Millbrae Elementary

Transcription

Millbrae Elementary

Introduction:
LEA: Millbrae Elementary School District
Year: 2015-2016
Contact: Vahn Phayprasert, Superintendent, [email protected], (650) 697-5693
LCAP
The Millbrae Elementary School District is a K-8 district situated in northern San Mateo County adjacent to the San Francisco International
Airport. The District operates five schools: Green Hills Elementary, Lomita Park Elementary, Meadows Elementary, Spring Valley Elementary and
Taylor Middle School.
The city of Millbrae is a small suburban community with a population of 21,532 covering 3.2 square miles. It is a city of small businesses with no
major industry. The District enjoys a positive working relationship with the city of Millbrae. There are quarterly Joint School Board/City Council
meetings scheduled each year. This collaborative relationship extends to programs in conjunction with the Sheriff’s and Fire Departments, the
Millbrae Library, and the Department of Park and Recreation. Additionally, the schools receive active support from local service organizations:
Millbrae Rotary and Lions, Peninsula Chinese Business Association, the Millbrae Community Foundation, Parent Teacher Associations at each
school, and the Millbrae Education Foundation.
The community has changed in past years with the District reflecting the ethnic and socio-economic changes of the City. There are multiple
family dwellings and apartments. A large portion of the Millbrae community has been residents of Millbrae for a number of years and many are
retired. The District’s enrollment has also grown over the past five years. The enrollment in 2010 was 2,159 growing to 2,469 in 2014. The
student population is ethnically diverse with over 33 languages spoken as primary languages other than English. The March 2014 Language
Census Report shows the most common languages to be: Spanish: 32%, Cantonese: 22%, Mandarin: 12%, Arabic: 3.5%, Japanese: 3.2%, Tagalog:
3.2%, Korean: 2.2%. The Millbrae student population is 24% Limited English Proficient (LEP), 20% Fluent English Proficient (FEP), and 52% native
English speakers. The English Language Development Program (ELD) has 620 students identified for services in 2014-2015 with 179 students
reclassified as Fluent English Proficient in spring 2015. In addition, 544 students (22% of the total student population) were eligible for free or
reduced lunch. 47 students were identified in foster care or homeless.
Child care is in high demand and the District continues to partner with other agencies to assist in providing before and after school care. Parents
have access to child care with Happy Hall located at Green Hills and Meadows Schools, A Child’s Way located at Spring Valley and the ASES
Program located at Lomita Park School. Taylor Middle School students have access to after school homework club and to an after school
program located at the Millbrae Community Youth Center in partnership with the Millbrae Park and Recreation Department and the MidPeninsula Boys & Girls Club.
The District continues to accelerate in achievement. The District’s Academic Performance Index (API) score reached 900 in 2013, surpassing the
state and county average. Each school’s 2013 API is as follows: Green Hills 898, Lomita Park 852, Meadows 928, Spring Valley 907 and Taylor
Middle at 902. All schools in the Millbrae Elementary School District are California Distinguished Schools as follows: Green Hills School awarded
in 2014 and 2006; Lomita Park School awarded in 2010 and 1987; Meadows School awarded in 2014; Spring Valley School awarded in 2014 and
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DRAFTED FINAL APPROVED BY PARENT ADVISORY COMMITTEE_05.29.15
BOARD APPROVED 6.16.15
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1995; Taylor Middle School awarded in 2013, 2001, 1994 and 1986 in addition to a National Blue Ribbon Award in 1996. Lomita Park School is a
Title I school and has received the Title I Academic Achievement Award in 2011 and 2012.
Priority 3
(Parent Involvement) During the 2014-2015 school year, our District re-established the process of holding elections for SSC and ELAC. There is a
parent representative from each school site that is member of our DAC/ELAC which we established as our PAC. Also, during the 2014-2015
school year, our District implemented the School Smarts Program at Lomita Park School. We will continue the School Smarts Program at Lomita
Park and plan to expand this Program to additional elementary school sites within our district.
Priority 6
(School Climate) Millbrae School District continues to place high importance in providing a safe and positive learning environment for all
students and staff. During the 2014-2015, all school site safety plans were developed to align with the San Mateo County’s Big Five School
Emergency Protocols as designed In the School Emergency Guidelines Immediate Action Response Handbook of 2014. Our school sites continue
to conduct monthly safety drills (Secure Campus, Lockdown/Barricade, Drop, Cover and Hold, Shelter and Place, and Evacuation. To address all
student s in the area of social/emotional support, we have staffed (1) Dean of Students and (1) Counselor at Taylor Middle School and (1)
counselor or our 4 elementary sites. Our counselors are trained and have implemented anti-bullying programs, restorative justice, and personal
learning plans (PLP) to support academic success.
The Millbrae Elementary School District is fully committed to the long standing tradition of excellence in education. Progressing forward on the
21st century learning continuum, the District’s vision is to empower Millbrae students as co-creators of their own learning by engaging students
in contemporary and authentic learning which propels them toward college and career readiness in preparation for active leadership in our
global society.
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The Local Control and Accountability Plan (LCAP) for the Millbrae Elementary School District
includes the strategic thinking, efforts and engagement from:
Certificated and Classified Staff, Student Leadership at Taylor Middle School, Parents at-large, Parent Advisory Council,
School Site Councils, English Learner Advisory Committees, District Advisory Council, District English Learner Advisory Committee.
Curriculum Advisory Committee
Teacher representative from each school, Special Education Specialist, EL Coordinator, Principal, Educational Services,
Superintendent
Academic Committees
Teacher representatives from each school, EL Coordinator, Technology, Assistant Principal and Principals,
Special Education, Educational Services, Business Services, Superintendent
San Mateo County Office of Education
Millbrae Elementary School District Board of Trustees
Lynne Ferrario, President
D. Don Revelo, Vice-President
Jay D. Price, Clerk
Frank Barbaro, Trustee
Denis Fama, Trustee
Superintendent
Vahn Phayprasert
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Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational
agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066,
47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district,
goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including
pupils with disabilities, for each of the state priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated
school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code
section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as
identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the
state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in
their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special
education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those
goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state
priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the
LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the
statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should
carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs
may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions,
and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code
section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans
(including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as
relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for
completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative
response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced
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in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as
necessary to facilitate completion of the LCAP.
State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however,
school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities
in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject
areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section
60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development
standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and
subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926.
(Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share
information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready,
share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement
exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of
Education Code section 51220, as applicable. (Priority 8)
C. Engagement:
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Parental involvement: efforts to seek parent input in decision making at the district and each school site, promotion of parent participation in
programs for unduplicated pupils and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school
graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense
of safety and school connectedness. (Priority 6)
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code
section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements
for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and
Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the
requirements for translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the
community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and
expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes,
describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals,
actions, services, and expenditures.
Guiding Questions:
1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified
in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county
office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community
organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and
supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?
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3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and
used by the LEA to inform the LCAP goal setting process? How was the information made available?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA
through any of the LEA’s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections
52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code
section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved
outcomes for pupils, including unduplicated pupils, related to the state priorities?
Involvement Process
Our 2014-2015 Involvement Process
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Student Leadership Classes (throughout year)
Parent and Staff Survey (sent 3/31/15)
Parent Meeting (through year)
PAC/DELAC/DAC Review and Approval Meeting (May 29, 2015)
All employee group meeting (3/25/15)
Joint City Council and Board of Education Meeting on February 19,
2015.
•
June 2, 2015: PUBLIC HEARING for LCAP 2015-2018 and Annual
Update 2014-2015.
June 16, 2015: Board Approval for LCAP 2015-2018 and Annual Update 2014-2015.
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Impact on LCAP
Student Leadership Classes (33 RFEP, 17 free/reduced)
provided feedback and input to the District’s progress on
the LCAP goals. All students were able to articulate
understanding of the CCSS. Some have experienced
changes in the classroom with technology used in learning
and some with only minimal to no changes in the
classroom (student achievement and student outcomes.)
Students requested more teacher collaboration on
assignments and exams. Suggestions from the students
also include greater access to electives through a zero or
7th period (course access).
Parent Input
172 parents participated in the online survey.
• Increase student access to technology (computers,
wireless, mobile devices)
• Upgrade facilities to reflect 21 century learning
environments
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Increase cultural awareness district wide
Parent Education Nights for technology, Common
Core Standards
Increase support for student preparation to SBAC
assessments.
Stronger academic programs during the school day.
Foreign Language – During, before and after school
o Spanish – 32%
o Mandarin – 22%
o French – 15%
o Cantonese – 13%
DAC/DELAC Committee members has expressed interest
providing information to parents regarding CERT training
(Basic first aid, search and rescue, etc…) for Fall 2015.
Teaching staff expressed the need for continuation of PD
in PLC and more time with new curriculum and materials.
Survey results express need for another Technology Coach
and personnel to support core subjects.
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•
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•
•
Annual Update:
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Desire for site based PLC
More release time needed for planning and
implementation of new material.
Need for clarification of materials to be used
Regular scheduled release time
More training in the area of technology integration
More training of general and special education
Provide parent education
Annual Update:
Millbrae School District followed the same process as in 2013-2014. Meetings that It was apparent that the 1X meetings indicated that our
involved more than one session proved to be valuable.
stakeholders needed more education on the goals of our
district. For the 2015-2016, Millbrae School District will
engage in series of meeting/input gathering sessions.
