§ 15497.5. Local Control and Accountability Plan and

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§ 15497.5. Local Control and Accountability Plan and Annual Update Template. Introduction:

Hope Elementary School District

Contact : Deborah McCaskill, M.Ed., Superintendent/Principal

[email protected] phone: 559-784-1064 fax: 559-784-1905

LCAP Year: 2016-17

Introduction: Hope Elementary School District is a rural, single-site school district located just southeast of the city of Porterville. With approximately 250 Transitional Kindergarten through eighth grade students served, the history of the school dates back to 1892. In the past nine years, the district has enjoyed increasing enrollment due to a high out-of-district interest rate. The school district is one of the few single-school districts in the county serving a TK – 8 student population in self-contained classrooms. Parents, students, and family members report a shared feeling of comfort, safety, and appreciation for the small school, family-oriented approach of Hope Elementary School District. The demographics of the district ethnic composition include approximately 53.47% Hispanic, 41.22% White (Non-Hispanic), 0.82% Asian (Non-Hispanic), 0.41 % Black (Non-Hispanic), 1.22% Multi-Ethnic (Non-Hispanic), and 2.86% Unknown. The district is composed of 74.10% socioeconomically disadvantaged, 28.28% English Language Learners and 4.78% students with disabilities. Hope Elementary School District originated in 1892 and today’s campus has benefited from a more than 50% enrollment increase over the past nine years. There are eleven classrooms, seven of which are permanent, in-use on the campus. Two classrooms were remodeled in 2012, and construction that year also added a multi-purpose building and three additional classrooms. All classrooms and buildings are equipped with internet access points to enhance Wi-Fi capability, and students in grades 5 – 8 have a 1:1 Chromebook ratio for daily instructional use. Additionally, students in grades K – 4 share the use of two Chromebook carts with 30 Chromebooks in each cart. During a recent facility inspection, the school was found to be in satisfactory condition. In the most recent Williams Compliance Review, the school was found to be in compliance in all areas. Our teachers and staff believe that education is a partnership between the school, the parents, the students, and the community. Our school motto may best demonstrate our core belief in this area: Building it Better by Working Together. By doing this, we are able to

mailto:[email protected]

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share responsibility in creating and carrying out a vision for building an educational community wherein all students, staff, and family members are valued and given opportunities to be a part of the wonderful things that happen on our campus. We want our Tiger students to be ready to engage in meaningful higher learning and to be productive and contributing members of society. We celebrate the myriad of differences that comprise our multi-faceted stakeholder community, and see these differences as a source of strength for our school family. The priorities of our school are to attain high student achievement, build self-esteem, create a deep and abiding love of learning, and provide students with an opportunity to serve the community, all in a safe and secure environment where the concept of family is extended beyond the home. When students leave Hope Elementary School, it is our goal to help them be ready to continue their education in high school, college, or develop their skills in their chosen avocation. In addition to our core academic program, we offer enrichment and supplemental programs that enhance our student body. These programs include student academic competitions, outdoor science labs, art shows, student leadership, Character Counts, and extended learning opportunities. The students are given many opportunities to showcase their talents, both academically and socially. Our staff strives toward building a school community wherein students and staff interact in a peaceful and cooperative environment that promotes social responsibility and embeds learning in all that is done. Our school community has made it a priority to provide Hope Elementary School students with the very best 21st century education possible. Our staff is committed to making this school year another exciting and successful experience for each of our students. However, with the growing changes in education and the many obstacles faced by school districts statewide, Hope Elementary School realizes the ever-present need to foster and build upon our valued partnerships to be equipped to face those challenges with the tools needed to achieve our goals and make our vision a continued reality. We are very fortunate to have many experienced and highly trained teachers and support staff who are passionate about making a difference for our students and who realize the magnificent accomplishments that can be achieved when we practice, “Building it Better by Working Together.” Hope Elementary School is dedicated to serving each student’s individual needs, as well as reaching our overall academic goals. We realize that every student matters and every student’s contributions help to shape who we are. At Hope Elementary School, we provide the essential components of a quality school program, a rigorous academic curriculum to challenge and meet the academic needs of all our students, but we also help each student discover the talents and gifts that exist inside of them and how sharing those attributes builds a better world around us. Board members, staff, parents, students, and community members are committed to continued improvement and working together to make this school an extraordinary place to be.

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Executive Summary The purpose of the Local Control Funding Formula (LCFF) and the supplemental and concentration grant funding is to close the achievement gap between high performing groups (usually White and Asian not economically disadvantaged) and other students. Districts with high concentrations of English learners, low income students, and foster youth receive these supplemental and concentration grant funds to increase services for these subgroups. In English Language Arts, based on the first year of testing in CAASPP, the achievement gap between Hope Elementary School students and the highest performing state subgroup is: 42% schoolwide; 46% White; 49 % Low Income; and 49% English learner. In Mathematics, the gap is: 42% schoolwide; 40% White; 47% low income; and 44% English learners. In addition, the state expects achievement by all students to increase each year. Closing the achievement gap means students at Hope Elementary School must increase performance by a greater amount than the statewide average. This is a challenge that the Hope Elementary School community takes very seriously and accepts eagerly. Steps taken thus far are beginning to show positive results with implementation of strategies such as extended learning time, class size reduction, experiential hands-on learning, and implementation of state standards. The 2016 LCAP continues to deepen and expand successful approaches and strategies. Each of the eight state priorities plays an important role in student achievement. Conditions of Learning (priorities 1,2 and 7) include highly qualified and well-trained teachers, a broad curriculum that is aligned to state standards and the state accountability system, facilities that create a positive environment for learning, instructional materials for core instruction and for differentiating instruction to account for multiple learning needs and styles, and a broad course of study that challenges students in all academic areas. Student Outcomes (priorities 4 and 8) involves providing multiple opportunities for student learning including extended learning time, opportunities to practice and enhance learning beyond the classroom, and accelerated learning opportunities. Engagement (priorities 3, 5, and 6) includes critical parent involvement activities and student engagement activities to connect parents and students to the learning community of the school as well as to maximize the learning climate at the school. All of these work together to assure that every student is engaged in the process of learning and has the opportunity to learn. This year, the district again examined the state’s eight priorities, setting targets for key elements of each and evaluating where the district stands in each as it moves forward. The evaluation examined local and state data, where available, and used local surveys, focus groups, and interviews validated by administrative monitoring. The findings of this evaluation formed the basis of the district’s Annual Update in this Local Control Accountability Plan. Further, it helped planners set targets related to annual outcomes in the district’s three LCAP goals. Supplemental and Concentration grant funding is invested in the state priorities as follows:

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goal 1

All students at Hope School will actively engage in and be successful in a broad course of study driven by full implementation of Common Core State Standards (CCSS) and state content and performance standards in courses as defined by Ed Code 51210 and implement CCSS in classrooms and other learning spaces through a variety of blended learning environments (in school, outdoors) while closing the achievement gap.

$120,873 31%

goal 2 All students at Hope Elementary School District will have the technology skills critical for access to the curriculum, for success in the curriculum, and for preparation for high school, career, and college. $85,000 21%

goal 3 Hope School will provide a safe, secure environment that maximizes available and potential resources, provides technology infrastructure for teacher, student, and administrative use, fosters a productive teaching and learning environment, and creates a positive climate that engages all staff, students, and parents in learning.

$186,462 48%

$392,335 Hope Elementary School LCAP goals will be achieved through the district’s investment of supplemental and concentration grant funds in the following strategies to improve student achievement.

Maintain reduced class sizes in primary grades $128,962 32.9% Provide hands-on learning experiences and project-based learning to build student higher order thinking skills and knowledge

$22,500 5.7%

Provide extended learning time with one-on-one tutoring, summer school and after-school programs to help students fill in gaps in knowledge and skills

$51,974 13.2%

Provide core and supplemental instructional materials aligned to standards to differentiate instruction $37,000 9.4% Assure that all students and school staff operate in a safe, secure learning environment that enhances and expands the teaching/learning experience

$18,000 4.6%

Develop and expand opportunities for parents to become involved in their children’s education and to be involved in school and district decision-making

$12,000 3.1%

Enhance teaching/learning through high quality professional development $68,499 17.5% Award and celebrate student academic achievements $2,500 0.6% Support teachers in the classroom and school $13,400 3.4% Improve and expand technology resources $30,000 7.6% Develop and implement a technology curriculum aligned to the Common Core State Standards and 21st century career and college expectations

$5,000 1.3%

Provide on-site, on-demand technology support to assure that technology resources are available for classroom instruction

$2,500 0.6%

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Local Control and Accountability Plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.

