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Approved by DCS Board of Directors on June 7, 2018. LCAP Year

2018 - 2019

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name Contact Name and Title Email and Phone

Discovery STEAM Charter School

CDS: 37680236111322

Sandy Du-Song

Principal and LEA Superintendent

[email protected]

(619) 656-0797

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

A Description of Discovery STEAM Charter School. Discovery STEAM Charter School is a public school currently serving a Pre-K to 8th grade population. The school opened as a K-6 public school of Chula Vista Elementary School (CVESD) in July of 1993 with a population of 400 students. In 1994, parents, staff, and community members began a petition to become the 54th charter school in the state of California. Discovery has since developed into a Science, Technology, Engineering, Arts and Math (STEAM) School. The school’s unique STEAM curriculum engages students in integrated learning as they explore the world around them, create innovative solutions to problems, and communicate their results, all while learning the CA state standards in Science, Technology, Engineering, Arts and Math. It is the integration of core content with the arts inspiring all students to think deeply, develop creative solutions, and aspire to a greater future.

Located in the Rancho Del Rey neighborhood of Chula Vista, California, Discovery School serves a culturally and economically diverse population. A 50/50 Spanish Dual Immersion (DI) program was instituted in 2011 and currently serves students in grade K-6. Also in 2000, full day kindergarten was implemented for all kindergarten students. The enrollment increased significantly with the addition of our Middle School program. Seventh grade opened in 2012 and eighth grade opened in 2013. DCS also boasts two unique Pre-School programs: The opening of the Discovery Fee-Based Preschool was the result of interest gathered from the community in early education; therefore, the Fee-Based-Preschool was added to the DCS campus in July 2000 with the goal of preparing our preschool students with the rigorous STEAM instructional program to matriculate to the kindergarten classrooms at Discovery. The second Pre-School is a Moderate to Severe Special Day Preschool Program at Discovery which opened in 2000. Present enrollment in the LEA, which consists of one school-Discovery STEAM Charter, is 1,011 students, representing students in grades Pre-School to 8th grade.

mailto:[email protected]

Demographics of DCSOver 24.4% of our students are English Learners (EL) that speak 19 different home languages and receive daily integrated and designated English Language Development (ELD) instruction. DCS receives monetary funds through Targeted Assistance, Title I School with 31% of students eligible to receive free or reduced lunch. DCS also qualified for Title III funding which supports the English Learner and Immigrant students which constitutes 33 students. Currently, enrollment is approximately 931 students, servicing Kindergarten to 8th grade. The two Preschool comprise of 80 students. Fourteen percent of our students come from military families. Six percent of our student population receives Special Education services. The CVESD provides Special Education funding and service delivery. The total school population is currently comprised of the following ethnic groups:

Ethnic Group: Percentage of total Population Number of StudentsAsian/Pacific Islanders 3.1% 29 studentsFilipino 11.3% 105 studentsAfrican American 4.4% 41 studentsCaucasian 12.2% 114 studentsLatino 63.1% 587 studentsOther 5.9% 55 students

DCS is a non-sectarian public school and does not discriminate against any pupil on the basis of gender, sexual orientation, ethnicity, nationality, race, national origin, religion, disability, or association with individuals with one or more of these actual or perceived characteristics.

Mission and VisionDiscovery STEAM Charter School inspires passion for lifelong learning and prepares every student with 21st

century skills to be innovative citizens in a global society.

DCS is a Science, Technology, Engineering, Arts and Math (STEAM) school. STEAM engages students in integrated learning as they explore the world around them, create innovative solutions to problems, and communicate their results while learning Science, Technology, Engineering, Arts and Math. It is the integration of core content with the arts all students to think deeply, develop creative solutions, and aspire to a greater future.

We believe in the potential of every student: We must provide exposure and experiences in the sciences. Teachers at DCS do not rely on pre-packaged curricula for the delivery of instruction. Rather, DCS teachers are required to collaborate and create dynamic units of study based on the California Common Core State Standards and the Next Generation Science State Standards. This is the foundation on which teachers build robust units of study.

Students at Discovery have the opportunity to apply what they learn in the Engineering Lab and Art Studio that opened in 2017. The purpose and design of these spaces is to promote connection of learning to real life application. In addition, every 3rd-8th grade student at Discovery has access to Thrively, an web-based application that identifies students’ strengths and interests in order to connect them to careers based on their specific interests. DCS provides multiple opportunities for individualized learning for every student.

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At Discovery, we believe that academic achievement does not happen independently. A deep connection with each teacher and student is the ultimate combination of academic achievement in students. As a result, Discovery has implemented school-wide restorative practices in 2017. DCS brought in a coach to work with all stakeholders on the importance on how to build effective relationships with students, how to conduct a restorative circle, and the importance of giving students voice. Administration, certificated staff, classified staff (including noon supervisors and instructional aides), and parents all worked with the restorative practices coach.

Excellence in Serving Target Populations at DiscoveryDiscovery STEAM Charter School is in compliance with all requirements pursuant to California Education Code § 47605(b)(5)(A)(ii) including developing annual goals, for all pupils (i.e. school-wide) and for each target group (or subgroup) of pupils as identified in California Education Code § 52052, for each of the applicable eight (8) state priorities identified in California Education Code § 52060(d). Discovery STEAM Charter School is in compliance with all elements of the Local Control Accountability Plan pursuant to regulations and templates adopted by the State Board of Education.

Currently, Discovery STEAM Charter School serves a total student population of 1,011 diverse and unique learners. The student population includes 187 English Learners, 0 current Foster Youth, 67 Students with Disabilities, 334 Socio-Economically Disadvantaged Students, and 140 GATE-identified students, with a total of 42.53% unduplicated pupils. Student achievement goals in the Discovery Charter School Local Control Accountability Plan (or LCAP) and the LCAP Annual Update ensure that target groups of students are monitored and assessed.

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

This year at Discovery STEAM Charter school, the school is maintaining its focus on providing each and every student the educational climate and support they need to be successful. Based on data collected and analyzed during the 2016-2017 school year, our 2017-2018 LCAP will focus on the following:

- Weekly collaboration time will continue to be provided to all classroom teachers. A part of the collaboration time will be reserved for data analysis of student work to ensure that all students, in particular our English Learners, Foster Youth and Socio-Economically Disadvantaged students receive targeted and intentional lessons in all content areas (Goal 4, Action 1).

- Staff will continue to receive training to provide social/emotional support to at-risk students including Low Income students, English Learners and Foster Youth (Goal 3, Action 1).

- Provide reading intervention for at-risk students and struggling readers (with a focus on Low Income students) through the Literacy Support program (Goal 2, Action 2).

At Discovery STEAM Charter School we take pride in tailoring instruction to meet the individual needs of every student with the educational climate and support they need to be successful. From tracking and progressively monitoring student academic progress through quarterly data analysis and goal setting, teachers ensure that the needs of all students in every target group, especially our

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unduplicated populations, are met and continuously monitored. In 2018-19, the school will continue incorporating Restorative Practice campus wide with ongoing coaching and professional development.

Discovery STEAM Charter School will continue to staff and fund its state-of-the-art Engineering Lab, as well as the Art Studio that were both opened in July 2017. These learning spaces provide students a realm to innovate and create projects aligned to the Project-Based Learning already taking place in the classrooms based on student interests (Goal 4.1.g). Students in the 4th-8th grade will continue to have access to Thrively activities and its strengths assessment to help identify and align their interests with a possible college and career path (Goal 4.1.h).

Response to Intervention (RtI) will provide targeted instruction based on areas of identified learning deficits during and after school for English Learners and students who are from low income, homeless, and foster families to help them reach their full potential (Goal 2.2.a.-f).

Additionally, social-emotional support through counseling services and a student on-boarding (or new student orientation process) will welcome and connect these students and their families to resources both in and out of school (Goal 3.1.c).

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

Greatest Progress

Overall, students at Discovery STEAM Charter School performed very well on state assessments, such as the CAASPP tests in mathematics and ELA/Literacy. The staff continues to refine PBL units of study so that all students experience success. Teachers participate in weekly ongoing collaboration to ensure all student groups receive instruction that meet their unique learning needs. Designing and planning curriculum to match and exceed the rigor of the California State Standards, teachers use this time intentionally. In addition, teachers provide small group and on-on-one instruction throughout the day to support struggling students and challenge students who perform above grade level. As teachers differentiate, they help students reach their full learning potential.

As shown in the graphic below, DCS scored among the highest levels on the California School Dashboard. No student groups were in the lowest areas, the red and orange levels. The LEA had a nonexistent chronic absenteeism issue. The school scored in the highest performance level, blue, for English Language Arts (3-8). The school scored the second highest level, green, for Suspension Rate (K-12), English Learner Progress (K-12), and Mathematics (3-8).

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Source: CA School Dashboard, Fall 2017

The greatest progress made this year was in deep professional learning for Discovery’s teachers. A shift occurred in the mindset of all teachers to think and teach with a difference lens. Discovery implemented the Rigorous Project Base Learning (PBL) and studied the extensive research done by John Hattie through his work on Visible Learning. This year, teachers implemented strategies for effective instructional delivery. These include: teacher clarity, success criteria, and learning intentions as it translates to teaching through the lens of surface, deep, and transfer learning. Weekly monitoring of students through data analysis during teacher collaboration time was an effective use of time. Teachers identified ways to support individual students, based on data. In addition, teachers collaborated on different strategies to support struggling students based on evidence-based research. The CA Scholl Dashboard data remains in the Green and Blue performance levels for all students in the CAASPP assessments for both ELA and Math. Discovery anticipates the same or increased performances for the 2017-2018 CAASPP assessments, as well as the CVESD Local Measures assessments.

Another great progress made this year was the implementation of Restorative Practices, which ultimately is changing the climate and culture of the school. Discovery Charter has a deep understanding that instruction does not happen in isolation. Academics follows relationship building; working simultaneously together has the highest effective size by John Hattie research in making the most impact in the education of our students. Hence, all staff; including administrative staff, teachers, Instructional Aides, Custodial staff, Noon duties, and parents; have been trained on how to conduct Restorative Circles and understand the importance of school-wide reforms (Goal 3.1.c).

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?

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Greatest Needs

Although the CA State Dashboard ranks Discovery overall in the Green performance level for suspension for all students, it is not the case when looking closely at the different target groups. Socioeconomically Disadvantaged students ranked in the Orange performance level, along with students with disabilities. In addition, the school’s African American students ranked in the Red performance level on suspensions. However, this represents only a few total suspensions. DCS is committed to reducing the number of suspensions in the coming year through expanding the restorative practices.

Source: CA School Dashboard, Fall 2017; English Language Arts Assessment

Source: CA School Dashboard, Fall 2017; Mathematics Assessment

Source: CA School Dashboard, Fall 2017; Suspension Rate from the Student Group Report

In the category of English Language Arts, based on the CAASPP the “all students” category Discovery ranked in the Blue performance level. However, in looking closely, our Students with Disabilities ranked in the Orange performance level.

In the category of Math, based on the CAASPP, the all students category Discovery ranked in the Green performance level. However, in looking closely, our Students with Disabilities ranked in the Yellow performance level.

In July 2018, school staff will be disaggregating data by target groups in staff meeting time as well as in weekly collaboration in order to gain a better, deeper understanding of the data. The plan, moving forward, is to have staff work very closely with the Principal, Associate Principal, and Dean of Students to closely monitor student performance both formatively and summatively. In addition, the school will continue to focus on building a positive school culture to reduce referrals, absenteeism, and suspensions. The RtI program and RSP program will be using data collected by general education teachers to ensure students are on track and making improvements.

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A focus of next year’s teacher collaboration cycle will be to disaggregate data further to examine how students in target groups are being serviced. Teachers will include students with disabilities in this data analysis. The STEAM Coordinator and the RSP team will be available to support the teaching and learning of students with disabilities through push-in support and impact teaching.

