LCAP and Annual Update Template - Local Control Funding ...€¦ · Web viewChrysalis Charter...

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

2018-19

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: 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 Contact Name and Title Email and Phone

Chrysalis Charter School Irene Salter, Administrator [email protected] (530)547-9726

2017-20 Plan SummaryThe StoryDescribe the students and community and how the LEA serves them.

Chrysalis Charter School is a public K-8 charter school that is free and non-discriminatory. Our mission -- “Encouraging the light within each student to shine brighter” -- shapes every aspect of Chrysalis from the small size of our school, to the way we teach, to the close relationships we form with families. While some students shine brightest in our full-time classroom program with experiential learning in all subjects, others shine brightest through home schooling where a teacher works alongside families to design and implement a program tailored to fit the student, with the option of on-campus science, nature, and elective classes. We offer before and after-school care as well as bus service from several locations in Redding. Our program is characterized by the following core educational philosophies:

teaching for understanding;

kind environment; responsive teaching;

fostering curiosity, initiative, and an inquiry-mindset;

immersion in nature;

community, global awareness and citizenship; and

teacher power and choice.

“Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer.” Chrysalis operates on a one year budget term – therefore 2019-20 and 2020-21 are not included and N/A is entered for those fields.

We serve a population roughly matching the whole of Shasta County (see Demographics table below).

mailto:[email protected]

Group 2017-18 2016-17 County

Total number of students 222 200 26,626

Gender 44.1% female 46.5% female 48.3% female

African American 1.4% 1.0% 1.6%

American Indian or Alaska Native 0.9% 0.5% 4.5%

Asian 0.5% 1.5% 3.1%

Hispanic or Latino 12.2% 10.5% 14.4%

White (not Hispanic) 93.5% 93.5% 70.0%

Socioeconomically Disadvantaged 45% 49.5% 54.5%

English Learners 0% 0% 3.3%

Students with IEPs 13.5% 9.5% 11.2%

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

Our LCAP, as with everything we do, focuses on our mission statement. In fact, “Encouraging the light within each student to shine brighter,” is the one and only goal for our LCAP to meet the state’s eight educational priorities for all pupils and all significant subgroups. The following specific annual actions will be taken to achieve this goal and meet the state’s educational priorities:

1. Provide a stable community of excellent teachers while maintaining small class sizes.

2. Provide a safe and comfortable school facility.

3. Allocate resources to support experiential science investigations and nature studies.

4. Dedicate staff time towards cultivating a kind, respectful school culture.

5. Teach for understanding, and in so doing, test the proposition that “encouraging the light” supports student achievement.

6. Communicate effectively with families (for instance through the use of a student information system and parent communication system).

7. Support school-wide efforts (such as bus transportation and before-school supervision) that make it possible for low-income families to attend and thrive.

Review of PerformanceBased 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

Chrysalis remains one of the top performing schools in our area and has been recognized within Shasta County as a “bright spot” – a high-achieving school with a large percentage of low income students. In a comparison across all elementary and middle schools in Shasta County, Chrysalis is twelfth in English Language Arts and seventh in Math in the county. Of schools with similar low income student, only one school outperformed Chrysalis in ELA. No schools with similar unduplicated pupil percentages outperformed Chrysalis in math. For the second year in a row we were named an Honor Roll school for the 2017-2018 California Honor Roll. Each year, the Educational Results Partnership (ERP) and the Campaign for Business and Education Excellence (CBE) recognizes public schools that demonstrate high levels of student academic achievement, improvement in achievement over time, and reduction in achievement gaps.

Another of our greatest successes this year is our amazing team of teachers. Four teachers (a third of the full time teaching staff) were honored with some kind of recognition this year. Corinne Aberg was selected by KIXE as one of best teachers in the North State region for their Big Education Event. Sara Hoxie and Laura Bowie were both selected by the Whole Earth Festival as outstanding Environmental Educators. Last but not least, Crystal Padilla was honored as an Everyday Hero by the Shasta County Office of Education.

Finally, the school engaged in a whole school professional development effort around restorative practices and Multi-Tiered Systems of Support (MTSS). We focused on enhancing our culture of kindness. All staff attended a series of restorative practices workshops on campus to establish common language and practices around behavioral and social-emotional support for our students. A restorative practices coach provided individualized mentoring in teachers’ classrooms throughout the year to help staff implement the changes. Meanwhile, the initiative leadership team, in partnership with the teachers, Site Council, and parents, revised our referral process and discipline system to align with the new landscape.

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?

Greatest Needs

No areas of overall performance were in the “Red” or “Orange” performance category.

No local indicators were “Not Met” or “Not Met for Two or More Years”.

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

The only subgroup that was the “Red” or “Orange” was the white subgroup that “declined significantly” in English Language Arts. An analysis of our data showed that the change can be attributed to an eighth grade class that performed well in English Language Arts graduating in June, 2016 and being replaced in the 2016-17 school year with a third grade class with a high percentage of students that were struggling in reading and/or writing. We believe that our enhancement programs will continue to help these struggling third graders make growth and perform better this year on their fourth grade assessments.

All students, including white students, participate in a whole school coordinated intervention program with intervention, differentiation, and targeted student support. Students that struggle academically are identified by their classroom teacher or by a Site Council screening of all students over a grade level behind in reading or math. These students receive interventions three time a week in their area of greatest weakness. In class, they receive differentiation in their curriculum and/or targeted student support. If they fail to make progress, then we develop a plan to either change the intervention strategy, add additional supports, or assess for special education.

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.

Increased or Improved services

Low-income students, students with disabilities, English learners and foster youth are especially in need of school-based counseling services to address adverse childhood experiences, anxiety, depression, social relationships and more. We plan to increase the number of contracted hours for our school counselor from 10 hours per week to 12 hours per week.

Across California, schools are feeling the effect of the mandated increase in minimum wage and large increases in STRS and PERS contributions. Small rural communities like ours are hit particularly hard. Whereas other schools will need to cut their teaching or paraprofessional staff budget or increase class sizes to make up the difference, we are committed to preserving small class sizes and continuing with at least 6 aides (dedicated aides in K-2, special ed, PE, and floater) despite minimum wage increases and increased STRS/PERS costs.

Finally, a recent PACE Continuous Improvement Brief from January, 2018 (by Mary Perry) suggests that summer learning loss disproportionately affects low income students, with low income students falling 2.5 to 3 years behind by fifth grade due to the cumulative effects of the achievement gap combined with summer slide. On our campus, our low income and at risk students showed a decline of 14.04 points on iReady assessments in math (the equivalent of 3 months of school) and 10 points in language arts. We believe that a 4-week, half-day summer program for 15-16 students would reduce that summer slide. While the summer program would be open to all students, low income students who are at least 1 grade level below their peers in reading or math would receive priority.

Budget SummaryComplete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures For LCAP Year $2,109,785

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year $1,206,639

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.

In 2017-18, our top three expenses were salaries and benefits; contracted services (including business services, transportation, special education services, and audit); and leases (including our facility and bus lease).

We anticipate similar budget priorities in 2018-19. The following are some of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: classified salaries and benefits for paraprofessionals and school office staff, as well as general operating costs such as utilities, insurance, audit fees, and contracted business services.

DESCRIPTION AMOUNT

Total Projected LCFF Revenues for LCAP Year $1,827,091

Annual UpdateLCAP Year Reviewed: 2017-18Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 1Encourage the light within each student to shine brighter

State and/or Local Priorities addressed by this goal:

State Priorities: 1-8

Local Priorities:

Annual Measureable OutcomesExpected Actual

1. Basic Services

a. Local indicator – SARC

Expected outcome is: 100% of students have access to grade appropriate instructional materials; facilities continue to be maintained in good repair; monthly facility inspections and annual external evaluations continue; and teachers are credentialed and appropriately assigned.

1. Basic Services

a. Local indicator (SARC) – Outcome Met 100% of students had access to grade appropriate instructional

materials. Facilities have been maintained in good repair. Monthly facility

inspections and annual external evaluations continue. All teachers hold valid California teaching credentials and are

appropriately assigned.2. Implementation of Content and Performance Standards

a. Local indicator – N/A This is a priority that does not apply to the nature of our program.

“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.” Throughout the curriculum section of our charter is found phrases like “Therefore, our curriculum is open-ended and unpredictably varied from year to year. In order to develop competent, self-motivated life-long learners, the students’

2. Implementation of Content and Performance Standards

a. Local indicator – N/A

Expected Actuallearning will be a blend of teacher-directed and student-directed learning.” and “If students are to become competent, self-motivated, life-long learners, they must be given the opportunity to practice self-motivated learning. Their enthusiasms and interests must be empowered to alter the course of learning that happens in the classroom. This is a characteristic of Chrysalis. Students are supported in self-directing their learning.”

3. Parental Involvement and Inputa. Local indicator – Parent volunteer hours

Expected outcomes is establishing additional systems beyond self-reporting in Parent Square to log and count volunteer hours – on the office sign in sheet and through cash donations. We anticipate logging at least 95% of the prior year’s total ( > 3,328 volunteer hours).

b. Local indicator – Family participation measures Expected outcome is continuing to offer many ways for parents to get

involved and build community. We anticipate similar participation rates as the prior year and a minimum of 5 evening family gatherings.