Section 2: Goals, Actions, Expenditures, and Progress Indicators
Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the
two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of
education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in
the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the
LCAP for the next three years that are based on this review and assessment.
Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer
pursuant to Education Code section 47604.33.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and
for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each
subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions
an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update
to include a review of progress towards the goals and describe any changes to the goals.
To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and
local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and
input requested from, school site level advisory groups, as applicable (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.
Goal: Describe the goal:
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When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils
with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which 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.
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the
applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any
additional local priorities; however, one goal may address multiple priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to
identify the need(s).
Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of
schools, or specify grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all”
for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using,
at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected
measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the school site level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must
address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives
for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs
must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control
Accountability Plan and Annual Update Template Appendix, sections (a) through (d).
Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may
describe a group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the school sites covered. LEAs may indicate “all” for all schools,
specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration
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funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, school wide, countywide, or
charterwide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of
service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”
For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable
unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the
additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education
Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section
52052.
Budgeted 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 Education Code sections 52061, 52067, and
47606.5.
Guiding Questions:
1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?
2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?
3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil
engagement, and school climate)?
4) What are the LEA’s goal(s) to address any locally-identified priorities?
5) How have the unique needs of individual 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 Education Code sections 42238.01 and subgroups as defined in section
52052 that are different from the LEA’s goals for all pupils?
7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?
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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 Education Code section 52052?
11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to
specific 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?
GOAL:
Goal 1
Teachers will utilize common supplemental textbooks and materials, and benchmarks
aligned to CCSS for ELA/ELD and Mathematics.
Related State and/or Local Priorities:
1_X_ 2_X_ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
Need:
Identified Need :
o
o
Development of common supplemental textbooks and materials, and benchmarks aligned to CCSS
Development of Scope & Sequence progression in writing TK-grade 8 and in mathematics
Schools: All Schools
Applicable Pupil Subgroups: All, Low Income Pupils, EL
LCAP Year 1: 2015-2016
• 90% of teachers will use grade level/content common supplemental textbooks and materials.
Expected Annual • 100% of teachers will implement benchmarks aligned to CCSS for ELA/ELD and Mathematics for students in
Measurable
grades 2-8 to be assessed using common benchmarks aligned to CCSS for ELA/ELD and Mathematics
Outcomes:
• Increase % of proficiency on SBAC from previous year on both ELA and Mathematics
Goal Applies to:
Actions/Services
1.1: PLC’s will meet 3x/year in grade levels and/or
content areas to continue planning CCSS units of
study, including Lucy Calkin’s Writers Workshop
for classroom implementation.
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Scope of
Service
Teachers TK8
Pupils to be served within identified scope of
service
_X_ALL
and:
_X Low Income pupils _X English Learners
__Foster Youth __Redesignated fluent English proficient
__Other
Subgroups:(Specify)________________________
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Budgeted
Expenditures
$26,579
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
1.2: Academic Committees will meet 1x/month to
research CCSS aligned curriculum to prepare
teachers at each site and grade level to pilot the
new instructional materials and textbooks that are
aligned to CCSS and frameworks to meet the
unique needs of our students.
Teacher Rep.
from each site
_X_ALL
and:
_X_Low Income pupils _X_English Learners
__Other
1.3: 100% of teachers will utilize current Pacing
Guides/Scoping Sequence and Common
Assessments for all grades in Math and ELA/ELD.
Academic
Committee
Members
_X_ALL
1.4: Begin adoption process of CCSS textbooks in
Math in Fall 2015.
OR:
__Low Income pupils __English Learners
__Other
1.4.1 All teachers and administration will receive Staff
Development in new Math adoption in Spring and
Summer 2016.
.
1.5: Priority 3 Hold an LCAP Fair to communicate and
solicit input regarding components of Goal #1 (CCSS,
Curriculum/Materials, Benchmark & Assessments) for
parents and community stakeholders.
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Administration
_X_ALL
and:
__Foster Youth __Redesignated fluent English
proficient __Other
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$7,229
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
$250,000
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
$58,299
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
No additional
cost
LCAP Year 2: 2016-2017
Expected Annual
Measurable
Outcomes:
•
•
100% of teachers will use common supplemental textbooks and materials
100% of teachers will implement benchmarks aligned to CCSS for ELA/ELD and Mathematics for students in
grades 2-8 to be accessed using common benchmarks aligned to CCSS for ELA/ELD and Mathematics
•
Increase % of proficiency on SBAC from previous year on both ELA and Mathematics
Actions/Services
1.1: PLC’s will meet 3x/year for grade levels and
content areas to plan and analyze student data
from CELDT and SBAC year 1 and revise current
CCSS units of study for classroom implementation.
Scope of
Service
service
Grades TK-8
Teachers
_XALL
Teacher Reps
from each site
_X_ALL
Academic
_X_ALL
1.1.1: Implement New 2015-2016 CCSS based Report
Card for TK- 8th grade.
OR:
__Other
Budgeted
Expenditures
$54,019
LCFF-Base
1.1.2: Utilize Pacing Guides for all grades and content
areas in Math and ELA/ELD
1.1.3: All students will be assessed in district wide
formative and benchmark assessments in Math and
ELA/ELD.
increase grade level and content area instructional
resources that are aligned to CCSS and
frameworks to meet the unique needs of our
students AND address teacher concerns in the new
implementation of new Math adopted curriculum.
OR:
X Low Income pupils X English Learners
__Foster Youth X Redesignated fluent English proficient
__Other
$14,231
LCFF-Base
1.3: 100% of teachers will implement new Math
adopted curriculum
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$250,000
1.4: Fall 2016 - Adoption process of CCSS texts in
ELA/ELD.
Committee
Teachers of
ELA/ELD
Administration
OR:
__Other
_X_ALL
and:
proficient __Other
LCFF -Base
No additional
cost
LCAP Year 3: 2017 -2018
Expected Annual
Measurable
Outcomes:
•
•
100% of teachers will use common supplemental textbooks and materials
100% of teachers will implement benchmarks aligned to CCSS for ELA/ELD and Mathematics for students in
grades 2-8 to be accessed using common benchmarks aligned to CCSS for ELA/ELD and Mathematics
•
Increase % of proficiency on SBAC from previous year on both ELA and Mathematics
Actions/Services
1.1: PLC’s will meet 3x/year for grade levels and
content areas to plan analyze student data from
CELDT, SBAC year 2, formative & summative
assessments in Math, making any needed
revisions to current CCSS units of study for
classroom implementation
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Scope of
Service
Teachers K8th
service
$54,879
LCFF-Base
X_ALL
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Budgeted
Expenditures
OR:
__Other Subgroups:
(Specify)________________________
1.2: Implement new ELA/ELD Adopted curriculum.
address teacher concerns in the new
implementation of ELA/ELD adopted curriculum.
1.4: All teachers will utilize created Pacing Guides
for all grades and content areas in Math and
ELA/ELD by the Academic Committees.
1.4.1: All students will be assessed in district wide
formative and benchmark assessments in Math &
ELA/ELD
GOAL:
Teachers
Tk-8
Academic
Committee
Members
Teachers of
ELA/ELD and
Math
TK-8th
Administration
_X_ALL
OR:
__Other Subgroups:
(Specify)________________________
_X_ALL
OR:
__Other Subgroups:
(Specify)________________________
_X_ALL
and:
proficient __Other
Goal 2
Teachers will integrate technology standards in their teaching units to increase
student engagement in contemporary and authentic learning demonstrated in
16
9.9.15 @ 12:13pm
$7,229
LCFF-Base
$7,229
LCFF-Base
No additional
cost
1__ 2_X_ 3__ 4_X_ 5__ 6__ 7_X_
8_X_
COE only: 9__ 10__
the 4 C’s: Collaboration, Communication, Critical Thinking and Creativity.
Need:
o
o
o
o
o
Identified Need :
Goal Applies to:
Local : Specify _____________________
Training for staff to increase their own proficiency in the use of technology in teaching.
Training for staff to engage students in contemporary and authentic learning.
Progressive staff development plan to train staff and administration.
Available devices used in learning in the classroom.
Access for student participation and performance in art and music.
Applicable Pupil Subgroups: All, Low Income Pupils, EL
LCAP Year 1: 2015-2016
•
•
100% of teachers will receive training to increase their own proficiency in using technology in teaching.
80% of teachers will demonstrate implementation of acquired strategies from: Kate Kinsella, PBL, Units of
Study and work of SVMI.
• Increase 25% of devices used by students in the classroom.
• Increase 5% student participation and performance in the visual and performing arts.
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
Professional Development
All Faculty
Expected Annual
Measurable
Outcomes:
2.1: 95% teacher, administration and classified
staff participation in Staff Development to provide
training and support to all staff in addressing the 4
C’s in acquired content training.
_X_ALL
$56,499
LCFFSupplemental
OR:
__Other Subgroups:(Specify)________________________
2.2 Music and Art Instructional Program
Students
17
_X_ALL
9.9.15 @ 12:13pm
$318,100
Millbrae
2.2.1: Aesthetic development - experiencing the beauty
and artistry and emotion critical to the study of music.
