(lcap) template and annual update accountability plan...that promotes mastery of meaningful content,...

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

2018-19

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name

Tahoe-Truckee Unified School District

Contact Name and Title

Valerie Simpson Executive Director of Educational Services

Email and Phone

[email protected] (530) 582--2500

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

Our Region and District The Tahoe Truckee Unified School District is located in the historic Tahoe Truckee region of the Sierra Nevada Mountains, 100 miles northeast of Sacramento and 35 miles west of Reno, Nevada. This community is caring, active, and dedicated to the vibrant ecosystem. Formerly home to nomadic Native American tribes, the region began to change when it became the crossing-over point in the Sierra's for explorers and settlers headed to mine for gold and silver. In the 1860's, when silver was discovered in nearby Virginia City, a vibrant lumber, and railroad industry emerged. After the first car survived the pass in 1905, famous and not so famous people seeking the respite of the outdoors increased as did lodges and restaurants. In the winter of 1960, the Olympic Games held at Squaw Valley solidified the winter sports frenzy for the region. The region is best known for beautiful Lake Tahoe, winter sports, music, arts and the pristine environment which provides year-round fun and adventure. A dedicated community helped to establish the first connection with the county school system in 1927. Tahoe Lake School, at the top of Grove Street, was then opened. Since then the school district has grown to approximately 4,000 students in 12 schools and spans three California counties: Nevada, Placer, and El Dorado. The District encompasses more than 720 square miles

https://www.caschooldashboard.org/#/Details/31669440000000/3/EquityReport

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and its boundaries stretch from Sierra County, eight miles north of Truckee, south to Emerald Bay, and from Yuba Gap, twenty miles to the west, to Floriston, fifteen miles to the east of Truckee. Tahoe Truckee Unified is a basic aid district that is recognized for its commitment to providing challenging and engaging learning opportunities so that scholars can thrive and be successful in a globally competitive age. Extensive partnerships with community members and agencies allow the district to provide additional programs that enhance the overall education of students. The district boasts some of the lowest district-wide class size ratios in Placer County and many of the schools have been recognized as Gold Ribbon, California Distinguished, Title I High Achieving and/or Honor Roll for Academic Achievement schools in the past several years. Elected Board of Education The TTUSD Board of Education hold students as the focus of all decisions and works in collaboration with students, parents, staff, and the community, to sustain a culture of quality, accountability, responsibility, and respect. The Pathways 2020 document represents collaborative work that was started in the spring of 2012 when the Superintendent Chief Learning Officer, Dr. Robert Leri, conducted a comprehensive Listening and Learning tour of the school district. From this data and district and state assessment data, themes were identified to celebrate learning success and address gaps. This information and more was used by the district’s governance team to develop a new district vision and beliefs that are included below: District Vision & Beliefs Pathways 2020 – Providing Pathways to Possibilities and Student Success District Vision All Tahoe Truckee Unified School District scholars will be provided challenging and engaging learning opportunities in order to thrive and to be successful in a globally competitive age. This goal will be accomplished through collaboration with students, parents, staff, and the community, united in dedication to our children’s future. Highly skilled, motivated and caring principals and teachers will engage scholars with effective and innovative instruction through a rigorous and relevant curriculum that promotes mastery of meaningful content, creativity, critical thinking, teamwork, problem-solving, respect for diversity, the ability to communicate in multiple languages, and the effective use of technology. A culture of quality, accountability, responsibility, and respect shall characterize the school district. Beliefs Students are the focus of all decisions. A culture of accountability shall drive excellence and promote the district vision of teaching and learning. Open, honest, respectful and responsive communication is fundamental to the collaborative process. The physical, social and emotional well-being of students results from a partnership between families, the school staff, and the community. Learning is a process that combines nurturing, creativity, imagination, honoring a sense of wonder, and exploration of individual interests. We believe in embracing the diversity embodied within our community and appreciating the richness it adds to life. The Lake Tahoe region is precious, and we value our physical environment and integrate this element into our educational goals. Schools, families and the community are partners in helping students develop a sense of ownership for their learning. Teachers are passionate professionals entrusted with the duty of ensuring the highest level of learning for all students.

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School principals are passionate professionals who are leaders of leaders and accountable for the success of the school. All district staff members contribute to a safe environment conducive to providing challenging and engaging learning opportunities for students. The Superintendent-Chief Learning Officer has a critical responsibility to communicate a vision of the future and to initiate and support action toward the vision. The Board of Education is entrusted with the responsibility for setting policies and strategies that are consistent with these beliefs and assures the district meets its vision. Our Students Tahoe Truckee Unified School District serves 3,921 students from Transitional Kindergarten through 12th grade. We also have two preschool programs and a recently added Adult Education program. In 2017-2018 the percentage of socio-economically disadvantaged students is 42%. This includes 17% English Learners, 11% Students with Disabilities and 1% homeless and/or foster youth is 30%. With the three LCAP goals focusing efforts on academic excellence, support, safety, and adult professional capacity, students in Tahoe Truckee will be provided the skills, knowledge and resources to graduate college and career ready. Our Staff The Tahoe Truckee Unified School District is served by a five-member Board of Trustees and led by a Superintendent Chief Learning Officer and Executive Cabinet consisting of an Executive Director of Educational Services, an Executive Director of Business Services, and an Executive Director of Student Services. Each elementary school has a principal, and both Glenshire and Truckee Elementary schools have full-time assistant principals in addition to a principal. Both Alder Creek Middle School and North Tahoe School (fifth-eighth) have a principal and full-time assistant principal as do both of the comprehensive high schools. One principal successfully serves both Sierra High School and Cold Stream Alternative. The teaching staff in Tahoe Truckee Unified is outstanding and continually strives for effective and innovative instruction through a rigorous and relevant curriculum that promotes mastery of meaningful content, creativity, critical thinking, teamwork, problem-solving, respect for diversity, the ability to communicate in multiple languages, and the effective use of technology. Additional certificated and classified staff that includes counselors, psychologists, academic coaches, secretaries, librarians and library aides, food services personnel, bus drivers, maintenance staff, as well as custodians, LVNs/Health Aides, interpreters, instructional assistants, yard duty, and computer technicians all serve to ensure student success! The Tahoe Truckee Unified School District takes pride in providing Pathways to Possibilities and Student Success!

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

After careful consideration of the goals and activities contained in last year's LCAP document, the current LCAP has been redesigned to better align with our District's Pathways 2020 Plan, stakeholder input, and is more focused to increase understanding and success with attaining our goals.

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Goal 1: TTUSD will ensure that all scholars achieve and make continuous progress in order to thrive and to be successful in a globally competitive age and be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 4) Outcomes: 1. Implementation of Academic Standards: Increase the percentage of students meeting and exceeding ELA and Math standards on CAASPP Summative Assessment for each group and cohort groups based on previous year data by 5%. 2. English Language Arts (3-8) and Mathematics (3-8): Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and decreasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All Students" level by 7 or more points. 3. Graduation Rate Indicator: Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates: Increase the number of students who complete a CTE Pathway (completers) by 5%. 5. A-G UC/CSU Requirements: Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better by 5%. 6. AP Course Access: For each group with a % lower than “All Students,” increase the percentage of students taking an AP test by 2%. 7. English Learner Indicator: Increase the ELPI by 2%. 8. Basics Indicator Instructional Materials: Maintain 100% access to standards-aligned instructional materials. 9. Technology: Using Brightbytes, establish baseline data and create a plan to increase the integration of technology into student learning. Goal 2: TTUSD will ensure all staff members are implementing effective instructional strategies, providing quality learning opportunities, integrating technology, and utilizing data to actively engage each scholar to learn at the highest levels and gain 21st-century skills in order to be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 2) Outcomes: 1. High-Reliability Schools Level 2 measures: Expand the capacity of effective teaching in every classroom as measured by HRS Level 2 surveys, interviews, and observations. 2. Quality Professional Development: Create, implement and use data from professional development sessions to improve the quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers: Maintain 99% or higher Highly Qualified Teachers. Goal 3:

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TTUSD will provide systems of support for learning and provide safe schools with positive and caring climates (for staff and students) where all scholars have opportunities to achieve at high levels. (TTUSD Pathway's 2020 Goals 3, 6, 7 and 8) Outcomes: 1. Suspension Rate Indicator: Suspension rate will remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain chronic absenteeism to 5% or below. 4. High School Dropout Rate: Maintain the Cohort Dropouts Rate below 3% and continue to decrease it. 5. Create, implement and use data from TTUSD Annual Parent, Staff and Student Surveys that collect information to inform progress toward LCAP goals and provides detailed information for identified lagging indicators related to Goal 3. Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For students, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For staff, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For teachers, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For administrators, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). 6. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the Facilities Inspection Tool. 7. Use data from the California Healthy Kids biennial survey to improve actions and services in support of Goal 3.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress Tahoe Truckee Unified School District performed in the “Very High” category overall for the Graduation Rate indicator and in the “High” category overall for the English Language Arts (3-8), and Mathematics (3-8) indicators.

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The following groups of students performed in the "Very High" or "High" range for the Graduation Rate indicator: All Students, Socioeconomically Disadvantaged, Hispanic and White. The following groups of students performed in the "High" range for the English Language Arts (3-8): All Students, White and Two or more races. The following groups of students performed in the "Very High" or "High" range for the Math (3-8): All Students, White and Two or more races. In the area of college and career readiness: In 2017, the percentage of TTUSD (9-12) high school students enrolled in a CTE Pathway class was 54%. This is 29% point increase from 2016. In 2017, the percentage of TTUSD (9-12) high school students completing a CTE Pathway was 3%. This is 29% point increase from 2016. In 2017, the overall graduation rate increased by 3% points from 2016. All student groups showed increased graduation rates with the most significant gains in the Students with Disabilities(SWD) and Hispanic student groups. In 2017, the percentage of TTUSD socioeconomically disadvantaged (SED) students who graduated CSU/UC ready (A-G Courses passed with a "C" or better) was 34%. This is 4% point increase from 2016. In comparing teacher and administrator responses on the High-Reliability Schools Framework-Winter 2017-2018 leading indicators surveys for levels one, two and three all but one area show average scores of 3.0 or higher. This is a success because it indicates foundational elements are in place and that with a strategic focus on a few areas, it is anticipated that scores will increase to an average of 4.0 or higher. Another success was that 92 elementary level teachers took the survey. TTUSD's Teaching and Learning Committee developed an Instructional Framework for Student Learning. This framework will serve as a shared and coherent belief system, mission, and understanding of a set of instructional principles, based on inquiry, and our visible implementation within and across classrooms to which all members of our school community will be committed and accountable. It will also guide resource allocation and professional development opportunities for administrators, teachers, and staff. When comparing the elementary and secondary responses, indicator 1.2: school safe and orderly, 1.3: teachers have a role in decision making, and 1.4: collaborative teams meet regularly to address student learning, all received an average score of a 4.0 or higher. Overall the 2016-2017 TTUSD Parent Survey results continue to indicate high levels of parents feeling their child is safe, valued and respected at the elementary levels. 92% of elementary parents feel their child is valued and respected by school staff. 82% of parents at the middle school level feel their child is safe at school. 59% of high school parents feel their child is safe and comfortable at school. We had a total of 398 parents take the survey. The return rate at the elementary level was the highest. Opportunities such as Athlete Committed, Green Team, and safe schools ambassadors, as well as, a coordinated school and community system to address mental health provides support for the well being the TTUSD scholars. The addition of reading intervention teachers has better-ensured support for those students reading below grade level. Academic coaches continue to be critical to the development of teaching capacity and increased student learning. Technology access and infrastructure at school and home and the current level of information technology support and advances technology integration into teaching and learning. All students in the district, grades four through twelve have a district-provided Chromebook. The

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expansion of the Adult Education programs and Career Technical Education pathways has provided more educational access for our scholars and for the adults in the community. When comparing the California Healthy Kids Survey results for 2014 and 2016, both seventh and ninth graders showed an increase in feeling connected to the school, academically motivated and safe on campus. In eleventh grade, an increase in academic motivation was reflected in the 7% point increase from 2014. Fifth-grade results were difficult to compare since the language of the survey changed from 2014 to 2016 administration. 2016 results for elementary showed that 59% of fifth graders felt connected to their school, 43% were academically motivated and 82% felt safe on campus.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs Three of the five overall state indicators were in the "Green" and "Blue" category and two were in the "Orange" category. The two indicators in the "Orange" were the Suspension Indicator and the English Learner Progress Indicator. While we have identified a need to focus on both decreasing suspensions and improving the progress of our English Learners, a more detailed analysis indicates a need to focus on three specific subgroups: English Learner, Socioeconomic Disadvantaged, and Students with Disabilities. When reviewing the performance of these subgroups, needs appear across most, if not all, indicators. To increase support for these groups of students, current LCAP actions that are in alignment with these needs will carry over, and additional actions include but are not limited to increasing access to quality instruction, and caring and positive classroom environments by developing a district instructional framework which will guide professional development, feedback and district focus and support. UC/CSU readiness percentages show a need to increase the effectiveness of current supports or identify other effective supports to increase the percentage of SED and Hispanic students graduating UC/CSU ready. Chronic absenteeism is an area to closely monitor and reduce since our 2017 rate was 11%, above the county and the same as the state average. The 2016-2017 school year was particularly challenging for student attendance due to the record number of snow days and the 500+ inches of snow that fell during that winter and spring. In the area of the California Healthy Kids Survey, continue student well-being programs and supports to better ensure an increase in school connectivity and academic motivation. When comparing Winter 2017-2018 leading indicator surveys for High-Reliability Schools(HRS) surveys for levels one, two and three for administrators, elementary teachers, and secondary teachers, there are no indicators in common that have an average score of 4.0 or above. Regarding level one results, further analysis is needed to determine actions. For level two, a focus on indicator

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2.1-clear vision of instruction and related indicators will be addressed via the TTUSD Instructional Framework for Student Learning. Level three results require further analysis to determine areas of focus. In the area of support for expanding the capacity of administrators, teachers, and staff, a system-wide change to a coaching model where coaches serve as Thinking Partners is critical. Coaches, as Thinking Partners with administrators, teachers or staff, have a unique opportunity to influence a person's thinking and results in actions that transform a person's practice resulting in increased student learning. An additional area of growth includes aligning staff, parent and student surveys and actions to leading indicators for safe and collaborative school/district culture, effective teaching in every classroom and guaranteed and viable curriculum. A plan to increase parent participation in the annual surveys should be prioritized. Survey results will yield areas for celebration and areas in which to improve.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps For the Suspension indicator, the performance level for Students with Disabilities was “Red” and All Students was “Orange.” The steps TTUSD will take to address the performance gaps for our Students with Disabilities concerning suspension and behavior is to continue to expand our implementation of Positive Behavioral Supports and Interventions (PBIS) at all sites across the district (Goal 3, Action 1). For the Graduation indicator, the performance levels for Students with Disabilities was “Orange” and All Students was “Blue." For the Math indicator, the performance levels for English Learners was “Orange” and All Students was “Green." For the ELA indicator, the performance levels Students with Disabilities was "Red." For the following three student groups, English Learners, Hispanic and Socioeconomic Disadvantaged performance levels were “Orange." The "All Students" group was “Green." When considering the UC/CSU readiness metric, the SED and Hispanic student groups do not graduate at the same levels of readiness for college as the White and All Student groups. The steps TTUSD will take to address the performance gaps for our Students with Disabilities, English Learners, Hispanic and Socioeconomic Disadvantaged include continuing to provide Reading Intervention Teachers (TK-8) and Literacy Coaches (9-12) to provide support to struggling students and support implementation and monitoring of the TTUSD Instructional Framework for Student Learning and literacy professional development for teachers and staff (Goal 2, Action 1). A district literacy committee will be established whose primary functions will be to support the collective district vision of literacy and study student learning data, district systems, and structures, assessments, professional development, etc. and to apply improvement science methods to address performance gaps for TTUSD students (Goal 2, Action 4). Implementation and monitoring of the TTUSD Instructional Framework for Student Learning will begin during the 2018-2019 school year and is intended to be a multi-year process (Goal 2, Action 1 and 4).