3. Parental Involvement and Inputa. Local indicator (Parent volunteer hours) – Outcome Met

3404 parent hours were logged as of June 1, 2018, not counting 1,004 hours in donations to our annual giving campaign (at an exchange rate of 1 hour for every $10 donated. This represents far greater than 95% of the prior year’s total, thus meeting our goal.

b. Local indicator (Family participation measures) – Outcome Met Annual giving campaign: 62 families Raft trip: 145 family members Fall camping trip to Lassen National Park: 149 family members Spring camping trip to Monterey Bay National Marine Sanctuary: 110

family members Evening family gatherings: 8 (STEM night, holiday performance, talent

show, graduation, 2 movie nights, financial literacy , game night)

4. Student Achievementa. State indicator – Academic Indicator: Grades 3-8 ELA and math SBAC results

Expected outcome is exceeding the Shasta County-wide percentages of students who met or exceeded standards in ELA and math for all students and all significant subgroups. For 2016, those percentages were 47% in ELA and 38% in math.

b. State indicator – English Language Progress Indicator: CELDT proficiency rates and reclassification rates.

Expected outcome is keeping systems in place to ensure compliance and enable ELL students to make progress towards English language proficiency should any ELL students enroll.

c. State Indicator – College and Career Indicator – N/A

4. Student Achievementa. State indicator (Academic Indicator: Grades 3-8 ELA and math SBAC results) – Outcome Met

Our 2017 SBAC scores easily met our goal of exceeding the county average and those of other schools with a similar unduplicated pupil percentage.

In ELA the percent of students who met or exceeded standards were:

54% of all students 57% of low income students 50% of white students

In math the percent of students who met or exceeded standards were:

50% of all students 55% of low income students 49% of white students

In a comparison across all elementary and middle schools in Shasta

Expected ActualCounty, Chrysalis is twelfth in English Language Arts and seventh in Math in the county.

Of schools with similar unduplicated pupil percentages, only Mistletoe Elementary outperformed Chrysalis in ELA. No schools with similar unduplicated pupil percentages outperformed Chrysalis in math.

b. State indicator (English Language Progress Indicator: CELDT proficiency rates and reclassification rates) – N/A

Not applicable since we have 0 ELL students currently enrolled.c. State Indicator (College and Career Indicator) – N/A

Not applicable since we only serve TK-8th grade students.

5. Student Engagementa. State indicator – School attendance rates

Expected outcome is an attendance rate greater than 96%.b. State indicator – Chronic absenteeism rates

Expected outcome is the implementation of additional supports to help students and families with historically high absence rates. We anticipate a chronic absenteeism rate less than 2% when counting just unexcused absences and less than the prior year’s percentage of 7.9% when counting all absences whether excused or not.

c. State indicator – Graduation rate – N/Ad. Local metric – Middle school dropout rate

Expected outcome is a middle school dropout rate of 0%.

5. Student Engagementa. State indicator (School attendance rates) – Outcome Met

Our attendance rate for 2017-18 was 96.04% (as of June 1, 2018) thus meeting our goal.

b. State indicator (Chronic absenteeism rates) – Outcome Met Our chronic absenteeism rate when counting just unexcused

absences was 0%, which is less than our goal of 2%. Our chronic absenteeism rate when counting all absences whether

excused or not was 7.3% which is less than last year’s percentage of 7.9%

c. State indicator (Graduation rate) – N/Ad. Local metric (Middle school dropout rate) – Outcome Met

Middle school dropout rate was 0%.6. School Climate

a. State indicator – Suspension rate

Expected outcome is a suspension rate that is no more than 0.5% higher than current levels (suspending no more than 1 student more than the current year).

b. Local indicator – ADA

Expected outcome is an ADA equal or greater than the prior year.

c. Local indicator – Parent and student survey

Expected outcome is the yearly administration of a parent and student satisfaction survey. The number of responses varies

6. School Climate

a. State indicator (Suspension rate) – Outcome Met

Our suspension rate for 2017-18 was 1.29% (as of June 1, 2018), which is less than last year’s suspension rate of 1.84%, thus meeting our goal.

b. Local indicator (ADA) – Outcome Met

Our P2 ADA for 2017-18 was 211.57 which is greater than last year’s P2 ADA of 193.57, thus meeting our goal.

c. Local indicator (Parent and student survey) – Outcome Met

We administered a parent and student satisfaction survey in early 2018. Of the 25 parents responding to the survey question “Is your

Expected Actualwidely from year to year and thus the statistical significance of any quantitative numbers is not a reliable measure. However, we anticipate that the vast majority of parents report that their child is thriving at Chrysalis (responding “Yes” or “Usually”) and that the vast majority of students report that they are thriving at Chrysalis.

d. Location metric – Expulsion rate

Expected outcome is an expulsion rate of no more than 1%.

student thriving at Chrysalis”, 18 responded “Yes”, 7 responded “Usually”, and none responded “Sometimes” or “No”. We also asked whether parents felt like staff is their partner in educating their child, 18 responded “Yes”, 5 responded “Usually”, 1 responded “Sometimes”, and none responded “No”. Of the 125 students responding to the survey question “Are you thriving at Chrysalis”, 80 responded “Yes”, 26 responded “Usually”, 15 responded “Sometimes”, and only 4 responded “No”. Clearly, on the whole, parents and students are pleased with the school and the environment we provide for our students. Our teachers and board reviewed the survey results and pulled out themes that we can use to further enhance our programs. There was consistent praise for the communication between school and home, our science and nature programs, our strong community, the amazing teaching staff, and thriving students. One parent said: “So many times my son's teacher(s) and other staff have gone above and beyond to help him and support our family... My son said once, ‘Mom, I have a problem with Ms. Sara, she believes in me too much.’ This was telling. I feel heard at Chrysalis and like as a mom, my views matter and I can't begin to tell you how much that means.” On the other hand, some parents feel we have room to grow with increasing performance arts and sports opportunities; high school transition support, reducing the prevalence of cell phones and tablets among middle schoolers, training for staff on trauma and special needs, parent education classes, backpack storage, and knowing what students are working on each day. Students thought we could have more activities on the big kid side of the playground, more math time, more sports, less trash, a gym, more camping trips, and making it more kind.

d. Location metric (Expulsion rate) – Outcome Met

Expulsion rate was 0%.

7. Course Accessa. State indicator – college/career indicator – N/Ab. Local metric – course access

Expected outcome would be 100% of our students having access to a broad course of study, including core academic classes and PE.

7. Course Accessa. State indicator (college/career indicator) – N/A

Not applicable since we only serve TK-8th grade students.b. Local metric (course access) – Outcome Met

100% of our students continue to have access to a broad course of study, including core academic classes and PE. The elective program offered enrichment in the arts, foreign language, engineering and more.

Expected Actual8. Other student outcomesa. State indicator – college/career indicator – N/Ab. Local metric - access to nature

Expected outcome would be yearly monitoring of opportunities for students to access nature. We anticipate similar numbers of participants on our many trips and field studies.

c. Local indicator – teacher satisfaction Expected outcome would be the yearly administration of a teacher

satisfaction survey. We anticipate a minimum of 9 out of 12 (75%) teachers reporting that the current salary/benefit structure is satisfactory and that they foresee themselves staying at Chrysalis.

8. Other student outcomesa. State indicator (college/career indicator) – N/A

Not applicable since we only serve TK-8th grade students.b. Local metric (access to nature) – Outcome Met

The annual all-school rafting trip was a huge success. We took two camping trips this year – to Mount Lassen in September and Monterey Bay in May. Weekly field studies continue to immerse students in nature in a hands-on, minds-on way. The statistics illustrate our continued commitment to nature study:

o Raft trip: 192 studentso Fall camping trip to Lassen National Park: 95 studentso Spring camping trip to Monterey Bay National Marine

Sanctuary: 90 studentso Total number of Field studies taken: 216o Bus trips: 84 (generally 2 classrooms attend each trip)

c. Local indicator (teacher satisfaction) – Outcome Met Teachers on the whole seem very satisfied and foresee themselves

staying at Chrysalis. In our 2017-18 survey, none of the 9 teachers who responded indicated that they are contemplating leaving Chrysalis (100%). To the question “Does the current salary/benefit structure of Chrysalis make you think of leaving Chrysalis?” only 2 said “Yes.” When asked “All things considered, is your light shining brightly as a Chrysalis teacher?” all but 1 teacher said “Yes.” In the open ended comments, teachers stated:

o “I think it's great here, and do not have any complaints.”o “We do work harder, but it is worth the effort. Most of the time

it doesn't bother me - just when I've had a bad day (or week).”o “I am generally very happy here. I love the freedom and the

way everyone cares for each other. However, there are some facility things that bring me down.”

o “I think it's far better!”o “The perceived disparity is that we make less and receive

less benefits. Whether this is true or not is irrelevant so long as its perceived to be true. This is a stress.”

o “I feel I am given the ability to be creative, and treated like a professional with the ability to make good instructional decisions. I also feel like I don't have to know everything, and it's okay to ask for help and even, at times, make mistakes.”

o “It has been a stressful year (more intense than most). I deeply appreciate the support of the staff.”