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

According to the CA School Dashboard, Special Education students performed in the Orange performance level, which translates with two or more performance levels below the “all student” performance in both ELA and MATH CAASPP. The following are the steps we have taken to address these performance gaps:

Staff change: There was a shift in personnel for who provides support for our students in Special Education. In addition to changing the model of instructional delivery from pull out to inclusion or push in model, the Special Education teachers work collaboratively with our GE teachers

Data monitoring: Bi-Weekly data monitoring or student progress checks toward meeting their IEP goals in both Math and ELA.

Special Education Staff will participate in all the trainings the school provides to ensure transparency and to uphold the rigorous expectation for all students, especially our Special Education population..

To address the performance gap for our Special Education, Socioeconomically Disadvantaged students, and African American Students, the school has committed to providing counseling support by our counselor-intern and Psychologist. In addition, the role and responsibility of the Dean of Students was revised based on need to support our students in these categories.

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

Increase monitoring of students through data analysis discussion during weekly teacher collaboration to track and set goals for individuals students (EL, Foster Youth, Low Income). Colleagues will share best practice in supporting the needs of our individual students.

Strategic RtI support to provide a second dose of instructional support based on data collection from assessments such as the DRA and QRI-6, teacher created assessments, as well as universal screeners.

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

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures For LCAP Year $ 7,836,193

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

$614,295 MPP + $45,963 Base = $660,258

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.

Discovery STEAM Charter School receives all LCFF and Federal funding to support its student population. However, through an MOU with CVESD, certain services and programs are implemented by the Chula Vista Elementary School District. For example, the RSP program and CNS are provided by CVESD as part of the school’s chargebacks to the district. In addition, DCS uses different funds to support the teaching and learning at the school. Federal funds are also used to support the daily operations of the school: These are detailed via the LCAP Addendum. The school’s overall fiscal health comes from the careful use of LCFF, federal funds, and other grants to support the implementation of the LCAP goals and the necessary services for each LCAP goal. For example, the school psychologist helps provides direct services to many of the school’s target group populations, such as its Foster Youth. The school psychologist has been an integral part of the collaboration with San Diego Youth Services and the County Family Services. The RtI staff hours are paid for out of both the LCAP supplemental funds, while some of the hours dedicated to servicing Low-Income students come from Title 1 funds.

General Fund Budget Expenditures account for much of the operating expenses of the school and help support the intentional use of the LCAP supplemental funding outlined in the Discovery STEAM Charter School LCAP.

DESCRIPTION AMOUNT

Total Projected LCFF Revenues for LCAP Year $ 7,836,193

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

Goal 1

DCS will increase parent engagement.

State and/or Local Priorities addressed by this goal:

State Priorities: 3, 6 Local Priorities: N/A

Annual Measureable OutcomesExpected Actual

Increase the percentage of parent participation annually by at least 5% as measured by sign-in sheets, the Hanover Survey, and CRM Software data (such as Microsoft Dynamic.)

Parent participation and engagement did increase by +5%, and upwards of 30%, as measured by parent sign-in sheets, and the results of the annual Hanover Survey.

2018 Hanover Survey results have not yet been released as of the publication of this document. However, as of the end of May 2018, over 124 parents and guardians responded to the district-led Hanover Survey; 35 of the 37 teachers responded; and 449 of 471 fourth through eighth grade students also completed the survey. The administration plans to carefully examine the data this year as this year’s Hanover Survey emphasizes school culture and climate.

Discovery STEAM Charter School has begun the process to administer its own parent and student climate surveys. Over 130 parents participated in an anonymous online survey in May 2018 regarding the school’s LCAP goals and school climate. Most questions averaged around 70-80% highly satisfied parents and guardians. Of the 41 comments provided by parents via the survey, only 4 were negative about the school.

Expected Actual

ELAC, SSC, and GATE parent meetings have been conducted once a month. Currently, there are no Foster Youth enrolled at Discovery.

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

Action 1Planned

Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.1.a. Continue quarterly parent training on NGSS, CCSS, PBL, Restorative Justice & STEAM integration.$2,000 / Supplemental / 4000 Supplies1.1.b. Continue end of quarter schoolwide showcase of learning by grade level.No additional associated costs1.1.c. Students with disabilities: Hold two parent meetings throughout the 2017-2018 on parental rights and provide resources.No additional associated costs.1.1.d. 4 Parent meetings in 2017-2018 to address the specific needs of all students including: EL, GATE, SWD1st Qtr – Dr. Larry Alvardo, 2nd Qtr – Dr. Morgan Appel, 3rd and 4th Qtrs by parent input.No additional associated costs1.1.e. Onboarding welcome for all new students, continue monthly “Coffee with Principal” to provide social and informational support to school community.$500 / Supplemental / 4000 Supplies1.1.f. Continue with designated school events coordinator to work with Administration, STEAM,

All planned actions and services were implemented as planned with the following exceptions:1.1.g. – From parent input about their inability to regularly attend parent presentations and meetings, the common theme was how limited time is in the late afternoon after work. In 4th quarter, we piloted adding dinner at the last quarterly parent meeting (see Goal 1.1.d.) As a result, attendance doubled from the 3rd quarter meeting.

1.1.h. – the PowerPoint presentations from guest speakers and other parent resources were added to the school’s website.Staffing did not allow for the implementation of piloting CRM software to track parent use. We will continue to look for an implementation model as we feel this would be a worthy tool in tracking parent needs and responses.

1.1.a. $2,000 Supplemental 4000 (materials & supplies)1.1.e. $500 Supplemental 4000 (materials & supplies)1.1.f. $42,136 budgeted as follows:50% Supplemental (2000 Classified Salaries, 3000 Benefits)50% Base (2000 Classified Salaries, 3000 Benefits)1.1.g. $1,500 Supplemental(2000 Classified Salaries, 3000 Benefits,4000 Supplies)1.1.h. $2,000 Supplemental(2000 Classified Salaries, 3000 Benefits, 4000 Supplies)

a. $2,000 Supplemental 4000 (materials & supplies) e. $500 Supplemental 4000 (materials & supplies)f. $42,136 expended as follows:50% Supplemental (2000 Classified Salaries, 3000 Benefits)50% Base (2000 Classified Salaries, 3000 Benefits)g. $1,500 Supplemental(2000 Classified Salaries, 3000 Benefits,4000 Supplies)h. $0 Supplemental(5000 Services and Other Operating Expenditures)

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Action 1Planned

Actions/Services




RtI Coordinators, and PTC to calendar all events and opportunities, and to communicate to school wide community.$42,136, including benefits, as follows:

$21,068 / Supplemental / 2000 Classified Salaries, 3000 Benefits

$21,068 / Base / 2000 Classified Salaries, 3000 Benefits

1.1.g. Provide light refreshments and childcare at all parent meetings and workshops.$1,500 / Supplemental / 2000 Classified Salaries, 4000 Supplies1.1.h. Expand digital library of Discovery specific information on NGSS, CCSS, PBL, Restorative Justice & STEAM integration on school website. Collect data on parent use by piloting CRM software such as Microsoft Dynamic linked to digital library.$2,000 / Supplemental / 5000 Services & Other Operating Expenditures

Action 2Planned

Actions/ServicesActual

Actions/ServicesBudgeted

ExpendituresEstimated Actual

Expenditures

1.2.a. RtI parent conference at the beginning of the year, or whenever a student is assessed needing intervention. Provide RtI contract between parents and school.No additional associated costs1.2.b. EL parent meetings 4 times per year:

Reclassification Meeting, Help Desk manned by admin. w/translation* during

All planned actions and services were implemented as planned with the following exceptions:

c. $200 not spent, but not reallocated. Kept for any other Foster Youth needs, to supplement Title I money reserved for this purpose.d. $800 Supplemental (2000 Classified Salary, 3000 Benefits)

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Planned Actions/Services




Qtr 1 & Qtr 3 parent conferences, last meeting to be determined by identified need.* Translation in Spanish, Tagalog, Korean, and Japanese provided by bilingual in-house staff

No additional associated costs1.2.c. Continue hosting regional Foster Family monthly meetings as requested$200 / Supplemental / 4000 Supplies1.2.d. Continue providing Spanish translation services at meetings. Translate documents and notifications sent home, and selected links on school website.$800 / Supplemental / 2000 Classified Salaries, 3000 Benefits1.2.e. Expanded digital library of Discovery specific information on NGSS, CCSS, PBL, STEAM integration, and Restorative Justice on the school website in Goal 1.1.a. will also be available in Spanish.No additional associated costs

Goal 1.2.c – The San Diego County Foster Care Program did not hold Regional Foster Family meetings in our area in 2017-18.

c. $200 Supplemental (4000 Supplies)

d. $800 Supplemental(2000 Classified Salaries, 3000 Benefits)

AnalysisComplete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Cel

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

Implementation strategies in 2017-18 continued as in 2016-17. The school meeting and events coordinator created and continually updated a calendar of meetings, events, and opportunities for our families with the input she actively seeks from Discovery’s administrators, secretaries, teachers, students, PTC, and the Business Office. All meetings and events are publicized via emails, digital (Peachjar) and hard copy fliers, posters and signs placed around the campus, on the school website, and finally with weekly phone messenger calls from the Principal. The school meeting and events coordinator is responsible for coordinating the childcare and refreshments for all family and community meetings, now including dinner for evening meetings. She has kept track of the attendance and childcare sign sheets. Her workspace has remained in the main office so that she is more available daily to all stakeholders to facilitate communication and exchange of ideas.

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

Community and family events, which are typically well attended, have shown a +5% increase in attendance as measured by parent sign in sheets. Grade level information meetings have had more consistent attendance throughout the year and met the 5% increase goal. The ELAC, SSC, and GATE monthly meetings and EL specific parent meetings have shown increased parent attendance, even exceeding the desired 5% increase. Short surveys were loaded onto iPads at community events to gather parent input on interests and concerns, with good participation. This parent input helps inform the LCAP and was the foundation for topics the speakers in Goal 1.1.d used to build their presentations. These presentations showed a +30% increase in parent participation as compared to 2016-17. At the end of 4th quarter 2017-18, we began offering dinner for families and children before presentations. This was very much appreciated by our families, especially those where both parents work outside the home. Most everyone commented that they would be able to attend more evening meetings if they knew that dinner would be provided. Childcare and translation is still being offered at each meeting and presentation.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Goal 1.1.h. Insufficient staffing prevented complete CRM software research to be completed. $2,000 budgeted Supplemental was unspent.

Goal 1.2.c. It was not known that Regional Foster Youth Meetings would be rotated in 2017-18 to another location. $200 Supplemental not spent, but not reallocated either. It remains available for any other Foster Youth needs to supplement Title I funds reserved for this purpose.

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.

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Goal #1 remained the same throughout 2017-18. However, parent engagement will become a larger priority for the school in the coming academic year. A series of robust parent outreach meetings will be shared in July 2018. This effort will be to increase two-way communication via the school’s internal and external communities. This process will also increase stakeholder engagement with the LCAP and its Annual Update.


Goal 2

DCS will provide support services to Foster Youth and families, English Learners (ELs), Low Income students, and GATE students.


State Priorities: 1,2,4,7,8 Local Priorities: N/A


Identify and monitor students in the sub groups to monitor academic progress through various summative and formative data.

There is progressive monitoring of these students by their teachers and coordinators and continuous dialogue on how to support these students through GATEKEEPING in weekly collaboration meetings.

Disaggregated data of subgroups of students was not available at the

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Expected Actual

Quarterly meetings with the EL Coordinator, GATE parent representative and Foster Parent Liaison

time of publication of this document. As data is released, teachers will collaborate to examine data closely and develop grade level plans with the STEAM Coordinator to address any gaps.

Discovery will strengthen the data analysis process used by teachers in the coming year: Teachers will examine and disaggregate date by student target groups. In addition, RSP staff, the STEAM Coordinator, the Principal, the Associate Principal, and the Dean of Students will focus on target group populations to closely monitor students with teachers.

