathy
McLeod
Emma
D
M
D
D
M
M
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Interpreter
On-Call Custodian
Grounds Worker II
Grounds Worker II
IA II – Bilingual
Lay Reader
IA II
Lay Reader
AVID Tutor
Tech Site Support
Lay Reader
IA II – Bilingual
AVID Tutor
Pay Reader
AVID Tutor
On-Call Custodian
AVID Tutor
Lay Reader
IA II / Test Proctor
Student Worker
IA I – Bilingual
Lay Reader
IA II
Student Worker
Campus Security Aide
AVID Tutor
Student Worker – Acct
IA II – Bilingual
On-Call Custodian
Interpreter
Lay Reader
Grounds Worker II
Interpreter
Lay Reader
Lay Reader
Student Worker
Office Assist.
AVID Tutor
Student Worker
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Retiree
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07/01/14
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05/22/14
Medina
Meraz-Cambron
Payne
Perez-Yen
Rascon
Rascon
Reynaga Cazarez
Rivas
Rosenberg
Sherman
Sagrego
Sanchez
Serna
Steck
Sy
Sylvia
Tautuaa
Tejeda
Tovar
Vasquez
Wu
Zhao
Miryan
Viridiana
Gary
Jazmin
Linda
Linda
Wendy
Erika
Lynne
Serene
Amilcar
Kimberly
Cynthia
Sonja
Pauline
Scott
Joseph
Jocelyn
Gladys
Oscar
Christina
David
R
M
M
M
R
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IA I – Bilingual
AVID Tutor
AVID Tutor
IA II
Office Assist.
IA I – Bilingual
IA II
Interpreter
Lay Reader
Student Worker
On-Call Custodian
On-Call Custodian
On-Call Custodian
Lay Reader
Student Worker
Student Worker
Campus Security Aide
School Secretary
AVID Tutor
Site Tech Support
Interpreter
On-Call Custodian
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Notice of Terminations
NONE
Employment – Summer School - Classified
Andrade Estrada
Adriana
S Food Service Cashier
Aragon
Adrianna
T IA II
Arrellanes
Anthony
W Inclusion Aide / SCIA
Banneck
Madeline
Brady
Kristen
D Food Production Lead
Brown
Jackie
T Inclusion Aide / SCIA
Carbajal
Armando
Chavez
Carla
D IA II – EL
Cornelio
Cecilia
S Inclusion Aide / SCIA
Davenport
Ronnie
W Sr. IA
Deng
Simon
T IA II
Duenas
Susie
M Inclusion Aide / SCIA
Figueroa
Ariana
T IA II
Garcia
Jose
S Inclusion Aide / SCIA
Gardner
Makebra
M Food Service Worker I
Gordillo
Laura
C Food Service Worker I
Grote
Sherri
W Food Service Worker I
Guerra
Steven
T Campus Security Aide
Hayes
Robert
M Food Service Cashier
Hidalgo de Bonilla Dinorah
S Food Service Worker I
Jimenez
Yeni
Joya
Ana
T IA II
Kahn
Kandy
W IA II
Koro
Leonhardt
Louie
Lozano Pelayo
Lozano Pelayo
Makasini
Makasini
Marte
Menchaca
Molina
Munoz
Myers
Navarrete
Ortiz
Pacheco
Patino
Pavon
Quintana
Regalado
Revier
Rios Torres
Roman
Ross Velho
Sarria
Smith
Szeto Leung
Torres
Vargas
Vassalo
Vilchez
Whelan
Williams
Teresa
Marcia
Codie
Alicia
Miguel
Lani
Pauline
Emil
Jose
Patricia
Marlena
Nicole
Graciela
Vanessa
Kenia
Carol
Mariana
Joyce
Roberto
James
Fidel
Christina
Christy
Karen
Brittany
Loretta
William
Ana
Kathy
Maria
Dawn
Brian
W
T
S
S
S
W
W
W
W
C
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W
D
W
D
R
C
M
D
D
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W
T
S
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T
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C
W
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IA II
Inclusion Aide / SCIA
Office Assist
Office Assist
Office Assist
IA II
Food Service Worker I
IA II
IA II
Sr. Office Assist.
IA II / Tutor – EL
Food Service Worker II
GIS
Warehouse Assistant
IA II
IA II
Health Aide II
IA II
IA II
Food Service Worker I
Food Service Lead
Notice of Termination – Sequoia Adult Classified
Miller
Marian
A ESL Teacher
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06/21/14
________________________________________________
David Reilly, Assistant Superintendent
California Department of Education
Consolidated Application
Sequoia Union High (41 69062 0000000)
Status: Draft
Saved by: Hector Rico
Date: 6/19/2014 10:13 AM
2014-15 Application for Funding
CDE Program Contact:
Anne Daniels, Education Data Office, [email protected], 916-319-0640
Local Governing Board Approval
The LEA is required to review and receive approval of their Application for Funding selections with their local
governing board.
Date of approval by local governing board
06/25/2014
District English Learner Advisory Committee (DELAC) Review
Per Title 5 of the California Code of Regulations Section 11308, if your district has more than 50 English learners
the district must establish a District English Learner Advisory Committee (DELAC) and involve them in the
application for funding for programs that serve English learners.
DELAC representative's full name
Silvia Cruz
DELAC review date
05/19/2014
Meeting minutes web address
http://www.seq.org/?id=186#387
Please enter the Web address of DELAC review meeting minutes. If a
Web address is not available, the LEA must keep the minutes on file which
indicates that the application is approved by the committee.
DELAC comment
If an advisory committee refused to review the application, or if DELAC
review is not applicable, enter a comment.
Application for Categorical Programs
To receive specific categorical funds for a school year the LEA must apply for the fund by selecting Yes. Only the
categorical funds the LEA is eligible to receive are displayed.
Economic Impact Aid
No
EC 54000 SACS 7090, 7091</br>
With continued participation in the Economic Impact Aid program the LEA
is agreeing to comply with the assurance posted at
http://www.cde.ca.gov/fg/aa/co/ca13asstoc.asp.
Title I Part A (Basic Grant)
Yes
ESEA Sec. 1111 et seq.
SACS 3010
Title I Part D (Delinquent)
No
ESEA Sec. 1401
SACS 3025
Title II Part A (Teacher Quality)
Report Date:6/19/2014
Yes
R02
Page 1 of 2
Status: Draft
Date: 6/19/2014 10:13 AM
ESEA Sec. 2101
SACS 4035
Title III Part A Immigrant
Yes
ESEA Sec. 3102
SACS 4201
Title III Part A LEP
Yes
ESEA Sec. 3102
SACS 4203
R02
Page 2 of 2
Founded
1895
EDUCATIONAL SERVICES
Request to Declare Textbook Obsolete or
Non-Accountable
25-Jun-14
Textbook
Publisher
Moving with Math
Math Teachers Press
Author: Caryl Kelly Pierson
Copyright date
Subject
Site
2003
Math/CAHSEE
Woodside
Proposal
Date
Proposal No.
06/16/2014
8421
Exp. Date
Address
Sequoia Union High School District
480 James Ave.
Redwood City, CA 94062
Contact
Miguel Calvillo
Description
Quantity
• Project: Wiring and Installation of Wireless
AccessPoints
• Install Wireless Access Points (WAP) throughout the
SUHSD Campus'.
• Relocate an existing cable and install new WAP
where possible. Install a new cable and WAP when an
existing cable is not available.
• KMS will attempt to install all access points where
requested but can't guarantee placement.
• All installation materials and WAP's to be provided
by SUHSD
• Phase 1. Existing cable re-locations will be identified
and installed throughout the SUHSD Campus'.
• Phase 2, New cables and WAP's will be installed
where existing cables are not located throughout the
SUHSD Campus'.
• Price includes: Bond, Waiver of Subrogation and
associated administrative costs.
Accepted Date
Amount
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
206.45 -9,999,999,969,986.55
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
-9,999,999,999,999.00
Total
Review our Terms & Conditions:
http://kmscabling.com/Terms---Conditions.html
650-369-9700
Accepted By
339
Rate
$69,986.55
Status: Draft
Date: 6/19/2014 10:13 AM
Local Governing Board Approval
The LEA is required to review and receive approval of their Application for Funding selections with their local
governing board.
Date of approval by local governing board
06/25/2014
District English Learner Advisory Committee (DELAC) Review
Per Title 5 of the California Code of Regulations Section 11308, if your district has more than 50 English learners
the district must establish a District English Learner Advisory Committee (DELAC) and involve them in the
application for funding for programs that serve English learners.
DELAC representative's full name
Silvia Cruz
DELAC review date
05/19/2014
Meeting minutes web address
http://www.seq.org/?id=186#387
Please enter the Web address of DELAC review meeting minutes. If a
Web address is not available, the LEA must keep the minutes on file which
indicates that the application is approved by the committee.
DELAC comment
If an advisory committee refused to review the application, or if DELAC
review is not applicable, enter a comment.
Application for Categorical Programs
To receive specific categorical funds for a school year the LEA must apply for the fund by selecting Yes. Only the
categorical funds the LEA is eligible to receive are displayed.
Economic Impact Aid
No
EC 54000 SACS 7090, 7091</br>
With continued participation in the Economic Impact Aid program the LEA
is agreeing to comply with the assurance posted at
http://www.cde.ca.gov/fg/aa/co/ca13asstoc.asp.
