corcoran unified school district regular board...

CORCORAN UNIFIED SCHOOL DISTRICT REGULAR BOARD MEETING

May 12, 2015 6:00 P.M.

CALLTO ORDER Robert Alcorn, President of the Board, called the regular meeting of the Corcoran Unified School District Board of Trustees to order at 6:00 p.m. in the Board Room of the Administration Office. TRUSTEES PRESENT/ABSENT Trustees present were Robert Alcorn, Mary Gonzales-Gomez, Mary Wadsworth and Bobby Toney. Trustee Karen Frey was absent. OTHERS PRESENT Others present were Rich Merlo, Steve Berry, Lora Cartwright, Mary Taylor, Eduardo Ochoa, Elizabeth Mendoza, Antonia Stone, Ken Spencer, Keith Airheart, Mike Anderson, Wayne George, Marty Raeber, Cain McDonald and Donnetta Murray. PLEDGE OF ALLEGIANCE President Robert Alcorn welcomed those present and led in the flag salute. APPROVAL OF AGENDA The Board voted to approve the agenda for the Regular Board Meeting of May 12, 2015. Motion: Mary Gonzales-Gomez Second: Mary Wadsworth

Roll Call Vote: AYES: Bobby Toney, Mary Gonzales-Gomez, Mary Wadsworth, Robert Alcorn

ABSENT: Karen Frey CONSENT AGENDA ITEMS The Board voted to approve the following consent agenda items:

1. Approve the minutes of the Regular Board Meeting of April 28, 2015 2. Sign the minutes of the Regular Board Meeting of April 14, 2015 3. Purchase Order Numbers 151417 - 151474 4. Warrant register for April 24, 2015 for $238,419.07 May 1, 2015 for $595,683.58 5. Kings County Treasurer’s Quarterly Compliance Report for January 1 to March 31, 2015 6. Staff Development

a. For High School teacher Miguel Alvarez to the Adobe Photoshop Users Conference to be held Thursday, May 28, 2015 in Anaheim, to be paid by Perkins Grant.

7. Student Trips a. A trip for six High School students and teachers Timothy Davis and Randall Burke to the

Mendota Scholastic Chess Tournament to be held Saturday, May 23, 2015 in Mendota, to be paid by advisors.

b. A trip for two High School seniors and Learning Director Gabriella Cruz to the 2015 Honored Scholars Production Shoot for ABC Channel 30 to be held Thursday, May 21, 2015 in Fresno, to be paid by site funds.

c. A trip for 34 High School MEChA members and advisors Silvia Camarena and Brian Whitfield on Saturday, May 23, 2015 to Six Flags Magic Mountain in Valencia. Charter bus transportation and expenses to be paid by MEChA funds.

d. A trip (ratification) for 14 High School ROTC members and advisors Carlos Guevara and Randall Burke to the CECA Ragball Tournament that was held Saturday, May 9, 2015 in Reedley. Requested use of two vans and other expenses to be paid by ROTC activities fund.

e. A trip for 20 High School ROTC members and advisors Carlos Guevara and Randall Burke to the Summer Leadership School to be held Monday through Tuesday, July 6-14, 2015 (nine days) at San Luis Obispo Camp/Army National Guard Center. Requested use of two vans and other expenses to be paid by AFJROTC Activities Fund.

f. A trip for 23 High School ROTC members and advisors Carlos Guevara and Randall Burke to a CECA JROTC event at Island Water Park in Fresno. Requested bus transportation and expenses to be paid by ROTC Activities Fund.

g. A trip for up to 44 John Muir students, teachers LeeAnne Lucio and Bernadette Jones and other chaperones for an Accelerated Reading Reward to Monterey Bay Aquarium to be held Friday, May 22, 2015. Charter Bus transportation and other expenses to be paid by CAST and Site funds.

h. A trip for up to 74 John Muir Band Members and Band Director Gerard Perreault to the Coalinga Memorial Day Parade to be held Saturday, May 23, 2015 in Coalinga. Requested bus transportation and other expenses to be paid by Site funds.

i. A trip for 18 John Muir students and staff Dean Adalian and Steve Berry to Paso Robles to launch the Weather Balloon on Saturday, May 23, 2015. Requested use of two vans to be paid by Site funds.

Motion: Mary Wadsworth Second: Mary Gonzales-Gomez Roll Call Vote: AYES: Bobby Toney, Mary Gonzales-Gomez, Mary Wadsworth, Robert Alcorn

ABSENT: Karen Frey

SUPERINTENDENT’S REPORT Introduction of New Staff Member: Superintendent Rich Merlo introduced Wayne George, who has been the new Accounts Payable/Assets Clerk in the District Office since February 19. Mr. George informed the board that he has returned to his roots as he attended schools in Corcoran and graduated from Corcoran High School. The Board welcomed him to the District. Staff Appreciation Day: Mr. Merlo informed the Board that all schools celebrate Staff Appreciation Day with various staff members. Each was given a caramel apple along with an iTunes card and a quote. Larger new signs of appreciation greeted them as they entered their campus that day. FutureReady Conference: Mr. Merlo, Lora Cartwright, Steve Berry and Jari Stokes attended the Regional Workshop for FutureReady, which originated with the national conference held at the White House in December. At the workshop, a former high school principal spoke on Digital Leadership and how one creates a school where kids want to attend, but it also prepares them for 21st Century skills. Mr. Merlo showed a presentation from the conference. LELA Foundation Conference: Mr. Merlo also attended the LELA Fellowships Conference, where he was one of 10 superintendents from across the nation to earn a fellowship. Others were also attending the conference, which was based on personalized learning. He was in a group that visited a school in Gilroy that had a personalized learning plan. It was a Google classroom. Mr. Merlo noted that the term he kept hearing was iteration, a concept in Google when you are trying to make something better. The people at Google brought out their CEO’s emphasis on the term 10X, which is based on the big ideas that come along with massive change to the degree of 10 times in solving problems and innovation. Personalized learning is also known as blended learning. It is not just about technology, but leveraging the Internet and software to get there. In the end, there will be more student choice. He added that he brought back some big ideas. Administrative Regulations: AR 5144.1 – Suspension and Expulsion/Due Process, updated policy; and, delete AR 0420.1 – School-Based Program Coordination as it no longer applies. CHIEF BUSINESS OFFICER REPORT Since CBO Pamela Dihel was unable to attend the meeting, Marty Raeber, Director of MOT, shared information regarding the modernization projects at Bret Harte and Fremont this summer. Amounts were added to the original costs to include possible asbestos removal. In addition, there were a few things the District will not be able to work on this summer until some old (25 to 30 years ago) Bret Harte projects are signed off by DSA. It appears that the DSA is cleaning up some of its records and are requiring

signatures and proof of work that was done years ago. Mr. Raeber said these are not major items, maybe a beam in a cafeteria or a wall in a classroom, but what it will cause is a delay of work in a few of those areas. BOARD REPORT Trustee Bobby Toney: Mr. Toney attended the Facilities Sub-Committee meeting, where there was a review of modernization and other projects to take place this summer. He said he had a concern that schools would not be able to open in August, but he was assured that the schools would open on time. CFA REPORT CSEA REPORT INTERDISTRICT FOR HANSEN The Board voted to approve an interdistrict agreement with Tulare Joint Union High School District for Brock Hansen, ninth grade, to attend Corcoran High School for the 2015-16 year. Motion: Mary Wadsworth Second: Bobby Toney


ABSENT: Karen Frey MARTINEZ TRANSFER APPROVED The Board voted to approve an interdistrict agreement with Tulare Joint Union High School District for Manuel Martinez, 10th grade, to attend Corcoran High School for the 2015-16 year. Motion: Mary Gonzales-Gomez Second: Mary Wadsworth


ABSENT: Karen Frey VAZQUEZ WILL ATTEND CHS ON AGREEMENT The Board voted to approve an interdistrict agreement with Tulare Joint Union High School District for Joanna Vazquez, ninth grade, to attend Corcoran High School for the 2015-16 year. Motion: Bobby Toney Second: Mary Gonzales-Gomez


ABSENT: Karen Frey INTERDISTRICT FOR MARTINTEZ The Board voted to approve an interdistrict agreement with Tulare Joint Union High School District for Maribel Martinez, ninth grade, to attend Corcoran High School for the 2015-16 year. Motion: Mary Wadsworth Second: Mary Gonzales-Gomez


