LEA: Big Oak Flat/Groveland USD
Dave Urquhart, Superintendent, durquhart@bofg.org, (209) 962-5765
LCAP Year: 2015-16 (Sept. 3, 2015)
Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational
agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066,
47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district,
goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including
pupils with disabilities, for each of the state priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated
school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code
section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as
identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the
state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in
their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special
education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those
goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state
priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the
LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the
statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should
carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs
may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions,
and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code
section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans
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(including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as
relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for
completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative
response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced
in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as
necessary to facilitate completion of the LCAP.
State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however,
school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities
in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject
areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section
60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development
standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and
subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926.
(Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share
information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
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B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready,
share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement
exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of
Education Code section 51220, as applicable. (Priority 8)
C. Engagement:
Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in
programs for unduplicated pupils and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school
graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense
of safety and school connectedness. (Priority 6)
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code
section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements
for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and
Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the
requirements for translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the
community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and
expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes,
describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals,
actions, services, and expenditures.
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Guiding Questions:
1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified
in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county
office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community
organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and
supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?
3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and
used by the LEA to inform the LCAP goal setting process? How was the information made available?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA
through any of the LEA’s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections
52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code
section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved
outcomes for pupils, including unduplicated pupils, related to the state priorities?
Involvement Process
Impact on LCAP
First Goal setting committee meeting with Board members, teachers, classified,
and parents on January 26, 2015
(Our parent advisory group includes
members of the goal setting committee and the site councils.)
Beginning meeting to discuss 2014-15 goals and begin
discussion of goals for 2015-2016.
Second Goal setting committee meeting at a Board meeting with teachers,
classified, and parents on February 11, 2015
Second meeting to discuss 2014-15 goals and continue
discussion of goals for 2015-2016. Positive response to
goal achievement for new goals (bandwidth, training)
Input from parents and staff important
Site Council meetings (at Tioga High School) to discuss goals for 2015-2016: Feb.
4, 2015 March 4, 2015 March 25, 2015
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Site Council meeting (at Tenaya Elem) to discuss goals for 2015-2016: Feb. 26,
2015
News letter sent home to all families in the district asking for input on tentative
goals set in previous goal setting meetings – Tenaya Times March 17, 2015
Letter sent home to all parents in the District:
Tenaya parents – March 3, 2015
Tioga and Don Pedro High parents – March 6, 2015
Meeting with teaching staff to solicit input regarding goals developed by goal
setting committee: Feb. 25 and 28, 2015
Meeting with classified staff to solicit input regarding goals developed by goal
setting committee: March 11, 2015
Meeting with students to solicit input regarding goals developed by goal setting
committee: April 8, 2015 (Tioga High)
Meeting with School Board at the March 11, 2015 meeting to discuss goals
developed from the previous meetings
Meeting with the School Board at the April 8, 2015 meeting to discuss goals
developed from the previous meetings
Meeting with the School Board at the May 13, 2015 meeting to approve the list of
goals developed during all the meetings held from December, 2014 through April
2015
“”
“”
“”
Solicit response from all parents in the school community
Only one response was forwarded back to school
regarding goals. (Taken to mean, “We are satisfied.”)
Solicit response from teaching staff
Solicit response from classified staff
Solicit response from students. Student response
positive.
Garner comments from School Board regarding list of
goals
Garner final comments from School Board regarding list
of goals
Final Board approval of goals for LCAP, so LCAP
document will be completed.
Annual Update: 2014-15 school year
School Board has first discussion regarding progress of 2014-15 LCAP goals on
November 12, 2014
First Goal setting committee meeting with Board members, teachers, classified,
and parents on January 26, 2015
Second Goal setting committee meeting at a Board meeting with teachers,
classified, and parents on February 11, 2015
Review of implementation of IPADs in classrooms. To
this point, several teachers have implemented use of
IPADs, and many others are becoming comfortable with
their use. The lack of internet bandwidth is an issue.
Beginning meeting to discuss 2014-15 goals and begin
discussion of goals for 2015-2016.
Second meeting to discuss 2014-15 goals and continue
discussion of goals for 2015-2016. Positive response to
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goal achievement for new goals (bandwidth, training)
June 10, 2015
School Board meeting with Public Hearing – no public comment noted.
June 24, 2015
School Board approved LCAP as presented.
Superintendent reviewed LCAP goals during public
hearing.
Section 2: Goals, Actions, Expenditures, and Progress Indicators
Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the
two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of
education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in
the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the
LCAP for the next three years that are based on this review and assessment.
Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer
pursuant to Education Code section 47604.33.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and
for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each
subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions
an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update
to include a review of progress towards the goals and describe any changes to the goals.
To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and
local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and
input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory
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groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions
described in other plans that are being undertaken to meet the goal.
Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand
the fields as necessary.
Goal: Describe the goal:
When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils
with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and
subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not
applicable to a specific subgroup or schoolsite.
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the
applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any
additional local priorities; however, one goal may address multiple priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to
identify the need(s).
Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of
schools, or specify grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all”
for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using,
at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected
measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must
address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives
for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs
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must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control
Accountability Plan and Annual Update Template Appendix, sections (a) through (d).
Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may
describe a group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify
an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds
are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of
service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”
For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable
unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the
additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education
Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section
52052.
Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions,
including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure.
Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and
47606.5.
Guiding Questions:
1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?
2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?
3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil
engagement, and school climate)?
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4) What are the LEA’s goal(s) to address any locally-identified priorities?
5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual
schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth
school level data analysis, etc.)?
6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section
52052 that are different from the LEA’s goals for all pupils?
7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?