Title I Part A (Basic Grant)
Yes
ESEA Sec. 1111 et seq.
SACS 3010
Title I Part D (Delinquent)
No
ESEA Sec. 1401
SACS 3025
Title II Part A (Teacher Quality)
Yes
R02
Page 1 of 2
Status: Draft
Date: 6/19/2014 10:13 AM
ESEA Sec. 2101
SACS 4035
Title III Part A Immigrant
Yes
ESEA Sec. 3102
SACS 4201
Title III Part A LEP
Yes
ESEA Sec. 3102
SACS 4203
R02
Page 2 of 2
June 25, 2014
LEA: Sequoia Union High School District
LCAP Year: 2014/15
Contacts: Héctor Rico, Director of Categorical Programs, [email protected], 650-369-1411 Ext. 22548; Enrique Navas, Asst. Supt. of Admin. Services, [email protected], 650-369-1411 Ext. 22217
Introduction
The Sequoia Union High School District (SUHSD) annually serves over 8,000 9th to 12th grade students through its four distinguished comprehensive high schools, model continuation high school, Middle
College (in collaboration with Cañada College), and independent study program; in addition to approximately 1,200 students in four charter schools. The SUHSD serves the communities of Atherton,
Belmont, East Palo Alto, Menlo Park, Portola Valley, Redwood City, Redwood Shores, San Carlos, and Woodside. The District also provides an Adult School based in Redwood City that serves
approximately 2,000 students annually.
The District serves a very diverse student population, as reflected in the following demographic figures (as of 2/12/14):
Total Enrollment (excluding charter schools): 8,368; Latino: 3,877 (46%); White: 2,939 (35%); Asian: 553 (7%); African American: 224 (3%); Pacific Islander: 207 (3%); Native American: 25 (0.3%); English
Learners (EL): 1,415 (17%); RFEP: 1,741 (21%); Title I: 3,499 (42%); Eligible for free or reduced-price meals (FRPM): 3,167 (38%); Migrant Education Program (MEP): 162 (2%); Students w/disabilities
(SWD): 960 (12%); Foster Youth (FY): 11 (0.1%); Students in Transitional Housing (Homeless): 37 (0.4%). The official CALPADS counts for LCAP on file at the SMCOE are: Enrollment: 8,507; FRPM: 3,154; FY
or Homeless: 48; MEP: 104; EL: 1,504; Total unduplicated FRPM/EL/FY: 3,516
The SUHSD is a Basic Aid district, and as such, the Local Control Funding Formula (LCFF) plays out differently than in revenue limit districts. Specifically, the calculated percentage of LCFF funds for the
District is considerably less than those received by revenue limit districts. For the 2014/15 LCAP, the SUHSD will base its calculated Supplemental & Concentration Grant funding and Minimum
Proportionality Percentage (MPP) on the 2012/13 EIA allocation ($769,933). Therefore, using the FCMAT LCFF calculator, the 2014/15 calculated Supplemental & Concentration Grant funding is
$2,160,869 and the MPP is 3.56%. The distinction between the budget amounts reflected in the SUHSD LCAP versus those of revenue limit districts is noteworthy because, unlike revenue limit districts
whose LCAP budget and activities will reflect a significant percent of their total district budget, the SUHSD LCAP will reflect only a small percent of the District’s budget and activities. In other words, the
SUHSD provides significantly more services and activities than what is contained in this LCAP.
To develop the 2014/15 LCAP, a needs assessment was first conducted, which resulted in ten identified Needs. A corresponding Metric and Goal was then set for each Need, including measurable year-toyear targets. The SUHSD “Dashboard” Data (http://seq.org/?id=128) is a key tool that the District uses to identify needs and measure progress in all major areas monitored at the high school level and it
also addresses most of the Required Data for Each of Eight State Priority Areas. Therefore, it was used as the basis for the LCAP Needs/Metrics/Goals 4 through 10. Other metrics were identified that are
responsive to LCAP Needs/Metrics/Goals 1 through 3 and the corresponding Required Data for Each of Eight State Priority Areas.
While we adhered to the state’s LCAP template, this LCAP takes advantage of the computing features in Microsoft Excel to calculate the year-to-year targets for Needs/Metrics/Goals 4 through 10 in
Section 2. In general, each target was set by seeking to increase the achievement of “All” by 5%, while at the same time, making sure that the achievement gap is reduced by 10% between each subgroup
and All students.
June 25, 2014
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code (EC) section 52052, is critical to the LCAP and budget process. EC
sections 52062 and 52063 specify the minimum requirements for school districts; EC sections 52068 and 52069 specify the minimum requirements for county offices of education, and EC section 47606.5
specifies the minimum requirements for charter schools. In addition, EC section 48985 specifies the requirements for translation of documents.
Instructions: Describe the process used to engage parents, pupils, and the community and how this engagement contributed to development of the LCAP or annual update. Note that the LEA’s goals related
to the state priority of parental involvement are to be described separately in Section 2, and the related actions and expenditures are to be described in Section 3.
Involvement Process
Impact on LCAP
November 13, 2013: Presentation to the Board of Trustees (Board) on the LCAP Requirements for the 2014/15 Budget The feedback received during each of the four consultation meetings
January 29, 2014: Presentation to the Board for approval of proposed timeline and process of the 2014/15 SUHSD
(principals, students, faculty/staff, bargaining unit) was recorded, considered,
LCAP, including the establishment of the LCAP Parent Advisory Committee (LPAC-PAC) and the existing DELAC as the
and informed each subsequent draft, culminating in a revised draft LCAP that
LCAP English Learner Parent Advisory Committee.
was presented to the Board on March 12. This draft was color coded to
February 11: Consultation meeting #1 (morning): Presentation of the proposed SUHSD LCAP framework and draft
highlight each portion that was edited or added as a result of the four
needs, goals, and actions to the district’s Principals' Council for their consult and feedback.
consultation meetings.
February 11: Consultation meeting #2 (afternoon): Presentation of the draft LCAP needs, goals, and actions to
members of the Student Advisory Council and representative students--from each of the following subgroups: students
eligible for FRPM, English Learner (EL), foster youth, homeless, students with disabilities, and Latino--for their consult
and feedback.
February 18: Consultation meeting #3: Presentation of the draft LCAP needs, goals, and actions to the faculty and staff
of the district's Shared Decision-Making Councils for their consult and feedback.
February 24: Consultation Meeting #4: Presentation of the draft LCAP needs, goals, and actions to the Sequoia District
Teachers Association for their consult and feedback.
March 12: LCAP update presentation to the Board, including the draft SUHSD LCAP.
March 24: Written public input opportunity through the SUHSD LCFF/LCAP web site (http://seq.org/?id=248) begins.
The SUHSD draft LCAP plan and other related documents are posted for public access, to which the public was invited
to provide written input for the Board's consideration.
March 24: Presentation and Comment Meeting #1: Presentation of the draft LCAP to the DELAC to obtain their
comments and feedback. The SUHSD superintendent and district directors attended and participated.
March 27: Presentation and Comment Meeting #2: Presentation of the draft LCAP to the LCAP-PAC to obtain their
comments and feedback. The superintendent and district directors attended and participated.
May 21: The SUHSD superintendent's responses to parent comments were mailed and posted on the SUHSD LCFF/LCAP
web site. The superintendent's responses were in response to the comments received during the March 24 and March
27 parent comment meetings.
June 11: Public Hearing on the SUHSD LCAP during the regularly scheduled Board meeting.
June 25: Board adoption of the a) SUHSD LCAP and b) the LEA budget during the scheduled Board meeting.
June 30: 2014/15 SUHSD Board-adopted LCAP submitted to the SMCOE.
Both parent comment meetings (DELAC and LPAC-PAC) were well attended
and the parents actively participated in discussions about the draft LCAP. They
offered a total of 46 comments and recommendations (C/R) across all state
priorities and distributed as follows: Priority #1 = 9 C/R, Priority #2 = 5 C/R,
Priority #3 = 12 C/R, Priority #4 = 11 C/R, Priority #5 = 1 C/R, Priority #6 = 1
C/R, Priority #7 = 2 C/R, Priority #8 = 2 C/R, others = 3 C/R. These were
recorded and subsequently responded to in writing by the Superintendent.
The 46 parent comments and the superintendent’s responses are available at:
http://www.seq.org/?id=248#794. Because of the district’s Basic Aid status,
most of the recommendations are already being addressed or can be
addressed outside of the scope of the LCAP. The Superintendent’s responses
describe how the recommendations are or being or will be acted or how they
were considered.
No public input was received online from the public via the SUHSD LCFF/LCAP
web site.
No public input was received during the public hearing held on June 11, 2014.
Section 1
-
Page 1
June 25, 2014
Section 2: Goals and Progress Indicators
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s)
the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, for each state priority and any local priorities and require the annual update to include a review of progress
towards the goals and describe any changes to the goals.
Instructions: Describe annual goals and expected and actual progress toward meeting goals. This section must include specifics projected for the applicable term of the LCAP, and in each annual update year,
a review of progress made in the past fiscal year based on an identified metric. Charter schools may adjust the chart below to align with the term of the charter school’s budget that is submitted to the
school’s authorizer pursuant to Education Code section 47604.33. The metrics may be quantitative or qualitative, although LEAs must, at minimum, use the specific metrics that statute explicitly references as
required elements for measuring progress within a particular state priority area. Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple
priorities. The LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific
subgroup or school site. The goals must reflect outcomes for all pupils and include specific goals for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and, where
applicable, at the school site level. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the
school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, school site-level advisory groups (e.g., school site councils,
English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other
plans that are being undertaken to meet the goal.