For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.

Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.

The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund reresources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.

For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.

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State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.

A. Conditions of Learning:

Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2)

Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)

B. Pupil Outcomes:

Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

C. Engagement:

Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

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Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

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

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

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the

LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of

the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and

47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for

pupils, including unduplicated pupils, related to the state priorities?

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Involvement Process Impact on LCAP Notification of the timeline for the development of the LCAP and school year budget was sent to every district household in English and Spanish version, welcoming input and comments. The 2016 LCAP was developed with consultation from many district stakeholders, including the following:

• Meetings with certificated teachers to review the progress of the current LCAP and receive input on the creation of the 2016 LCAP. Additionally, monthly meetings held with the unit on-site representative for the Hope Elementary School Teachers Association (CTA).

• The Board of Trustees received monthly updates, as well as at first and second interim periods.

• Monthly updates on progress in achieving goals was provided to parents at scheduled Parent Club meetings (the first Tuesday of every month with the exception of January) and at School Site Council meetings (held five times during the school year).

• A meeting for parents of ELL students was held on Thursday, April 21, 2016 with certificated staff and administration.

• A Student Leadership meeting was held on Monday, April 25, 2016.

• A meeting for all parents of students and any other interested parties was held on Monday, April 25 or Tuesday, April 26, 2016 at 3:30 p.m. and 4:30 p.m. each day.

• Weekly staff meetings were held during the 2015-2016 school year and progress in the development of technology and implementation of CCSS was discussed.

Prior to the time when the first draft was ready in May 2016, we consulted with the Tulare County Office of Education for review of the LCAP Draft. Input received has been integrated into the 2016 LCAP. Additionally, staff attended the Learning and Leadership Forum series to learn more about LCAP development and to collaborate

Input from stakeholders included: • Teachers reported a shared consensus that the 2015

LCAP provided direction in the achievement of many district goals that have benefited the overall culture of the campus resulting in increased student and parent engagement in the learning process. They agreed that the actions and services directed at building district technology capabilities need to remain a focus in future years. Students are highly engaged in the learning process and vital programs are being used in the classroom to enhance the curriculum. Additionally, teachers report they are benefiting from professional development and would like more classroom-based professional development in the implementation of English Language Development standards. Meetings with the unit on-site representative for the Hope Elementary School Teachers Association (CTA) also helped the district to study the progress of the 2015 LCAP and provided direction for the inclusion of important actions for the 2016 LCAP including technology, professional development, instructional materials and class size reduction as exemplary practices. Class size remains a critical issue reported by teachers as an important strategy to maximize time on task for students and engage students in learning, especially in the early elementary grades. Further, they report that the assistance of trained paraprofessionals is important to provide extended learning time for struggling students and to fill in gaps in skills and knowledge so that students can move forward in the curriculum.

• The Board of Trustees, after evaluating the goals, actions, services and outcomes thus far, concluded that the district is progressing in an acceptable manner

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with other school districts on LCAP matters. The LCAP Draft was made available for public review and input on May 26, 2016. A meeting was held to provide space and staff assistance for this first review. Further, there was a public hearing held on June 8, 2016 at the regular meeting of the Board of Trustees. The district feels that it has captured all stakeholder input in the creation of the 2016 LCAP.

and desired to see continued progress in meeting all LCAP goals. Decisions at board meetings reflected support for the achievement of outcomes.

• Parents of English Language Learners would like to see additional tutorial support of their students in an after school setting. Parents also continued to support the purchase and integration of additional technology in the classroom and stated that their students were more engaged in the curriculum. All parents requested that the district continue developing technology use to support the demands of 21st century learners. They also expressed continuing support for keeping class sizes low so that their children can get more individualized attention from teachers.

• Student Leaders were very happy and commented on the addition of technology in the classrooms and felt more engaged in the curriculum. They would like to see more computers purchased and software to participate in project based learning.

• Teachers would like to have consultants from Tulare County Office of Education provide continued staff development on campus in CCSS, ELD, and technology.

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Annual Update: The first step in developing this year’s LCAP was doing the annual update because we needed to understand the impact of this year’s activities to determine future steps. First, at all of the above listed meetings, stakeholders were presented with a progress report on this current LCAP for input and feedback. The next step was a more formal analysis of the 2015-16 actions by the Superintendent-Principal and key staff members and consultants. Factors considered were data that would help determine whether the action had been completed and, when possible, what was the impact or result. The completed Update section was then used to determine whether any changes would be needed for the coming year. At all of the above mentioned meetings, it was determined that stakeholder input was very valuable for the district to update the 2016 LCAP.

Annual Update: The District concludes that the most appropriate action at this point is to continue focusing on key action items while expanding action items to meet very specific needs of the district with respect to the different student populations as listed below. The District has made excellent progress in adding technology and developing an infrastructure to support the use of technology in the classroom and for state testing, but additional time is needed to truly implement and institutionalize changes that will result in the best learning opportunities for our students. Additionally, with the new implementation of CCSS, teachers feel the need for further professional development to be able to employ the skills and strategies needed for the successful achievement of the LCAP goals and state priorities. With this is a combined need to better understand the ELD standards and how best to provide for the academic needs of English Language Learners. 1.9: Strengthen the support system for teachers and build teacher leaders by providing stipends for taking on leadership roles in SBAC state testing coordination, Lead Teacher, CELDT coordination, athletic/co-curricular director, Student Council director, etc., thereby improving/expanding these critical programs and services and assuring maximum student benefit. (source: teachers and parents) 1.10: Add three non-student attendance days to the school calendar in order to deepen and implement professional development for teachers and staff while maintaining critical classroom processes for students and reducing lost instruction by having a substitute teacher while the teacher of record is in professional development. (source: teachers, parents, students, and Board) 1.11: Employ a part-time Special Education Instructional Aide to work under the direction of the Special Education

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teacher for student academic support in order to expand instructional time for students with exceptional needs. (source: other school staff, teachers) 1.12: Expand student engagement and parent involvement by providing for all 6th grade students and one teacher to attend SCICON for one week, all 5th grade students and one teacher to attend SCICON for a day trip, and other end-of-year incentive field trips and experiential learning opportunities (Honor Roll Field Trip, Perfect Attendance Field Trip, Reading incentive events, etc.). Additionally, the District will plan for and carry out two (2) community engagement events on campus per year where all District stakeholders will be invited to attend to help create a family engaged learning experience, building a sense of community and improving the culture of the campus. (source: parents, students and teachers) 1.13: Provide awards and incentives to promote academic achievement and excellent attendance. (source: students and teachers) 1.14: Provide parent involvement expansion (Family Math and Literacy Nights; technology training) with child care included. (source: parents, Board) 3.10: Provide a certificated staff team-building activity to build collaborative process and leadership, to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience. (source: administration) 3.11: To improve/expand student engagement in the learning process certificated staff will participate in a three (3) day Capturing Kids Hearts Training to develop strategies for empowering students in the learning environment and improving the culture of the campus. (source: administration, parents)

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3.12: The District will maintain adequate classroom space for students by continuing the current lease contracts for student classrooms and facilities. (source: teachers, parents, students) Through the process of the annual update evaluation, the District determined that we need to continue evaluating and monitoring our progress throughout the year and disseminating information to all stakeholders, realizing that a successfully implemented LCAP is only achieved through a strong stakeholder partnership, including the valued and expert guidance of our TCOE consultants.

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Section 2: Goals, Actions, Expenditures, and Progress Indicators

Instructions:

All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment.

Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals.

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary.

Goal: Describe the goal:

When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.

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Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.

Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).

Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).

Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils.

Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.

Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.

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

Guiding Questions: 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and

school climate)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite

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

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites,

to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?

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GOAL:

Goal 1: All students at Hope Elementary School will actively engage in and be successful in a broad course of study driven by full implementation of Common Core State Standards (CCSS) and state content and performance standards in courses as defined by Ed Code 51210 and implement CCSS in classrooms and other learning spaces through a variety of blended learning environments (in school, outdoors) while closing the achievement gap.