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If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth. Increased or Improved services Based on staff and stakeholder feedback and research on effective practices, we are implementing 5 specific LCAP Action/Services to improve services for socio-economically disadvantaged students, English Learners, homeless and foster youth. Significant actions to improve services are: 1. Support early learning through Transitional Kindergarten at all sites and full day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students. (Goal One, Action 2) 2. Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and/or career and support other specific college/career related outcomes for these students. (Goal One, Action 5) 3. Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students. Provide a credit recovery option for students via APEX. Provide SAT, Albert licenses to provide test preparation opportunities for students. (Goal One, Action 6) 4. Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. In addition, the incoming TK and K programs help these students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students. (Goal One, Action 8) 5. Maintain English Learner support by providing additional staff allocation. (Goal One, Action 10) 6. Maintain low-class sizes. (Goal One, Action 9) 7. In order to ensure effective and clear communication with our community, TTUSD continues to provide translation and interpretation support for our Spanish speaking families. (Goal Three, Action 7) 8. Increase academic coach availability to expand the capacity of teachers, administrators, and staff, expand the academic coaches' capacity to fulfill their role with a high level of skill and develop a manner of monitoring the effectiveness and impact of the academic coaches. (Goal Two, Action 3)

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9. Provide ongoing funding for 12.8 counselors of which a portion is paid by Measure A Funds and 58% is paid from Supplemental funds. (Goal Three, Action 10) 10. Provide Reading Intervention Teachers at all TK-8 schools to address the needs of students reading below grade level. (Goal One, Action 11)

Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION AMOUNT Total General Fund Budget Expenditures For LCAP Year $66,236,474

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year

$41,631,698.00

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

In addition to what is provided for in the LCAP, the district has budgeted an additional $24,604,776 in general fund expenditures for other programs and services. These expenditures provide many services to support the core programs. These services include but are not limited to home to school transportation, contributions to the food service and nutrition program, special education, classified instructional support staff, administrators and administrative staff, capital improvements and equipment, instructional materials and supplies, fiscal support staff, technology supplies and support, and utilities. DESCRIPTION AMOUNT Total Projected LCFF Revenues for LCAP Year $48,104,835

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Annual Update LCAP Year Reviewed: 2017-18

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

Goal 1 Goal 1: Ensure students are taught in clean, safe,and well--maintained facilities by teachers who are fully credentialed and using engaging and rigorous instructional materials.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) Local Priorities:

Annual Measurable Outcomes

Expected Actual

Metric/Indicator Maintain compliance with Highly Qualified Teacher status. Implement Facilities Master Plan. Accomplish annually prioritized deferred maintenance projects. 17-18 Maintain 100% compliance with Highly Qualified Teacher status. Implement Facilities Master Plan as identified for annual projects at 100% Accomplish 100% of annually prioritized deferred maintenance projects. Ensure that 10% of teachers earn a technology validation Level 1 or 2.

Maintain 100% compliance with Highly Qualified Teacher status: Currently, TTSUD is 100% compliant with HQT. Implement Facilities Master Plan as identified for annual projects at 100%: Currently, TTSUD has completed 100% of identified projects. Accomplish 100% of annually prioritized deferred maintenance projects: Currently, TTSUD has completed 100% of annually prioritized deferred maintenance projects. Ensure that 10% of teachers earn a technology validation Level 1 or 2: This past year we did not use this measure as we are transitioning to using the BrightBytes surveys. This survey is one that we have used for several years, teachers are familiar with it and we have existing longitudinal data available.

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Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.i 100% compliance with Highly Qualified Teacher (HQT); implementation of standards aligned instruction and curriculum in every classroom; monitor and use Destiny software for text book management and accounting.

100% of our teachers were Highly Qualified Teacher (HQT). Standards-aligned instruction and curriculum was available every classroom. Destiny software was used to manage textbooks.

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $21,253,662

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $22,556,373

CTE teachers 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $838,603.00

CTE teachers 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $560,615

Destiny software 4000-4999: Books And Supplies Lottery $2,000

Destiny software 4000-4999: Books And Supplies Lottery $3,266

Action 2





1.ii Ensure students have access to clean, safe, and maintained facilities; access to appropriate technology: monitor the 1:1 technology program by including students in grades 4--5 by the end of the 2017--18 school year. Continue to formalize the teacher PD for technology and technology validation Level 1 or 2 (10%).

After a review of our SARC's, all but one site was listed as being in Good Repair. Truckee High School, the site listed in Fair Condition is currently in a renovation and addition process that is set to be completed in the 2018-2019 school year. Through this process many, if not all items, noted on the SARC will be addressed. Our 1:1 technology program includes all fourth and fifth-grade students and many sites have 1:1 technology with third-grade students as well. In the area of technology professional

Maintenance and facilities crew, custodial, deferred maintenance 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $4,094,261

Maintenance, custodial and facilities staffing 2000-2999: Classified Personnel Salaries Basic Funding $3,026,709

Maintenance, custodial and facilities supplies 4000-4999: Books And Supplies Basic Funding $344,061

Maintenance, custodial and facilities repairs and services 5000-5999: Services And Other Operating Expenditures Basic Funding $783,401

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development for teachers, we determined that the Technology Validation system was duplicating information already collected in the BrightBytes survey, therefore, this measurement was discontinued.

Computers and technology at all sites. 4000-4999: Books And Supplies Basic Funding $110,000

Computers and technology at all sites. 4000-4999: Books And Supplies Basic Funding $135,626

PD for technology and technology validation Level 1 or 2. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title I $5,000

PD for technology and technology validation Level 1 or 2. 1000-1999: Certificated Personnel Salaries Title I $0

Action 3





1.iii Continue capital improvement of school facilities based on Facilities Master Plan priorities, and deferred maintenance plan.

implemented as planned. Facilities improvement/Deferred Maintenance 5000-5999: Services And Other Operating Expenditures Basic Funding 200,000

Facilities improvement/Deferred Maintenance 5000-5999: Services And Other Operating Expenditures Basic Funding $200,000

Action 4





1.iv District will maintain lower class sizes at all levels.

Implemented as planned. Additional FTE to support low class sizes 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $1,120,401

Additional FTE to support low class sizes 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $1,120,401

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Overall the actions and services were implemented as planned with the exception of the use of the Technology Validation system.

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The effectiveness of the actions and services as implemented to achieve Goal 1 is demonstrated through the attainment of the goals and outcomes. For example, one action was to implement and monitor the 1:1 rollout of Chromebooks for fourth and fifth graders. Also, based on reflection, it was determined that the BrightBytes survey would be a more viable instrument to measure needs related to technology integration. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. For goal 1.i Action one, moved cte salaries outside of CTEIG to other resources. For Goal 1.i Action 2 had originally included all expenditures for maintenance and custodial under Classified salaries. Provided a corrected breakdown in estimated actuals.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. In order to create a more focused plan that addresses the California Dashboard and directly supports key district actions, this goal is being changed. Elements of this goal can be found in New Goals 1, 2 and 3.

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Goal 2A Goal 2 A: Ensure Academic Success of All Students - Introduce and align K-12 with Next Generation Science Standards (NGSS).


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning)

Local Priorities: Annual Measurable Outcomes

Expected Actual

Metric/Indicator K-5 implementation of NGSS aligned STEMScopes. Provide STEAM summer academy to grades 6-8. Implement NGSS Pilot CAST for grades 5, 8, and 10.

Develop NGSS aligned TK--12 common assessments - at least one per grade: This has not yet be accomplished. Continue to purchase and implement STEMScopes: STEMScopes was purchased and implemented this past year. Increase use of two scopes by 20%: This goal was not met. Elementary teachers increased their use of two scopes by 5%. Provide STEAM summer academy to grades 6-8 and increase enrollment by 10%: During the summer of 2018, the TTUSD STEAM academy will be held for the second year. The academy will host 40 students at the Truckee Roundhouse, therefore, enrollment will not increase. Participate in the Field Test for CAST: TTUSD students participated in the CAST assessment during Spring 2018.

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Expected Actual

17-18 Develop NGSS aligned K-12 common assessments - at least one per grade. Continue to purchase and implement STEMScopes. Increase use of two scopes by 20%. Provide STEAM summer academy to grades 6-8 and increase enrollment by 10%. Participate in the Field Test for CAST Baseline STEMscopes were purchased and piloted by teachers in grades K-5. The goal was that teachers would use at least two scopes. 68% of teachers used two scopes (50 teachers our of 74) . Provide STEAM summer academy to grades 6-8. Enrolled 126 students but 89 attended for the entire session. CAST assessments for grades 5, 8 and 10- Implemented.






2A.i Continue to fund 1.0 K--12 science coach to support professional development and Next Generation Science Standards (NGSS) K--12 transition.

Implemented as planned 1 FTE Science Coach 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $125,634

1 FTE Science Coach 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $127,701

1 FTE Science Coach 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title I $14,189

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Action 2





2A.ii Provide grade level release day to develop NGSS aligned K--12 common assessments and conduct at least one common assessment across 6-12; continue to refine scope and sequence document.

The Science Coach began a project that begins the integration of NGSS into ELA and Math. Currently, the scope and sequence documents at the elementary level have NGSS included. At the 6-12 level teachers continue to collaborate around the transition to NGSS and current course offerings. Common assessments were not developed because it was determined that identification of priority standards and development of common scales was work that needed to occur before common assessments could be completed.

Grade level release- teacher collaboration for work with Science (6-12) and ELA (TK-5). Sub costs budget reference 1110 (2 days for middle and 2 days for high school teachers). 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title II $17,220

Grade level release- teacher collaboration for work with Science (6-12) and ELA (TK-5). Sub costs budget reference 1110 (2 days for middle and 2 days for high school teachers). 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Title II $20,724

Action 3





2A.iii Expand use of NGSS K--8 California Standards- aligned curricula: STEAMScopes in TK-5.

All Elementary teachers and students, have access to the CA NGSS version of STEMscopes, an online comprehensive science curriculum for TK-5. This is the second full school year TTUSD has purchased this program. In addition to STEMscopes, teachers have accessed free/trial materials online that are currently available to support transition to NGSS (including Mystery Science and CA Education and the Environment Initiative, EEI). The usage of

STEM scopes- for elementary science curriculum 4000-4999: Books And Supplies Lottery $11,197

STEM scopes- for elementary science curriculum 4000-4999: Books And Supplies Lottery $11,198

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NGSS aligned programs has increased approximately 15% from last year given the usage data provided by STEMscopes and anecdotal evidence through the district science coach's collaboration with individual teachers. Elementary teachers have accessed at least 2 NGSS aligned units for teaching science more this year than last, 75% compared to last year's 60%. STEMScopes in TK-5: See above

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The TTUSD Science Coach worked with groups of teachers to increase the understanding and integration of NGSS. At the elementary level the work was primarily with the Elementary Science Enrichment Teachers. The 6-12 Science teachers spent several district-wide days in collaboration with these standards and many have completed common assessments. This summer TTUSD STEAM academy will be held for the second year. The academy will host 40 students at the Truckee Roundhouse. The smaller size and change in location will better ensure a much higher quality CTE & STEAM aligned program. Although StemScopes use increased the 20% goal was not met. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The effectiveness of the actions and services as implemented to achieve Goal 2 is demonstrated through the increased use of STEMscopes at the elementary level and outcomes from middle and high school release days. With the support of the Science Coach, middle and high school Science teachers have articulated student performance expectations and continued course level work toward NGSS implementation that includes but is not limited to, course scope and sequence revision, priority standards/bundles and unit planning.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.


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Goal 2B Goal 2 B: Ensure Academic Success of All Students - Increase student achievement in English Language Arts.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

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Expected Actual

Metric/Indicator Increase the percentage of students testing proficient and above in CAASPP ELA. Increase the number of students that will be READY as measured by the EAP (11th grade ELA). Serve 375 students in K Camp/Summer Scholars Summer School Readiness and Intervention Program. Increase the number of students reading at or above grade level in grades 3 and 4 as measured by STAR. Provide full integration of Common Assessments and increase proficiency in each test. Increase in student's scores in AP English annually (3 points or higher). Increase in the number of students accessing GATE/ALPS programs.

5% increase at each grade level in the percentage of students meeting and exceeding standards on the ELA portion of the CAASPP ELA: Districtwide ELA scores increased by 3% points. The 5% goal was met. Third: 5% goal met/exceeded, 8% point increase over three years Fourth: 5% goal met/exceeded, 9% point increase over three years Fifth: 5% goal not met, 7% point decrease over three years Sixth: 5% goal not met, increased- less than 5%, 15% point increase over three years Seventh: 5% goal met/exceeded, 14% point increase over three years Eighth: 5% goal not met, maintained 65%, 10% point increase over three years Eleventh: 5% point decrease, 2% point decrease over three years Increase SED, Hispanic and EL student performance in ELA by 5%: Districtwide SED: Over the three-year trend SED students meeting or exceeding standards has increased 5% points with a 1% point increase from 2016 to 2017. The 5% goal was not met Districtwide EL: Over the three-year trend, EL students meeting and exceeding standards has remained relatively flat: 12% in 2017, 13% in 2016 and 11% in 2015. The 5% goal was not met Districtwide Hispanic: Over the three-year trend, the total percentage of Hispanic students meeting and exceeding standards has increased by 5% points. The 5% goal was met. 5% increase in the number of students as READY as measured by the CAASPP (11th grade ELA): 5% point decrease. The 5% goal was not met. Districtwide, the percentage of 11th-grade students READY for college-level English based on meeting or exceeding standards on the ELA portion of the CAASPP decreased by 5% points. Serve 375 students in K Camp/Summer Scholars Summer School Readiness and Intervention Program: 283 incoming TK - incoming fifth-grade students attended our summer program.

