2017–18 2018–19 2019–20 Local Control Accountability Plan...

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LCAP Year 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.]: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name Gold Trail Union School District

Contact Name and Title Scott Lyons, Superintendent Email and

Phone [email protected] 530-626-3194 ext 200

2017-20 Plan Summary THE STORY Briefly describe the students and community and how the LEA serves them.

Gold Trail Union School District (GTUSD) is a small, rural school district. The district is 45 square miles located midway between Lake Tahoe and Sacramento in the Sierra foothills near Coloma State Park, where gold was first discovered in California. GTUSD currently serves 700 students and our population is as follows: 82% white, 11% Hispanic, 3% multiple ethnicity, and 4% other .3% of our students are English learners, 28% are eligible for free and reduced meals, 8% qualify for homeless services, with an unduplicated pupil count of 29%. GTUSD has two schools, Sutter’s Mill Elementary serving grades transitional kindergarten through third, and Gold Trail School, serving grades four through eight. The Gold Trail community has a rich California history, is surrounded by orchards, vineyards and small farms and is located close to the American river which provides an abundance of outdoor recreational opportunities. The vision for GTUSD is to create and maintain an environment where every child receives a high quality education and comes to school feeling safe, cared for, and optimistic about his or her ability to learn. We embrace this vision unequivocally and believe that Gold Trail is the best place for any young student to thrive and learn. Our district supports students with an extraordinary standard of respect and commitment and has a high expectation that students exemplify these ideals. We enhance our rigorous academic program with a variety of enrichment experiences and activities. Our park‐like campuses include gymnasiums, a performing arts stage, outdoor practice fields, beautiful libraries, vegetable gardens and a natural habitat learning area. Technology, band, physical education, after school sports, enrichment classes, day trips and full emersion overnight field trips are a few of the programs designed to create diverse learning opportunities and nurture meaningful relationships with students and families. Parental involvement at both schools is encouraged, participation is exceptional and helps to complete our circle of learning.

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REVIEW OF PERFORMANCE

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

GREATEST PROGRESS

Early intervention and the development of the TK through third grade standards based report card and assessment process is where we have focused significant attention and resources this year. In addition, we continued funding support for supplemental educational opportunities such as access to libraries and after school classes for students and families. These services are enhanced by additional educational, mental and behavior interventions provided by instructional classroom aides, mental health and behaviorist staff, and coordinated to identify individualized need and provide direct student support.

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

LCAP HIGHLIGHTS Identify and briefly summarize the key features of this year’s LCAP.

High quality teachers, access to common core instructional materials, including technology to accommodate the required California Assessment of Student Performance and Progress (CAASPP), and safe facilities in good repair are basic services provided to all students. Academic success achieved by creating an engaging and rigorous curriculum designed to differentiate for individualized need, supports all students and is the keystone of our local plan. Lowering class sizes at all grade levels, increased access to campus libraries, after school classes and late bus services, provide supplemental support targeted to increase achievement for foster youth, low‐income students, English learners and low performing students. Enhanced technology, developing engaging standards based curriculum, improving strategies for intervention and assessment, and report cards that increase awareness of academic strengths and weaknesses for teachers and parents are some of the important components of our comprehensive plan. English learner classroom and outreach assistance allows those students and families to more easily transition into a new language and cultural framework and more quickly develop skills to improve their academic success. Social supports, such as Where Everybody Belongs, TEACH, Loving Solutions and First Five programs combined with trained behaviorist and mental health personnel offer students, teachers and families the tools needed to shift negative behavior into positive social skills and construct a climate of belonging. Finally, and equally important, our campuses are comfortable, clean, well maintained and welcoming.

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GREATEST NEEDS

With our limited resources, it remains a formidable challenge to balance and sustain the integrity of both our instructional programs and our well‐used and aging facilities. Increased stakeholder awareness and understanding of this dynamic interdependency is vital. We must continue to develop creative solutions that support our ongoing ability to provide the rich learning opportunities so unique to our district. We believe increased reading support will create substantial progress in both English language arts and math. The staff and administration continue to explore more effective ways to support students who struggle academically. In addition, development of the maintenance plan will provide clarifying information for stakeholders to understand the timing and fiscal impacts associated with short and long‐term facility maintenance.

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

PERFORMANCE GAPS

Based on the stakeholder discussions, CAASPP test results, when analyzed, provide the following insights. The data clearly illustrates how small samples sizes can produce hard to predict test scores. As educators, we must express the reality and caution as to the consequences of generalized conclusions derived from small data samples. However, we can and do use CAASPP results to focus our attention on a variety of important issues: grade level achievement; teacher quality; staff development; sub‐group achievement; year‐to‐year fluctuations; and seek more information about individual student gains or losses. Because of these issues we believe it is important to continue to develop and use local assessment tools to provide more immediate and relevant information.

INCREASED OR IMPROVED SERVICES If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

See LCAP Highlights

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BUDGET SUMMARY Complete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $ 6,378,448

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for LCAP Year $2,474,600

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

The only base program expenditures included in the LCAP are described in goal one and included in the total funds budgeted to meet LCAP goals in the current LCAP year. Teachers will be fully credentialed for the subject and grade level they are teaching, students will have access to standards aligned instructional materials, and facilities will be maintained in good repair. Goals and services that address the required eight state priorities are described in the LCAP and included in the total funds budgeted to meet LCAP goals in the current LCAP year. Expenditures not listed in the LCAP supplement basic programs to provide stronger learning opportunities for Gold Trail students. These consist of, but are not limited to, extra duty staffing costs, dues and memberships, increased access to technology, enhanced curriculum tools, equipment leases, costs associated with field trips and other enrichment activities to daily engage students. Other expenditures not listed in the LCAP, consist of but are not limited to, legal and audit, utilities, insurance, debt service, Proposition 39 expenditures and board approved fund transfers to other funds.

$5,334,901 Total Projected LCFF Revenues for LCAP Year

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Annual Update

LCAP Year Reviewed: 2016-17

Goal 1

We will provide high quality classroom instruction and enriched academic programs that lead to outstanding achievement for every student. CY 1: Basic services will be provided to all students.