Education
Foundation
Grades
TK-8
2.2.2: Students encounter of music from a variety of
periods and styles.
• Develop a true understanding of the value of
musical expression and creativity while developing
a healthy self-esteem.
2.3 All classrooms integrate technology
throughout teaching and learning.
2.3.1: Create Technology Plan that presents districtwide goals providing focused models for what it looks
like when “All classrooms infuse technology throughout
teaching and learning.”
2.3.2: Technology Plan that includes staff development
on new programs and equipment. Also allows for
continued support for legacy programs through an
online depository of resources.
2.3.3: Implement free digital curricula
Students
Grades
TK-8
OR:
All
teachers
All
teachers
School
sites
2.3.4: Purchase digital curricula
LCAP Year 2: 2016-2017
Expected Annual
Measurable
Outcomes:
18
•
•
•
Increase another 25% of devices used by students in the classroom (refresh or new)
9.9.15 @ 12:13pm
•
Increase another 5% of student participation and performance in the visual and performing arts.
Scope of
Budgeted
Actions/Services
Service
Expenditures
All Faculty
_X_ALL
OR:
Students
Grades
TK-8
periods and styles.
2.3 All classrooms infuse technology throughout
teaching and learning.
2.3.1: Increase equitable access to all students by
purchasing Devices to provide access to both free and
subscription based online curriculum (CK-12,
Khanacademy, Ed1stop Portal, Codecademy,
Readwritethink.org, PLS Databases, Odell Education,
INSIDE, Curriculet, etc.)
2.3.2: Articulate technology skills/curriculum between
elementary and middle schools.
2.3.3: Provide a solid data network that is expandable
19
_X_ALL
OR:
$318,100
Millbrae
Education
Foundation
_X_ALL
All School
Sites
$15,000
LCFF -Base
OR:
_X_ALL
All School
Sites
OR:
9.9.15 @ 12:13pm
$56,499
LCFFSupplemental
$40,000
LCFF -Base
in order to accommodate the growing number of
devices predicted per classroom. Purchase MDM
(Mobile Device Management) software. Provide
appropriate wireless coverage to all classrooms and
meeting areas.
.
2.3.4: Technology Plan that includes staff development
on new programs and equipment. Also allows for
continued support for legacy programs through an
online depository of resources.
1st – 8th
grade
students
_X_ALL
$10,000
LCFF-Base
OR:
LCAP Year 3: 2017 – 2018
•
•
Expected Annual
Measurable
Outcomes:
• Increase another 25% of devices used by students in the classroom (refresh or new)
• 100% of students receive instruction in visual or performing arts.
Scope of
Budgeted
Actions/Services
Service
Expenditures
All Faculty X_ALL
20
OR:
Students
Grades
X_ALL
9.9.15 @ 12:13pm
$56,499
LCFFSupplemental
$318,100
TK-8
OR:
periods and styles.
All
teachers
2.3.2: Continue and expand use of GAFE in
elementary grades beginning with 3, 4 & 5, to increase
student collaboration, extend the reach of academic
technology, and to utilize apps that support CCSS and
the 4C’s.
All
teachers
Millbrae
Education
Foundation
$10,000
LCFF-Base
_X_ALL
OR:
__Other Subgroups: (Specify)________________________
2.3.3: Increase equitable access to all students by
purchasing Devices to provide access to both free and
subscription based online curriculum (CK-12,
Khanacademy, Ed1stop Portal, Codecademy,
Readwritethink.org, PLS Databases, Odell Education,
INSIDE, Curriculet, etc.)
All School
Sites
__ALL
OR:
$20,000
LCFF-Base
2.3.4: Increase technology department staffing to
include additional school and desktop support.
2.3.5: Implement Technology Plan that includes staff
development on new programs and equipment. Also
21
TK-8
th
_X_ALL
OR:
9.9.15 @ 12:13pm
$5,000
LCFF-Base
allows for continued support for legacy programs
through an online depository of resources.
Grade
Student
All Sites
GOAL:
Goal 3
22
9.9.15 @ 12:13pm
•
•
The District will develop and implement a Multi-Tier Support System to
address the needs for our diverse learners.
Increase proficiency learning levels for all students (at-risk, gifted and
talented, English Learners, students with disabilities).
•
Identified Need :
1_X_ 2__ 3__ 4_X_ 5_X_ 6__ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
A comprehensive system of support to address the needs of all students (at-risk, gifted and talented, English Learners,
students with disabilities).
Applicable Pupil Subgroups: All, Low Income Pupils, EL, Special Education
Goal Applies to:
LCAP Year 1: 2015-2016
•
•
Expected Annual
Measurable
Outcomes:
•
(At-risk) - Decrease 3% of students referred for Special Education Assessment
85% of teachers and administration receive training in Multi-Tiered Support System Plan (includes ELD and
GATE)
Create and Implement Staff Development Plan of ELA/ELD Standards
AMAO 1 – Increase % of EL’s making annual progress by an est. 10% as measured by District Assessment, CELDT and
SBAC
AMAO 2 – Increase % of ELs attaining English proficiency levels by and est. 10% measured by District assessment and
CELDT
AMAO 3 – (EL) Increase Reclassification rate by 3% district-wide
Actions/Services
Scope of Service
service
_X_ALL
3.1: PLC’s will meet 3x/year to plan and address
the differentiated learning strategies in Units of
Study for grade levels and content areas.
3.1.1: The District will administer a comprehensive
assessment for GATE identification for grade 3.
23
All Teachers
All 3rd Grade
9.9.15 @ 12:13pm
__Foster Youth _X Redesignated fluent English
proficient __
Other Subgroups:(Specify) Special Education
Budgeted
Expenditures
$26,579
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
Students
$3,900
LCFF-Base
3.2: Staff Development will occur for all grades and
staff, including EL Tutors and Aides on ELD
Standards.
3.2.1 Analysis of CELDT Results will be used to group
EL students for both integrated and designated ELD
instruction. (Tutors 3.0 FTE, Coordinator .90 FTE,
Teacher .80 FTE)
All Staff
__ALL
EL and RFEP
students
$160,904 Tutors
$95,497 Coord
$65,904 Teacher
LCFFSupplemental
3.2.2 Identify and purchase supplemental materials of
ELD to help ELs access the core curriculum
$5,000
LCFFSupplemental
3.2.3 Provide PD on strategies and use of assessment
data to support ELs.
__Low Income pupils _X_English Learners
__Foster Youth _X_Redesignated fluent English
proficient __
Other Subgroups:(Specify) Special Education
Specific Training for:
New Comers – Imagine Learning
Integrated – RALLI and CALL Training
Designated – ADEPT Assessment Data
3.3 Monitoring of RFEP students in core academics
to ensure academic growth through use of ADEPT
3.3.1: Academic Committees will research and create
formative & summative assessments for real-time data
to monitor student progress and guide instruction.
SpEd Students
3.4 All students with disabilities have support and
access to the core academic content of Science
and Social Studies.
24
9.9.15 @ 12:13pm
$56,499
LCFFSupplemental
$11,600
LCFFSupplemental
$7,229
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
Funded in 3.4.1
3.4.1 Additional staffing to support core academic
content
-Instructional Aides 3.0 FTE
-Reading Teacher 2.3 FTE
Spec Ed, EL and
RFEP students
$143,897
$246,628 LCFF Supplemental
Priority 6 (School Climate)
3.4.2 Additional staffing for student support services
and early intervention supports/classes
-Dean of Students .15 FTE
-Counselors 2.0 FTE
-Intervention Support
3.5. Push-in staff services for all RSP students in
general education Science and Social Studies.
$17,652
$141,125
$72,328
LCFFSupplemental
SpEd and
General Ed
Teachers
3.6 Priority 6 (School Climate) Continue with the San
Mateo County’s Big Five School Emergency Protocols as
designed In the School Emergency Guidelines Immediate
Action Response Handbook of 2014.
All school
sites/staff
3.6.1 Conduct monthly safety drills (Secure Campus,
Lockdown/Barricade, Drop, Cover and Hold, Shelter and
Place, and Evacuation.
All school
sites/staff
25
9.9.15 @ 12:13pm
_X_ALL
and:
proficient __Other Subgroups:(Specify) Special
Education
_X_ALL
and:
__Foster Youth _X_Redesignated fluent
English proficient __Other
Subgroups:(Specify) Special Education
$256,572
LCFF –Base
Special Ed.
No additional
cost
No additional
cost
LCAP Year 2: 2016-2017
•
•
Expected Annual
Measurable
Outcomes:
•
GATE)
SBAC
CELDT
Actions/Services
Standards.
Scope of Service
service
Budgeted
Expenditures
__ALL
All Staff
OR:
proficient X__
Other Subgroups:(Specify) GATE, Special Education
$56,499
LCFFSupplemental
__ALL
3.2: Academic Committees will create pacing
guides for ELA/ELD and Math for each trimester,
identifying strategies/standards for EL, Special
Education, GATE.