Related State and/or Local Priorities: 1_x_ 2_x 3_ 4_x 5__ 6__ 7_x 8__

COE only: 9__ 10__

Local: Specify _____________________

Identified Need:

State Priority One: Basic Services

baseline 2015-16 target

projected June status target 2016-17

metric [R]=state; [L]=Local Credentialed Teacher Rate [R] 82% 100% 82% 91% Credentialed Teacher teaching outside of subject area rate [R] 0% 0% 0% 0% Highly Qualified Teacher rate [R] 91% 100% 91% 100% teacher misassignment rate [R] 0% 0% 0% 0% teacher of English learners misassignment rate [R] 0% 0% 0% 0% Most recently adopted textbooks rate [R] 100% 100% 100% 100% Overall facility rating [R] good good good good student lacking own copy of textbook rate [R] 0% 0% 0% 0%

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State Priority Two: Implementation of State Content and Performance Standards


projected June status

target 2016-17

metric [R]=state; [L]=Local CCSS English Language Arts/ English Language Development and Math

percent of grade levels/courses who have prioritized literacy strategies for use in all classrooms of that grade level/course [L] 30% 50% 50% 75% percent of grade levels/courses where units have been developed that align to the CCSS in ELA/ELD [L] 30% 50% 40% 50% percent of grade levels/courses for which new instructional materials that are aligned to the CCSS in ELA/ELD have been purchased [L] 0% 0% 0% 100% percent of teachers incorporating expository writing on a daily basis [L] 100% 100% 100% 100% percent of grade levels/courses where teachers and administrators have reviewed current instructional materials to consider alignment to the CCSS in ELA [L] 100% 100% 100% 100%

percent of teachers trained in CCSS ELA/ELD Phase I [L] 0% 100% 100% 100% percent of teachers fully implementing CCSS ELA [L] 0% 50% 50% 75% percent of grade levels/courses where a scope and sequence has been developed that is aligned to the CCSS in ELA/ELD [L] 30% 50% 50% 75% percent of teachers using performance tasks with students [L] 30% 50% 50% 75% percent of teachers fully implementing "designated" and "integrated" ELD in daily lessons [L] 10% 30% 30% 50% percent of grade levels/courses where units have been developed that align to the CCSS in Literacy in the Content Areas [L] 40% 50% 50% 75% percent of teachers trained in CCSS Math [L] 75% 100% 100% 100% percent of grade levels/courses where teachers and administrators have reviewed current instructional materials to consider alignment to the CCSS in Math [L] 75% 100% 100% 100%

percent of grade levels/courses where units have been developed that align to the CCSS in Math [L] 50% 75% 75% 90%

percent of grade levels/courses for which new instructional materials that are aligned to the CCSS in Math have been purchased [L] 30% 50% 50% 50%

state standards access, including access by English learners by English learners [R] intervention/remedial course enrollment rate schoolwide and subgroups [L] 10% 25% 23.90% 50% availability of supplemental materials to differentiate instruction [L] 50% 100% 100% 100%

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Goal Applies to:

Schools: Hope Elementary School (a single-school district) Applicable Pupil Subgroups: All

GOAL 1 LCAP Year 1: 2016-17

Expected Annual Measurable Outcomes:

1. Upon completion of CCSS training (phase 2) and continuing ELD training, all teachers will demonstrate improved knowledge and skills by proficiently implementing the CCSS ELA and Math and ELD standards in their classrooms as measured by Annual Update evaluation process, weekly lesson plans and observation. (CCSS English Language Arts/ English Language Development and Math baseline =50%; target=75%)

2. All teachers at Hope Elementary School will be fully credentialed and appropriately assigned for the grade level and subject they teach. (baseline =82%; target=100%)

3. English learners will demonstrate success in expanded student access to a broad course of study as measured by weekly lesson plans and classroom assessments and by achievement of AMAO's and increase in redesignation rate.


percent of English learners making progress toward English proficiency (AMAO 1) [R] 55.3% 65%

English Learner reclassification rate [R] 20% 25% percent of English learner in cohort attaining English proficiency (AMAO 2 less than 5 years) [R] 33.3% 40%

percent of English learner in cohort attaining English proficiency (AMAO 2 greater than or equal to 5 years) [R] 48.3% 50%

4. Hope Elementary School students schoolwide and all subgroups will meet or exceed annual expectations of achievement set by the state Board of Education in state assessments as measured by state testing reports.


CAASPP ELA meeting/exceeding standards schoolwide [R] 19% 24% CAASPP ELA meeting/exceeding standards White [R] 15% 23% CAASPP ELA meeting/exceeding standards Hispanic [R] 19% 24% CAASPP ELA meeting/exceeding standards Low income [R] 12% 20%

CAASPP ELA meeting/exceeding standards English Learner [R] 12% 20%

CAASPP Math meeting/exceeding standards schoolwide [R] 7% 12%

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CAASPP Math meeting/exceeding standards White [R] 9% 17% CAASPP Math meeting/exceeding standards Hispanic [R] 5% 13%

CAASPP Math meeting/exceeding standards Disadvantaged [R] 2% 10% CAASPP Math meeting/exceeding standards English Learner [R] 5% 13%

Actions/Services Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

#1.1: All teachers will continue to deepen their knowledge and application of CCSS and ELD standards by participating in CCSS and ELD training provided by the Tulare County Office of Education.

schoolwide _xx_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Other operating expenses Budget $3,000 Reresource LCFF S/C

#1.2: Teachers, as part of their personal professional development plan, will participate in CCSS training at TCOE or other resources upon board approval. Each teacher will attend at least 1 inservice training per year and participate in on-campus staff development meetings at least two times per year.


Other operating expenses Budget $1,000 Reresource LCFF S/C

#1.3: Teachers by grade span will evaluate existing resources and make recommendations for the development and/or purchase of additional resources to develop Project Based Learning (PBL) units.


Materials and Supplies Budget $ 2,000 Resource LCFF S/C

#1.4: Induction Program (BTSA): As applicable, the school district will continue to support the participation of teachers in the BTSA program.


Certificated Salaries and Benefits Budget $5,265 Other operating expenses Budget $3,000 Resource LCFF S/C

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#1.5: Provide resources for teachers to tutor students needing academic support in an extended learning setting (before & after school and/or summer school).


Certificated Salaries and Benefits Budget $ 29,974 Resource LCFF S/C

#1.6: Continue current contract for intervention services with TCOE for specialized services: Special Education teacher, school psychologist, hearing intervention, and speech therapist.


No costs in 2016-17 currently In Year 2

#1.7: Board of Trustees will maintain a calendar and procedures regarding implementation of state standards and the adoption of new curriculum.


no additional costs

#1.8: Teachers and administration, as part of the professional learning community work, begin implementation of the plan for full implementation of the broad course of study per Ed Code 51210 and 51220.


costs included as part of base salaries and duties

#1.9: Strengthen the support system for teachers and build teacher leaders by providing stipends for taking on leadership roles in SBAC state testing coordination, Lead Teacher, CELDT coordination, athletic/co-curricular director, Student Council director, etc., thereby improving/expanding these critical programs and services and assuring maximum student benefit.



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#1.10: Add three non-student attendance days to the school calendar in order to deepen and implement professional development for teachers and staff while maintaining critical classroom processes for students and reducing lost instruction by having a substitute teacher while the teacher of record is in professional development.



#1.11: Employ a part-time Special Education Instructional Aide to work under the direction of the Special Education teacher for student academic support in order to expand instructional time for students with exceptional needs.


Classified Salaries and Benefits Budget $ 15,000 Resource LCFF S/C

#1.12: Expand student engagement and parent involvement by providing for all 6th grade students and one teacher to attend SCICON for one week, all 5th grade students and one teacher to attend SCICON for a day trip, and other end-of-year incentive field trips and experiential learning opportunities (Honor Roll Field Trip, Perfect Attendance Field Trip, Reading incentive events, etc.). Additionally, the District will plan for and carry out two (2) community engagement events on campus per year where all District stakeholders will be invited to attend to help create a family engaged learning experience, building a sense of community and improving the culture of the campus.


Other Operating Expenses Budget $ 9,000 Resource LCFF S/C

#1.13: Provide awards and incentives to promote academic achievement and excellent attendance.


Materials and Supplies Budget $2,500 Resource LCFF S/C

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#1.14: Provide parent involvement expansion (Family Math and Literacy Nights; technology training) with child care included.



# 1.15: Teachers, as part of the PLC work, continue to develop and refine PBL units.



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1. All teachers will demonstrate mastery of CCSS implementation and ELD implementation in their classrooms as measured by weekly lesson plans and observation. (baseline =75%; target=100%)

2. All teachers at Hope Elementary School will be fully credentialed and appropriately assigned for the grade level and subject they teach (baseline =100%; target =100%)

3. English learners will demonstrate success in expanded student access to broad course of study as measured by weekly lesson plans and classroom assessments and by achievement of AMAO's and increase in redesignation rate


percent of English learners making progress toward English proficiency (AMAO 1) [R] 65% 70%

English Learner reclassification rate [R] 25% 30% percent of English learner in cohort attaining English proficiency (AMAO 2 less than 5 years) [R] 40% 45%

percent of English learner in cohort attaining English proficiency (AMAO 2 greater than or equal to 5 years) [R] 50% 55% 4. Hope Elementary School students meeting or exceeding standards schoolwide and all subgroups will

increase by 8% over previous year as measured by state testing reports.