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8 COE 9 10 LOCAL ______________________________________

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

100% of our teachers are assigned and credentialed appropriately for the students they teach.

All students have access to standards aligned instructional materials Facilities are maintained in good repair as measured by the Facilities Inspection

Tool completed annually.

100% of our teachers are appropriately assigned and properly credentialed. 100% of students have access to standards aligned instructional materials. Sutter’s Mill and Gold Trail facilities rated “good” by Facility Inspection Tool.

ACTIONS / SERVICES

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

Action 1 Empty Cell

Actions/Services PLANNED Teachers are all highly qualified and providing instruction based on state academic and performance standards.

ACTUAL All teachers are highly qualified and provide instruction based on state academic and performance standards.

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Expenditures

BUDGETED $2,102K OB 1/3XXX LCFF Base

ESTIMATED ACTUAL $1,878K OB 1/3XX LCFF Base

Action 2 Empty Cell

Actions/Services

PLANNED Standards aligned instructional materials are available to all students, which includes a language arts adoption for all grade levels.

ACTUAL All students have access to standards aligned instructional materials and ELA student textbooks were purchased for first grade and fourth through eighth grades. Transitional kindergarten, kindergarten, second and third grade teachers are provide students with standards based ELA and math curriculum from a variety of resources.

Expenditures

BUDGETED $80K OB 4100 LCFF Base and Lottery Prop 20

ESTIMATED ACTUAL $104K ELA Adoption, $9K other curriculum OB 4100 LCFF Base and Lottery Prop 20

Action 3 Empty Cell

Actions/Services

PLANNED Facilities are in good repair. Continue to fund site maintenance coordinator position to facilitate ongoing projects district wide.

ACTUAL The site maintenance coordinator position was funded.

Expenditures

BUDGETED $86K Sal/Bene’s OB 2/3XXX FC 8100 $15K Supplies LCFF Base

ESTIMATED ACTUAL This is the combined cost for goal.action 1.3 and 9.1 $73K Sal/benefits OB 2/3XXX FC 8100 $42K Supplies/Capital Projects

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ANALYSIS

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Describe the overall implementation of the actions/services to achieve the articulated goal.

The district only hires highly qualified staff, instructional materials were provided and ELA adoption did occur. Facilities were maintained in good repair.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

100% effective for all actions.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The calculation for the cost of teachers was flawed, and once calculated data was entered into the wrong budget years. Actual teacher costs were not materially different from adoption. The difference in the estimated to actual costs of the textbook adoption is material and was much more expensive than past adoptions, even considering increased enrollment. The textbook costs and do not include the increased copying costs for curriculum provided to students as systems were not implemented to track these curriculum costs.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

The calculation of non‐administrative certificated costs was refined to illustrate the teacher costs associated with mandated special education and non‐basic program offerings of music and PE. The site maintenance coordinator will continue to be funded to the extent current resources will allow.

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Goal 2 All students will have access to a quality education that ensures college and career readiness in the 21st century.



EXPECTED ACTUAL

The homeless student and foster youth liaison will maintain a service log for each student to ensure prompt enrollment, family/guardian contact, teacher consultation, periodic student support inquiries and to check on academic progress. A report will be made to the board annually in the spring.

The Superintendent created a check list and monitored students on a regular basis. A report was made to the board at the April 6, 2017 board meeting.

ACTIONS / SERVICES

Action 1 Empty Cell

Actions/Services

PLANNED The district will continue to implement policies and procedures to guarantee prompt enrollment in school and appropriate placement to ensure that homeless and foster youth receive the services to support academic achievement. Key staff attend meetings at El Dorado County Office of Education which helps to identify and serve these students.

ACTUAL The superintendent maintained a tracking sheet for each McKinney Vento or foster student. The list was updated periodically to ensure services were coordinated and made available to students and families.

Expenditures

BUDGETED $1000 OB 2/3000, 4300 McKinney‐Vento Title I

ESTIMATED ACTUAL $2,660 OB 4300, 5200 supplies and fees McKinney‐Vento $210 OB 4300

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LCFF Base

ANALYSIS

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The superintendent maintained a tracking sheet for each McKinney Vento and foster youth student, which was updated and reviewed at least three times a year, to guarantee that services were coordinated and made available to students and families and reported to the board at the April 6, 2017 regular board meeting.


Homeless and foster youth students were identified promptly, contacted periodically throughout the year, and were effectively provided necessary services.


More students were identified and served than were estimated at adoption.


No changes will be made.

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Goal 3 Maintain CSR grade span average class sizes at grades K‐3: 25 to 1 and maintain grade level 4‐8 classes below contract maximum.



EXPECTED ACTUAL

Class size averages will be lower than union contract maximums at all grades as reported at P‐2 attendance.

Class sizes at grades TK‐K were 17:1 and grades 1‐3 were 22:1. Grades 4‐8 were 19:1 according to P2 Principal Apportionment attendance reporting calculations. When music, RSP and PE teaching staff are removed class sizes at grades 4‐8 are 27:1.

ACTIONS / SERVICES

Action 1 Empty Cell

Actions/Services

PLANNED Lower class sizes below contract maximums based on grade level enrollments with emphasis on avoiding combination classes if possible with consideration for staffing requirements and facility limitations.

ACTUAL Class sizes were lower than union contract at all grade levels. No combination classes were necessary.

Expenditures

BUDGETED $505K OB 1/3XXX LCFF Supplemental

ESTIMATED ACTUAL $448K OB 1/3XXX LCFF Supplemental

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ANALYSIS

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Class sizes were lower than union contract at all grade levels. No combination classes were necessary.


100% achieved.


See explanation at Goal 1 regarding flaws in calculation. Actual costs were not materially different from budgeted teacher costs.


The district budget is currently “qualified”. Reductions are needed to meet our obligations in the next two years. We will increase class sizes and create a combo class to achieve cost savings. Class sizes will still be lower than union contract maximums.

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Goal 4 The number of students who meet or exceed grade level standards by the end of eighth grade in mathematics will increase over the baseline set in 2015‐16.