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 schoolsites?
10) What information was considered/reviewed for subgroups identified in Education Code section 52052?
11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to
specific schoolsites, 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?
Related State and/or Local Priorities:
GOAL:
TECHNOLOGY
1x_ 2_ 3__ 4__ 5x_ 6__ 7__ 8x_
COE only: 9__ 10__
Local : Specify _____________________
Increased access to technology – IPADS, infrastructure, band width, software to use for student proficiency in
common core standards. All teachers are fully credentialed, and the facilities are maintained and in good repair.
Identified Need :
ELD is embedded in the curriculum and CELDT scores are monitored. NGSS are in transformation stages in the
curriculum at each school site.
Schools: All schools
Goal Applies to:
Applicable Pupil Subgroups: All students
LCAP Year 1: 2015-16
Expected Annual 100% of teachers will be inserviced in effective use of technology. All teachers have gone through inservice on
Measurable
using educational apps for IPADs, but not all are proficient with google procedures. Inservice will be in use of
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Outcomes:
google docs, google classroom, and applications appropriate for classroom use to increase teacher and student
proficiency in common core standards. Adequate technology equipment in hands of students, adequate
infrastructure and internet bandwidth to make the equipment have maximum benefit for students. Expand,
replace and maintain all tech equipment. 100% of teachers will use google technology, ie. Google calendar and
google apps for classroom use. All teachers will make use of IPADs in their classrooms. All juniors and seniors
in the district will have personal IPADs and there will be carts of IPADs available for all other students at each
school. Student engagement and school climate will improve due to increased access to technology.
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
Increase access to IPADs for students: purchase
All
$40,000/3=$
_x_ALL
80 IPADs – 30 for Tenaya, 50 for high schools.
schools
13,333 lease
Suppl/Conc
OR:
4000-4999
__Low Income pupils __English Learners
Increase bandwidth and improve infrastructure by
Don
Grant from
__Foster Youth __Redesignated fluent English proficient
replacing cabling at Don Pedro High. Through the Pedro
State – No $
__Other Subgroups:(Specify)________________________
BIIG grant program through the state, bandwidth
High
estimate
is supposed to be improved to 1000mb at each
available
school site.
Teacher inservice (3 half days) on appropriate use All
$9,325 EPA
_x_ALL
of technology to maximize student success.
schools
1xxx-3xxx
Continue use of district IT employee at 3 hours per
day and more hours as needed.
Employ computer lab aide at Tenaya to manage
the lab and assist with IPAD cart checkout and
use.
Tenaya
Elem.
Purchase 12-60” TVs to replace aging
SmartBoards.
All
schools
Purchase 12 Apple TVs to make classroom use of
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$25,678
Suppl/Conc
1xxx-3xxx
$40,264
Suppl/Conc
1xxx-3xxx
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$10,800
Suppl/Conc
4000-4999
$1200
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IPADs possible.
Suppl/Conc
4000-4999
Replace 6 staff Dell laptops.
$6,000
Suppl/Conc
4000-4999
Pay 3rd year of three year lease for original
purchase of 125 IPADS.
$23,300
Supp/Conc
4000-4999
LCAP Year 2: 2016-17
100% of teachers will be inserviced in effective use of technology. All teachers have gone through inservice on
using educational apps for IPADs, and most are proficient with google procedures. Inservice will be in use of
google docs, google classroom, and applications appropriate for classroom use to increase teacher and student
proficiency in common core standards. Adequate technology equipment in hands of students, adequate
Expected Annual
infrastructure and internet bandwidth to make the equipment have maximum benefit for students. Expand,
Measurable
replace and maintain all tech equipment. 100% of teachers will use google technology, ie. Google calendar and
Outcomes:
google apps for classroom use. All teachers will make use of IPADs in their classrooms. All freshmen through
seniors in the district will have personal IPADs and there will be carts of IPADs available for all other students at
Tenaya Elementary. Student engagement and school climate will improve due to increased access to
technology.
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
_x_ALL
Increase access to IPADs for students: purchase
All
$20,000
40 additional IPADs for high schools, so each
schools
Suppl/Conc
OR:
__Low Income pupils __English Learners
student has one.
4000-4999
Increase bandwidth and maintain existing
infrastructure.
Teacher inservice (3 half days) on appropriate use
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
All
_x_ALL
$9,325 EPA
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of technology to maximize student success.
schools
Continue use of district IT employee at 3 hours per
day and more hours as needed.
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
1xxx-3xxx
_x_ALL
$10,800
Suppl/Conc
4000-4999
Employ computer lab aide at Tenaya to manage
the lab and assist with IPAD cart checkout and
use.
Purchase 12-60” TVs to replace aging
SmartBoards.
Purchase 12 Apple TVs to make classroom use of
IPADs possible.
Replace 6 staff Dell laptops.
Pay 2nd year of three year lease for purchase of 80
IPADs in 2015-16.
Expected Annual
Measurable
Outcomes:
All
schools
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$25,678
Suppl/Conc
1xxx-3xxx
$40,264
Suppl/Conc
1xxx-3xxx
$1200
Suppl/Conc
4000-4999
$6,000
Suppl/Conc
4000-4999
$13,333
Suppl/Conc
4000-4999
LCAP Year 3: 2017-18
100% of teachers will be inserviced in effective use of technology. Inservice will be in use of applications
appropriate for classroom use to increase student proficiency in common core standards. Adequate technology
equipment will be in hands of students and adequate infrastructure and internet bandwidth will make the
equipment have maximum benefit for students. Expand, replace and maintain all tech equipment. 100% of
teachers will use google technology, ie. Google calendar and google apps for classroom use. All teachers will
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continue to make use of IPADs in their classrooms. Student engagement and school climate will improve due to
increased access to technology.