ABSENT: Karen Frey ADOPTION OF BP 5141.4 – CHILD ABUSE PREVENTION AND REPORTING The Board held the second hearing and approved adoption of Board Policy 5141.4 – Child Abuse Prevention and Reporting. Motion: Mary Gonzales-Gomez Second: Mary Wadsworth


ABSENT: Karen Frey

FIRST HEARING OF BP 0460 – LOCAL CONTROL AND ACCOUNTABILITY PLAN The Board held the first hearing of Board Policy 0460 – Local Control and Accountability Plan. DELETION OF BP 0520.4 – QUALITY EDUCATION INVESTMENT SCHOOLS The Board voted to approve deleting Board Policy 0520.4 – Quality Education Investment Schools as the program is no longer being funded. Motion: Mary Wadsworth Second: Mary Gonzales-Gomez


ABSENT: Karen Frey CIF REPRESENTATIVES The Board voted to approve the following as the 2015-16 Corcoran High School CIF Representatives to League: Antonia Stone, Principal; Robert Lerma, Athletic Director; and Cheryl Santos, ASB/Athletics Secretary. Motion: Bobby Toney Second: Mary Wadsworth


ABSENT: Karen Frey 2015-16 AGREEMENT FOR LEGAL SERVICES - CRAWFORD The Board voted to approve 2015-16 Agreement for Legal Services with the Law Office of Kidd P. Crawford. Motion: Mary Wadsworth Second: Bobby Toney


ABSENT: Karen Frey BID AWARDED FOR REROOFING The Board voted to approve awarding a Bid for Reroofing of the Corcoran High School Auditorium Corridor to Nations Roofing for $28,136. Motion: Mary Gonzales-Gomez Second: Mary Wadsworth


ABSENT: Karen Frey FREMONT ITEMS TO BE DISCARDED The Board voted to approve a list of Fremont School technology and book items to be discarded. Motion: Mary Wadsworth Second: Mary Gonzales-Gomez


ABSENT: Karen Frey RESOLUTION NO. 1161 – BRET HARTE AND FREMONT MODERNIZATION The Board voted to approve Resolution No. 1161 – Approving and Authorizing the Execution of a Lease-Leaseback Agreement and Related Documents for Construction and Modernization Projects at Bret Harte Elementary School and John C. Fremont Elementary School. Motion: Mary Gonzales-Gomez Second: Bobby Toney


ABSENT: Karen Frey

PERSONNEL ASSIGNMENT ORDER 2014-15 #15 The Board voted to approve Personnel Assignment Order 2014-15 #15. Motion: Mary Wadsworth Second: Mary Gonzales-Gomez


ABSENT: Karen Frey MEETINGS

1. Technology Sub-Committee Meeting on Thursday, May 14, 2015 at 3:30 p.m. in the Technology Trailer

2. Regular Board Meeting on Tuesday, May 26, 2015 at 6 p.m. in the Board Room. 3. Financial Sub-Committee Meeting on Thursday, June 4, 2015 at 3:30 p.m. in Board Room 4. John Muir Promotion on Thursday, June 4, 2015 at 7:30 p.m. in Corcoran Community Stadium 5. High School Graduation on Friday, June 5, 2015 at 8 p.m. in Corcoran Community Stadium 6. Kings Lake Graduation on Tuesday, June 9, 2015 at 5 p.m. in Gerald Schwenk Auditorium 7. Set the date for the Curriculum Sub-Committee Meeting for Monday, May 18, 2015 at 9 a.m.

THE BOARD ADJOURNED FOR CLOSED SESSION at 6:50 p.m. CLOSED SESSION Mr. Alcorn returned the Board meeting to open session at 7:11 p.m. He announced out that: PERSONNEL MATTERS The Board reviewed the Superintendent’s evaluation and gave direction.

EXPULSIONS

1. The Board voted to approve the expulsion of EH 2014-15/24 for the remainder of the Spring 2015 with placement at Mission Community Day School and then suspend the expulsion for the Fall 2015 semester with placement at John Muir Middle School. The student must show improvement in grades and attend 2015 Summer School. A rehabilitation plan was set with provisional readmission date of December 1, 2015.

2. The Board voted to approve the expulsion of EH 2014-15/25 for the remainder of the Spring 2015

with placement at Mission Community Day School and then suspend the expulsion for the Fall 2015 semester with placement at John Muir Middle School. The student must show improvement in grades and attend 2015 Summer School. A rehabilitation plan was set with provisional readmission date of December 1, 2015.

ADJOURNMENT WAS AT 7:13 p.m. Motion: Mary Wadsworth Second: Mary Gonzales-Gomez


ABSENT: Karen Frey

Parent/Family Member 187 35.5%

Staff Member 145 27.5%

Student 184 34.9%

Community Member 7 1.3%

Community Partner 4 0.8%

Parent/Family Member 187 35.5%

Staff Member 145 27.5%

Student 184 34.9%

Community Member 7 1.3%

Community Partner 4 0.8%

Bret Harte 127 24.1%

Fremont 70 13.3%

Mark Twain 2 0.4%

John Muir 43 8.2%

Corcoran High 246 46.7%

Kings Lake 1 0.2%

Multiple Schools 38 7.2%

Bret Harte 127 24.1%

Fremont 70 13.3%

Mark Twain 2 0.4%

John Muir 43 8.2%

Corcoran High 246 46.7%

Kings Lake 1 0.2%

Multiple Schools 38 7.2%

Academic Program 206 39.6%

Quality of Staff 264 50.8%

Campus climate and how well students are being treated 168 32.3%

Facilities 81 15.6%

Use of technology 348 66.9%

Opportunities to go to college 124 23.8%

Opportunities to learn a career related skill 95 18.3%

Extracurricular such as sports and band 159 30.6%

Campus Culture 100 19.2%

Other 27 5.2%

Academic Program 206 39.6%

Quality of Staff 264 50.8%

Campus climate and how well students are being treated 168 32.3%

Facilities 81 15.6%

Use of technology 348 66.9%

Opportunities to go to college 124 23.8%

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Opportunities to learn a career related skill 95 18.3%

Extracurricular such as sports and band 159 30.6%

Campus Culture 100 19.2%

Other 27 5.2%

Early Childhood (Preschool, Transitional Kindergarten) 212 40.8%

More before, after or summer school programs 148 28.5%

More academic support for kids (e.g. tutoring) 255 49%

Stronger academic programs (i.e. what students learn during the school day) 247 47.5%

More and better access to technology 88 16.9%

Other 31 6%

Early Childhood (Preschool, Transitional Kindergarten) 212 40.8%


More academic support for kids (e.g. tutoring) 255 49%


More and better access to technology 88 16.9%

Other 31 6%

State Priority 1 Student Achievement. Please check the top two following resources/services that best support studentachievement.

State Priority 2 Student Engagement: Please check the top three following resources/services that best support studentengagement.

Extra-curricular activities (e.g. clubs, sports, band, etc.) 347 66.5%


More academic support for kids (e.g. tutoring) 273 52.3%


Connecting students to community resources (e.g. internships, resource centers, partnerships, mentors, etc.) 216 41.4%

Other 23 4.4%

Extra-curricular activities (e.g. clubs, sports, band, etc.) 347 66.5%


More academic support for kids (e.g. tutoring) 273 52.3%


Connecting students to community resources (e.g. internships, resource centers, partnerships, mentors, etc.) 216 41.4%

Other 23 4.4%

Advance Placement (AP) courses (courses that provide students the ability to get college credit) 257 49.7%

Connecting classroom learning to real-world experiences (e.g. career pathways, linked learning, internships) 323 62.5%

State Priority 3 Other Student Outcomes. Please check the top two following resources/services that best support studentachievement.