EXPECTED ACTUAL

At least 60% of all eighth grade students tested in Spring 2016 will meet or exceed mathematics standards as reported on CAASPP testing results.

65% of eighth grade students tested in Spring 2016 met or exceeded the CAASPP mathematics standards.

ACTIONS / SERVICES

Action 1 Empty Cell

Actions/Services

PLANNED The teachers will implement and continue to refine the comprehensive longitudinal math assessments at each grade level. Find or develop a data collection solution to monitor results.

ACTUAL (combined with Goal 5.1) The district priority is to develop early interventions at Sutter’s Mill primary school. Longitudinal math assessments were developed at grades TK through third, a standards based report card with benchmark measures was created for math and English Language arts and used to measure academic achievement throughout the year. Longitudinal assessments were discussed but not developed or implemented at Gold Trail School. Individual grade levels have benchmark assessments but more coordination and work is required to develop district level benchmark assessments.

Expenditures

BUDGETED $3K OB 4300 LCFF Base

ESTIMATED ACTUAL See goal.action 5.1 for combined costs of 4.1 and 5.1

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7Action 2 Empty Cell

Actions/Services

PLANNED Continue Response To Intervention and after school tutorial and enrichment classes to provide supplemental learning opportunities for students struggling academically.

ACTUAL Provided response to intervention and after school tutorial and enrichment classes for students at both schools.

Expenditures

BUDGETED $64.8K OB 1/2/3XXX OB 4370, 5600, 5875 LCFF Supplemental LCFF Base REAP Title I This is the total estimated cost for goals 4b, 5b, and 7b combined.

ESTIMATED ACTUAL Total cost for 4.2, 5.2, 7.2 $75.2K OB 1120, 1140, 3XXX, 4370, 5800 LCFF Supplemental Title I

Action 3 Empty Cell

Actions/Services

PLANNED Continue to convene the Technology Committee. The committee will make recommendations for classroom technology needs including, but not limited to: training, equipment, licensing, websites, IT support, etc.

ACTUAL The technology committee was convened as needed. Expenditures here are costs to sustain or improve access to classroom technology and tools for enhanced learning.

Expenditures

BUDGETED $25K OB 4,5XXX LCFF Base

ESTIMATED ACTUAL $43.1K OB 4400, 5200, 5809, 5875 LCFF Supplemental

Action 4 Empty Cell

Actions/Services PLANNED Continue to provide library services at both sites.

ACTUAL Library services were provided, two days at each site, weekly.

Expenditures BUDGETED $37K Library Tech Assistant, Software and Books OB 2/3XXX, 4200, 5875

ESTIMATED ACTUAL $34.3K OB 2/3XXX, 4200, 5875

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LCFF Supplemental LCFF Supplemental

ANALYSIS

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Assessments for math are in place at both schools. The assessment process and schedule continues to be evaluated and refined. A data collection tool for local assessments continues to be cost prohibitive. Students struggling in math were recommended for intervention assistance. The response to intervention program consisted of during the day and after school tutorials in mathematics. Access to technology in the classroom was supported in the form of equipment, training and software. The library was made available to students twice a week at both sites with a number of engaging activities.


Local assessments were used to help identify students for student success team meetings and/or placement in intervention or tutorial programs to improve the students’ math skills. Technology helps to improve access to curriculum. Access to technology at school is particularly important to low income families and other subgroups who may not otherwise have connectivity or technology in their home. The common core standards emphasize word problems in mathematics so improvements in reading will translate to higher test scores. It is felt that the increase in library time contributed to improved reading skills. Gold Trail and Sutter’s Mill schools have a high math score status as indicated by green performance levels on the California School Dashboard.


Goal.actions 4.1 and 5.1 combined planned expenses were $18K. Actual expenditures were $25.6K. The assessment tools were more expensive than projected. Goal.actions 4.2, 5.2 and 7.2 combined planned expenditures were $64,800. Actual expenditures were$75,200. After school tutorial costs exceeded budget. Goal 4.3 technology planned expenditures were $25K and it became evident during the writing of the current plan that our base technology program had not been clearly defined. Costs beyond the technology tools needed to take the CAASSP test are considered supplemental and are well in excess of the planned $25K. Actual supplemental technology costs were: Classroom equipment $18.9K, staff development $1.3K, software learning licenses $9.9K and IT direct support $13K.


Action 4 will be moved to goal 5 as the library action aligns better with English language arts. The district will spend more time with teachers to utilize local assessment data to identify achievement gaps and to drive informed instruction. To better reflect the new accountability dashboard system, we will modify the goal to measure student achievement at all grades instead of measuring eighth grade only.

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Goal 5 The number of students who meet or exceed grade level standards by the end of eighth grade in language arts will increase over the baseline set in 2015‐16.



EXPECTED ACTUAL

At least 60% of all eighth grade students tested in Spring 2016 will meet or exceed language arts standards as reported on CAASPP testing results.

64% of all eighth grade students met or exceeded standards in the CAASPP language arts as reported in Spring 2016 which indicates the goal was met.

ACTIONS / SERVICES

Action 1 Empty Cell

Actions/Services

PLANNED Provide a weekly release day for a teacher who will provide language arts coaching support to help with implementation of new common core aligned textbooks. Language arts coach will assist teacher groups to select or develop longitudinal comprehensive language arts assessments for TK through eighth grade.

ACTUAL As mentioned at goal 4.1 the focus this year was early intervention at the primary grades and the report card development. With the coach as leader, transitional kindergarten through third grade teachers developed standards based grade level report cards and designed appropriate assessments to align with the report card. A tool to summarize the report card data is cost prohibitive.

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Expenditures

BUDGETED $15K OB 1/3XXX LCFF Base

ESTIMATED ACTUAL (costs combined here for goal.actions 4.1 and 5.1) $ .5K release time OB 1140, 3XXX $18.8K assessment tools OB 4100 $6.2K report card development

Action 2 Empty Cell

Actions/Services

PLANNED Continue Response To Intervention and after school tutorial classes to provide supplemental learning opportunities for students struggling academically.

ACTUAL Provided response to intervention and after school tutorial and enrichment classes for students at both schools.