Section 2
-
Page 1
June 25, 2014
What will be different/improved for students? (based on
Goals
identified metric)
School(s)
Affected
Identified Need and Metric (What
needs have been identified and what metrics are
used to measure progress?)
Need #1: a) Sustain the current
level of fully credentialled and
appropriately assigned teachers as
well as the number of highly
qualified teachers under NCLB and
increase the number of staff who
reflect the diversity of the SUHSD
population; b) For the
implementation of CCSS, to adopt
and secure sufficient standardsaligned instructional materials.
Metric: Percentage of fully
credentialed and highly qualified
teachers assigned to each subject
area, demographic data on
teaching staff, board-approved and
secured materials from each year.
Description of Goal
Goal #1: a) Increase by 10
percent per year the new
teachers hired who reflect the
ethnic diversity of the
district's student body (the
percent of new teachers hired
of Latino, African American,
Pacific Islander or Native
American background in the
last three years [2011/122013/14] is 15.8%); b) Adopt
and secure materials for at
least one subject area/grade
level per year.
Applicable Pupil Subgroup(s) (Indicate “all” if the
(Identify applicable subgroups (as defined in goal applies to all
EC 52052) or indicate “all” for all pupils.) schools in the LEA,
or alternatively, all
high schools, for
example.)
All
All
Related State &
Local Priorities
Annual
Update:
Analysis of
Progress
LCAP YEAR:
Year 1:
2014/15
Year 2: 2015/16
N/A
a) 17.4% of newlyhired SUHSD
teachers will reflect
diverse student
population; b)
District will adopt
and secure
materials for
English novels,
math materials,
and literacy
materials; Write
draft ELD course
guides aligned to
the new ELD
standards.
a) 19.1% of newlyhired SUHSD
teachers will
reflect diverse
student
population. b)
District will adopt
and secure
materials for
English novels,
math materials,
and literacy
materials. Pilot
draft ELD course
guides and align to
current ELD
materials.
Year 3: 2016/17
(Identify specific state
priority. For districts
and COEs, all priorities
in statute must be
included and
identified; each goal
may be linked to more
than one priority if
appropriate.)
a) 21% of newlyhired SUHSD
teachers will reflect
diverse student
population. b)
District will adopt
State Priority #1
and secure
materials for
English novels,
math materials,
and literacy
materials.
Section 2
-
Page 2
June 25, 2014
Annual
Update:
Goals
Identified Need and Metric
Description of Goal
Need #2: Fully implement
Common Core and ELD
standards by 2016/17, by
determining and including the
most effective strategies for
English Learners to access CCSS.
Metric: Common assessments
for district students will allow
comparison between native
speakers and English Learners'
progress on mastery of CCSS
standards.
Goal #2: Implement math,
English, and ELD standards
fully by 2016/17. Implement
literacy standards across
science, social studies, and
technical subjects fully by
2016/17. To integrate all best
practices for target groups
into CCSS implementation.
Need #3: Increase target
parents' involvement in
leadership and school
government.
Metric: LCAP PAC,
DELAC/ELPAC, SSC, SDMC, PTA
representation/membership
and attendance in site parent
meetings.
Goal #3: Targeted parents will
serve on LCAP PAC, ELPAC;
and each site's SSC, SDMC,
and PTA will move toward
greater representation of
targeted student groups.
Target-group parents'
attendance at site parents
meetings will increase by 5%
(# of meetings or contacts).
Applicable Pupil Subgroup(s)
All
All
School(s)
Affected
All
All
What will be different/improved for students?
Related State &
Local Priorities
Analysis of
Progress
LCAP YEAR:
Year 1:
2014/15
Year 2: 2015/16
N/A
Implement Algebra
I and 11-12th grade
English CCSS
standards,
implement 2-3
literacy standards
in other subject
areas. ELD
standards
implemented in
ELD classes.
Implement
Geometry, 9-10th
grade English
Standards, and ELD
standards in
content areas.
Implement 2-3
more literacy
standards in other
subject areas.
Implement Algebra
II, full literacy
standards in
State Priority #2
subject areas and
ELD standards in
content areas.
N/A
Implement ELAC,
ELPAC, LCAP PAC
and site parent
workshops with
targeted parents
and increase
representation of
such parents in
SSC, SDMC, and
PTA.
Implement ELAC,
ELPAC, LCAP PAC
and site parent
workshops with
targeted parents
with increased
attendance and
increase
representation of
such parents in
SSC, SDMC, and
PTA.
Implement ELAC,
ELPAC, LCAP PAC
and site parent
workshops with
increased
attendance and
targeted parents
and increase
representation of
such parents in
SSC, SDMC, and
PTA.
Year 3: 2016/17
State Priority #3
Section 2
-
Page 3
June 25, 2014
Goals
Description of Goal
2012/13
Need #4: Increase A-G
completion rates.
Metric: SUHSD Exit Data
Dashboard: A-G Completion
Rates (2010/11 to 2012/13,
then annually)
Goal #4: Increase the A-G
completion rate for “All” by
5% each year and decrease
the gap between “All"
students and each applicable
pupil subgroup each year by
10%.
All:
Afr. Am:
Asian
Latino:
Pac. Isl:
White:
SWD:
SED:
EL+RFEP:
Foster:
48.3%
18.4%
72.8%
25.9%
28.2%
70.6%
9.6%
21.6%
26.1%
0.0%
2012/13
Need #5: Increase number of
students who take at least one
AP/IB/AS/ICAP course.
Dashboard: 12th Graders Taking
at Least One AP/IB Course
Before Graduating (2010/11 to
2012/13, then annually)
Goal #5: Increase the number
of “All” students who take at
least one AP/IB/AS/ICAP
course by 5% each year and
decrease the gap between
“All" students and each
applicable pupil subgroup
each year by 10%.
All:
Afr. Am:
Asian
Latino:
Pac. Isl:
White:
SWD:
SED:
EL+RFEP:
Foster:
53.3%
21.8%
77.4%
36.4%
23.1%
71.4%
10.7%
31.2%
34.1%
0.0%
School(s)
Affected
Annual
Update:
Analysis of
Progress
% points
gap
N/A
29.9%
N/A
22.4%
20.1%
N/A
38.7%
26.7%
22.2%
48.3%
LCAP YEAR:
Year 1:
2014/15
Year 2: 2015/16
"All" annual increase goal factor:
Annual gap reduction factor:
All
N/A
% points
gap
N/A
31.5%
N/A
16.9%
30.2%
N/A
42.6%
22.1%
19.2%
53.3%
50.7%
23.8%
maintain ≥ 70%
30.6%
32.6%
maintain ≥ 70%
15.9%
26.7%
30.7%
7.2%
All
N/A
1.05
0.90
53.3%
29.0%
maintain ≥ 70%
35.1%
37.0%
maintain ≥ 70%
21.9%
31.6%
35.3%
14.1%
56.0%
27.6%
maintain ≥ 71%
40.8%
28.8%
maintain ≥ 71%
17.6%
36.1%
38.7%
8.0%
Year 3: 2016/17
58.8%
33.2%
maintain ≥ 71%
45.1%
34.3%
maintain ≥ 71%
24.3%
40.9%
43.2%
15.6%
Related State &
Local Priorities
55.9%
34.1%
maintain ≥ 70%
39.6% State Priority #4
41.3%
maintain ≥ 70%
27.7%
36.4%
39.7%
20.7%
1.05
0.90
61.7%
38.7%
maintain ≥ 71%
39.7%
maintain ≥ 71%
30.6%
45.6%
47.7%
22.8%
Section 2
-
Page 4
June 25, 2014
Goals
Description of Goal
2012/13
Need #6: Decrease dropout
rate.
Dashboard: 9th-Grade Cohort
Dropout Rates (2010/11 to
Goal #6: Decrease the
dropout rate for “All”
students by 5% each year and
each year by 10%.
All:
Afr. Am:
Asian
Latino:
Pac. Isl:
White:
SWD:
SED:
EL
RFEP
Foster:
2.8%
2.4%
1.1%
4.3%
4.5%
1.2%
1.0%
3.0%
3.1%
2.8%
N/A
2012/13
Need #7: Decrease suspension
suspension rate for “All”
rate.
Metric: SUHSD Formative Data
Dashboard: Suspension Rates
(One or More) (2011/12 through
Jan. 2014, then annually)
each year by 10%.