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Expected Actual

17-18 5% increase in the percentage of students testing proficient and above in CAASPP ELA at each grade level. 5% increase in the number of students as READY as measured by the EAP (11th grade ELA) - Serve 375 students in K Camp/Summer Scholars Summer School Readiness and Intervention Program. 5% increase in the number of students reading at or above grade level in grades 3 and 4 as measured by STAR. Provide full integration of Common Assessments and conduct at least two per grade. 5% increase in students in AP English annually (a score of 3 or higher). 5% increase in the students accessing GATE/ALPS programs. Increase EL, Hispanic and SED student performance in ELA by 5%

Increase the number of students reading at or above grade level in grades 3 and 4 as measured by STAR Reading: Districtwide in third grade, 42 students moved into at/above grade level based on STAR Reading Scaled Score increases. This represents a 13% point gain. Districtwide in fourth grade, 60 students moved into at/above grade level based on STAR Reading Scaled Score increases. This represents a 16% point gain. Provide full integration of Common Assessments and increase proficiency in each test: We have not yet accomplished this goal. Increase in student's scores in AP English annually (3 points or higher): Goal not met. 2016: 186 scores at a 3 or higher 2017: 181 scores at a 3 or higher Increase in the number of students accessing GATE/ALPS programs: Since this was the first year this goal was established, 2016-2017 baseline data was not available therefore determining whether there was an increase in access is not possible.






2B.i Provide collaboration time to implement the scope and sequence documents, standards-aligned curriculum across all grades, and conduct and monitor common assessments (at least two common assessments in ELA).

District wide release days were provide for most, if not all, teachers. These days focused on collaboration in the areas of: priority standards identification and vertical articulation and creation and revision of proficiency scales

1110- Sub costs for grade level release days for SAS and Common assessments. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title II $28,000

1110- Sub costs for grade level release days for SAS and Common assessments. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title II $28,000

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Staff development will support interventions and acceleration activities and literacy initiatives.

aligned to the identified priority standards. District wide common assessments were implemented at the elementary level. As a result of the work with priority standards and proficiency scales secondary implementation of district common assessments were not as successful. However, school site common assessments based on priority standards and proficiency scales were occurring across the district. District wide professional development focused on implementation of Marzano's High Reliability Schools Framework with particular focus at Level 2: Effective Instruction in Every Classroom. In addition, Reading Intervention Teachers, Literacy Coaches and a Reading/RTI TOSA met monthly to collaborate on a more unified system of delivering intervention. These meetings also included professional development in areas such as, Renaissance Learning: STAR Reading, Early Literacy and Accelerated Reader and Reading Instruction.

Action 2





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2B.ii Review and pilot State Board of Education (SBE) adopted instructional materials in English Language Arts/ELD and recommend for adoption in spring 2018. Go through the adoption process.

To allow for a more thorough process in selecting ELA standards aligned materials, the pilot process has been extended to the Fall of 2018.

New ELA/ELD adoption 4000-4999: Books And Supplies Lottery 0.00

New ELA/ELD adoption 4000-4999: Books And Supplies Lottery 0

Action 3





2B.iii Implement early screening which leads to effective first teaching- conduct universal screening and reading assessment. Use STAR Renaissance license and Fountas & Pinnell intervention kits. 2B.iv Continue to fund intervention teachers at each site to support Acceleration Learner Programs and Services (ALPS) in grades 4--8 to support GATE and high achieving students, students who are in Two-Way Immersion schools, English Learners (ELs) and Latino students.

Implemented as planned.

Licenses for STAR, F&P and Power Reading to raise grade level literacy. 4000-4999: Books And Supplies Lottery $30,000

Licenses for STAR, F&P and Power Reading to raise grade level literacy. 4000-4999: Books And Supplies Lottery $113,506

Intervention Teachers/ALPS teachers at each site. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $370,472

Intervention Teachers/ALPS teachers at each site. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental and Concentration $434,388

Action 4





2B.v Provide enhancement paraprofessionals, instructional aides, and bilingual instructional aides to support small group intensive instruction to Special Ed,

Implemented as planned Enhancement Paraprofessionals, Instructional Aides, and Bilingual Instructional Aides. 2000-2999;3000-3999 Classified

Enhancement Paraprofessionals, Instructional Aides, and Bilingual Instructional Aides. 2000-2999;3000-3999 Classified

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low income and ELs at all sites in order to support student performance.

Personnel Salaries and Benefits Supplemental $188,305.60

Personnel Salaries and Benefits Supplemental $206,730

Enhancement Paraprofessionals and IAs. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $40,958

Enhancement Paraprofessionals and IAs. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $70,940

Action 5





2B.vi Continue to address grade level reading and summer slide through Summer Scholars & KCAMP.

Implemented as planned Cost of summer school and KCAMP. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $205,072

Cost of summer school and KCAMP. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $203,028

Action 6





2B.vii Addition of one FTE to provide district wide support with acceleration and differentiation - address high achievers in all grades.

Implemented as planned Karen Martin as a one FTE starting this year. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $104,196

Karen Martin as a one FTE starting this year. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $105,263

Action 7





2B.viii Continue to fund two elementary coaches and one secondary ELA coach and two high school literacy coaches.

Implemented as planned Two elementary and one secondary ELA coach 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $389,358

Two elementary and one secondary ELA coach 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $274,335

Two elementary and one secondary ELA coach 1000-1999;3000-3999 Certificated

Two elementary and one secondary ELA coach 1000-1999;3000-3999 Certificated

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Personnel Salaries and Benefits Title II $43,140

Personnel Salaries and Benefits Title II $30,454

2.0 FTE Literacy coaches funded by Cowell and District Match. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $198,009

2.0 FTE Literacy coaches funded by Cowell and District Match. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $214,516

Action 8





2B.ix Continue to fund research based professional development to support transition with standards based grading, proficiency scales and report cards. Marzano for two days of consultancy to continue the work.

Districtwide release days were provide for most, if not all, teachers. These days focused on collaboration in the areas of priority standards identification and vertical articulation and the creation and revision of proficiency scales aligned to the identified priority standards. Transitioning to standards based grading was not yet possible since the identification of priority standards and development of common scales was work that needed to occur before common assessments could be completed along with standards referenced reporting. Marzano Research provided two days of consultancy to enhance our learning. Two presentations on two different days were held. The topic focused on the implementation of the High-Reliability Schools Framework with particular focus at Level 2: Effective Instruction in Every Classroom. Presenters specifically

Marzano research with High Reliability Schools. 5800: Professional/Consulting Services And Operating Expenditures Title II $13,000

Marzano research with High Reliability Schools. 5800: Professional/Consulting Services And Operating Expenditures Title II $30,153

Marzano research with High Reliability Schools. 4000-4999: Books And Supplies Basic Funding $9,516

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addressed the use of proficiency scales as a tool to improve teaching and better ensure a Guaranteed and Viable Curriculum. The Teaching and Learning Committee developed the TTUSD Instructional Framework for Student Learning.

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. District-wide professional development focused on implementation of Marzano's High-Reliability Schools Framework. Two presentations on two different days were provided via Marzano Research. The topic focused on the implementation of the High-Reliability Schools Framework with the focus of Effective Instruction in Every Classroom. Presenters specifically addressed the use of proficiency scales as a tool to improve teaching and better ensure a Guaranteed and Viable Curriculum. The district's Teaching and Learning Committee developed the TTUSD Instructional Framework for Student Learning. In addition, Reading Intervention Teachers, Literacy Coaches and a Reading/RTI TOSA met monthly to collaborate on a more unified system of delivering reading intervention. These meetings included professional development in areas such as Renaissance Learning: STAR Reading, Early Literacy and Accelerated Reader and Reading Instruction. Districtwide release days were provide for most, if not all, teachers. These days focused on collaboration in the areas of priority standards identification and vertical articulation and the creation and revision of proficiency scales aligned to the identified priority standards. Transitioning to standards-referenced grading was not yet possible since the identification of priority standards and development of common scales was work that needed to occur before common assessments could be completed along with standards referenced reporting. ds. To allow for a more thorough process in selecting ELA standards-aligned materials, the pilot process has been extended to the Fall of 2018.

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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The effectiveness of the actions and services that were implemented toward achieving this goal was varied. Although districtwide there were gains in the percentage of students meeting or exceeding standards on the ELA portion of the CAASPP, the number of eleventh graders READY for college-level English declined. In the area of STAR reading, teachers and intervention teachers combined efforts resulted in gains in both third and fourth grade as compared to the beginning of the year results. CAASPP ELA gains were also noted for the fourth grade with an increase of 13% points from the previous year. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Goal 2Biii.- purchased additional licenses for sites. For Goal 2Biv moved additional intervention staffing to supplemental. 2Bviii- vacancies not filled. 2Bix. Unanticipated Marzano professional development conference at year end.


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Goal 2C Goal 2 C: Ensure Academic Success of All Students - Increase English Learner student achievement in English Language Arts.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Increase English Learner's English language proficiency on the CELDT. Increase the reclassification rates for EL students in grades 4--12. Decrease LTEL rates by 5% Increase EL proficiency( met/exceeded) in CAASPP by 5% Monitor progress indicator on dashboard by 1.5% to stay in green

Increase English Learner's English language proficiency on the ELPAC by 5%: Since this is the first year of implementation, we have not yet accomplished this goal. Increase the reclassification rates for EL students in grades 4--12 by 5%: The 5% goal was met. In 2015-2016, 88 students were reclassified (a rate of 10.2 %). In 2016-2017,178 students were reclassified (a rate of 21.2 %). Over the two years, the RFEP rate increased by 11%. Decrease LTEL rates by 5%: The 5% goal was not met. The number of LTEL students decreased from 114 students in 2015-2016 to 90 students in 2016-2017.

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Expected Actual

17-18 Increase English Learner's English language proficiency on the ELPAC by 5%. Increase the reclassification rates for EL students in grades 4--12 by 5% Decrease LTEL rates by 5% Increase EL proficiency(met/exceeded) in CAASPP by 5% Monitor progress indicator on dashboard by 1.5% to stay in green

As compared to total EL's in the 2015-2016 and 2016-2017 school years, the LTEL rate dropped from 14% to 13%. Increase EL proficiency (met/exceeded) in CAASPP by 5%: Districtwide English Learner proficiency decreased by 1%. The 5% goal was not met. Third: The 5% goal was not met. Fourth: 5% goal met and exceeded, 8% point increase from 2016 to 2017 Fifth: 5% goal not met Sixth: 5% goal not met Seventh: 5% goal not met Eighth: 5% goal not met Eleventh: 5% goal was met, 10% point increase Monitor progress indicator on the dashboard by 1.5% to stay in green: Dashboard was monitored and progress will be entered after the Fall dashboard is released.






2C.i Support ELD instruction across every grade through trained K--12 teachers. Continue to fund ELD site coordinators to ensure implementation of the EL Master Plan and student improvement on the CAASPP. Explicit support will be provided to Truckee High and Kings Beach elementary.

Implemented as planned Cost of ELD coordinators and EL support at each site. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $302,361

Cost of ELD coordinators and EL support at each site. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $336,719

Cost of ELD coordinators and EL support at each site. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $41,975.35

Cost of ELD coordinators and EL support at each site. (Moved to Supplemental) 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $0

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Monitor EL progress on English Language Proficiency Assessments for California (ELPAC) which is replacing the California English Language Development Test (CELDT) in 2018 and Reclassified Fluent English Proficient (RFEP) student progress though all state assessments.

Action 2





2C.ii Continue training in Literacy and New California Standards; focus on the diverse language and literacy needs of EL students; increase effectiveness of instruction and assessment. 2C.iii Monitor Designated ELD (30 minutes/day) in K--5; ensure Integrated ELD for reclassification before grade 5. 2C.iv Monitor EL progress on English Language Proficiency Assessments for California (ELPAC) which is replacing the California English Language Development Test (CELDT) in 2018 and the progress of Reclassified Fluent English Proficient (RFEP) students though all state assessments.

Some implementation of this occurred through the work of the district's California Learning and Language Innovation collaboration (CALLI) Pioneer Groups. These groups used the standards of Listening and Speaking to teach and monitor student learning as it relates to academic discourse in many content areas. This work has been primarily focused at the secondary level however through the elementary EL Coordinators there has been some access for TK-5 students. 2C iii and 2C iv were implemented as planned

Sub costs for ELA/ELD training with scope and sequence and ELD teachers for EL-PLCs. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title I $12,000

Sub costs for ELA/ELD training with scope and sequence and ELD teachers for EL-PLCs. 5000-5999: Services And Other Operating Expenditures Title I $2,800

Sub costs for ELA/ELD training with scope and sequence and ELD teachers for EL-PLCs. 5000-5999: Services And Other Operating Expenditures Basic Funding $3,766

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Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The CALLI work that was done at the secondary levels increased the quantity and quality of the academic discourse of the students of participating teachers. EL Coordinators were also part of the work so there was some academic discourse progress at the elementary level. English Learner Individualized Learning Plans, Designated and Integrated ELD occurred at all sites. At Kings Beach Elementary primary language support was provided through the TWI program. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The goal of increasing proficiency for English Learners on the CAASPP is a difficult one to achieve since the district reclassifies students once they reach the criteria. This process removes these students from the EL group, therefore, these proficient students are no longer counted in this group. In the area of reclassification, we exceeded the 5% goal so in this area actions were effective. As mentioned above, the teachers that are working to improve their craft in the area of academic discourse have seen gains in the quality and quantity of student conversation. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. 2C.ii- Title I funds were reduced


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Goal 2D Goal 2 D: Ensure Academic Success of All Students - Increase student achievement in Mathematics.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Increase the percentage of students testing proficient and above in CAASPP Math. Increase the number of students taking an AP course in the minority subgroups. Increase the number of students passing an AP test with a score of 3 or higher. Increase the number of students that will be READY as measured by the EAP (11th-grade math). Attain full integration of Common Assessments and increase proficiency in each test.

Attain full integration of Common Assessments and increase proficiency in each test: Since we shifted this year to identifying priority standards and creation of proficiency scales in most subject areas and grades, we have not yet created and/or integrated common assessments beyond what teacher teams at each site have developed. 5% increase to 56% of students testing proficient and above in CAASPP Math: This goal was not met. Math proficiency decreased by 1% point 5% increase in the number of students taking the AP course from minority subgroups: This goal was met. The percentage of Hispanic students increased by 10% or 52 students from 2015 to 2016.

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Expected Actual

17-18 5% increase to 56% of students testing proficient and above in CAASPP Math. 5% increase in the number of students taking the AP course from minority subgroups. 5% increase in the number of students passing the AP test with 3 or higher. SED, EL and Hispanic Subgroup students must demonstrate growth by 5% 5% increase in the number of students that will be READY as measured by the EAP (11th grade math). Continue to offer ESM math for EAP readiness. Continue to conduct the CAASPP formative assessment for grades 3-11. Identify one common assessment for elementary math.