# 1.1: All teachers will continue to deepen their knowledge and application of CCSS and ELD standards by participating in CCSS and ELD training provided by the Tulare County Office of Education.


Other operating expenses Budget $3,000 Resource LCFF S/C

# 1.2: Teachers, as part of their personal professional development plan, will participate in CCSS training at TCOE or other resources upon board approval. Each teacher will attend at least 1 inservice training per year and participate in on-campus staff development meetings at least two



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times per year.

# 1.3: Teachers by grade span will evaluate existing resources and make recommendations for the development and/or purchase of additional resources to develop Project Based Learning (PBL) units.



# 1.4: Induction Program (BTSA): As applicable, the school district will continue to support the participation of teachers in the BTSA program.


Certificated Salaries and Benefits $5,265 Other operating expenses $3,000 Resource LCFF S/C

# 1.5: Continue to provide resources for teachers to tutor students needing academic support in an extended learning setting (before & after school and/or summer school).



# 1.6: Continue current contract for intervention services with TCOE for specialized services: Special Education teacher, school psychologist, hearing intervention, and speech therapist.


Other Operating Expenses Budget $15,000 Resource LCFF S/C

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# 1.7: Board of Trustees maintains calendars and procedures regarding implementation of state standards.


no additional costs

# 1.8: Teachers and administration, as part of the professional learning community work, continue implementation of the plan for full implementation per Ed Code 51210 and 51220.



# 1.9: Teachers will receive stipends for leadership positions (SBAC/Technology Coordinator, Lead Teacher, CELDT Coordinator, Athletic Director, Student Council Coordinator, etc.).



#1.10: Maintain three non-student attendance days to the school calendar in order to deepen and implement professional development for teachers and staff while maintaining critical classroom processes for students and reducing lost instruction by having a substitute teacher while the teacher of record is in professional development.






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#1.12: Expand student engagement and parent involvement by providing for all 6th grade students and one teacher to attend SCICON for one week, all 5th grade students and one teacher to attend SCICON for a day trip, and other end-of-year incentive field trips and experiential learning opportunities (Honor Roll Field Trip, Perfect Attendance Field Trip, Reading incentive events, etc.). Additionally, the District will plan for and carry out two (2) community engagement events on campus per year where all District stakeholders will be invited to attend to help create a family engaged learning experience, building a sense of community and improving the culture of the campus.






# 1.14: Provide parent involvement expansion (Family Math and Literacy Nights; technology training) with child care included.



# 1.15: Teachers, as part of the PLC work, continue to develop and refine PBL units.



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1. All teachers will continue to demonstrate mastery of 100% CCSS implementation and 100% ELD implementation in their classrooms as measured by Annual Update evaluation process, weekly lesson plans and observation.

2. 100% of teachers at Hope Elementary School will continue to be be fully credentialed and appropriately assigned for the grade level and subject they teach.

3. English learners will demonstrate success in expanded student access to broad course of study as measured by weekly lesson plans and classroom assessments and by additional 5% annual increase in achievement of AMAO's and redesignation rate.

4. Hope Elementary School students meeting or exceeding standards schoolwide and all subgroups will increase by 8% over previous year as measured by state testing reports.




# 1.1: All teachers will continue to deepen their knowledge and application of CCSS and ELD standards by participating in CCSS and ELD training provided by the Tulare County Office of Education.



# 1.2: Teachers, as part of their personal professional development plan, will participate in CCSS training at TCOE or other resources upon board approval. Each teacher will attend at least 1 inservice training per year and participate in on-campus staff development meetings at least two times per year.



# 1.3: Teachers by grade span will evaluate existing resources and make recommendations for the development and/or purchase of additional resources to develop Project Based Learning (PBL) units.



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# 1.4: Induction Program (BTSA): As applicable, the school district will continue to support the participation of teachers in the BTSA program.


Certificated Salaries and Benefits $5,265 Other operating expenses $3,000 Resource LCFF S/C

# 1.5: Continue to provide resources for teachers to tutor students needing academic support in an extended learning setting (before & after school and/or summer school).



# 1.6: Continue current contract for intervention services with TCOE for specialized services: Special Education teacher, school psychologist, hearing intervention, and speech therapist.


Other Operating Expenses Budget $15,000 Resource LCFF S/C

# 1.7: Board of Trustees maintains calendars and procedures regarding implementation of state standards.


no additional costs

# 1.8: Teachers and administration, as part of the professional learning community work, continue implementation of the plan for full implementation per Ed Code 51210 and 51220.



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# 1.9: Teachers will receive stipends for leadership positions (SBAC/Technology Coordinator, Lead Teacher, ; CELDT Coordinator, Athletic Director, Student Council Coordinator, etc.).



#1.10: Maintain three non-student attendance days to the school calendar in order to deepen and implement professional development for teachers and staff while maintaining critical classroom processes for students and reducing lost instruction by having a substitute teacher while the teacher of record is in professional development.






#1.12 Expand student engagement and parent involvement by providing for all 6th grade students and one teacher to attend SCICON for one week, all 5th grade students and one teacher to attend SCICON for a day trip, and other end-of-year incentive field trips and experiential learning opportunities (Honor Roll Field Trip, Perfect Attendance Field Trip, Reading incentive events, etc.). Additionally, the District will plan for and carry out two (2) community engagement events on campus per year where all District stakeholders will be invited to attend to help create a family engaged learning experience, building a sense of community and improving the culture of the



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campus.




#1.14: Provide parent involvement expansion (Family Math and Literacy Nights; technology training) with child care included.



#1.15: Teachers, as part of the PLC work, continue to develop and refine PBL units.



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Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.

GOAL: Goal 2: All students at Hope Elementary School will have the technology skills critical for access to the curriculum, for success in the curriculum, and for preparation for high school, career, and college.

Related State and/or Local Priorities: 1__ 2_x_ 3__ 4__ 5_x_ 6__ 7__ 8_x_

COE only: 9__ 10__ Local: Specify _____________________

Identified Need:

state standards access, including access by English learners by English learners [R] intervention/remedial course enrollment rate schoolwide and subgroups [L] 10% 25% 23.90% 50% availability of supplemental materials to differentiate instruction [L] 50% 100% 100% 100% availability to students of necessary technology to achieve CCSS expectations [L] 50% 100% 100% 100% availability to teachers of necessary technology to teach CCSS [L] 50% 100% 100% 100% availability of extended learning time for students schoolwide and subgroups [L] 10% 25% 23.90% 50% number and percentage of grade levels/courses where CCSS-identified digital skills are being taught to students [L] 25% 50% 50% 75%

State Priority Five: Student Engagement



target 2016-17

metric [R]=state; [L]=Local participation in co-curricular and extracurricular activities schoolwide and subgroups [L] 40% 50% 50% 60% middle school dropout rate schoolwide and subgroups [R] 0 0 0 0 attendance rate schoolwide and subgroups [R] 95.0% 95.0% 95% 96% chronic absenteeism rate schoolwide and subgroups [R] 0 0 4% 0

State Priority Eight: Other Student Outcomes



target 2016-17

metric [R]=state; [L]=Local Number/percentage of students by grade level and subgroup who have mastered the technology skills embedded within the CCSS [L] 25% 50% 50% 75%

Goal Applies to: Schools: Hope Elementary ( a single-school district)

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Applicable Pupil Subgroups: All GOAL 2 LCAP Year 1: 2016-17


1. Access to technology: All students and all subgroups have access to the technology needed for successful completion of school CCSS assignments resulting in student proficiency in technology skills embedded in CCSS.

2. Technology skills: Improved student technology skills and career readiness as measured by classroom assignments, project based learning rubrics and technology checklists results in improved student achievement schoolwide and subgroups.

3. Parent involvement: Continued improvement, expansion and maintenance of access to technology for home to school communication and parents to engage in their students’ schooling results in improved student achievement schoolwide and subgroups.




# 2.1: Teachers will be trained by TCOE consultants and ERS Specialists under the TCOE media contract at least 2 days (training & follow-up) on applications and programs available through the ERS portal.


Other Operating Expenses Budget $ 3,000 Source LCFF S/C

# 2.2: Each teacher will participate in technology workshops in classroom applications (1-3 each depending on experience) at ERS, TCOE, or other approved sources.



# 2.3: All staff will complete training on internet security, cyber bullying, district policies, etc. Parent workshops and handouts on these topics will also be provided.