DCS maintained 100% fully credentialed and appropriately assigned teachers. 100% of its students had access to standards-aligned instructional materials. The site earned a rating of “Good” or better on the FIT, as reported in the most recent SARC. 100% of the instruction was aligned to state standards, based on the walkthroughs of the administration throughout the year.

The school reclassified 16 students in the 2017-2018 school year. This was a big achievement in light of the changing requirements of reclassification as the state transitioned from the CELDT to the ELPAC.

56% of its students in grades 2 through 8 were tagged as CCR (Career and College Ready) by the Achieve 3000 reading program.

ELAC, SSC, and GATE parent meetings have been conducted once a month. Currently, there are no Foster Youth enrolled at Discovery.


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Action 1Planned

Actions/Services

Base Programa. Recruit and fund training for two more Discovery teachers to become GATE certified.$500 / Base / 5000 Services & Other Operating Expenditures

b. Increase funding and parent participation to provide additional GATE opportunities outside of classroom.$8,000 / Base / 4000 Supplies and/or 5000 Services & Other Operating Expenditures

c. Increase funding for MESA Club Activities, supplies, competitions, transportation, and teacher stipends.$4,000 / Base / As follows: $1,500 to 1000 Certificated Salaries & 3000 Benefits, $2,500 to 4000 Supplies and/or 5000 Services & Other Operating Expenditures.


All actions and services were implemented as planned.

In Goal 2.1.a, instead of only two, three Discovery teachers received training and were GATE certified in 2017-18. As a result there are now a total of eleven GATE certified Discovery teachers.

In Goal 2.1.c., In 2017-18, funds available for MESA Club activities and competitions were increased by $1,000. This resulted in more MESA participation, and two Discovery MESA teams making it to the Regional MESA finals at UC Irvine.


2.1.a $500 Base (5000 Services & Other Operating Expenditures

2.1.b. $8,000 Base (4000 Supplies and 5000 Services & Other Operating Expenditures

2.1.c. $4,000 Base (1000 Certificated Salaries & 3000 Benefits, 4000 Supplies and 5000 Services & Other Operating Expenditureres


2.1.a $750 Base (5000 Services & Other Operating Expenditures

2.1.b. $8,000 Base (4000 Supplies, 5000 Services & Other OperatingExpenditures

2.1.c. $4,000 Base (1000 Certificated Salaries & 3000 Benefits, 4000 Supplies and 5000 Services & Other Operating Expenditures.

Action 2Planned




Expenditures

Supplementala. Continue funding RtI Program with same FTE staffing levels as 2016-17.

$226,118, including benefits, as follows:

One Data & RtI Coordinator

All actions and services were implemented as planned, with the exception:

Goal 2.2.a - Three of the four I/As for small group support budgeted Supplemental did not

2.2.a. $226,118 Supplemental (1000 Certificated Salaries, 2000 Classified Salaries, 3000 Benefits)

2.2.a. $174,647, which reflects reduction of three I/As. $51,471 difference to Supplemental reallocated

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$102,228 / Supplemental / 1000 Certificated Salaries, 3000 Benefits

Four I/As for small group support$73,798 / Supplemental / 2000 Classified Salaries, 3000 Benefits

Two I/As for small group support$50,092 / Title I / 2000 Classified Salaries, 3000 Benefits

b. Full-time EL IA for small group, leveled support for new comers, LTELs and CELDT Level 1, 2 and ELAC coordination, and full ELPAC coordination.

$24,773, including benefits, as follows: $2,473 / Supplemental / 2000

Classified Salaries, 3000 Benefits $9,893 / Title I / 2000 Classified

Salaries, 3000 Benefits $12,367 / Title III / 2000 Classified

Salaries, 3000 Benefitsc. Full-time classified behavior specialist to support social adjustment and provide mentorship to Foster Youth, English Learners, Low-Income, and Immigrant students.

$31,764 including benefits as follows: $28,588 / Supplemental / 2000

Classified Salaries, 3000 Benefits $3,176 / Title III, Part A / 2000

Classified Salaries, 3000 Benefitsd. Additional support for RtI Tier 3 students and LTELs, New Comers and CELDT 1, 2 on ILE, or other prescriptive foundational skills computer programs, before school from 7:30 a.m. to 8:10 a.m.

return in 2017-18.

Goal 2.2.d - EL IA in Goal 2.2.b provided this support daily before and after school during her contracted hours.

Goal 2.2.e – In 2017-18, this training ended up being accomplished through participation in other planned, on-site training that was paid for by different funds or was obtained at no cost through the District.

2.2.d. $2,500 Supplemental (2000 Classified Salaries, 3000 Benefits)

2.2.e. $1,500 Supplemental (5000 Services & Other Operating Expenditures)

for Registered Nurse, full time hours, in Goal 2.3.a, Reallocation approved by Discovery Board of Directors 5/10/18.

2.2.d. $0

2.2.e. $0

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e. Professional development for certificated and classified staff working with target groups, RtI students, and GATE students.

$1,500 / Supplemental / 5000 Services & Other Operating Expendituresf. Staff training on the new ELD standards. Review progress monitoring at weekly collaboration and quarterly vertical articulation meetings.

No additional associated costs; District training.

Action 3 – Added to 2017-18 LCAP, effective 7/1/17, per DCS Board Approval 5/10/18Planned




Expenditures

Goal 2.3.a Full-time certificated Registered Nurse, BSN, with additional licensing for visual and audio testing. This nurse will provide all required student screenings, and provide appropriate care for all students as needed. This nurse will give priority attention to Target Group families in obtaining referrals to community health resources based student needs.~$65,142 / Supplemental / 1000 Certificated Salaries, 3000 Benefits

This Action/Service was added to the 2017-18 LCAP effective 7/1/2017, per DCS Board approval 5/10/18.

Goal 2.3.a fully implemented.Goal 2.3.a Originally overlooked placing this position in 2017-18 LCAP, budgeted 100% to Base Funding.

Goal 2.3.a Budgeted expenditures reassigned from Base Funding to Supplemental Funding, effective 7/1/2017, per DCS Board approval 5/10/18.

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AnalysisComplete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Cell


Quarterly progress goal setting with teacher and individual students followed by weekly progress check of these students by teachers during their collaboration period.

Data monitoring by the Administrative staff along with the EL IA to plan extra support for students not progressing academically. These meetings are held once per quarter.

Classroom observations confirm that teachers are mindful of individual student need based on classroom charts that reflect individual data for quick reference for the teachers and administration. This is a part of the teacher evaluation system.


Based on the outcome of the 2016-17 CELDT, data shows the following: Of the 225 EL students, 19.1% or 43 students scored a 1-3 on the CELDT. 20.8% or 47 students did not show growth or declined. 10.2% or 23 students increased 1 or more levels on the CELDT and we reclassified 31 students or 13.8%. The school has not yet received data from the spring 2018 Summative ELPAC tests to compare student achievement for its English Learner population.


Goal 2.1.a Discovery was able to recruit an additional teacher to become GATE certified, for a total of three teachers in 2017-18. There are now 11 GATE certified teachers at Discovery. Certification costs increased from $500 to $750.

Goal 2.2.a. Three of the four I/As for small group support budgeted Supplemental did not return in 2017-18. $226,118 reduced to $174,647, which reflects reduction of three I/As. $51,471 difference to Supplemental reallocated for Registered Nurse in Goal 2.3.a full time hours, from Goal 2.2.a. Reallocation approved by Discovery Board of Directors 5/10/18, Minutes attached.

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Goal 2.2.e $1,500 budgeted Supplemental unspent as this training ended up being accomplished through participation in other planned, on-site training that was paid for by different funds, or was obtained at no cost through the District.


Goal 2 remained the same throughout 2017-18. However, in 2018-2019, the school plans to improve how it spends teacher collaboration time. A minimum of 40 minutes a week will be used for specific, intentional data analysis and target group study. Teachers will disaggregate student data, participate in a “Looking at Student Work” protocol, and participate in further professional noticing. Teachers will use a more robust assessment calendar (that will be created with staff in July 2018) to closely monitor students for the school’s RtI program, as well as its 504 meetings, SST meetings, and IEP meetings. More assessment data will yield in improved outcomes for students and more transparency for parents on student performance.


Goal 3

By 2017, DCS will improve attendance and increase access to services for students and families that support social, emotional, and physical wellness for school success.


State Priorities: 3,5,6Local Priorities: N/A

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Weekly announcements to all stakeholders to aim for 98% attendance schoolwide. Celebration for students and classrooms that have the highest attendance. 5th and 7th grade students who take the Physical Fitness Test will pass with a overall PASS ranking in the three categories which are: health risk, needs improvement and HFZ (Healthy Fitness Zone)

Discovery had a 96.98% attendance rate during the 2017-2018 academic year. Every month, we rank in the top ten of the highest attendance compared to 47 schools in the CVESD school district. For the 2017 – 2018 academic year, Discovery ranked eighth highest attendance in the CVESD overall. Discovery has 32 students on its chronic absence list.

The May 2018 Parent Survey revealed that 91.2% of parents or guardians who responded reported that their child “felt safe and secure” at Discovery STEAM Charter School. Additionally, 96.3% of the parents who responded to the anonymous online survey reported that their “child feels connected to his/her teacher at Discovery STEAM Charter School.” This is very favorable data to indicate a positive school climate for students and parents.

The school’s overall suspension rate was less than 0.4% (with only 5 suspensions total) for the 2017-2018 school year. The school’s overall expulsion rate was 0% for the 2017-2018 school year. Discovery STEAM Charter School has a goal of zero expulsions and reducing the number of suspensions by 1 or more for the upcoming academic year.

The Physical Fitness Test revealed 41.38% of students tested were in the HFZ for 6 our 6 tests.


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Action 1Planned




Expenditures

a. Continue funding for incentives and recognition for students and classrooms for improved, high, or perfect attendance.$3,000 / Base / 4000 Suppliesb. Enhance communication on the impact of attendance has for both the child and the school, including in Goal 1.1.h.No additional associated costsc. Implement Restorative Justice process fully for both students, parents, and staff. Training ongoing w/HSHMC.

Health Sciences High & Middle College – (HSHMC) ICA - $7,500 as follows: $3,750 / Supplemental / 5000 Services & Other Operating Expenditures $3,750 / Base / 5000 Services & Other

Operating Expenditures d. Maintain supply items for both recess and PE.$2,500 / Base / 4000 Suppliese. Continue pupil supervisors at crossing without Safety Patrol coverage at:

Camino Biscay and Rancho del Rey Pkwy

Via Goya and Rancho del Rey Pkwy$4,263 / Base / 2000 Classified Salaries, 3000 Benefits

All planned actions & services in Goal 3.1.a-e were implemented as planned and budgeted.

Attendance improved overall from previous years to 96.98%.

Students feel safe and connected to teachers due to the implementation of Restorative Practices, such as community circles, 2 x 10 interventions, and improved communication between students and staff. Again, the 2018 May Parent Survey revealed that 96.3% of parents felt that their child was connected to his/her classroom teacher.

Goal 3.1.a-eBase $13,513Supplemental $3,750Total $17,263

Goal 3.1.a-eBase $13,513Supplemental $3,750Total $17,263

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Discovery’s Business Manager continued to work with staff to ensure the materials, supplies, services, and personnel called for in Goal 3 were acquired. In Goal 3.1.b., Discovery’s Attendance Clerk worked closely with Administration in identifying and tracking students with chronic attendance issues as home visits and other interventions were employed. The Associate Principal tracked student math intervention data, as well as weekly attendance data to support the motivational awards that were presented each week in the Monday Morning Dragon Assemblies on the blacktop.


In 2017-2018, Discovery maintained an attendance rate of 96.98%. Discovery Charter ranked 8 th overall, one of the highest in overall student attendance compared to the 47 schools in CVESD. Discovery STEAM Charter School strives to improve attendance to a daily average of 98%.