5% increase in the number of students passing the AP test with 3 or higher. Goal not met SED, EL and Hispanic Subgroup students must demonstrate growth (AP exam) by 5%: Goal not met 5% increase in the number of students that will be READY as measured by CAASPP Math. (11th-grade math): This goal was not met. 11th-grade math proficiency decreased by 2% points. Continue to offer ESM math for EAP readiness: We continue to offer this assessment. Continue to conduct the CAASPP summative assessment for grades 3-8 and 11: We continue to conduct this assessment Identify one common assessment for elementary math: Since we shifted this year to identifying priority standards and creation of proficiency scales in most subject areas and grades, we have not yet created and/or integrated common assessments beyond what teacher teams at each site have developed.






2D.i Monitor and provide time for grade level collaboration around standards and common assessment data and calibration.

At the elementary levels this time was provided and was more focused on ELA collaboration. The determination of Math priority standards was a primary goal of the final release day of the school year. At the secondary level, all math teachers, the Math Coach and site administration participated

Sub expenses for SAS and Common assessment - 1 day for elementary and 2 for secondary. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title I $19,540

Sub expenses for SAS and Common assessment - 1 day for elementary and 2 for secondary. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $19,540

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in four days of intensive training with the Teacher Development Group.

Action 2





2D.ii Provide STAR Renaissance math licenses to middle schools and elementary schools as universal screener if requested by site administration for implementation.

Implemented as planned STAR Math licenses 4000-4999: Books And Supplies Lottery $6,000

STAR Math licenses (included in Goal 2Biii) 4000-4999: Books And Supplies Lottery $0

Action 3





2D.iii Increase college access and readiness. Increase enrollment in AP math, specifically for Latino students, and increase pass rates on AP tests. Provide AP test prep licenses and test prep time for teachers. Implement EAP Math.

2017 Rate: 55%. There was no increase from 2016 Increase enrollment in AP math, specifically for Latino students, and XXXXXXXXXX Overall AP pass rate decreased by five tests at a 3 or higher. AP test prep was implemented as planned EAP Math was implemented as planned

Included in Goal 4 under AP access and cost Action 2 5000-5999: Services And Other Operating Expenditures College and Careers Grant 0.00

Included in Goal 4 under AP access and cost Action 2 5000-5999: Services And Other Operating Expenditures College and Careers Grant $0

Action 4





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2D.iv Continue to fund one academic math coach for grades 6-12.

Implemented as planned Peter Hansen (math coach) 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $101,178

Peter Hansen (math coach) 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Supplemental $102,790

Peter Hansen Math Coach 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title II $11,242

Peter Hansen Math Coach 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Title II $11,421

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Overall, the actions and services were implemented as planned.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. During elementary district grade level release days, time was provided to identify Math priority standards. At the secondary level, all math teachers, two academic coaches and site administration participated in four days of intensive training with the Teacher Development Group. These days were comprehensive in that they focused on improving students' mathematical understanding and achievement by increasing teachers' mathematical content knowledge while simultaneously developing pedagogical sense. Teachers were provided first-hand experiences with NCTM Standards-based practices (e.g., manipulatives to develop meaningful conceptual models, instructionally embedded assessments, questioning to elicit student thinking) through modeling The use of STAR Math is not yet used districtwide. Further planning and training are needed in order to increase the use of this tool to measure student learning. As part of the improvements to the district system of assessment for the 18-19 school year, this will begin to be addressed as we compare STAR Math and SBAC Interims as a way to monitor student learning. The Math Coach provided support to teachers as they worked to improve their effectiveness in teaching math.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.


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Goal 3 Goal 3: Establish a culture of respect and responsibility to provide a rigorous and student--centered learning environment.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

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Expected Actual

Metric/Indicator Suspension Reduce expulsions. Increase graduation rates. Reduce chronic absenteeism, truancy rates and overall absenteeism. Reduce high school drop-out rates. Increase percentage of parents that agree that their children are safe, valued, and respected. 17-18 Suspension rate will remain at or below 1.5%. Monitor special education student performance in suspension indicator on data dashboard. Expulsions will remain below 0.5%. Graduation rate will exceed 90%. Reduce chronic absenteeism, truancy rates and overall absenteeism will reduce by 1% each year. Reduce high school drop out rate by 1%. Increase percentage of parents that agree that their children are safe, valued and respected by 5%.

Suspension rate will remain at or below 1.5%: Goal not met. The current suspension rate is 3%. Compared to Dataquest's 2015-2016 suspension rate, our suspension rate increased 0.5%. Expulsions will remain below 0.5%: Goal met. The expulsion rate continues to remain below 0.5% at a 0.2% rate for the 2016-2017 school year. This is a 0.3% decrease from the previous school year. Monitor special education student performance in suspension indicator on data dashboard: Student performance will continue to be monitored. Graduation rate will exceed 90%: Goal met. The graduation rate is 96%. Reduce chronic absenteeism, truancy rates, and overall absenteeism will reduce by 1% each year: Since this was the first year that CDE calculated chronic absenteeism rates, this baseline will be used as rates are compared moving forward. Reduce high school drop out rate by 1%: Goal not met. Three year (2013/2014, 2014/2015 and 2015/2016) cohort drop out rate indicates a 0.2% gain. This gain represents two students. Parent Survey Results (% of parents that Agree or Strongly Agree). "My child feels valued and respected by school staff." At the ES level- 92% agree/strongly agree At the MS level- 70%* agree/strongly agree "My child feels safe and comfortable at school." This question was not on the TTUSD 2017 elementary level survey At the MS level- 82%* agree/strongly agree At the HS level- 59%* agree/strongly agree "My child's school building is safe and well-maintained." At the ES level- 84% agree/strongly agree At the MS level- 83% agree/strongly agree At the HS level- 74%* agree/strongly agree

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Expected Actual *22 parents responded






3.i Identify new and support ongoing partnerships between students, staff, parents and community members to develop a school culture built on mutual respect, responsibility and safety for all. Support collaborative relationships with on--site mental health providers and outside agencies. Provide training and workshops as needed to grow this area of service.

Implemented as planned Support new and ongoing partnerships between students, staff, parents and community members - use budget 1110 and 1120 for subs and extra duty as applicable. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $11,110

Support new and ongoing partnerships between students, staff, parents and community members - use budget 1110 and 1120 for subs and extra duty as applicable. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $11,110

Support new and ongoing partnerships between students, staff, parents and community members - use budget 2110 and 2120 for subs or extra duty as applicable. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $3,000

Support new and ongoing partnerships between students, staff, parents and community members - use budget 2110 and 2120 for subs or extra duty as applicable. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $3,000

Collaborate with on--site mental health providers and outside agencies. 5000-5999: Services And Other Operating Expenditures Basic Funding $5,555

Collaborate with on--site mental health providers and outside agencies. 5000-5999: Services And Other Operating Expenditures Basic Funding $5,000

Action 2

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3.ii Support strategic student and parent education on topics -of behavioral and social emotional supports. Continue systematic character education in grades K-8 and continue to pilot life plan curriculum in grades 9-12. Include PBIS (Positive Behavioral Intervention and Supports) and Second Step training along with behavioral intervention and supports (Tier II at elementary level), a discipline matrix and alternatives to suspension.

As a result of parent and school site input, the following topics were offered, but not limited to: dangers of vaping, cyberbullying, PIQE, Second Step was implemented and expanded with the use of Mind Yeti. Several schools increased implementation of mindfulness and many teachers attended a full day mindfulness training. Two new "adulting" classes were offered at both comprehensive high schools. The district discipline matrix, PBIS and alternatives to suspensions were implemented as planned.

Costs for training - strategic supports with parent education. 5000-5999: Services And Other Operating Expenditures Basic Funding $12,726

Costs for training - strategic supports with parent education. 5000-5999: Services And Other Operating Expenditures Basic Funding $15,540

Costs for training - PBIS and Second Step training. 0001-0999: Unrestricted: Locally Defined Basic Funding $5,000

Costs for training - PBIS and Second Step training. 0001-0999: Unrestricted: Locally Defined Basic Funding $0

Action 3





3.iii Introduce workshops to address resiliency and culturally responsive pedagogy to address issues related to student engagement.

Along with opportunities provided at PCOE, the district hosted Horacio Sanchez for the second year in a row.

Horatio Sanchez for all TK-12 teachers and staff. 5800: Professional/Consulting Services And Operating Expenditures Basic Funding $6,000

Horatio Sanchez for all TK-12 teachers and staff. 5800: Professional/Consulting Services And Operating Expenditures Basic Funding $12,000

Action 4





3.iv Continue to address professional development for site administrators, counselors and teachers to address chronic absenteeism, discipline, and engagement.

Through the Student Services Division, student attendance and discipline topics were addressed via district committees and PLC's such as the Assistant Principal PLC, TTUSD's SARB team, and

Professional development for site administrators, counselors and teachers to address chronic absenteeism, discipline, and engagement. 5000-5999: Services And Other Operating

Professional development for site administrators, counselors and teachers to address chronic absenteeism, discipline, and engagement. 5000-5999: Services And Other Operating

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Senior Leadership. Two main topics this past year were determining the methodology around chronic absenteeism and correcting and reviewing discipline coding and reporting.

Expenditures Med- Cal Admin Account $1,010

Expenditures Med- Cal Admin Account $20,362

Action 5





3.v Review and address special education student performance in academic and socio-emotional performance as indicated by the data dashboard.

As a result of the PIR report SPED student performance was thoroughly reviewed.

Addition of one Program Specialist to support Sp Ed success. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $125,536

Addition of one Program Specialist to support Sp Ed success. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $29,454

Action 6





3.vi Continue to staff the 0.6 FTE to serve all sites with data to address site and district level assessment of student performance related to intervention, coaching, scope and sequence, common assessments, school culture surveys, and presentations to the Board to keep data in the forefront of all fiscal discussion and address achievement gaps at every level.

Although developed to some degree this position continues to need training and support to become a data resource for the district and school sites.

This is the position that has been split from the previous position which was responsible for CALPADS and data assessment. It is a 0.6 FTE position (Jennifer Coon). Supports the CTE. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $36,498

This is the position that has been split from the previous position which was responsible for CALPADS and data assessment. It is a 0.6 FTE position (Jennifer Coon). Supports the CTE. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $35,349

Action 7





3.vii Provide ongoing funding for counselors and provide additional

Implemented as planned. Counselors 1000-1999;3000-3999 Certificated Personnel

Counselors 1000-1999;3000-3999 Certificated Personnel

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funding of 1.6 counselors to the ongoing total support staffing cost.

Salaries and Benefits Supplemental $853,631

Salaries and Benefits Supplemental $657,097

Counselors include additional 1.6 FTE. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $612,629

Counselors include additional 1.6 FTE. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Basic Funding $573,094

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Overall the actions and services to achieve Goal 3 were implemented as planned with the exception of 3.vi: Continue to staff the 0.6 FTE to serve all sites with data to address site and district level assessment of student performance related to intervention, coaching, scope and sequence, common assessments, school culture surveys, and presentations to the Board to keep data in the forefront of all fiscal discussion and address achievement gaps at every level. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. These actions and services were effective as indicated by the California Dashboard in the areas of Academic Performance, School Conditions and Climate, and Academic Engagement with very high (blue) and high (green) performance levels and "met" ratings. The annual TTUSD parent survey indicates that parents continue to strongly agree/agree: "My child feels valued and respected by school staff." At the ES level- 92% agree/strongly agree At the MS level- 70%* agree/strongly agree "My child feels safe and comfortable at school." This question was not on the TTUSD 2017 elementary level survey At the MS level- 82%* agree/strongly agree At the HS level- 59%* agree/strongly agree In the area "My child's school building is safe and well-maintained." At the ES level- 84% agree/strongly agree

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At the MS level- 83% agree/strongly agree At the HS level- 74%* agree/strongly agree Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. 3iii. Provided additional workshops for staff. 3iv. Provided additional conferences and professional development for Counselors and psychologists. 3.v. Program specialist resigned early in the year. Position vacant. 3.vii. Counselor vacancies and leaves

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. After careful consideration of the goals and activities contained in the 2016-2017 LCAP document, the current LCAP has been redesigned to better align with our District's Pathways 2020 plan. The current plan has been focused on three key goals related to teaching, learning, school culture, and student safety and well being. Elements of this goal can be found in Goals 2 and 3.

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Goal 4 Goal 4: Increase College and Career Readiness.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

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Expected Actual

Metric/Indicator Increased access and participation in multi-year pathways leading to college majors, technical options, and careers in STEAM. Increase enrollment in Pathways by 5% Increase PSAT access for all 10th and 11th graders by 5% Increase SAT access for seniors by 5% Middle School: Maintain no eighth grade drop--outs. Increase HS graduation rate to 95% Increase A--G rate by 5% Increase AP access and focus on EL and Hispanic students by 5% Increase number of middle school students receiving CTE introduction through Summer STEAM enrollment by 5% Increase CTE completion numbers by 5%

Maintain zero eighth-grade drop--outs: 100% of our eighth-grade students promote to high school. Increase number of middle school students receiving CTE introduction through Summer STEAM enrollment by 5%: This goal will not be met since it's been determined that in order to provide a much higher quality CTE & STEAM aligned program this academy will be capped at forty students. Increase HS graduation rate to 95%: This goal was met. 2017 graduation rate was 96%. Increase A--G rate by 5%: This goal was not met. UC/CSU readiness rate remained the same: 55% Increase AP access and focus on EL and Hispanic students by 5%: Goal met with a 10% increased enrollment. Increase enrollment in Pathways by 5%: The goal met. Enrollment increased by 344 students. Increase CTE completion numbers by 5%: The goal was not met. Completion rate increased to 3%, a 2% increase from the previous year. Increase PSAT access for all 10th and 11th graders by 5%: 100% of students have access to the PSAT. Increase % of seniors taking the SAT by 5%: Based on data it is not possible to accurately collect this data since a student can take the SAT multiple times.

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Expected Actual

17-18 Increase access and participation in multiyear pathways leading to college majors, technical options, and careers in STEAM. Increase enrollment in Pathways by 5% Increase PSAT access for all 10th and 11th graders by 5% Increase SAT access for seniors by 5% Middle School: Maintain no eighth-grade drop--outs. Increase HS graduation rate to 95% Increase A--G rate by 5% Increase AP access and focus on EL and Hispanic students by 5% Increase number of middle school students receiving CTE introduction through Summer STEAM enrollment by 5% Increase CTE completion numbers by 5%






4.i Continue to expand Career Technical Education (CTE) Pathways. Develop Work-Based Learning (WBL) and internships through Programs Manager and additional support staff. Increase CTE completion rates.

Programs were implemented as planned and rates increased as pathway opportunities expanded and students completed the capstone courses. The 2017 completion rate grew 2% points from the 2016 rate.

New district level CTE Programs Manager 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $117,693

New district level CTE Programs Manager 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $127,526

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25% of all HS Counselor costs- ( 5 counselors including the two new hires) 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $129,400

25% of all HS Counselor costs- ( 5 counselors including the two new hires) 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $107,368

Action 2





4.ii Increase college readiness as measured by the following indicators - EAP, SAT, PSAT, and AP rates.