Teacher Reps
from each site
OR:
proficient X__
to ensure academic growth using ADEPT (Tutors
3.0 FTE, Coordinator .90 FTE, Teacher .80 FTE)
EL and RFEP
students
__ALL
26
9.9.15 @ 12:13pm
OR:
__Low Income pupils X__English Learners
__Foster Youth X Redesignated fluent English
Funded in Goal
1.2
LCFF-Base
$165,755 Tutors
$99,412 Coord
$68,986 Teacher
proficient __Other Subgroups:(Specify)
3.3.1: Staff Development will occur for all grades and
staff, including EL Tutors and Aides on ELD Standards.
LCFFSupplemental
3.3.2 Analysis of CELDT Results will be used to group
EL students for both integrated and designated ELD
instruction.
3.3.3 Identify and purchase supplemental materials of
ELD to help ELs access the core curriculum
$5,000 LCFFSupplemental
to ensure academic growth through use of ADEPT
formative & summative assessments for real-time data
to monitor student progress and guide instruction.
and Social Studies.
3.5.1 Additional staffing to support core academic
content
27
EL/RFEP/SpecED
students
9.9.15 @ 12:13pm
$146,671
-Counselors 2.0 FTE
$18,415
$162,313
$72,328
LCFFSupplemental
All school
sites/staff
X__ALL
No Additional
Cost
All school
sites/staff
No Additional
Cost
OR:
proficient __Other
LCAP Year 3: 2017 – 2018
•
•
Expected Annual
Measurable
Outcomes:
28
•
GATE)
SBAC
CELDT
9.9.15 @ 12:13pm
Actions/Services
Scope of Service
service
Budgeted
Expenditures
__ALL
Standards.
All Staff
to ensure academic growth using ADEPT (Tutors
3.0 FTE, Coordinator .90 FTE, Teacher .80 FTE)
EL and RFEP
students
and Social Studies.
EL/RFEP/SpecE
D students
OR:
proficient X__
$56,499
LCFFSupplemental
$170,044 Tutors
$102,429 Coord
$70,061 Teacher
LCFFSupplemental
3.4 Additional staffing to support core academic
content
29
9.9.15 @ 12:13pm
$151,330
-Counselors 2.0 FTE
3.5: PLC’s and school-based staff development to
include data analysis of student SBAC results for
strategic teaching of gaps in achievement areas in
every grade level for Math and ELA.
$19,234
$170,045
$72,328
LCFFSupplemental
All Teachers
_X_ALL
OR:
proficient __Other Subgroups:
(Specify)________________________
OR:
__Low Income pupils _X English Learners
proficient __Other Subgroups:
(Specify)________________________
30
9.9.15 @ 12:13pm
$5,000
LCFFSupplemental
All school
sites/staff
All school
sites/staff
_X_ALL
and:
__Foster Youth _X_Redesignated fluent
English proficient __Other
Subgroups:(Specify) Special Education
No additional
cost
No additional
cost
Goal 4
1_X_
2__ 3__ 4__ 5__ 6__ 7__ 8__
• The district will ensure all teachers are highly qualified, properly credentialed
GOAL:
for assignment, and trained in the areas to support district goals.
COE only: 9__ 10__
• The district will implement an incentive/motivation program for staff
Local : Specify _____________________
appreciation.
• Teachers need intensive training in the area of CCSS and the 4 C’s to support district academic goals.
• Opportunities of enrichment programs for students with limited teacher credentialing.
Identified Need :
• Development incentive/motivation programs for staff retention.
Goal Applies to:
Applicable Pupil Subgroups: All
LCAP Year 1: 2015-2016
31
9.9.15 @ 12:13pm
Expected Annual
Measurable
Outcomes:
•
•
•
•
100% of teachers will be properly credentialed in assignment.
90% of faculty will participate in the voluntary Professional Development in district academic goals prior to the start of
school.
10% increased local revenue to financially support enrichment programs to students and increase academic
achievement.
3% increase of teacher retention rate.
Actions/Services
4.1: HR support
Clerical Support for HR Department (.20 FTE
Increase to Payroll and Benefits Technician)
4.2: BTSA Program for teachers who qualify. (.20
FTE Increase for a BTSA Coordinator and BTSA
Training Contracted Services)
4.3 Create a district committee for increasing
supplemental local revenue to further enrich
educational programs for Millbrae students
Scope of
Service
HR
personnel
All new
teachers
in need
Reps from
school
sites
4.3.1: Revisit possibilities of Parcel Tax
4.4 Create a more positive and collegial work
environment at and between all school sites
(Consulting Services)
32
All Staff
$16,491 LCFFBase
$18,177
$25,312 Title II
_X_ALL
OR:
_X ALL
OR:
__ALL
OR:
9.9.15 @ 12:13pm
Budgeted
Expenditures
$20,000
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
LCAP Year 2: 2016-2017
•
•
Expected Annual
Measurable
Outcomes:
•
•
100% of teachers will be properly credentialed in assignment.
95% of faculty will participate in the voluntary Professional Development in district academic goals prior to the start of
school.
25% increased local revenue to financially support enrichment programs to students and increase academic
achievement.
3% increase of teacher retention rate.
Actions/Services
4.1: HR support
Scope of
Service
Reps from
school
sites
4.3.: Develop committee and explore
possibility of parcel tax or technology bond to
sustain staffing, infrastructure and equipment
of technology at the schools.
N/A
Budgeted
Expenditures
_X_ALL
OR:
$18,540 LCFFBase
$18,462
$25,027 Title II
_X_ALL
OR:
OR:
LCAP Year 3: 2017 – 2018
Expected Annual
33
•
Increased 30% local revenue to financially support enrichment programs to students and increase academic
9.9.15 @ 12:13pm
Measurable
Outcomes:
•
•
achievement.
Increased 3% teacher retention rates.
Teacher application of training.
Actions/Services
Scope of
Service
4.1: HR support
$19,792 LCFFBase
$18,747
$24,742 Title II
GOAL:
Goal 5
• The District will complete a facilities needs assessment to develop a
Facilities Plan, including allocating resources.
• The District will extend the Technology Committee to develop and carry out a
Technology Plan, including allocating resources.
•
Identified Need :
1_X_ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
A Facilities Plan to support student learning and enhance classroom environment conducive to the flexibility needed for
blended learning and demonstrating the 4 C’s.
Results from our needs assessments (Bright Bytes) determined that our district needs to develop a Technology Plan to
support Student learning and enhance classroom environment conducive to the flexibility needed for blended learning.
•
Goal Applies to:
LCAP Year 1: 2015-2016
Expected Annual
Measurable
34
Budgeted
Expenditures
•
•
Timeline and Committee minutes in the creation of 2016-2021District Facilities Plan.
Timeline for monitoring progress on goals and actions of the Technology Plan.
9.9.15 @ 12:13pm
•
Outcomes:
2nd year follow-up needs assessment (Bright Bytes) will show progress on proficiency level in each category.
Actions/Services
5.1: Fall 2015 Needs Assessment Plan to continue
being developed.
Scope of
Service
All School
Sites
_X_ALL
Budgeted
Expenditures
$25,000
Fund 40
Unrestricted
Revenues
OR:
5.2: Facilities Plan 2016-2021
5.2.1 Committee created
5.2.2 Spring 2016 Facilities Plan drafted for 2016-2021
for approval
5.3: Continue Technology Committee
5.3.1: Technology Needs Assessment for all school
sites and District to determine capacity and priorities to
increase technology equity amongst school sites in
access and resources aligned to CCSS. Begin to
implement phase 1 of tech plan.
All school
sites
Teacher
reps from
each
site/parent
rep.
X__ALL
OR:
_X_ALL
OR:
LCAP Year 2: 2016-2017
Expected Annual
Measurable
35
•
•
Timeline and Committee minutes in the creation of District Facilities Plan.
9.9.15 @ 12:13pm
$7,229
Unrestricted
Revenues from
one time
discretionary
funds
(Mandates)
•
Outcomes:
3rd year follow-up needs assessment (Bright Bytes) will show progress on proficiency level in each category.
Actions/Services
5.1: Implement Facilities Plan 2016-2021
5.2: Implement Phase 2 of Technology Plan.
5.3: Technology Committee: Continue to monitor the
increase of technology equity amongst school sites in
access and resources aligned to CCSS.
Scope of
Service
All School
Sites
Budgeted
Expenditures
_X_ALL
OR:
All School _X_ALL
Sites
All site
reps
Teacher
reps from _X_ALL
each
site/parent
rep.
$250,000
LCFF-Base
$20,000
LCFF-Base
Funded in 1.2
and 1.4
OR:
LCAP Year 3: 2017 – 2018
Expected Annual
Measurable
Outcomes:
•
•
•
Timeline and Committee minutes in the creation of District Facilities Plan.
4th year follow-up needs assessment (Bright Bytes) will show progress on proficiency level in each category.
Actions/Services
36
Scope of
Service
9.9.15 @ 12:13pm
Budgeted
Expenditures
5.1: Implement Phase 2 of Facilities Plan 2016-2021
if necessitated by growth
All School
Sites
$250,000
Capital
Facilities Fund
_X_ALL
5.2: Implement Phase 3 of Technology Plan.
$20,000
LCFF-Base
OR:
5.3: Explore Potential of local revenue through
future bond measure specified for technology.
5.4: Technology Committee
Continues to monitor the increase of technology equity
amongst school sites in access and resources aligned
to CCSS.