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# 2.4: Empowered Technology Committee continues to implement and refine schoolwide strategies to upgrade technology infrastructure and curriculum.



# 2.5: Maintain budget for purchase of applications and materials to assure that all students have access to standards-based textbooks and instructional materials.


Books and Supplies Budget $35,000 Source LCFF S/C

# 2.6: Continue IT contract for maintenance and support for classroom technology.



# 2.7: Expand and maintain classroom technology set-ups to assure continuity and access for all teachers and students.



# 2.8: Maintain and continue to improve technology curriculum for students schoolwide based on results of Common Core assessments, classroom assessments and curriculum needs.



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# 2.9: Purchase one additional technology charging and storage cart, equipped with 30 Chromebooks.



# 2.10: The District will create and host an on-campus Cyber-Competition as a co-curricular activity; review additional opportunities for students to practice technology skills in co-curricular settings, and host other competitions that embed the use of technology in and out of the classroom.


Other Operating Expenses Budget $2,000 Source LCFF S/C

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# 2.1: Maintain and deepen training by TCOE consultants and ERS media contract; 2 days (training & follow-up) on applications and programs available through the ERS portals.



# 2.2: Each teacher continues to participate in technology workshops in classroom applications (1-3 each depending on experience) at ERS, TCOE, or other approved sources.



# 2.3: Expand and deepen training on internet security, cyber bullying, district policies, etc. Parent workshops and handouts on these topics will also be continued.



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Books and Supplies Budget $ 17,000 Source LCFF S/C










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# 2.10: The District will continue to host an on-campus Cyber-Competition as a co-curricular activity; review additional opportunities for students to practice technology skills in co-curricular settings, and host other competitions that embed the use of technology in and out of the classroom.



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# 2.1: Maintain and deepen training by TCOE consultants and ERS media contract; 2 days (training & follow-up) on applications and programs available through the ERS portals.



# 2.2: Each teacher continues to participate in technology workshops in classroom applications (1-3 each depending on experience) at ERS, TCOE, or other approved sources.



# 2.3: Expand and deepen training on internet security, cyber bullying, district policies, etc. Parent workshops and handouts on these topics will also be continued.






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Books and Supplies Budget $ 15,000 Source LCFF S/C













# 2.10: The District will continue to host an on-campus Cyber-Competition as a co-curricular activity; review additional opportunities for students to practice technology skills in co-curricular settings, and host other competitions that embed the use of technology in and out of the classroom.



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GOAL:

Goal 3: Hope Elementary School will provide a safe, secure environment that maximizes available and potential resources, provides technology infrastructure for teacher, student, and administrative use, fosters a productive teaching and learning environment, and creates a positive climate that engages all staff, students, and parents in learning.

Related State and/or Local Priorities: 1_x_ 2__ 3_x_ 4__ 5_x_ 6_x 7__ 8__

COE only: 9__ 10__

Local: Specify _____________________

Identified Need:

State Priority One: Basic Services



target 2016-17

metric [R]=state; [L]=Local

Overall facility rating [R] good good good good State Priority Three: Parent Involvement


projected June

status target

2016-17 metric [R]=state; [L]=Local

availability of parent training/involvement opportunities in school and district decision-making schoolwide and subgroups [R] 4 6 6 8 participation rate in parent training/involvement opportunities in school and district decision-making schoolwide and subgroups [R] 15% 20% 20% 25% parent involvement in decision-making school and district of parents of unduplicated count students and of students with exceptional needs [R] 10% 15% 10% 15%

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Identified Need:

State Priority Five: Student Engagement


projected June

status target


participation in co-curricular and extracurricular activities schoolwide and subgroups [L] 40% 50% 50% 60%

middle school dropout rate schoolwide and subgroups [R] 0 0 0 0 attendance rate schoolwide and subgroups [R] 95.0% 95.0% 95% 96% chronic absenteeism rate schoolwide and subgroups [R] 0 0 4% 0

State Priority Six: School Climate


projected June

status target


expulsion rate schoolwide and subgroups [R] 0 0 0 0

suspension rate schoolwide and subgroups [R] 0.016 0 0.016 0 truancy rate schoolwide and subgroups [R] 0 0 0 0

Goal Applies to: Schools: Hope Elementary ( a single-school district) Applicable Pupil Subgroups: All



1. Maintain expanded classroom space and continue to equip classrooms to accommodate population growth and provide productive environment for learning.

2. Expanded technology infrastructure for implementation of the technology requirements embedded in common core will assure that all teachers and students have access to needed resources for learning and demonstrating proficiency.

3. Expanded parent involvement in student homework and school activities and parent satisfaction with involvement activities as measured by teacher observation, survey response, and rate of return of signed reports.

4. Improved student attendance and behaviors as measured by an attendance rate increase of 0.05 and

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10% decrease in suspension rate.




#3.1 The District will maintain campus improvements, including the creation and maintenance of an outdoor science lab and one mobile science cart to be used in the classroom to provide for science learning opportunities and student collaboration learning activities.



# 3.2: Aeries: maintenance, contract, and continued training.



# 3.3: The District will improve and expand the use of a website and other technologies to provide school-to- parent linkages and enhance school-to-home communication.



# 3.4: Maintain class size for Grade K to 3rd by adhering to the state formula for teacher to student ratio and closely monitoring all out-of-district attendance requests.


Salaries and Benefits Budget $128,962 Source LCFF S/C

# 3.5: The District will continue the current contract with the CHOICES Program for enhancement and support for students, encouraging learning and social/recreational development opportunities.



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#3. 6: Expand current participation in county wide student events by two per year to provide opportunity for students to demonstrate knowledge and skills learned in the CCSS curriculum. Continue hosting on-campus events to increase student and family participation (Spelling Bee, Author's Faire, Poetry and Prose, Science Fair).



#3.7: The District will implement multiple strategies to inform parents about CCSS and other learning activities and opportunities.



#3.8: Provide multiple trainings on internet safety, cyber bullying, board policies, etc. for parents.


Other Operating Expenses Budget $2,500 Source LCFF Base

#3.9: Provide two workshops per year for parents on applications and software being used in the classroom.



# 3.10: Provide a certificated staff team-building activity to build collaborative process and leadership, to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience.



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# 3.11: To improve/expand student engagement in the learning process, certificated staff will participate in a three (3) day Capturing Kids Hearts Training to develop strategies for empowering students in the learning environment and improving the culture of the campus.



# 3.12: The District will maintain adequate classroom space for students by continuing the current lease contracts for student classrooms and facilities.



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4. Improved student attendance and behaviors as measured by an attendance rate increase of 0.05 and 10% decrease in suspension rate.




#3.1: The District will maintain campus improvements, including the creation and maintenance of an outdoor science lab and one mobile science cart to be used in the classroom to provide for science learning opportunities and student collaboration learning activities.


Capital Outlay Budget $20,000 Source LCFF S/C




# 3.3: The District will improve and expand the use of a website and other technologies to provide school-to-parent linkages and enhance school-to-home communication.



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#3.4: Maintain class size for Grade K to 3rd by adhering to the state formula for teacher to student ratio and closely monitoring all out-of-district attendance requests.



#3.5: The District will continue the current contract with the CHOICES Program for enhancement and support for students, encouraging learning and social/recreational development opportunities.



# 3.6: Expand current participation in county wide student events by two per year to provide opportunity for students to demonstrate knowledge and skills learned in the CCSS curriculum. Continue hosting on-campus events to increase student and family participation (Spelling Bee, Author's Faire, Poetry and Prose, Science Fair).



#3.7: The District will continue to identify new opportunities and methods and enhance currently successful strategies to inform parents about CCSS and other learning activities and opportunities.



#3.8: Continue to deepen and enhance staff, student, and parent knowledge and skills regarding on internet safety, cyber bullying, board policies, etc.



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#3.9: Continue to provide additional two workshops per year for parents on applications and software being used in the classroom.



#3.10 Provide a certificated staff team-building activity to build collaborative process and leadership, to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience.



#3.11 Continue and deepen knowledge and skills in the Capturing Kids Hearts Training



# 3.12 Maintain adequate classroom space for students



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4. Improved student attendance and behaviors as measured by an attendance rate increase of 0.05 and 10% decrease in suspension rate.




#3.1: The District will maintain campus improvements, including the creation and maintenance of an outdoor science lab and one mobile science cart to be used in the classroom to provide for science learning opportunities and student collaboration learning activities.


Capital Outlay Budget $45,000 Source LCFF S/C




# 3.3: The District will improve and expand the use of a website and other technologies to provide school-to-parent linkages and enhance school-to-home communication.