Baseline data from the school’s May 2018 Parent Survey reveals that most students feel safe and secure at school (91.2% of parents responding to the survey agreed with this statement). Hanover Survey data has not yet been released as of the publication of this document. Physical Fitness Tests for fifth and seventh grade students indicates that most students were in the healthy fitness zone.

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N/A


Goal 2 remained the same throughout 2017-18. The school will continue to examine target group data during teacher collaboration time to improve student outcomes.


Goal 4

Develop and provide instruction that cultivates a 21st Century environment.


State Priorities: 2,7,8

Local Priorities: N/A

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4A. STEAM Coordinator position will be at 1 FTE for 2017-2018.Fully implement those duties including but not limited to expanding and designing the Engineering room in collaboration with Qualcomm and Innovation Station.

STEAM Coordinator position fully implemented as 1 FTE.The new Discovery Engineering Lab opened on schedule for the beginning of the 2017-18. Duties were fully implemented and students have had expanded and regular opportunities in both in the Engineering Lab and in their classroom.

4B. Students will have increased opportunities in visual arts and engineering aligned to their strengths and interests.

Students did have increased educational experiences that were highly engaging and allowed them to empower their strengths and interests, and to become College & Career ready through instruction in the new Engineering Lab and Art Studio.

4C. Formal PBL for all teachers and administration through the BIE Institute for Learning with ongoing coaching support throughout the yearOngoing coaching with the STEAM coordinator to reevaluate the rigor in the units of study

All teachers and administrators participated in four days of Project Based Learning (PBL) training and ongoing coaching through the Buck Institute throughout the year. Ongoing coaching by the STEAM Coordinator provided continual evaluation of the rigor of the Units of Study.


Action 1Planned




Expenditures

a. Add STEAM coordinator position$111,800, including benefits, as follows:


$19,600 / Educator Effectiveness Funds / 1000 Certificated Salaries,

All planned actions & services in Goal 4.1.a-i were implemented as planned and budgeted with the exception of:

Goal 4.1.b. Brilliant Foreign Language Education (BFLE.) Discovery ended the

Goal 4.1.b. Original

Goal 4.1.b. $15,000 (5000 Services & Other Operating

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3000 Benefitsb. Fine Arts during Weekly Teacher Collaboration

Malashock Dance ICA - $36,000 as follows: $18,000 / Supplemental / 5000 Services & Other Operating Expenditures $18,000 / Base / 5000 Services & Other Operating Expenditures

Brilliant Foreign Language Edu. – Chinese ICA - $30,000 as follows: $15,000 / Supplemental / 5000 Services & Other Operating Expenditures $15,000 / Base / 5000 Services & Other Operating Expenditures

Drama Kids International ICA - $30,000 as follows: $15,000 / Supplemental / 5000 Services & Other Operating Expenditures $15,000 / Base / 5000 Services & Other Operating Expenditures

Artist in Residence $64,710, including benefits, as follows: $32,355 / Supplemental / 1000

contract with BFLE mid-year because they broke the terms of the contract by employing sub-contractors.

Goal 4.1.d Defined STEM was replaced by Achieve eScience.

Goal 4.1.g. $10,000 of budgeted expenditures were covered by gift contributions from the Discovery PTC and Friends of Discovery.

contract for the year was $30,000 (5000 Services & Other Operating Expenditures; $15,000 to Base Funding and $15,000 to Supplemental)

Goal 4.1.d Defined STEM budgeted at $2,500.

Goal 4.1.g. $10,000 budgeted to Base Funding

Expenditures; $7,500 to Base Funding and $7,500 to Supplemental)

Goal 4.1.d Achieve eScience $3,564.

Goal 4.1.g. $0

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Certificated Salaries, 3000 Benefits $32,355/ Base / 1000 Certificated Salaries, 3000 Benefits

Engineering Room No additional associated personnel costs,under the STEAM Coordinator

Technology No additional associated personnel costs

c. Three days formal PBL training professional development June 5th-7th, 2017 in STEAM integration, Units of Study, and Project Based Learning, with ongoing coaching.$47,843 as follows:

$11,000 3-day training fee, $12,000 follow-up coaching with Buck Institute during 2017-18.Educator Effectiveness Funds / 5000 Services and Other Operating Expenditues

$24,843 professional development pay, incl.Benefits, for 39 certificated teachersEducator Effectiveness Grant / 1000 Certificated Salaries, 3000 Benefits

d. Defined STEM – App for STEM/STEAM instruction aligned to CCSS and NGSS for designing integrated, differentiated lessons connected with literacy and performance tasks.$2,500 / Supplemental / 5000 Services & Other Operating Expenditures

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e. Frontline – formerly Teachscape; Administrative application for ongoing teacher observation and feedback. Aligned with Discovery’s teacher evaluation tool “The Danielson Model.” Includes 40 teacher program access licenses for coaching and modeling.$5,996 / Title II / 5000 Services & Other Operating Expendituresf. Year Two of Three Year Technology Plan approved by DCS Board 3-17-16.

Year One 2016-17 – Accomplished in full

Year Two 2017-18 – Budget pending Year Three 2018-19

g. STEAM / PBL Implementation Funds for Units of Study

resources/supplies Funds for classroom PBL

resources/supplies Funds for Engineering Room supplies

$10,000 / Base / 4000 Suppliesh. Thrively – on-line student interests and strengths assessment$1,500 / Supplemental / 5000 Services & Otheri. Funding for field trips K-8th to support instruction, and career and college readiness.$20,000 / Supplemental / 5000 Services & Other Operating Expenditures

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Action 2Planned




Expenditures

$13,000 for a.-e. / Supplemental / 5000 Services & Other Operating Expenditures for the following trainings

a. Training from Achieve 3000 on the analysis of Lexile data in grades 2-8 to identify areas of need and best practices to support ELs.

b. Ongoing in-depth training on CA ELD Framework.

c. Training from Imagine Learning on the analysis of data to identify areas of need and best practices to support ELs.

d. Additional training around the ELD component of Benchmark Literacy program (grades K-3).

e. Other relevant training to be determinedf. Provide RTI services to ELs who meet

universal screening criteria for RTI services. Goal 2.2.a.

All Actions/Services in Goal 4.2.a-f occurred as planned.

Goal 2.1.a-f $13,0000 Supplemental (5000 Services & Other Operating Expenditures)

Goal 2.1.a-f $4,225 Supplemental (5000 Services & Other Operating Expenditures.

Some training that was scheduled came at a lower cost than expected being provided at low or no cost. Also, scheduling conflicts prevented additional trainings to occur.



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Upon completion of a professional development, the attendees debriefed with administration, the Executive Committee, and through vertical articulation. Strategies and resources were shared and implemented in the classroom. The Instructional Leadership Team (ILT) consisting of Lead Teachers from each grade level, the STEAM Coordinator, and Administrators was formed this year to conduct schoolwide walkthroughs to ensure vertically aligned instructional integrity of Intentional Instruction & Learning, STEAM Units of Study, and Project Based Learning, and adherence to the CCSS and NGSS standards.

The Discovery Business Manager worked closely with teachers, administrators, the PTC, and the Friends of Discovery to ensure all materials, supplies, personnel, and services called for in Goal 4 were acquired.


In 2017-18, much of the professional development was conducted on-site. To add to our integrated STEAM Units of Study, Project Based Learning (PBL) professional development and training was conducted at Discovery for all teachers and administrators by the Buck Institute for Education. Off-site trainings focused on the new EL standards, ELPAC, and CAASPP data analysis. Combined, these trainings resulted in teaching that is more innovative, centered on student engagement and ownership, and tailored to meet the individual needs of students. Students have more opportunities to understand their strengths and pursue their interests during the instructional day.


Goal 4.1.b. Originally budgeted at $30,000 Brilliant Foreign Language Education (BFLE.) Discovery ended the contract with BFLE mid-year because they broke the terms of the contract by employing sub-contractors. This was part of the Fine Arts/Teacher Collaboration rotation, and that part of the rotation was filled by an in house staff member. Actual expenditure was $15,000.

Goal 4.1.d Defined STEM was replaced by Achieve eScience as it is has more STEAM resources. Originally budgeted at $2,500, actual expenditure was $3,564.

Goal 4.1.g. $10,000 of budgeted expenditures were covered by gift contributions from the Discovery PTC and Friends of Discovery.

Goal 4.2.g. Some training that was scheduled came at a lower cost than expected being provided at low or no cost; i.e. Achieve and Benchmark provided training at no cost. Also, scheduling conflicts prevented additional trainings to occur.

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Goal 4 remained the same throughout 2017-18.


Goal 5

Students will have access to instructional materials aligned to the integration of CCSS and NGSS.


State Priorities: 2Local Priorities: N/A


Students will have increased access to instructional materials aligned to the integration of CCSS and NGSS materials as measured by the level of rigor in each Unit of Study per grade level.

All students were again provided Eureka Math materials and Science resources that were aligned to CCSS and NGSS.


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Action 1Planned




Expenditures

a. Continue purchase of Eureka Math K-8th.$50,000 as follows:

$40,000 / Lottery / 4000 Supplies $10,000 / Base / 4000 Supplies

b. Budget for Math manipulative additions/replacements.

$1,000 / Base / 4000 Suppliesc. Purchase 3rd Edition FOSS kits aligned with NGSS.

$13,000 / Base / 4000 Supplies

All Actions/Services in Goal 5.1.a.-c. implemented as planned and budgeted.

Goal 5.1.a.Lottery $40,000 Base $10,000 TOTAL $64,000Goal 5.1.b. $1,000 Base (4000 Supplies)

Goal 5.1.c. $13,000 Base(4000 Supplies)

Goal 5.1.a.Lottery$40,000 Base $10,000 TOTAL $64,000Goal 5.1.b. $1,000 Base (4000 Supplies)

Goal 5.1.c. $13,000 Base(4000 Supplies)

Action 2Planned




Expenditures

a. Purchase CCSS and NGSS aligned leveled non-fiction books to support ELL academic progress through Units of Study.$7,000 / Supplemental / 4000 Supplies

The purchase of non-fiction materials did not occur as planned or budgeted in Goal 5.2.a

Goal 5.2.a. $7,000 Supplemental ( 4000 Supplies)

Goal 5.2.a. $0Inability to form an Ad-Hoc selection committee.



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In 2016-17, data analysis in foundational reading skills strongly indicated the need in grades K-3 rd for a well-structured and vertically aligned reading curriculum, with systematic and explicit instruction in phonemes, phonics, polysyllabic strategies, and support for all readers, especially ELs. The Benchmark Advance Literacy Curriculum was been purchased from the 2016-2017 budget, and arrived in mid-May 2017. Specialized Benchmark training was provided for K-3 teachers on June 8 th, 2017, with teachers familiarizing themselves and collaborating for 2017-2018 over the summer break. Additional training on Benchmark was held in the 1st quarter of 2017-2018. K-3 teachers collaborated with the STEAM Coordinator throughout 2017-18 to integrate the Benchmark Advance Literacy into their Units of Study and PBL.


The Benchmark Advance Literacy Curriculum purchased for K-3rd grade has provided necessary structure for systematic and explicate instruction in the foundational reading skills. Following a structured, systematic program has allowed students to learn all components of foundational reading as evidence by quarterly Benchmark assessments.


The purchase of non-fiction materials did not occur as planned or budgeted in Goal 5.2.a due to inability to form an ad-hoc selection committee.


Goal 5 remained unchanged throughout 2017-18.