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
Increase access to IPADs for students: replace
All
$30,000
_x_ALL
60 originally purchased
students
Suppl/Conc
OR:
__Low Income pupils __English Learners
4000-4999
__Foster
Youth
__Redesignated
fluent
English
proficient
Maintain bandwidth and maintain existing
__Other Subgroups: (Specify)________________________
infrastructure.
Teacher inservice (3 half days) on appropriate use
of technology to maximize student success.
All
students
Continue use of district IT employee at 3 hours per
day and more hours as needed.
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
$9,325 EPA
1xxx-3xxx
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
$10,800
Suppl/Conc
4000-4999
Employ computer lab aide at Tenaya to manage
the lab and assist with IPAD cart checkout and
use.
Purchase 12-60” TVs to replace aging
SmartBoards.
Purchase 12 Apple TVs to make classroom use of
IPADs possible.
All
students
$25,678
Suppl/Conc
1xxx-3xxx
$40,264
Suppl/Conc
1xxx-3xxx
$1200
Suppl/Conc
4000-4999
Replace 6 staff Dell laptops.
$6,000
Suppl/Conc
4000-4999
Pay 3rd year of three year lease for purchase of 80
IPADs in 2015-16.
$13,333
Suppl/Conc
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4000-4999
Related State and/or Local Priorities:
GOAL:
INCREASE STUDENT PROFICIENCY IN COMMON CORE MATH AND ELA
Identified Need :
Goal Applies to:
1__ 2x_ 3__ 4x_ 5__ 6__ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
Teachers need further training in common core math and ELA, and related intervention programs, to assist
students in becoming more proficient in those subject areas. ELD is embedded in the curriculum and CELDT
scores are monitored. Reclassification and progress toward English proficiency will be monitored. NGSS are in
transformation stages in the curriculum at each school site. AP pass rates will increase from 25% pass rate to 40%
pass rate.
Schools: All Schools
Applicable Pupil Subgroups: All students
LCAP Year 1: 2015-16
Students will show 10% growth from beginning of the year to end of the year with assessments used in the
district. A baseline will be established at the beginning of the year.
SIPPS/RESULTS, CAASP assessments, Front Row, Kahn Academy, Read 180, Accelerated Reader, teacher
made assessments through new reading and writing intervention program, CAHSEE, etc.
Actions/Services
Inservice training (3 days) in common core math
and ELA using new technology to advance
student proficiency, and use of appropriate IPAD
applications and other intervention programs:
SIPPS, Accelerated Reader, Front Row, RTI.
Scope of
Service
All
schools
Pupils to be served within identified scope of service
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Budgeted
Expenditures
$19,217 EPA
1xxx-3xxx
$6,000
Acc. Read.
Suppl/Conc
5000-5999
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Other specific subject matter staff development at
state and local inservice opportunities for teaching
staff and administration: CSU writing project
(ERWC), K Conference, UC Counselors
conference, CA Math conference, STEM
workshops, etc.
New reading and writing intervention program
using Accelerated Reader (along with other TBD
interventions).
$2,640
Front Row
Suppl/Conc
5000-5999
$8,986
EPA
5000-5999
Tenaya
Elem.
A new opportunity program will be started for
struggling 7th/8th grade students. It will be a half
day program.
Tenaya
Elem.
Additional hours for classified librarian.
Tenaya
Elem.
Additional teacher in middle grades to maintain
small class sizes.
Expected Annual
Measurable
Outcomes:
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$21,935
Title 1-3010
1xxx-3xxx
$50,695
Suppl/Conc
1xxx-3xxx
$5,000
Suppl/Conc
4000-4999
$6,168
Suppl/Conc
1xxx-3xxx
$61,354
Suppl/Conc
1xxx-3xxx
LCAP Year 2: 2016-17
Students will show 10% growth from beginning of the year to end of the year with assessments used in the
district:
SIPPS/RESULTS, CAASP assessments, Front Row, Kahn Academy, Read 180, Accelerated Reader, teacher
15
made assessments through new reading and writing intervention program, CAHSEE, etc.
Actions/Services
Inservice training (3 days) in common core math
and ELA using new technology to advance
student proficiency, and use of appropriate IPAD
applications and other intervention programs:
SIPPS, Accelerated Reader, Front Row, RTI.
Other specific subject matter staff development at
state and local inservice opportunities for teaching
staff and administration: CSU writing project
(ERWC), K Conference, UC Counselors
conference, CA Math conference, STEM
workshops, etc.
New reading and writing intervention program
using Accelerated Reader (along with other TBD
interventions).
Scope of
Service
All
schools
Pupils to be served within identified scope of service
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Budgeted
Expenditures
$19,217 EPA
1xxx-3xxx
$6,000
Suppl/Conc
5000-5999
$2,640
Suppl/Conc
5000-5999
$8,986
EPA
5000-5999
Tenaya
Elem.
A new opportunity program will be started for
struggling 7th/8th grade students. It will be a half
day program.
Tenaya
Elem.
Additional hours for classified librarian.
Tenaya
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
_x_ALL
$40,321
Suppl/Conc
1xxx-3xxx
$50,695
Suppl/Conc
1xxx-3xxx
$2,500
Suppl/Conc
4000-4999
$6,168
16
Elem.
Additional teacher in middle grades to maintain
small class sizes.
Expected Annual
Measurable
Outcomes:
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Suppl/Conc
1xxx-3xxx
$61,354
Suppl/Conc
1xxx-3xxx
LCAP Year 3: 2017-18
Students will show 10% growth from beginning of the year to end of the year with assessments used in the
district:
SIPPS/RESULTS, CAASP assessments, Front Row, Kahn Academy, Read 180, Acelerated Reader, teacher
made assessments through new reading and writing intervention program, CAHSEE, etc.