College preparatory exams (e.g. Early Assessment Program, PSAT, ACT, SAT, AP) 203 39.3%

California High School Exam (CAHSEE) pass rates 159 30.8%

State New Common Core Exams (SBAC) 66 12.8%

Other 18 3.5%

Advance Placement (AP) courses (courses that provide students the ability to get college credit) 257 49.7%

Connecting classroom learning to real-world experiences (e.g. career pathways, linked learning, internships) 323 62.5%

College preparatory exams (e.g. Early Assessment Program, PSAT, ACT, SAT, AP) 203 39.3%

California High School Exam (CAHSEE) pass rates 159 30.8%

State New Common Core Exams (SBAC) 66 12.8%

Other 18 3.5%

Social and Emotional Learning (recognizing and managing emotions, caring about others, making good decisions and developing positive relationships) 262 50.2%

Positive culture programs (e.g. bullying prevention, restorative justice, positive behavior interventions and supports) 281 53.8%

Extracurricular activities (e.g. clubs, sports, band, etc.) 217 41.6%

A safe school environment 240 46%

Collaboration with community resources (e.g. mental health, child welfare, juvenile justice agencies, etc. 77 14.8%

Other 8 1.5%

Social and Emotional Learning (recognizing and managing emotions, caring about others, making good decisions and developing positive relationships) 262 50.2%

Positive culture programs (e.g. bullying prevention, restorative justice, positive behavior interventions and supports) 281 53.8%

Extracurricular activities (e.g. clubs, sports, band, etc.) 217 41.6%

A safe school environment 240 46%

Collaboration with community resources (e.g. mental health, child welfare, juvenile justice agencies, etc. 77 14.8%

Other 8 1.5%

State Priority 4 Other School Climate. Please check the top two following resources/services that best support studentoutcomes.

State Priority 5 Parental Involvement. Please check the top three following resources/services that best support parentinvolvement.

Home Visits/Parent Teacher Home Visits 107 20.7%

Academic Parent Teacher Teams (APTT) (e.g. tools for families to support students learning at home) 190 36.8%

School-Family Communication (e.g. automated phone calls, newsletter, bulletins and websites) 293 56.8%

School community support (e.g. translators, liaisons) 245 47.5%

Parent as Partners/Parent Leadership Academy 118 22.9%

Connecting parents to community resources (e.g. parent resource centers, parent workshops, housing support, tutoring, mentoring) 233 45.2%

Support for parent focus groups and parent organizations 110 21.3%

Other 13 2.5%

Home Visits/Parent Teacher Home Visits 107 20.7%

Academic Parent Teacher Teams (APTT) (e.g. tools for families to support students learning at home) 190 36.8%

School-Family Communication (e.g. automated phone calls, newsletter, bulletins and websites) 293 56.8%

School community support (e.g. translators, liaisons) 245 47.5%

Parent as Partners/Parent Leadership Academy 118 22.9%

Connecting parents to community resources (e.g. parent resource centers, parent workshops, housing support, tutoring, mentoring) 233 45.2%

Support for parent focus groups and parent organizations 110 21.3%

Other 13 2.5%

Custodians and clean schools 188 36.1%

Technology (e.g. wiring and internet speed at school sites) 356 68.3%

Access to teaching materials and textbooks 378 72.6%

Teacher recruitment, selection and support 312 59.9%

Ongoing maintenance of district facilities 135 25.9%

Other 11 2.1%

Custodians and clean schools 188 36.1%

Technology (e.g. wiring and internet speed at school sites) 356 68.3%

Access to teaching materials and textbooks 378 72.6%

Teacher recruitment, selection and support 312 59.9%

Ongoing maintenance of district facilities 135 25.9%

Other 11 2.1%

State Priority 6 Basic Services. Please check the top three following resources/services that best support studentachievement.

Professional development for Common Core 253 48.9%

Parent workshops 169 32.7%

Access to practice tests 262 50.7%

Academic supports for students (e.g. summer school, before/after-school tutoring, intervention class) 241 46.6%

Technology supports (e.g. computers, software) 241 46.6%

Common Core instructional materials 210 40.6%

Other 14 2.7%

Professional development for Common Core 253 48.9%

Parent workshops 169 32.7%

Access to practice tests 262 50.7%

Academic supports for students (e.g. summer school, before/after-school tutoring, intervention class) 241 46.6%

Technology supports (e.g. computers, software) 241 46.6%

Common Core instructional materials 210 40.6%

Other 14 2.7%

State Priority 7 Implementation of Common Core Standards. Please check the top three following resources/services that bestsupport implementing the New Common Core Curriculum.

State Priority 8 Course Access. Please check the top two following resources/services that best support student access tostudent course work.

Access to specialized programs (e.g. Gifted And Talented (GATE), Linked Learning Pathways, academic criteria-based programs) 277 53.8%

Graduation requirements consistent with California State University (CSU) and University of California (UC) entrance criteria (e.g. A - G) 333 64.7%

Guidance to students and families navigating high school courses 250 48.5%

Additional support staff 123 23.9%

Other 10 1.9%

Access to specialized programs (e.g. Gifted And Talented (GATE), Linked Learning Pathways, academic criteria-based programs) 277 53.8%

Graduation requirements consistent with California State University (CSU) and University of California (UC) entrance criteria (e.g. A - G) 333 64.7%

Guidance to students and families navigating high school courses 250 48.5%

Additional support staff 123 23.9%

Other 10 1.9%

Other services and supports you would like the district to consider.

We need common core materials - especially working with informational reading standards. (RIs). 70% of reading is supposed to be informational not

narrative or literary. I know that in theory, Science and History teachers also support informational reading, but they lack training and teaching

materials at this point. For planning sessions it should be broken down by CAAT instead of department. I know it's hard to work all of our schedules,

but CAAT programs have not had enough collaboration time.

no

N/a

Additional information to parents on how to improve students learning.

smaller class size, more help in the classroom,( aides)

For them to treat student's equally. I think many students do not get treated equally and the students they do like they give them better grades.

More parent teacher interaction during test involvement

Cleaner restrooms.

Please consider allowing a budget (even if it's small) to clubs and programs that run during school, such as band or the Gay-Straight Alliance. Band

was only able to go to 2 competitions this year, as opposed to 3 last year and 4 the year before that, because the club was not allowed to have as

many fundraisers and the money couldn't be raised. The Gay-Straight Alliance is interested in doing more work with the community and being more

productive, but is very lacking in resources for this, as there are very few fundraisers the club is capable of holding.

thank you be

We should have classes that have to do with what we want to do as our careers, for example, medical field, teaching, business.

Not paying so much for laptops.

More Spanish speaking personal, and retraing staff.

Additional teachers in departments and support staff.

I would like for college representatives to come and visit the school more often and provide the students with information about their college.

Bigger Weight room, Bigger Cafeteria, More food

N/A

Better lunch facilities

More music and art in the elementary schools. Other extracurricular programs besides sports like robotics, chess, etc. Clubs at elementary level.

Extracurricular activities at elementary level. More support staff. Higher pay for substitute teachers.

The numbers in life wer g aides are to high. If class sizes were smaller students would have more opportunities to receive more individualized

instruction. So when moving forward they would be better prepared.

to explain cafeteria staff to treat the students with respect and patience because their kids and there's no need to yell at them especially the

kindergarten and preschool classes.

more counselors and staff members

More college & career planning with our students. Mainly in junior high & high school, but can start down at kindergarten.

lunch ladies

Parenting classes to help them better understand their students emotional state as well as how to speak to your child.

It would be great to have a bus monitor on the bus to assist bus drivers for the safety of our students.

programs for college

let seniors decorate there caps on grad night

Summer school programs. Even packages sent home during summer and having someone check like the older days in the migrant program.

Consider more tutoring for those that might be in a higher income family where they can't receive the help because they don't qualify.

Why not fundraising to have a food type of afternoon for parents to come and get familiar with the high school programs and opportunities that we

have for their children. Food attracts people and this will be a very solid opportunity to interact about school related items.

Monitoring teacher implementation of programs and technology requirements.

I would like the district like volleyball might not have conditioning because Devaney is out so there might not be volleyball conditioning over the

summer and also we should have like back up teachers just in case things like this happens.

Bret Harte would benefit from more Paraprofessionals to help the students in the classroom.

more trained psychologists who do not have administrative duties

I strongly believe smaller classes will help improve student achievement. Our students need more teacher student interaction and support. That

would be more valuable than extra before and after school programs.

I would like to have materials available to have projects in math classes where we can create real world items. This would be similar to what you

would find in a wood shop class, but would not be limited to carpentry.

More technology assistance. Technology that works better and we can count on more often.

The time school start in morning for all the school at same time. That time is real hard because of traffic . Parents don't consider other trying to drop

off their children's before the bell ring.

take away Math 1-3 and return to regular Geometry Algebra and pre-calculus

Personal Home technological access to stay on top of what our children are doing in the classroom. Communication with teachers.

No

BLOCK ALL SOCIAL MEDIA SITES AND NETFLIX.

I would like more support for Band and sports like tennis.

I BELIEVE THAT CLASSIFIED PEOPLE IN THE CLASSROOMS TO HELP STUDENTS WITH READING, PRACTICE OF READING AND

SUPPORT WOULD BENEFIT K-3. OUR KIDS NEED TO BE READY TO LEARN IN GRADE 4-12.