N/A
X__ALL
OR:
Teacher
reps from
each
site/parent
rep.
_X_ALL
OR:
Funded in 1.2
Funded in 1.2
and 1.4
Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a
minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the
effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In
addition, review the applicability of each goal in the LCAP.
Guiding Questions:
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
37
9.9.15 @ 12:13pm
2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052,
including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result
in the desired outcomes?
3) How have the actions/services addressed the identified needs and goals of specific 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?
Original
GOAL from
prior year
LCAP:
Goal 1
Fully implement the CCSS for Reading Language Arts, Mathematics and
English Language Development.
Goal Applies to:
COE only: 9__ 10__
Local : Specify _____________________
1. The District did not formally adopt CCSS textbooks. The
District will pilot CCSS Math curriculum in the 2015-16
school year grades TK-8.
2. Pacing Guides for all grades and content areas in RLA
and Math aligned to adopted curriculum.
3. Formative and benchmark assessments in ELA and
Math.
Actual Annual
Measurable
Outcomes:
4. Writing rubrics for each grade and genre.
38
1_X 2 X 3__ 4 __ 5__ 6__ 7___ 8__
Schools: All
1. Adoption of CCSS texts in RLA and Math.
Expected
Annual
Measurable
Outcomes:
9.9.15 @ 12:13pm
2. Units of Study were purchased and implemented grades
K-8 for RLA. Mathematics Committee will finalize scope &
sequence for grades K-8 for implementation in 2015-16.
3. Units of Study: Writing on Demand in the Fall and Spring
for grades K-8.
End of unit/chapter assessments were administered in all
grades in Mathematics.
SVMI, MARS and MAC assessments were administered
in grades 6-8 to inform instruction and support high
school math placement.
4. Lucy Calkins Units of Study incorporated writing rubrics
for each genre and grade.
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
Release days for Professional Learning Communities that
met each trimester by grade levels and content areas to
plan CCSS units of study for classroom implementation.
The Lucy Calkins Units of Study Program purchased
included Scope and Sequence of writing progression from
TK-grade 8.
1.1 Meaningful Staff Development will be provided and
evaluated to support teachers and administration in the
CCSS and SBAC.
$51,000/
CCSS Grant
Teachers attended sight-based Grade Level PLC’s to
create common scoring norms around writing
assessments and assist in writing instruction planning.
Staff members also participated in District-Wide Grade
Level PLC’s directed at helping support teacher’s
classroom instruction of the Units of Study/Writers
Workshop. Staff members attended a District-Wide
PLC focused on the ELA/ELD Framework to help
guide and inform differentiated language instruction in
the classroom, along with ADEPT training to help
identify the specific language needs of our English
Language Learners.
English Language Tutors attend monthly PLC’s to
identify the areas of needed support for teachers, staff,
39
9.9.15 @ 12:13pm
$40,454
CCSS Grant
$16, 394
CCSS Grant
Funded in 1.1
No
additional Cost
and students, and plan accordingly.
We contracted with San Mateo County Office of
Education Network for Success to provide ongoing PD
for teachers in the area of Lucy Calkins Units of Study
Scope of
service:
Scope of
service:
_X ALL
OR:
__Other Subgroups:(Specify)______________
X ALL
OR:
1.2 Restore Academic Committees to increase staff
collaboration and increase leadership capacity:
• CCSS Report Card & Assessments
•
Reading Language Arts and Pacing Guides
•
Mathematics and Pacing Guides
•
Social Science & History with Pacing Guides
40
$32,000
CCSS Grant
CCSS Grant
1.2: Academic Committees were established, continued
Curriculum Advisory Committee to include a teacher
representative from each school and one school
administrator. Academic Committees met monthly.
CCSS report cards to be implemented 2015-16 for grades
TK-5.
•
Research performance-based assessments and
appropriate/revised reading book lists, research
ELA/ELD frameworks for District implementation plan in
2015-16.
•
Math Scope & Sequence for grades K-8, SVMI
assessment plan to expand to grade 5 for increased
articulation.
•
The District established an Academic Committee for
Technology that consisted of certificated and classified
employees instead of having a Social Science & History
Committee.
9.9.15 @ 12:13pm
$22,000
$7,948
CCSS Grant
Scope of
service:
Scope of
service:
X ALL
OR:
X ALL
OR:
$52,000
LCFF
1.3 Research and adopt instructional materials and
textbooks that are aligned to the Common Core State
Standards.
$80,000
CCSS Grant
1.3: The District entered into a Spring 2015 Adoption
process of CCSS texts in Math for implementation in the
2015-16 school year.
1.3.1 Staff Development in new Math adoption did not occur
in Spring 2015. These staff development days for the new
Math adoption will occur in the Fall 2015.
No Additional
Cost
$5,000
CCSS Grant
Scope of
service:
Scope of
service:
X ALL
OR:
X ALL
OR:
1.4: End of unit/chapter assessments were administered in
all grades in Mathematics.
SVMI, MARS and MAC assessments were administered in
grades 6-8
1.4 Establish formative and benchmark assessments in
ELA and Math to monitor academic progress of students.
1.5 Create Scope and Sequence of Writing Progression
th
for TK-8
41
$32,000
CCSS Grant
DRDP assessments were administered in grades TK-K as
observational assessments for academic, social and
emotional development.
$5,000
CCSS Grant
ESGI assessments were administered in Kindergarten for
academic development.
9.9.15 @ 12:13pm
$20,224
Silicon Valley
Community
Foundation
Grant
1.5 Grade Level PLCs met to determine scope and
st
nd
sequence to include genres selected for 1 and 2 writing
on demand prompts.
Scope of
service:
Scope of
service:
X ALL
OR:
X ALL
OR:
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
Original
GOAL from
prior year
LCAP:
Funded in 1.1
All formative and benchmark assessments will be used to inform placement and additional services
needed of our low income pupils, English Learners and ensuring progress of our RFEP students.
Additional support staff (Reading Teachers, Instructional Aides, EL Tutors) would use multiple measures
to determine the strategic groups of students to provide academic support to further success in the
classroom.
Goal 2: Engage all students in contemporary and authentic learning
addressing the 4 C’s (Collaboration, Communication, Critical Thinking and
Creativity)
Schools: All
1. Progressive staff development plan to train
staff and administration.
1__ 2_X_ 3__ 4_X_ 5__ 6__ 7_X_
8_X_
COE only: 9__ 10__
Local : Specify _____________________
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
2. Increase devices used in learning the
42
Actual
Annual
Measurable
Outcomes:
9.9.15 @ 12:13pm
1. A year-long plan of PD was created and
implemented for 14-15 SY.
2. Each school site did increase and/or
replenished devices for classrooms and
classroom.
computer.
3. Elementary students participated in a
winter/spring music concert
3. Student participate and performance in in art
and music.
4. Middle school band students participated in a
winter and spring concert.
LCAP Year: 2014-2015
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
2.1 Meaningful Staff Development will be provided
and evaluated to support teachers and
administration in addressing the 4 C’s
•
$51,000
LCFF
Supplemental
Grade Level and Content area release days for
PLCs that met once a trimester. Administrators
and lead teacher attended County Leadership
series (4 ½ Day)
Scope of
service:
Scope of
service:
_X_ALL
OR:
_X_ALL
OR:
2.1 Teachers will engage in variety of on-going
opportunities in meaningful, needs-based
professional development opportunities for all staff
43
•
Funded in
Goal 1.2
Grade Level and Content area PLCs met one a
trimester. Attended training in the area of writing,
science, math, STEM, PBL, CALL, RALLI
9.9.15 @ 12:13pm
Funded in 1.1
Funded in 1.1
(cert. and classified).
2.1.1 After School Educational Services Program
•
$105, 277
2.2 Reading Teachers and aides
Classified staff attended ADEPT and Systematic ELD
training.
$2,850
Title III
Millbrae School District in partnership with Mid
Peninsula Boys and Girls Club Provided After School
Education Programs at Taylor Middle School and
Lomita Park Elementary (Title I School). The Program
consisted of Tutoring and intervention for at –risk
students.
$105, 277
ASES Grant
In addition to a 2 fulltime reading teachers, the district
hired an additional .6 FTE Reading as well as
increased instructional aide times an additional two
hours each for small group intervention an in-class
support.
$19,562
Title I
Scope of
service:
Scope of
service:
_X_ALL
OR:
_X_ALL
OR:
2.2.1Music and Art Instructional Program
2.2.1.1: Aesthetic development - experiencing the
beauty and artistry and emotion critical to the study of
music.
44
•
$96,000
Millbrae
Education
Foundation
TK-5 grade students receive music instruction
weekly. 4-5 grade students received band
instruction weekly.
9.9.15 @ 12:13pm
$262,615
LCFF
Supplemental
$95,719
Millbrae
Education
Foundation
periods and styles.
•
Develop a true understanding of the value of
musical expression and creativity while
developing a healthy self-esteem.
Scope of
service:
Scope of
service:
_X_ALL
OR:
X_ALL
OR:
Technology Plan for short and long term goals
continue to be work in progress for implementation of
the 2015-16 school year. A Technology Committee
was created to provide representation from each
school site to determine needs and realistic goals to
move the District and school sites forward in
technology.