Actions/Services
Inservice training (3 days) in common core math
and ELA using new technology to advance
student proficiency, and use of appropriate IPAD
applications and other intervention programs:
SIPPS, Accelerated Reader, Front Row, RTI.
Scope of
Service
All
students
Pupils to be served within identified scope of service
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
Budgeted
Expenditures
$19,217 EPA
1xxx-3xxx
$6,000
Suppl/Conc
5000-5999
$2,640
Suppl/Conc
5000-5999
Other specific subject matter staff development at
state and local inservice opportunities for teaching
staff and administration: CSU writing project
(ERWC), K Conference, UC Counselors
conference, CA Math conference, STEM
workshops, etc.
$8,986
EPA
5000-5999
17
New reading and writing intervention program
using Accelerated Reader (along with other TBD
interventions).
A new opportunity program will be continued for
struggling 7th/8th grade students. It will be a half
day program.
Additional hours for classified librarian.
Additional teacher in middle grades to maintain
small class sizes.
Tenaya
Elem.
Tenaya
Elem.
Tenaya
Elem.
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
$40,321
Suppl/Conc
1xxx-3xxx
$50,695
Suppl/Conc
1xxx-3xxx
$2,500
Suppl/Conc
4000-4999
$6,168
Suppl/Conc
1xxx-3xxx
$61,354
Suppl/Conc
1xxx-3xxx
Related State and/or Local Priorities:
GOAL:
STUDENTS NEED VISUAL AND PERFORMING ARTS PROGRAMS – program is
lacking currently
Identified Need :
Goal Applies to:
1__ 2__ 3x_ 4__ 5__ 6__ 7x_ 8__
COE only: 9__ 10__
Local : Specify _____________________
VPA courses are an essential component of any education. Studies show students who are actively involved in
VPA programs perform better academically. Tenaya, Tioga and Don Pedro have minimal programs currently. An
art specialist will continue to teach grades 1-6 and another teacher will teach grades 7-8 VPA. At Tioga High
School, a credentialed art teacher will teach one section of CP Art and a renewed Drama program will be taught by
a new teacher. Don Pedro will have one section of choir. Growth will be measured by an increase in enrollment in
Fine Arts programs at each school site. Increasing the VPA offerings allows for a broader scope of courses
available to students.
Schools: All schools
Applicable Pupil Subgroups: All students
18
LCAP Year 1: 2015-16
Student enrollment in VPA programs will increase by 10% (from 18 students at the high schools, and grades one
Expected Annual through grade 5 at the elementary school) and there will be a demonstrated increase in quality in art projects
Measurable
displayed in a spring art show on each campus as confirmed by local artists in attendance. Parental attendance
Outcomes:
will increase from 0 at the high schools to a representative number of high school parents, and will increase from
75 parents (at Tenaya) to 100.
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
Hire Art teacher to teach grades 1-6 and one high Tenaya,
$30,951
_x_ALL
school section at Tioga
Tioga
Suppl/Conc
OR:
1xxx-3xxx
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
7th/8th
grade teacher will teach two sections of
visual and performing arts at Tenaya
Contract with Tuolumne County Arts Alliance to
access local artists in residence program for each
school.
All
schools
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Add one section of Choir to Don Pedro High’s
program.
Don
Pedro
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Expected Annual
Measurable
Outcomes:
$12,135
Suppl/Conc
1xxx-3xxx
$3,000
LCFF Base
5000-5999
$8000
LCFF Base
1xxx-3xxx
LCAP Year 2: 2016-17
VPA courses are an essential component of any education. Studies show students who are actively involved in
VPA programs perform better academically. Tenaya, Tioga and Don Pedro have minimal programs. An art
specialist will continue to teach grades 1-6 and another teacher will teach grades 7-8 VPA. At Tioga High School,
19
a credentialed art teacher will teach one section of CP Art and a renewed Drama program will be taught by a new
teacher. Don Pedro and Tioga will have one section of choir. Growth will be measured by an increase in
enrollment in Fine Arts programs at each school site from the previous year.
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
_x_ALL
Hire Art teacher to teach grades 1-6 and one high Tenaya
$30,951
school section at Tioga
and Tioga OR:
Suppl/Conc
__Low Income pupils __English Learners
students
1xxx-3xxx
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Hire one ½ time music teacher at Tenaya.
7th/8th grade teacher will teach two sections of
visual and performing arts at Tenaya
$12,135
Suppl/Conc
1xxx-3xxx
Contract with Tuolumne County Arts Alliance to
access local artists in residence program for each
school.
All
students
_x_ALL
Add one section of Choir to Don Pedro and Tioga
High programs.
Don
Pedro and
Tioga
_x_ALL
Expected Annual
Measurable
$24,000
Suppl/Conc
1xxx-3xxx
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$3,000
LCFF Base
5000-5999
$16,000
LCFF Base
1xxx-3xxx
LCAP Year 3: 2017-18
VPA courses are an essential component of any education. Studies show students who are actively involved in
VPA programs perform better academically. Tenaya, Tioga and Don Pedro have minimal programs. An art
20
Outcomes:
specialist will continue to teach grades 1-6 and another teacher will teach grades 7-8 VPA. At Tioga High School,
a credentialed art teacher will teach one section of CP Art and a renewed Drama program will be taught by a new
teacher. Don Pedro and Tioga will have one section of choir. Growth will be measured by an increase in
enrollment in Fine Arts programs at each school site.