The way we go about our class placements could be changed. It is quit hard for a student to be learning along side a student that is so

advanced/ahead of the other.

I think teachers should treat students the same that just because students are disrespectful to the teacher to not let it out on the rest of the class.

They need let us use the restroom when we need to. I would want the teachers to put in grades on time so my grades won't go down.

Looping in education. Common Core leader groups, collaborative team groups in Common Core.

Opportunity for all teachers to attend conferences and bring new ideas to the classroom.

none at this time. :)

I would like to see the return of AVID to the middle and high school campuses. AVID's curriculum and instructional methodologies fully support all

types of learners. The extensive writing, reading, methods of inquiry, support the students in moving to the common core standards. AVID also

supports the English Learners in ways that promote listening, speaking, reading, and writing skills that are necessary for our students to be

redesignated. I also believe whole heartedly that AVID made me a better teacher and that the mindset of college readiness and critical thinkers

becomes a mantra for those who teach it as well as those who support it.

We need more mental health professionals dedicated specifically for student emotional and mental health services and not for student scheduling.

None that I can think of, of now.

We need to implement more hands on learning with books and writing not depend on technology but focus on the fundamentals of education.

Reading,writing,spelling, doing things the old fashion way. Technology is helpful but I think it should not be introduced until middle school when all the

kids have mastered the fundamentals.they pick up technology so fast they do not need access 24/7. It makes students and teachers lazy I have

encountered this first hand with HS and Middle School children. Technology is hurting their education rather than helping them thrive. I do not support

the districts decision to make all test on the iPads. We are robbing our children of a bright future were they can be independent and an asset to

society not a burden.

Nope

none

Built a cafeteria for the high school

It would be helpful encouraging students to "thrive" outside of what they're given. To encourage students to want to reach outside of their limits as to

going to a 4-year university or a better college rather than to remain comfortable into a junior college. A step into making a better school as a whole

would to actually believe in the students as students and not as individuals seen as an obligation. It would be more than helpful to value education

more than student standards such as overly strict rules.

Corcoran High School is low on electives offered during the actual school day. There should be more electives for students to enjoy besides their

actual core classes. There should also be more AP courses as the competition for admittance at higher level universities is at its all time high.

I would only like the students here at Corcoran High School to learn to appreciate the importance of education.

I believe we need to be device more ways or methods to reach out to parents so they can helps students at home. This needs to be done on a more

consistent basis. Al least two mandated sessions a year.

After school tutoring

The tech department does not do there jobs and erases everything you have on them so you have to redo a 5 page essay in one day

More fun and interactive electives for Corcoran High.

their is nothing else to say or do about this school program

Opportunities for our students to take college courses.

We need a focus on early literacy skills. Students should have access and mastery of basic reading skills before they move on to technology projects.

Having a full or part time mental health professional on the high school campus and the ability for students to seek help with social/emotional

difficulties outside of academics.

More sports for younger students

Counseling and Classroom support with an aide.

I as a parent consider Bret Hart to have more staff, and more tutoring for children.

Have students feel that they are getting more individual attention.

Parent support, but not necessarily involvement, at home is critical. Parents need to help support the accountability of students in the classroom.

none at this time

Counselors in each school

John Muir needs electives to help students understand where they can use the information they get in core classes.

Astronomy class, I'd like to study about the stars and planets. I'd also like to work about sports medicine.

Opportunities for teachers and staff to observe classrooms on the same grade level.

I would like the services and support of the district to consider after school programs(band, sports, and academic).

Class size reduction - Students can learn better with smaller class sizes because the teacher can focus on each student better.

The addition of more teachers needs to be addressed. The students get more individual attention when class sizes are 25.

Better lunch ladies, some can be very rude and even throw the food at times.

Students need to believe that they can do it.

A MANDATORY MEETING WITH COUNSELORS, AND A MUCH MORE REFINED PROCESS FOR CLASS SELECTION. It was a complete mess

when it came to registering. It's a process that requires much more time than we had. It will define how we will learn and eventually affect how we

mature, and it should be done with a little more finesse and professional direction. Want to hear more? Email me at:

[email protected]

Provide a bigger, more advanced and better suited to the student poulation high school campus

Hi pals

The younger students need more programs/assemblies to encourage them to have fun learning and I think it will make them want to come to school.

More psychologists and/or counselors at the elementary level trained to deal with behavioral and/or emotional problems.

More tutoring or programs for children having trouble learning in school especially for those who are in middle scoring level, not scoring too low but

not scoring high enough. There are not enough programs. Also like to see summer school or summer programs come back for all kids

Exercise programs

Laptops helps you in a lot of stuff.

Use of the TLC kitchen and quads as a cafeteria at Corcoran High School.

More teachers

Students need to have more activities to keep them out of trouble in the future. For example sports,band,workshops etc. I believe this will help so

much and will make a great future for them but our communitty as well later in their future.

After school tutoring for students who are behind

This student does not know

There should be a better verity of classes that students would be more interested in.

Communication is of vital importance at all grade levels,safety is something is just as important, parents do not feel at ease to send their children to

school to daily for fear of conflicts, bullying ,teacher intimidation, parents should be welcomed All Times good times and bad

The district should consider getting an indoor tennis court. There are pros and cons to that like one of the cons can be that the custodian may need to

clean it plus wax it. The pros for us tennis players is that the sun won't be in our eyes. When we try to serve, the sun is in our eyes which doesn't give

us an advantage. I know there is a 10% chance of us actually getting a tennis court, but it doesn't hurt to try.

I would like the district to consider how much we need more extracurriculars and clubs.

having more counselors (mental and other related problems)

Teach my child common core. How to sign his name (cursive writing). How to write a check out. Prepare students for the work environment.

Customer Service, Penmanship, promptness, office skills. Resources on how to find a job & how to interview for it.

More driving schools traing and job training more of teacher support to help students pass more

More AP classes in high school, more electives in middle school and high school, open options for students to try different classes and subjects

without being forced to choose a " Pathway".

We need common core materials - especially working with informational reading standards. (RIs). 70% of reading is supposed to be informational not

narrative or literary. I know that in theory, Science and History teachers also support informational reading, but they lack training and teaching

materials at this point. For planning sessions it should be broken down by CAAT instead of department. I know it's hard to work all of our schedules,

but CAAT programs have not had enough collaboration time.

no

N/a

Additional information to parents on how to improve students learning.

smaller class size, more help in the classroom,( aides)

For them to treat student's equally. I think many students do not get treated equally and the students they do like they give them better grades.

More parent teacher interaction during test involvement

Cleaner restrooms.

Please consider allowing a budget (even if it's small) to clubs and programs that run during school, such as band or the Gay-Straight Alliance. Band

was only able to go to 2 competitions this year, as opposed to 3 last year and 4 the year before that, because the club was not allowed to have as

many fundraisers and the money couldn't be raised. The Gay-Straight Alliance is interested in doing more work with the community and being more

productive, but is very lacking in resources for this, as there are very few fundraisers the club is capable of holding.

thank you be

We should have classes that have to do with what we want to do as our careers, for example, medical field, teaching, business.

Not paying so much for laptops.

More Spanish speaking personal, and retraing staff.

Additional teachers in departments and support staff.

I would like for college representatives to come and visit the school more often and provide the students with information about their college.

Bigger Weight room, Bigger Cafeteria, More food

N/A

Better lunch facilities

More music and art in the elementary schools. Other extracurricular programs besides sports like robotics, chess, etc. Clubs at elementary level.

Extracurricular activities at elementary level. More support staff. Higher pay for substitute teachers.

The numbers in life wer g aides are to high. If class sizes were smaller students would have more opportunities to receive more individualized

instruction. So when moving forward they would be better prepared.

to explain cafeteria staff to treat the students with respect and patience because their kids and there's no need to yell at them especially the

kindergarten and preschool classes.

more counselors and staff members

More college & career planning with our students. Mainly in junior high & high school, but can start down at kindergarten.

lunch ladies

Parenting classes to help them better understand their students emotional state as well as how to speak to your child.

It would be great to have a bus monitor on the bus to assist bus drivers for the safety of our students.

programs for college

let seniors decorate there caps on grad night

Summer school programs. Even packages sent home during summer and having someone check like the older days in the migrant program.

Consider more tutoring for those that might be in a higher income family where they can't receive the help because they don't qualify.