All:
Afr. Am:
Asian
Latino:
Pac. Isl:
White:
SWD:
SED:
EL:
RFEP:
Foster:
8.4%
22.1%
2.6%
11.8%
18.1%
3.3%
15.7%
14.4%
16.6%
9.1%
5.6%
School(s)
Affected
Annual
Update:
Analysis of
Progress
% points
gap
N/A
N/A
N/A
1.5%
1.7%
N/A
N/A
0.2%
0.3%
N/A
N/A
LCAP YEAR:
Year 1:
2014/15
Year 2: 2015/16
"All" annual decrease goal factor:
All
N/A
% points
gap
N/A
13.7%
N/A
3.4%
9.7%
N/A
7.3%
6.0%
8.2%
0.7%
N/A
2.7%
maintain ≤ 2.4%
maintain ≤ 1.5%
4.0%
4.2%
maintain ≤ 1.5%
maintain ≤ 1.5%
2.8%
2.9%
2.7%
N/A
All
N/A
0.95
0.90
2.5%
maintain ≤ 2.4%
maintain ≤ 1.5%
3.7%
3.9%
maintain ≤ 1.5%
maintain ≤ 1.5%
2.7%
2.8%
2.5%
N/A
8.0%
20.3%
maintain ≤ 3.3%
11.0%
16.7%
maintain ≤ 3.3%
14.6%
13.4%
15.4%
8.6%
maintain ≤ 5.6%
Year 3: 2016/17
7.6%
18.7%
maintain ≤ 3.3%
10.3%
15.4%
maintain ≤ 3.3%
13.5%
12.4%
14.2%
8.1%
maintain ≤ 5.6%
Related State &
Local Priorities
2.4%
maintain ≤ 2.4%
maintain ≤ 1.5%
3.6%
maintain ≤ 1.5%
maintain ≤ 1.5%
2.5%
2.6%
2.4%
N/A
0.95
0.90
7.2%
17.2%
maintain ≤ 3.3%
9.7%
maintain ≤ 3.3%
12.5%
11.6%
13.2%
7.7%
maintain ≤ 5.6%
Section 2
-
Page 5
June 25, 2014
Goals
Description of Goal
2012/13
Need #8: Decrease expulsion
rate.
Dashboard: Expulsions and
Suspended Expulsions (2011/12
through Jan. 2014, then
annually)
expulsion rate for “All”
each year by 10%.
All:
Afr. Am:
Asian
Latino:
Pac. Isl:
White:
SWD:
SED:
EL:
RFEP:
Foster:
0.48%
2.87%
0.00%
0.66%
2.60%
0.07%
0.97%
0.89%
0.98%
0.62%
0.00%
2013/14
Need #9: Increase the number
of freshmen who successfully
complete freshmen-year
courses.
Dashboard: 9th Graders First
Semester GPA and Credits
Earned (2011/12 to 2013/14,
then annually)
Goal #9: Increase the percent
of "All" freshmen who earn 30
credits after their first
semester by 5% each year
and decrease the gap
between “All" students and
each applicable pupil
subgroup each year by 10%.
School(s)
Affected
Annual
Update:
Analysis of
Progress
% points
gap
N/A
2.39%
N/A
0.18%
2.12%
N/A
0.49%
0.41%
0.50%
0.14%
N/A
82.5%
71.7%
94.8%
74.8%
66.0%
90.0%
70.9%
71.2%
67.8%
80.5%
N/A
10.8%
N/A
7.7%
16.5%
N/A
11.6%
11.3%
14.7%
2.0%
Foster:
*N/A
N/A
LCAP YEAR:
Year 1:
2014/15
Year 2: 2015/16
All
N/A
0.46%
2.61%
maintain ≤ 0.10%
0.61%
2.36%
maintain ≤ 0.10%
0.90%
0.83%
0.91%
0.58%
maintain ≤ 0.10%
0.90
0.43%
2.37%
maintain ≤ 0.10%
0.58%
2.15%
maintain ≤ 0.10%
0.83%
0.77%
0.84%
0.55%
maintain ≤ 0.10%
N/A
0.41%
2.15%
maintain ≤ 0.10%
0.54%
State Priority #6
1.96%
maintain ≤ 0.10%
0.77%
0.71%
0.78%
0.51%
maintain ≤ 0.10%
1.05
All
Year 3: 2016/17
Related State &
Local Priorities
0.95
% points
gap
All:
Afr. Am:
Asian
Latino:
Pac. Isl:
White:
SWD:
SED:
EL:
RFEP:
0.90
86.6%
76.9%
maintain ≥ 90.0%
79.7%
71.8%
maintain ≥ 90.0%
76.2%
76.5%
73.4%
84.8%
91.0%
82.2%
maintain ≥ 90.0%
84.7%
77.6%
maintain ≥ 90.0%
81.6%
81.8%
79.0%
89.3%
N/A
N/A
95.5%
87.6%
maintain ≥ 90.0%
89.9% State Priority
83.5%
#5, 7, 8
maintain ≥ 90.0%
87.0%
87.3%
84.8%
94.0%
N/A
*Population total is too small to maintain student confidentiality
Section 2
-
Page 6
June 25, 2014
Goals
Description of Goal
2012/13
Need #10: Increase number of
students who successfully
complete required courses for
graduation.
Dashboard: 9th-Grade Cohort
Graduation Rates (2010/11 to
Goal #10: Increase the
number of "All" students who
successfully complete the
required courses for
graduation by 5% each year
and decrease the gap
between “All" students and
each applicable pupil
All:
Afr. Am:
Asian
Latino:
Pac. Isl:
White:
SWD:
SED:
EL+RFEP:
Foster:
77.8%
60.7%
94.3%
67.8%
62.7%
90.1%
72.8%
76.3%
76.6%
N/A
School(s)
Affected
Annual
Update:
Analysis of
Progress
% points
gap
N/A
17.1%
N/A
10.0%
15.1%
N/A
5.0%
1.5%
1.2%
N/A
LCAP YEAR:
Year 1:
2014/15
Year 2: 2015/16
All
N/A
81.7%
66.3%
maintain ≥ 90.0%
72.7%
68.1%
maintain ≥ 90.0%
77.2%
80.3%
80.6%
N/A
85.8%
71.9%
maintain ≥ 90.0%
77.7%
73.5%
maintain ≥ 90.0%
81.7%
84.6%
84.8%
N/A
Year 3: 2016/17
Related State &
Local Priorities
1.05
0.90
90.1%
77.6%
maintain ≥ 90.0%
82.8% State Priority
#7, 8
79.1%
maintain ≥ 90.0%
86.4%
89.0%
89.2%
N/A
Section 2
-
Page 7
June 25, 2014
Section 3: Actions, Services, and Expenditures
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require the LCAP to include a
description of the specific actions an LEA will take to meet the goals identified. Additionally Education Code section 52604 requires a listing and description of the expenditures required to implement the specific actions.
Instructions: Identify annual actions to be performed to meet the goals described in Section 2, and describe expenditures to implement each action, and where these expenditures can be found in the LEA’s budget. Actions
may describe a group of services that are implemented to achieve identified goals. The actions and expenditures must reflect details within a goal for the specific subgroups identified in Education Code section 52052,
including pupils with disabilities, and for specific school sites as applicable. In describing the actions and expenditures that will serve low-income, English learner, and/or foster youth pupils as defined in Education Code
section 42238.01, the LEA must identify whether supplemental and concentration funds are used in a districtwide, schoolwide, countywide, or charterwide manner. In the annual update, the LEA must describe any changes
to actions as a result of a review of progress. The LEA must reference all fund sources used to support actions and services. Expenditures must be classified using the California School Accounting Manual as required by
Education Code sections 52061, 52067, and 47606.5.
3A. What annual actions, and the LEA may include any services that support these actions, are to be performed to meet the goals described in Section 2 for ALL pupils and the goals specifically for subgroups of pupils
identified in Education Code section 52052 but not listed in Table 3B below (e.g., Ethnic subgroups and pupils with disabilities)? List and describe expenditures for each fiscal year implementing these actions, including where
these expenditures can be found in the LEA’s budget.
Related State &
Goal
(Include and identify all goals
Section 2)
from
Goal #1: a) Increase by 10 percent
per year the new teachers hired
who reflect the ethnic diversity of
the district's student body (the
percent of new teachers hired of
Latino, African American, Pacific
Islander or Native American
background in the last three years
[2011/12-2013/14] is 15.8%); b)
Adopt and secure materials for at
least one subject area/grade level
per year.
Local Priorities
Actions and Services
(from Section 2)
a) Identify recruitment
strategies to increase the
number of teachers hired
who reflect the student
population. b) Identify
curriculum needs for the
State Priority #1
four core subject areas
and adopt, create, and/or
purchase as needed. For
English, add non-fiction
and diversity to
curriculum.
Level of
Service
Annual
Update:
(Indicate if schoolwide or LEA-wide)
Review of
actions/services
LEA-wide
N/A
What actions are performed or services provided in each year (and are projected to be provided in years 2
and 3)? What are the anticipated expenditures for each action (including funding source)?
LCAP YEAR: Year 1: 2014/15
a) Research recruitment
opportunities and begin
recruitment efforts locally. b)
SACs and curricular teams will
continue to identify gaps
between the CCSS and current
materials. Funding source:
$50,000 General Funds (GF)
Year 2: 2015/16
Year 3: 2016/17
opportunities and increase
recruitment efforts to other parts
of the state, if needed. b) SACs
and curricular teams will
continue to identify gaps
between the CCSS and current
materials. Funding source:
$5,000 GF (recruitment) GF,
$50,000 GF (inst. materials)
recruitment efforts to other
states, if needed. b) SACs and
curricular teams will continue to
identify gaps between the CCSS
and current materials. Funding
source: $10,000 GF (recruitment)
GF, $50,000 GF (inst. materials)
Section 3
-
Page 1
June 25, 2014
Goal
Goal #2: Implement math,
English, and ELD standards
fully by 2016/17. Implement
literacy standards across
science, social studies, and
technical subjects fully by
2016/17. To integrate all best
practices for target groups
into CCSS implementation.