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
Hire Art teacher to teach grades 1-6 and one high Tenaya
$30,951
_x_ALL
school section at Tioga
and Tioga OR:
Suppl/Conc
_x_Low Income pupils __English Learners
students
1xxx-3xxx
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
Hire one ½ time music teacher at Tenaya.
7th/8th grade teacher will teach two sections of
visual and performing arts at Tenaya
$24,000
Suppl/Conc
1xxx-3xxx
$12,135
Suppl/Conc
1xxx-3xxx
Contract with Tuolumne County Arts Alliance to
access local artists in residence program for each
school.
All
students
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
$3,000
LCFF Base
5000-5999
Add one section of Choir to Don Pedro and Tioga
High programs.
Tioga and
Don
Pedro
Highs
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
$16,000
LCFF Base
1xxx-3xxx
GOAL:
ADDITIONAL CAREER AND COLLEGE PREPARATION COURSES ARE NEEDED
AT TIOGA AND DON PEDRO HIGH SCHOOLS
Related State and/or Local Priorities:
1__ 2__ 3__ 4x_ 5__ 6x_ 7__ 8__
COE only: 9x_ 10x_
21
Local : Specify _____________________
Because of the small size high schools in the district, multiple course offerings are not possible. Additional college
and career readiness courses are needed. Career counseling is also important to drive the student selection
process. Growth will be shown by increased number of students enrolled in these courses, by the number of
students being career and college counseled during the school year and by the number of students completing the
Identified Need :
A-G courses. Expelled and foster youth will have access to taking online courses, as well. Reclassification and
progress toward English proficiency will be monitored. NGSS are in transformation stages in the curriculum at
each school site. AP pass rates will increase from 25% pass rate to 40% pass rate. Courses include ACADEC,
Culinary Arts, Forestry, Robotics and on-line classes through BYU and Columbia College.
Schools: Tioga and Don Pedro High Schools
Goal Applies to:
Applicable Pupil Subgroups: All students
LCAP Year 1: 2015-16
Expected Annual Numbers of students enrolled in college and career readiness courses the number of students receiving career
Measurable
and college counseling and the number of students completing the A-G courses will increase by 10%.
Outcomes:
Scope of
Budgeted
Actions/Services
Pupils to be served within identified scope of service
Service
Expenditures
Culinary Arts classes will continue to be offered at Tioga and _x_ALL
$18,910
Tioga and Don Pedro High Schools -- one section Don
Suppl/Conc
OR:
at each school. There are many local jobs in the
Pedro
1xxx-3xxx
__Low Income pupils __English Learners
food service industry. An articulation agreement
__Foster Youth __Redesignated fluent English proficient
will be made with Columbia College.
$5,000
__Other Subgroups:(Specify)________________________
Suppl/Conc
4000-4999
Fire Science/Forestry will be a new class offered
Tioga
$8,000
_x_ALL
at Tioga High. This feeds directly into a program
Suppl/Conc
at Columbia College and into the local workforce.
4000-4999
Robotics program will be added in the district
All
schools
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$8,506
Suppl/Conc
1xxx-3xxx
$3,000
Suppl/Conc
22
4000-4999
ACACEC class will be offered at Tioga High
Tioga
High
Counseling services for both Tioga and Don Pedro
to assist students in selecting potential career
pathways and appropriate classes.
Tioga and
Don
Pedro
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
On-line classes will be offered to high school
students through BYU High School course
program and through Columbia College. This also
increases the elective options for the high school
students in our small high schools.
Expected Annual
Measurable
Outcomes:
_x_ALL
$13,522
Suppl/Conc
1xxx-3xxx
$23,576
Suppl/Conc
1xxx-3xxx
$15,000
EPA
5000-5999
LCAP Year 2: 2016-17
Numbers of students enrolled in college and career readiness courses the number of students receiving career
and college counseling and the number of students completing the A-G courses will increase by 5%.
Actions/Services
Culinary Arts classes will continue to be offered at
Tioga and Don Pedro High Schools -- one section
at each school. There are many local jobs in the
food service industry.
Fire Science/Forestry will be a new class offered
Scope of
Service
Tioga and
Don
Pedro
Tioga
Pupils to be served within identified scope of service
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
_x_ALL
Budgeted
Expenditures
$21,000
Suppl/Con$1
8,910
Suppl/Conc
1xxx-3xxx
$5,000
Suppl/Conc
4000-4999c
$8,000
23
at Tioga High. This feeds directly into a program
at Columbia College and into the local workforce.
Environmental Science/Forestry will be offered at
Don Pedro.
Don
Pedro
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Suppl/Conc
4000-4999
$8,600
EPA
1xxx-3xxx
All
students
Robotics program will be continued in the district.
$8,506
Suppl/Conc
1xxx-3xxx
$3,000
Suppl/Conc
4000-4999
ACADEC will be offered at Tioga High
Tioga
High
Counseling services for both Tioga and Don Pedro
to assist students in selecting potential career
pathways and appropriate classes.
Tioga and
Don
Pedro
students
On-line classes will be offered to high school
students through BYU High School course
program and through Columbia College.
Expected Annual
Measurable
Outcomes:
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$13,522
Suppl/Conc.
1xxx-3xxx
$48,069
Suppl/Conc
1xxx-3xxx
$15,000
EPA
5000-5999
LCAP Year 3: 2017-18
Numbers of students enrolled in college and career readiness courses the number of students receiving career
and college counseling and the number of students completing the A-G courses will increase by 5%.
Actions/Services
Scope of
Service
Pupils to be served within identified scope of service
Budgeted
Expenditures
24
Culinary Arts classes will continue to be offered at
Tioga and Don Pedro High Schools -- one section
at each school. There are many local jobs in the
food service industry.