Expenditures BUDGETED See Goal 4.2 for The total expenditures listed there is the combined cost of Goals 4.2, 5.2 and 7.2

ESTIMATED ACTUAL See goal 4.2 for combined costs of 4.2, 5.2 and 7.2

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Goal 6 Involve parents, family and community stakeholders as direct partners in education.


ANALYSIS outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

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Common core standards based textbooks were purchased for first grade and grades four through eight. The language arts coach assisted TK, K, second and third grade teachers to develop common core standards based curriculum. The Language arts coach assisted teachers to develop longitudinal comprehensive assessments for TK through third grade. Grades four through eighth grade are using the assessments embedded in the adopted textbook program. Students struggling in English language arts were recommended for intervention assistance. The response to intervention program consisted of during the day and after school tutorials in English language arts.


The district exceeded the goal for eighth grade English language arts performance. However all other grade levels scored lower than the goal in English language arts. This was indicated by the California dashboard which illustrates an overall decline for Gold Trail School.


Goal.action 5.1 and 4.1 ‐ The assessment costs were more than planned.Goal.action 5.2 ‐ See goal 4 material difference explanation.


The district will spend more time with teachers to better utilize local assessment data to identify achievement gaps and to guide curricular modifications. We will focus on students producing clear and purposeful writing with special emphases on response to literature. To better align with the new accountability dashboard system, we will modify the goal to measure student achievement at all grades instead of measuring eighth grade only.

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EXPECTED ACTUAL

Two meetings will be occur (fall 2016 and spring 2017) with at least 80% of English Learner families attending.

An English Learner (EL) parent meeting occurred on January 27, 2017. 33% of our English Learner families attended the meeting. Telephone and email contact with the EL families indicated busy schedules prevented their attendance not a lack of interest. During the meeting EL parents expressed a lack of internet access. The district identified those families without internet access and began sending translated documents home with students.

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED Continue translating all bulletins and parent newsletters into Spanish and offer meeting opportunities for families who struggle with the English language. Continue to use our Spanish speaking teacher to translate for Spanish speaking families and to coordinate services. A correspondence log will be maintained to track needs.

ACTUAL Bulletins and newsletters are translated and posted on the website. These communications were sent home to families without internet access. We continued to fund the English learner outreach position. This year five students came directly from Mexico who spoke no English. A Spanish speaking aide was hired to work directly with these students providing lessons to improve the students’ command of English in reading, writing and speaking. A correspondence log was not maintained by the California English Language Development Test (CELDT) coordinator.

Expenditures

BUDGETED $2.9K OB 1/3XXX LCFF Supplemental

ESTIMATED ACTUAL $12.3K OB 1,2/3XXX LCFF Supplemental

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Goal 7 We will provide a physically and emotionally safe environment culturally responsible to all students.

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8

ANALYSIS

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District communications were translated into Spanish and made available to families. The CELDT coordinator personally contacted each family to invite and encourage their attendance to the January meeting. At that meeting the families agreed that another meeting wasn’t necessary.


Five English learner families attended the meeting. While the attendance was not 80%, when compared to other meetings with the general population this was a high percentage attendance. The feedback was extremely positive and the parents requested that a Spanish speaking classroom aide continue to provide support for children with limited English speaking ability.


We contracted with an outside bi‐lingual specialist to work with these students to expedite their command of English.


The district will schedule the EL outreach meeting by October 1, of next year. This will allow students to become familiar with teachers, staff and their regular school day before we meet with their parents. We created a job description for a bilingual teacher assistant and will use this position next year to assist the CELDT coordinator to provide services to students and their families.

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COE 9 10 LOCAL ______________________________________


EXPECTED ACTUAL

Based on the California Health Kids Survey results for grades five through eight more than 60% surveyed students will indicate a high level of school connectedness.

Data was available for fifth, sixth and seventh grades who took the survey. The percentage of students who indicated a high level of connectedness was 50%, 79% and 73% respectively for those grades.

ACTIONS / SERVICES

Action 1 Empty Cell

Actions/Services PLANNED Grades five, six, seven and eight will complete the California Healthy Kids Survey annually.

ACTUAL Grades five, six and eight have completed the CHKS survey and grades seven will complete the survey before year end.

Expenditures

BUDGETED $1K OB 5800 TUPE

ESTIMATED ACTUAL $ .2K OB 5800 TUPE

Action 2 Empty Cell

Actions/Services

PLANNED Provide school funded enrichment offerings and a second late bus run to attract students from low income families to participate in after school programs.

ACTUAL The school funded enrichment offerings and provided two late buses weekly on Monday and Wednesday beginning September 19 and ending May 3.

Expenditures BUDGETED See Goal 4.2 for combined cost of Goals 4.2, 5.2 and 7.2

ESTIMATED ACTUAL See Goal 4.2 for combined cost of Goals 4.2, 5.2 and 7.2

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Goal 8 Reduce the number of detentions, suspensions and office referrals.

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8 COE 9 10

ANALYSIS

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Grades five through eight are taking the survey this spring and comparable data will be available next year. The late bus and enrichment opportunities were provided. Examples are: after school sports, overnight field trips, clubs and academic teams.


The district believes that a student’s connectedness to the school is an extremely important factor effecting behavior and academic progress. Enrichment classes and bus routes are another layer of program opportunity available at our district. The Where Everybody Belongs program, overnight field trips, the behaviorist support services (goal 8) all are geared towards building connections with staff and friends, and creating opportunities for engagement.


Not material.


Grades five through eight will complete the survey. Data from their survey responses will be evaluated for areas of specific intervention or follow up.

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LOCAL ______________________________________


EXPECTED ACTUAL

Establish base year for office referrals, lunch detentions and suspensions. Students sent to the office for relatively serious infractions were logged into the Aeries system. Suspensions and in‐house detentions were always recorded in Aeries. However a comprehensive system for recording all office referrals has yet to be developed.

ACTIONS / SERVICES

Action 1 Empty Cell

Actions/Services PLANNED Organize system and train staff to accurately and consistently record data.

ACTUAL Aside from the Aeries entries a formal log was not developed and maintained for all students referred to the offices.