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Goal 6Students in all grades (including all target groups such as Low Income, English Learners (EL), and Foster Youth, will demonstrate increase proficiency on State and DCS created assessments, as measured by the following data:

By 2018 80% of all grades K-1 students will score Met on the Local Measure (LM) assessment in reading By 2018 80% of all grade 2-8 will score College and Career Ready on the LM assessment in reading. By 2018 80% of all grades K-2 students will score Met on the LM assessment in Math. By 2018 all students will read at grade level by the end of grade 5. By 2018 the academic progress of each English Learner will increase by 1 level on the CELDT each year

and the rate of reclassification will be 15% annually.By 2018 all students in grades 3-8 will improve on average of at least 5% annually on the CAASPP.State and/or Local Priorities addressed by this goal:

State Priorities: 2,8Local Priorities: N/A

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Continual growth by 5% in every grade level

Local Measures MathMet or Exceeds

Grade 2015 2016

K 94% 92%

1 75% 88%

2 38% 75%

Math CAASPPMet or Exceeds

Grade 2015 2016

3 62% 75%

4 70% 64%

5 55% 73%

6 61% 63%

7 53% 53%

8 83% 69%


Grade 2015 2016 2017

K 94% 92% 96%

1 75% 88% 87%

2 38% 75% 87%


Grade 2015 2016 2017

3 62% 75% 63.47%

4 70% 64% 59.46%

5 55% 73% 52.05%

6 61% 63% 77.58%

7 53% 53% 69.77%

8 83% 69% 78.57%

ELA CAASPPMet or Exceeds

Grade 2015 2016

3 61% 66%

4 65% 60%

5 67% 75%

ELA CAASPPMet or Exceeds

Grade 2015 2016 2017

3 61% 66% 67.32%

4 65% 60% 67.89%

5 67% 75% 70.84%

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Expected Actual

6 68% 76%

7 61% 64%

8 81% 84%

Reading Local MeasuresMet or ExceedsGrade 2015 2016

K 83% 76%

1 75% 75%

2 32% 42%

3 56% 61%

4 48% 34%

5 37% 51%

6 43% 53%

7 41% 37%

8 59% 52%

6 68% 76% 84.34%

7 61% 64% 69.77%

8 81% 84% 78.57%

Reading Local Measures (K-2) CAASPP (3-8th)Met or ExceedsGrade

2015 2016 2017

K 83% 76% 83%

1 75% 75% 74%

2 32% 42% 58%

3 56% 61% 66%

4 48% 34% 43%

5 37% 51% 42%

6 43% 53% 65%

7 41% 37% 60%

8 59% 52% 65%


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Action 1Planned




Expenditures

a. Ongoing professional development & training on data analysis, including new California Dashboard, and student achievementb. All other services and actions as described in Goals 1-5.

Building on the CAASPP trainings Discovery administrators, along with the STEAM and Data Coordinators attended in 2016-17, in 2017-18 they attended CAASPP and Dashboard workshops sponsored by the District, County Office of Education, and State.

Additionally, the Associate Principal and STEAM Coordinator attended “Trainer of Trainers” CAASPP professional development. The STEAM Coordinator attended annual training on administering the CAASPP as she was the Testing Administrator at Discovery this year.

Finally, the Principal, Associate Principal, and the EL paraprofessional attended training through the state (via the Sacramento County Office of Education) and the District on the new ELPAC assessments.

Action 2Planned




Expenditures

a. Maintain appropriate level of Imagine Learning licensing and ensure students All Actions/Services in Goal 6.2.a-b were

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receive all their prescriptive minutes with the program.$7,400 / Title III-EL / 5000 Services & Other Operating Expendituresb. Licensing for online computer programs that include universal screening, assessment, student progress management, differentiation, foundational skills, etc.$76,000 total / Supplemental / 5000 Services & Other Operating Expenditures, as follows:

ALEX Math - $26,000 STAR Math - $3,000 Reflex Math - $3,400 First in Math - $900 Achieve 3000 - $25,000 Smarty Ants - $3,400 Brain Pop - $2,300 Reading Plus and Lexia Core with

RAPID*Paid through 2017-2018.Renew *RAPID - $3,000

Learning A-Z suite of programs, including Headsprout - $9,000

c. All other services and actions as described in Goals 1-5.

implemented as planned and budgeted with the following exceptions:

Goal 6.2.b.

RAPID through Reading Plus ended up not be renewed.

$9,000 budgeted for Learning A-Z suite of programs, including Headsprout, reduced to $1,569.

Achieve eScience added at unbudgeted cost of $3,564.

All other program licensing had slight adjustments in cost from what was budgeted at year-end 2016-17 due to exact enrollment differences at the beginning of 2017-18.

Goal 6.2.b. $76,000 (Base 5000 Services & Other Operating Expenditures)

Goal 6.2.b. $67,416 (Base 5000 Services & Other Operating Expenditures)

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

In addition to high quality first teaching, all student K-8th grade receive differentiated classwork and homework utilizing the technology accelerators listed in the Actions/Services of Goal 6.2.a-b. Data from these programs is continually monitored to make adjustments in the regular instructional program.


Pending data results from the state – expected July 2018.


In Goal 6.2.b, there was a decrease of $8,584 in the actual cost of program licensing from what was budgeted. Actual enrollment and student needs at the beginning of 2017-18 as compared to year-end 2016-17, dictated a reevaluation of licensing required.


Goal 6 remained the same throughout 2017-18.

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Stakeholder Engagement

LCAP Year: 2018-19

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

Discovery STEAM Charter School engaged many of its existing stakeholder groups for input and feedback regarding the LCAP in the 2017-2018 academic year. Among the groups of stakeholders that were involved, parents, staff, and community members received financial updates as well as updates on services and actions through the following groups:

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+ ELAC/SSC/GATE Parent Advisory Meetings+ Coffee with Principal Parent Group+ Certificated Staff+ Classified Staff+ Executive Committee+ Anonymous Online Parent Survey for School Climate and LCAP Goals

The dates below reflect some of the stakeholder outreach that occurred during the process to update the 2017-2020 LCAP for the 2017-2018 School Year. There were 13 total stakeholder events in this 2017-2018.

Tuesday, January 23, 2018 (8:30 am to 10:00 am) LCAP Update shared at Coffee with the Principal

Tuesday, February 13, 2018 (8:30 am to 10:00 am) LCFF and LCAP Input with ELAC/SSC/GATE Parent Advisory Meeting

Thursday, February 22, 2018 (5:30 pm to 10:00 pm) LCAP Budget Neutral Modifications with DCS Board of Directors

Tuesday, March 13, 2018 (8:30 am to 10:00 am) LCFF/Consolidated Application Sharing with ELAC/SSC/GATE Parent Advisory Meeting

Friday, April 6, 2018 (1:00 pm to 3:00 pm)

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LCAP Priorities Checklist at Certificated and Classified Staff Meeting

Tuesday, April 10, 2018 (8:30 am to 10:00 am) Dashboard Presentation & LCAP Update with ELAC/SSC/GATE Parent Advisory Meeting

Thursday, April 12, 2018 (5:30 pm to 10:00 pm) LCAP Budget Neutral Changes with DCS Board of Directors

Tuesday, April 17, 2018 (8:30 am to 10:00 am) LCAP Update at Coffee with the Principal

Thursday, May 10, 2018 (5:30 pm to 10:00 pm) LCAP Draft Shared with DCS Board of Directors

Thursday, May 17, 2018 (4:00 pm to 6:00 pm) LCAP review with Nancy Sedgwick, Director of LCAP Evaluation for SDCOE

Wednesday, May 23, 2018 (2:15 pm to 4:00 pm) LCAP review with Executive Director Ernesto Villanueva

Wednesday, May 16 to Monday, May 28, 2018 LCAP School Climate Anonymous Online Parent Survey

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Thursday, June 12, 2018 (5:30 pm to 10:00 pm) DCS Board of Directors approves for forwarding LCAP to SDCOE & state of CA

The parent survey revealed the need for more two-way communication between the DCS external community and the DCS internal community. Therefore, next year a robust stakeholder outreach process will be implemented that will be guided by both the Principal and Associate Principal. This stakeholder process will include expanded opportunities for staff, students, and parents to share insight on the school’s goals, actions, and services. Discovery STEAM Charter School is committed to improving its LCAP based on Stakeholder and Community input, gathered from surveys, forums, and meetings. Staff and families will have many more opportunities to provide feedback on actions and services for each goal, as well as to pose questions about those actions and services in 2018-2019.

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

Parent input was readily collected and reviewed for the purpose of implementation to the 2018-2019 LCAP plan. Board of Director meetings, PTC meetings, and ELAC/SSC/GATE parent advisory meetings were instrumental in collecting feedback to improve and refine the school’s LCAP. In addition, a school climate survey was administered in May 2018 to anonymously collect data from parents through Survey Monkey. 136 parents chose to participate in this survey.

The following are suggestions from consultation and input from parents and other community members that are included in the 2018-2019 LCAP Plan:

-Parents are overall very satisfied with the LCAP plan created last year and would like for the school to continue with the actions and services. Data/Input showed not many changes indicated for 2018-19 as evidenced by the school climate survey. 89.7% of parents felt that parents and guardians are valued, equal partners in their child’s education at Discovery.

-Continue to enhance the enriching experiences for students through the Engineering Lab and the Art Studio

-Continue to provide exposure for students in their various strengths and interests discovered through the Thrively app for 4 th-8th grade students.

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-Relieving obstacles to getting to parent meetings/trainings. Same parent presentations will be offered in both AM and PM, and dinner will be provided in addition to childcare and translation services.

-Staff’ input was collected as well during a certificated and classified staff meeting. Staff had the opportunity to rank priorities for the school’s programs, including many of the actions and services covered by the LCAP.

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

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

Unchanged

Goal 1

Discovery will increase parent engagement.



Identified Need:

The data from the following sources were used to identify these needs:

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Hanover Survey Data from CVESD

A May 2018 Anonymous Online Parent Survey

Parent feedback from the many stakeholder outreach events

Parent sign-in sheets from parent meeting, workshops, trainings, events

In 2017-18, the parent engagement and participation increase did meet or exceed the 5% goal. Per parent input, engagement could potentially be higher if not for their busy working schedules. Flexible ways for busy, working families to engage more fully in their students’ educational needs to continue to be researched and piloted. Along with continuing childcare and translation, at the end of 4 th quarter 2018, we began providing dinner for parents and their children prior to meeting. This action saw an increase in parent attendance. Parent response was this helped them to not only attend the evening presentation/meeting, but also allowed them to enjoy and benefit from the information being provided. DCS will continue to seek parent input on topics of interest and needs to increase parent engagement.

The 2018 Parent Survey administered in May 2018 that overall parents and guardians are very satisfied with the school climate. Of the 136 parents who chose to participate in the survey, only 4 shared negative comments about the school. DCS hopes that when it next administers a parent survey in the fall of 2018, more parents will choose to participate in the survey.

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

1A. Increase the percentage of parent participation annually by at least 5% as measured by sign-in sheets, the Hanover Survey, and CRM Software data (such as Microsoft Dynamic.)

Hanover Survey

Sign in sheets from parent meetings, workshops, trainings, events

Parent participation increased by +5%.



45

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

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

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

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

[Add Students to be Served selection here] DCS

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))

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

English Learners, Foster Youth, Low Income LEA-Wide Discovery Charter School

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

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


Unchanged Modified [Add 2019-20 selection here]

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesGoal 1.1.a. Continue quarterly parent training on NGSS, CCSS, PBL, Restorative Justice & STEAM integration.$2,000 / Supplemental / 4000 Suppliesb. Continue end of quarter schoolwide showcase of learning by grade level.