Fire Science/Forestry will be a new class offered
at Tioga High. This feeds directly into a program
at Columbia College and into the local workforce.
Tioga and
Don
Pedro
High
All
students
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
Environmental Science/Forestry will be offered at
Don Pedro.
Robotics program will be continued in the district
$5,000
Suppl/Conc
4000-4999
$8,000
Suppl/Conc
4000-4999
$8,600
EPA
1xxx-3xxx
$8,506
Suppl/Conc
1xxx-3xxx
$3,000
Suppl/Conc
4000-4999
ACADEC will be offered at Tioga High
Tioga
High
Counseling services for both Tioga and Don Pedro
to assist students in selecting potential career
pathways and appropriate classes.
All
students
On-line classes will be offered to high school
students through BYU High School course
program and through Columbia College.
$18,910
Suppl/Conc
1xxx-3xxx
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
$13,522
Suppl/Conc.
1xxx-3xxx
$48,069
Suppl/Conc
1xxx-3xxx
$15,000
EPA
5000-5999
25
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a
minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the
effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In
addition, review the applicability of each goal in the LCAP.
Guiding Questions:
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052,
including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result
in the desired outcomes?
3) How have the actions/services addressed the identified needs and goals of specific schoolsites 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?
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as
necessary.
26
Related State and/or Local Priorities:
Original
GOAL from
prior year
LCAP:
Expand and maintain technological literacy of students and staff.
Schools: All
Applicable Pupil Subgroups: All
.375 computer technician hired and on staff, 100%
Actual
of teachers trained in the use of technology
Annual
including use of IPADs, replace the desktop
Measurable
computers in the 3 school labs and purchase 125
Outcomes:
IPADS.
LCAP Year: 2014-15
Planned Actions/Services
1x_ 2__ 3__ 4x_ 5x_ 6x_ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
All expected outcomes are completed and 125
IPADs have been purchased: 30 located at
Tenaya, 30 with teachers, 65 at the high schools
(Tioga High and Don Pedro High).
Actual Actions/Services
Estimated
Actual Annual
Expenditures
IPAD lease –
Year 2
$21,080
Suppl/Conc
$4,950 C/C
7xxx
Budgeted
Expenditures
1.1 Expand and maintain technological literacy of
students and staff.
1.2 Inservice training for all teachers in use of IPADS
Utilize IPADS
(125) acquired in
FY 2013-14:
Year 2 lease
expense
$23,000
EPA funds
(Resource 1400)
Upgrade
computers in
all school labs:
14 desktops at
THS:
ROP funds (12
units)
$9600
All 3 labs were updated with new desktops, and
three inservice days during the summer were
held. 125 IPADS were purchased, networked and
put to work.
Replace all
lab computers
$46,163 C/C
4000-4999
Laptop
$1004 C/C
4000-4999
27
(Resource 0909)
Common Core
fund (2 units)
$1600
(Resource 5810)
14 desktops at
DPHS:
Servers at
each campus
$6502 C/C
$13,914 Micro
Soft Ed Tech
Res. 9010
Common Core
fund
$11,200
(Resource 5810)
30 desktops at
TES:
Common Core
fund
(24 units)
$19,200
Donation (6
units)
$4800
(Resource 5810)
Two sessions @
5 hrs
$225 *2*25 =
$13,000
EPA funds
(Resource 1400)
Aide Time
$226 C/C
1xxx-3xxx
Summer
inservices
$20,304 EPA
1xxx-3xxx
28
Scope of
service:
Scope of
service:
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
1.3
Continue in-house technical support position
established in 2013-14
1.4 Increase district network capacity
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
15 hours weekly
$18,000 LCFF
Suppl (Resource
0000)
A computer tech was hired at 15 hours per week
as support for the technology in the district, and
the network capacity was improved with new
cabling and multiple access points installed by the
County Schools IT personnel on each campus.
$5079 Suppl.
$7921 Base
Scope of
service:
Scope of
service:
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
District IT
$13,421
Suppl/Conc
1xxx-3xxx
TCSOS IT
Contract
$5,000 C/C
5000-5999
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Additional 80 IPADS will be purchased (30 additional at Tenaya, and 50 additional at Tioga and
Don Pedro High Schools)and additional staff training will occur. Additionally, more work is to be
done to upgrade connectivity via new cabling at the Don Pedro site and district-wide connection
via the BIIG state grant. Rewriting goals for the next years LCAP and realigning our priorities.
29
Related State and/or Local Priorities:
Original
GOAL from
prior year
LCAP:
Increase the number of students proficient in Common Core math and language arts
standards
1x_ 2x_ 3__ 4x_ 5x_ 6__ 7__ 8x_
COE only: 9__ 10__
Local : Specify _____________________
Schools: All
Applicable Pupil Subgroups: All subgroups and all other students
CAHSEE results:
10% increase measured with the following tools:
Tioga 10th grade – 28 of 29 tests passed (one
SIPPS, Accelerated Reader, Dibels, Results Testing,
student didn’t pass math portion)
Study Island Benchmarks, CAASPP
Actual
Don Pedro – 15 out of 20 tests passed (3 ELA and
Smarter Balance Testing
Annual
2 math portions failed)
Measurable SIPPS – 100% of primary students met RESULTS
Outcomes:
benchmarks for site words and fluency using
SIPPS intervention programs.
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
Students will receive intervention in English Language
Arts and Math and 100% of teachers will be inserviced on intervention strategies, common core
standards and Smarter Balance testing
TES purchase
SIPPS
$2000 Common
Core
(Resource 7235)
All sites
purchase Study
Island $5000
Common Core
(Resource 7235)
100% of teachers were inserviced on intervention
strategies, common core standards and Smarter
Balanced testing. Students received intervention
in math and ELA in the classroom and the
computer lab (Tenaya primarily).