Expected Actualo “Generally-I feel that there are things that need

improvement--some people should take on more to help out, certain things slip through the cracks, etc. However, my class is wonderful and I am enjoying my year.”

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

Action 1Planned

Actions/ServicesActual

Actions/ServicesBudgeted

ExpendituresEstimated Actual

Expenditures

Continue to maintain safe and comfortable school facility. Lease cost comes out of our general revenue.

We continued our lease at the negotiated rate. Our leased facility continues to be safe and comfortable.

$120,000 $143,000

Action 2Planned




Expenditures

Offer weekly field studies.

Field studies took place in all grades on most Fridays as planned. Some off-campus trips were cancelled due to weather, but rescheduled for later in the year. Homeschool students were offered monthly field study opportunities. Our bus took students on a total of 84 trips across the school year.

2a- $45,803 The average field study is 2-3 hours about 30 times a year. Therefore, 1/15 of teacher salaries excluding Special Education and Title One.

2b - $3,500 Portion of bus maintenance and operations contract to support transportation of students to field study sites



Action 3Planned




Expenditures

Support hands-on science investigations. We continue to offer hands-on science in all grades. $5000 $5000

Action 4Planned




Expenditures

Provide a stable community of highly qualified teachers while maintaining small class sizes.

We continued the implementation of the teacher salary schedule adopted in 2014-15 in order to better recruit and retain teachers. Teachers were given a COLA in addition to the salary schedule step increases. Class sizes remained small and did not increase.

$523,225 $541,125

Action 5Planned




Expenditures

Maintain the teacher-powered nature of Chrysalis. Being teacher-powered requires much longer staff meetings (Tuesdays 2:30 to 5 pm) as well as additional governance duties that teachers at other schools do not contend with. As a result, teachers have a sense of ownership, responsibility and pride that is evident throughout the school.

The teacher-powered nature of Chrysalis continues to thrive. Teachers continue to meet each Tuesday from 2:30 to 5 pm for governance and collaboration.

$51,068 Teachers spend 2.5 hours each week in staff meetings and other governance functions. Therefore, 1/15 of teacher salaries excluding Special education and Title One.

$52,841Teachers spend 2.5 hours each week in staff meetings and other governance functions. Therefore, 1/15 of teacher salaries excluding Special education and Title One.

Action 6Planned




Expenditures

Ensure a broad course of study is available to all students (with specific attention to access for low-income students, students with disabilities, English Learners, and foster youth) by monitoring the master schedule as part of administrator’s regular duties.

The Administrator ensured a broad course of study for all students as planned.

$0 Part of Admin contracted work days

$0 Part of Admin contracted work days

Action 7Planned




Expenditures

Foster communication between home and All 3 communication methods were continued $3,863 School Pathways $3,863 School Pathways

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

school, with an emphasis on meeting the needs of families whose primary language is not English, foster families, and low income families in 3 ways: (1) maintain our new student information system – School Pathways, (2) publish a weekly school newsletter, (3) maintain our school-wide parent communication platform – Parent Square - so that parents may access information by e-mail, text message, or both. In the past, low income families felt disconnected from the school and data about them was poorly tracked on Excel spreadsheets created in house. These issues have been resolved with the adoption of these 3 measures.

as planned. The School Pathways student information system continues to ensure all teachers and staff have ready access to parent phone numbers and student data. A newsletter has gone out to all families every week that school is in session. Parents and teachers continue to praise Parent Square for continuing to ease school to home and home to school communication.

$7,125 100 hours administrative salaries

$749 Parent Square


$749 Parent Square

Action 8Planned




Expenditures

Provide free daily school bus transportation to and from the Redding area.

We have continued our positive relationship with the Shasta County Office of Education for the lease of our bus and for transportation and maintenance services. Our bus makes its daily run every day of the school year. In addition, it actively supports our field study program (another priority action).

$47,500 Bus maintenance and operations contract $46,940

Action 9Planned




Expenditures

Provide supervised child-care for the one hour before school begins.

We provided Free before-school supervision from 7:30 to 8:30 each day that school was in session.

$3,617 $3,617

Action 10Planned




Expenditures

Provide a counselor (10 hours per week) to promote the socio-emotional health of students. This is of particular importance for our low-income students, students with disabilities, English learners and foster youth who may not be able to access or afford such services any other way.

Our counselor, Paula Davis, remains a huge benefit to the socio-emotional health of our student body. She met with individual students that needed extra support (the majority of whom were unduplicated pupils), taught several research-based curricula (Second Step and Ophelia Project), led small friendship groups for girls and boys, and supported staff with implementing a self-regulation program (S’Cool Moves).

$17,617 $17,845

Action 11Planned




Expenditures

Maintain low student-staff ratio to allow for a significant amount of small group work and individualized attention. This is of particular importance for our low-income students, students with disabilities, English learners and foster youth. Without the support of supplemental funding in the face of minimum wage increases and rising STRS/PERS costs, class sizes would need to be increased significantly and/or paraprofessional staff would need to be cut. Currently, we have class sizes of 18 students in kindergarten and 20 in 1st through 8th grades. We also have 6 paraprofessionals: dedicated aides in kindergarten through 2nd grades, a special education aide, a PE aide, and a floater aide. While we are willing to increase class size to a maximum of 22 in 4th grade and 24 in 5th through 8th grade next year, a portion of our supplemental funds will provide support for a 0.83 FTE teacher to maintain the existing staff-student ratios in our lower grades and to keep our current complement of 6 paraprofessionals.

We have been able to keep class sizes small while bringing teacher salaries to near parity with other schools. This is a huge achievement for us in that we can meet the needs of the teachers (for reasonable salaries) and students (for small class sizes, group work, and individualized instruction) while still balancing our budget. We established class sizes of 18 students in kindergarten, 20 in 1st-3rd grade, 22 in 4th grade, and 24 in 5th-8th grade as planned. We employed 6 paraprofessionals as planned.

11a - $66,690 Teacher salaries. Assuming a full enrollment at the proposed 2017-18 class sizes, we would have 196 students in contrast to the possibility of 216 should we enroll 24 students per grade K-8. Our proposed enrollment could only justify 8.167 teachers (196 students/24 per class) in comparison to 9 teachers if we allowed class size to increase. Therefore 0.83 FTE (= 9 – 8.167) for Cheri Relph

11b - $6,276 Paraprofessional salaries. $1 minimum wage increase for 6 paraprofessionals * 950 hours per year.


11b - $6,276 Paraprofessional salaries. $1 minimum wage increase for 6 paraprofessionals

Action 12Planned




Expenditures

Provide after-school sports coaching stipends to support 4 teams (K-3 cross country, 4-8 cross country, 4-8 basketball, and either volleyball or softball depending on student interest).

4 after school sports teams competed in a small-schools sports league this year: K-3 cross country, 4-8 cross country, 4-8 basketball, and 4-8 volleyball.

$3,016 $5,529

Action 13Planned




Expenditures

Provide in-kind support for MTSS. We will utilize the recently received $25,000 MTSS grant to train all teachers, paraprofessionals and office staff in trauma-informed practices, behavioral support programs, and universal design for learning strategies that are effective for all students, but with particular emphasis on best serving our low-income students, students with disabilities, English learners and foster youth. The MTSS grant would be complemented by a $34,959 investment of in-kind support from our general fund.

The school engaged in a whole school professional development effort around restorative practices and Multi-Tiered Systems of Support (MTSS). We focused on enhancing our culture of kindness. All staff attended a series of restorative practices workshops on campus to establish common language and practices around behavioral and social-emotional support for our students. A restorative practices coach provided individualized mentoring in teachers’ classrooms throughout the year to help staff implement the changes. Meanwhile, the initiative leadership team, in partnership with the teachers, Site Council, and parents, revised our referral process and discipline system to align with the new landscape.

13a - $7,549 Teacher cohorts meet 1-2 hours per month, (.01 FTE of teacher salaries excluding Special Education and Title One)13b - $860 Half day sub for each teacher to observe one another ($60 * 12 teachers + benefits)$300 Books and supplies to support teacher professional development13c - $2,000 Professional development support provided by Instructional Services staff at the Shasta County Office of Education.


AnalysisComplete 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. Cell

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

The available data clearly shows that we are achieving our mission. Ranking fourth in the county in math and seventh in the county in ELA amongst the 55 elementary and middle schools on our Smarter Balanced test scores is very reassuring. The many awards received by our teachers is another strong measure of our successes. Our hands-on science and field study programs continue to thrive. ADA continues to grow while suspension rates and chronic absenteeism declines. Teachers feel empowered and are committed to the school. Parents praise the community, the fabulous teachers and staff, and the communication they receive from the school. Our school is accessible to low income students through bus service, before-school child care, small class sizes, and counseling support; with these supports, our low income students thrive academically, resulting in Chrysalis being recognized on the 2017-18 California Honor Roll for being a high poverty, high performing school that closes the achievement gap for students. All the basic needs of students (such as a safe facility, qualified teachers, course access, etc.) are met.