Why not fundraising to have a food type of afternoon for parents to come and get familiar with the high school programs and opportunities that we

have for their children. Food attracts people and this will be a very solid opportunity to interact about school related items.

Monitoring teacher implementation of programs and technology requirements.

I would like the district like volleyball might not have conditioning because Devaney is out so there might not be volleyball conditioning over the

summer and also we should have like back up teachers just in case things like this happens.

Bret Harte would benefit from more Paraprofessionals to help the students in the classroom.

more trained psychologists who do not have administrative duties

I strongly believe smaller classes will help improve student achievement. Our students need more teacher student interaction and support. That

would be more valuable than extra before and after school programs.

I would like to have materials available to have projects in math classes where we can create real world items. This would be similar to what you

would find in a wood shop class, but would not be limited to carpentry.

More technology assistance. Technology that works better and we can count on more often.

The time school start in morning for all the school at same time. That time is real hard because of traffic . Parents don't consider other trying to drop

off their children's before the bell ring.

take away Math 1-3 and return to regular Geometry Algebra and pre-calculus

Personal Home technological access to stay on top of what our children are doing in the classroom. Communication with teachers.

No

BLOCK ALL SOCIAL MEDIA SITES AND NETFLIX.

I would like more support for Band and sports like tennis.

I BELIEVE THAT CLASSIFIED PEOPLE IN THE CLASSROOMS TO HELP STUDENTS WITH READING, PRACTICE OF READING AND

SUPPORT WOULD BENEFIT K-3. OUR KIDS NEED TO BE READY TO LEARN IN GRADE 4-12.

The way we go about our class placements could be changed. It is quit hard for a student to be learning along side a student that is so

advanced/ahead of the other.

I think teachers should treat students the same that just because students are disrespectful to the teacher to not let it out on the rest of the class.

They need let us use the restroom when we need to. I would want the teachers to put in grades on time so my grades won't go down.

Looping in education. Common Core leader groups, collaborative team groups in Common Core.

Opportunity for all teachers to attend conferences and bring new ideas to the classroom.

none at this time. :)

I would like to see the return of AVID to the middle and high school campuses. AVID's curriculum and instructional methodologies fully support all

types of learners. The extensive writing, reading, methods of inquiry, support the students in moving to the common core standards. AVID also

supports the English Learners in ways that promote listening, speaking, reading, and writing skills that are necessary for our students to be

redesignated. I also believe whole heartedly that AVID made me a better teacher and that the mindset of college readiness and critical thinkers

becomes a mantra for those who teach it as well as those who support it.

We need more mental health professionals dedicated specifically for student emotional and mental health services and not for student scheduling.

None that I can think of, of now.

We need to implement more hands on learning with books and writing not depend on technology but focus on the fundamentals of education.

Reading,writing,spelling, doing things the old fashion way. Technology is helpful but I think it should not be introduced until middle school when all the

kids have mastered the fundamentals.they pick up technology so fast they do not need access 24/7. It makes students and teachers lazy I have

encountered this first hand with HS and Middle School children. Technology is hurting their education rather than helping them thrive. I do not support

the districts decision to make all test on the iPads. We are robbing our children of a bright future were they can be independent and an asset to

society not a burden.

Nope

none

Built a cafeteria for the high school

It would be helpful encouraging students to "thrive" outside of what they're given. To encourage students to want to reach outside of their limits as to

going to a 4-year university or a better college rather than to remain comfortable into a junior college. A step into making a better school as a whole

would to actually believe in the students as students and not as individuals seen as an obligation. It would be more than helpful to value education

more than student standards such as overly strict rules.

Corcoran High School is low on electives offered during the actual school day. There should be more electives for students to enjoy besides their

actual core classes. There should also be more AP courses as the competition for admittance at higher level universities is at its all time high.

I would only like the students here at Corcoran High School to learn to appreciate the importance of education.

I believe we need to be device more ways or methods to reach out to parents so they can helps students at home. This needs to be done on a more

consistent basis. Al least two mandated sessions a year.

After school tutoring

The tech department does not do there jobs and erases everything you have on them so you have to redo a 5 page essay in one day

More fun and interactive electives for Corcoran High.

their is nothing else to say or do about this school program

Opportunities for our students to take college courses.

We need a focus on early literacy skills. Students should have access and mastery of basic reading skills before they move on to technology projects.

Having a full or part time mental health professional on the high school campus and the ability for students to seek help with social/emotional

difficulties outside of academics.

More sports for younger students

Counseling and Classroom support with an aide.

I as a parent consider Bret Hart to have more staff, and more tutoring for children.

Have students feel that they are getting more individual attention.

Parent support, but not necessarily involvement, at home is critical. Parents need to help support the accountability of students in the classroom.

none at this time

Counselors in each school

John Muir needs electives to help students understand where they can use the information they get in core classes.

Astronomy class, I'd like to study about the stars and planets. I'd also like to work about sports medicine.

Opportunities for teachers and staff to observe classrooms on the same grade level.

I would like the services and support of the district to consider after school programs(band, sports, and academic).

Class size reduction - Students can learn better with smaller class sizes because the teacher can focus on each student better.

The addition of more teachers needs to be addressed. The students get more individual attention when class sizes are 25.

Better lunch ladies, some can be very rude and even throw the food at times.

Students need to believe that they can do it.

A MANDATORY MEETING WITH COUNSELORS, AND A MUCH MORE REFINED PROCESS FOR CLASS SELECTION. It was a complete mess

when it came to registering. It's a process that requires much more time than we had. It will define how we will learn and eventually affect how we

mature, and it should be done with a little more finesse and professional direction. Want to hear more? Email me at:

[email protected]

Provide a bigger, more advanced and better suited to the student poulation high school campus

Hi pals

The younger students need more programs/assemblies to encourage them to have fun learning and I think it will make them want to come to school.

More psychologists and/or counselors at the elementary level trained to deal with behavioral and/or emotional problems.

More tutoring or programs for children having trouble learning in school especially for those who are in middle scoring level, not scoring too low but

not scoring high enough. There are not enough programs. Also like to see summer school or summer programs come back for all kids

Exercise programs

Laptops helps you in a lot of stuff.

Use of the TLC kitchen and quads as a cafeteria at Corcoran High School.

More teachers

Students need to have more activities to keep them out of trouble in the future. For example sports,band,workshops etc. I believe this will help so

much and will make a great future for them but our communitty as well later in their future.

After school tutoring for students who are behind

This student does not know

There should be a better verity of classes that students would be more interested in.

Communication is of vital importance at all grade levels,safety is something is just as important, parents do not feel at ease to send their children to

school to daily for fear of conflicts, bullying ,teacher intimidation, parents should be welcomed All Times good times and bad

The district should consider getting an indoor tennis court. There are pros and cons to that like one of the cons can be that the custodian may need to

clean it plus wax it. The pros for us tennis players is that the sun won't be in our eyes. When we try to serve, the sun is in our eyes which doesn't give

us an advantage. I know there is a 10% chance of us actually getting a tennis court, but it doesn't hurt to try.

I would like the district to consider how much we need more extracurriculars and clubs.

having more counselors (mental and other related problems)

Teach my child common core. How to sign his name (cursive writing). How to write a check out. Prepare students for the work environment.

Customer Service, Penmanship, promptness, office skills. Resources on how to find a job & how to interview for it.

More driving schools traing and job training more of teacher support to help students pass more

More AP classes in high school, more electives in middle school and high school, open options for students to try different classes and subjects

without being forced to choose a " Pathway".

Tell us about yourself. I am a . . .

Select any school you are most associated with:

What do you appreciate about your school or the district? (Check any of the following)

State Priority 1 Student Achievement. Please check the top two following resources/services that best support studentachievement.

State Priority 2 Student Engagement: Please check the top three following resources/services that best support studentengagement.

State Priority 3 Other Student Outcomes. Please check the top two following resources/services that best support studentachievement.

State Priority 4 Other School Climate. Please check the top two following resources/services that best support studentoutcomes.

State Priority 5 Parental Involvement. Please check the top three following resources/services that best support parentinvolvement.

State Priority 6 Basic Services. Please check the top three following resources/services that best support studentachievement.

State Priority 7 Implementation of Common Core Standards. Please check the top three following resources/services that bestsupport implementing the New Common Core Curriculum.

State Priority 8 Course Access. Please check the top two following resources/services that best support student access tostudent course work.

Other services and supports you would like the district to consider.