# 3.4: Maintain class size for Grade K to 3rd by adhering to the state formula for teacher to student ratio and closely monitoring all out-of-district attendance requests.

schoolwide _xx_ALL ------------------------------------------------------------------------------------ OR: __Low Income pupils __English Learners


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__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

# 3.5: The District will continue the current contract with the CHOICES Program for enhancement and support for students, encouraging learning and social/recreational development opportunities.



#3.6: Expand current participation in county wide student events by two per year to provide opportunity for students to demonstrate knowledge and skills learned in the CCSS curriculum. Continue hosting on-campus events to increase student and family participation (Spelling Bee, Author's Faire, Poetry and Prose, Science Fair).



#3.7: The District will continue to identify new opportunities and methods and enhance currently successful strategies to inform parents about CCSS and other learning activities and opportunities.



#3.8: Continue to deepen and enhance staff, student, and parent knowledge and skills regarding on internet safety, cyber bullying, board policies, etc.



#3.9: Continue to provide additional two workshops per year for parents on applications and software being used in the classroom.



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# 3.10: Provide a certificated staff team-building activity to build collaborative process and leadership, to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience.



# 3.11: Continue and deepen knowledge and skills in the Capturing Kids Hearts Training.



# 3.12: Maintain adequate classroom space for students.



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HOPE Annual Update

Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.

Guiding Questions:

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not

limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving

the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making

progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

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

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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

Original GOAL

from prior year

LCAP:

Goal 1: All students at Hope School will actively engage in and be successful in a broad course of study driven by full implementation of Common Core state standards (CCSS) and state content and performance standards in courses as defined by Ed Code 51210 and implement CCSS in classrooms and other learning spaces through a variety of blended learning environments (in school, outdoors) while closing the achievement gap.

Related State and/or Local Priorities: 1_x 2_x 3_ 4_x 5_ 6_x 7_ 8_x

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: Hope School (a single-school district) Applicable Pupil Subgroups: All and Low Income, English learner, Redesignated English learner, White and

Hispanic

Expected Annual

Measurable Outcomes:

1. Upon completion of CCSS training (phase 1) and introductory ELD training, all teachers will demonstrate improved knowledge and skills by substantially implementing the CCSS ELA and Math and ELD in their classrooms as measured by weekly lesson plans and observation against the current baseline of 100% of teachers at the beginning level of implementation.

2. All teachers at Hope School will be fully

credentialed and appropriately assigned for the grade level and subject they teach (baseline is 80%).

3. English learners will demonstrate expanded

student access to broad course of study as measured by weekly lesson plans and classroom assessments and by achievement

Actual Annual


1. Target partially achieved. All teachers attended the training provided by the Tulare County Small School Districts in October of 2015. As a result of implementation during the year, review of lessons plans and observation confirms that CCSS ELA and Math are at 50% implementation while ELD is at 30% implementation.

2. Target not achieved. Of 11 teachers, 9 are fully credentialed. One is an Intern and enrolled in an exemplary Intern program now finishing year one of a two-year program. The other is also enrolled in the program but has not yet achieved Intern status which is scheduled for the end of the current year (2015-16). Rate is at 80%.

3. Target partially achieved. Expanded access is provided through differentiated instruction in the classroom and extended learning time opportunities.

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of AMAO's and increase in redesignation rate (baseline AMAO 1= 66%; AMAO 2=18%; 21% of English learners proficient in Language Arts and 37% proficient in math; redesignation=12%)

4. Hope students schoolwide and all subgroups

will meet or exceed annual expectations of achievement set by the state Board of Education in state assessments as measured by state testing reports. Baseline to be set in 2015-16 by State Board of Education.

target actual percent of English learners making progress toward English proficiency (AMAO 1) [R] 70% 55.3% English Learner reclassification rate [R] 25% 20% percent of English learner in cohort attaining English proficiency (AMAO 2 less than 5 years) [R] 25% 33.3% percent of English learner in cohort attaining English proficiency (AMAO 2 greater than or equal to 5 years) [R] 50% 48.3%

There is a continuing need to expand access for English learners and to track their progress.

4. Baseline has been set as follows:

ELA met or exceeded standards all students 19% white 15% Hispanic 19% Low Income 12% EL 12%

Math met or exceeded standards all students 7% white 9% Hispanic 5% Low Income 2% EL 5%

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GOAL 1 LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services


Estimated Actual Annual Expenditures

# 1: All teachers will continue to deepen their knowledge and application of CCSS and ELD standards by participating in CCSS and ELD training provided by the Tulare County Office of Education.

Professional development Budget $1,500 Source Title I

Completed within budget; paid with other funds All teachers attended training provided by the TCOE at the Small Schools Conference. Effectiveness: Teachers reported that this was very effective training and could be immediately implemented in the classroom. Review of local data and lesson plans confirms that CCSS implementation is at 50% while ELD implementation is at 30% of teachers.

Estimated actual $300 Tulare County Small School Dist. Staff Dev. Day paid from LCFF base

Scope of service:

districtwide Scope of service:

districtwide

_xx_ALL _xx_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

# 2: Teachers as part of their personal professional development plan participate in CCSS training at TCOE or other sources upon Board approval. Each teacher attends at least 1 inservice training per year.

professional development Budget $5,000 Source LCFF base

Completed within budget using other funds Effectiveness: 100% of teachers completed at least one training with TCOE this year and some have completed multiple trainings. The impact of this training has been very positive, as evidenced in lesson plans and observations.

$3,000 Renaissance Learning On-Site 6-Hr. Professional Dev. paid from Ed Tech Voucher Funds

Scope of districtwide Scope of districtwide

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service: service:



# 3: Teachers by grade span evaluate existing resources and develop/purchase additional resources to develop Project Based Learning (PBL) units

supplies Budget $2,000 Source LCFF S/C

Completed over budget Effectiveness: Teachers have closely evaluated existing curriculum materials and have supplemented those resources to create PBL (Project Based Learning) units in all grade levels. Multiple internet based programs have been purchased and are being used in all classrooms (STAR Early Literacy, Accelerated Reading and Math, web-based sites, ERS Portal).

Estimated actual $11,072 Source LCFF S/C

Scope of service:


districtwide



#4: Induction Program (BTSA) One teacher contract for services Budget $8,400 Source LCFF S/C

Completed within budget Effectiveness: Two teachers are currently enrolled in the TCOE BTSA program and have successfully completed the Year One Induction Program. Included in this training and support program is extensive CCSS and English learner training. Also, two teachers are enrolled in the TCOE Impact program for Interns and Provisional teachers. They also are getting intensive training and support in CCSS and English learner.


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Scope of service:


districtwide



#5: Provide six days equivalent of tutoring in an extended learning setting (before & after school and/or summer school).

salary and benefits Budget $5,000 Source LCFF base

Completed over budget Effectiveness: Teachers continue to provide after school tutoring. Summer School is scheduled to run from June 13-24, focusing on building foundational math and reading skills, ELD instructional, and internet safety, procedures, and use.


Scope of service:


districtwide



# 6: Continue current contract for intervention services with TCOE for Special Education, school psychologist and speech therapist.

contract for services Budget $7,500 Source LCFF base

Completed within budget; paid in the prior year as two year contract Effectiveness: Special Education Resource Specialist, school psychologist, and speech therapist have maintained a weekly schedule of services. These services are very helpful in appropriately serving students with exceptional needs.

Estimated actual $0.00

Scope of service:


districtwide

_xx_ALL _xx_ALL

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OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______________


# 7: Board establishes calendars and procedures regarding implementation of state standards.

no additional costs

Not completed Effectiveness: The CSBA continues to work on model policies and procedures as the local control effort moves forward. The Hope Board is kept apprised of local and state efforts through monthly reports of progress.

No additional costs

Scope of service:


districtwide



# 8: Teachers and administration, as part of the professional learning community work, examine the current curriculum and develop a plan for full implementations of the broad course of study as defined in Ed Code 51210 and 51220.


In progress Effectiveness: Although all requirements of the broad course of study are in place at Hope School, work still needs to be done on Science (Next Generation Science Standards) and History/Social Science. Teachers in these content areas are implementing the literacy in the content areas aspects of the CCSS. Grade level collaboration continues, as well as weekly staff meetings.


Scope of service:

Districtwide Scope of service:

districtwide

_xx_ALL _xx_ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient

OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient

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__Other Subgroups:(Specify)______________

__Other Subgroups:(Specify)________________________

# 9: Teachers, as part of the PLC work, continue to develop and refine PBL units.


In progress Yes, as above, measured by weekly lesson plans and observations. Effectiveness: Impact of these units will be measured as the district develops locally developed and locally reported metrics to be included in the new accountability process to be adopted by the state board.