Therefore, the available data proves that we have fully met the articulated goal of encouraging the light within each student to shine brighter.

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

The stated actions and services are effective at achieving our goal.

Action 1 – Our leased facility continues to be safe and comfortable.

Actions 2 and 3 – Fields studies and hands-on science were offered as planned.

Actions 4 and 11 – Our teaching staff is award-winning, stable, and satisfied. Class sizes and student-staff ratio is kept low.

Action 5 – We continue to be a leader in the teacher-powered movement.

Action 6 – A broad course of study continues to be available to all students.

Action 7 – Parents and students continue to feel satisfied on the whole with all aspects of our program, including school-home communication.

Actions 8, 9, 10 and 12 – Low income students continue to be well served by free bus transportation, supervised before-school care, a school counselor and after-school sports.

Action 13 – The success of our MTSS efforts may be measured by the drop in chronic absenteeism and the suspension rate.

On the whole, these and our academic success (despite not focusing on the content and performance standards due to the nature of our program), show that we are meeting our overall goal and mission: encouraging the light within each student to shine brighter.

There is, of course, room for improvement in certain areas: supporting students that struggle academically, socially, emotionally or behaviorally through universal design for learning (UDL) and ensuring that ALL students, including our white student subgroup, continues to grow academically. In addition, we are interested in building upon our successes in three areas: (a) increasing the number of school counseling hours available to our students from 10 to 12 hours per week; (b) maintaining small class sizes despite budgetary pressures; and (c) training all teachers, paraprofessionals and office staff in trauma-informed practices, behavioral support programs, and universal design for learning strategies.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The lease contract increased due to the school expanding to occupy additional square footage. The contract was updated to reflect this. All other differences were minor and immaterial.

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 following changes to expected outcomes or metrics were made as a result of this analysis. They may be found in the Expected Annual Measurable Outcomes section of Goal 1:

This year, we implemented several new supports to help students and families with historically high absence rates. We believe these are effective tools and plan to continue using them. Last year’s expected outcome was to achieve a chronic absenteeism rate less than the prior year’s. For 2018-19, we do not foresee further decreases and therefore plan to measure our success by remaining under the Shasta County and Statewide average chronic absenteeism rate.

The culture of Chrysalis is one of respect and kindness and we strive for this on all levels. However, suspension rate is a difficult indicator for small schools to control. One additional suspension more than the current year would be look like an increase of 0.5%. This school year, with the support of the MTSS grant, the implementation of restorative practices, and an emphasis on our culture of kindness, we were comfortable setting a goal of our suspension rate measured relative to prior years (no more than a 0.5% increase). With the new practices in place, we do not foresee further decreases and therefore plan to measure our success by remaining under the Shasta County and Statewide average suspension rate.

The following actions and services were modified as a result of this analysis. They may be found in the Planned Actions/Services section of Goal 1:

Action 3 “Support hands-on science investigations” was modified to read “Support hands-on science investigations and nature study.” Our school focus is science and nature. The staff felt like it was time to refresh our nature-study curriculum with new books and materials, and wanted to consider supporting some 5th and 6th graders to the nearby outdoor school.

Action 4 “Provide a stable community of highly qualified teachers and small class sizes” was modified by striking the phrase “… and small class sizes.” The goal of achieving small class sizes and a low student-to-staff ratio is captured by Action 11.

Action 10 “Provide a counselor (10 hours per week) to promote the socio-emotional health of students,” was modified by adding an additional 2 hours per week of school counseling. This measure has been extremely effective to enhance the social and emotional well-being of our students; foster our culture of kindness; and support our low-income students, students with disabilities, English learners and foster youth who may not be able to access or afford such services any other way. Our counselor cannot currently accommodate all the demands placed on her time and we are confident that the additional hours will be fully utilized.

Action 11 “Maintain low student-staff ratio to allow for a significant amount of small group work and individualized attention” was modified to add one paraprofessional floater aide. Our enrollment grew by 22 students this year, and we anticipate still more growth in 2018-19. Many of these new students

struggle behaviorally or academically. The teachers and existing paraprofessionals wish to support our growing student body with corresponding increases in staffing. Our current floater paraprofessional divides her time between the playground, front desk, PE, and direct student support. The additional floater paraprofessional will divide his or her time between the playground, Maker Space, and student support in classrooms.

Action 14 “Provide targeted interventions to those students who are behind in reading and math as indicated by iReady assessments” is new this year to the LCAP but not new to the school. This action has been the core piece of our SPSA for federal funding for many years. This year, we are putting it into the LCAP with the Federal Adendum Template.

Action 15 “Summer learning loss” was added as an additional intervention supported by Title I funds to support low income students who are behind in reading or math. The 4-week, hald-day program will be offered in the summer of 2019 for 15-16 low income students.

Stakeholder Engagement

LCAP Year: 2018-19

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

Parents and classified staff were invited several times in the fall through our school newsletter to serve on our Site Council.

Parent and student feedback on the school’s progress in meeting our mission (and LCAP goal) was provided by 25 parents and 125 students as part of the annual family survey and student survey.

The Site Council (which includes parent, teacher, administrative, classified staff, and student representatives) met on November 29, 2017 to set goals for the year; on January 24, 2018 to review students assessment data and consider options for next year’s supplemental funding; on March 21, 2018 to make recommendations for changes to next year’s LCAP based on student, teacher, and parent survey results; and made final recommendations on April 28, 2018.

The teachers co-operative reviewed the smarter balanced test results on October 3, 2017. They reviewed goals and actions for LCFF and LCAP, including brainstorming possible ways to increase our supplemental and concentration fund expenditures on February 27, 2018 and March 6, 2018. The teachers reviewed annual outcome data from last year’s LCAP and the budgetary constraints and compromises for next year’s budget on March 20,2018. They reviewed and approved this LCAP on May 1, 2018.

A LCAP and SPSA coffee was held on March 3, 2018 to educate parents about these governing documents and to solicit input. A draft of this LCAP was attached to our April 27 and May 4, 2018 newsletters for families to read and comment on prior to approval by the Board.

No foster youth are enrolled at this time so no e-mails were sent to specific families.

The Executive Board reviewed the smarter balanced test results on October 18, 2017. Our Chrysalis Board considered the first interim budget report with detailed information about LCFF and LCAP on December 13, 2017 and considered the second interim report on March 14, 2018. They reviewed goals and actions for LCFF and LCAP, including brainstorming possible ways to increase our supplemental and concentration fund expenditures on March 14, 2018. The Executive Board reviewed this LCAP at their April 18 and May 16, 2018 meetings and approved it at their June 6, 2018 meeting.

Impact on LCAP and Annual UpdateHow did these consultations impact the LCAP for the upcoming year?

Parent and student feedback from the surveys helped guide the Site Council, teachers, and Executive Board in crafting changes for this year’s LCAP. Both parents and students raved about the science and nature program so we increased the funding for that. Similarly, both groups shared extremely strong support for the small classes and close relationships with staff which is why we added a paraprofessional.

The Site Council reviewed the annual measurable outcomes from the current year (test scores, enrollment data, teacher satisfaction surveys, parent and student surveys, etc.) and used that data to guide suggestions for next year’s SPSA and LCAP. Specifically, the Site Council confirmed that the actions we took in 2017-18 (continuation of the teacher salary schedule, continued lease of a safe and comfortable school facility, continuation of field studies and hands-on science, etc.) were fully implemented. There was consensus that given the success of our current model, it would be best to keep the same overarching single goal and roughly the same actions for next year’s LCAP. Several options for using new supplemental funding dollars were generated, researched, and floated past additional groups.

Teachers reviewed the annual measurable outcomes from the previous year (test scores, enrollment data, teacher satisfaction surveys, parent and student surveys, etc.) and were instrumental in executing the LCAP actions in 2017-18. Based on this data, they offered many insights and suggestions throughout the year including considering improvements to teachers’ health benefits, maintaining small class sizes, enhancing school safety, and supporting our growing student body with aides and our school counselor. Their number one priority remained preserving the identity of the school as one which is intentionally small, focused on science and nature, and committed to its’ culture of kindness. They brainstormed and rank ordered a number of ideas for improving the school and sent those as recommendations to the Board, who adopted the top suggestions such as a 5.1% COLA, additional support for environmental science materials and curriculum, hiring an additional aide to support the growing student population, increasing the contract of our school counselor, and adding a summer program to support low income students.

Parents offered little specific feedback on the LCAP other than general praise for a school whose governing documents are so well aligned with the day-to-day practices that make their children excited about learning.

The Executive Board was briefed on the many LCAP actions taken in 2017-18 through the Administrator’s Report during board meetings and reviewed the measurable outcomes (test scores, enrollment data, teacher satisfaction surveys, parent and student surveys, etc.). As with the Site Council, the Executive Board agreed that it was ideal to keep the single overarching goal as we had last year and keep roughly the same actions for next year’s LCAP. They supported the teachers in all of the budget adjustments for the 2018-19 budget.