2.3.1: Create Technology Plan that presents districtwide goals providing focused models for what it looks
like when “All classrooms infuse technology
throughout teaching and learning.”
2.3.2: Technology Plan that includes staff
development on new programs and equipment. Also
allows for continued support for literacy programs
through an online depository of resources.
•
$174,000
Millbrae
Education
Foundation
•
•
Funded in
Goal 1.2
$5,000
CCSS
Grant
Technology Teachers assisted in infusing technology
throughout teaching and learning.
Each school site administered an assessment from
Bright Bytes to determine levels of proficiency of staff
and students in the understanding, accessibility and
use of technology for teaching and learning.
9.9.15 @ 12:13pm
$168,467
Millbrae
Education
Foundation
$3552
Bright bites
Contract
CCSS Grant
$10,807 Lottery
Each school site has access to the County portal, Ed1
Stop, for additional resources supporting the CCSS.
3 sessions of Google Classroom and Google Apps
45
Funded in 1.2
$772.00 CCSS
Grant
Spring Valley received training in Google Classroom
and use of Chromebooks.
Scope of
service:
Scope of
service:
_X_ALL
OR:
_X_ALL
OR:
$494 PTA
2.3.3: Implement free digital curricula
2.3.4: Purchase digital curricula
•
$10,000
•
CCSS
Grant
The district purchased district-wide license for Ed
Stop (Educational Portal) Follet online, Teacherpay-Teachers, Assessment Tool for Kinder.
Scope of
service:
School site purchased and implemented use of
Accelerated Reader, RAZ Kids, IXL.
Scope of
service:
_X_ALL
OR:
_X_ALL
OR:
46
Ongoing, sustainable funding and resources must be included in technology plans in order for
the District to move forward. An abundance of equipment and devices have been purchased in
the past two years with no additional support staff to maintain the devices and provide
9.9.15 @ 12:13pm
$5,146
LCFF Base
$1,363 CCSS
$9,513 PTA
$1,350 Lottery
meaningful instruction to access and use of instructional resources for teaching and learning.
The needs assessment from Bright Bytes indicates the need for more staff development for
teachers and administration in accessing and using technology and media in the classroom.
An annual update and revision to the Technology Plan must be in place to stay on top of the
District’s needs and changes in program needs from the state and federal levels.
Original
GOAL from
prior year
LCAP:
Goal 3:
Differentiate instruction to address various learning levels of all students
(at-risk, gifted and talented, English learners, students with disabilities.)
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
1__ 2_X_ 3__ 4_X_ 5__ 6__ 7__
8__
COE only: 9__ 10__
Local : Specify _____________________
Schools: All
Applicable Pupil Subgroups: All, EL, Special Education
Staff training and development
Appropriate student groupings to meet various needs of
students.
Determine base line for all students to mark progress in
2015-2016.
Push-in support for Special Education students to access
Science and Social Studies
3 Days of staff development was offered for all staff.
Actual
Annual
Measurabl
e
Outcomes:
Taylor Middle School has implemented a co-teaching
model for general education Science and Social Studies
in which the Special Education Resource teachers are
an integral part of the general education classroom
providing support for any student in need.
The elementary school Resource teachers use the
push-in model for serving all students in Science and
Social Studies.
Budgeted
Expenditures
47
9.9.15 @ 12:13pm
Estimated
Actual Annual
Expenditures
$255,864 LCFF
Supplemental
$47,408 Title III
3.1 District Wide Differentiated Instruction Plan
(includes ELD and GATE)
3.1.1
EL Coordinators, EL Teachers and EL Tutors
to provided services for English Learners
3.1.2
ELD Curriculum to be purchased and
implemented
3.1.3: PLC’s will address the differentiated learning
strategies in Units of Study for grade levels and
content areas.
3.1.4: 3rd grade students will be assessed for GATE
identification.
$134, 389
Supplemental,
Title III
EL Coordinators, EL Teachers and EL Tutors
provided services for English Learners through
classroom support and monitoring progress of
AMAO, CELDT, resignation as well as feedback
provided to classroom teachers.
•
$5,000
Supplemental
Title III
ADEPT assessment for ELs was purchased to use
for progress monitoring.
•
Funded in
Goal 1.2
•
•
Funded in Goal
1.2.1
Grade Level and Content area PLCs met once a
All 3rd students were assessed for GATE
identification using the OTIS Lennon Skills
Ability Test.
Scope of
service:
Scope of
service:
_X_ALL
OR:
_X_ALL
OR:
__Other
48
9.9.15 @ 12:13pm
$13,087 Title III
$1,613 LCFF
Supplemental
Funded in 1.1
$3,772
LCFF Base
3.2 Staff Development Plan of ELD Standards
3.2.1: Staff Development will occur for all grades
and staff, including EL Tutors and Aides on ELD
Standards.
• $5,000
LCFF
Supplemental
•
$30,000
Supplemental
Grade Level and Content area PLCs met one a
EL Tutors attended ADEPT and Systematic ELD
Training.
Scope of
service:
Scope of
service:
__ALL
__ALL
OR:
proficient __Other
OR:
__Foster Youth _X_Redesignated fluent English proficient
3.3 Monitoring of RFEP students in core
academics to ensure academic growth.
formative & summative assessments for real-time
data to monitor student progress and guide
instruction.
3.3.2 For Redesignated fluent English proficient
pupils
• EL Coordinators
49
•
$50,000 (%
of EL
Coordinator
Supplemental)
•
Funded in
Goal 1.2
$134,389
Supplemental,
Title III
Our District Elementary and Middle School EL
Coordinators facilitated the process of monitoring
academic growth for our RFEP students.
Funded in 3.1
The assessment (ADEPT) has been researched and
implemented as another form of multiple measure to
aide in monitoring student progress and guide
instruction.
Funded in 3.1
EL Coordinators provided services in monitoring of
RFEP students in core academics to ensure
academic growth.
9.9.15 @ 12:13pm
Funded in 1.1
•
Staff Development
We provided additional online interactive language
software for ELs to master English language
proficiency (Imagine Learning)
$4,770
Lottery
Staff Development for teachers took place
throughout the year for teachers to support and
ensure RFEP students achieve success in core
programs.
Scope of
service:
Scope of
service:
_X_ALL
__ALL
OR:
proficient __Other
OR:
•
$172,000
•
LCFFSpecial
Education
Staffing
and Social Studies.
3.4.1: Push-in staff services for all RSP students in
general education Science and Social Studies.
•
50
Funded in
Goal 3.4
Taylor Middle School has implemented a co-teaching
model for general education Science and Social
Studies in which the Special Education Resource
teachers are an integral part of the general education
classroom providing support for any student in need.
The special education teachers work in collaboration
with the general education teachers to provide
universal access to the core curriculum.
The elementary school Resource teachers use the
push-in model for serving all students in Science and
Social Studies. The service varies by the need of the
9.9.15 @ 12:13pm
$240,120
LCFF, Special
Ed.
$297,127
LCFF
Special Ed.
teacher, but collaboration between the general
education teacher and special education teacher
provides support for all students.
Scope of
service:
Scope of
service:
__ALL
OR:
_X_Other Subgroups:(Specify) Students with Disabilities
__ALL
OR:
_X_Other Subgroups:(Specify) Students with Disabilities
Original
GOAL from
prior year
LCAP:
Goal 4
Increase parent involvement and engagement in the academic initiatives.
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
Training for general and special education staff and administration is needed in serving the
special needs of students in the areas of behavioral and cognitive developmental needs in the
general classroom, particularly in the implementation of the new CCSS.
A plan for staff development and the implementation of the ELD standards infused into the
CCSS of all content areas needs to continue..
COE only: 9__ 10__
Local : Specify _____________________
Schools: All
•
Participation in School Smarts Program.
•
Increased opportunities for parent input and decisionmaking.
51
1__ 2__ 3 X 4 __ 5__ 6__ 7___ 8__
Actual Annual
Measurable
Outcomes:
9.9.15 @ 12:13pm
•
The School Smarts Program was administered at the
Lomita Park School in the Spring 2015.
•
The District educated and implemented a streamlined
process to encourage parent participation at the school
site level for School Site Council, English Learner
Advisory Committee, monthly Principal Coffees, and
online surveys for parents who are unable to make any
meetings at the schools or District.
LCAP Year: 2014-15
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
4.1 Parent Education
• Implement School Smarts Program with PTA Council
•
•
$9,800
LCFF
CCSS Education Nights at all school sites
The School Smarts Program was implemented at the Lomita
th
Park School in partnership with the 17 District PTA. The
initial informational meeting had over 100 participants. The
first class of the School Smarts Program had 30 members.
Translations were provided in Spanish during the Program.
$4,900
Title III
Parent Education in CCSS took place during Principal
Coffees each month.
Scope of
service:
Scope of
service:
_X ALL
OR:
_ ALL
OR:
X Low Income pupils X English Learners
4.2 Parent Committees:
• SSC
SSC and ELAC were implemented with elections of
members at each school site.
•
ELAC
•
GATE
$7,500
CCSS Grant
Lomita Park School
The GATE and Health & Wellness Committees met three
times in the year.