The programs were implemented as planned: EAP Math: The overall percentage of students who met or exceeded standards on CAASPP Math decreased in 2017 by 4 percentage points. The overall percentage of students who met or exceeded standards on CAASPP ELA increased in 2017 by 2 percentage points. PSAT: increased numbers of students in 10th and 11th grade taking the PSAT AP: decreased total number of AP tests taken from 173 in 2016 to 129 in 2017.

Test fund provided by district from general funds - pays for AP subsidized rates per year to increase more students taking the test ($55.00 per student rate and $20.00 for FRL students). 5000-5999: Services And Other Operating Expenditures Basic Funding $20,000

Test fund provided by district from general funds - pays for AP subsidized rates per year to increase more students taking the test ($55.00 per student rate and $20.00 for FRL students). 5000-5999: Services And Other Operating Expenditures Basic Funding $5,500

College and Career Readiness Grant used for SAT 10th and 11th grade prep fee. 5000-5999: Services And Other Operating Expenditures Basic Funding $9,000

College and Career Readiness Grant used for SAT 10th and 11th grade prep fee. 5000-5999: Services And Other Operating Expenditures Other $9,530

College and Career Readiness Grant used for PSAT 10th and 11th grade test fees. 5000-5999: Services And Other Operating Expenditures Basic Funding $9,000

College and Career Readiness Grant used for PSAT 10th and 11th grade test fees. 5000-5999: Services And Other Operating Expenditures Basic Funding $7,824

Pay teachers to provide test prep for all AP courses. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits College and Careers Grant $2,000

Pay teachers to provide test prep for all AP courses. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits College and Careers Grant $2,500

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35 APEX licenses for the year- used as supplemental materials for curriculum. Used to remediate D/F grades only for college readiness. 4000-4999: Books And Supplies Basic Funding $6,125

35 APEX licenses for the year- used as supplemental materials for curriculum. Used to remediate D/F grades only for college readiness. 4000-4999: Books And Supplies Basic Funding $8,328

Action 3





4.iii Increase access and participation in pathways leading to college majors, technical options, and careers in STEAM fields; increase students in a CTE Pathways, especially females, Socio-economically Disadvantaged (SED) and Hispanic students.

Access increased as more pathway opportunities became available. The total participants in CTE Pathways increased 71.8% from 426 in 2015-2016 to 732 in 2016-2017. Increase students in a CTE Pathways, especially females, Socio-economically Disadvantaged (SED) and Hispanic students: The female and Hispanic student groups increased by 75 and 47 students respectively while the SED student group declined by 10 students.

Expansion of teachers funded by CTEIG funds. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $434,582

Expansion of teachers funded by CTEIG funds. (included in Goal1.i) 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $0

Expansion of classified funded by CTEIG funds. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits CTEIG Funding $138,585

Expansion of classified funded by CTEIG funds. 3000-3999: Employee Benefits CTEIG Funding $0

Action 4





4.iv Maintain Naviance college tool for grades 8-12.

Implemented as planned. Naviance license costs 5000-5999: Services And Other Operating Expenditures Measure A $15,000

Naviance license costs 5000-5999: Services And Other Operating Expenditures Measure A $14,390

Action 5

Planned

Actual

Budgeted

Estimated Actual

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Actions/Services Actions/Services Expenditures Expenditures 4.v Continue the guidance technician position to support WBL, Junior Resource Fair and STEAM Fair.

Implemented as planned Robert Jamison 2000-2999;3000-3999 Classified Personnel Salaries and Benefits CTEIG Funding $58,021

Robert Jamison 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $57,680

Action 6





4.vi Provide staff development on Project Lead The Way (PLTW) and other workshops as needed for high school pathway teachers.

Implemented as planned Subs for CTE teacher workshops. 1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTEIG Funding $15,000

Subs for CTE teacher workshops. 5000-5999: Services And Other Operating Expenditures CTEIG Funding $4,705

Professional Development CTE teacher workshops. 5000-5999: Services And Other Operating Expenditures CTEIG Funding $0

Professional Development CTE teacher workshops. 5000-5999: Services And Other Operating Expenditures CTEIG Funding $6,265

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Overall the actions and services to achieve Goal 4 were implemented as planned.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The actions and services were effective in that the number of students taking the PSAT increased, CTE Pathways expanded resulting in more access, the graduation rate increased, and TTUSD maintained 100% of eighth graders matriculating to high school. Instruments to measure effectiveness of actions need to be refined.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. 4iii. These expenditures are duplicative and are included in Goal 1.i


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Goal 5 Goal 5: Enhance Parent and Community Engagement.


State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning)


Expected Actual

Metric/Indicator Raise number of parents attending school events by 10% per year. Raise number of adults attending GED, community classes, and basic education options through Parent University by 10% per year.

Raise the number of parents attending school events by 10% per year: This goal was not met as there was not an instrument developed to measure this outcome. Raise the number of adults attending GED, community classes, and basic education options through Parent University by 10% per year: Because the Parent University model was not implemented, there were no adult education classes offered via this model. Many opportunities via our Adult Education programs were offered. See below. Build and facilitate parent education through a Parent University Model that builds competency around diverse learners and subgroups- expand program offerings by 10%: Because the Parent University model was not implemented, this goal was not accomplished through this model. The goal was accomplished via site and district parent education offerings as well as what was offered via Adult Education. Parent survey results will indicate that at least 70% have attended one or more school events:

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Expected Actual

17-18 Build and facilitate parent education through a Parent University Model that builds competency around diverse learners and subgroups- expand program offerings by 10%. Parent survey results will indicate that at least 70% have attended one or more school events. Raise number of adults attending GED, community classes and basic education options by 10% per year.

There was not an instrument developed to measure this outcome, therefore, the goal was not met. Raise the number of adults attending GED: If the all current GED students pass the GED test, the increase of adults from the past school year will have increased by 18 persons. This is an increase of 106%. Raise the number of adults attending community classes: We offer classes via Adult Education classes were offered. Community classes were not offered because it was not a community need. Raise the number of adults attending basic education (serve adults with less than a ninth-grade education) options: At this time basic education classes (ABE) are not offered as this is not a current community need. Overall the 10% goal per year was exceeded in the Adult Education programming for the 2017-2018 school year.






Parent Engagement: 5.i Provide translation and Bilingual Communication services staff (two translators and two community liaisons) to support parent access and involvement across the district. 5.ii Introduce parents to Naviance and design a 6-12th grade parent group within a trainer-of-trainer model.

5i and part of 5iii were implemented as planned. Action 5ii, alignment of ESL and Adult Education and state mandated ESL testing has not yet been implemented.

Translation and Bilingual Communication services staff 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Supplemental $387,062

Translation and Bilingual Communication services staff 2000-2999: Classified Personnel Salaries Supplemental $338,361

Translation and Bilingual Communication services staff 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Other $126,742

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5.iii Align English as a Second Language (ESL) and Adult programs with the adult education consortium. Implement state mandated ESL adult pre and post tests as required (CASAS and TOPS PRO website at https://www.casas.org/about-casas) to measure annual language growth. Continue to expand options for adults with GED and community-based education as well as CTE classes.

Translation and Bilingual Communication services staff- after school events.uate. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $26,290

Translation and Bilingual Communication services staff- after school events. 2000-2999;3000-3999 Classified Personnel Salaries and Benefits Basic Funding $0

Introduce parents to Naviance and design a 6-12th grade parent group within a trainer-of-trainer model. Every student is required to take a CTE course to graduate. 5000-5999: Services And Other Operating Expenditures CTEIG Funding $10,000

Introduce parents to Naviance and design a 6-12th grade parent group within a trainer-of-trainer model. Every student is required to take a CTE course to graduate. 5000-5999: Services And Other Operating Expenditures CTEIG Funding $10,000

Action 2





Adult Education 5.iv Implement parent university classes to provide parents with skills and strategies to support student learning at home. 5.v Expand the services in the GED test center to include other test options.

Although the Parent University model was not implemented the goal of supporting TTUSD parents will be achieved this spring via the Parent Institute for Quality Education (PIQE). Currently we are only licensed to offer GED tests.

Adult ESL classes for Spanish speaking families and implement CASAS. 5000-5999: Services And Other Operating Expenditures Supplemental $26,290

Adult ESL classes for Spanish speaking families and implement CASAS. 5000-5999: Services And Other Operating Expenditures Supplemental $26,290

Parent engagement four-week course. Civics education course. 5000-5999: Services And Other Operating Expenditures Adult Education Block Grant $2,500

Parent engagement four-week course. Civics education course. 5000-5999: Services And Other Operating Expenditures Adult Education Block Grant $2,500

Adults attending GED and community classes. 5000-5999: Services And Other Operating Expenditures Adult Education Block Grant $20,000

Adults attending GED and community classes. 5000-5999: Services And Other Operating Expenditures Adult Education Block Grant $20,000

Introduce CTE aligned adult education programs. 5000-5999: Services And Other Operating

Introduce CTE aligned adult education programs. 5000-5999: Services And Other Operating

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Expenditures Adult Education Block Grant $10,000

Expenditures Adult Education Block Grant $10,000

Expand the services in the GED test center. 5000-5999: Services And Other Operating Expenditures Adult Education Block Grant $5,000

Expand the services in the GED test center. 5000-5999: Services And Other Operating Expenditures Adult Education Block Grant $5,000

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Overall the actions and services to achieve Goal 3 were implemented as planned with the exception of 5.ii Introducing parents to Naviance and design a 6th-12th grade parent group within a trainer of trainer model, 5iv. Implement parent university classes and 5.v. expand services of the GED test center. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The effectiveness of actions is reflected in the expansion of the Adult Education opportunities that were available and the effective services that the Translations and Bilingual Services Department provided this past year. The partnerships with Sierra College and the business community were instrumental in advancing the outcomes of this goal. Several actions were not implemented this past year because resources and implementation plans were not established to ensure the action was accomplished. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. 5i. Translator vacancies. Added additional community liaison staffing with grant funds. After school events budget not required.


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Stakeholder Engagement

LCAP Year: 2018-19

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

With the goal of increasing dialogue to find out what issues matter most to our stakeholders, the following groups were consulted and the methods by which stakeholders provided input included an LCAP overview, discussion, exit tickets, and surveys. Tahoe Truckee Educators Association was provided copies of the draft of the LCAP in order to provide feedback. In addition, the two association presidents participated on the district's Teaching and Learning Committee (TLC.) This committee was provided an overview of goals, actions and outcomes and feedback was received. The feedback from both the association and the committee contributed to adjustments and additions to the plan. TLC (Teacher and Staff LCAP Advisory Committee) consultation dates: March 12, 2018, and May 14, 2018 TTEA (certificated) were provided three weeks during April and May 2018, to review, ask questions and provide feedback on the LCAP. Questions from one of the TTEA Presidents were responded to by the Executive Director of Educational Services via written responses as part of a Google document. CSEA (classified) was consulted as part of the planning process as both association presidents were provided three weeks during April and May 2018, to review, ask questions and provide feedback on the LCAP. DELAC was consulted as part of the planning process on May 17, 2018. The feedback received contributed to adjustments and additions to the plan. The Parent Superintendent Advisory Committee (LCAP Parent Advisory Committee) was consulted and the feedback received contributed to adjustments and additions to the plan: January 18, 2018, and March 15, 2018. TTUSD Parent/Guardians were surveyed in May 2018. Senior/District Leadership was consulted and the feedback received contributed to adjustments and additions to the plan: January 30, 2018.

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PCOE was consulted on an ongoing basis during C&I meetings, PLN's, in person, via email, and on the phone. All feedback contributed to edits and additions to the plan. The LCAP will be presented for Public Hearing at the regularly scheduled Board meeting on June 6, 2018. Executive Director of Educational Services will respond to public comments and questions in writing before the LCAP is presented for Board approval on June 20, 2018.

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

Along with the research around improvement science, these meetings confirmed the need to refine the focus on three goals related to student achievement, expanding teaching capacity and safe and caring school environments. This past year the district was able to conduct surveys in relation to school/district improvement efforts of the High-Reliability Schools Framework. The results, as well as data collected through this process, was used to inform revisions and goals for the 2018-2019 school year and beyond.

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Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

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

Goal 1 Goal 1: TTUSD will ensure that all scholars achieve and make continuous progress in order to thrive and to be successful in a globally competitive age and be prepared for college, career and life. (TTUSD Pathways 2020 Goals 1 and 4)

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: TTUSD Pathways 2020 Goals 1 and 4 Identified Need: TTUSD has identified the need to refine the LCAP in order to create three specific goals that align with the district's Pathways 2020 plan. In this revised version, several actions and services from the former version have been embedded because the data and stakeholders have identified the need for the actions to continue. These actions and services include but are not limited to college and career counseling, Career Technical Education, early childhood education and securing ELA standards-aligned instructional materials.

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Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

1. Implementation of Academic Standards Increase the percentage of students meeting and exceeding ELA and Math standards on CAASPP Summative Assessment for each group and cohort groups based on previous year data by 5%. 2. English Language Arts (3-8) and Mathematics (3-8) Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and decreasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All

1. Implementation of Academic Standards Percentage of students meeting and exceeding ELA standards in 2016: All Students: 57% EL 13% SED 36% SWD 16% Hispanic 33% White 72% Percentage of students meeting and exceeding Math standards in 2016: All Students: 51% EL 12% SED 30% SWD 12% Hispanic 26% White 66% 2. English Language Arts (3-8) and Mathematics (3-8) 2017 ELA Status: ELA Change All students: +4 points SED: +3 points SWD: -5 points Hispanic: +2 points White: +4 points

1. Implementation of Academic Standards: Increase the percentage of students meeting and exceeding ELA and Math standards on CAASPP Summative Assessment for each student group and cohort groups based on previous year data by 5%. 2. English Language Arts (3-8) and Mathematics (3-8): Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and decreasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All Students" level by 7 or more points.

1. Implementation of Academic Standards: Increase the percentage of students meeting and exceeding ELA and Math standards on CAASPP Summative Assessment for each student group and cohort groups based on previous year data by 5%. 2. English Language Arts (3-8) and Mathematics (3-8): Show growth by increasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for "All Students" and decreasing points away from level 3 according to the 5x5 ELA and Math Grid Placement Reports for each student group that is below the "All Students" level by 7 or more points.