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PHILOSOPHY - GOALS - OBJECTIVES AND COMPREHENSIVE PLANS AR 0460 Local Control and Accountability Plan

Page 1 of 4

Regulation approved: February 11, 2014 CORCORAN UNIFIED SCHOOL DISTRICT Revision proposed: May 26, 2015

Content of the Plan Goals and Actions Addressing State and Local Priorities

In addition, several state priorities address programs and services for "unduplicated students." For purposes of supplemental and concentration grants allocated through the local control funding formula (LCFF), "unduplicated students" are defined by Education Code 42238.02 as students eligible for free or reduced-price meals, English learners, and foster youth; see the accompanying Board policy.

The District's local control and accountability plan (LCAP) shall include, for the district and each district school: (Education Code 52060)

1. A description of the annual goals established for all students and for each numerically significant subgroup as defined in Education Code 52052, including ethnic subgroups, socioeconomically disadvantaged students, English learners, students with disabilities, and foster youth. The LCAP shall identify goals for each of the following state priorities:

a. The degree to which district teachers are appropriately assigned in accordance with Education Code 44258.9 and fully credentialed in the subject areas and for the students they are teaching; every district student has sufficient access to standards-aligned instructional materials as determined pursuant to Education Code 60119; and school facilities are maintained in good repair as specified in Education Code 17002

(cf. 1312.4 - Williams Uniform Complaint Procedures) (cf. 3517 - Facilities Inspection) (cf. 4112.2 - Certification) (cf. 4113 - Assignment) (cf. 6161.1 - Selection and Evaluation of Instructional Materials)

b. Implementation of the academic content and performance standards adopted by the State Board of Education (SBE), including how the programs and services will enable English learners to access the Common Core State Standards and the English language development standards for purposes of gaining academic content knowledge and English language proficiency

(cf. 6011 - Academic Standards) (cf. 6174 - Education for English Language Learners)

c. Parent/guardian involvement, including efforts the district makes to seek parent/guardian input in district and school site decision making and how the district will promote parent/guardian participation in programs for unduplicated students, as defined in Education Code 42238.02 and Board policy

(cf. 3553 - Free and Reduced Price Meals) (cf. 6020 - Parent Involvement) (cf. 6159 - Individualized Education Program) (cf. 6173.1 - Education for Foster Youth)

d. Student achievement, as measured by all of the following as applicable:

(1) Statewide assessments of student achievement

(2) Academic Performance Index

(3) The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs


Page 2 of 4


of study that satisfy specified requirements and align with SBE-approved career technical education standards and frameworks, including, but not limited to, those described in Education Code 52302, 52372.5, or 54692

(4) The percentage of English learners who make progress toward English proficiency as measured by the SBE-certified assessment of English proficiency

(5) The English learner reclassification rate

(6) The percentage of students who have passed an advanced placement examination with a score of 3 or higher

(7) The percentage of students who participate in and demonstrate college preparedness in the Early Assessment Program pursuant to Education Code 99300-99301

(cf. 0500 - Accountability) (cf. 6141.5 - Advanced Placement) (cf. 6162.5 - Student Assessment) (cf. 6162.51 - Standardized Testing and Reporting Program) (cf. 6178 - Career Technical Education)

e. Student engagement, as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, and high school graduation rates, as applicable

(cf. 6146.1 - High School Graduation Requirements) (cf. 5113.1 - Chronic Absence and Truancy) (cf. 5147 - Dropout Prevention) (cf. 5149 - At-Risk Students)

f. School climate, as measured by student suspension and expulsion rates and other local measures, including surveys of students, parents/guardians, and teachers on the sense of safety and school connectedness, as applicable

(cf. 5137 - Positive School Climate) (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))

g. The extent to which students have access to and are enrolled in a broad course of study that includes all of the subject areas described in Education Code 51210 and 51220, as applicable, including the programs and services developed and provided to unduplicated students and students with disabilities, and the programs and services that are provided to benefit these students as a result of supplemental and concentration grant funding pursuant to Education Code 42238.02 and 42238.03

(cf. 6143 - Courses of Study)

h. Student outcomes, if available, in the subject areas described in Education Code 51210 and 51220, as applicable

2. Any goals identified for any local priorities established by the Board.

(cf. 0200 - Goals for the School District)

3. A description of the specific actions the district will take during each year of the LCAP to achieve the identified goals, including the enumeration of any specific actions necessary for that year to correct any deficiencies in regard


Page 3 of 4


to the state and local priorities specified in items #1-2 above. Such actions shall not supersede provisions of existing collective bargaining agreements within the district.

For purposes of the descriptions required by items #1-3 above, the Board may consider qualitative information, including, but not limited to, findings that result from any school quality reviews conducted pursuant to Education Code 52052 or any other reviews. (Education Code 52060)

For any local priorities addressed in the LCAP, the Board and Superintendent or designee shall identify the method for measuring the district's progress toward achieving those goals. (Education Code 52060)

To the extent practicable, data reported in the LCAP shall be reported in a manner consistent with how information is reported on a school accountability report card. (Education Code 52060)

(cf. 0510 - School Accountability Report Card)

Increase or Improvement in Services for Unduplicated Students

The LCAP shall demonstrate how the district will increase or improve services for unduplicated students at least in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated students. (5 CCR 15494-15496)

When the district expends supplemental and/or concentration funds on a districtwide or schoolwide basis during the year for which the LCAP is adopted, the district's LCAP shall: (5 CCR 15496)

1. Identify those services that are being funded and provided on a districtwide or schoolwide basis

2. Describe how services are principally directed towards, and are effective in, meeting the district's goals for unduplicated students in the state priority areas and any local priority areas

3. If the enrollment of unduplicated students is less than 55 percent of district enrollment or less than 40 percent of school enrollment, describe how these services are the most effective use of the funds to meet the district's goals for its unduplicated students in the state priority areas and any local priority areas. The description shall provide the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experiences, or educational theory. (5 CCR 15496)

Annual Updates

On or before July 1 of each year, the LCAP shall be updated using the template developed by the SBE and shall include all of the following: (Education Code 52061)

1. A review of any changes in the applicability of the goals described in the existing LCAP pursuant to the section "Content of the Plan" “Goals and Actions Addressing State and Local Prioritites” above

2. A review of the progress toward the goals included in the existing LCAP, an assessment of the effectiveness of the specific actions described in the existing LCAP toward achieving the goals, and a description of changes to the specific actions the district will make as a result of the review and assessment

3. A listing and description of the expenditures for the fiscal year implementing the specific actions included in the LCAP and the changes to the specific actions made as a result of the reviews and assessment required by items #1-2 above


Page 4 of 4


4. A listing and description of expenditures for the fiscal year that will serve unduplicated students and students redesignated as fluent English proficient

Availability of the Plan

The Superintendent or designee shall post the LCAP and any updates or revisions to the LCAP on the district's web site. (Education Code 52065)

(cf. 1113 - District and School Web Sites)

PHILOSOPHY - GOALS - OBJECTIVES AND COMPREHENSIVE PLANS BP 0460 Local Control and Accountability Plan

Page 1 of 4

Policy approved: February 11, 2014 CORCORAN UNIFIED SCHOOL DISTRICT Revision proposed: May 26, 2015

The Governing Board desires to ensure the most effective use of available state funding to improve outcomes for all students. A community-based, comprehensive, data-driven planning process shall be used to identify annual goals and specific actions aligned with state and local priorities and to facilitate continuous improvement of district practices.

(cf. 0000 - Vision) (cf. 0200 - Goals for the School District)

The Board shall adopt a districtwide local control and accountability plan (LCAP), using following the template provided by the State Board of Education, which in 5 CCR 15497.5, that addresses the state priorities specified in Education Code52060 and any local prioritites adopted by the Board. The LCAP shall be effective for three years and shall be updated on or before July 1 of each year and, like the district budget, shall cover the next fiscal year and subsequent two fiscal years. (Education Code 52060; CCR 15497.5)

(cf. 3100 – Budget)

In addition, the LCAP shall address any local priorities adopted by the Board.

The LCAP shall focus on improving outcomes for all students, particularly those who are "unduplicated students" and other underperforming students.

Unduplicated students include students who are eligible for free or reduced-price meals,English learners, and foster youth and are counted only once for purposes of the local control funding formula. (Education Code42238.02)

(cf. 3553 - Free and Reduced Price Meals) (cf. 6173.1 - Education for Foster Youth) (cf. 6174 - Education for English Language Learners)

To minimize duplication of effort and provide clear direction for program implementation, the LCAP and other district and school plans shall be aligned to the extent possible.