Expenditures BUDGETED No added cost.

ESTIMATED ACTUAL No added cost.

Action 2 Empty Cell

Actions/Services PLANNED Continue to fund the behaviorist position.

ACTUAL The behaviorist position was funded and position increased from .7 FTE to .88 FTE. The cost for this position is shared with goal.action 8.2.

Expenditures

BUDGETED $45.5K OB 2,3XXX LCFF Supplemental Title 1

ESTIMATED ACTUAL $31.9K (30% of the position cost is included in goal.action 4.2, 5.2, 7.2) OB 2,3XXX LCFF Supplemental Title 1

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Goal 9 Sustain well maintained grounds, facility and infrastructure.


ANALYSIS

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While the log was not developed the behaviorist position was funded. The behaviorist supports students and staff by providing strategies for more positive social interactions.


The only measure we have is anecdotal in the form of feedback from teachers and parents that the behaviorist has been very effective in extinguishing negative behaviors and encouraging positive behaviors. It is difficult to measure correlations between social improvements and services provided to modify student behavior.


The cost for this position is shared between goal.action 4.2, 5.2 and 7.2 and was duplicated in the 16/17 projected expenditures. The correct cost associated with the portion of this position devoted to this goal is 70% of .88 FTE = $31.9 and was not materially different than planned.


After discussions about the system to establish a base to measure for office referrals, we believe a simple log could provide important specific information in order to more effectively improve student behavior.

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COE 9 10 LOCAL ______________________________________


EXPECTED ACTUAL

Develop master plan and deferred maintenance schedule. In order to be positioned for State Project Funding, should money become available, preliminary work was begun on the GTUSD facility master plan document. In the pursuit of hiring a consultant for the master plan, we realized administration and board were not in‐sync as how to proceed with this goal. After re‐evaluation it was determined to first locally develop a deferred maintenance schedule and defer development of the master plan when the schedule is complete.

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED Hire consultants and work with stakeholders to develop plan.

ACTUAL The architectural drawings were completed fiscal year 15/16. The district proceeded, as planned to develop the master plan. In the process of hiring the consultant to write the plan, our process was re‐evaluated and clarified. The plan to hire a consultant has been postponed until after a deferred maintenance schedule is developed.

Expenditures

BUDGETED $15K OB 5800 LCFF Base Grant

ESTIMATED ACTUAL No costs

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

Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

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The facility master plan consultant attended two board meetings to describe scope of work and answer questions. It was during that process we realized our most important priority is to use existing staff to locally develop a building and facilities maintenance schedule (commonly referred to as deferred maintenance).


The realization of the importance and immediate need for a deferred maintenance plan was made clear.


A consultant was not hired and the projected costs were removed from the budget.


The immediate development of a deferred maintenance schedule is critical. Following are some of the elements essential to this plan. Evaluate custodial needs as it relates to buildings and grounds. Evaluate how maintenance support for the educational program impacts the regular daily custodial schedule. Determine short and long‐term maintenance priorities for buildings and grounds with immediate focus on Proposition 39 utilization. Fund the site maintenance director position as resources allow.

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Stakeholder Engagement LCAP Year 2017–18 2018–19 2019–20

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INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

The District Advisory Committee met on 10‐18, 11‐2, 1‐17, 2‐21, 3‐28 and 5‐16 of the 2016‐17 fiscal year. This committee participated in the development of local plans which included multiple priorities and supporting goals. The committee developed an awareness of district’s consolidated needs and helped to provide input and feedback about the plans, goals and development process. LCAP plan development was a standing item on the board agendas (8‐4, 9‐8, 10‐13, 11‐10, 12‐8, 1‐12,2‐13, 3‐9, 4‐7, 5‐11 and 6‐15) and the board was updated as to progress throughout the year by administration. LCAP goals, needs and implementation were discussed at the bi‐weekly staff meetings (8‐23,9‐13, 9‐20, 10‐11, 11‐8, 11‐15, 1‐13, 1‐18, 1‐24, 2‐14,3‐14, 4‐18) at monthly Parent Teacher Organization meetings (8‐24, 9‐13, 10‐20, 11‐16, 1‐10, 2‐15, 3‐1, 3‐15 and 4‐19), with the Sutter’s Mill Leadership team (9‐6, 10‐4, 11‐8, 12‐6, 1‐31, 2‐28, 3‐29), Staff Management meetings (8‐2, 1‐20 and 6‐7), the Technology committee meetings (9‐7, 11‐2,12‐7 and 4‐5) and Special Education and Response to Intervention meetings (8‐3, 1‐13, 2‐10 and 3‐12), Maintenance meetings (9‐06, 12‐2 and 1‐10), and periodic meetings with union representation (12‐7, 2‐6, 3‐6 and 4‐5) and with student representatives (8‐26 and 02‐06). Topics of and agendas for these meetings included discussions regarding CAASPP results, CHKS survey data and related issues. Discussions included textbook adoption and standards based curriculum needs, student activities, technology equipment, software purchases, staff development needs, classroom supplies, management support needs, and maintenance projects. Safety and student behaviors were reviewed by staff, management and process and policies improved. Coordination of programs, priorities and processes were discussed with all stakeholders.

IMPACT ON LCAP AND ANNUAL UPDATE

How did these consultations impact the LCAP for the upcoming year?

These consultations helped to explore, clarify and disseminate information about progress towards the current goals. Discussions allowed us to receive input from a variety of perspectives and to view our programs through differing stakeholder lenses. This process helped us to gather relevant information with the goal to better understand our various strengths and weaknesses and competing priorities. Working with input from all stakeholders is challenging yet helps to examine our own ideas, more specifically re‐evaluate priorities and refine the focus of our efforts for the upcoming year. Continuing the process of improving student assessment to refine teaching and curriculum delivery will continue to be a priority in the next year.

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Goals, Actions, & Services Strategic Planning Details and Accountability

New Modified Unchanged

Goal 1 We will provide high quality classroom instruction and enriched academic programs that lead to outstanding achievement for every student. Basic services will be provided to all students.