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

Students" level by 7 or more points. 3. Graduation Rate Indicator Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates Increase number of students who complete a CTE Pathway (completers). 5. A-G UC/CSU Requirements Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better. 6. AP Course Access

2017 Math Status: Math Change All students: +10 points SED +6 points SWD: +5 points Hispanic: +4 points White: +13 points 3. Graduation Rate Indicator 2016 graduation rate All students: 96% SED: 93% SWD: 83% Hispanic: 94% White: 97% 4. CTE Completion Rates 2016 CTE Completers: 5 students 5. A-G UC/CSU Requirements 2016 percentage of students passing "A-G" courses with a 2.0 GPA or better: 55%

3. Graduation Rate Indicator: Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates: Increase number of students who complete a CTE Pathway (completers) by 5%. 5. A-G UC/CSU Requirements: Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better(UC/CSU Ready) by 5%. 6. AP Course Access: For each group with a %

3. Graduation Rate Indicator: Maintain graduation rate for "All Students" and continue to increase rates for groups below the "All Students" level. 4. CTE Completion Rates: Increase number of students who complete a CTE Pathway (completers) by 5%. 5. A-G UC/CSU Requirements: Increase the percentage of students passing "A-G" courses with a 2.0 GPA or better(UC/CSU Ready) by 5%. 6. AP Course Access: For each group with a %

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For each group with a % lower than “All Students,” increase the percentage of students taking an AP test by 2%. 7. English Learner Indicator Increase the ELPI by 2%. 8. Basics Indicator Instructional Materials Maintain 100% access to standards-aligned instructional materials. 9. Technology Using Brightbytes, establish baseline data and create a plan to increase the integration of technology into student learning.

6. AP Course Access The number of students taking a 2016 AP test: All students: 222 SED: not available SWD: not available Hispanic: 51 White: 155 7. English Learner Indicator Fall 2017 California School Dashboard ELPI performance level is medium or “orange.” 8. Basics Indicator Instructional Materials 100% of students were assigned a textbook in Reading/Language Arts, Mathematics, Science, History/Social Science, and Foreign Language. 9. Technology Using Brightbytes, establish baseline data and create a plan to increase the integration

lower than “All Students,” increase the percentage of students taking an AP test by 2%. 7. English Learner Indicator: Increase the ELPI by 2%. 8. Basics Indicator Instructional Materials: Maintain 100% access to standards-aligned instructional materials. 9. Technology: Using Brightbytes, establish baseline data and create a plan to increase the integration of technology into student learning.

lower than “All Students,” increase the percentage of students taking an AP test by 2%. 7. English Learner Indicator: Increase the ELPI by 2%. 8. Basics Indicator Instructional Materials: Maintain 100% access to standards-aligned instructional materials. 9. Technology: Using Brightbytes, establish baseline data and create a plan to increase the integration of technology learning.

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of technology into student learning.

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

startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All X All Schools

OR

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

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

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


[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

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

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


X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Old Action: 2B.ii Review and pilot State Board of Education (SBE) adopted instructional materials in English Language Arts/ELD and recommend for

Improve implementation of ELA California State Standards by submitting an ELA (TK - 12) instructional materials recommendation to the school board by January 2019.

Continue to improve implementation of ELA California State Standards by providing new instructional materials, with a focus on English Language Arts/English Language Development strategies that

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adoption in spring 2018. Go through the adoption process.

Purchase and receive approved ELA (TK - 12) instructional materials by June 2019, if not sooner.

align with the TTUSD Instructional Framework for Student Learning.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 0 $850,000 $10,000 0 $850,000 $10,000 Source Lottery Lottery Lottery 0 $850,000 $10,000 Budget Reference

4000-4999: Books And Supplies



Amount $50,000 $10,000 $50,000 $10,000 Source Lottery Lottery $50,000 $10,000 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits ELA Instructional Material Professional Development, Substitutes for teacher release

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits ELA Instructional Material Professional Development, Substitutes for teacher release

Action 2 [Add Students to be Served selection here] [Add Location(s) selection here]

OR

X English Learners X Foster Youth X Low Income

X Schoolwide Specific Schools: All elementary schools provide TK and K programs. TES provides a full day TK and K program.

Specific Grade Spans: TK - K

Actions/Services

X New Action X New Action X Unchanged Action

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Support early learning through Transitional Kindergarten at all sites and full day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students.

Support early learning through Transitional Kindergarten at all sites and full day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students.

Budgeted Expenditures Amount $531,982 $539,962 $531,982 $539,962 Source Supplemental Supplemental $531,982 $539,962 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits TK Teacher Salaries

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits TK Teacher Salaries

Budget Reference

Action 3 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


X All Specific Schools: NTHS, THS, SHS Specific Grade Spans: 9-12

OR









X Modified Action X Unchanged Action

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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Old Action: 4.i Continue to expand Career Technical Education (CTE) Pathways. Develop Work-Based Learning (WBL) and internships through Programs Manager and additional support staff. Increase CTE completion rates.

Continue providing CTE pathways connected to industry sectors.

Continue providing CTE pathways connected to industry sectors.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $171,558 0 $171,558 0 Source CTEIG Funding CTEIG Funding $171,558 0 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits CTE Teachers

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits

Amount $844,704 $857,375 $844,704 $857,375 Source Basic Funds Basic Funding Basic Funding $844,704 $857,375 Budget Reference




Amount $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 Source Carl D. Perkins Career and

Technical Education Carl D. Perkins Career and

Technical Education Carl D. Perkins Career and

Technical Education $16,667 $16,667 $16,667 Budget Reference






Specific Schools: NTHS, NTS, ACMS, THS, SHS, CSA Specific Grade Spans: 6 -12

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OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Old Action: 4.iv Maintain Naviance college tool for grades 8-12.

Expand use and access to Naviance as a tool to better align student strengths and interests to postsecondary goals, improving student outcomes and connecting learning to life.

Expand use and access to Naviance as a tool to better align student strengths and interests to postsecondary goals, improving student outcomes and connecting learning to life.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 Source Measure A Measure A Measure A $15,000 $15,000 $15,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures





[Add Students to be Served selection here] [Add Location(s) selection here]

OR

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X Limited to Unduplicated Student Group(s) Specific Schools: NTS, NTHS, ACMS, THS, SHS, CSA

Specific Grade Spans: 6-12





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Old Action: 4.i Continue to expand Career Technical Education (CTE) Pathways. Develop Work-Based Learning (WBL) and internships through Programs Manager and additional support staff. Increase CTE completion rates.

Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and/or career and support other specific college/career related outcomes for these students.

Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and/or career and support other specific college/career related outcomes for these students.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $57,680 $60,589 $61,498 $57,680 $60,589 $61,498 Source Supplemental Supplemental Supplemental $57,680 $60,589 $61,498 Budget Reference

2000-2999: Classified Personnel Salaries

2000-2999;3000-3999 Classified Personnel Salaries and Benefits


Action 6

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X All X All Schools Specific Schools: NTHS, THS, SHS Specific Grade Spans: 10-12

OR


Actions/Services

X New Action X Unchanged Action

Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students. Provide a credit recovery option for students via APEX. Provide SAT, Albert licenses to provide test preparation opportunities for students.

Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students. Provide a credit recovery option for students via APEX. Provide SAT, Albert licenses to provide test preparation opportunities for students.

Budgeted Expenditures Amount $34,000 $27,300 $27,300 $34,000 $27,300 $27,300 Source College and Careers Grant Supplemental Supplemental $34,000 $27,300 $27,300 Budget Reference


5800: Professional/Consulting Services And Operating Expenditures PSAT: $13,000 Albert: $3300 SAT boot camp: $4000 APEX licenses: $7000

5800: Professional/Consulting Services And Operating Expenditures PSAT: $13,000 Albert: $3300 SAT boot camp: $4000 APEX licenses: $7000

Action 7

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X All X All Schools

OR


Actions/Services


Use improvement science methods to address needs of students in targeted student groups that are two or more levels below “all students” for the ELA and/or Math indicator according the California Dashboard.

Use improvement science methods to address needs of students in targeted student groups that are two or more levels below “all students” for the ELA and/or Math indicator according the California Dashboard.

Budgeted Expenditures Amount $5,000 $5,000 $5,000 $5,000 Source Grant Grant $5,000 $5,000 Budget Reference



Amount $7,000 7,000 $7,000 7,000 Source Title II $7,000 7,000 Budget Reference

1000-1999: Certificated Personnel Salaries District Literacy Team Substitute support for monthly meetings

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits District Literacy Team Substitute support for monthly meetings

Amount $1,000 $1,000 $1,000 $1,000 Source Title II Title II $1,000 $1,000 Budget Reference

4000-4999: Books And Supplies to support team learning

4000-4999: Books And Supplies to support team learning

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OR






X LEA-wide X All Schools Specific Grade Spans: incoming TK - 5 and

incoming 6-8 (AIM High)





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2B.vi Continue to address grade level reading and summer slide through Summer Scholars & KCAMP

Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. In addition, the incoming TK and K programs help students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment

Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. In addition, the incoming TK and K programs help these students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment

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program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students.

program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $203,000 $118,049 $119,819 $203,000 $118,049 $119,819 Source Basic Funding Supplemental Supplemental $203,000 $118,049 $119,819 Budget Reference




Amount $7,685 $7,800 $7,685 $7,800 Source Supplemental Supplemental $7,685 $7,800 Budget Reference







2000-2999;3000-3999 Classified Personnel Salaries and Benefits transportation for Summer School program students and AIM high students

2000-2999;3000-3999 Classified Personnel Salaries and Benefits transportation for Summer School program students and AIM high students

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OR






X LEA-wide X All Schools




X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Maintain low class sizes Maintain low class sizes Maintain low class sizes Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $1,120,420 $1,063,362 $1,079,312 $1,120,420 $1,063,362 $1,079,312 Source Supplemental Supplemental Supplemental $1,120,420 $1,063,362 $1,079,312 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Teacher Salaries



Action 10 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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



OR





X English Learners X LEA-wide X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services OLD ACTION 2B.v Provide enhancement paraprofessionals, instructional aides, and bilingual instructional aides to support small group intensive instruction to Special Ed, low income, and ELs at all sites in order to support student performance.

Maintain English Learner support by providing additional staff allocation.

Maintain English Learner support by providing additional staff allocation.


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Certificated Salaries for EL Coordinators



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Amount 206,730 $236,958 $240,512 206,730 $236,958 $240,512 Source Supplemental Supplemental Supplemental 206,730 $236,958 $240,512 Budget Reference

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Bilingual Aides, EP's



Amount $70,940 $81,066 $82,282 $70,940 $81,066 $82,282 Source Basic Funding Supplemental Supplemental $70,940 $81,066 $82,282 Budget Reference

2000-2999;3000-3999 Classified Personnel Salaries and Benefits EPS

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coordinator of English Learner Programs and Accountability

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coordinator of English Learner Programs and Accountability

Amount $0 $96,321 $97,765 $0 $96,321 $97,765 Source Supplemental Supplemental $0 $96,321 $97,765 Budget Reference




4000-4999: Books And Supplies EL Materials

4000-4999: Books And Supplies EL Materials


5000-5999: Services And Other Operating Expenditures EL Professional Development

5000-5999: Services And Other Operating Expenditures EL Professional development



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OR






X LEA-wide Specific Grade Spans: TK-8




X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services OLD ACTION: 2B.iv Continue to fund intervention....

Provide Reading Intervention Teachers at all TK-8 schools.

Provide Reading Intervention Teachers at all TK-8 schools.


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Reading Intervention teachers



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Goal 2 TTUSD will ensure all staff members are implementing effective instructional strategies, providing quality learning opportunities, integrating technology, and utilizing data to actively engage each scholar to learn at the highest levels and gain 21st-century skills in order to be prepared for college, career, and life. (TTUSD Pathways 2020 Goals 1 and 2) State and/or Local Priorities addressed by this goal: State Priorities: X Priority 2: State Standards (Conditions of Learning)

X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: TTUSD Pathways 2020 Goals 1 and 2 Identified Need: TTUSD has identified the need to refine the LCAP in order to create three specific goals that align with the district's Pathways 2020 plan. In this revised version several actions and services from the former version have been embedded because the data and stakeholders have identified the need for the actions to continue. These actions and services include but are not limited to academic coaches and professional development.

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Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

1. High Reliability Schools Level 2 measures: Expand the capacity of effective teaching in every classroom as measured by HRS Level 2 surveys, interviews and observations. 2. Quality Professional Development: Create, implement and use data from professional development sessions

Since this goal and the metrics are new, baseline data is: 1. High Reliability Schools Level 2 measures: Create, implement and use data from a TTUSD survey that collects information from teachers, administrators, parents and students to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other information for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms: Currently only a survey has been created and implemented for teachers and administrators. Survey results indicate: Administrators - 1/20 indicators average score a 4.0 or above

1. Since this goal and the metric is new we will continue to develop this metric prior to implementation in the 2018-19 school year. The following results, collected in 2017-18, are: Survey results indicate: Administrators - 1/20 indicators average score a 4.0 or above Elementary Teachers - 5/20 indicators average score 4.0 or above Secondary Teachers* - 7/20 indicators average score 4.0 or above *high school representation low 2. Since this goal and the metric is new we will develop this metric for implementation in the 2018-19 school year.

1. High Reliability Schools Level 2 measures: Create, implement and use data from TTUSD surveys that collects information from teachers and administrators to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other information for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms. 2. Quality Professional Development: Create, implement and use data from professional development session surveys to improve the

1. High Reliability Schools Level 2 measures: Implement and use data from TTUSD surveys that collects information from teachers and administrators to inform progress toward LCAP Goal 2, implementation of the TTUSD Instructional Framework and other information for identified lagging indicators that will increase effective implementation of instructional strategies in all classrooms. 2. Quality Professional Development: Implement and use data from professional development session surveys to improve the

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to improve the quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers Maintain 99% or higher Highly Qualified Teachers.

Elementary Teachers - 5/20 indicators average score 4.0 or above Secondary Teachers* - 7/20 indicators average score 4.0 or above *high school representation low 2. Quality Professional Development: Create, implement and use data from professional development sessions to improve the quality of learning opportunities available for teachers and staff: Currently there is not a districtwide instrument to measure this element. 3. Basics Indicator- Teachers Maintain 99% or higher Highly Qualified Teachers: The district currently employs 100% at the level of HQT.

3. Basics Indicator- Teachers Maintain 99% or higher Highly Qualified Teachers: The district currently employs 100% at the level of HQT.

quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers: Maintain 99% or higher Highly Qualified Teachers.

quality of learning opportunities available for teachers and staff. 3. Basics Indicator- Teachers: Maintain 99% or higher Highly Qualified Teachers.

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X All X All Schools

OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Old action: 1.i 100% compliance with Highly Qualified Teacher (HQT); implementation of standards aligned instruction and curriculum in every classroom; monitor and use Destiny software for text book management and accounting.

Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff.

Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff.

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Learning topics will be aligned to the TTUSD Instructional Framework for Student Learning.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $62,500 $62,500 $62,500 $62,500 Source Title II Title II $62,500 $62,500 Budget Reference

SEE ACTION FIVE BELOW

1000-1999: Certificated Personnel Salaries Substitute teachers for release days

1000-1999: Certificated Personnel Salaries Substitute teachers for release days

Amount $9450 $9450 $9450 $9450 Source Title I Title I $9450 $9450 Budget Reference



Amount $30,000 $30,000 $30,000 $30,000 Source Basic Funding Basic Funding $30,000 $30,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures Coaching Training- Global

5800: Professional/Consulting Services And Operating Expenditures Coaching Training- Global




Action 2 X All X All Schools

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OR


Actions/Services


Publish a district/county PD document that is a result of learning from Action 1 (above) and aligns with the TTUSD Instructional Framework for Student Learning.