Goals, Actions, & ServicesStrategic Planning Details and AccountabilityComplete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

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

Unchanged Goal

Goal 1

Encourage the light within each student to shine brighter

State and/or Local Priorities addressed by this goal:

State Priorities: 1, 2, 3, 4, 5, 6, 7, 8

Local Priorities: N/A

Identified Need:

Our mission -- “Encouraging the light within each student to shine brighter” -- shapes every aspect of Chrysalis from the small size of our school, to the way we teach, to the close relationships we form with families. Therefore, the teachers, parents, Site Council and Board are unanimous in our support of this serving as the one and only goal of our LCAP. Our greatest needs for next year include looking closely at our suspension rate, addressing chronic absenteeism, continuing to look for a way to own our own facility, and seeking all staff training in several areas. All of these individual tasks ultimately feed into our core mission of encouraging the light.

Expected Annual Measureable OutcomesMetrics/Indicators Baseline 2017-18 2018-19 2019-20

1. Basic Servicesa. Local indicator – SARC

1. Basic Servicesa. Local indicator (SARC) –

Outcome Met

1. Basic Servicesa. Local indicator (SARC) –

Outcome Met

1. Basic Servicesa. Local indicator – SARC

Expected outcome is: 100% of

N/A

Metrics/Indicators Baseline 2017-18 2018-19 2019-20 100% of students had

access to grade appropriate instructional materials.

Facilities have been maintained in good repair. Monthly facility inspections and annual external evaluations continue.

All teachers hold valid California teaching credentials and are appropriately assigned.

100% of students had access to grade appropriate instructional materials.

Facilities have been maintained in good repair. Monthly facility inspections and annual external evaluations continue.

All teachers hold valid California teaching credentials and are appropriately assigned.

students have access to grade appropriate instructional materials; facilities continue to be maintained in good repair; monthly facility inspections and annual external evaluations continue; and teachers are credentialed and appropriately assigned.

2. Implementation of New State Standardsa. Local indicator – N/AThis is a priority that does not apply to the nature of our program. “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.” Throughout the curriculum section of our charter is found phrases like “Therefore, our curriculum is open-ended and unpredictably varied from year to year. In order to develop competent, self-motivated life-long learners, the students’ learning will be a blend of teacher-directed and student-directed learning.” and “If students are to become competent, self-motivated, life-long learners, they must be given the opportunity to practice self-motivated learning.

2. Implementation of New State Standardsa. Local indicator – N/AThe fact that our standardized test scores show that we are among the top schools in Shasta County in math and reading, outperforming the County average and nearly all other schools with a similar percentage of low income students, demonstrates that a standards-based approach is not the only model for successful education as measured by a standards-based metric. Fortunately, CCSS and NGSS are well aligned with a central tenant of our educational philosophy – to teach for understanding. Although the nature of our program allows us the flexibility to not implement the state standards, we feel that our emphasis on student-directed learning and teaching for understanding closely aligns with the current state standards and would be reflected in our

2. Implementation of New State Standardsa. Local indicator – N/A

2. Implementation of New State Standardsa. Local indicator – N/A

N/A

Metrics/Indicators Baseline 2017-18 2018-19 2019-20Their enthusiasms and interests must be empowered to alter the course of learning that happens in the classroom. This is a characteristic of Chrysalis. Students are supported in self-directing their learning.”

standardized test scores.


Parents are attuned to their child’s light more than anyone else. Therefore, we want parents and teachers working together as a team.

b. Local indicator – Family participation measures

There are a multitude of other ways that families are involved and community is built

3. Parental Involvement and Inputa. Local indicator (Parent volunteer hours) – Outcome Met

In 2014-15, parents had logged a total of 3,007 volunteer hours.

In 2015-16, we exceeded that with 3,521 volunteer hours .

In 2016-17, we exceeded that again with 3,503 volunteer hours.

b. Local indicator (Family participation measures) – Outcome Met (Data from 2016-17)

Annual giving campaign: 60 families

Raft trip: 126 family members

Fall camping trip to Point Reyes: 102 family members

Spring camping trip to Burney Falls: 134 family members

Evening family gatherings: 6


3404 parent hours were logged as of June 1, 2018, not counting 1,004 hours in donations to our annual giving campaign (at an exchange rate of 1 hour for every $10 donated. This represents far greater than 95% of the prior year’s total, thus meeting our goal.


Annual giving campaign: 62 families


Fall camping trip to Lassen National Park: 149 family members

Spring camping trip to Monterey Bay National Marine Sanctuary: 110 family members

Evening family gatherings: 8


Expected outcomes is continuing additional systems beyond self-reporting in Parent Square to log and count volunteer hours – on the office sign in sheet and through cash donations. We anticipate logging at least 95% of the prior year’s parent volunteer hour total (>3,234 hours logged).


Expected outcome is continuing to offer many ways for parents to get involved and build community. We anticipate similar participation rates as the prior year and a minimum of 5 evening family gatherings.

N/A

4. Student Achievement 4. Student Achievement 4. Student Achievement 4. Student Achievement

Metrics/Indicators Baseline 2017-18 2018-19 2019-20a. State indicator – Academic

Indicator: Grades 3-8 ELA and math SBAC results


c. State Indicator – College and Career Indicator – N/A This measure is not

relevant for our TK-8 program.

d. Local Indicator – Academic Growth: iReady assessments, Smarter Balanced test scores, and other assessment instruments chosen by teachers (such as DRA)

.

a. State indicator – Academic Indicator: Grades 3-8 ELA and math SBAC results

In 2016, in ELA, the percent of students who met or exceeded standards were:

58% of all students 53% of low income

students 57% of white students

In math, the percent of students who met or exceeded standards were:


students 59% of white students

b. State indicator (English Language Progress Indicator: CELDT proficiency rates and reclassification rates) – N/A

In 2016-17 this was not applicable since we had 0 ELL students enrolled.

c. State Indicator (College and Career Indicator) – N/A

d. Local Indicator (Academic Growth) – We added this local indicator for the 2018-19 school year in order to measure the success of our intervention and summer learning programs.

At a whole school level, our math and reading interventions are working. January 2018 iReady data in math showed 54% of students are on or


Our 2017 SBAC scores easily met our goal of exceeding the county average and those of other schools with a similar unduplicated pupil percentage.

In ELA the percent of students who met or exceeded standards were:


students 50% of white

students In math the percent of

students who met or exceeded standards were:


students 49% of white

students


Not applicable since we have 0 ELL students currently enrolled.



Expected outcome is exceeding the Shasta County-wide percentages of students who met or exceeded standards in ELA and math for all students and all significant subgroups.

b. State indicator – English Language Progress Indicator: ELPAC proficiency rates and reclassification rates.

Expected outcome is keeping systems in place to ensure compliance and enable ELL students to make progress towards English language proficiency should any ELL students enroll.


d. Local Indicator -- Academic Growth: iReady assessments, Smarter Balanced test scores, and other assessment instruments chosen by teachers (such as DRA

Expected outcome is that students who have SST’s, 504’s, or are scoring 2 grade levels below in math or reading will grow each year with the help of our intervention program.

Metrics/Indicators Baseline 2017-18 2018-19 2019-20above grade level, 33% 1 level below, and only 13% 2 grade levels or more below. iReady data in ELA was similar with 56% on or above grade level, 30% 1 level below, and only 14% 2 grade levels or more below. A growth analysis was performed on data from current students who have SST’s, 504’s, or are scoring 2 grade levels below in math or reading. Of the 36 students identified, in math 25 met growth targets, 6 showed some but insufficient growth, 1 had insufficient data, and only 4 declined. In ELA, 30 met growth targets, 2 showed insufficient growth, and 4 declined. Summer learning loss in particular disproportionately affects low income students. On our campus, our low income and at risk students showed a decline of 14.04 points in math (the equivalent of 3 months of school) and 10 points in language arts. The Site Council concludes that the academic needs of students are being addressed well through the current intervention program. When insufficient growth or a

When insufficient growth or a decline is documented, students should be assessed for special education, should switch or add new interventions, or be offered targeted support plans.

Expected outcome is that students who participate in the summer learning program will show less of a decline in math and language arts than their peers who do not participate.

Metrics/Indicators Baseline 2017-18 2018-19 2019-20decline is documented, students are being assessed for special education or have individualized support plans.

5. Student Engagementa. State indicator – School attendance ratesb. State indicator – Chronic absenteeism rates

In prior LCAP years, chronic absenteeism was calculated by only counting unexcused absences (excluding excused absences). We feel locally that this is a better indicator of chronic absenteeism as we actively encourage families to travel as a family and keep kids home when they are truly sick. Thus, two chronic absenteeism rates will be computed: just unexcused absences (our local indicator) and all absences whether excused or not (the state indicator).

c. State indicator – Graduation rate – N/A

This measure is not relevant for our TK-8 program.

d. Local metric – Middle school dropout rate


We have progressively raised our standards and support which has brought our overall attendance rate to above 96%. We attribute this to students experiencing school as a place where their light shines brightly – something all children seek. Attendance rate in 2016-17 was 96.11%.

b. State indicator (Chronic absenteeism rates) – Outcome Met

Chronic absenteeism was for 2016-17 was 1% when counting just unexcused absences and was 7.9% when counting all absences whether excused or not (as of May 15, 2017).


Middle school dropout rate was 0%.