Related State &
Local Priorities
State Priority #2
Use in-house resources to
align to CCSS.
1) District Parent Coordinator (BC)
will work with Bilingual Site
Parent Liaisons (BLs) to build an
effective district-wide parentGoal #3: Goal #3: Targeted
engagement program that
parents will serve on LCAP
includes strategies and resources
PAC, ELPAC; and each site's
to increase parent involvement in
SSC, SDMC, and PTA will move
their students’ education and
toward greater representation
district parent leadership
State Priority #3
committees (LCAP-PAC, DELAC
of targeted student groups.
/ELPAC, ELAC, SSC, SDMC, PTA). 2)
Target-group parents'
BC will provide leadership PD to
attendance at site parents
site ELACs & ELPAC twice per year
meetings will increase by 5%
& to BLs on a monthly basis. BLs
(# of meetings or contacts).
will provide a weekly workshop
series on effective parent
involvement in the education of
HS students.
Level of
Service
LEA-wide
LEA-wide
Annual
Update
What actions are performed or services provided in each year? What are the anticipated
expenditures for each action?
Year 2: 2015/16
Year 3: 2016/17
N/A
Convene curriculum committees (Alg. 1,
Engl. 3-4, ELD, World Studies) to design
curriculum aligned to CCSS; Convene
literacy collaborative to discuss
implementation of literacy standards across
all relevant subject areas; Convene CCSS
PLC to provide opportinities for all
stakeholders to give feedback on CCSS
implementation; Leverage Direct
Interactive Instruction (DII) strategies so
that ELs have increased access to the CCSS.
Align IEP goals to CCSS to increase SWDs'
access to the CCSS. Funding source:
remaining balance of district's $350,000
CCSS allocation: $50,000 GF
remaining balance of district's $350K CCSS
allocation: $50,000 GF
remaining balance of district's $350K CCSS
allocation: $50,000 GF
N/A
Implement parent education and
bilingual site parent liaison PD
and develop sites' parent
workshop series. Provision of
interpreter support needed for
members of the various parent
leadership committees. Funding
sources: $36,000 GF (parent
coord. budget)
workshop series with greater
alignment. Provision of
coord. budget)
workshop series with greater
alignment. Provision of
coord. budget)
Section 3
-
Page 2
June 25, 2014
Goal
Goal #4: Increase the A-G
completion rate for “All” by
5% each year and decrease
10%.
Related State &
Local Priorities
Continue to align graduation
requirements with courses
that meet A-G subject area
courses. Increase target
student groups' awareness
State Priority #4
of A-G and the value of
meeting these
requirements. Increase
placement of students in AG accepted coursework.
Work with Equal
Goal #5: Increase the number
Opportunity Schools (EOS)
of “All” students who take at
to identify more
least one AP/IB course by 5%
traditionally underserved
each year and decrease the
State Priority #4
students to take one ore
gap between “All" students
more AP/IB courses.
and each applicable pupil
Continue to increase AVID
sections.
9th-grade Transition
Specialists at each site to
dropout rate for “All” students
provide direct support
by 5% each year and decrease
services to all freshmen
State Priority #5
students identified with
poor attendance or low
10%.
G.P.A. Increase dropout
intervention at RD.
Level of
Service
LEA-wide
LEA-wide
LEA-wide
Annual
Update
Year 2: 2015/16
Year 3: 2016/17
N/A
Include World Languages levels 3- Include World Languages levels 3Include World Languages levels 34/AP/IB in CTE-approved graduation- 4/AP/IB in CTE-approved graduation4/AP/IB in CTE-approved graduationrequirement courses. Collaborate requirement courses. Collaborate
requirement courses. Collaborate
with Equal Opportunity Schools
(EOS) to increase AP and Honors
enrollment. Continue to increase
AVID sections. Continue CoAVID sections. Continue CoAVID sections. Continue Coteaching. Increase priority of
teaching. Increase priority of
teaching. Increase priority of
making up Ds in summer school
master schedule. Funding source:
$100,000 GF (AVID ) ($15,000 fee, $100,000 GF (AVID ), $36,000 GF
$100,000 GF (AVID )
$85,000 .6 FTE)
(EOS)
N/A
Provide support services to MA & WD students and teachers of
AP classes which experience
growth due to increase of
diverse AP-ready students who
were not previously involved in
AP. Funding source: covered by
funding source in Goal #4
EOS in partnership with Sequoia
(SQ) and Carlmont (CA) high
schools will survey all students
and staff to identify AP-/IB-ready
students who are not enrolled in
AP/IB or 9th-10 grade honors
courses. Funding source: covered
by funding source in Goal #4
Provide support services to CA &
SQ students and teachers of AP
classes which experience growth
due to increase of diverse APready students who were not
previously involved in AP.
Funding source: covered by
funding source in Goal #4
N/A
Maintain 9th-grade Transition
Specialists. Maintain Opportunity
Program at spring 2014
augmented level for students in
grades 9 and 10. Investigate and
plan for additional dropout
intervention at RD. Funding
source: $176,000 GF (specialists
release time: 2 per./site)
grades 9 and 10. Implement
plan(s) for additional dropout
source: $176,000 GF (specialists)
grades 9 and 10. Implement
plan(s) for additional dropout
source: $176,000 GF (specialists)
Section 3
-
Page 3
June 25, 2014
Goal
Related State &
Local Priorities
suspension rate for “All”
each year by 10%.
Maintain support
programs (e.g. Positive
Behavior & Intervention
State Priority #6 Support [PBIS] and/or
resorative justice) to
reduce suspensions at all
sites.
expulsion rate for “All”
each year by 10%.
Maintain support programs
to reduce expulsions at all
sites. SUHSD Board of
Trustees will continue to
State Priority #6
review for approval every
recommendation for
expulsion with a high level
of scrutiny.
Goal #9: Increase the percent
of "All" freshmen who earn 30
credits after their first
semester by 5% each year and State Priority #5,
7, 8
each year by 10%.
Utilize district-wide
subject area placement
criteria and Co-teaching
to ensure accurate and
equitable educational
opportunities for all
students.
Level of
Service
LEA-wide
LEA-wide
LEA-wide
Annual
Update
Year 2: 2015/16
Year 3: 2016/17
N/A
Fund and maintain programs
(e.g. Alternative to Suspension,
Team Ascent, mental health
services) to reduce suspensions
and implement alternatives to
suspension programs at all sites.
Funding source: $28,500 GF
(alternative to suspensions)
N/A
Fund Opportunity School.
Maintain fifth counselor at each
comprehensive high school.
(counselors), $30,000 GF (.5 FTE
@ RD)
@ RD)
@ RD)
N/A
Compass and additional Program
Improvement-related course sections.
Increase summer school offerings to
provide freshmen opportunity to
recover subject-area credit when
remediation courses prevented
access. Provide support via 9th-grade
Transition Specialists. Maintain
Opportunity Program as an
intervention. Increase visibility of, and
participation in, Independent Study
School. Funding Source: $116,000 GF
(Compass summer)
(Compass summer)
(Compass summer)
Section 3
-
Page 4
June 25, 2014
Goal #10: Increase the
number of "All" students who
successfully complete the
required courses for
State Priority #7,
graduation by 5% each year
8
and decrease the gap between
each year by 10%.
Support summer offerings
that provide students access
to subject area credits not
attainable when enrolled
non-credit-bearing
remediation courses.
Increase participation in
SUHSD's adult school's
concurrent enrollment for
high school students.
LEA-wide
N/A
Maintain funding for SUHSD's
adult school's concurrent
enrollment for high school
students. Increase participation
in online credit recovery so that
all purchased credit recovery
(e.g. APEX, Cyber High) are
utilized. Continue Co-teaching.
(Apex), $73,000 (conc. enroll)
utilized. Continue Co-teaching.
(Apex), $73,000 (conc. enroll)
utilized. Funding source: $5,000
GF (Apex), $73,000 (conc. enroll)
3B. Identify additional annual actions, and the LEA may include any services that support these actions, above what is provided for all pupils that will serve low-income, English learner, and/or foster youth pupils as defined in
Education Code section 42238.01 and pupils redesignated as fluent English proficient. The identified actions must include, but are not limited to, those actions that are to be performed to meet the targeted goals described in
Section 2 for low-income pupils, English learners, foster youth and/or pupils redesignated as fluent English proficient (e.g., not listed in Table 3A above). List and describe expenditures for each fiscal year implementing these
actions, including where those expenditures can be found in the LEA’s budget.
Goal
Related State and
Local Priorities
(from Section 2)
Level of
Service
Annual Update: What actions are performed or services provided in each year (and are projected to be provided in years 2
Review of
actions/
services
LCAP YEAR:
2014/15
See Section A
State Priorities # For low income pupils: Provide
LEA-wide
sections of ELA and Math support
1, 2, 4, 7, 8
State Priorities # For English Learners (ELs):
LEA-wide
2, 3, 4, 5, 6, 7, 8 Provide bilingual resource
teachers (BRTs) at each site to
support ELs. Provide
centralized support
Year 2: 2015/16
Year 3: 2016/17
Fund additional teachers at each site
(15.8 FTE total) to offer ELA and Math
support classes. Funding Source:
$1,817,000 GF
support classes. Fund district
cetegorical staff to coordinate services.