Refine the district/county PD document that is a result of learning from Action 1 (above) and aligns with the TTUSD Instructional Framework for Student Learning.

Budgeted Expenditures Amount $1,000 $1,000 $1,000 $1,000 Source Basic Funding Basic Funding $1,000 $1,000 Budget Reference




OR


Actions/Services

X New Action X Modified Action

Increase coach availability to expand the capacity of teachers, administrators, and staff.

Continue to expand the capacity of coaches to fulfill their role with a high level of skill and effectiveness.

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Expand the capacity of coaches to fulfill their role with a high level of skill. Develop a manner of monitoring the effectiveness of coaches.

Monitor the effectiveness of coaches in expanding the capacity of others and make adjustments, as needed.

Budgeted Expenditures Amount $719,342 $761,151 $787,791 $719,342 $761,151 $787,791 Source Supplemental Supplemental Supplemental $719,342 $761,151 $787,791 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coach salaries

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coach Salaries

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coach Salaries

Amount $56,064 $1000 $1000 $56,064 $1000 $1000 Source Title II Basic Funding Basic Funding $56,064 $1000 $1000 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Coaches Salaries




OR



Actions/Services


Utilize improvement science methods to monitor and adjust to ensure effective professional development.

Utilize improvement science methods to monitor and adjust to ensure effective professional development.

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Budgeted Expenditures Amount $5000 $5000 $5000 $5000 Source Grant Grant $5000 $5000 Budget Reference

5000-5999: Services And Other Operating Expenditures Improvement Science Consultant

5000-5999: Services And Other Operating Expenditures Improvement Science Consultant



OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.i 100% compliance with Highly Qualified Teacher (HQT); implementation of standards aligned instruction and curriculum in every classroom; monitor and use Destiny software for text book management and accounting.

Maintain 99% or higher compliance with Highly Qualified Teacher (HQT).

Maintain 99% or higher compliance with Highly Qualified Teacher (HQT).


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Year 2017-18 2018-19 2019-20 Amount $22,556,373 $25,869,782 $26,645,875 $22,556,373 $25,869,782 $26,645,875 Source Basic Funding Basic Funding Basic Funding $22,556,373 $25,869,782 $26,645,875 Budget Reference




Amount $838,603 $838,603 Source CTEIG $838,603 Budget Reference


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Goal 3 TTUSD will provide systems of support for learning and provide safe schools with positive and caring climates in which all scholars have opportunities to achieve at high levels. (TTUSD Pathways 2020 Goals 3, 6, 7 and 8)

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: TTUSD Pathways 2020 Goals 3, 6, 7 and 8 Identified Need: TTUSD has identified the need to refine the LCAP in order to create three specific goals that align with the district's Pathways 2020 plan. In this revised version several actions and services from the former version have been embedded because the data and stakeholders have identified the need for the actions to continue. In addition, a review of the California School Dashboard Indicators shows a need to address suspension rates and chronic absenteeism. Expected Annual Measurable Outcomes


1. Suspension Rate Indicator:

1. Suspension Rate Indicator 2016: 2.6%



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Suspension rate will remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain overall chronic absenteeism to 5% or below. 4. High School Dropout Rate: Maintain the Cohort Dropouts Rate below 3% and continue to decrease it 5. Create, implement and use data from TTUSD Annual Parent, Staff and Student Surveys that collect information to inform progress toward LCAP goals and provides detailed information for identified lagging indicators related to Goal 3.

2017: 3.3% 2. Expulsion Rate: 2016: .03% 2017: .02% 3. Chronic Absenteeism Rate: 2016: NA via CDE data 2017: 11% 4. Cohort High School Dropout Rate: 2016: 3% 2017: NA 5. Local Climate Surveys/HRS Level 1 (parents, staff, teachers, administration and students): Baseline data for the revised survey will be collected during the Winter of 2018. 6. Basics Indicator-Facilities 2017: 9/10 facilities are in good condition

Suspension rate will decrease and remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain chronic absenteeism to 5% or below. 4. Truancy Rates: Reduce and maintain truancy rate at 1% or below. 5. High School Dropout Rate: Maintain the Cohort Dropout Rate below 3% and continue to decrease it 6. Local Climate Surveys/HRS Level 1: Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly

Suspension rate will decrease and remain at or below 1.5%. 2. Expulsion Rate Indicator: Expulsions will remain below 0.5%. 3. Chronic Absenteeism: Reduce and maintain chronic absenteeism to 5% or below. 4. Truancy Rates: Reduce and maintain truancy rate at 1% or below. 5. High School Dropout Rate: Maintain the Cohort Dropouts Rate below 3% and continue to decrease it 6. Local Climate Surveys/HRS Level 1: Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly

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Increase parent participation in the survey overall and increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For students, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For staff, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For teachers, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For administrators, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). 6. Basics Indicator - Facilities:

agree on leading indicators (TBD). For students, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For staff, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For teachers, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For administrators, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). 7. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the

agree on leading indicators (TBD). For students, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For staff, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For teachers, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). For administrators, increase and maintain an average of 4.0 or above agree/strongly agree on leading indicators (TBD). 7. Basics Indicator - Facilities: Maintain all facilities in good or exemplary repair according to the

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Maintain all facilities in good or exemplary repair according to the Facilities Inspection Tool. 7. Use data from the California Healthy Kids biennial survey to improve actions and services in support of Goal 3.

Facilities Inspection Tool. 8. California Healthy Kids Surveys: Increase to and maintain above 80% agree and strongly agree in student connectedness, motivation and safety

Facilities Inspection Tool. 8. California Healthy Kids Surveys: Increase to and maintain above 80% agree and strongly agree in student connectedness, motivation and safety




X All X All Schools

OR









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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services OLD ACTION: 3.ii Support strategic student and parent education on topics -of behavioral and social emotional supports. Continue systematic character education in grades K-8 and continue to pilot life plan curriculum in grades 9-12. Include PBIS (Positive Behavioral Intervention and Supports) and Second Step training along with behavioral intervention and supports (Tier II at elementary level), a discipline matrix and alternatives to suspension.

Continue implementation and expansion of positive behavior intervention & supports to schools throughout the district by integrating related topics into meetings with principals, assistant principals and counselors. Outcomes from these meetings will include actionable items that result in a more positive and safe school climate.

Continue implementation and expansion of positive behavior intervention & supports to schools throughout the district by integrating related topics into meetings with principals, assistant principals and counselors. Outcomes from these meetings will include actionable items that result in a more positive and safe school climate.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $5000 $5000 $5000 $5000 $5000 $5000 Source Med- Cal Admin Account Med- Cal Admin Account Med- Cal Admin Account $5000 $5000 $5000 Budget Reference

0001-0999: Unrestricted: Locally Defined





X All X All Schools

OR





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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services OLD ACTION: 1.ii Ensure students have access to clean, safe, and maintained facilities; access to appropriate technology: monitor the 1:1 technology program by including students in grades 4--5 by the end of the 2017--18 school year. Continue to formalize the teacher PD for technology and technology validation Level 1 or 2 (10%).

Continue providing safe and well maintained facilities.

Continue providing safe and well maintained facilities.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $3,026,709 $3,101,943 $3,148,472 $3,026,709 $3,101,943 $3,148,472 Source Basic Funding Basic Funding Basic Funding $3,026,709 $3,101,943 $3,148,472 Budget Reference

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Maintenance and custodial staff



Amount $344,061 $364,557 $414,557 $344,061 $364,557 $414,557 Source Basic Funding Basic Funding Basic Funding $344,061 $364,557 $414,557 Budget Reference

4000-4999: Books And Supplies Maintenance and custodial supplies



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Amount $783,401 $1,048,061 $1,048,061 $783,401 $1,048,061 $1,048,061 Source Basic Funding Basic Funding Basic Funding $783,401 $1,048,061 $1,048,061 Budget Reference

5000-5999: Services And Other Operating Expenditures Repairs and services for maintenance and custodial



Amount 135,626 135,626 Source Basic Funding 135,626 Budget Reference

4000-4999: Books And Supplies Computers and Chromebooks for 1:1

Amount $0 $0 Source Title I $0 Budget Reference

1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Technology PD




OR







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X New Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services

Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents, pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October.

Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 10,000 10,000 10,000 10,000 Source Adult Education Block Grant Adult Education Block Grant 10,000 10,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures .

5800: Professional/Consulting Services And Operating Expenditures .

Amount $500 $500 $500 $500 Source Title I Title I $500 $500 Budget Reference



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OR


Actions/Services


Provide safe and efficient transportation for students.

Provide safe and efficient transportation for students.

Budgeted Expenditures Amount $1,169,419 $1,186,960 $1,169,419 $1,186,960 Source Basic Funding Basic Funding $1,169,419 $1,186,960 Budget Reference

2000-2999;3000-3999 Classified Personnel Salaries and Benefits Transportation Salaries



4000-4999: Books And Supplies Transportation Materials and Supplies

4000-4999: Books And Supplies Transportation Materials and Supplies

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5000-5999: Services And Other Operating Expenditures Transportation services and repairs



Specific Grade Spans: TK-5

OR


Actions/Services


Continue providing free, safe and efficient transportation for targeted students.

Continue providing free, safe and efficient transportation for targeted students.

Budgeted Expenditures Amount $1,662,078 $1,687,009 $1,662,078 $1,687,009 Source Basic Funding Basic Funding $1,662,078 $1,687,009 Budget Reference




4000-4999: Books And Supplies Transportation materials and supplies

4000-4999: Books And Supplies Transportation materials and supplies

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OR



Actions/Services


Provide School Based Therapy for struggling students at all sites and social skill interventions at elementary sites.

Provide School Based Therapy for struggling students at all sites and social skill interventions at elementary sites.

Budgeted Expenditures Amount $50,000 $50,000 $50,000 $50,000 Source Grant Grant $50,000 $50,000 Budget Reference





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OR





X English Learners X LEA-wide X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services OLD ACTION: 5.i Provide translation and Bilingual Communication services staff (two translators and two community liaisons) to support parent access and involvement across the district.

Continue to provide interpretation and translation support for our Spanish speaking families.

Continue to provide interpretation and translation support for our Spanish speaking families.


2000-2999;3000-3999 Classified Personnel Salaries and Benefits Translations and Interpretation Department Community Liaisons, Interpreters, Translators and the Coordinator



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Amount $126,742 $166,740 $169,241 $126,742 $166,740 $169,241 Source Grant Grant Grant $126,742 $166,740 $169,241 Budget Reference



Translations and Interpretation Department Community Liaisons, Interpreters, Translators and the Coordinator



X All X All Schools

OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services OLD ACTION: 3.i Identify new and support ongoing partnerships between students, staff, parents and community members to develop a school culture built on mutual respect, responsibility and safety for all. Support collaborative relationships with

In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and district staff.

In partnership with Tahoe Forest Hospital and other community agencies, continue to develop and expand wellness opportunities for students and staff.

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on--site mental health providers and outside agencies. Provide training and workshops as needed to grow this area of service. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $11,110 60,000 XXXX $11,110 60,000 XXXX Source Basic Funding Basic Funding Basic Funding $11,110 60,000 XXXX Budget Reference

1000-1999: Certificated Personnel Salaries



Amount $3,000 $3,000 Source Basic Funding $3,000 Amount $5,555 $5,555 Source Basic Funding $5,555 Budget Reference

5000-5999: Services And Other Operating Expenditures



X All X All Schools

OR






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2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services OLD ACTION: 3.ii Support strategic student and parent education on topics -of behavioral and social emotional supports. Continue systematic character education in grades K-8 and continue to pilot life plan curriculum in grades 9-12. Include PBIS (Positive Behavioral Intervention and Supports) and Second Step training along with behavioral intervention and supports (Tier II at elementary level), a discipline matrix and alternatives to suspension.

Continue systematic character education in grades K-8 and continue to pursue curriculum in grades 9-12.

Continue systematic character education in grades K-8 and continue to pursue curriculum in grades 9-12.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $12,726 $18,000 $18,000 $12,726 $18,000 $18,000 Source Basic Funding Grant Basic Funding $12,726 $18,000 $18,000 Budget Reference

5000-5999: Services And Other Operating Expenditures



Amount $5,000 $10,000 $10,000 $5,000 $10,000 $10,000 Source Basic Funding Med- Cal Admin Account Basic Funding $5,000 $10,000 $10,000 Budget Reference

0001-0999: Unrestricted: Locally Defined


1000-1999;3000-3999 Certificated Personnel Salaries and Benefits Training for staff

Action 10 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

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


X All X All Schools

OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide ongoing funding for counselors and provide additional funding for 1.6 counselors.

Provide ongoing funding for 12.7 counselors.

Provide ongoing funding for 12.7 counselors.





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Amount $573,094 $548,695 $556,925 $573,094 $548,695 $556,925 Source Measure A Measure A Measure A $573,094 $548,695 $556,925 Budget Reference




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Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2018-19

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

$2,476,582 8.15% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

These specific actions and services quantitatively and qualitatively exceed the minimum proportionality rate to improve the educational program for following student groups: socio-economically disadvantaged, English Learners, homeless and foster youth. TTUSD has created a system to support academic and social-emotional excellence in a variety of ways, including but not limited to the increased or improved services provided for unduplicated pupils: 1. Support early learning through Transitional Kindergarten at all sites and full day Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students. (Goal One, Action 2): TTUSD is committed to providing strong early education programs that support literacy and social development of the youngest learners. We maintain transitional kindergarten at all schools and full day transitional kindergarten and kindergarten programs at the Title I site with the highest percentage of SED students. Both of the programs serve to close achievement gaps between young children low-income families and their peers and by providing a solid foundation of learning to children from all backgrounds to increase all students' academic, social, and emotional success. 2. Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and/or career and support other specific college/career related outcomes for these students. (Goal One, Action 5): The role of this staff member is to provide information, resources, and support to high school students as they prepare for college and/or career options. This technician focuses on ensuring that targeted students get the information and support needed to ensure a successful transition.

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). 3. Provide practice college admissions testing (PSAT) for all 10th and 11th-grade students. Provide a credit recovery option for students via APEX. Provide SAT, Albert licenses to provide test preparation opportunities for students. (Goal One, Action 6): By providing these options we provide increased access for students to experience and participate in taking a practice college entrance exam, preparing for these types of exams and with APEX, credit recovery to ensure graduating on time. 4. Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give low-performing students the chance to master material that they did not learn during the previous school year. In addition, the incoming TK and K programs help these students adjust to the school environment as well as address social and academic needs. For incoming 6 - 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in Northern California. The multi-year program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for low-income middle school students. (Goal One, Action 8): Providing extended learning time for targeted student groups has shown to impact learning positively. TTUSD has seen such impact, particularly with the TK/K Camp and AIM High programs. 5. Maintain English Learner support by providing additional staff allocation. (Goal One, Action 10): TTUSD continues to provide additional support staff to help address the needs of English Learners. This support includes, but is not limited to, ensuring access to core instruction in English, support for Newcomers, and ensuring compliance with state and federal mandates. 6. Maintain low-class sizes. (Goal One, Action 9): TTUSD is committed to maintaining low-class sizes across all grade levels. This allows teachers to better meet individual needs and the research supports that targeted student groups can show even greater gains, particularly when placed in small classes in the primary grades. Currently the TK-3 enrollment is maintained at or below 24:1. 7. In order to ensure effective and clear communication with our community, TTUSD continues to provide translation and interpretation support for our Spanish speaking families. (Goal Three, Action 7): In addition to providing resources for Spanish speaking families. TTUSD is intentionally designing both district and school level engagement structures and practices, to be inclusive of parent, student, and staff voice and sensitive to the diverse backgrounds and experiences of our community. TTUSD makes it a priority to include parents, students, and staff on advisory committees and to provide them with multiple opportunities to be involved with their school and district community.