Sub costs
$3468
Suppl/Conc
1xxx-3xxx
30
Acquire IPAD
applications
$1000
LCFF Base
(Resource 0000)
Scope of
service:
Scope of
service:
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
2.1 Use of intervention programs to increase
number of students achieving proficiency
2.2 Inservice training for use of intervention
software for implementation of common core
standards for Smarter Balanced testing.
2.3 Provide for after school tutorial program at TES,
THS, DPHS
LE
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Three sessions
@ 5 hours
Total of 10 hours
$225*2*25=$19,
500
Common Core
funds
(Resource 7235)
100 teacher
hours/year @
$40/hour @ 30
weeks =$4000
LCFF Base
(Resource 0000)
Additional
transportation
cost: 4 hours
Study Island
$6030
Comm Core
SIPPS program purchased and used at Tenaya,
Study Island program purchased and used at all
schools, IPAD apps purchased and installed on
IPADS at each campus, all teachers inserviced
during school year, after school tutorial at Tioga
High School, and lunchtime student assistance at
Tenaya. Additionally, supplemental materials
were purchased (Engage NY Math program), and
an additional 6th grade teacher was kept in
position to reduce class size and accommodate a
large 6th grade class.
Eureka Math
$1250
Comm Core
Comp Aide
$1,845
Suppl/Conc
Curriculum
$2190
LCFF Base
Supplies
$545
31
per week @ 30
weeks @ $30
per hour =
$3600
LCFF Base
(Resource 0000)
2.4 Acquire additional instructional materials
LCFF Base
After school
Tutor program
at Tioga
4 hours/week
$4,200
BASE
$10,000 EPA
funds (Resource
1400)
Transportation
home from
tutor program
4 hours/week
$2,640
BASE
2.5 Fund additional grade 6 teacher position to
maintain small class size at Tenaya Elem.
Scope of
service:
Scope of
service:
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
6th Grade
teacher
$60,716
Suppl/Conc
$60,000
Suppl/Conc.
All schools benefitted, but
Tenaya was the recipient of
much in this category.
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Additional inservice for staff will be built into the new LCAP and after school programs will
operational in the new year on all campuses. Additionally, a reading and writing intervention
32
and/or changes to goals?
program will be included in the Tenaya curriculum and an RTI program will be put in place at
Tioga and Don Pedro High Schools.
Related State and/or Local Priorities:
Original
GOAL from
prior year
LCAP:
Offer visual arts to all students
1__ 2__ 3x_ 4__ 5x_ 6x_ 7x_ 8x_
COE only: 9__ 10__
Local : Specify _____________________
Schools: All Schools
Applicable Pupil Subgroups: All
District will offer a visual and fine arts program.
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
Actual
Annual
Measurable
Outcomes:
150 students received art and music instruction at
Tenaya Elementary School. More students and
parents attended the Spring Art Show (40% higher
attendance). The involvement in the Poetry
Anthology was similar to last year’s with grades 1-5
and 8 involved again this year (120 participants
increased to 150 participants which included high
school students).
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
3.1 Employ a part time
fine arts instructor
3.2 Employ a part time music instructor (Choir)
Contract with
Tuolumne Art
Alliance $10,000
LCFF Base
(Resource 0000)
A teacher of grades 1-5 art/music was hired at
Tenaya. This person worked on a part time basis,
but taught music and art. The Art Show was held
in May and there was a Christmas concert and a
Spring concert. 110 students were impacted by
this program.
Art/Music
teacher at
Tenaya
$15,700
BASE
33
Scope of
service:
Scope of
service:
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
3.4 Provide Music materials
Scope of
service:
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$2,000 LCFF
Suppl (Resource
0000)
3.3 Provide arts instructional materials
Arts and music instructional materials were
purchased with this funding.
Scope of
service:
LEA
x__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
Tenaya only
Art Supplies
$1,800
BASE
Students at Tenaya
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
The art/music program will continue at Tenaya. Additional music programs will be incorporated
at the high schools. A new art teacher and drama teacher will be working at Tioga in 2015-16. A
choir program will be started at Don Pedro. The goal and priorities will be changed for 2015-16.
Original
Increase student attendance
GOAL from
95% attendance rate at Tenaya
prior year
92% attendance rate at Tioga and Don Pedro
LCAP:
Goal Applies to: Schools: All schools
Related State and/or Local Priorities:
1x_ 2__ 3x_ 4__ 5x_ 6x_ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
34
Expected
Annual
Measurable
Outcomes:
Applicable Pupil Subgroups: All
Student attendance tracking will become a priority.
Teacher, staff and administrator training for
attendance related issues: truancy and chronic
absences. Attendance rate will be measured using
AERIES data
Actual
Annual
Measurable
Outcomes:
Attendance rates:
K-3 – 92.72%
4-6 – 95.01%
7-8 – 95.12%
9-12 Tioga – 91.09%
9-12 Don Pedro – 94.75%
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
Scope of
service:
Scope of
service:
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
4.1 Student attendance tracking will become a
priority.
Teacher, staff and administrator training for
attendance related issues: truancy and chronic
absences.
4.2 Attendance secretaries will undergo training in
attendance tracking through AERIES.
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Training for all
staff:
$4000 – LCFF
Suppl (Resource
1400)
Attendance
training with
AERIES system.
Release time (3
secretaries) and
substitutes—
$800 LCFF
Attendance tracking was accomplished. SARB
involvement increased and was used when
appropriate.
Secretarial staffs at each school attended AIRIES
training to review attendance and record keeping
procedures.