Empty Cell Empty Cell


Identified Need It is important to define the basic program to support learning for all students.

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

Fall Calpads 100% 100% of teachers highly credentialed.

100% of teachers highly credentialed.

100% of teachers highly credentialed.

Sufficiency of instructional materials 100%

All students have access to standards aligned instructional materials.



Facility Inspection Tool (FIT) Good Repair status

Maintain facilities in good repair as measured by the FIT completed annually.



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Action 1

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served All Students with Disabilities [Specific Student Group(s)]___________________

Location(s) All schools Specific Schools:__________________ Specific Grade spans:__________________

OR

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

Students to be Served English Learners Foster Youth Low Income

Scope of Services LEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

Teachers are all highly qualified and provide instruction based on state common core standards.



BUDGETED EXPENDITURES

2017-18 2018-19 2019-20

Amount $1,666K (includes STRS increase) Amount $1,747K (includes STRS increase) Amount $1,774K (includes STRS increase)

Source LCFF Base Source LCFF Base Source LCFF Base

Budget Reference OB 1/3XXX Budget

Reference OB 1/3XXX Budget Reference OB 1/3XXX

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Action 2




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Standards aligned instructional materials available to all students.

Standards aligned instructional materials available to all students.

Standard aligned instructional materials available to all students.


2017-18 2018-19 2019-20

Amount $25K Amount $27.5K Amount $30K


Budget Reference OB 4100 Budget

Reference OB 4100 Budget Reference OB 4100

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Action 3




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Maintain 1.0 Site Maintenance Director. Maintain 1.0 Site Maintenance Director. Maintain 1.0 Site Maintenance Director.


2017-18 2018-19 2019-20

Amount $75.5K (this is the combined cost for goal.action 1.3 and 9.1 and includes PERS increase)






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Goal 2 All students will have access to a quality education that ensures college and career readiness in the 21st century.



Identified Need Homeless students and foster youth need to be identified and placed into appropriate classrooms and provided the necessary support to achieve this goal.



An annual report to the board is given each year detailing the McKinney‐Vento program and foster youth assistance. Along with a verbal presentation to the board about these services, the homeless and foster youth log is discussed in terms of ensuring that these youth are identified properly and that appropriate supports are provided.

The homeless and foster youth liaison will maintain a service log for each student to insure prompt enrollment, family guardian, contact, teacher consultation, periodic student support inquiries and to check on academic progress.




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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


The district will continue to implement policies and procedures to afford prompt enrollment in school and appropriate placement to ensure that foster youth receive the services to support academic achievement. This includes key staff attending meetings at El Dorado County Office of Education who provides criteria and suggest strategies to more effectively serve these students.




2017-18 2018-19 2019-20

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Amount $1K Amount $1K Amount $1K

Source LCFF Supplemental McKinney Vento Source

LCFF SupplementalMcKinney Vento McKinney Vento Source

LCFF SupplementalMcKinney Vento McKinney Vento

Budget Reference OB 43XX, 5200 Supplies, Transportation Budget

Reference OB 43XX , 5200 Supplies, Transportation Budget Reference OB 43XX, 5200 Supplies Transportation


Goal 3 Maintain CSR grade span average class sizes at grade K‐3: 25 to 1 and 4‐8: below contract maximum.



Identified Need



Principal apportion P2 class size report.

Grade levels below union contract.

Grade levels below union contract.

Grade levels below union contract. Grade levels below union contract.

Action 1



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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Lower class sizes below contract maximum based on grade level enrollments with emphasis on avoiding combination classes if possible, with consideration for staffing requirements and facility limitations.




2017-18 2018-19 2019-20

Amount $458K (includes STRS increase) Amount $501K (includes STRS increase) Amount $534K (includes STRS increase)

Source $112K LCFF Supplemental $346K LCFF Base





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Goal 4 The overall achievement for all grades that meet or exceed grade level standards in mathematics at the end of each year will increase.



Identified Need Not all students meet or exceed grade level standards in mathematics at eighth grade.



CAASPP 47% meet or exceed. 50% meet or exceed. 55% meet or exceed. 60% meet or exceed.

Action 1




OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Use staff development days to increase teacher collaboration and provide in‐house training to develop integrated K‐8 curriculum. Provide release days to K‐3 teachers to conduct assessments and develop strategies to reduce the time it takes to do the assessments. Teachers will continue to refine the comprehensive longitudinal math assessments at each grade level. Find or develop a data collection solution to monitor results.




2017-18 2018-19 2019-20

Amount $24.2K (this is the combined cost for goal.action 4.1 and 5.1) Amount

$24.6K (this is the combined cost for goal.action 4.1 and 5.1) Amount

$25K (this is the combined cost for goal.action 4.1 and 5.1)

Source $15.1K LCFF Base $9.1K Title II



Budget Reference OB 11XX,3XXX , 4300 Budget

Reference OB 11XX,3XXX, 4300 Budget Reference OB 11XX,3XXX, 4300

Action 2




OR


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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continue to evaluate efficacy of response to intervention and after school tutorials and enrichment programs.



BUDGETED EXPENDITURES5

2017-18 2018-19 2019-20

Amount $88.5K (this is the combined cost for goal.action 4.2, 5.2 and 7.2 and includes STRS/PERS increase)

Amount $90.5K (this is the combined cost for goal.action 4.2, 5.2 and 7.2, and includes increase PERS/STRS)

Amount $92.5K (this is the combined cost for goal.action 4.2, 5.2 and 7.2, and includes increase PERS/STRS)

Source $39.7K LCFF Supplemental $48.8K Title I



Budget Reference OB 11XX/3XXX, 4370, 5800 Budget

Reference OB 11XX/3XXX, 4370, 5800 Budget Reference OB 11XX/3XXX, 4370, 5800

Action 3




OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continue to convene the Technology Committee as a forum for recommendations for classroom technology needs including, but not limited to: training, equipment, learning software, IT support.




2017-18 2018-19 2019-20

Amount $43.4K Amount $45.7K Amount $48K


Budget Reference OB 4, 5XXX Budget

Reference OB 4, 5XXX Budget Reference OB 4, 5XXX


Goal 5 The overall achievement for all grades that meet or exceed grade level standards in English language arts at the end of each year will increase.