Our attendance rate for 2017-18 was 96.04% (as of June 1, 2018) thus meeting our goal.

b. State indicator (Chronic absenteeism rates) – Outcome Met

Our chronic absenteeism rate when counting just unexcused absences was 0%, which is less than our goal of 2%.

Our chronic absenteeism rate when counting all absences whether excused or not was 7.3% which is less than last year’s percentage of 7.9%


Middle school dropout rate was 0%.

5. Student Engagementa. State indicator – School attendance rates

Expected outcome is an attendance rate greater than 96%.

b. State indicator – Chronic absenteeism rates

Expected outcome is a chronic absenteeism rate less than 2% when counting just unexcused absences and less than the Shasta County and Statewide averages when counting all absences whether excused or not.

c. State indicator – Graduation rate – N/Ad. Local metric – Middle school dropout rate

Expected outcome is a middle school dropout rate of 0%.

6. School Climate 6. School Climate 6. School Climate 6. School Climate

Metrics/Indicators Baseline 2017-18 2018-19 2019-20a. State indicator – Suspension rate

The culture of Chrysalis is one of respect and kindness and we strive for this on all levels. However, suspension rate is a difficult indicator for small schools to control. One additional suspension more than the current year would be look like an increase of 0.5%.


Our ADA will hold steady or increase from year to year. Within the completely voluntary enrollment world of charter schools, this metric is a direct measure of school climate and parent satisfaction. Because our mission is expressed in terms that parents understand, we have found over the years that this metric is the best measure of “encouraging the light within each student to shine brighter.”




2016-17 Suspension rate 1.84%


Our P2 ADA was 193.57 in 2016-17.


Of the 51 parents responding to the 2016-17 survey question “Is your student thriving at Chrysalis”, 94% “Yes” or “Usually”. Of the 23 students responding to the survey question “Are you thriving at Chrysalis”, 83% responded “Yes” or “Usually”


Expulsion rate 0%

a. State indicator (Suspension rate) – Outcome Met

Our suspension rate for 2017-18 was 1.29% (as of June 1, 2018), which is less than last year’s suspension rate of 1.84%, thus meeting our goal.

b. Local indicator (ADA) – Outcome Met

Our P2 ADA for 2017-18 was 211.57 which is greater than last year’s P2 ADA of 193.57, thus meeting our goal.

c. Local indicator (Parent and student survey) – Outcome Met

We administered a parent and student satisfaction survey in early 2018. Of the 25 parents responding to the survey question “Is your student thriving at Chrysalis”, 18 responded “Yes”, 7 responded “Usually”, and none responded “Sometimes” or “No”. Of the 125 students responding to the survey question “Are you thriving at Chrysalis”, 80 responded “Yes”, 26 responded “Usually”, 15 responded “Sometimes”, and only 4 responded “No”. Clearly, on the whole, parents and students are pleased with the school


Expected outcome is a suspension rate that is lower than the Shasta County and Statewide averages.


Expected outcome is an ADA equal or greater than the prior year.


Expected outcome is the yearly administration of a parent and student satisfaction survey. The number of responses varies widely from year to year and thus the statistical significance of any quantitative numbers is not a reliable measure. However, we anticipate that the majority of parents report that their child is thriving at Chrysalis (responding “Yes” or “Usually”) and that the vast majority of students report that they are thriving at Chrysalis.


Expected outcome is an expulsion rate of no more than 1%.

Metrics/Indicators Baseline 2017-18 2018-19 2019-20and the environment we provide for our students.

d. Location metric (Expulsion rate) – Outcome Met

Expulsion rate was 0%.

7. Course Accessa. State indicator – college/career indicator – N/A

This measure is not relevant to our K-8 program.

b. Local metric – course access All of our students take

our courses in science, math, language arts, social studies, and PE. The arts are woven through many of the classes as well as being offered as electives. Health is incorporated into both PE and science. Foreign language is offered embedded in science (Latin) and in language arts and social studies (appropriate to the foreign countries being studied), as well as being offered periodically as an elective open to all students. All of these subjects allow children to experience understanding and mastery (two key aspects of encouraging the light) in several different disciplines, each of which offers a unique

7. Course Accessa. State indicator – college/career indicator – N/Ab. Local metric – course access

In 2016-17 100% of our students had access to a broad course of study, including science, math, language arts, social studies, and PE. The elective program offered enrichment in the arts, foreign language, engineering and more.

7. Course Accessa. State indicator – college/career indicator – N/A

b. Local metric – course access 100% of our students

continue to have access to a broad course of study, including core academic classes and PE. The elective program offered enrichment in the arts, foreign language, engineering and more.

7. Course Accessa. State indicator – college/career indicator – N/Ab. Local metric – course accessExpected outcome would be 100% of our students having access to a broad course of study, including core academic classes and PE.

Metrics/Indicators Baseline 2017-18 2018-19 2019-20perspective on the world.

8. Other student outcomesa. State indicator – college/career indicator – N/A

This measure is not relevant to our K-8 program.

b. Local metric - access to nature The human mind evolved

within the complexity of the natural world and we believe it is important that children are immersed in nature over and over again for full development of the mind and personality. Children’s light shines brighter when they are in nature in a way that cannot be replicated within a classroom. Therefore, our mission’s goal leads us to include experiences that are beyond the traditional curriculum. This includes an annual all-school rafting trip, all-school camping trips, and weekly field studies.

c. Local indicator – teacher satisfaction

8. Other student outcomesa. State indicator – college/career indicator – N/Ab. Local metric - access to natureIn 2016-17:


Fall camping trip to Point Reyes: 102 family members

Spring camping trip to Burney Falls: 134 family members

Total number of Field studies taken: 216

Bus trips: 47 (with approximately 2.5 classrooms per trip)

Hiking club: 5 hikesc. Local indicator – teacher satisfaction

In 2015-16, 9 out of 12 (75%) teachers thought that the current salary/benefit structure is satisfactory and foresee themselves staying at Chrysalis. That increased to 11 out of 12 (92%) in 2016-17.


b. Local metric - access to nature Raft trip: 192 students Fall camping trip to

Lassen National Park: 95 students

Spring camping trip to Monterey Bay National Marine Sanctuary: 90 students

Total number of Field studies taken: 216

Bus trips: 84 (generally 2 classrooms attend each trip)

c. Local indicator (teacher satisfaction) – Outcome Met

Teachers on the whole seem very satisfied and foresee themselves staying at Chrysalis. In our 2017-18 survey, none of the 9 teachers who responded indicated that they are contemplating leaving Chrysalis (100%). To the question “Does the current salary/benefit structure of Chrysalis make you think of leaving Chrysalis?” only 2 said “Yes.” When asked “All things considered, is your light shining brightly as a Chrysalis teacher?”


b. Local metric - access to nature Expected outcome would

be yearly monitoring of opportunities for students to access nature. We anticipate similar numbers of students on our many trips and field studies.

c. Local indicator – teacher satisfaction

Expected outcome would be the yearly administration of a teacher satisfaction survey. We anticipate a minimum of 75% of teachers reporting that the current salary/benefit structure is satisfactory and that they foresee themselves staying at Chrysalis.

Metrics/Indicators Baseline 2017-18 2018-19 2019-20all but 1 teacher said “Yes.”

Planned Actions / ServicesComplete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served:(Select from All, Students with Disabilities, or Specific Student Groups)

Location(s):(Select from All Schools, Specific Schools, and/or Specific Grade Spans):

All All Schools

Actions/ServicesSelect from New, Modified, or Unchanged for 2017-18

Select from New, Modified, or Unchanged for 2018-19


Unchanged Unchanged N/A

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesContinue to maintain safe and comfortable school facility. Lease cost comes out of our general revenue.

Continue to maintain safe and comfortable school facility. Lease cost comes out of our general revenue.

N/A


Year 2017-18 2018-19 2019-20Amount $120,000 $152,000 N/A

Source LCFF LCFF N/A

Budget Reference 5000 Services & Other Oper Exp’s 5000 Services& Other Oper Exp’s N/A




All All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesOffer weekly field studies. Offer weekly field studies N/A


Year 2017-18 2018-19 2019-20Amount 2a- $45,803 The average field study is 2-3

hours about 30 times a year. Therefore, 1/15 of teacher salaries excluding Special Education and Title One.




N/A


Budget Reference

2a -1000-3999 Certificated Salaries & Benefits2b - 5000 Services & Other Oper Exp’s

2a -1000-3999 Certificated Salaries & Benefits2b - 5000 Services & Other Oper Exp’s

N/A




All All Schools




Unchanged Modified N/A

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesSupport hands-on science investigations. Support hands-on science investigations and

nature study.N/A


Year 2017-18 2018-19 2019-20Amount $5,000 $8,000 N/A


Budget Reference 4000 Instructional Materials and Supplies

4000 Instructional Materials and Supplies5000 Services & Other Oper Exp’s

N/A




All All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesProvide a stable community of highly qualified teachers while maintaining small class sizes.

Provide a stable community of highly qualified teachers.