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). 8. Increase academic coach availability to expand the capacity of teachers, administrators, and staff, expand the academic coaches' capacity to fulfill their role with a high level of skill and develop a manner of monitoring the effectiveness and impact of the academic coaches. (Goal Two, Action 3): TTUSD's instructional delivery system is built on quality classrooms and powerful teaching and learning for each student. The district’s priority of providing high-quality professional learning and coaching helps to ensure our teachers fully and effectively implement state and district initiatives, and continue to transform their practice. Our system of professional development, coaching support and learning is being improved to focus on TTUSD's Instructional Framework for Student Learning. This framework is based on the work of Dr. Marzano and will serve to better ensure focused and supported learning for the adults in the district. It will also serve to support the development of a growth mindset culture that continually improves. 9. Provide ongoing funding for 12.8 counselors of which a portion is paid by Measure A Funds and 58% is paid from Supplemental funds. (Goal Three, Action 10): TTUSD is supported through a parcel tax that helps support counselors at all schools. In addition, the district supports 58% of additional counselor time across the district. Counselors not only support the socio-emotional needs of students, facilitate groups, impact the entire school community with their actions but at the high school level they also provide students with academic, career and college counseling. 10. Provide Reading Intervention Teachers at all TK-8 schools to address the needs of students reading below grade level. ------- -------

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2017-18

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

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$2,408,016 8.27% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

These specific actions and services quantitatively and qualitatively exceeded the minimum proportionality rate to improve the educational program for our targeted students. 1. ESL classes for parents through the Adult Education program successfully supported the education of TTUSD parents and the overall community. 2. Maintaining lower class sizes were maintained which increases each teacher's ability to better meet the needs of their targeted students. 3. 7.8 FTE of additional counseling was provided in order to better meet the diverse needs of the student population and maintain safe and positive school climates. 4. In order to ensure effective and clear communication with our community, TTUSD continues to provide translation and interpretation support for our Spanish speaking families. 5. Maintain English Learner support by providing EL Coordinators at all elementary schools. These teachers provide direct instruction to EL students and ensure compliance with state and federal mandates. 6. Academic coaches were available to provide support to teachers with professional development. 7. Classified support staff was provided to increase the adult: student ratio and to better meet the academic needs of targeted students.

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Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). 8. Maintain English Learner support by providing classified support staff to support Newcomers, and support access to core instruction in English. 9. Reading intervention teachers were provided at each elementary school and literacy coaches provided at the secondary schools. ------- -------

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

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

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

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

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

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

Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students

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

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5. Budget Summary

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

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

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with

mailto:[email protected]

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

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the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

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

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

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

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

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

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

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

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

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

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

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided

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in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

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

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

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

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

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

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

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

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

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

Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years. The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

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

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

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

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Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate.

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

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

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

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

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

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

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

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

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

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

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

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

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

the LCAP to meet the articulated goal.

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

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

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

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

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

Budgeted 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 EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP. If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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

Estimated Supplemental and Concentration Grant Funds 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 students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

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

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

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

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

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

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

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

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

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State Priorities Priority 1: Basic Services addresses the degree to which:

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

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

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

students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and

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

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

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

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

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

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

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

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

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

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

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

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Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and

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

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

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

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

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

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

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

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

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

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

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the

academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2). (b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1. (c) “High school dropout rate” shall be calculated as follows:

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members. (3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an

adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members. (3) Divide (1) by (2).

(e) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was

suspended during the academic year (July 1 – June 30). (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).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

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APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis

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

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

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

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

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

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

Guiding Questions: Stakeholder Engagement 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated

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

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

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

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

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

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

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

Guiding Questions: Goals, Actions, and Services 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic

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

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

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

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

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

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

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

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

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

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

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

Where can these expenditures be found in the LEA’s budget? Prepared by the California Department of Education, October 2016

District LCAP Expenditures By Funding Source

TahoeTruckee Unified School District

Funding Source: Adult Education Block Grant

Proposed Expenditure Amount ActionObject Code. $10,000.00 Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents,

pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October.

5800: Professional/Consulting Services And Operating

Expenditures

$10,000.00Adult Education Block Grant Total Expenditures:

Funding Source: Basic Funding

Proposed Expenditure Amount ActionObject CodeCTE Teachers $844,704.00 Continue providing CTE pathways connected to industry sectors.10001999;30003999

Certificated Personnel Salaries and Benefits

Coaching Training Global $30,000.00 Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff.



Expenditures

$27,000.00 Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff.


10001999;30003999 Certificated Personnel Salaries and Benefits

$1,000.00 Publish a district/county PD document that is a result of learning from Action 1 (above) and aligns with the TTUSD Instructional Framework for Student Learning.


Expenditures

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TahoeTruckee Unified School District$1,000.00 Increase coach availability to expand the capacity of teachers, administrators, and

staff.

Expand the capacity of coaches to fulfill their role with a high level of skill.

Develop a manner of monitoring the effectiveness of coaches.

40004999: Books And Supplies

$25,869,782.00 Maintain 99% or higher compliance with Highly Qualified Teacher (HQT).10001999;30003999 Certificated Personnel Salaries and Benefits

Maintenance and custodial staff $3,101,943.00 Continue providing safe and well maintained facilities.20002999;30003999 Classified Personnel

Salaries and BenefitsMaintenance and custodial supplies $364,557.00 Continue providing safe and well maintained facilities.40004999: Books And

Supplies

Repairs and services for maintenance and custodial

$1,048,061.00 Continue providing safe and well maintained facilities.50005999: Services And Other Operating

ExpendituresTransportation Salaries $1,169,419.00 Provide safe and efficient transportation for students.20002999;30003999

Classified Personnel Salaries and Benefits

Transportation Materials and Supplies $176,666.00 Provide safe and efficient transportation for students.40004999: Books And Supplies

Transportation services and repairs $34,443.00 Provide safe and efficient transportation for students.50005999: Services And Other Operating

ExpendituresTransportation Salaries $1,662,078.00 Continue providing free, safe and efficient transportation for targeted students.20002999;30003999


Transportation materials and supplies $251,097.00 Continue providing free, safe and efficient transportation for targeted students.40004999: Books And Supplies

Transportation services and repairs $48,953.00 Continue providing free, safe and efficient transportation for targeted students.50005999: Services And Other Operating

Expenditures$60,000.00 In partnership with Tahoe Forest Hospital and other community agencies, continue to

develop and expand wellness opportunities for students and district staff. 20002999;30003999


$34,690,703.00Basic Funding Total Expenditures:

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TahoeTruckee Unified School District

Funding Source: Carl D. Perkins Career and Technical Education

Proposed Expenditure Amount ActionObject Code$16,667.00 Continue providing CTE pathways connected to industry sectors.40004999: Books And

Supplies

$16,667.00Carl D. Perkins Career and Technical Education Total Expenditures:

Funding Source: CTEIG Funding

Proposed Expenditure Amount ActionObject Code$171,558.00 Continue providing CTE pathways connected to industry sectors.10001999;30003999


$171,558.00CTEIG Funding Total Expenditures:

Funding Source: Grant

Proposed Expenditure Amount ActionObject Code$5,000.00 Use improvement science methods to address needs of students in targeted student

groups that are two or more levels below “all students” for the ELA and/or Math indicator according the California Dashboard.


ExpendituresImprovement Science Consultant $5,000.00 Utilize improvement science methods to monitor and adjust to ensure effective

professional development.50005999: Services And

Other Operating Expenditures

$50,000.00 Provide School Based Therapy for struggling students at all sites and social skill interventions at elementary sites.


ExpendituresTranslations and Interpretation Department Community Liaisons, Interpreters, Translators and the Coordinator

$166,740.00 Continue to provide interpretation and translation support for our Spanish speaking families.

20002999;30003999 Classified Personnel

Salaries and Benefits

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TahoeTruckee Unified School District$18,000.00 Continue systematic character education in grades K8 and continue to pursue

curriculum in grades 912.40004999: Books And

Supplies

$244,740.00Grant Total Expenditures:

Funding Source: Lottery

Proposed Expenditure Amount ActionObject Code$850,000.00 Improve implementation of ELA California State Standards by submitting an ELA (TK

12) instructional materials recommendation to the school board by January 2019.

Purchase and receive approved ELA (TK 12) instructional materials by June 2019, if not sooner.


ELA Instructional Material Professional Development, Substitutes for teacher release

$50,000.00 Improve implementation of ELA California State Standards by submitting an ELA (TK 12) instructional materials recommendation to the school board by January 2019.

Purchase and receive approved ELA (TK 12) instructional materials by June 2019, if not sooner.


$900,000.00Lottery Total Expenditures:

Funding Source: Measure A

Proposed Expenditure Amount ActionObject Code$15,000.00 Expand use and access to Naviance as a tool to better align student strengths and

interests to postsecondary goals, improving student outcomes and connecting learning to life.


Expenditures$548,695.00 Provide ongoing funding for 12.7 counselors.10001999;30003999


$563,695.00Measure A Total Expenditures:

Funding Source: Med Cal Admin Account

Proposed Expenditure Amount ActionObject Code

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TahoeTruckee Unified School District$5,000.00 Continue implementation and expansion of positive behavior intervention & supports to

schools throughout the district by integrating related topics into meetings with principals, assistant principals and counselors. Outcomes from these meetings will include actionable items that result in a more positive and safe school climate.


$10,000.00 Continue systematic character education in grades K8 and continue to pursue curriculum in grades 912.


$15,000.00Med Cal Admin Account Total Expenditures:

Funding Source: Supplemental

Proposed Expenditure Amount ActionObject CodeTK Teacher Salaries $531,982.00 Support early learning through Transitional Kindergarten at all sites and full day

Transitional Kindergarten and Kindergarten at the Title I site with the highest percentage of SED students.


$60,589.00 Provide a College and Career Technician to increase successful transitioning for targeted students from high school to college and/or career and support other specific college/career related outcomes for these students.


Salaries and BenefitsPSAT: $13,000Albert: $3300SAT boot camp: $4000APEX licenses: $7000

$27,300.00 Provide practice college admissions testing (PSAT) for all 10th and 11thgrade students.

Provide a credit recovery option for students via APEX.

Provide SAT, Albert licenses to provide test preparation opportunities for students.


Expenditures

$118,049.00 Continue to provide summer programs to offset summer learning loss, achieve learning gains, and give lowperforming students the chance to master material that they did not learn during the previous school year. In addition, the incoming TK and K programs help students adjust to the school environment as well as address social and academic needs.

For incoming 6 8 students, the district will continue to partner with community agencies to provide Aim High. Aim High is a free summer learning and enrichment program in Northern California. The multiyear program includes academic and enrichment opportunities that prepare students for the transition to high school and beyond. Aim High expands opportunities for lowincome middle school students.


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TahoeTruckee Unified School District$7,685.00 Continue to provide summer programs to offset summer learning loss, achieve learning

gains, and give lowperforming students the chance to master material that they did not learn during the previous school year. In addition, the incoming TK and K programs help students adjust to the school environment as well as address social and academic needs.







transportation for Summer School program students and AIM high students





Teacher Salaries $1,063,362.00 Maintain low class sizes10001999;30003999 Certificated Personnel Salaries and Benefits

Certificated Salaries for EL Coordinators $253,313.00 Maintain English Learner support by providing additional staff allocation.10001999;30003999 Certificated Personnel Salaries and Benefits

Bilingual Aides, EP's $236,958.00 Maintain English Learner support by providing additional staff allocation.20002999;30003999 Classified Personnel


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TahoeTruckee Unified School DistrictCoordinator of English Learner Programs and Accountability

$81,066.00 Maintain English Learner support by providing additional staff allocation.10001999;30003999 Certificated Personnel Salaries and Benefits

$96,321.00 Maintain English Learner support by providing additional staff allocation.10001999;30003999 Certificated Personnel Salaries and Benefits

EL Materials $7,209.00 Maintain English Learner support by providing additional staff allocation.40004999: Books And Supplies

EL Professional Development $11,306.00 Maintain English Learner support by providing additional staff allocation.50005999: Services And Other Operating

ExpendituresCoach Salaries $761,151.00 Increase coach availability to expand the capacity of teachers, administrators, and

staff.

Expand the capacity of coaches to fulfill their role with a high level of skill.

Develop a manner of monitoring the effectiveness of coaches.


$10,000.00 Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents, pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October.


ExpendituresTranslations and Interpretation Department Community Liaisons, Interpreters, Translators and the Coordinator

$440,069.00 Continue to provide interpretation and translation support for our Spanish speaking families.



$799,460.00 Provide ongoing funding for 12.7 counselors.10001999;30003999 Certificated Personnel Salaries and Benefits

Reading Intervention teachers $408,226.00 Provide Reading Intervention Teachers at all TK8 schools.10001999;30003999 Certificated Personnel Salaries and Benefits

$4,938,885.00Supplemental Total Expenditures:

Funding Source: Title I

Proposed Expenditure Amount ActionObject Code

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TahoeTruckee Unified School District$9,450.00 Ensure the development, effectiveness, and retention of highly qualified staff by

creating, implementing and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff.



$500.00 Continue to provide Parent Institute for Quality Education (PIQE) sessions for parents, pursue the feasibility of PIQE Parent Leadership opportunities and implement an Elementary Parent Academy Conference in October.


$9,950.00Title I Total Expenditures:

Funding Source: Title II

Proposed Expenditure Amount ActionObject CodeDistrict Literacy Team Substitute support for monthly meetings

$7,000.00 Use improvement science methods to address needs of students in targeted student groups that are two or more levels below “all students” for the ELA and/or Math indicator according the California Dashboard.

10001999: Certificated Personnel Salaries

to support team learning $1,000.00 Use improvement science methods to address needs of students in targeted student groups that are two or more levels below “all students” for the ELA and/or Math indicator according the California Dashboard.


Substitute teachers for release days $62,500.00 Ensure the development, effectiveness, and retention of highly qualified staff by creating, implementing and using data from professional development session surveys to improve the quality of learning opportunities and support available for teachers and staff.


10001999: Certificated Personnel Salaries

$70,500.00Title II Total Expenditures:

TahoeTruckee Unified School District Total Expenditures: $41,631,698.00

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