Scope of service:

Districtwide Scope of service:

districtwide



What changes in actions, services, and expenditures will be made as a

result of reviewing past progress and/or changes to goals?

Analysis of the achievement gap in the base year of state testing as well as local data confirm a continuing need for training and deeper implementation of English Language Development at Hope Elementary School as well as the need for materials of instruction, both core and supplemental for differentiated instruction. As well, extended learning time needs to be examined and expanded to assure that all students have access to the rigorous core curriculum. Data collection and tracking of student progress have been greatly assisted by having a certificated teacher doing the CELDT testing and other duties as a CELDT coordinator. As a result of examination of English learner program as well as consultation with parents of English learners, Hope Elementary School will contract with the TCOE to provide an evaluation of the English learner program and assist with improvement and training. There remains a critical need for professional development in CCSS and in ELD and other standards in the broad course of study, therefore three additional days are being added to the teachers’ work year and devoted to professional development. There is also a great need for additional assistance for students with exceptional needs and a paraprofessional has been added for this. Extended learning time has been very effective in helping to increase student achievement and this will be expanded.

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In order to strengthen, expand and enhance effective actions and services, the following actions and services will be added to the 2016 LCAP: 1.9: Strengthen the support system for teachers and build teacher leaders by providing stipends for taking on leadership roles in SBAC state testing coordination, Lead Teacher, CELDT coordination, athletic/co-curricular director, Student Council director, etc., thereby improving/expanding these critical programs and services and assuring maximum student benefit. (source: teachers and parents) 1.10: Add three non-student attendance days to the school calendar in order to deepen and implement professional development for teachers and staff while maintaining critical classroom processes for students and reducing lost instruction by having a substitute teacher while the teacher of record is in professional development. (source: teachers, parents, students, and Board) 1.11: Employ a part-time Special Education Instructional Aide to work under the direction of the Special Education teacher for student academic support in order to expand instructional time for students with exceptional needs. (source: other school staff, teachers) 1.12: Expand student engagement and parent involvement by providing for all 6th grade students and one teacher to attend SCICON for one week, all 5th grade students and one teacher to attend SCICON for a day trip, and other end-of-year incentive field trips and experiential learning opportunities (Honor Roll Field Trip, Perfect Attendance Field Trip, Reading incentive events, etc.). Additionally, the District will plan for and carry out two (2) community engagement events on campus per year where all District stakeholders will be invited to attend to help create a family engaged learning experience, building a sense of community and improving the culture of the campus. (source: parents, students and teachers) 1.13: Provide awards and incentives to promote academic achievement and excellent attendance. (source: students and teachers) 1.14: Provide parent involvement expansion (Family Math and Literacy Nights; technology training) with child care included. (source: parents, Board)

Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

Page 61 of 76

Original GOAL

from prior year

LCAP:

Goal 2: All students at Hope Elementary School District will have the technology skills critical for access to the curriculum, for success in the curriculum, and for preparation for high school, career, and college readiness.

Related State and/or Local Priorities: 1_x 2_x 3_ 4_x 5_x 6_ 7_x 8_x

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: Hope School (a single-school district) Applicable Pupil Subgroups: All and Low Income, English learner, Redesignated English learner, White and

Hispanic

Expected Annual


1. All students and all subgroups have access to the technology needed for successful completion of school CCSS assignments resulting in student proficiency in technology skills embedded in CCSS. The current baseline for access is schoolwide availability of 2:1 in grades 5-8 and 5:1 in K-4, and schoolwide WiFi connection with broadband sufficient for state testing.

2. Improved student technology skills and career

readiness as measured by classroom assignments, project based learning rubrics and technology checklists.

3. Improved and expanded access to technology

for home to school communication and parents to engage in their students’ schooling built to improve upon current baseline of no schoolwide student data system or electronic home to school communication system.

Actual Annual


1. Target achieved. Grades 5 – 8 each have a chromebook cart containing 30 chromebooks, achieving a 1:1 ratio in those grade levels. Grades K – 4 do “Chromebook Buddies” and have developed a sharing calendar for an additional cart that roves. Schoolwide WiFi and broadband are adequate for state testing and classroom instruction. 2. Target achieved. Student technology skills have improved measurable as reported by teachers. Still to be developed are technology checklists to measure the skills embedded in the CCSS. 3. Target partially achieved. AERIES Phase I for tracking school data has been installed. Next year Phase Two of the Parent Portal will go online.

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# 1: Teachers trained by TCOE consultants and ERS media contract; 2 days (training &follow-up) on applications and programs available through the ERS portals.

Professional development Budget $16,000 Source LCFF S/C

In progress within budget Effectiveness: One day of ERS training with teachers doing follow-up conversations with ERS staff, as needed. All of the teachers are using the ERS portal and they report that it is very useful.

No new costs this year

Scope of service: schoolwide Scope of

service: schoolwide

xxx__ALL

_xx_ALL



# 2: Each teacher will participate in technology workshops in classroom applications (1-3 each depending on experience) at ERS.

Professional development Budget $1,500 Source LCFF S/C

Not completed as planned Effectiveness: Two teachers completed Google Docs training. Other trainings have embedded technology in the content of the training. Impact is that teachers report a continuing need for technology training, preferably classroom-based training.

Estimated actual $300


service: schoolwide

_xx_ALL

_xx_ALL



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# 3: All staff will complete training on internet security, cyber bullying, district policies, etc. Parent workshops and handouts in these topics will also be provided.

Professional development Budget $8,000 Source LCFF base

Not completed Effectiveness: The search for a provider of this training was more difficult than planned. A provider has now been located. With increased student access and use of technology it is crucial that this training be completed.

Estimated actual $0


service: schoolwide

xx__ALL

_xx_ALL



# 4: Empowered Technology Committee establishes and implements schoolwide strategies to upgrade technology infrastructure and curriculum.

Salary and benefits Budget $1,000 Source LCFF Base

Completed within budget Effectiveness: In monthly meetings, and on an as needed basis, committee assesses impact and needs related to technology at Hope School. One of the recommendations is to purchase two more Chromebook carts next year to increase access in K-4.

No additional costs


service: schoolwide

_xx_ALL

_xx_ALL



# 5: Establish budget for purchase of applications and materials to assure that all students have access to standards-based textbooks and instructional materials.

Instructional materials Budget $21,000

In progress within budget Purchased multiple resources such as STAR Early Literacy, Math and Reading; Accelerated Reader, etc.

Estimated actual $2,871 Source Ed Tech

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Source LCFF Base

Effectiveness: These materials are critical in providing differentiated instruction Teachers report a very positive impact on student achievement in class.

voucher


service: schoolwide

_xx_ALL

_xx_ALL



# 6: Establish IT contract for maintenance and support for classroom technology.

Contract for services Budget $4,000 LCFF base

Completed within budget Effectiveness: Contract with Select Business Services for IT support; also an hourly technician to assist with maintenance and Internet issues. Still need is assistance with building and maintaining the district website.



service: schoolwide

_xx_ALL

_xx_ALL



# 7: Expand and maintain classroom technology set-ups to assure continuity and access for all teachers and students.

Equipment Budget $2,500 Source LCFF S/C

Completed over budget Effectiveness: Improvements include WiFi radios to increase WiFi access; Teachers report greatly improved access and continuity

Estimated actual $6,354 Source LCFF base

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service: schoolwide

_xx_ALL

_xx_ALL



# 8: Establish technology curriculum for students schoolwide based on results of Common Core assessments, classroom assessments and curriculum needs.

Salary and benefits Budget $10,000 Source LCFF S/C

Partially completed Effectiveness: Each teacher has embedded technology in daily lesson plans per CCSS standards but a schoolwide curriculum and schoolwide strategies have not been established. With progress thus far, a schoolwide curriculum may not be needed.



service: schoolwide

_xx_ALL

_xx_ALL



# 9: Purchase minimum three additional mobile laptop carts.

Equipment Budget $60,000 Source LCFF S/C

Partially completed within budget Effectiveness: Two carts with 30 laptops per cart were purchased this year with plans to purchase two more next year to provide greatly improved access for all students.



service: schoolwide

_xx_ALL _xx_ALL

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# 10: Add CyberQuest as a co-curricular activity; review additional opportunities for students to practice technology skills in co-curricular settings.

Materials and supplies Budget $2,500 Source LCFF base

Not completed Effectiveness: Teachers in Grades 5 – 8 have embedded technology heavily in the classroom and students are required to demonstrate competency and understanding through the use of technology. The biggest problem with adding student events is transportation for the district and for parents who want to watch their children perform. Alternatively, more local events are planned so that parents have the opportunity to observe and celebrate.