Funding Source: $1,817,000 GF (support
classes), $142,282 GF (40% of
centralized staff)
support classes. Fund district
Funding Source: $1,817,000 GF (support
classes), $142,282 GF (40% of
centralized staff)
Fund BRTs at each site (4 FTE total) to
work with staff and parents to augment
EL services. Funding Source: $268,637
GF (80% of BRTs)
EL services. Fund district cetegorical
staff to coordinate services. Funding
Source: $268,637 GF (80% of BRTs),
$124,497 GF (35% of centralized staff)
EL services. Fund district cetegorical
staff to coordinate services. Funding
Source: $268,637 GF (80% of BRTs),
$124,497 GF (35% of centralized staff)
N/A
classes above core ELA and Math
classes. Provide centralized
support.
See Section A
Year 1:
N/A
Section 3
-
Page 5
June 25, 2014
Goal
Related State and
Local Priorities
(from Section 2)
Level of
Service
Annual Update: What actions are performed or services provided in each year (and are projected to be provided in years 2
Review of
actions/
services
LCAP YEAR:
2014/15
See Section A
See Section A
State Priorities # For Foster Youth (FY): Identify LEA-wide
2, 3, 4, 5, 6, 7, 8 staff at each site to help
monitor and support Foster
Youth and facilitate needed
interventions. Provide after
school tutoring to FY and other
centralized coordination and
support
N/A
State Priorities # For reclassified fluent-English LEA-wide
2, 3, 4, 5, 6, 7, 8 proficient (RFEP) pupils:
Provide BRTs at each site to
support RFEPs. Provide
centralized support
N/A
Year 1:
Year 2: 2015/16
Year 3: 2016/17
Set aside funds for staff to help monitor
and support FY and facilitate needed
interventions. Provide FY with districtcoordinated tutoring. Fund district
Funding Source (0091): $7,500 GF
(liaisons), $2,500 GF (tutors), $35,571
GF (10% of centralized staff)
interventions. Provide FY with districtcoordinated tutoring. Fund district
Funding Source (0091): $7,500 GF
(liaisons), $2,500 GF (tutors), $35,571
GF (10% of centralized staff)
services to RFEPs. Fund district
services to RFEPs. Funding Source:
Funding Source: $67,159 GF (20% of
$67,159 GF (20% of BRTs)
BRTs), $53,356 GF (15% of centralized
staff)
services to RFEPs. Fund district
Funding Source: $67,159 GF (20% of
BRTs), $53,356 GF (15% of centralized
staff)
interventions. Provide FY with districtcoordinated tutoring. Funding Source
(0091): $7,500 GF (liaisons), $2,500 GF
(tutors)
3C. Describe the LEA’s increase in funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR
15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and
concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in
the state priority areas. (See 5 CCR 15496(b) for guidance.)
The SUHSD provides a wide array of core and support services to its students. Section 3B outlines some of the support services--totaling $2,162,769--for low income, EL, FY and RFEP students, which are
above and beyond what all students receive. One key strategy is to provide identified students, the majority of which are low income, with the support classes needed to be successful in meeting high school
academic standards, graduation requirements and A-G requirement. According to the number of students each school has who need ELA or Math support classes--based on district multiple measures-additional FTE will be allocated to offer the additional support classes. Depending on the need of each school, these classes may be algebra support, ELA support or intervention, ELD or ELD/ELA support. For
2014/15 the additional 15.8 FTE breakdown per school will be as follows: Sequoia HS: 5.0, Menlo-Atherton HS: 4.6, Carlmont HS: 2.2, Woodside HS: 4.0. Another key strategy is to provide designated site and
district staff to focus on specific student groups. At the site level, BRTs will work with teachers, counselors and administration to ensure that English Learners and RFEP students receive the differentiated
services that are particular to the needs of these two student groups who are at different stages of a continuum of academic and language development. The BRTs will also work with parents to ensure that
they are not only better informed, but also have a voice with respect to their students' education. Similarly, at the site level, each school will focus on Foster Youth. They will meet with Foster Youth on a
regular basis, refer Foster Youth to the appropriate site and district staff for appropriate services, and in general serve as an advocate for Foster Youth. Additionally, funds will be set aside specifically for after
school tutoring for Foster Youth.
Section 3
-
Page 6
June 25, 2014
Section 3C continued
At the district level, "categorical" staff will help to coordinate districtwide services for unduplicated pupils by serving as liaisons to county, state and federal educational agencies and working with all sites to
ensure effective differentiated core and support services are provided. We believe that the combination of these services are the most effective use of our limited "Calculated amount" of funds to meet the
district’s goals for unduplicated pupils in the state priority areas for two key reasons. First, since the most effective academic intervention is that which is offered by highly qualified teachers during the
regular academic day, we will invest in offering additional core support classes during the regular school day. In addition, limited and focused after school tutoring will complement the core and support
classes. The second reason why be believe these services are the most effective use of our funds is because by dedicating site and district level staff to focus on our unduplicated pupils, we will ensure that
these students’ particular needs are identified and addressed more individually and effectively. The SUHSD web site includes dedicated web pages for English Learners and RFEP students
(http://www.seq.org/?id=186), Title I/Low Income (http://www.seq.org/?id=187), and Foster Youth (http://www.seq.org/?id=243), which speak to additional core and supplemental services that go beyond
the scope of this LCAP.
3D. Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these
pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). Identify the percentage by which services for unduplicated pupils must be increased or
improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative
description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.
The 2012/13 SUHSD EIA allocation of $769,933 was used as the base amount to calculate (as per the FCMAT LCFF calculator) the supplemental and concentration grant funding ("Calculated" amount) of
$2,160,869 and the corresponding percentage of 3.56% (known as the Minimum Proportionality Percentage [MPP]) by which services for unduplicated pupils must be increased or improved as compared to
the services provided to all pupils. The estimated total dollar amount of services to be provided to all pupils in 2014/15, as listed in Section 3A, equates to $1,164,500. This is about 51% greater than the base
2012/13 SUHSD EIA allocation. The estimated total dollar amount of additional services to be provided to unduplicated pupils in 2014/15, as listed in Sections 3B and 3C, equates to $2,162,796. This is just
slightly more than the "Calculated" supplemental and concentration grant funding ($2,169,869), about 85% more than the Section 3A services anticipated to be provided to all pupils in 2014/15 ($1,164,500),
and about 180% more than the 2012/13 SUHSD EIA allocation ($769,933).
Section 3
-
Page 7
2014-2015
Local Control Accountability Plan
to
The Board of Trustees of
Sequoia Union High School District
July 25, 2014
East Palo Alto Academy
LEA: Sequoia Union High School District
LCAP Year: 2014/15
Contact: Dr. Morgan Marchbanks, Chief Academic Officer and Principal, [email protected], (650) 329-2811 Ext 69181
Introduction
East Palo Alto Academy annually serves up to 300 9th to 12th grade students. We anticipate growth to 360 students over the next six years.
Although located in the SUHSD, a basic aid district, our school serves a unique subset of the district's student population, as reflected in
the following demographic figures:
Total Enrollment 2013-2014:
Eligible for free or reduced lunch:
Primary language other than English:
Students with Disabilities
EPAA
263
254
230
24
97%
87%
9%
DISTRICT
8,368
38%
38%
12%
Hispanic/Latino
African-American
Samoan & Other Pacific Islander
Asian Indian
White
215
23
21
3
1
82%
9%
8%
1%
0%
46%
3%
3%
7%
35%
* Broad category of Pacific Islander in SUHSD
* Broad category of Asian in SUHSD
Because EPAA is chartered by a Basic Aid District, and the district's percentage of unduplicated English Learners, students in Poverty,
and/or Foster Youth is less than 50%, EPAA is ineligible for LCFF Concentration Grant funding, despite it's high percentages of
students in those same categories. As such, it is passed over for nearly $3,000 per ADA of state entitlement revenue.
This LCAP is largely informed by our school's recently completed, and approved, WASC plan.
Page 1 of 8
Updated: 6/9/14
Stakeholder Engagement
Involvement Process
September 12, 2013 -- Began the year with an orientation for members of the School Site Council. This included an
overview of the role and the responsibilities of the Site Council and the ELAC, an election of officers for the year and a
review of the bylaws.
The bulk of the meeting was a review of the WASC process EPAA went through in 2012-13 with a particular focus on
the WASC Action Plan that was created through that process.
Oct 17, 2013 -- Began the discussion of how to merge the WASC Action Plan into the School Plan and looked at the
data that led us to the goals that were created by the action plan. We got input from students and parents about other
issues that we should address as a school and in the process began to utilize that input to modify and/or create goals.
January 16, 2014 -- We continued the analysis of data and again got significant input from staff, students and parents
about progress on the WASC goals. We reviewed the eight state priorities that need to be addressed in the LCAP and
began the process of blending the WASC Action Plan with the LCAP.
March 27, 2014 (6:30 pm): Presentation and Comment Meeting 2: Assembled representative parent group, a Parent
Advisory Council. Present the LCAP revision as developed to incorporate actionable consultation feedback from
Consultation Meetings 1 through 4. Obtained parent comments.