N/A


Year 2017-18 2018-19 2019-20Amount $523,225 $653,382 N/A


Budget Reference 1000-3999 Certificated Salaries & Benefits 1000-3999 Certificated Salaries & Benefits N/A




All All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesMaintain the teacher-powered nature of Chrysalis. Being teacher-powered requires much longer staff meetings (Tuesdays 2:30 to 5 pm) as well as additional governance duties that teachers at other schools do not contend with. As a result, teachers have a sense of ownership, responsibility and pride that is evident throughout the school.

Maintain the teacher-powered nature of Chrysalis. Being teacher-powered requires much longer staff meetings (Tuesdays 2:30 to 5 pm) as well as additional governance duties that teachers at other schools do not contend with. As a result, teachers have a sense of ownership, responsibility and pride that is evident throughout the school.

N/A


Year 2017-18 2018-19 2019-20Amount $51,068 Teachers spend 2.5 hours each

week in staff meetings and other governance functions. Therefore, 1/15 of teacher salaries excluding Special education and Title One.

$50,260 Teachers spend 2.5 hours each week in staff meetings and other governance functions. Therefore, 1/15 of teacher salaries excluding Special education and Title One.

N/A


Budget Reference 1000-3999 Certificated Salaries & Benefits 1000-3999 Certificated Salaries & Benefits N/A




All All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesEnsure a broad course of study is available to all students (with specific attention to access for low-income students, students with disabilities, English Learners, and foster youth) by monitoring the master schedule as part of administrator’s regular duties.

Ensure a broad course of study is available to all students (with specific attention to access for low-income students, students with disabilities, English Learners, and foster youth) by monitoring the master schedule as part of administrator’s regular duties.

N/A


Year 2017-18 2018-19 2019-20

Amount $0 Part of Admin contracted work days $0 Part of Admin contracted work days N/A


Budget Reference 2000-3999 Classified Salaries & Benefits 2000-3999 Classified Salaries & Benefits N/A

Action 7For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served:(Select from English Learners, Foster Youth, and/or Low Income)

Scope of Services:(Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))

Location(s):(Select from All Schools, Specific Schools, and/or Specific Grade Spans)

English Learners, Foster Youth, and/or Low Income

LEA-wide & Schoolwide All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesFoster communication between home and school, with an emphasis on meeting the needs of families whose primary language is not English, foster families, and low income families in 3 ways: (1) maintain our new student information system – School Pathways, (2) publish a weekly school newsletter, (3) maintain our school-wide parent communication platform – Parent Square - so that parents may access information by e-mail, text message, or both. In the past, low income families felt disconnected from the school and data about them was poorly tracked on Excel spreadsheets created in house. These issues have been resolved with the adoption of these 3 measures.

Foster communication between home and school, with an emphasis on meeting the needs of families whose primary language is not English, foster families, and low income families in 3 ways: (1) maintain our new student information system – School Pathways, (2) publish a weekly school newsletter, (3) maintain our school-wide parent communication platform – Parent Square - so that parents may access information by e-mail, text message, or both. In the past, low income families felt disconnected from the school and data about them was poorly tracked on Excel spreadsheets created in house. These issues have been resolved with the adoption of these 3 measures.

N/A


Year 2017-18 2018-19 2019-20Amount $3,863 School Pathways


$749 Parent Square

$3,863 School Pathways


$749 Parent Square

N/A


Year 2017-18 2018-19 2019-20Budget Reference

School Pathways and Parent Square– 5000 Services & Other Oper Exp’s

100 hours administrative salaries - object 2000-3999 Classified Salaries & Benefits

School Pathways and Parent Square– 5000 Services & Other Oper Exp’s

100 hours administrative salaries - object 2000-3999 Classified Salaries & Benefits

N/A











2017-18Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesProvide free daily school bus transportation to and from the Redding area.

Provide free daily school bus transportation to and from the Redding area.

N/A


Year 2017-18 2018-19 2019-20Amount $47,500 Bus maintenance and operations

contract$47,658 Bus maintenance and operations contract

N/A

Year 2017-18 2018-19 2019-20Source LCFF Base and Suppl/Conc LCFF Base and Suppl/Conc N/A

Budget Reference 5000 Services & Other Oper Exp’s 5000 Services & Other Oper Exp’s N/A











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesProvide supervised child-care for the one hour before school begins.

Provide supervised child-care for the one hour before school begins.

N/A


Year 2017-18 2018-19 2019-20Amount $3,617 $3,623 N/A

Source LCFF Suppl/Conc LCFF Suppl/Conc N/A

Year 2017-18 2018-19 2019-20Budget Reference 2000-3999 Classified Salaries & Benefits 2000-3999 Classified Salaries & Benefits N/A











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesProvide a counselor (10 hours per week) to promote the socio-emotional health of students. This is of particular importance for our low-income students, students with disabilities, English learners and foster youth who may not be able to access or afford such services any other way.

Provide a counselor (12 hours per week) to promote the socio-emotional health of students. This is of particular importance for our low-income students, students with disabilities, English learners and foster youth who may not be able to access or afford such services any other way.

N/A


Year 2017-18 2018-19 2019-20Amount $17,617 $22,871 N/A












Modified Modified N/A

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesMaintain low student-staff ratio to allow for a significant amount of small group work and individualized attention. This is of particular importance for our low-income students, students with disabilities, English learners and foster youth. Without the support of supplemental funding in the face of minimum wage increases and rising STRS/PERS costs, class sizes would need to be increased significantly and/or paraprofessional staff would need to be cut. Currently, we have class sizes of 18 students in kindergarten and 20 in 1st through 8th grades. We also have 6 paraprofessionals: dedicated aides in kindergarten through 2nd grades, a special education aide, a PE aide, and a floater aide. While we are willing to increase class size to a maximum of 22 in 4th grade and 24 in 5th through 8th grade next year, a portion of our supplemental funds will provide support for a 0.83 FTE teacher to maintain the existing staff-student ratios in our lower grades and to keep our current complement of 6 paraprofessionals.

Maintain low student-staff ratio to allow for a significant amount of small group work and individualized attention. This is of particular importance for our low-income students, students with disabilities, English learners and foster youth. Without the support of supplemental funding in the face of minimum wage increases and rising STRS/PERS costs, class sizes would need to be increased significantly and/or paraprofessional staff would need to be cut. Our supplemental funds will provide support for a 0.83 FTE teacher to maintain the existing staff-student ratios in our lower grades, and, due to increased enrollment, we plan to add an additional paraprofessional for a total of 7 paraprofessionals (dedicated aides in kindergarten through 2nd grades, a special education aide, a PE aide, and two floater aides).

N/A


Year 2017-18 2018-19 2019-20Amount



11a - $80,737 Teacher salaries. Assuming a full enrollment at the proposed 2017-18 class sizes, we would have 196 students in contrast to the possibility of 216 should we enroll 24 students per grade K-8. Our proposed enrollment could only justify 8.167 teachers (196 students/24 per class) in comparison to 9 teachers if we allowed class size to increase. Therefore 0.83 FTE (= 9 – 8.167) for one teacher.


11c - $14,736 Paraprofessional salaries. Add a paraprofessional.

N/A

Source 11a – LCFF Suppl/Conc11b - LCFF

11a – LCFF Suppl/Conc11b – LCFF11c - LCFF

N/A

Budget Reference

11a 1000-3999 Certificated Salaries & Benefits

11b 2000-3999 Classified Salaries & Benefits

11a 1000-3999 Certificated Salaries & Benefits

11b 2000-3999 Classified Salaries & Benefits

N/A










New Unchanged N/A

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesProvide after-school sports coaching stipends to support 4 teams (K-3 cross country, 4-8 cross country, 4-8 basketball, and either volleyball or softball depending on student interest).

Provide after-school sports coaching stipends to support 4 teams (K-3 cross country, 4-8 cross country, 4-8 basketball, and either volleyball or softball depending on student interest).

N/A


Year 2017-18 2018-19 2019-20Amount $3,016 $5,646 N/A












New Unchanged N/A

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesProvide in-kind support for MTSS. We will utilize the recently received $25,000 MTSS grant to train all teachers, paraprofessionals and office staff in trauma-informed practices, behavioral support programs, and universal design for learning strategies that are effective for all students, but with particular emphasis on best serving our low-income students, students with disabilities, English learners and foster youth. The MTSS grant would be complemented by a $34,959 investment of in-kind support from our general fund.

Provide in-kind support for MTSS. We will utilize the recently received $25,000 MTSS grant to train all teachers, paraprofessionals and office staff in trauma-informed practices, behavioral support programs, and universal design for learning strategies that are effective for all students, but with particular emphasis on best serving our low-income students, students with disabilities, English learners and foster youth. The MTSS grant would be complemented by a $34,959 investment of in-kind support from our general fund.

N/A


Year 2017-18 2018-19 2019-20Amount 13a - $7,549 Teacher cohorts meet 1-2 hours

per month, (.01 FTE of teacher salaries excluding Special Education and Title One)13b - $860 Half day sub for each teacher to observe one another ($60 * 12 teachers + benefits)$300 Books and supplies to support teacher professional development13c - $2,000 Professional development support provided by Instructional Services staff at the Shasta County Office of Education.