Goal 1.1.a. Continue quarterly parent training on NGSS, CCSS, PBL, Restorative Justice & STEAM integration.$3,000 / Supplemental / 4000 Supplies / 5000 Services & Other Operating Expendituresb. Continue end of quarter schoolwide showcase of

[Describe the 2019-20 action/service here]

46

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/ServicesNo additional associated costsc. Students with disabilities: Hold two parent meetings throughout the 2017-18 on parental rights and provide resources.No additional associated costs.d. 4 Parent meetings in 2017-2018 to address the specific needs of all students including: EL, GATE, SWD1st Qtr – Dr. Larry Alvardo, 2nd Qtr – Dr. Morgan Appel, 3rd

and 4th Qtrs by parent input.No additional associated costse. Onboarding welcome for all new students, continue monthly “Coffee with Principal” to provide social and informational support to school community.$500 / Supplemental / 4000 Suppliesf. Continue with designated school events coordinator to work with Administration, STEAM, RtI Coordinators, and PTC to calendar all events and opportunities, and to communicate to school wide community.$42,136, including benefits, as follows:



g. Provide light refreshments and childcare at all parent meetings and workshops.$1,500 / Supplemental / 2000 Classified Salaries, 4000 Suppliesh. Expand digital library of Discovery specific information on NGSS, CCSS, PBL, Restorative Justice & STEAM integration on school website. Collect data on parent use by piloting CRM software such as Microsoft Dynamic linked to digital library.

learning by grade level.No additional associated costsc. Students with disabilities: Hold two parent meetings throughout the 2018-19 on parental rights and provide resources.No additional associated costs.d. 4 Parent meetings in 2017-2018 to address the specific needs of all students including: EL, GATE, SWD, and topics of interest and/or need.1st Qtr – Dr. Larry Alvardo, 2nd Qtr – Dr. Morgan Appel, 3rd

and 4th Qtr – Dr. Morgan Appel.$1,000 / Supplemental / 5000 Services & Other Operating Expenditurese. Onboarding welcome for all new students, continue monthly “Coffee with Principal” to provide families social and informational support to school community.$500 / Supplemental / 4000 Suppliesf. Continue with designated school events coordinator to work with Administration, STEAM, RtI Coordinators, and PTC to calendar all events and opportunities, and to communicate to school wide community.$42,301, including benefits, as follows:



g. Provide light refreshments and childcare at parent meetings and workshops. Provide dinner for evening meetings with schoolwide focus.$3,500 / Supplemental / 2000 Classified Salaries, 3000 Benefits, 4000 Suppliesh. Expand digital library of Discovery specific information on NGSS, CCSS, PBL, Restorative Justice & STEAM integration on school website.

47

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services$2,000 / Supplemental / 5000 Services & Other Operating Expenditures

Collect data on parent use by piloting CRM software such as Microsoft Dynamic linked to digital library.

$2,000 / Supplemental / 5000 Services & Other Operating Expenditures


Year 2017-18 2018-19 2019-20Amount $27,068 $31,151 [Add amount here]

Source Supplemental Supplemental [Add source here]

Budget Reference

2000, 3000, 4000, 5000 2000, 3000, 4000, 5000 [Add budget reference here]


Source Base Base [Add source here]

Budget Reference

2000, 3000 2000, 3000 [Add budget reference here]




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

48

OR





English Learners, Foster Youth, Low Income LEA-wide Discovery Charter School




Unchanged Unchanged [Add 2019-20 selection here]

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesa. RtI parent conference at the beginning of the year, or whenever a student is assessed needing intervention. Provide RtI contract between parents and school.No additional associated costsb. EL parent meetings 4 times per year:

Reclassification Meeting, Help Desk manned by admin. w/translation* during Qtr 1 & Qtr 3 parent conferences, last meeting to be determined by identified need.* Translation in Spanish, Tagalog, Korean, and Japanese

No additional associated costsc. Continue hosting regional Foster Family monthly meetings as requested$200 / Supplemental / 4000 Suppliesd. Continue providing Spanish translation services at meetings. Translate documents and notifications sent home, and selected links on school website.

a. RtI parent conference at the beginning of the year, or whenever a student is assessed needing intervention. Provide RtI contract between parents and school.No additional associated costsb. EL parent meetings 4 times per year:

Reclassification Meeting, Help Desk manned by admin. w/translation* during Qtr 1 & Qtr 3 parent conferences, last meeting to be determined by identified need.* Translation in Spanish, Tagalog, Korean, and Japanese

No additional associated costsc. Continue hosting regional Foster Family monthly meetings as requested$200 / Supplemental / 4000 Suppliesd. Continue providing Spanish translation services at meetings. Translate documents and notifications sent home, and selected links on school website.


49

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services$800 / Supplemental / 2000 Classified Salaries, 3000 Benefitse. Expanded digital library of Discovery specific information on NGSS, CCSS, PBL, STEAM integration, and Restorative Justice on the school website in Goal 1.1.a. will also be available in Spanish.

No additional associated costs

$800 / Supplemental / 2000 Classified Salaries, 3000 Benefitse. Expanded digital library of Discovery specific information on NGSS, CCSS, PBL, STEAM integration, and Restorative Justice on the school website in Goal 1.1.a. will also be available in Spanish.

No additional associated costs




Budget Reference

2000, 3000, 4000 2000, 3000, 4000 [Add budget reference here]


Unchanged

Goal 2

Discovery will provide support services to Foster Youth and families, English Learners (ELs), Low Income students, and GATE students.

50


State Priorities: 1,2,4,7,8Local Priorities: N/A

Identified Need:

Data from the following sources were used to identify these needs:

Disaggregated student data from student monitoring each month

CAASPP data from 2016-2017

Local Measures data from 2016-2017

The School’s most recent FIT and SARC

School weekly and monthly attendance data

Pupil suspension and expulsion rates

Per parent and student input, increase the quantity and variety of opportunities for GATE students both in and out of classroom.

Continue and build on success of Discovery MESA Club for 6th, 7th, and 8th grade students.

Increase Lexile growth and/or maintain at grade level for ELs, especially those specific students who have recently been reclassified.


2A. Increase number of Discovery teachers who are

8 GATE certified teachers at the end of 2016-17.

11 GATE certified teachers at the end of 2017-18.

Increase by 1 teacher [Add outcome here]

51

Metrics/Indicators Baseline 2017-18 2018-19 2019-20GATE certified.

2B. Increase variety of GATE student opportunities, including field trips.

In 2016-17, nine afterschool courses in CAD design & 3D printing, video game development, and applied Science Fiction.

In 2017-18, six afterschool courses in Rocketry, Coding, and Video Game Design.

Maintain programs [Add outcome here]

2C. Continue to fund and support MESA Club participation in MESA sponsored activities, competitions including transportation.

$3,000 expended in 2016-17 for fees, supplies, stipends, and transportation.

$4,000 expended in 2017-18 for fees, supplies, stipends, and transportation.

Maintain program

2D. Ongoing training & implementation of new ELD standards. Increase progress monitoring of Lexile growth for all ELL students, giving special attention to those recently reclassified.

Executive Committee/Grade Level representatives were trained in the new ELD standards. Lexile growth is monitored for all ELs monthly.

Continual training on implementation of new ELD standards & assessments for all teachers in K-8th was conducted monthly on-site as Administrators and Coordinators brought back information from the District, County & State Office of Ed. Continual monitoring of Lexile growth for all ELs on a monthly basis

Improve reclassification rate of EL students by 5% and establish baseline data for the ELPAC

[Add outcome here]


52





OR





English Learners, Foster Youth, Low Income, and GATE

LEA-wide Discovery Charter School




Unchanged Modified [Add 2019-20 selection here]

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesa. Recruit and fund training for two more Discovery teachers to become GATE certified.

$500 / Base / 5000 Services & Other Operating Expendituresb. Increase funding and parent participation to provide additional GATE opportunities outside of

a. Recruit and fund training for two more Discovery teachers to become GATE certified.

$600 / Base / 5000 Services & Other Operating Expendituresb. Increase funding and parent participation to provide additional GATE opportunities outside of


53

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesthe classroom.

$8,000 / Base / 4000 Supplies and/or 5000 Services & Other Operating Expendituresc. Increase funding for MESA Club activities, supplies, competitions, transportation, and teacher stipends.

$4,000 / Base / As follows: $1,500 to 1000 Certificated Salaries & 3000 Benefits, $2,500 to 4000 Supplies and/or 5000 Services & Other Operating Expenditures

the classroom.

$8,000 / Base / 4000 Supplies and/or 5000 Services & Other Operating Expendituresc. Increase funding for MESA Club activities, supplies, competitions, transportation, and teacher stipends.

$4,000 / Supplemental / As follows: $1,500 to 1000 Certificated Salaries & 3000 Benefits, $2,500 to 4000 Supplies and/or 5000 Services & Other Operating Expenditures




Budget Reference

1000, 3000, 4000, 5000 4000, 5000 [Add budget reference here]

Amount $4,000 [Add amount here]

Source Supplemental [Add source here]

Budget Reference

1000, 3000, 4000, 5000 [Add budget reference here]


54




OR









Modified Modified [Add 2019-20 selection here]

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesa. Continue funding RtI Program with same FTE staffing levels as 2016-17.

$226,118, including benefits, as follows:

One Data Data & RtI Coordinator $102,228 / Supplemental / 1000 Certificated Salaries, 3000 Benefits

a. Hire to fill Dean of Students position under revised job description, which includes but is not limited to: 1.) the ELPAC Site Coordinator and will include working with EL-IA and all teachers to ensure students are building mastery in the English language and working toward quarterly goals. 2.) Conduct data analysis of K-8th grade students, with

55

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services ***Four I/As for small group support


***MODIFIED from Four I/As to One I/A. See 2017-18 LCAP Update under this Goal and Action/Services.

b. Full-time EL I/A for small group, leveled support for new comers, LTELs and CELDT Level 1, 2 and ELAC coordination.

$24,773, including benefits, as follows: $2,473 / Supplemental / 2000 Classified

Salaries, 3000 Benefits $9,893 / Title I / 2000 Classified Salaries,

3000 Benefits $12,367 / Title III / 2000 Classified

Salaries, 3000 Benefitsc. Full-time classified behavior specialist to support social adjustment and provide mentorship to Foster Youth, English Learners, Low-Income, and Immigrant students.

$31,764 including benefits as follows: $28,588 / Supplemental / 2000 Classified

Salaries, 3000 Benefits $3,176 / Title III, Part A / 2000 Classified

Salaries, 3000 Benefitsd. Additional support for RtI Tier 3 students and LTELs, New Comers and CELDT 1, 2 on ILE, or other prescriptive foundational skills computer programs, before school from 7:30 a.m. to 8:10 a.m.

$2,500 w/benefits / Supplemental / 2000 Classified Salaries, 3000 Benefits

priority focus on monitoring and providing support for the school’s English Learners.

Salary $83,854 Benefits ~$25,156

TOTAL ~$109,010 / Supplemental / 1000 Certificated Salaries, 3000 Benefits

b. Full-time EL I/A for small group, leveled support for new comers, LTELs and CELDT Level 1, 2 and ELAC coordination.

~$24,580, including benefits, as follows: ~$2,458 / Supplemental / 2000 Classified

Salaries, 3000 Benefits ~$9,832 / Title I / 2000 Classified

Salaries, 3000 Benefits ~$12,290/ Title III-EL / 2000 Classified

Salaries, 3000 Benefits

c. Two RtI IAs, each .75 FTE, four days per week to provide small group support with intervention and progress monitoring.

Wersal $18,327 Petka ~ $18,000 Benefits ~$10,298

TOTAL ~$47,225 / Supplemental / 2000 Classified Salaries, 3000 Benefits

d. Two RtI Specialist IAs, one for Math, one for Reading small group support with intervention and progress monitoring.

Math RtI IA $23,541 Reading RtI IA $19,042 Benefits ~ $12,775

~TOTAL $55,358 / Title I / 2000 Classified Salaries, 3000 Benefits

56

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicese. Professional development for both certificated and classified staff working with target groups, RtI students, and GATE students.

$1,500 / Supplemental / 5000 Services & Other Operating Expendituresf. Staff training on the new ELD standards. Review progress monitoring at weekly collaboration and quarterly vertical articulation meetings.

No additional associated costs; District training

e. One classified behavior specialist, .483 FTE, to support social adjustment, and provide mentorship to Foster Youth, English Learners, Low-Income, and Immigrant Students.

~$20,000 including benefits as follows: ~$17,000 / Supplemental / 2000

Classified Salaries, 3000 Benefits ~$3,000 / Title III, Part A / 2000

Classified Salaries, 3000 Benefits

f. Professional Development for both certificated and classified staff working with Target Groups, RtI students and GATE students

$1,500 / Supplemental / 5000 Services & Other Operating Expendituresg. Continued staff training on the new ELD standards. Review progress monitoring at weekly collaboration and quarterly vertical articulation meetings.