May 22, 2014 -- Presented to SSC and invited stakeholders for final input and commentary from parents, students and
June 2, 2014 -- Presented draft 1 LCAP to Stanford New Schools Board for approval. Goals were adjusted to reflect
Boards's input and expertise.
June 11, 2014 -- Presenting to SUHSD Board of Trustees for public hearing.
June 25, 2014 -- Present to SUHSD Board of Trustees for approval.
Page 2 of 8
Updated: 6/9/14
!"#$%&'$(!)*+*,-
Description of Goal
Need #1: Sustain the current level of fully
credentialed and appropriately assigned
employees as well as the number of
highly qualified teachers under NCLB
and increase the number of staff who
reflect the diversity of the EPAA
Goal #1a) Increase by 10 percent per
population.
year the new credentialed employees
hired to reflect the ethnic diversity of
Need #1b: For the implementation of
the school's student body.
CCSS, to adopt and secure sufficient
standardsaligned instructional
Goal #1b) Adopt and secure materials
materials.
for at least one course per year in
Metric #1: A credentialed and highly
integrated Mathematics and ELA.
qualified teacher assigned to each subject
area, demographic data on teaching staff,
board-approved and secured materials
each year. Percentage of fully
credentialed teachers and appropriate
materials, CCSS textbooks.
Need #2: The adoption of the Common Goal #2a) Convene school-based
Core requires revisiting curriculum maps curriculum committees to design
curriculum aligned to CCSS and NGSS,
and instructional design. A significant
implement literacy standards across all
number of students score below
subject area and integrate standards
proficient on external measures of
specific to meeting the needs of English
academic knowledge and skill.
Learners and students with learning
differences.
EPAA
Affected
Annual
School
Update
All
EPAA
Affected
N/A
a) 18% of newly-hired EPAA teachers will reflect
diverse student population; b) EPAA will adopt and
secure materials for Mathematics I; write draft ELD
curriculum aligned to new ELD the standards
secure materials for Mathematics II; Implement draft
ELD curriculum aligned to new the ELD standards
All
EPAA
Affected
N/A
Implement Integrated Mathematics I and II and 9th 10th grade English/ELD CCSS standards. Initiate
implementation of ELD standards in ELD classes
Implement Mathematics II, 11th and 12th grade CCSS
Implement Mathematics III and full literacy standards
standards. ELD standards in content areas. Implement
in subject areas and ELD standards in content areas.
2-3 more literacy standards in other subject areas.
State Priority #2
N/A
Implement ELAC; CAB; Parent, Guardian, Teachers
Organization (PGTO); and site parent workshops with
targeted parents and increase representation of such
parents in SSC, CAB, and PGTO.
Increase by 5% ELAC, CAB, PGTO, and site parent
workshops with targeted parents and increase
representation of such parents in SSC, CAB, and
PGTO.
Increase by 10% ELAC, CAB, PGTO, and site parent
workshops with targeted parents and increase
representation of such parents in SSC, CAB, and PGTO
State Priority #3
Increase the percentage of seniors submitting
applications to 4-year colleges to 65%.
Increase the percentage of seniors accepted to 4-year
colleges to 74%
colleges to 79%
colleges to 84%
Continue to vertically align and evolve the advisory
curricula at each grade level.
WASC data to be delivered by June 11, 2014
Year 1: 2014/15
Year 2: 2015/16
Year 3: 2016/17
secure materials for Mathematics III, English novels,
math materials, and literacy materials.
Related State &
Local Priorities
State Priority #1
Metric #2: Proficient or above SBAC test
Goal #2b) Integrate collaborative
results
planning time in the school's master
schedule.
Need #3: Academic support and
intervention need to reflect the priorities
Goal #3: Analyze the parent experience
of our student community.
at EPAA and seek input around
Metric #3: Parent surveys
supporting student success
feedback and attendance from monthly
parent meetings.
Goal #4a) Increase the level of 4-year
college applications and acceptances.
Need #4: Student focus on applying to
Increase capacity of counseling
and seeking funding for four-year schools
department.
has increased but needs further
improvement.
Goal #4b) Complete work on vertically
aligning advisory curriculum and train
advisors in the two- year loop.
Need #5: Teachers report students have
low academic confidence and stamina.
Metric #5: WASC student satisfaction
survey results.
Goal #5: Achieve greater than 50% of
the student population reporting
increased academic confidence at the
end of each school year.
East Palo Alto Academy High School
All
1) In 2014, 36 (60%) of a class of 60 seniors submitted
366 applications to 4 year colleges
EPAA
Affected
EPAA
Affected
N/A
2) 25 (69%) of the 36 students have received 55
acceptances to a 4-year college.
EPAA
Affected
N/A
State Priority #4
State Priority #4
.%/'!0!12!3
!"#$%&'$(!)*+*,-
Suspensions
Hispanic/Latina (F)
Hispanic/Latino (M)
African-American (F)
Goal #7: Reduce number of suspension
African American (M)
by 10% each year for three years.
Pacific Islander (F)
Maintain expulsion expulsion rate by
Pacific Islander (M)
implementation of restorative justice
White (M)
practice.
Metric #7: Suspension rate over 3 years
Metric #8: At least 75% of each
graduating cohort will report that they
feel well-prepared for life after high
school, measured at 1, 2, 3, and 4 years
after graduation.
Need #9: Increase the number of
freshmen who successfully complete
freshmen-year courses.
Metric #9: Overall student attendance.
Need #10: Increase number of students
who successfully complete required
courses for graduation.
Goal #8b) Increase by 5%per year the
number of EPPA students participating
successfully in Early College.
Goal #9a) Increase teacher capacity to
emphasize student-driven, inquirybased, and relevant projects that
develop students' capacity to think
deeply and analytically.
Metric #10: CALPADS
Hispanic/Latino
3
0
Pacific Islander
0
Pacific Islander
0
Pacific Islander
0
0
African-American
0
African-American
0
African-American
0
5
21
2
2
0
1
0
31
East Palo Alto Academy High School
Whole
School
N/A
N/A
60
18%
Early College Participants
58
136
43%
Current Attendance Rate: 91.33%
6.7
State Priority #5
Reduce Suspensions To
Hispanic/Latina (F)
Hispanic/Latino (M)
White (M)
Reduce Expulsions To
All Ethnicities
1
0
Goal #9b) Raise the school's attendance
rate by 2%.
Goal #10a) Increase level of student
engagement by training teachers in all
elements of Project Based Learning, in
order to decrease dropout rates by 10%. Drop-Out Rate
Goal #10b) Improve vertical alignment
of curriculum across subject areas
during common planning time.
Reduce Drop-Out Rate To
4
11
Hispanic/Latino
Hispanic/Latino
UC/CSU Eligible
Eligible / Participating
Related State &
Local Priorities
Year 3: 2016/17
5
% Eligible/
Participating
eligibility rate.
Year 2: 2015/16
Hispanic/Latino
EPAA
Affected
Total
Possible
Need #8: Some alumni have reported that
they have felt under-prepared for the
demands of college and the level of
independence that comes with it.
Goal #8a) Increase UC/CSU A-G
Year 1: 2014/15
6.7
Eligible/
Participating
Expulsions
Hispanic/Latino (M)
All other Ethnicities
Annual
School
Update
N/A
EPAA
Affected
N/A
EPAA
Affected
N/A
All Ethnicities
0
Increase Eligible / Participating To
EPAA
Affected
Hispanic/Latina (F)
Hispanic/Latino (M)
White (M)
4
20
1
1
0
1
0
27
Hispanic/Latina (F)
Hispanic/Latino (M)
White (M)
3
19
0
1
0
1
0
24
All Ethnicities
0
2
18
0
0
0
1
0
21
State Priority #6
0
% Eligible
Need #6: Alumni surveys and interview
indicate that our alumni feel under
Drop-Out Rate
Goal #6: Create rigorous intervention
prepared for college-level work.
Hispanic/Latino
plans designed to improve the academic
success of all students and eliminate
achievement disparities between
Pacific Islander
student subgroups.
Metric #6: Get from CalPads, attendance,
African-American
dropouts and graduation rates.
Need #7: While our suspension rate has
declined, too many students are being
suspended for low-level infractions.
EPAA
Affected
% Eligible
Description of Goal
% Eligible
UC/CSU Eligible
25%
UC/CSU Eligible
35%
UC/CSU Eligible
45%
48%
53%
58%
Increase Attendance Rate to 93.33%
State Priority # 5, 7,
8
State Priority #4
Hispanic/Latino
5
Hispanic/Latino
4
Hispanic/Latino
3
Pacific Islander
0
Pacific Islander
0
Pacific Islander
0
Pacific Islander
0
African-American
0
African-American
0
African-American
0
African-American
0
State Priority #7, 8
.%/'!-!01!2
Section 3: Actions, Services, and Expenditures. What annual actions, and the LEA may include any services that support these actions, are to be performed to meet the goals described in Section 2 for ALL pupils and the goals specifically for
subgroups of pupils identified in Education Code section 52052 but not listed in Table 3B below (e.g., Ethnic subgroups and pupils with disabilities)? List and describe expenditures for each fiscal year implementing these actions, including where
these expenditures can be found in the LEA’s budget.