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Identified Need Not all students meet or exceed grade level standards in English language arts at eighth grade.



CAASPP 56% meet or exceed. 60% meet or exceed. 65% meet or exceed. 70% meet or exceed.

Action 1








ACTIONS/SERVICES

2017-18 2018-19 2019-20





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2017-18 2018-19 2019-20

Amount See goal 4.1 for combined costs related to goal.actions 4.1 and 5.1 Amount

See goal 4.1 for combined costs related to goal.actions 4.1 and 5.1 Amount

See goal 4.1 for combined costs related to goal.actions 4.1 and 5.1

Source See goal 4.1 for source related to goal.actions 4.1 and 5.1 Source See goal 4.1 for source related to

goal.actions 4.1 and 5.1 Source See goal 4.1 for source related to goal.actions 4.1 and 5.1

Budget Reference

See goal 4.1 for budget reference related to goal.actions 4.1 and 5.1

Budget Reference


Budget Reference


Action 2




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continue to evaluate efficacy of response to intervention and after school tutorial and enrichment programs to determine successful strategies for supplemental learning opportunities for students struggling academically.



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2017-18 2018-19 2019-20

Amount See goal.action 4.2 for combined costs related to goal.action 4.2, 5.2 and 7.2 Amount

See goal.action 4.2 for combined costs related to goals 4.2, 5.2 and 7.2 Amount

See goal.action 4.2 for combined costs related to goals 4.2, 5.2 and 7.2

Source See goal.action 4.2 for source related to goal.action 4.2, 5.2 and 7.2 Source See goal.action 4.2 for source related to

goal.action 4.2, 5.2 and 7.2 Source See goal.action 4.2 for source related to goal.action 4.2, 5.2 and 7.2

Budget Reference

See goal.action 4.2 for budget reference related to goal.action 4.2, 5.2 and 7.2

Budget Reference


Budget Reference


Action

3




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continue to provide library at both sites. Continue to provide library at both sites. Continue to provide library at both sites.


2017-18 2018-19 2019-20

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Amount $39.1K (includes PERS increase) Amount $39.9K (includes PERS increase) Amount $40.6K (includes PERS increase)

Source LCFF Supplemental Source LCFF Supplemental Source LCFF Supplemental

Budget Reference

(.87 FTE and $4K supplies/software) OB 2/3XXX, 4200, 5800

Budget Reference


Budget Reference



Goal 6 Involve parents, family and community stakeholders as direct partners in education.



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Identified Need English learners will always need supplemental support to develop language skills to be successful.



Schedule 2 meetings per year, the first by October 1.

Two meetings per year. Two meetings per year. Two meetings per year. Two meetings per year.

Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Outreach coordinator to continue to translate all bulletins and parent newsletters into Spanish and offer at least two annual meeting opportunities for families who speak Spanish. The district will hire a bi‐lingual instructional aid and continue to use Spanish speaking staff to translate for families and to coordinate services.



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2017-18 2018-19 2019-20

Amount $21K (.38 FTE, cost includes PERS increase) Amount

$22.2K (.38 FTE, cost includes PERS increase) Amount

$23.4K (.38 FTE, cost includes PERS increase


Budget Reference OB 1,2,3XXX Budget

Reference OB 1,2,3XXX Budget Reference OB 1,2,3XXX


Goal 7 We will provide a physically and emotionally safe environment culturally responsible to all students.



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Identified Need Stakeholders believe the physical and emotional needs of students are essential to student academic and social success. Monitoring this more carefully is critical.



Based on the California Healthy Kids Survey (CHKS) results for grades five through eight more students will indicate a high level of school connectedness.

Grade 5 – 50% Grade 6 – 79% Grade 7 – 73%

80% at every grade level. 80% at every grade level. 80% at every grade level.

Action 1



Location(s) All schools Specific Schools:__________________ Specific Grade spans: Grades five through eight.

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Grade five, six, seven and eight will complete the CHKS survey. Results will be evaluated for indicators requiring intervention or follow up.



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2017-18 2018-19 2019-20

Amount $ .5K Amount $ .5K Amount $ .5K

Source TUPE or LCFF Base Source TUPE or LCFF Base Source TUPE or LCFF Base

Budget Reference OB 5800 Budget

Reference OB 5800 Budget Reference OB 5800

Action 2




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide after school enrichment classes and two late bus routes to attract disadvantaged youth.




2017-18 2018-19 2019-20

Amount See goal.action 4.2 for combined costs related to goals 4.2, 5.2 and 7.2 Amount

See goal.action 4.2 for combined costs related to goals 4.2, 5.2 and 7.2 Amount

See goal.action 4.2 for combined costs related to goals 4.2, 5.2 and 7.2

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Source See goal.action 4.2 for source related to goals 4.2, 5.2 and 7.2 Source See goal.action 4.2 for source related to

goals 4.2, 5.2 and 7.2 Source See goal.action 4.2 for source related to goals 4.2, 5.2 and 7.2

Budget Reference

See goal.action 4.2 for budget reference related to goals 4.2, 5.2 and 7.2

Budget Reference


Budget Reference



Goal 8 Reduce the number of detentions, suspensions and office referrals.



Identified Need Identify negative student behavior and work with students and staff to modify those behaviors into positive social skills in an effort to reduce suspensions.



Number of suspensions. 13 district suspensions. When baseline is identified measure will be established.

When baseline is identified measure will be established.

When baseline is identified measure will be established.

Action 1

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Maintain a log of student visits to the office for behavior. Identify trends and develop interventions.




2017-18 2018-19 2019-20

Amount No extra cost Amount No extra cost Amount No extra cost

Source No budget source Source No budget source Source No budget source

Budget Reference No budget reference Budget

Reference No budget reference Budget Reference No budget reference

Action 2




OR

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Location(s) All schools Specific Schools: Sutter’s Mill (Title I) Specific Grade spans:__________________

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Continue to fund the .88 behaviorist position. (.26 FTE cost is included in the cost of goals 4.2 & 5.2)

Continue to fund the .88 behaviorist position. (.26 FTE cost is included in the cost of goals 4.2 & 5.2)

.Continue to fund the .88 behaviorist position. (.26 FTE cost is included in the cost of goals 4.2 & 5.2).