No additional costs


service: schoolwide

_xx_ALL

_xx_ALL





Changes are not indicated by local stakeholder input or evaluation. Rather, continuing to expand and maintain technology resources is a continuing need as the technology skills embedded in CCSS, as well as college and career readiness knowledge and skills, become more deeply embedded in the broad course of study. Parents are very supportive of technology for students and express the need for it to continue to grow.

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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Original GOAL

from prior year

LCAP:

Goal 3: Hope School will provide a safe, secure environment that maximizes available and potential resources, provides technology infrastructure for teacher, student, and administrative use, fosters a productive teaching and learning environment, and creates a positive climate that engages all staff, students, and parents in learning.

Related State and/or Local Priorities: 1_x 2_ 3_x 4_ 5_x 6_ 7_x 8_

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to: Schools: Hope School ( a single-school district) Applicable Pupil Subgroups: All and Low Income, English learner, Redesignated English learner, White and

Hispanic

Expected Annual


1. Expand classroom space by the addition of one classroom and equip classrooms to accommodate population growth and provide productive environment for learning.

2. Expanded technology infrastructure for

implementation of the technology requirements embedded in common core will assure that all teachers and students have access to needed resources for learning and demonstrating proficiency.

3. Expanded parent involvement in student

homework and school activities and parent satisfaction with involvement activities as measured by teacher observation, survey response, and rate of return of signed reports above current baseline of 65%.

4. Improved student attendance and behaviors as

Actual Annual


1. Target achieved. One classroom has been added fully equipped with all necessary technology and communications. It is a year-to-year leased classroom. District continues to be in desperate need of a resource room, but space in terms of acreage is a continuing challenge.

2. Target achieved. Infrastructure improvements

include expanded broadband and WiFi to assure that all teachers and students have immediate use of technology resources.

3. Target achieved. 100% attendance at

parent/teacher conferences. Parents are active on the School Site Council. Parents responded well and provided valuable input on LCAP update and planning, especially parents of English learners.

4. Target achieved. Attendance rate increased by

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measured by an attendance rate increase of 0.05 and 10% decrease in suspension rate.

.05. This year only four students were suspended.




# 1: Add an additional portable and continue to support additional classrooms

Lease/ purchase Budget $80,000 Source LCFF S/C and $65,000 Source LCFF base Source

Completed within budget Effectiveness: Impact has been to greatly reduce overcrowding due to enrollment growth



service: schoolwide

_xx_ALL

_xx_ALL



# 2: Aeries: purchase, maintenance, contract, and continued training.

Contract for services Budget $10,000 Source LCFF base

Completed over budget Effectiveness: AERIES has been purchased and the first phase of school data has been completed. The next phase, planned for next year, is the parent portal.


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service: schoolwide

_xx_ALL

_xx_ALL



# 3: Improve and expand use of website and other technologies to provide school to parent linkages.

salary and benefits Budget $5,000 Source LCFF base

Not completed Effectiveness: Use of multiple websites as a supplement to classroom curriculum by students and teachers has increased substantially with teachers sharing this information with parents in order to involve parents in classroom work of their children.

No additional costs


service: schoolwide

_xx_ALL

_xx_ALL



# 4: Maintain reduced class size for Grade K to 3rd at 21:1.

Salary and benefits Budget $70,107 Source LCFF S/C

Completed within budget Effectiveness: Class size reduction has been maintained with significant impact on the achievement of students in the primary grades. This extended learning time enables students and teachers to work together much more closely to achieve learning goals. Parents also report great support for this program. The cost of this program was significantly higher than anticipated because an additional teacher needed to be hired over and above planned staffing.


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service: schoolwide

xx__ALL

_xx_ALL



# 5: Continue current contract with Choices program for enhancement and support for students.

Contract for services Budget $7,000 Source LCFF Base

Completed within budget Effectiveness: Impact is that students, teachers and parents report improved student engagement in learning.



service: schoolwide

_xx_ALL

_xx_ALL



# 6: Expand current participation in county wide student events by two per year to provide opportunity for students to demonstrate knowledge and skills learned in the CCSS curriculum.

materials and supplies Budget $3,000 Source LCFF S/C

Completed within budget Effectiveness: Spelling Bee and Art Show were added. This increased student involvement in these activities by 250 students. Students and teachers report great satisfaction with these events. Teachers report connections to classroom curriculum and learning.

No additional costs


service: schoolwide

xx__ALL _xx_ALL

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# 7: Implement multiple strategies to inform parents about common core and provide multiple workshops for parents such as CCSS Literacy.

materials and supplies Budget $2,000 Source LCFF base

Completed within budget Effectiveness: Strategies deployed include parent meetings, classroom newsletters, report cards, parent/teacher conferences; links to information on multiple websites such as CDE and TCOE. To be added next year is the district website and parent portal on AERIES.

No additional costs


service: schoolwide

_xx_ALL

_xx_ALL



#8: Provide multiple trainings on internet safety, cyber bullying, board policies, etc. for parents.

materials and supplies Budget $1,739 Source LCFF S/C

Not completed This remains a very high need. A provider has been identified and the training is scheduled for next year.

No additional costs


service: schoolwide

_xx_ALL

_xx_ALL



# 9: Provide two workshops per year for parents materials and Completed within budget No additional

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on applications and software being used in the classroom.

Supplies Budget $1,500 Source LCFF base

Effectiveness: Impact is that parents report substantial support for this activity and report that it increases appreciation for helping students at home with schoolwork.

costs


service: schoolwide

_xx_ALL

_xx_ALL





As a result of reviewing past progress, stakeholders see the continuing need to stay the course, especially regarding keeping class sizes small so that students have closer attention in class and more assistance from teachers. Overall, for all three goals, planners note that the district and school need to better coordinate efforts and follow-through on activities. Parents and teachers recommend that after-school tutoring, summer school and other extended learning, as well as project-based learning and hands-on learning, be stressed and expanded. Parents note that transportation is a problem for them with countywide student events which are usually held outside the Porterville area and have suggested that the district develop local events. Planned additions for next year as a result of stakeholder input and annual update evaluation of effective practices include: # 3.10: Provide a certificated staff team-building activity to build collaborative process and leadership, to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience. # 3.11: To improve/expand student engagement in the learning process certificated Staff will participate in a three (3) day Capturing Kids Hearts Training to develop strategies for empowering students in the learning environment and improving the culture of the campus.

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Section 3: Use of Supplemental and Concentration Grant funds and Proportionality A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth,

and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $____392,335_________________________ With 72% of enrollment qualified as “low Income” and 30% as English learner, Hope Elementary School District (a single-school district) is de facto “schoolwide” unduplicated count students. Supplemental and Concentration grant funds in the amount of $392,335 projected for 2016-17 are principally directed at unduplicated count students, specifically low income and English learners, in a schoolwide/districtwide coordinated program. This will assure efficient and equitable use of district funds and build a high quality coordinated instructional program that fills in the gaps in knowledge, skills, and learning experiences associated with poverty and second language acquisition. Examples of 2016 LCAP actions and services that are districtwide but principally directed at these students are:

• providing hands-on experiential learning experiences to fill in gaps in the prior knowledge critical in learning, • technology resources for 21st century school and workplace knowledge and skills for students who do not have access to the resources

at home • materials for differentiating instruction to make necessary adaptations and accommodations in the teaching/learning process • implementing parent involvement programs that help parents make informed decisions in school and district processes and programs • providing programs and services to assure that unduplicated count students and students with exceptional needs have full access to a

rigorous broad course of study By implementing these proven effective, research-based improvement strategies, Hope Elementary will help unduplicated count students close the achievement gap with their peers in the county and statewide.

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B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

Actions and services directly impacting unduplicated count students are increased and improved over and above other students in the district beyond the required 22.05%. Increased and enhanced services for the 30% of Hope students who are English learners, for example, include improved instructional materials specifically designed to accommodate language acquisition and technology resources designed to help students practice language acquisition, improved and expanded teaching strategies to adapt and accommodate lessons to support English learners, and greatly improved and expanded English language acquisition curriculum, expanded experiential and hands-on learning programs, school and district leadership programs for English learner students and their parents, and continued class size reduction to assure that English learners have more time on task in the classroom and enhanced teacher-to-student time on task.

22.05 %

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02,

42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

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LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

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

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

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

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

(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.

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

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

(2) The total number of cohort members.

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

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

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

(2) The total number of cohort members.

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

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(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).

8-22-14 [California Department of Education]

Documents

§ 15497.5. Local Control and Accountability Plan and