A Board study session was held in Spring 2015 about the
area of Technology. A Technology Committee was created
52
9.9.15 @ 12:13pm
No Cost
•
Technology
•
Safety and School Climate
•
Health & Wellness
representing a teacher from every school, our technology
support staff and a school administrator.
Original
GOAL from
prior year
LCAP:
Goal 5
Provide a safe and positive learning environment for all students and staff.
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
A District Technology Plan will be created representing staff, parents and the Millbrae community to
create a long-term strategic plan for implementing and sustaining resources for technology in the District.
COE only: 9__ 10__
Local : Specify _____________________
Schools: All
Consistent format and template for all school safety
plans.
California Healthy Kids Survey Results (CHKS)
All school safety plans were consistent in format and template
used. Board approved March 2015.
Actual Annual
Measurable
Outcomes:
Demonstrated common language and implementation
53
1__ 2__ 3__ 4__ 5 X 6 X 7___ 8__
9.9.15 @ 12:13pm
CHKS - we have conducted CHKS every two years. The most
recent years I have are 2009-10 (5th and 7th grade); 2011-12
(7th grade only), and most recent 2013.14 (5th and 7th
grades, plus a staff and a parent survey). Attached are the
of PLC traits.
trends from the past three surveys showing improvements
and declines. There have been a lot more improvements
than declines.
Participation in San Mateo County Coalition for Safe Schools
and School Wellness Advisory Group. Also, participation in
the 2013 and 2014 Safe and Healthy Schools conference.
Student Input Results:
Student Leadership Classes (33 RFEP, 17 free/reduced)
provided feedback and input to the District’s progress on the
LCAP goals. All students were able to articulate
understanding of the CCSS. Some have experienced changes
in the classroom with technology used in learning and some
with minimal changes (student achievement and student
outcomes.) Students requested more teacher collaboration
on assignments and exams. Suggestions from the students
also include greater access to electives through a zero or 7th
period (course access).
Staff Survey results:
• Desire for site based PLC
• More release time needed for planning and
implementation of new material.
• Need for clarification of materials to be used
• Regular scheduled release time
• More training in the area of technology integration
• More training of general and special education
• Provide parent education
Teachers attended sight-based Grade Level PLC’s to
create common scoring norms around writing
assessments and assist in writing instruction planning.
Staff members also participated in District-Wide Grade
Level PLC’s directed at helping support teacher’s
54
9.9.15 @ 12:13pm
classroom instruction of the Units of Study/Writers
Workshop. Staff members attended a District-Wide
PLC focused on the ELA/ELD Framework to help guide
and inform differentiated language instruction in the
classroom, along with ADEPT training to help identify
the specific language needs of our English Language
Learners.
English Language Tutors attend monthly PLC’s to
identify the areas of needed support for teachers, staff,
and students, and plan accordingly.
LCAP Year: 2014-15
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
5.1 Participation with the San Mateo County Coalition for
Safe Schools.
55
5.1.1: Administration will revise Safety Plans to include the
Beyond Newtown format from the SMCOE.
•
100% of District School Personnel and District Office
Personnel will practice the Big Five School Emergency
Protocols as designed in the School Emergency
Guidelines Immediate Action Response handbook of
2014.
•
Monthly drills will be conducted to include all five safety
concerns: Secure Campus; Lockdown/Barricade;
Drop, Cover, and Hold On; Shelter in Place;
Evacuation. This will be measured by recording the
time and dates of all drills throughout the year including
(a) amount of time used to begin and end a drill; (b)
evidence of participation of county safety personnel; (c)
a log of issues and possible concerns following each
9.9.15 @ 12:13pm
No Additional
Cost
drill; (d) a monthly review of all drills as part of
administrative team meetings
5.1.1 Counseling Services
$85,000
Peninsula Health
District Grant
$20,000
Peninsula Health
District Grant
•
•
The District increased the success of academically atrisk middle school students through the Personal
Learning Plan (PLP) Counseling Model.
The District increased services for Elementary
Counseling
Scope of
service:
Scope of
service:
_X ALL
OR:
X ALL
OR:
5.2: Staff Development in Professional Learning
Communities
• Improve classroom management skills for all
probationary teachers.
•
The Taylor Middle School Dean, Counselor and
Elementary School Counselor will meet monthly to
collaborate on the programs and interventions being
practiced at each site, as measured by meeting
agendas and bi-monthly presentations to
administrative team meetings.
Scope of
service:
$15,000
LCFF Base
100% of probationary year 1 teachers attended two (2) days
of training in August 2014 that included classroom
management and instructional planning and design to
increase student success and decrease classroom
management concerns. This same cohort of probationary
year 1 status received weekly mentoring through their BTSA
support provider at a minimum. Most probationary year 1
teachers collaborated with experienced teachers in their
content areas or grade levels to create weekly lesson plans
and implement appropriate CCSS lessons.
The middle school Dean and Counselors did not meet on a
monthly basis to collaborate on programs and interventions.
Scope of
service:
56
9.9.15 @ 12:13pm
Funded in 5.4
and 5.5
No additional
cost
See 6.2
X ALL
OR:
5.3 Continue Character Education Pillars (anti-bullying,
etc.)
• Further development and expansion of anti-bullying
programs with 100% of students and staff participate in
anti-bullying instruction through training and assembly
attendance as measured by attendance records,
training agendas and student survey on effectiveness
of the program.
•
The district’s Restorative Justice Qualified Trainer
(Paul Lucich) will offer training throughout the district
during the 2014-15 school year to involve each site
with a restorative justice plan, as measured by
agendas and teacher sign-in sheets. A survey of
teachers and students will be conducted in the third
trimester to measure the effectiveness of the program
and plan for the 2015-16 school year.
X ALL
AND:
X Low Income pupils __English Learners
X Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify)Academically At-Risk Students
$15,000
Peninsula
Health District
Grant
No Cost
5.3.1: 100% of district students and staff participated in
character education and anti-bullying instruction through
observations on each school campus, training and assembly
attendance as measured by attendance records, training
agendas and student survey on effectiveness of the
program.
The district’s Restorative Justice Qualified Trainer (Paul
Lucich) was not able to offer training throughout the district
during the 2014-15 school year to involve each site with a
restorative justice plan, as measured by agendas and
teacher sign-in sheets. This action will be implemented in
the 2015-16 school year.
Scope of
service:
Scope of
service:
X ALL
OR:
X ALL
OR:
5.4 Increase services for Elementary Counseling
Elementary Counseling services were provided at each
elementary school. A full-time Counselor was hired to
provide these services of 1 day per week for Green Hills,
5.5 Personal Learning Plans Counseling Model
57
9.9.15 @ 12:13pm
$131,007
Peninsula
Health District
Meadows and Spring Valley Schools. Lomita Park School
received 2 days of counseling services per week.
Grant
Our Middle School Counselor implemented the model of
Personal Learning Plans (PLP) as part of the SST process
to aid in developing short and long term goals for students
to address both academic and social/emotional concerns.
Scope of
service:
Scope of
service:
X ALL
___ ALL
OR:
_X Low Income pupils _X English Learners
_X Other Subgroups:(Specify)_Social, behavioral,
emotional challenges__
OR:
Original
GOAL from
•
All Millbrae Staff will complete an online training with certification by October 1, 2015 for mandated
reporting and staff to staff and student to student harassment and bullying.
•
Elementary Counseling will continue in the 2015-16 school year.
•
All schools will articulate a Restorative Justice Program in some manner for the 2015-16 school year
under the training of our middle school Counselor.
•
Monthly collaborations will be held with the Counselors and Dean of Students to strengthen case
management of services.
Goal 6
58
9.9.15 @ 12:13pm
1 X 2__ 3__ 4 __ 5__ 6__ 7___ 8__
prior year
LCAP:
Maintain and Acquire Highly Qualified Staff
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
COE only: 9__ 10__
Local : Specify _____________________
Schools: All
Increased revenue to financially support enrichment
programs to students and increase academic
achievement.
The District increased student participation in music at
the 5th grade level beyond 10% from the year before.
Actual Annual
Measurable
Outcomes:
For the 2014-15 school year, the District experienced 3
teacher resignations for personal reasons.
Teacher retention rates
LCAP Year: 2014-15
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
.
6.1 Funding and Hiring Process for HR position
$89,820
LCFF Base
The District advertised for approximately 6 months for an
HR position receiving applications with little to no school HR
experiences. Many applications came from temporary
service agencies. The District has restructured the HR
position and other administrative positions in the District
Office to fulfill the administrative responsibilities of the HR
position. The District still struggles with the clerical duties
that the HR position entails.
Board Policies and Administrative Regulations for
Personnel, Series 4000, were revised February 2015.
Scope of
service:
Scope of
service:
_X ALL
OR:
X ALL
OR:
59
9.9.15 @ 12:13pm
$40,000
Title II
LCFF Base
6.2 BTSA Program
The District had estimated 17 probationary teachers
participating in the BTSA Program. 5 of our own teachers
served as BTSA Support Providers that increased teacher
collaboration and common planning for instruction by
content areas and grade levels.
Scope of
service:
Scope of
service:
X ALL
OR:
X ALL
OR:
6.3 Committee for increasing supplemental local revenue
to further enrich educational programs for Millbrae students
The District has discussed revisiting possibilities of a Parcel
Tax. Additional discussions have occurred in the possibility
of a Technology Bond that would sustain and support the
st
District’s efforts in 21 century learning environments and
increasing the technology access in the classrooms.