2017-18 2018-19 2019-20

Amount $32.4K (.62 FTE and cost includes PERS increase) Amount

$33.7K (.62 FTE and cost includes PERS increase) Amount

$34.2K (.62 FTE and cost includes PERS increase)


Budget Reference OB 2,3XXX Budget

Reference OB 2,3XXX Budget Reference OB 2,3XXX


Goal 9 Sustain well maintained grounds, facility and infrastructure.



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COE 9 10 LOCAL ______________________________________

Identified Need The immediate development of a deferred maintenance schedule is critical. In order to understand the fiscal implications of the short and long‐term maintenance costs this information is essential for planning.



Completed schedule. Completed schedule. Updated and maintained schedule.

Updated and maintained schedule. Updated and maintained schedule.

Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20

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The immediate development of a deferred maintenance schedule is critical. Following are some of the elements essential to this plan. Evaluate custodial needs as it relates to buildings and grounds. Evaluate how maintenance support for the educational program impacts the regular daily custodial schedule. Determine short and long‐term maintenance priorities for buildings and grounds with immediate focus on Proposition 39 utilization. Fund the site maintenance director position as resources allow.

Complete Prop 39 utilization. Continue to update and maintain the plan. Implement projects as funding allows. Fund the site maintenance director position as resources allow.

Continue to update and maintain the plan. Implement projects as funding allows. Fund the site maintenance director position as resources allow.

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20

Amount See goal.action 1.3 for combined costs of 1.3 and 9.1 Amount

See goal.action 1.3 for combined costs of 1.3 and 9.1 Amount

See goal.action 1.3 for combined costs of 1.3 and 9.1

Source See goal.action 1.3 for resource for 1.3 and 9.1 Source See goal.action 1.3 for resource for 1.3

and 9.1 Source See goal.action 1.3 for resource for 1.3 and 9.1

Budget Reference

See goal.action 1.3 for budget reference for 1.3 and 9.1

Budget Reference


Budget Reference


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Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year 2017–18 2018–19 2019–20

Estimated Supplemental and Concentration Grant Funds: $293,656 Percentage to Increase or Improve Services: 6.09 %

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

The district is using supplemental funding to provide district‐wide and site strategies and services as described below.

1) District wide ‐ The focus is to maintain grade level classes, if possible, within the legal requirements associated with staffing and facilities limitations. The district will increase teacher FTE to lower class sizes beyond the maximum union contract cap of 29. The academic literature strongly supports the common‐sense notion that class size is an important determinant of student outcomes. Class‐size reduction has been shown to improve a variety of measures, ranging from contemporaneous test scores to later‐life outcomes such as college completion. See Does Class Size Matter, Diane Whitmore Schanzenbach, National Education Policy Center, (2014). 2) District wide service. The district will continue to provide after school bus support to allow for tutorial classes after school. In addition, enrichment classes will be offered to broaden each student’s school experience. P. Lauer, et, al., (2004) in a meta‐analysis of out of school interventions documents some success with tutoring programs in The Effectiveness of Out of School Time Strategies in Assisting Low Achieving Students in Reading and Mathematics: A Research Synthesis. In this publication, Lauer concludes that the most effective programs are tutoring programs to strengthen reading and writing. 3) District wide service. We will continue to offer Response to Intervention services during the school day with focus to develop effective strategies for each student’s individual learning difficulties. The use of Learning Centers where underperforming students have access to certificated teacher teams, support with a learning plan (IEP) and “scaffolded” Response to Intervention (RTI) instruction, has been documented to provide effective diagnosis, treatment and improved student learning outcomes. See Bryk, et.al, (2010), Organizing Schools for Improvement. 4) District wide service. We provide funding for and encourage teachers to search for new and innovative materials to enhance classroom curriculum. Content is shared with colleagues during staff meetings and early release staff development days. There is growing empirical evidence that coaching can be an effective professional development component for improving teacher practice, Biancarosa & Bryk, (2011); Powell & Diamond, (2011); Neuman & Wright, (2010); Ramey et al., (2011) and student achievement Campbell & Malkus, (2011); Biancarosa & Bryk, (2011); Powell & Diamond, (2011); Ramey et al., (2011). 5) District wide service. Unduplicated students and educationally disadvantaged youth are more at risk of struggling with the acquisition of reading and comprehension skills. Funding libraries at both sites will increase access to materials that will improve their abilities to read and comprehend. Francis, B.H., Lance, K. C., Lietzau, Z. (2010). School librarians continue to help students achieve standards: The third Colorado study (2010). Closer Look Report. Denver, CO: Colorado State Library, Library Research Service. 6) District wide service. Providing a liaison on staff, whose primary focus is to improve communication and connectivity with English learner families, low income families and under‐represented children, will increase engagement and help to bridge the gap we see in achievement. Activities such as including parents on governance committees, encouraging volunteerism, educating parents on how to be more active in their children’s education, etc. have positive outcomes, including more informed decision‐making,

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greater motivation to implement decisions, greater acceptance of collective decisions, enhanced sense of social justice, and increased civic skills, among others. See Funk and Wright (2003) Deepening Democracy: Institutional Innovations in Empowered participator Governance. Verso Books. Volume4. New Yor: Bryk, et.al., (2009) Charting Chicago School Reform: Democratic Localism as a Lever for Change. 7) District wide services. Continue to fund behaviorist position, whose skills are dedicated to help identify students with adverse childhood experiences or emotional and behavioral challenges. Working with these academically disadvantaged students, staff and families to provide social skill interventions will contribute to higher academic achievement. Problem behaviors function as academic disablers and are associated with lower academic achievement. 65% of students with emotional and behavioral disorders will improve when given social skills interventions, Handvook of evidence‐based practices in emotional and behavioral disorders: Applications in Schools, Gresham and Elliot, (2014), and What works regarding social skills interventions using single‐subject designs, National Association of School Psychologists, San Francisco (2011).

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