Attendance rates at the schools are listed above
for Tenaya, Tioga and Don Pedro
Secretaries
attending
AERIES
workshop
$800
BASE
Positive
Intervention
At Tenaya
$750
35
Suppl
4.3 Positive behavior training and reinforcement
with students.
4.4 Training for school classified aide positions in
effective supervision techniques.
Scope of
service:
Continued
inservice on
positive behavior
training.
All staff--$900
after school
inservice:
EPA funds
(Resource 1400)
Parent Club
donations
$1000
Training for
aides –
8 classroom
aides:
Substitute pay
$1240
EPA funds
(Resource 2400)
Scope of
service:
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
Donation
LEA
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
Attendance will be a priority again. Efforts will be made to increase attendance rates at each
school in the district. However, it will not be a school goal in the LCAP for 2015-16.
36
Related State and/or Local Priorities:
Original
GOAL from
prior year
LCAP:
Improve career and college preparation course offerings for all students in high schools.
COE only: 9__ 10__
Local : Specify _____________________
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
1x_ 2__ 3__ 4__ 5x_ 6x_ 7__ 8__
Schools: All schools
Applicable Pupil Subgroups: All
Need to improve career and college preparation
course offerings for all students in high schools.
Metric:
Enrollment rates will be measured using AERIES data
Actual
Annual
Measurable
Outcomes:
Student enrollment in career and college
preparation courses increased due to new Culinary
Arts class at Tioga High. The Culinary class at Don
Pedro High was offered a second time and the
ACADEC class at Tioga was offered again as well.
A new Psychology course was offered at Tioga with
an enrollment of 7. Overall increase of 25 students
(76% increase).
LCAP Year: 2014-15
Planned Actions/Services
Actual Actions/Services
Budgeted
Expenditures
Additional vocational / career / college classes will
allow for students to be better prepared for college,
career and community.
Teacher will be hired to teach new voc ed class.
Add one
vocational /
career education
class to master
schedule.
One section cost
=
$11,000 LCFF
Suppl (Resource
0000)
Materials:
$10,000 LCFF
Supplemental
Continue to offer
New Culinary Arts class was started at Tioga and
had 18 students enrolled. The second year of the
Culinary Arts class at Don Pedro had 22 students
enrolled. The ACADEC class, a college
preparatory class, at Tioga had 11students. A
new AP Psychology class had an enrollment of 7
students. Vocational and college preparatory
numbers increased.
Additionally, 58 students at Tenaya and 7 at Don
Pedro took on-line supplemental course work
through BYU and/or Columbia College.
Estimated
Actual Annual
Expenditures
Culinary
instructor at
Tioga
$7321
Suppl/Conc
Supplies –
Grant from
SAF $2,000
Culinary
instructor at
DPHS
37
Academic
Decathlon
program $11,000
LCFF Suppl
(Resource 0000)
This course was
added to the
master schedule
in 2013-14.
$6468
BASE
ACADEC
instructor at
Tioga
$10,584
BASE
$12,000
BASE
ACADE
supplies
$2229
4xxxx
Scope of
service:
Tioga and Don Pedro High
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
Scope of
service:
Tioga and Don Pedro High
_x_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
An additional vocational education class will be offered – Fire Science/Forestry – at Tioga High.
At Don Pedro High, an Environmental Science Education class will be offered. In addition to
ACADEC, a second year of Psychology will be offered at Tioga. At Tenaya, a new PSAT for 8th
38
graders will be administered, and college visitation field trip will be offered. State priority pupil
outcomes will be added to the 2015-16 LCAP.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as
necessary.
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality
A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income,
foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a
districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of
unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide
manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the
district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)
Total amount of Supplemental and Concentration grant funds calculated:
$_____$306,708________________________
BOFG USD has a free and reduced rate of 65%, therefore, all of the goals, activities and expenditures are written to address the needs of low income and all
students. For the 2015-16 academic year, the district is to receive approximately $306,708 in supplemental funds. The Supplemental Grant funds are being
used to improve the performance of low income students as well as all students in the district. Funds are going to be used for technology, staff development,
specific personnel, supplemental services and purchasing curriculum and instructional materials, and increasing access to fine arts and college and career
courses. The unduplicated student count is 65.41 %.
39
B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the
services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster
youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided
for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met
using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the
services provided to all pupils.
11.18
%
The minimum proportionality percentage is 11.18 %. In 2016-17 the district is to receive an additional $364,864, which increases the
proportionality to 13.16 %, and in the 2017-18 year an additional $402,772 and a minimum proportionality of 14.71 %. The minimum proportionality equates
to the minimum amount of growth the State is expecting from the students who generated the Supplemental Grant. Because of the small size high schools in
the district, multiple course offerings are not possible. Additional college and career readiness courses are needed. Career counseling is also important to
drive the student selection process. Growth will be shown by increased number of students enrolled in these courses, by the number of students being career
and college counseled during the school year and by the number of students completing the A-G courses. Expelled and foster youth will have access to taking
online courses, as well. VPA courses are an essential component of any education. Studies show students who are actively involved in VPA programs perform
better academically. Tenaya, Tioga and Don Pedro have minimal programs currently.
LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX
For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the
following shall apply:
(a) “Chronic absenteeism rate” shall be calculated as follows:
(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30)
who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays
in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is
40
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 California Code of Regulations, title 5, section 1039.1.
(c) “High school dropout rate” shall be calculated as follows:
(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of
first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or
die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2).
(d) “High school graduation rate” shall be calculated as follows:
(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school
diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is
defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who
transfer out, emigrate, or die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2).
(e) “Suspension rate” shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the
academic year (July 1 – June 30).
41
(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).
(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).
(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).
01-13-15 [California Department of Education]
42