No additional associated costs, staff development done at Friday staff meetings.




Budget Reference


57

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

Amount $53,985 $65,190 [Add amount here]

Source Title I Title I [Add source here]

Budget Reference


Year 2017-18 2018-19 2019-20Amount $12,367 / $3,176 $12,290 / $3,000 [Add amount here]

Source Title III-EL / Title III Part A-Immigrant Title III-EL / Title III Part A-Immigrant [Add source here]

Budget Reference






OR






58




New Unchanged [Add 2019-20 selection here]

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesa. Full-time certificated Registered Nurse, BSN, with additional licensing for visual and audio testing. This nurse will provide all required student screenings, and provide appropriate care for all students as needed. This nurse will give priority attention to Target Group families in obtaining referrals and access to community health resources based student and family needs.~$65,142 / Supplemental / 1000 Certificated Salaries, 3000 Benefits

This Action/Service was added to the 2017-18 LCAP effective 7/1/2017, per DCS Board approval 5/10/18.

Will continue the same as in 2017-18.

~$65,142 / Supplemental / 1000 Certificated Salaries, 3000 Benefits





Budget Reference


59


Modified

Goal 3

DCS will improve attendance and increase access to services for students and families that support social, emotional, and physical wellness.



Identified Need:


Parental involvement in parent meetings, parent surveys, and other local indicators

Parent involvement from target group populations (Title 1 parents, EL parents, etc…)

Behavior/Referral Data

School attendance data

Suspension and expulsion rates

RtI Data (progressive monitoring) for academic at risk students

60

Physical Fitness testing for 5th and 7th grade students from the PFT

Increase positive behaviors, improve quality of student interaction with peers, and reduce number of behavior referrals


3A. Weekly monitoring of student attendance, with weekly announcements to all families. Incentives & acknowledgements for classes achieving highest or perfect attendance.

2015-201696.5% attendance rate2016-201797% attendance rate

96.98% attendance rate Improve by 5% Improve by 5%

3B. Teachers will provide 200 minutes of PE instruction every ten days. See Goal 4.1.b for weekly dance instruction.

2016-17, 200 minutes of PE instruction was provided as reflected by CAL200 data

As of May 8th, 2018 teachers have provided documentation that support the completion of the 200 min of PE

Maintain baseline data Maintain baseline data

3C. Reduce number of behavior referrals through full implementation of Restorative Justice

220 behavior referrals were given in 2016-2017

7 out of school suspensions were given in 2016-2017

4 in school suspensions were given in 2016-2017

As of May 8, 2018: 180 behavior referrals were given in 2017-18

As of May 30, 2018: 5 out-of-school suspensions were given in 2017-18

As of May 8, 2018: 8 in-school suspensions were given in 2017-18

Reduce suspensions and referrals by 5%

Reduce suspensions and referrals by 5%

61





All Discovery Charter Schools

OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesa. Continue funding for incentives and recognition for students and classrooms for improved, high, or perfect attendance.$3,000 / Base / 4000 Suppliesb. Enhance communication on the impact of attendance has for both the child and the school,

a. Continue funding for incentives and recognition for students and classrooms for improved, high, or perfect attendance.$3,000 / Base / 4000 Suppliesb. Enhance communication on the impact of attendance has for both the child and the school,


62

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesincluding in Goal 1.1.h.No additional associated costsc. Implement Restorative Justice process fully for both students, parents, and staff. Training ongoing w/HSHMC.

Health Sciences High & Middle College – (HSHMC) ICA - $7,500 as follows: $3,750 / Supplemental / 5000 Services & Other Operating Expenditures $3,750 / Base / 5000 Services & Other

Operating Expenditures d. Maintain supply items for both recess and PE.$2,500 / Base / 4000 Suppliese. Continue pupil supervisors at crossing without Safety Patrol coverage at:


Via Goya and Rancho del Rey Pkwy


including in Goal 1.1.h.No additional associated costsc. Continue implementation of Restorative Practice for both students, parents, and staff. Ongoing coaching by Dr. Javier Vaca through HSHMC.

Health Sciences High & Middle College – (HSHMC)

ICA - $12,000 / Supplemental / 5000 Services and Other Operating Expenditures

d. Maintain supply items for both recess and PE.$3,000 / Base / 4000 Supplies

e. Continue pupil supervisors at crossing without Safety Patrol coverage at:


Via Goya and Rancho del Rey Pkwy



63



Budget Reference


Amount $3,750 $12,000

Source Supplemental Supplemental

Budget Reference

5000 5000


Unchanged

Goal 4

Develop and provide instruction that cultivates a 21st Century environment.



64

Identified Need:


State Assessments (CAASPP, ELPAC, CAST, PFT)

Local Assessments (CVESD Local Measures, CCR tagged students, IAB and Benchmark data)

Classroom Data

Administrator Walkthrough Data

Observation of target group interventions (RtI, small group, dELD lessons)

Ongoing training and study of best practices for 21st century teaching and learning is a need. Develop a deeper understanding of the needs of 21st century students so that we can provide the optimal educational experience for all learners. Oversight of “big picture” to ensure the integrity of a cohesive and vertically aligned instructional program that ensures student success and performance.


4A. The STEAM coordinator will oversee and guide STEAM and PBL integration in the instructional program through the NGSS & CCSS. She will collaborate with & coach teachers on Integrated Units of Study, PBL, scope and sequence, differentiation, and

STEAM Coordinator worked at .25 FTE in this position for 2016-2017.

Updated and align FOSS kits to NGSS making resources available for teachers based on their units of study.

Restructure the Engineering experience for students in K-8th by aligning the projects to the units of study in each

STEAM Coordinator worked Full-Time in this position for 2018.

FOSS Conversion Kits were purchased to finish converting FOSS Kits to NGSS.

Restructure the Engineering experience for students in K-8th by aligning the projects to the Units of Study and PBL in each grade level.

Improve disaggregation of target group data to improve student performance by 5% for each target group

Improve disaggregation of target group data to improve student performance by 5% for each target group

65

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

vertical articulation. grade level. Discovery’s new Engineering Lab opened the beginning of 2017-2018. Students received 10 session of instruction during Collab. Rotations, and were able to use the Engineering Lab with their classroom teachers. Engineering Lab staff also supported STEAM/PBL in the regular classroom.

4B. Students’ educational experience will be infused with highly engaging activities that empower their learning and personal interests, promote college and career.

Students received 10 sessions of instruction in visual arts culminating in a project that reflects their learning.

Discovery’s new Art Studio opened the beginning of 2017-2018. Students received 10 session of instruction during Collab. rotation, and numerous afterschool opportunities were offered quarterly as well. The certificated art teacher also supported STEAM/PBL in the regular classroom, and was one of the faculty sponsors of drama production.

Increase students tagged as CCR by 5% (from 56% to 59% in 2018-2019)

Increase students tagged as CCR by 5% (from 56% to 59% in 2018-2019)

4C. Ongoing professional development in STEAM integration with assessments, Units of Study, & PBL.

Staff was trained in data analysisTeachers revisited units of studyFOSS Kits were aligned to NGSSVertical articulation was done

Formal PBL training for all teachers and administration through the BIE Institute for Learning with ongoing coaching support throughout the 2017-18.

Ongoing coaching with the

Improve student academic performance by 5%

Improve student academic performance by 5%

66

Metrics/Indicators Baseline 2017-18 2018-19 2019-20to reexamine readiness of our students for summative assessments

STEAM coordinator to reevaluate the rigor in the units of study and STEAM/PBL throughout 2017-18.






OR






Actions/Services

67




a. Add STEAM coordinator position$111,800, including benefits, as follows:


$19,600 / Educator Effectiveness Funds / 1000 Certificated Salaries, 3000 Benefits

b. Fine Arts during Weekly Teacher Collaboration

Malashock Dance ICA - $36,000 as follows: $18,000 / Supplemental / 5000 Services & Other Operating Expenditures $18,000 / Base / 5000 Services & Other Operating Expenditures

Brilliant Foreign Language Edu. – Chinese ICA - $30,000 as follows: $15,000 / Supplemental / 5000 Services & Other Operating Expenditures $15,000 / Base / 5000 Services & Other Operating Expenditures

Drama Kids International ICA - $30,000 as follows: $15,000 / Supplemental / 5000 Services & Other Operating Expenditures $15,000 / Base / 5000 Services & Other

a. Continue STEAM coordinator position~$111,800, including benefits, as follows:

~111,800 / Supplemental / 1000 Certificated Salaries, 3000 Benefits

b. Fine Arts during Weekly Teacher Collaboration Malashock Dance

ICA - $36,000 as follows: $36,000 / Supplemental / 5000 Services & Other Operating Expenditures

Drama Kids International ICA - $30,000 as follows: $30,000 / Supplemental / 5000 Services & Other Operating

Artist in Residence ~$64,710, including benefits, as follows: ~$64,710 / Supplemental / 1000 Certificated Salaries, 3000 Benefits

Engineering Lab IA, Full time ~$24,044 / Supplemental / 2000Classified Salaries, 3000 Benefits

Technology No additional associated personnel costs filled with in-house staff.

c. Frontline – formerly Teachscape; Administrative application for ongoing teacher observation and feedback. Aligned with Discovery’s teacher evaluation tool “The Danielson Model.” Includes 40 teacher program access licenses for coaching and modeling.

[Add 2019-20 selection here]

68




Operating Expenditures Artist in Residence

$64,710, including benefits, as follows: $32,355 / Supplemental / 1000 Certificated Salaries, 3000 Benefits $32,355/ Base / 1000 Certificated Salaries, 3000 Benefits

Engineering Room No additional associated personnel costs,under the STEAM Coordinator

Technology No additional associated personnel costs

c. Three days formal PBL training professional development June 5th-7th, 2017 in STEAM integration, Units of Study, and Project Based Learning, with ongoing coaching.$47,843 as follows:

$11,000 3-day training fee, $12,000 follow-up coaching with Buck Institute during 2017-18.Educator Effectiveness Funds / 5000 Services and Other Operating Expenditues

$24,843 professional development pay, incl.Benefits, for 39 certificated teachersEducator Effectiveness Grant / 1000 Certificated Salaries, 3000 Benefits

d. Defined STEM – App for STEM/STEAM

$5,996 / Title II / 5000 Services & Other Operating Expenditures

d. Year Two of Three Year Technology Plan approved by DCS Board 3-17-16.

Year One 2016-17 – Accomplished in full Year Two 2017-18 – Budget pending Year Three 2018-19 – Budget pending

e. STEAM / PBL Implementation Funds for Units of Study


resources/supplies Funds for Engineering Lab supplies

$10,000 / Base / 4000 Suppliesf. Thrively – on-line student interests and strengths assessment$300 / Supplemental / 5000 Services & Other Operating Expendituresi. Funding for field trips K-8th to support instruction, and career and college readiness.

$20,000 / Supplemental / 5000 Services & Other Operating Expenditures

69




instruction aligned to CCSS and NGSS for designing integrated, differentiated lessons connected with literacy and performance tasks.$2,500 / Supplemental / 5000 Services & Other Operating Expenditures

e. Frontline – formerly Teachscape; Administrative application for ongoing teacher observation and feedback. Aligned with Discovery’s teacher evaluation tool “The Danielson Model.” Includes 40 teacher program access licenses for coaching and modeling.$5,996 / Title II / 5000 Services & Other Operating Expendituresf. Year Two of Three Year Technology Plan approved by DCS Board 3-17-16.