Scope of
service:
Scope of
service:
X ALL
OR:
X ALL
OR:
6.4 Create a more positive and collegial work environment
at and between all school sites
Scope of
service:
$25,000
LCFF Base
The middle school had an administrative coach to support
the school in principal transitions. The coach was meant for
administrative support and did not address the collegial
work environment of the middle school.
Scope of
service:
60
9.9.15 @ 12:13pm
$64,000
Title II
$23,607
LCFF Base
X ALL
OR:
Need for HR personnel.
Need for active search for student interns.
Continue Parent outreach to build stronger community.
Original
GOAL from
prior year
LCAP:
Goal 7
Improve and Maintain Facilities to Support 21st Century Learning Environments
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
X ALL
OR:
1_X_ 2__ 3__ 4__ 5__ 6__ 7_ _ 8__
COE only: 9__ 10__
Local : Specify _____________________
Schools: All
Applicable Pupil Subgroups: All, EL, Special Education
Results from Needs Assessment after completion of
Bond Measures X and N.
Progress on goals and action plan of the created
Facilities Plan.
Actual Annual
Measurable
Outcomes:
Currently in progress
Budgeted
Expenditures
7.1: Fall 2014 Facilities Assessment Plan to be
implemented.
61
•
$25,000
LCFF
Base
Our district is currently working with an Enrollment
Projection Consultant to develop a long-term
enrollment growth analysis. That is expected to be
completed at the end of the month. From that we will
determine our facilities needs and begin drafting the
Facilities Plan.
9.9.15 @ 12:13pm
Estimated
Actual Annual
Expenditures
$13,800
One Time
State
Allocation
Board Waiver
(Alp Way Sale
of Site Funds)
Scope of
service:
Scope of
service:
_X_ALL
OR:
_X_ALL
OR:
A Facilities Plan was not drafted in the Spring 2015
due to other facility concerns taking priority.
7.2: Facilities Plan 2014-2019
7.2.1 Committee created 7.2.2 Spring 2015 Facilities
Plan drafted for 2014-2019 for approval
7.3: Establish Technology Committee
7.3.1: Technology Needs Assessment for all school
sites and District to determine capacity and priorities
to increase technology equity amongst school sites in
access and resources aligned to CCSS.
•
$4,500
LCFF Base
A technology needs assessment was administered to
all school sites by Bright Bytes determining that our
students have access to devices when needed and
that time must be committed to staff development on
the use of technology in the classroom for teaching
and learning. The assessment did also reveal there is
inequity in the level of access to technology in the
school sites.
Scope of
service:
Scope of
service:
_X_ALL
OR:
_X_ALL
OR:
__Other Subgroups:(Specify)_______________________
62
A Facilities Plan identifying short and long term goals of priorities will be created for and
implemented in the 2015-2016 school year.
9.9.15 @ 12:13pm
Funded in
2.3.2
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality
A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income,
foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a
districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of
unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide
manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the
district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)
Total amount of Supplemental and Concentration grant funds calculated:
$_________$1,035,196
Supplemental Grant funding is projected at $1,035,196 for 2015-16 based on the BASC LCFF calculator’s MPP
worksheet. This is an increase of $415,738 from prior year. Millbrae School District has 38.64 percent of enrollment of
unduplicated pupils. These funds will be spent on the students attending Millbrae Elementary School District.
Expenditures include highly qualified EL Program Coordinators (.90 FTE across all sites $95,497) and EL Teacher (.80
FTE at the middle school $65,904). Instructional assistants will be hired to provide direct service to English Learners and
for student support during classroom ELA and math instruction during both integrated and designated instructional times
(3.0 FTE across all sites $160,904). District-wide, the EL population represents the highest percentages, therefore
funding for staffing and support in alignment with district achievement goals is appropriate. Additionally, allocations for EL
supplies and professional development support were provided ($16,600 in total). Supplemental Grant funds will also be
spent on Reading Teachers (2.3 FTE Reading Teachers for four elementary schools $246,628) providing services for
those students needing additional support in the unduplicated count. To support core subject areas, intervention classes
will be provided at the middle school ($72,328). Intervention support via instructional aides will be provided at the
elementary sites for math and English Language Arts (3.0 FTE across all sites $143,897). In addition, these funds will be
63
9.9.15 @ 12:13pm
used for counseling support services (2.0 FTE across all sites $141,125). Furthermore, increased support from the Dean
of Students will be provided at the middle school (.15 FTE $17,652). All staff will receive professional development on two
days during the instructional year on strategies in support of services for unduplicated pupils ($112,998).
B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the
services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster
youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided
for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met
using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the
services provided to all pupils.
6.20
%
According to the BASC LCFF Calculator, the Minimum Proportionality Percentage (MPP) for 2015-16 is 6.20%. To
achieve minimum proportionality we are providing increased instructional services. These services are increasing for
unduplicated students by providing additional instructional support for English Learners and for students not proficient in
ELA or math. In addition the highly qualified EL Program Coordinator and EL tutors will work directly with students and will
provide support for grade level teams to develop differentiation strategies for these students in the classroom. The EL
Program Coordinators will work alongside site administration to assess and monitor English proficiency levels to
determine academic growth and evaluate program effectiveness. EL tutors will provide additional/supplemental support to
English Learners to enhance core instruction from classroom teachers. Additional staffing will support our English
Learner population in order to meet our goals of increasing reclassification and proficiency.
All students will receive core ELA and math instruction. Our reading teachers will provide additional support to
unduplicated pupil counts by designing a pull-out program addressing individual students based on specific skills needed
for reading. Reading teachers will monitor academic progress and program effectiveness. Increase in instructional tutor
times will allow for additional/supplemental support to unduplicated pupil counts as well as others by providing additional
support through small group or one-on-one reinforcement of skills.
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9.9.15 @ 12:13pm
In lieu of electives, Intervention sections at our Middle School will provide additional support to unduplicated pupils, as
well as others for additional reading and math support. This additional support will be specifically designed to meet the
academic needs of each individual student to include personal goal setting and home/school communication plan. When
students become proficient, they then will be able to transition back into elective classes. Teachers instructing these
sections monitor student progress and program effectiveness.
Additionally, unduplicated pupils as well as others will receive additional support from our Dean of Students and
Counselors by addressing social/emotional concerns through develop of personal learning plans (PLP) to support
academic success. Staff identifies these social/emotional concerns, creates and carries out a plan of action. These
services are communicated to staff and parents. Addressing social/emotional concerns in turn allows students to focus on
core academic subjects.
The above supplemental services/programs described for increased/improved services for our unduplicated pupils will
exceed the 6.20% increase in services over our core programs/services for all students.
LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX
For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the
following shall apply:
(a) “Chronic absenteeism rate” shall be calculated as follows:
(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30)
who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays
in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is
enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in
the regular day schools of the district, exclusive of Saturdays and Sundays.
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 –
June 30).
(3) Divide (1) by (2).
65
9.9.15 @ 12:13pm
(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.
(c) “High school dropout rate” shall be calculated as follows:
(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of
first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or
die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2).
(d) “High school graduation rate” shall be calculated as follows:
(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school
diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is
defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who
transfer out, emigrate, or die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2).
(e) “Suspension rate” shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the
academic year (July 1 – June 30).
June 30)
(3) Divide (1) by (2).
(f) “Expulsion rate” shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic
year (July 1 – June 30).
June 30).
(3) Divide (1) by (2).
66
9.9.15 @ 12:13pm
01-13-15 [California Department of Education]
APPENDIX A
Millbrae School District
PAC/DAC/DELAC Meeting
May 29, 2015
Parent Advisory Committee
67
Comments/Suggestions/Questions
9.9.15 @ 12:13pm
Superintendent Responses
1. Are the Technology and Facilities Plans separate from the Local Control Accountability Plan (LCAP)?
• Both the Technology and Facilities Plans will be included and integrated into the LCAP beginning
with the 2015-2016 school year. Mostly staff and administration have been meeting on these two
plans with next year’s goal to include parent representatives to join the District’s Technology and
Facilities Committees.
2. Are the Supplemental dollars still needing to be determined for next year or are they already
spent/allocated? (Page 54 of the LCAP)
• The supplemental dollars and description on page 54 of the LCAP are allocated for 2015-2016 to
include staffing to provide services above the basic program to identified student groupings as well
as programs.
3. What does ‘cultural awareness’ mean from the parent stakeholder input?
• Generally, when cultural awareness is discussed in a school district, we are looking at a few areas:
o Equity and Access
o Equality
o Value and respect of the student and staff diversity of the school and district
o Biases that contribute to student and staff performance
APPENDIX A
Millbrae School District
PAC/DAC/DELAC Meeting
May 29, 2015
Parent Advisory Committee
68
Comments/Suggestions/Questions
9.9.15 @ 12:13pm
Superintendent Responses
4. How often will the Parent Advisory Committee monitor the progress of the LCAP?
• There is an Annual Update as part of the LCAP as well as ongoing updates provided to the Board of
Education throughout the school year.
69
9.9.15 @ 12:13pm

Millbrae Elementary

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