N/A

Source 13a - LCFF Suppl/Conc13b - LCFF13c - MTSS Grant

13a - LCFF Suppl/Conc13b - LCFF13c - MTSS Grant

N/A

Budget Reference

13a - 1000-3999 Certificated Salaries & Benefits13b - 1000-3999 Certificated Salaries & Benefits, 4000 Books & Supplies,13c - 5000 Services & Other Oper Exp’s

13a - 1000-3999 Certificated Salaries & Benefits13b - 1000-3999 Certificated Salaries & Benefits, 4000 Books & Supplies,13c - 5000 Services & Other Oper Exp’s

N/A







Actions/Services




New N/A

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesProvide targeted interventions to those students who are behind in reading and math as indicated by iReady assessments, periodically re-evaluating interventions as assessment indicates. Research the effectiveness and obtain professional development and training in other assessments and interventions.

N/A


Year 2017-18 2018-19 2019-20Amount 14a $34,976 – Title I

portion of 8 teachers’ salaries providing intervention and intervention instructional materials

14b $5,910 - Title II, staff professional development

14c $10,000 – Title IV Part A flexed into Title I (If received)

14d $28,320 – Title V Part B SRSA flexed into Title I

N/A

Source 14a Resource 3010 Title I14b Resource 4035 Title II14c Resource 4127 Title IV14d Resource 5810 Title V

N/A

Budget Reference

14a,c,d 1000-3999 Certificated Salaries & Benefits14b 5200 Conference Expense

N/A










New N/A

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesSummer learning loss disproportionately affects low income students, with low income students falling 2.5 to 3 years behind by fifth grade due to the cumulative effects of the achievement gap combined with summer slide. Thus, we will offer a 4 week summer program for 15-16 low income students that will meet five days a week from 8:30am-12pm.

N/A


Year 2017-18 2018-19 2019-20Amount 15a Staffing-$4,397 ($35 per hour…) ,

15b Materials - $350

15c Snack - $400 (daily snack $20…)

N/A

Source Title I N/A

Budget Reference

15a 1000-399915b & c 4000

N/A

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year: 2018-19

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$153,195 9.15%

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).

All of our actions and services to support unduplicated pupils are provided on an LEA-wide basis. These services are principally directed towards our low income students (as we have zero ELL and foster youth at this time). Services will be increased or improved in two areas: increasing the availability of school counseling (from 10 to 12 hours) and preserving a low student-staff ratio. Alternative ideas such as enhancing the afterschool sports program, music and art classes, and summer school were considered. The criteria for choosing amongst the options were the number of low income students that would be impacted, the magnitude of the impact, fit with core educational philosophies, the presence or absence of alternative ways to meet the need, and the cost of the new service to the school. A brief overview of our analysis for each of the alternatives follows:

We have adopted these services due to the evidence that indicates that they are principally directed to our unduplicated students and will be effective in meeting their needs:

Increasing the availability of school counseling (from 10 to 12 hours) -- Many foster and low income students suffer from adverse childhood experiences such as poverty, trauma, or an unstable home environment. The addition of a school counselor to our staff has dramatically improved our ability to address issues that students bring from home, and just as importantly, become more proactive in arming students with socio-emotional skills to handle conflict and big emotions.

Preserving a low student-staff ratio – A recent review of the educational literature by the Center for Public Education documented that while small class sizes and a low student-staff ratio can boost academic achievement for all students, the gains are even greater for minority and low income students. A

policy brief from the NEA cites how students who have been in smaller classes for a minimum of three years were more likely to graduate from high school, especially if they were from low-income backgrounds. We will continue to maintain low class sizes.

Supporting our intervention program – The historical data from our school has shown that year after year our intervention program is successful at helping students who are behind in reading and/or math make academic growth. Unduplicated students are over-represented among our struggling students (61% of academically struggling students as opposed to 48% school-wide).

Summer learning program -- A recent PACE Continuous Improvement Brief from January, 2018 (by Mary Perry) suggests that summer learning loss disproportionately affects low income students, with low income students falling 2.5 to 3 years behind by fifth grade due to the cumulative effects of the achievement gap combined with summer slide. On our campus, our low income and at risk students showed a decline of 14.04 points in math (the equivalent of 3 months of school) and 10 points in language arts.

We considered, but did not adopted these other services:

Enhancing the afterschool sports program - The addition of volleyball this year increased the number of low income students participating in athletic activities at Chrysalis. While athletic opportunities are available through the Redding Parks and Recreation program and other leagues, higher-income families are better able to afford the registration fees and to transport their children to practices and games. In a national poll on children’s health conducted by the C.S. Mott Children’s Hospital in Michigan, whereas half of higher-income parents have a teen playing sports, only one-third of lower-income parents have children that participate in a school sport. The addition of an additional sport – softball or volleyball, should open additional opportunities for our low income students. We considered adding another sport or student/league fees as part of the LCAP supplemental and concentration funds, however, donations to the school were sufficient to cover those costs. Thus, we concluded that additional support for the afterschool sports program was not necessary at this time.

Music and art enrichment – Similar to after-school sports, children from lower-income families tend to have fewer opportunities available for music and the arts due to cost and transportation. However, the consensus from discussions with the teachers and from the parent survey suggests that school-based counseling and an additional paraprofessional was the greater need for our low-income families, and would impact a greater number of students overall. Therefore, we will consider music and art classes during the school day and after-school music or art opportunities in future years.

AddendumThe Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of ContentsPlan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services

Planned Actions/Services

Demonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan SummaryThe LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year.

When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.

In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.

An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget SummaryThe LEA must complete the LCAP Budget Summary table as follows:

Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow

http://www.cde.ca.gov/fg/ac/sa/

mailto:[email protected]

the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual UpdateThe planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable OutcomesFor each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/ServicesIdentify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

AnalysisUsing actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

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

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

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

Stakeholder EngagementMeaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, enter the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and ServicesLEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required.

Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

New, Modified, UnchangedAs part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

GoalState the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local PrioritiesList the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified NeedDescribe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable.

Expected Annual Measurable OutcomesFor each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP T emplate Appendi x, sections (a) through (d) .

Planned Actions/ServicesFor each action/service, the LEA must complete either the section “For Actions/Services not included as contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

For Actions/Services Not Contributing to Meeting the Increased or Improved Services RequirementStudents to be Served

The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by entering “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate.

Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must identify “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identifying the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:Students to be Served

For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service

For each action/service contributing to meeting the increased or improved services requirement, identify the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must identify one of the following three options:

If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter “LEA-wide.”

If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, enter “schoolwide”.

If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/ServicesFor each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged: Enter “New Action” if the action/service is being added in any of the three years of

the LCAP to meet the articulated goal.

Enter “Modified Action” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

Enter “Unchanged Action” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description.

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the

action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted ExpendituresFor each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5.

Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

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

Demonstration of Increased or Improved Services for Unduplicated StudentsThis section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant FundsIdentify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve ServicesIdentify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any

schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows.

For those services being provided on an LEA-wide basis:

For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

State PrioritiesPriority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; andC. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses:A. The implementation of state board adopted academic content and performance standards for all

students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Artsb. Mathematics – CCSS for Mathematicsc. English Language Development (ELD)d. Career Technical Educatione. Health Education Content Standardsf. History-Social Scienceg. Model School Library Standardsh. Physical Education Model Content Standardsi. Next Generation Science Standardsj. Visual and Performing Artsk. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses:A. The efforts the school district makes to seek parent input in making decisions for the school district and

each individual school site;B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional

needs.Priority 4: Pupil Achievement as measured by all of the following, as applicable:

A. Statewide assessments;B. The Academic Performance Index;C. The percentage of pupils who have successfully completed courses that satisfy University of California

(UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);

E. The English learner reclassification rate;F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or

higher; andG. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the

Early Assessment Program, or any subsequent assessment of college preparedness.Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates;B. Chronic absenteeism rates;C. Middle school dropout rates;D. High school dropout rates; and

E. High school graduation rates;Priority 6: School Climate as measured by all of the following, as applicable:

A. Pupil suspension rates;B. Pupil expulsion rates; andC. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and

school connectedness.Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable;

B. Programs and services developed and provided to unduplicated pupils; andC. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils.Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of

services to foster children, including educational status and progress information that is required to be included in court reports;

C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and

D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.

Local Priorities address:A. Local priority goals; andB. Methods for measuring progress toward local goals.

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONSFor the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

(1) The number of 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).

(b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR 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).


(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).


(3) Divide (1) by (2).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574,

2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060,

52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C.

Sections 6312 and 6314.

APPENDIX B: GUIDING QUESTIONSGuiding Questions: Annual Review and Analysis

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to EC Section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes?

4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

Guiding Questions: Stakeholder Engagement1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated

pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?

3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?

4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)?

7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

Guiding Questions: Goals, Actions, and Services1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic

Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the

development of meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?

8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?

9) What information was considered/reviewed for individual school sites?10)What information was considered/reviewed for subgroups identified in EC Section 52052?11)What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant

to EC Section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

12)How do these actions/services link to identified goals and expected measurable outcomes? 13)What expenditures support changes to actions/services as a result of the goal identified?

Where can these expenditures be found in the LEA’s budget?

Prepared by the California Department of Education, October 2016

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