Year One 2016-17 – Accomplished in full

Year Two 2017-18 – Budget pending Year Three 2018-19

g. STEAM / PBL Implementation Funds for Units of Study


resources/supplies Funds for Engineering Room supplies

$10,000 / Base / 4000 Suppliesh. Thrively – on-line student interests and strengths assessment$1,500 / Supplemental / 5000 Services & Other Operating Expendituresi. Funding for field trips K-8th to support instruction, and career and college readiness.$20,000 / Supplemental / 5000 Services &

70




Other Operating Expenditures




Budget Reference

1000, 3000, 5000 1000, 2000, 3000, 5000 [Add budget reference here]

Amount $90,355 $10,000

Source Base Base

Budget Reference

1000, 3000, 4000, 5000 4000

Amount $19,000 + $47843 $5,996

Source Educator Effectiveness Grant Title II

Budget Reference

1000, 3000, 5000 5000

Amount $5,996

71

Year 2017-18 2018-19 2019-20Source Title II

Budget Reference

5000





OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services$13,000 for a.-e. / Supplemental / 5000 Services & Other Operating Expenditures for the following trainings

$8,000 for a.-e. / Supplemental / 5000 Services & Other Operating Expenditures for the following trainings


72

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesa. Training from Achieve 3000 on the analysis

of Lexile data in grades 2-8 to identify areas of need and best practices to support ELs.

b. Ongoing in-depth training on CA ELD Framework.



e. Other relevant training to be determined.

a. Training from Achieve 3000 on the analysis of Lexile data in grades 2-8 to identify areas of need and best practices to support ELs.

b. Ongoing in-depth training on CA ELD Framework and ELPAC data analysis.



e. Other relevant training to be determined




Budget Reference

5000 5000 [Add budget reference here]

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

73

Unchanged

Goal 5

Students will have access to instructional materials aligned to the integration of CCSS and NGSS.


State Priorities: 2Local Priorities: N/A

Identified Need:


CAASPP data

CVESD Local Measures data

ELPAC data

CCR tagged student data

Students need access to these materials to develop competency in CCSS, NGSS, and 21st century skills so they are prepared for state and local assessments as well as to enter the global society.

74






OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesa. Continue purchase of Eureka Math K-8th.

$50,000 / Lottery / 4000 Suppliesb. Budget for Math manipulative

a. Continue purchase of Eureka Math K-8th.

$50,000 / Lottery / 4000 Suppliesb. Budget for Math manipulative


75

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Servicesadditions/replacements.

$1,000 / Base / 4000 Suppliesc. Purchase 3rd Edition FOSS kits aligned with NGSS.

$13,000 / Base / 4000 SuppliesFrom Action 2.a of Goal 5:a. Purchase CCSS and NGSS aligned leveled non-fiction books to support ELL academic progress through Units of Study.$7,000 / Supplemental / 4000 Supplies

additions/replacements.

$1,000 / Lottery / 4000 Supplies

c. Purchase CCSS and NGSS aligned leveled non-fiction books to support ELL academic progress through Units of Study.$7,000 / Supplemental / 4000 Supplies



Source Lottery Lottery [Add source here]

Budget Reference

4000 Supplies 4000 Supplies [Add budget reference here]

Amount $24,000 $7,000

Source Base Supplemental

Budget Reference

4000 Supplies 4000 Supplies

Amount $7,000

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Year 2017-18 2018-19 2019-20Source Supplemental

Budget Reference

4000


Unchanged

Goal 6

Students in all grades (including all target groups such as Low Income, English Learners (EL), and Foster Youth) will demonstrate increased proficiency on State and DCS created assessments, as measured by the following data:

A minimum of 80% of all grades K-1 students will score Met on the Local Measure (LM) assessment in reading

A minimum of 60% of all grade 2-8 students will score College and Career Ready on the LM assessment in reading.

A minimum of 80% of all grades K-2 students will score Met on the LM assessment in Math.

All students will read at grade level by the end of grade 3 as measured by local data (QRI-6, DRA, or other reading assessment).

Improve academic progress of each English Learner will increase by 5% on the ELPAC each year and the rate of reclassification will be 5% increased annually.

All students in grades 3-8 will improve on average of at least 5% annually on the CAASPP in both mathematics and ELA/literacy.



77

Identified Need:Data from the following sources were used to identify these needs:

CAASPP CVESD Local Measures ELPAC QRI-6 data and DRA data RFSA/BPST data for foundational skilss Other local and universal screeners


a. Math achievement as measured by CAASP data & Local Measures results.


Grade 2015 2016

K 94% 92%

1 75% 88%

2 38% 75%


Grade 2015 2016

3 62% 75%

4 70% 64%

5 55% 73%

6 61% 63%


Grade 2015 2016 2017

K 94% 92% 96%

1 75% 88% 87%

2 38% 75% 87%

Grade 2015 2016 2017

3 62% 75% 63.47%

4 70% 64% 59.46%

5 55% 73% 52.05%

6 61% 63% 77.58%

7 53% 53% 69.77%

Improve student performance by 5%


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7 53% 53%

8 83% 69%8 83% 69% 78.57%

b. ELA achievement as measured by CAASPP data and Local Measure results.

2016-2017 data is pending from CVESD – June 2017ELA CAASPPMet or Exceeds

Grade 2015 2016

3 61% 66%

4 65% 60%

5 67% 75%

6 68% 76%

7 61% 64%

8 81% 84%

Reading Local MeasuresMet or Exceeds

Grade 2015 2016

K 83% 76%

1 75% 75%

2 32% 42%

3 56% 61%

4 48% 34%

5 37% 51%

6 43% 53%

Grade 2015 2016 2017

3 61% 66% 67.32%

4 65% 60% 67.89%

5 67% 75% 70.84%

6 68% 76% 84.34%

7 61% 64% 69.77%

8 81% 84% 78.57%

Reading Local Measures (K-2) CAASPP (3-8th)Met or Exceeds

Grade 2015 2016 2017

K 83% 76% 83%

1 75% 75% 74%

2 32% 42% 58%

3 56% 61% 66%

4 48% 34% 43%

5 37% 51% 42%

6 43% 53% 65%



79


7 41% 37%

8 59% 52%

7 41% 37% 60%

8 59% 52% 65%






OR










80

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

a. Ongoing professional development & training on data analysis, including new California Dashboard, and student achievement

b. All other services and actions as described in Goals 1-5.

Combined into Action 1 from Action 2.a-b of Goal 6:a. Maintain appropriate level of Imagine Learning licensing and ensure students receive all their prescriptive minutes with the program.

$7,400 / Title III-EL / 5000 Services & Other Operating Expendituresb. Licensing for online computer programs that include universal screening, assessment, student progress management, differentiation, foundational skills, etc.

$76,000 total / Supplemental / 5000 Services & Other Operating Expenditures, as follows:ALEX Math - $26,000STAR Math - $3,000Reflex Math - $3,400First in Math - $900Achieve 3000 - $25,000Smarty Ants - $3,400

a. Ongoing professional development & training on data analysis, including new California Dashboard, and student achievement

b. All other services and actions as described in Goals 1-5.

c. Maintain appropriate level of Imagine Learning licensing and ensure students receive all their prescriptive minutes with the program.

~$7,400 / Title III-EL / 5000 Services & Other Operating Expendituresd. Licensing for online accelerator programs that include universal screening, assessment, student progress management, differentiation, foundational skills, etc.

$67,818 total / Supplemental / 5000 Services & Other Operating Expenditures, as follows:ALEX Math ~ $26,000STAR Math ~ $3,000Reflex Math ~ $3,400First in Math ~ $1,152Achieve 3000 ~ $25,000Smarty Ants ~ $1,833 (last payment of 3 year contract, ending July 2019)Brain Pop ~ $2,300


81

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

Brain Pop - $2,300Reading Plus and Lexia Core with RAPID*

Paid through 2017-2018.

Renew *RAPID - $3,000Learning A-Z suite of programs, including Headsprout - $9,000

Learning A-Z suite of programs, including Headsprout ~ $1,569Achieve eScience ~ $3,564



Source Title III-EL Title III-EL [Add source here]

Budget Reference

5000 5000 [Add budget reference here]

Amount $76,000 $67,818

Source Supplemental Supplemental and some Title I

Budget Reference

5000 5000

82

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

$614,295 8.51%

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).

Per California Code of Regulations Title 5 Division 1 Chapter 14.5 regarding LCFF Section15496.5: “A county office of education expending supplemental and concentration grant funds on a countywide basis or a charter school expending supplemental concentration grant funds on a charter-wide basis shall do all the following: (a) identify in the LCA those services that are being funded and provided on a countrywide or charter-wide basis. (b) Describe in the LCAP how such services are principally directed towards, and are effective in, meeting the county office of education’s or charter school’s goals for its unduplicated pupils in the state and any local priority areas, as applicable.

At Discovery, the Charter vision is “Discovery Charter School inspires passion for lifelong learning and prepares every student with 21st

century skills to be innovative citizens in a global society.” Through integrated STEAM, Units of Study, Project Based Learning (PBL) Fine Arts, Engineering, and Restorative Practice, multiple opportunities inside and outside of classroom for exposure and experiences above and beyond what is typically offered in elementary school. Discovery Charter has a deep understanding that instruction does not happen in isolation. Academics and Relationships, working simultaneously, has the highest effective size in making the most impact in the education of students.

83

Discovery STEAM Charter School’s mission is to provide ALL students an education in line with the vision. Discovery Charter School continues to grow and increase the scope of the entire educational program vision as outlined in our charter.

Actions and services are planned to ensure structures and systems are in place to provide education that is consistently rigorous, builds knowledge and skills from grade to grade, and is equitably accessible through consistent data collection and analysis with systematic differentiation for ALL students. Strategic interventions and additional support is provided with progressive monitoring for ANY student not achieving, with priority emphasis on our unduplicated students.

Data analysis in 2017-18, and parent input supports the following increase and improvement in actions and services in 2018-19 for our unduplicated students:

Priority data collection and monitoring for our target group students. +The Dean of Students priority roles and responsibilities were revised: 1.) The Dean of Students will now be the LEA’s ELPAC Site Coordinator and will include working with EL-IA and all teachers to ensure students are building mastery in the English language and working toward quarterly goals. 2.) Conduct data analysis of K-8th grade students, with priority focus on monitoring and providing support for the school’s English Learners. In addition, if and when a student is not meeting the academic goals to ensure that a SST (Student Success Team) meeting is organized and goals established to support the student become successful in school.

+40 minutes of the weekly teacher collaboration time is reserved to review student data, set goals and monitor the data to ensure the students, specifically those in the unduplicated category is progressing academically. Teachers will work with the STEAM Cooridnator, Dean of Students, Associate Principal, and Principal to monitor student target groups closely.

Increase RtI staff and purchase new/evidence based intervention curriculum.+ A systematic intervention curriculum will be purchased for use with students receiving RtI services, 90% of whom are our unduplicated students.

+ Increase RtI IAs for small group support from three to four. The RtI program will support students four days a week, with 30 minutes per day via a push-in model.

Relieve obstacles so that parents can attend parent workshops and informational meetings.+ Each presentation will now be scheduled for both an AM and PM opportunity. For evening meetings with a school-wide focus, dinner will now be provided for parents and children. Childcare and translation will continue to be provided.

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

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

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

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

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

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

Instructions: Linked Table of ContentsPlan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services


Demonstration of Increased or Improved Services for Unduplicated Students

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

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

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

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

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

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

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

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

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

mailto:[email protected]

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.

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

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

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

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

Location(s)

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

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

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

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

Scope of Service

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

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

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

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

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

Location(s)

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

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

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

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

the LCAP to meet the articulated goal.

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

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

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

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

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

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

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

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

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

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

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

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to

services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1.

(c) “High school dropout rate” shall be calculated as follows:

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

(2) The total number of cohort members.

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

(d) “High school graduation rate” shall be calculated as follows:

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

(2) The total number of cohort members.

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

(e) “Suspension rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).


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

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).


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

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

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

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

Sections 6312 and 6314.

APPENDIX B: GUIDING QUESTIONSGuiding Questions: Annual Review and Analysis

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Prepared by the California Department of Education, October 2016

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