The Superintendent or designee shall review the single plan for student achievement (SPSA) submitted by each district school pursuant to Education Code 64001 to ensure that the specific actions included in the LCAP or the annual update are consistent with strategies included in the SPSA. (Education Code 52062)

(cf. 0420 - School Plans/Site Councils) The LCAP shall also be aligned with other district and school plans to the extent possible in order to minimize duplication of effort and provide clear direction for program implementation. (cf. 0400 - Comprehensive Plans) (cf. 0440 - District Technology Plan) (cf. 0450 - Comprehensive Safety Plan) (cf. 5030 - Student Wellness) (cf. 6171 - Title I Programs) (cf. 7110 - Facilities Master Plan)

Any complaint that the district has not complied with legal requirements pertaining to the LCAP may be filed pursuant to AR 1312.3 - Uniform Complaint Procedures. (Education Code 52075)

(cf. 1312.3 - Uniform Complaint Procedures)


Page 2 of 4


Plan Development

The Superintendent or designee shall gather data and information needed for effective and meaningful plan development and present it to the Board and community. Such data and information shall include, but not be limited to, data regarding the numbers of students in various student subgroups, disaggregated data on student achievement levels, and information about current programs and expenditures.

The Board shall consult with teachers, principals, administrators, other school personnel, employee bargaining units, parents/guardians, and students in developing the LCAP. Consultation with students shall enable unduplicated students and other numerically significant student subgroups to review and comment on LCAP development and may include surveys of students, student forums, student advisory committees, and/or meetings with student government bodies or other groups representing students. (Education Code 52060; 5 CCR 15495) (cf. 1220 - Citizen Advisory Committees) (cf. 4140/4240/4340 - Bargaining Units) (cf. 4143/4243 - Negotiations/Consultation) (cf. 6020 - Parent Involvement)

Public Review and Input

The Board shall establish the following committee(s) to review and comment on the LCAP: (Education Code52063)

The Board shall establish a parent advisory committee to review and comment on the LCAP. The committee shall be composed of a majority of parents/guardians and shall include at least one parent/guardian of an unduplicated student as defined above. (Education Code 52063; 5 CCR 15495)

Whenever district enrollment includes at least 15 percent English learners, with at least 50 students who are English learners, the Board shall establish an English learner parent advisory committee composed of a majority of parents/guardians of English learners. (Education Code 52063; 5 CCR 15495)

The Superintendent or designee shall present the LCAP or the annual update to the groups listed above under Plan Development committee(s) before it is submitted to the Board for adoption, and shall respond in writing to comments received from the committee(s). (Education Code 52062)

The Superintendent or designee shall notify members of the public of the opportunity to submit written comments regarding the specific actions and expenditures proposed to be included in the LCAP or the annual update to the LCAP. The notification shall be provided using the most efficient method of notification possible, which may not necessarily include producing printed notices or sending notices by mail. All written notifications related to the LCAP or the annual update shall be provided in the primary language of parents/guardians when required by Education Code 48985. (Education Code 52062)

(cf. 5145.6 – Parental Notifications)

The Board shall hold at least one public hearing to solicit the recommendations and comments of members of the public regarding the specific actions and expenditures proposed to be included in the LCAP or the annual update. The public hearing shall be held at the same meeting as the public budget hearing required prior to the adoption of the district budget in accordance with pursuant to Education Code 42127 and AR 3100 - Budget. (Education Code 42127, 52062)

(cf. 3100 - Budget) (cf. 3460 - Financial Reports and Accountability) (cf. 9320 - Meetings and Notices)


Page 3 of 4


Adoption of the Plan

The Board shall adopt the LCAP or the annual update. prior to adopting the district budget, but at the same public meeting. This meeting shall be held after the public hearing described above, but not on the same day as the hearing. (Education Code 52062)

The Board may adopt revisions to the LCAP at any time during the period in which the plan is in effect, provided the Board follows the process to adopt the LCAP pursuant to Education Code 52062 and the revisions are adopted in a public meeting. (Education Code 52062)

Submission of Plan to County Superintendent of Schools

Not later than five days after adoption of the LCAP or the annual update to the LCAP, the Board shall file the LCAP or the annual update with the County Superintendent of Schools. (Education Code 52070)

If the County Superintendent sends, by August 15, a written request for clarification of the contents of the LCAP or the annual update, the Board shall respond in writing within 15 days of the request. If the County Superintendent then submits recommendations for amendments to the LCAP within 15 days of receiving the Board's response, the Board shall consider those recommendations in a public meeting within 15 days of receiving the recommendations. (Education Code 52070)

Monitoring Progress

The Superintendent or designee shall report to the Board, at least annually in accordance with the timeline and indicators established by him/her and the Board, regarding the district's progress toward attaining each goal identified in the LCAP. Evaluation data shall be used to recommend any necessary revisions to the LCAP.

(cf. 0500 - Accountability)

Technical Assistance/Intervention

When it is in the best interest of the district, the Board may submit a request to the County Superintendent for technical assistance, including, but not limited to: (Education Code 52071)

1. Assistance in the identification of district strengths and weaknesses in regard to state priorities and review of effective, evidence-based programs that apply to the district's goals

2. Assistance from an academic expert, team of academic experts, or another district in the county in identifying and implementing effective programs to improve the outcomes for student subgroups

3. Advice and assistance from the California Collaborative for Educational Excellence established pursuant to Education Code 52074

In the event that the County Superintendent requires the district to receive technical assistance pursuant to Education Code 52071, the Board shall review all recommendations received from the County Superintendent or other advisor and shall consider revisions to the LCAP as appropriate in accordance with the process specified in Education Code 52062.

If the Superintendent of Public Instruction (SPI) identifies the district as needing intervention pursuant to Education Code 52072, the district shall cooperate with any action taken by the SPI or any academic advisor appointed by the SPI, which may include one or more of the following:


Page 4 of 4


1. Revision of the district's LCAP

2. Revision of the district's budget in accordance with changes in the LCAP

3. A determination to stay or rescind any district action that would prevent the district from improving outcomes for all student subgroups, provided that action is not required by a collective bargaining agreement

Legal Reference:

EDUCATION CODE 305-306 English language education 17002 State School Building Lease-Purchase Law, including definition of good repair 41020 Audits 42127 Public hearing on budget adoption 42238.01-42238.07 Local control funding formula 44258.9 County superintendent review of teacher assignment 48985 Parental notices in languages other than English 51210 Course of study for grades 1-6 51220 Course of study for grades 7-12 52052 Academic Performance Index; numerically significant student subgroups 52060-52077 Local control and accountability plan 52302 Regional occupational centers and programs 52372.5 Linked learning pilot program 54692 Partnership academies 60119 Sufficiency of textbooks and instructional materials; hearing and resolution 60605.8 California Assessment of Academic Achievement; Academic Content Standards Commission 60811.3 Assessment of language development 64001 Single plan for student achievement 99300-99301 Early Assessment Program CODE OF REGULATIONS, TITLE 5 15494-15497.5 Local control and accountability plan and spending requirements UNITED STATES CODE, TITLE 20 6312 Local educational agency plan 6826 Title III funds, local plans Management Resources: CSBA PUBLICATIONS Impact of Local Control Funding Formula on Board Policies, November 2013 Local Control Funding Formula 2013, Governance Brief, August 2013 State Priorities for Funding: The Need for Local Control and Accountability Plans, Fact Sheet, August 2013 CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS California School Accounting Manual WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov

Corcoran Unified School District 1520 Patterson Avenue, Corcoran, California 93212

(559) 992-8888 – Fax (559) 992-3957

ADMINISTRATION Rich Merlo Lora Cartwright Mary Taylor Steve Berry Pamela Dihel Superintendent Director of Educational Services Director of Categorical Programs Director of Technology Chief Business Officer

BOARD OF TRUSTEES

Karen Frey Robert Alcorn Mary Wadsworth Bobby Toney Mary Gonzales-Gomez

To: Mr. Merlo and School Board Members From: Lora Cartwright Date: 4/12/2015 Subject: CUSD Minimum Days, Quarter/Semester and Trimester Dates

Subject: CUSD Minimum Days, Quarter/Semesters, Trimesters, Parent Conferences

John Muir Middle School, Kings Lake and Corcoran High School Quarter and Semester Dates:�� 1st Semester- Aug. 17-Dec. 18 �� 1st Quarter-Aug 17 -October 16 (44 days)