Section 3: Actions, Services, and Expenditures
A. What annual actions, and the LEA may include any services that support these actions, are to be performed to meet the goals described in Section 2 for ALL pupils and the goals specifically for subgroups of pupils identified in Education Code
section 52052 but not listed in Table 3B below (e.g., Ethnic subgroups and pupils with disabilities)? List and describe expenditures for each fiscal year implementing these actions, including where these expenditures can be found in the LEA’s
budget.
What actions are performed or services provided in each year (and are projected to be provided in years
Related State &
Level of Service
Annual Update:
Goal (Include and identify all goals
Local Priorities (from
(Indicate if schoolReview of
from Section 2)
Year 1: 2014/15
Year 2: 2015/16
Year 3: 2016/17
Section 2)
wide or LEA-wide)
actions/services
Goal #1a) Increase by 10 percent per
year the new credentialed
employees hired to reflect the ethnic
diversity of the school's student
body.
Goal #1b) Adopt and secure
materials for at least one course per
year in integrated Mathematics and
ELA.
Goal #2a) Convene school-based
curriculum committees to design
curriculum aligned to CCSS and
NGSS, implement literacy standards
across all subject area and integrate
standards specific to meeting the
needs of English Learners and
students with learning differences.
Goal #2b) Integrate collaborative
planning time in the school's master
schedule.
a) Identify recruitment strategies
to increase the number of teachers
hired who reflect the student
population.
State Priority #1
b) Identify curriculum needs for
math to align with CCSS and
Integrated Mathematics subject
areas and adopt, create, and/or
purchase as needed. For English,
add non-fiction and diversity to
curriculum.
School-wide
State Priority #2
recruitment efforts to other parts
of the state, if needed.
$10,679 (GF - Advertising, Travel,
Release Time, Admin. Time)
b) Identify the Mathematics I
curriculum. Diversify the English
curriculum, including the addition
of non-fiction texts.
$9,000 (GF - Instructional materials,
b) Identify Mathematics II
curriculum. Continue to diversify
English curriculum.
b) Identify Mathematics III
curriculum. Continue to diversify
English curriculum.
textbooks)
textbooks)
Purchase Mathematics II; use
common preparation periods to
align curriculum.
Purchase Mathematics III; use
align curriculum.
textbooks)
Purchase Mathematics I; use
align curriculum.
School-wide
N/A
EL Coach and English teachers
align curriculum during common align curriculum during common align curriculum during common
preparation period.
preparation period.
preparation period.
ELD coach provides instructional ELD coach provides instructional ELD coach provides instructional
and curricular support to all
teachers.
teachers.
teachers.
$67,472 (GF - personnel, instructional
materials + textbooks)
a) Continue recruitment as
needed.
N/A
a) Use in-house resources to align
to CCSS, as well as state and
locally designed materials and
guidance.
b) Optimize adoption by using
common preparation time, and
staff expertise.
a) Recruit teachers from Stanford
and local colleges to reflect the
diversity of the school population.
Begin recruitment efforts locally.
!"#$%&%'(%)
budget.
Related State &
Level of Service
Annual Update:
from Section 2)
Year 1: 2014/15
Year 2: 2015/16
Year 3: 2016/17
Section 2)
wide or LEA-wide)
actions/services
Goal #3: Analyze the parent
experience at EPAA and seek input
around supporting student success.
State Priority #3
Goal #4a) Increase, by 5% each year,
the level of 4-year college
applications and acceptances.
Goal #4b) Complete work on
vertically aligning advisory
curriculum and train advisors in the
two year loop.
State Priority #4
Goal #5: Achieve greater than 50%
of the student population reporting
increased academic confidence at
the end of each school year.
Increase parent workshop
opportunities and increase parent
participaton therein (ELAC, SSC,
CAB, PGTO).
Schedule and increase
participation in SSC and ELAC
workshops. Build strong parent
leadership into CAB.
Host quarterly parent Focus
Groups to garner feedback and
perspective.
Schedule quarterly Focus Groups Schedule quarterly Focus Groups Schedule quarterly Focus Groups
(September, December/January, (September, December/January, (September, December/January,
March, and June).
March, and June).
March, and June).
N/A
Codify a parent leadership action
item at each leadership forum
meeting to increase access to
parent feedback throughout the
year.
$3,252 (GF - Personnel, Materials &
Supplies)
Supplies)
Supplies)
Continue to provide college and
career guidance to all students
through fully aligned advisories
guided by the Head Counselor.
$282,414 (GF - Personnel)
Advisors align curricula and
evolve Advisory Program during
common prep time, and staff
professional development.
Teachers and staff learn about
positive psychlogical
interventions, including Mindset
during PD, and integrate tools
into their practice.
School-wide
N/A
Integrate research on Mindset and
positive psychological
interventions into all instructional
design.
School-wide
Ask students to reflect upon their
sense of academic confidence at
year's start, mid-year, and year's
end.
N/A
year.
Ask Parent Leaders to seek input
from their peers for discussion in
leadership forums (i.e. School Site
Council, Charter Advisory Board)
State Priority #4
School-wide
year.
Students are surveyed in August, Students are surveyed in August, Students are surveyed in August,
January, and June.
January, and June.
January, and June.
!"#$%*%'(%)
budget.
Related State &
Level of Service
Annual Update:
from Section 2)
Year 1: 2014/15
Year 2: 2015/16
Year 3: 2016/17
Section 2)
wide or LEA-wide)
actions/services
Goal #6: Create rigorous
intervention plans designed to
improve the academic success of all
students and eliminate achievement
disparities between student
subgroups.
Goal #7: Reduce number of
suspensions by 10% each year for
three years. Maintain zero expulsion
rate by implementation of
restorative justice practice.
State Priority #5
Goal #9b) Raise the school's
attendance rate by at least 2%.
Use Advisory model to intervene Use Advisory model to intervene Use Advisory model to intervene
with every student including
holding grade-level team meetings holding grade-level team meetings holding grade-level team meetings
with students and parents.
School-wide
N/A
Evolve support programs (e.g.
Peer Mediation and Restorative
Justice) to reduce suspensions.
State Priority #6
Goal #8a) Increase UC/CSU A-G
eligibility rate.
Goal #8b) Increase by 5%per year
the number of EPAA students
eligible to participate in Early
College courses.
Goal #9a) Increase teacher capacity
to emphasize student-driven,
inquiry-based, and relevant projects
that develop students' capacity to
think deeply and analytically.
Identify highest risk students
prior to the start of the school year,
mobilizing advisors, pupil
support, teachers, and
administration to evolve
individual plans and
communicate with families.
State Priority #6
School-wide
Facilitate department meetings for
Math and Science to focus on
greater integration of literacy
strategies within their curricula.
School-wide
N/A
N/A
a) Provide built-in collaboration
time and weekly staff
development facilitated by PBL
experts, using grand round
opportunities to support practices
among peers.
State Priority #5, 7, 8
b) Use campus aids, advisors,
community liaisons and parent
coordinator to support positive
attendance.
School-wide
N/A
Fully utilize wrap-around services
provided by Stanford University
to EPAA students.
$213,900 (In-Kind from Lucile Packard
to EPAA students.
to EPAA students.
Childrens' Hospital and Stanford New
Schools)
Schools)
Schools)
Implement Restorative Justice
Class and train 5 - 6 staff to lead
peace circles for students who
agree to take responsibility and
restore community rather than be
suspended.
$36,011 (GF - Personnel, Professional
suspended.
37,091 (GF - Personnel, Professional
suspended.
$38,204 (GF - Personnel, Professional
Development, Materials and Supplies)
Provide EL coaching to Math and
Science teachers to embed EL
scaffolding in these subject areas
instructions.
instructions.
instructions.
among peers.
among peers.
among peers.
attendance.
attendance.
attendance.
!"#$%+%'(%)
budget.
Related State &
Level of Service
Annual Update:
from Section 2)
Year 1: 2014/15
Year 2: 2015/16
Year 3: 2016/17
Section 2)
wide or LEA-wide)
actions/services
Goal #10a) Increase level of student
engagement by training teachers in
all elements of Project Based
Learning, in order to decrease
dropout rates by 10%.
Goal #10b) Improve vertical
alignment of curriculum across
subject areas during common
planning time.
State Priority #7, 8
Provide built-in collaboration time
and weekly staff development
facilitated by PBL experts,
utilizing grand round
with peers.
School-wide
N/A
with peers.
See 9a
with peers.
See 9a
with peers.
See 9a
B. Identify additional annual actions, and the LEA may include any services that support these actions, above what is provided for all pupils that will serve low-income, English learner, and/or foster youth pupils as defined in Education Code
NOTE: Currently, section B is incorporated into Section A.
C. Describe the LEA’s increase in funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is
expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a district wide, school wide, countywide, or charter wide manner as specified in 5 CCR 15496. For school districts with below 55 percent
of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a district wide or school wide manner, the school
district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state priority areas. (See 5 CCR 15496(b) for guidance.)
In year one, EPAA is not seeing a significant increase in funds, as the per ADA state entitlement is still being held artificially low by the need to ramp up funding over time. We have also seen multiple revised calculators from the state, so it
is hard to pinpoint expected revenue at this time.
D. Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the
increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all
pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated
pupils as compared to the services provided to all pupils.
Over 95% of our pupils qualify as low income, and/or foster youth, and/or English learners, rendering our programs schoolwide. There is no significantly sized comparison group within our school.
!"#$%)%'(%)

Untitled - Sequoia Union High School District

Transcription

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