2nd Quarter- October 19 -December 18 (41 days)

2nd Semester Jan. 11-June 3

3rd Quarter- January 11 - March 18 (47 days)

4th Quarter- March 29 - June 3 (48 days)

John Muir, Kings Lake and Corcoran High School Progress/Semester Grade Dates: 1st Quarter Progress-September 16 2nd Quarter Progress-November 17 End of 1st Semester December 18 3rd Quarter Progress-February 12 4th Quarter Progress-April 29 End of 2nd Semester Grades June 3

John Muir Minimum Days For Parent Teacher Conference Dates: October 22, 23 March 31, April 1 Dismissal @ 11:52 a.m. 6 grade Dismissal @ 12:22 p.m. 7 /8 grades

Corcoran High School Early-Outs for Finals Dates: Dec. 15-17 May 31 & June 1 & 2 Dismissal @ 1:42

2

Bret Harte/John C. Fremont and Mark Twain Elementary School Trimester Dates: Trimester 1- August 17-November 6 (59 days) Trimester 2- November 9- February 26 (58 days) Trimester 3- February 29- June 3 (63 days)

Bret Harte/John C. Fremont and Mark Twain Elementary School Minimum Days For Parent Teacher Conferences:�� November 16-20 March 7-11 Dismissal @ 1:15 for K Dismissal @ 1:30 for Grade 1-5

District-wide Minimum Days: Dismissal @ Dec 18 June 3 Dismissal @ 12:15 for K Dismissal @ 12:30 for Grade 1-5 Dismissal @ 11:52 a.m. for Grade 6 Dismissal @ 12:22 p.m. for Grades 7 & 8 Dismissal @ 12:32 for Corcoran High School and Kings Lake

Sincerely,

Lora Cartwright

PERSONNEL ASSIGNMENT ORDER 2014-2015 #16

May 26, 2015

Credentialed Positions New Hires Position/Grade Credential Held Effective Date Audrey Long 2nd grade/Fre Clear MS 08/11/15 Violet Germinaro English/HS SS English 08/11/15 Kaytlyn Naylon Ag/HS SS Ag 08/11/15 Ana Chavez Counselor/50%HS/50%COS PPS 08/03/15 Transfers/Re-Assignments From To Effective Date Sarah Howard Science/HS Academic Technology Coach 08/11/15 Gay Lori Montejano Literacy Coach/JM ELL District Coordinator 08/11/15 Resignation/Retire Position Effective Date Ken Spencer John Muir Principal 06/30/15 Jennifer Ferguson Special Ed/HS 06/05/15 In-Active Status Position Effective Date

Classified Positions New Hires Position/Months Site Effective Date Crystal Aguilar Secretary II/ 209 Days MT 07/27/15 Andrea Valencia Academic Career Coach/ 199 days HS 08/03/15 Ana Alcantar Health Care Nurse Annex 05/04/15 Transfers/Reassignments Position/From Site/Hours Position/To Site/Hours Effective Date Resignations Position Site Effective Date Jessica Gomez Head Cook HS 05/26/15

Coaching / Extra Positions New Hires Sport / Position Site Effective Date Melvin Campbell Varsity Football HS 07/27/15 Re-Hires Sport / Position Site Effective Date

2015-2016 Certificated Teachers

May 26, 2015

Abeyta, Carol

Adalian, Dean

Agudo, Linda L

Albert, Evelyn M

Alvarez, Miguel A

Andrada, Roberta L

Arreola, Ramon S

Arriola, John R

Ayers, Polly A

Bartron, Donna

Beam, Kristy A

Bearfield, Rick L

Bernardo, Robert

Blevins, Angie

Boyett, Kathryn H

Boyett, Rae Ann

Brockie, Staci D

Brown, Nicholas J

Calderon, Diana M

Camarena, Silvia M

Carlos-Contreras, Teresa

Carnes, Jonathan M

Caselli, Carolyn A

Ceja, Angelica

Chavez, Amanda

Christie, Sarah L

Coleman, Lisa J

Conley, Leslie M

Cooper, Brent M

Crane, Clara A

Davis, Brooke A

Daza, Erin M

De Cicco, Daniel B

Doran, Jari

Edginton, Tiffany

Dobbins, Shayna

Early, Marsha

Edginton, Tiffany

Feldmann, Robin A

Felix, Laura

Fields, Lupita

Fierro, Judy K

Fraley, Darren J

Fruit, Theresa M

Gallardo, Cristina G

Gamble, Despina

Gilden, Dawn M

Godinho, Melissa L

Gomez, Alisa M

Green, Maria M

Guerrine, Elizabeth

Guevara, Carlos

Hanes, Regan C

Hansen, Janet

Heck, Terri

Howard, Sarah E

Howarth, Katherine

Hulbert, Wendi L

Hutton, Tammie L

Jacobsma, Patricia N

Johanson, Adam

Johnson, Melanee

Johnson, Rosemarie

Jones, Bernadette

Ketner, Wanda S

Kitson, Brian C

Knight, Thomas

Lantz, Susan

Larkin, Edwin L

Leal, Sherry K

Lerma, Maria Del Rosio

Lerma, Maricela G

Lerma, Robert

Long, Cara

Loopstra, Stephanie J

Lucio, LeeAnne

Martin, Laurie R

Martin, Marisa L

Martinez, Steven

McCoy, Chad P

McDonald, Ian

McDonald, Priscilla

Mendoza, Laura

Mendoza, Rafael

Miller, Brett

Miller, Issa J

Montejano, Gay L.

Mora, John J

Morris, Kimberly

Morrison, Rebecca C

Morse, Helen J

Nunez, Ivette J

Ochoa, Victor

Ontiveros, Alice M

Ornellas, Kellen

Palmer, Michael

Pankratz, Michael

Parker, Mel

Pearce, Dory

Perreault, Gerard

Perryman, Amy L

Pinto, Jennifer

Powell, Mandi R

Ramirez, Isaias

Ramirez, Justin J

Ramirez, Stacey Susan

Rea-Rodriguez, Candace

Reynoso, Elizabeth

Rietkerk, Ernestina S

Ring, Tiana A

Rios, Richard T

Rivera, Adrian

Rodriguez, Amanda

Romao, Michelene

Romero, Cathryn

Salcedo, Roseanne P

Sanders, Mark A

Salinas, Crystal

Sansom, Gregory

Sawtelle, Kurtis L

Schalde, Angela

Schimpf, Ximena G

Schmidt, Kathy S

Scott, Kristine M

Searson, David

Serrato, Cecilia

Shellhamer, Leanne C

Silveira, Mary Lou

Spencer, Christine

Steffen, Jennifer M

Stinger, Ashley

Stokes, Jari

Thompson, Lisa A

Tigert, Morgan

Toriz, Monica J

Tumaque, Joan

Uldall, Jerod C

Urias, Amber E

Van Essen, Jennifer A

Vera , Tiffany D

Wakefield, Justin

Wales, Nicole

Westbay, Janice R

Westbay, Jill

White, Douglas L

Whitfield, Brian

Williams, Karen A

Williams, Susan L

Wright Jr., Bobby Lee

Yehl, Karen


(559) 992-8888 – Fax (559) 992-3957

May 26, 2015

RECOMMENDATION OF THE DISTRICT SUPERINTENDENT CONCERNING ADDITION OF PARTICULAR KINDS OF SERVICE

Dear Board of Trustees: I, Rich Merlo, Superintendent of Corcoran Unified School District, hereby recommend to the Board of Trustees that at the close of the 2014-2015 school year, the following particular kinds of services now being provided by the District be increased as follows meet the particular needs of students throughout the District, for the 2015-2016 school year: 1. Add one (1) FTE, AG Teacher position. This position will be a Certificated 184 day position.

Respectfully submitted, Rich Merlo Superintendent


(559) 992-8888 – Fax (559) 992-3957

May 26, 2015

RECOMMENDATION OF THE DISTRICT SUPERINTENDENT CONCERNING ADDITION OF PARTICULAR KINDS OF SERVICE

Dear Board of Trustees: I, Rich Merlo, Superintendent of Corcoran Unified School District, hereby recommend to the Board of Trustees that the following particular kinds of services now being provided by the District be increased as follows meet the particular needs of students throughout the District for the 2015-2016 school year: 1. Add one (1) FTE, Physical Education Teacher (Certificated) for Kindergarten through 5th grade, to be

determined of station whereabouts.

Respectfully submitted, Rich Merlo Superintendent